english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 431 how to teach english conversation? an implementation of a multimodal discourse analysis through images partohap saut raja sihombing faculty of teacher training and education, universitas hkbp nommensen pematangsiantar, indonesia email: partohap.sihombing@uhn.ac.id herman (corresponding author) faculty of teacher training and education, universitas hkbp nommensen, medan, indonesia email: herman@uhn.ac.id nanda saputra stit al-hilal sigli, indonesia email: nandasaputra680@gmail.com apa citation: sihombing, p. s. r., herman., & saputra, n. (2022). how to teach english conversation? an implementation of a multimodal discourse analysis through images. english review: journal of english education, 10(2), 431-438. https://doi.org/10.25134/erjee.v10i2.6244 received: 27-02-2022 accepted: 24-04-2022 published: 30-06-2022 introduction language is a human specialized instrument in conveying thoughts, sentiments and explanations. all in all, people can not be isolated from language since people in each movement will require language as something critical in carrying on with their life processes (herman, van thao, & purba, 2021; van thao & herman, 2021). language is not just as verbal language, to be specific communicated in and composed language, yet in addition nonverbal language like movement, sound, items, colors, etc. in this correspondence, these two sorts of language assume a nearly adjusted part on the grounds that by depending on verbal language alone disregarding nonverbal language comprehension of something will be restricted (purnaningwulan, 2015). as confirmed by hutabarat, herman, silalahi, & sihombing (2020), verbal language alone without all movement, sound, shading, and material articles restricts' how one might interpret the intricacy of a collaboration and interactional importance and can give limits on correspondence. to pass on a message, people do different ways, for example, through addresses, abstract: the purpose of this research is to identify how is the role of images implementation in teaching english conversation. rapid technological developments increasingly highlight the use of multimodality theory. multimodal in this case has a metafunction. multimodal is now used as a new learning resource that can be used in the learning process. this multimodal aims as an evolving approach to knowledge in visual or image sources. this study used a qualitative descriptive method. in this study, an analysis of multimodal literature is carried out, namely through pictures of english conversations, these images are then used in learning about conversations in english. three steps of representational metafunction, an interpersonal metafunction, and a compositional metafunction were used to analyze the multimodality of images used as learning media in learning english. the results obtained are that there is an increase in students' understanding when using images as learning media in conversational material in english. based on the analysis of three multimodal components, namely the representational, interpersonal, and compositional, it is possible to conclude that the image of the english conversation employed leads to adaptation to the qualities of the kid as a learner. children enjoy animated characters, and the use of color and animation in drawings is designed to pique pupils' interest in participating in learning by displaying images of discussions and encouraging them to practice them. keywords: multimodal analysis; english conversation; learning; images. partohap saut raja sihombing, herman, & nanda saputra how to teach english conversation? an implementation of a multimodal discourse analysis through images 432 addresses, declarations, signs or images, ads, etc. this multitude of exercises surely require an apparatus, to be specific language. in relational associations, sinar states that there are three significant components that participate in correspondence, in particular: verbal, sound or sound (communicated in language) or chart (composed language), and visuals. verbal language is communicated in and composed language, while the result part of verbal language is sound or sound, and composing is diagram (anstey & bull, 2019). visual association is nonverbal language which incorporates motions, non-verbal communication, etc. the three components of relational connection now and again have various degrees of job, however here and there they have a decent degree of job in passing on messages. perusing abilities involving components of chart or composed language in it (martinec, 2015). dominating the abilities to have the option to comprehend the message or message in the perusing is significant. snow states that youngsters who have perusing hardships not just will generally battle all through their school professions, yet in addition experience challenges in work, social working in the public arena, and different parts of day to day existence. consequently, understanding the multimodal approach in language abilities, particularly understanding texts, is something essential to dominate, particularly in learning (purba & herman, 2020). multimodal learning can be applied to understudies and understudies who as of now comprehend innovation as a component of regular daily existence (ngongo & ngongo, 2022). characterizes multimodal as all verbal and visual semiotic sources that can be utilized to understand the sorts and levels of dialogical association in a reading material (herman, murni, sibarani, & saragih, 2019). with regards to message examination, multimodal is perceived as an investigation that consolidates the apparatuses and steps of semantic examination, like fundamental utilitarian phonetics (sfl) or useful language with logical devices to get pictures, when the message being dissected utilizations two modes, verbal and picture (juliswara, 2017). multimodality is certainly not another peculiarity. baldry and thibault (see that we live in a multimodal society. individuals of this period will encounter the world multimodally and thusly, make importance from their encounters multimodally utilizing language, pictures, motions, activities, sounds and different assets. bilfaqih & qomarudin (2017) clarify that they accept that practically speaking, texts of assorted types are consistently multimodal, using, and consolidating, the assets of different semiotic frameworks to work with nonexclusive (for example standard) and explicit for example individual, and, surprisingly, inventive, approaches to making meaning. innovation, both in giving relative simplicity in text creation and pervasive access in text utilization, likewise emphasizes the multimodal idea of text. this study about teaching english conversation through images based on multimodal discourse analysis has been never conducted by any other researchers before. but, the researchers tried to look for other previous study related to this research. the previous study of increasing students’ conversation skill has been conducted by syafiq, rahmawati, anwari, & oktaviana (2021). the research discussed about one alternative solution for teaching speaking during pandemic is to use a youtube video. this study seeks to discover the utilization of youtube videos to improve students' speaking skills, as well as how the teaching and learning process utilizing youtube videos is implemented in the classroom. in 2020, muhammadiyah university of kudus first semester college students participated in a classroom action research. this study's population consisted of all non-english programs, and the samples consisted of 85 students from redundant classes who were chosen via purposive sampling. the data was collected using a speech evaluation and an interview, and it was then analyzed using the constant comparative method and descriptive statistics. this study found that using youtube videos as english learning material enhanced students' speaking skills in terms of fluency, vocabulary, pronunciation, grammar, and content. as a result, it is possible to conclude that the usage of youtube videos might improve students' speaking skills while online learning in pandemic. covid-19. further research could focus on the use of youtube videos to teach other english skills such as reading and writing. method the method used in this research is qualitative with descriptive nature. according to purba, sibarani, murni, saragih, & herman (2022), the research english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 433 method with a qualitative approach utilizes data in the form of word, spoken or picture descriptions of an individual, phenomenon or symptom of a group with various dimensions that can be observed by researchers (sihombing, silalahi, saragih, & herman, 2021; simajuntak, napitupulu, herman, purba, & thao, 2021). kress and van leeuwen (2016) provide a method for examining advertising images using three meta-semiotic steps (ngongo, 2021). the three steps consist of a representational metafunction, an interpersonal metafunction, and a compositional metafunction. in this study, the researchers analyzed the multimodality of images used as learning media in learning english with the following stages: the first step is to analyze the representational metafunction of the image presented using an animated form containing conversation in english as a medium for learning english. picture 1. animated form of english conversation the second step is to analyze the interpersonal metafunction in the conversational picture by paying attention to the form of the picture used the third step is to analyze the compositional meta-function in the english conversation picture which can be used as a medium for learning about english conversation. picture 2. conversation picture the fourth step is to conclude the meaning of the discourse conveyed through the images used in learning. the fourth step concludes the data whether there are differences in the results of students' understanding of the material by using pictures. results and discussion results from the analysis of three social aspects of semiotics, namely the representational, interpersonal, and compositionally, it can be stated that the picture of the english conversation used leads to adjustment to the characteristics of the child as a learner. children like animated characters and the use of color and animation in pictures is intended to attract students' interest in participating in learning and seeing pictures of conversations and practicing them. the following is an analysis of a simple example of how the analytical steps described above can be applied. the analysis was carried out on two pictures (1 and 2) which act as illustrations, which were taken from an english book for elementary schools published by a publisher in bandung. figure 1. (description/identification) this image is a kitchen image. in the image above there are two participants; a child who said “this is the kitchen. my mom is cooking”, with outstretched arms wearing a blue shirt with an orange collar and brown trousers. position the child to the right of the image. picture 3. illustration example his gaze, although not very clear, turned to another participant, a mother who was cooking. the mother, on the left of the image, is standing slightly sideways and her gaze is not directed at the child but at what is in front of her. in front of the mother is a frying pan and kettle. the skillet, kettle, table, and other objects become the setting in which the process takes place. (analysis/significance) the partohap saut raja sihombing, herman, & nanda saputra how to teach english conversation? an implementation of a multimodal discourse analysis through images 434 vector in this image is realized through the eyes, moving from the child to the mother. thus the child becomes a 'reactor' (reactor) while the mother becomes a phenomenon; someone whose activities are described. according to unsworth relying on kress and van leeuwen (2016), when a vector is formed by the line/eye gaze of one or more 'participants' so that they look at something, then the process that occurs is seen as a reaction rather than an action, and ' participants' is called 'reacter' not 'actor'. the object in this image is depicted in a small size, and using a 'medium close shot', places us as the 'viewer' slightly above the image; when we look at the picture we are like looking down a little. this means that as 'viewers' we have more power than the 'represented participants' in the picture. 'medium close shot' makes us only have social relations, not very close to 'represented participants' (chen, 2021). we know them as we know people in general; they are not part of those closest to us. this further means, 'represented participants' represent a general description of mothers and what activities are commonly attached to the domestic role of mothers in the social practices of our society. the gazes of the two participants are not directed at us who are looking but in another direction so that there is no contact between them and us. when there is no eye contact between the 'represented participants' and the 'viewers', the 'viewers' are placed as observers; they don't 'demand' but 'offer' us. as observers, we are offered to observe what is happening in the kitchen. the size of the 'participant' in the thumbnail as well as the frame. this makes us as 'interactive participants' have greater power over the 'represented participants'. from a compositional layout point of view, the mother is to the left of the image, while the child is to the right of the image. according to kress and van leeuwen (2016), what is placed on the left of the image is 'given' while what is on the right is 'new'. in the picture above, the mother and what she does are 'given' while the child is 'new'. in this context, it should be explained that the 'given-new' composition applies to cultures in which the reading flow moves from left to right, while for cultures that use a right to left or top-down reading flow such as arabic and chinese cultures, the 'given-new' composition new' cannot be used. such cultures use the term compositional layout differently. this form of composition has been criticized for being considered, in between, to overgeneralize over all cultures. however, for a reading and writing culture that moves from left to right, such as indonesia. in the analyzed images, 'given' means mother and especially what mothers do is something that is normal, natural, and should be. while what is new is more important what the child does. blue as the color of children's clothes is a soft color and is usually considered to represent calm. this is because blue is often associated with the color of the sea or mountains (russell, & norvig, 2020). mother's clothes color, orange 'wrapped' brown. orange is a 'warm' color, usually considered to be a symbol of passion. while brown, the color that 'wraps' orange, is a soft color. it can be interpreted that the mother is enthusiastic, happy to do what is considered 'should' be done by a mother/wife. verbal analysis shows that the sentences spoken by children contain relational (this is the kitchen) and material (is cooking) processes. relational clauses serve to characterize and to identify. while the material clause is used to indicate, 'doing' or 'happening', doing something, or an ongoing event (sari, 2020). in the context of picture 1, the sentence spoken by the child identifies the room as a kitchen, one of the characteristics of which is the presence of a cooking utensil and someone, in this case, the mother being an actor who is doing the work that 'should' be done, namely cooking in the kitchen. discussion images or pictures, have various possible relationships with verbal, words. for kress & van leeuwen (2016), verbal adds/extends (extends) the meaning of the image and vice versa. or, verbally explain (elaborate) the image and vice versa. kress and van leeuwen (2016) further say that for barthes, the meaning of images in particular, and other semiotic modes, is always associated with, and dependent on, the meaning of the verbal text. meanwhile, for kress and van leeuwen (2016), the visual component of the text, the image, is a message that is composed and arranged independently, related to the verbal text but does not depend (slash from the researcher) on it. culache & obadă (2014) use four categories of heteroglossic dimension proposed by martin and white, finding that visual 'voice' or messages conveyed can contradict (disclaim) with 'voice' or english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 435 verbal messages. in fact, these verbal and visual texts appear simultaneously in budi hermawan: multimodality: interpreting verbal opportunities. this relationship was also found by bednarek and caple who researched photojournalism in print and online newspapers. royce saw that visual and verbal which are used as modes to convey messages in a text have an 'intersemiotic relationship', the relationship between various semiotic modes (firdausy, 2015). the relationship between the two can be 'intersemiotic repetition', intersemiotic synonymy (similarity relations), intersemiotic antonymy (opposition relations), intersemiotic hyponymy (class-subclass relations), intersemiotic meronymy (partwhole relations), intersemiotic collocation (expectancy relations). furthermore, to explain the relationship between verbal and visual text, martinec and salway offer a system to see the relationship between visual and verbal in a multimodal text. their approach is based on status and logical-semantics (logico-semantics) relationships between visuals and verbals (chen, 2021). this differs from the system developed by liu and o'halloran (2009) which is more based on the 'discourse relation' between verbal and visual texts in their analysis of 'cohesive devices' between verbal and visual texts. this has a positive impact on the development of learning outcomes and students' understanding of conversational material in english, this result can also be seen from the increase in student learning outcomes after using pictures. figure 1. average students’ score in english conversation from the diagram above, it was obtained that students' understanding increased after using pictures of english conversation in learning. the picture function, which should contain enough material for material about conversation, has now shifted. the picture is made as attractive as possible so that students are interested in learning about conversation using pictures presented by the teacher. so that the multimodality of english conversation images has a good role and produces developments in learning. this research related about teaching conversation by using images in the perspective of multimodal discourse analysis is very rarely conducted by other researchers. the researchers have tried to search but dominantly, the researches were oriented to the multimodal analysis on printed advertisement and other literatures perspective. the researcher did get one research related to this research. the research was done by vungthong, djonov, and torr (2015) in their research entitled images as a resource for supporting vocabulary learning: a multimodal analysis of thai efl tablet apps for primary school children. the research was about the use of one tablet per child (otpc) by thao government in supporting students' learning in the digital world. the software included in each child's otpc tablet provide multimedia teaching applications (apps) on a variety of disciplines, including english as a foreign language (efl). this essay analyzes how one element of the apps (song videos) uses visuals and words to build meaning and considers the potential of visual-verbal interactions to help vocabulary teaching and learning using the grade 1 and 2 english apps as a case study. the article concludes with a discussion of related pedagogical implications for the use and design of efl materials integrated into multimedia technologies: the critical role of teachers in guiding efl learners' use of such materials, the need for increased awareness of the potential and limitations of images and visual-verbal relations to support efl teaching and learning, and understanding the relationship between multimodal design of efl materials and related learning outcomes. there are some similarities and differences between the research done by vungthong et al. (2015) with this research. the differences are the images used in their research were aimed to enhance thai students in vocabulary learning. hence, the use of blended learning (otpc) by their government in students’ learning vocabulary process. however, this research used images in helping the students in improving their speaking skills in the form of conversation. the images used here were taken from the english book used by the partohap saut raja sihombing, herman, & nanda saputra how to teach english conversation? an implementation of a multimodal discourse analysis through images 436 students. although there are differences, the researchers also depicted some similaries between both researches. the first was on the use of images in helping the students in their learning process. while, the goal was different, but by having these both researches, the researchers believe that images in perspective of multimodal are becoming more important nowadays in teaching english to the students whether in any kinds of english skills such as listening, speaking, reading and writing, including to other aspects such as vocabulary, and so on. conclusion from the data analysis, the following conclusions can be drawn: (1) this multimodality of english conversation images is a representation of fantasy about animated images presented in learning. (2) the analysis of the three metafunctions shows that there is a shift from student focus from images related to english conversation material by displaying animation in the image. the visual appearance shown in the image with this animation is a fantasy genre modality because of the selection of attractive colors according to the characteristics of students. (3) there is an increase in the average learning outcomes of students before and after learning with animated images of english conversation material given by the teacher from 67 to 89. (4) the multimodality of the ad analysis shows that the selection of animated images visual in multymodal in the images made using animation on the material about english conversation has a significant influence on the development of student learning. references anstey, m., & bull, g. (2019). helping teacher to explore multimodal texts. curriculum and leadership journal, (online), 8 (16), 103-110. bilfaqih, y., & qomarudin, m. n. 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(2016). reading images the grammar of visual design. new york: routledge. liu, y. and o’halloran, k. l. (2009). intersemiotic texture: analyzing cohesive devices between language and images. social semiotics, 19(4), 367388. doi:10.1080/10350330903361059 purbamartinec, r. (2015). a system for image-text relation in new (and old). lipi press. ngongo, m. (2021). the investigation of modality and adjunct in spoken text of proposing a girl using waijewa language based on halliday’s systemic functional linguistic approach. english review: journal of english education, 10(1), 223–234. https://doi.org/0.25134/erjee.v10i1.5382 ngongo, m., & ngongo, y. (2022). mood clauses in spoken text of proposing a girl using waijewa language : a systemic functional linguistics approach. journal of language and linguistic studies, 18(1), 669–691. purba, r., & herman. 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(2020). analisis multimodal. journal of reflection: ekonomic, accounting, management business, 3(2), 291–300. sihombing, p. s. r., silalahi, d. e., saragih, d. i., & herman, h. (2021). an analysis of illocutionary act in incredible 2 movie. budapest international research and critics institute: humanities and social sciences, 4(2), 1772–1783. https://doi.org/10.33258/birci.v4i2.1850 simajuntak, v. d. s., napitupulu, e. r., herman, purba, c. n., & thao, n. van. (2021). deixis in the song lyrics of hailee steinfeld’s “half written story” album. central asian journal of social sciences and histoey, 2(3), 98–105. syafiq, a. n., rahmawati, a., anwari, a., & oktaviana, t. (2021). increasing speaking skill through youtube video as english learning material during online learning in pandemic covid-19. elsya: journal of english language studies, 3, 50-55. van thao, n., & herman. (2021). an analysis of idiomatic expressions found in ed sheeran’s selected lyrics songs. central asian journal of literature, philosophy and culture, 2(1), 12–18. https://doi.org/2660-6828 vungthong, s., djonov, e. and torr, j. (2015). images as a resource for supporting vocabulary learning: a multimodal analysis of thai efl tablet apps for primary school children. tesol quarterly, 50(1), 32-40. doi: https://doi.org/10.1002/tesq.274. partohap saut raja sihombing, herman, & nanda saputra how to teach english conversation? an implementation of a multimodal discourse analysis through images 438 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 883 interactive metadiscourse markers in indonesian efl students’ academic writing arsen nahum pasaribu english department, faculty of language and arts, universitas hkbp nommensen, medan, indonesia email: arsen.pasaribu@uhn.ac.id tiara k. pasaribu english department, faculty of language and arts, universitas hkbp nommensen, medan, indonesia email: tiarakristina28@gmail.com erika sinambela english department, faculty of language and arts, universitas hkbp nommensen, medan, indonesia email: erika.sinambela@uhn.ac.id vitri rosalina manullang english department, faculty of language and arts, universitas hkbp nommensen, medan, indonesia email: vitri.simanullang@student.uhn.ac.id apa citation: pasaribu, a. n., pasaribu, t. k., sinambela, e., & manullang, v. r. (2022). interactive metadiscourse markers in indonesian efl students’ academic writing. english review: journal of english education, 883-890. http://doi.org/10.25134/erjee.v10i3.6817 received: 19-06-2022 accepted: 21-08-2022 published: 30-10-2022 introduction one of the most crucial language skills for efl students to develop is writing (pasaribu, 2022). the students are required to produce a piece of writing that is well-structured and to hone their writing abilities. however, according to the majority of efl students, writing is a difficult skill to master (alkhodari & habil, 2021). it calls for not only a solid command of vocabulary and syntax but also the capacity to structure writing effectively in accordance with the genre. additionally, high levels of motivation and interest can help students write more effectively. there are certain factors that may be used to judge a student's writing quality. the usage of metadiscourse is one criterion for writing quality. according to hyland (2017), metadiscourse is the method that authors or speakers communicate with readers or listeners through language. the author's stance in his writing, how he communicates his thoughts to the reader, and how he interacts with the reader through his writing are abstract: the research on metadiscourse markers investigation in academic texts has grown very rapidly in the last decade. however, research on interactive metadiscourse markers on efl students' academic writing is still relatively underexplored. therefore, this study aims to reveal how the competence of efl students in the use of interactive metadiscourse in academic writing by comparing two groups of students with different grades, third-semester students and fifth-semester students. the research design is a combination of quantitative and qualitative methods. a total of 40 students were participating in this research and divided into two groups. each group consists of 20 students. they were assigned to write a minimum-250-word essay about the importance of english mastery in the disrupted era of 4.0. around 818 interactive markers were identified in the student’s essay texts. the results reveal that the use of interactive discourse markers in the students' writing was considered still low in quantity. the transition markers were the most dominant found in the text, followed by frame markers, code gloss, endophoric markers, and evidential respectively. moreover, the students in the fifth semester perform slightly better than their third-semester counterparts at using the interactive metadiscourse markers. however, most of the students in both groups still encountered difficulties to employ the interactive markers in their writing. the lack of practice and the student's native language practice might have contributed to the low quality of the student's writing. keywords: academic writing; discourse analysis; efl students; essay; interactive metadiscourse; writing competence. mailto:arsen.pasaribu@uhn.ac.id mailto:arsen.pasaribu@uhn.ac.id arsen nahum pasaribu, tiara k. pasaribu, erika sinambela, & vitri rosalina manullang interactive metadiscourse markers in indonesian efl students’ academic writing 884 all conveyed through the usage of metadiscourse (bal-gezegin & baş, 2020). metadiscourse is the current term used in discourse analysis. according to hyland's (2017) research on the topic of metadiscourse has shown a significant increase in the past decade. in the google scholar search engine found 30,200 hits. this figure shows how metadiscourse is a topic that is often discussed in discourse analysis. its appeal among researchers and academics who study speech analysis has been demonstrated in few scholarly works (nugrahani & bram, 2020; liu & buckingham, 2018; albalat-mascarell & carrió-pastor, 2019; mirzaeian, 2020; farahani & kazemian, 2021) several metadiscourse analysts were interested in published scientific articles or those who were interested in investigating metadiscourse in academic publications (jalilifar et al., 2018; carrio-pastor, 2019; almudhaffari et al., 2019). some scholars (alkhodari & habil, 2021; kuswoyo & siregar, 2019; zhang et al., 2017) have focused on the analysis of metadiscourse in spoken discourse, as well as on less significant issues like the use of metadiscourse in online advertisements (alsubhi, 2022), interactional metadiscourse based on gender (suhono & haikal, 2018), and english instruction manuals (herriman, 2022). however, the study of metadiscourse markers in academic writing has also seen the fastest growth (alqahtani & abdelhalim, 2020; lotfi et al., 2019; qin & uccelli, 2019; ho & li, 2018; mohamed & rashid, 2017; pasaribu, 2017; duruk, 2017; castillo-hajan et al., 2019; bax et al., 2019; zhang, 2018; hayisama et al., 2019; yoon & römer, 2020) additionally, a review of the research on the study of metadiscourse producers in academic writing is attempted to identify any gaps in the literature. the interesting topic in academic writing was exposed by alqahtani & abdelhalim (2020). they attempted to explore the gender differences in using interactive metadiscourse in academic writing. this study indicated the obvious difference between male and female in interactive metadiscouse application. the female students performed better than their counterparts. duruk (2017) then investigated the use of metadiscourse markers in turkish researchers' academic writings using corpus-based research. to determine the frequency of occurrence of interpersonal metadiscourse indicators, 20 dissertations produced by turkish scholars were investigated. according to the findings of this study, 'hedges,' 'boosters,' and 'attitude markers' are found in the data analysis, and the metadiscourse markers that emerge the most frequently are attitude markers. while the frequency with which turkish writers employ personal metadiscourse markers varies. similarly, research on the identification of metadiscourse indicators in efl students' academic writing is seen through the lens of gender inequalities (alqahtani & abdelhalim, 2020; pasaribu, 2017). they compared the frequency of metadiscourse markers in essay writing across genders. this study's findings confirm that both male and female efl students prefer interactive metadiscourse markers over interactional metadiscourse markers.research on metadiscourse markers was also conducted by mohamed & rashid (2017) on students' essay writing corpus. this research involved 269 malaysian undergraduate writers to produce an essay writing corpus. the results of this study reveal that undergraduate students use interactive metadiscourse markers more often than interactional metadiscourse markers in their essay writing. ho & li (2018) and lotfi et al. (2019) did research on metadiscourse markers in student essay writing. these two studies seek to learn more about how students employ interpersonal metadiscourse markers in argumentative writing. this study reveals that students continue to struggle with employing metadiscourse to persuade readers in their argumentative compositions. another study on metadiscourse indicators was undertaken by comparing students' academic and colloquial writing (qin & uccelli, 2019). they attempt to investigate the strengths and shortcomings of efl students' use of metadiscourse markers in academic and colloquial writing. this study found no significant difference in the usage of metadiscourse markers by students in the two forms of writing. other interesting applications of metadiscourse were also utilized to uncover issues in the newspapers and publications (farnia & mohammadi, 2018; siddique et al., 2018; anuarsham et al., 2020). these studies exposed the issues of metadiscourse makers in newspaper were complex. other minor research in metadiscourse makers was explored in the high school settings (soysal, 2020) and school textbook (birhan, 2021) based on the findings of the previous studies of metadiscourse markers on academic writing, it can be concluded that metadiscourse research on english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 885 efl students' academic writing, particularly by comparing the abilities of students from different grades in using metadiscourse markers, has received little attention from previous researchers. as a result, this study will attempt to compare the use of metadiscourse markers in academic writing by university students at various grade levels. the term “metadiscourse” can be traced back to zelling haris's time in the 1950s. metadiscourse is used to understand how language is employed and how the author transmits messages to readers in an understandable manner (alqahtani & abdelhalim, 2020). hyland (2017, p. 16) defined metadiscourse as "the commentary on a text made by its makers in the course of speaking and writing." hyland (2017)further categorized metadiscourse analysis into two types: interactional (interactional) metadiscourse and interactive (textual) metadiscourse. the former is concerned with tactics for regulating the writer's personality in the text, while the latter incorporates the reader in the discourse and allows them to contribute and respond to it (hyland, 2017). this group comprises of attitude makers (e.g., i agree, hopefully, rightly), selfmention (e.g., i, the writer), engagement makers (e.g., we, our), hedges (e.g., in my opinion, perhaps, seem, evidently), boosters (e.g., i, the writer), and boosters (e.g., i, the writer) (e.g., absolutely, definitely, clearly, obviously). the latter refers to information discourse arrangement that guides readers to find it coherent and convincing. according to hyland's taxonomy, this group is separated into five categories (hyland, 2017): (1) transitions: it is a set of devices, mostly conjunctions, used to express relations between main clauses (e.g., but, however, therefore, in addition). (2) frame markers: concerned with the discourse acts, sequences, or stages (e.g., finally, in conclusion, the aim is, the purpose is). (3) endophoric markers: refer to the information in other part of the text (e.g., as stated above, as discussed in previous chapter). (4) evidentials: refer to the source of information from other texts (e.g., according to a, b states, (c, 2005)). (5) code glosses: signal the rewording of knowledge regarding the ideational material (e.g., for example, for instance, that is, in other words) in contrast to other researchers' interest in discourse markers, the applications of interactive markers were the primary focus of this study. the study focused on the usage of interactive markers in students' academic writing, particularly the use of interactive markers by university students of various grades. students in higher grades were expected to be better at using interactive makers than their lower grade peers because they had considerably more expertise in academic writing than the lower grade students. as a result, the purpose of this research is to provide solutions to the queries. method this study compares two separate groups of students from various grades to discover the application of interactive metadiscourse markers in efl students' academic writing. this study is a comparative descriptive study. the study used a mixed method approach, which combines qualitative and quantitative methodologies. the former was used for data collection, identification, coding, description, and explanation of the interactive markers. meanwhile, the latter was assigned to deal with data statistical analysis. students from the english department at the university of hkbp nommensen in medan participated in the study. to achieve the research goal, two groups of students from the third and fourth semesters were chosen. twenty students were assigned to each group. both groups were given the task of writing an article titled "the importance of mastering english in the disruptive era 4.0." each student was encouraged to write a minimum of 250 words. in the essay writing, 818 interactive markers were discovered. after that, the data were analyzed by employing hyland's (2017)metadiscourse markers to determine the frequency of interactive markers. the data were processed, grouped, and evaluated to get insight into how university students from various years used interactive markers in their work. the data analysis was also included in the description to enable for the qualitative presentation of the research findings. results and discussion the study sought to uncover the presence of interactive metadiscourse signals in the academic writing of efl students. the comparison of two different year student groups' writing was intended to investigate how the two distinct groups used their understanding of interactive metadiscourse markers in their writings. the data revealed that the two groups of pupils used the interactive markers in slightly different ways. senior students were rated higher for their use of interactive markers and frequency of occurrences. the findings are detailed in the table below. arsen nahum pasaribu, tiara k. pasaribu, erika sinambela, & vitri rosalina manullang interactive metadiscourse markers in indonesian efl students’ academic writing 886 table 1. number of interative markers in students’ academic writing interactive markers group 1 (3rd semester students) group 2 (5th semester students) f % f % transitions 278 68.47 285 69.18 frame markers 52 12.81 48 11.65 endophoric markers 26 6.40 20 4.85 evidentials 8 1.97 12 2.91 code glosses 42 10.35 47 11.41 total 406 100 412 100 the distribution of interactive markers on student writing in both groups is shown in table 1. the use of transition markers was highest in both groups of students, accounting for more than half of the total number of interactive markers in each group. the number of transition markers in the third semester group of students differs slightly from the number in the fifth semester group of students. the second is slightly higher than the first. furthermore, in the second position, the number of interactive markers that are frequently employed by the two groups of students is frame markers, with 52 to 48 occurrences. code glosses come in third, with 42 and 47 instances, respectively. endophoric markers occupy the next sequence, with 26 and 20 occurrences in both groups, respectively. evidential was the least used category of interactive markers by students in both groups, with 8 and 12 occurrences, respectively. in total, 818 interactive markers were realized throughout the literature. around 406 interactive markers are assigned to thirdsemester students, whereas 412 are assigned to fifth-semester students. the table shows that students in the fifth semester used interactive markers more than students in the third semester in the categories of transition, code glosses, and evidentiary markers. third-semester students, on the other hand, used frame markers and endophoric markers more frequently than fifth-semester students. this research implies that university students with higher grades are not necessarily in line with their writing ability. this study demonstrated that efl students still struggled with the use of interactive markers in academic writing (qin & uccelli, 2019). the usage of repetitious similar conjunctions was one of the pupils' major flaws in their writing. for example, the connectors 'and' and 'then' clearly overburdened the entire texts in both groups of students. this issue may bore readers and eventually lead them to incomprehensible content (hyland, 2017). this finding indicates that the number of interactive markers discovered in students' work was not connected to the manifestation of the markers in the text. the employment of frame makers in student writing is also worth discussing. the use of this sort of metadiscourse is deemed to be quite modest, with an average incidence rate of 50 in the papers of the two groups of students. the terms "finally" and "in conclusion" appear frequently in student writing of this type. these two phrases accounted for more than 65% of all frame markers detected in the academic works of both groups of students. for example, the word "finally" is typically used to conclude a series of justifications for the importance of english or the steps of procedures or tactics in studying english. according to the data analysis, students' capacity to employ frame markers in academic writing is still much behind what is expected, particularly in terms of the variety of words, types of frame markers used, and how to use them. the term "for example" is frequently used in code gloss by students in their academic writing. more than half of all code gloss detected in student writing contains this sentence. the fact that pupils frequently utilize the term "for example" in daily communication utilizing indonesian or local languages may have contributed to its high frequency of occurrence (duruk, 2017). in addition, there are extremely few instances of endophoric markers being used in academic writing by students. an average of 20 instances of this kind of metadiscourse can be found. the types of endophoric markers that are most frequently used in student writing include the phrases "as mentioned above" and "as stated above." nearly 90% of the many types of endophoric markers discovered contain this sentence. this discovery is intriguing because it is believed that the students' habit of utilizing this phrase in their work accounts for its high frequency of recurrence. in addition, the lack of student references to this type of endophoric markers is also the reason why students do not use other variations of phrases in this type of interactive metadiscourse. of all types of interactive metadiscourse markers, evidentials are the type that students rarely use in academic writing. this may be due to the type and purpose of writing that does not require students to look for references to strengthen their arguments, such as writing a thesis or scientific article. the use of the english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 887 sentences "according to the books i've read" and "according to the english dictionary" appears most often in this type. the use of the former sentence in the students' academic writing shows how students are not able to show the specific reference of the book in question. this will result in the quality of student writing in convincing readers with the arguments they build. from the results of the discussion above, this research has revealed several important findings that need to be highlighted. the use of interactive metadiscourse by efl students in academic writing is still relatively low. in addition, the low competence of students in using interactive markers can be clearly seen in the students' academic writing as they still made some errors in the applications of the interactive markers. the research also confirmed that the students' writing competence especially in employing the interactive markers was influenced by individual determination in practicing. that is to say that the senior students may have little progress in academic writing compared to the junior students who spent much time for writing practice. on the other hand, a teacher needs to find a direct and effective method to improve students' writing skills, especially the use of metadiscourse (bogdanović & mirović, 2018; ho & li, 2018; almudhaffari et al., 2019; yoon & römer, 2020). on the students’ side, the writing practice in using the interactive markers should bring better improvement to the quality of their writings (castillo-hajan et al., 2019). conclusion this study explored how efl students used interactive metadiscourse markers when composing essays. the usage of transitional markers predominated over other interactive markers, which were found to be few in number and used by the students in their writing. additionally, it was clear from comparing students in the fifth and third semesters of their grade levels that the proportion of interactive markers realized in their work varied slightly. lack of experience using metadiscourse markers in academic writing is the root of students' limited capacity to employ interactive metadiscourse in their writing. the influence of students' native language usage in writing or speaking is another issue that is thought to be the root of their limited proficiency in the use of interactive metadiscourse markers. the study's implication is that lecturers who teach academic writing can utilize the study's findings as a guide to discover innovations in the form of effective teaching strategies and methods that can enhance students' writing skills and competencies. in order to boost students' understanding and awareness of the usage of metadiscourse markers in academic writing, introduction and training on this topic also has to be improved. other scholars who are interested in studying metadiscourse markers in other academic texts can use this research as a reference. the number of corpus data and the number of students that participated in the study are still very 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(2020). exploring elementary and middle school science teachers’ metadiscourse moves: a vygotskian analysis and interpretation. learning: research and practice, 7(1), 1–36. https://doi.org/10.1080/23735082.2020.1761432 suhono, s., & haikal, h. (2018). interactive metadiscourse and interactional metadiscourse categories of students’ international program school based on gender. ijee (indonesian journal of english education), 5(1), 81–91. https://doi.org/10.15408/ijee.v5i1.5505 yoon, h. j., & römer, u. (2020). quantifying disciplinary voices: an automated approach to interactional metadiscourse in successful student writing. in written communication (vol. 37, issue 2). https://doi.org/10.1177/0741088319898672 zhang, m. (2018). exploring personal metadiscourse markers across speech and writing using cluster analysis. journal of quantitative linguistics, 26(4), 1–19. https://doi.org/10.1080/09296174.2018.1480856 zhang, m., sun, w., peng, h., gan, q., & yu, b. (2017). a multidimensional analysis of metadiscourse markers across spoken registers. journal of pragmatics, 117, 106–118. https://doi.org/10.1016/j.pragma.2017.06.004 arsen nahum pasaribu, tiara k. pasaribu, erika sinambela, & vitri rosalina manullang interactive metadiscourse markers in indonesian efl students’ academic writing 890 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 113 the utilization of zoom, google classroom, and quizizz in maritime english learning angga aminullah mansur cirebon maritime academy email: qazkila246@gmail.com dian nur asmawati smk negeri 3 kuningan email: dianurasmawati@gmail.com apa citation: mansur, a. a., & asmawati, d. n. (2021). the utilization of zoom, google classroom, and quizizz in maritime english learning. english review: journal of english education, 10(1), pp. 113120. doi: https://doi.org/10.25134/erjee.v10i1.5361 received: 19-08-2021 accepted: 14-10-2021 published: 31-12-2021 introduction one of the impacts of today’s covid-19 outbreak is global transformation. this swift-change happens globally in every aspect of life—from healthcare systems to socio-economics, from agricultures to energy. not excludingly in education (oyedotun, 2020), school life has also transformed its outlook from initialy classical face to face teaching-learning activities to various online learning settings and has led to both the employment of distance learning and the comprehension of the use of technology by the tutors/lercturers online learning has commonly been associated and interchangeably used with other alike-terms such as ‘e-learning’, ‘blended’ or ‘distance learning’ (hockly, 2015) and is often considered as a growing educational alternative that evolves the role of technology in providing instructional materials and educational tools as well as in facilitating teachers-students’ interactions in distant learning (horn and staker, 2011; blake, 2011; hockly, 2015). however, as to evade the overlaping use of the terms from conffusions, some distinctions are given out. online learning refers to teachinglearning activities that are partially or entirely conducted through the internet (means, toyama, murphy, bakia, and jones, 2009). blake (2011) associates online language learning with a number of learning arrangements namely web-facilitated class, blended or hybrid course, and fully virtual or online course. hockly (2015) attempts to clarify the notion by distinguishing between ‘blended’ and ‘fully online learning’. he defines the later as fully online via the internet without any face-to-face component in both formal and more informal learning schemes. white (2003) emphasizes more on the independency of the learners to distinguish between face-to-face classroom and distance language learning. on the other hand, kuama (2016) pointed out some significant benefits that abstract: this current pandemy has led both educators and students to acquire the ability to vastly adjust themselves in picking out and applying both a suitable and convinient way of teaching and learning that involve the use of technology. this paper is aimed at describing (1) how online learning platforms namely zoom, google classroom, and quizizz are collaboratively utilized in maritime english (me) learning (2) how effective they are, and (3) what setbecks the students encounterd during the learning proscess via this collaboration. the study uses a qualitative approach in which 62 of the total numbers of 110 students were surveyed by applying a purposive sampling inquiry technique after having accomplished their me course for about three months to find out the effectivity and setbacks of the integration of those three online learning platforms. according to the survey, it turns out that the integration of those three platforms tends to be effective to be applied for me learning in the meantime situation with the interval scale of 83.55% (strongly agree) and respectively feel that online learning method is the best method of learning to be applied in this current pandemic situation with the interval scale of 81.61% (strongly agree). however, the scale went lower, notching only 58.71% (unsure), when the students were inquired whether the online learning method in general is suitably applied regularly in normal time. this happens due to some constrains they have as well. keywords: maritime english; online learning platforms; utilization; effectivity. angga aminullah mansur & dian nur asmawati the utilization of zoom, google classroom, and quizizz in maritime english learning 114 online learning provides as clear distinctions to traditional or face to face classroom settings. they mention that online learning gives students flexibilities in preferring better learning style and creating opportunities for active learning due to its self-centered platform. in addition, harasim, calvert and groeneboer (1997) point out that the use of good online learning applications or software can support the students to have opportunities in participating in discussions, expressing oppinions, and sharing konwledges without having to relly on classroom size and time. zoom, google classroom, and quizizz are some of many online instructional paltforms designed for facilitating online teaching-learning activities. each platform with each of its features represents distinctive characteristics and functions. zoom embodies the nature of synchronuous online learning. as one of synchronuous meeting tools (smts), zoom offers immersive and convenient features to facilitate authentic communicative language learning in interactive syncchronuous classes (kohnke and moorhouse, 2020). the interactions established through zoom by using its features such as its web-cam and microphone facilities facilitate similar interactions to those run in traditional classroom activities (rahayu, 2020). on the other hand, google classroom and quizizz are typically used asynchronically. as the integral part of google apps for education (gafe), google classroom plays a significant role in engaging students in asynchronuous distance learning activities. sudarsana, putra, astawa, & yogantara (2021) describes it as a virtual extension of brick and mortar classroom in which information is shared, discussions are conducted, and tasks are distributed and collected. this platform also enables the teachers to provide their students with readily available materials such as audio/video lectures, handouts, articles, and power point presentations that can be accessed anythime anywhere (perveen, 2016). lastly, quizizz is an online assesment tool with interactive and entertaining test features like avatars, themes, memes, and music that brings a refreshing experience to the test takers (zhao, 2019). practically, this gamification platform can be used in several ways and many types of online classroom activities. maritime english (me) is the english used, particularly in multicultural and multilingual context, to ensure seafarers’ works and safety in the shipping industry (progulaki & roe, 2011; ismail, rizani, & rauzilan, 2019). the necessity of the use of me in maritime practice is derived from the fact that english communication defficiency has been one of the major causes of maritime accidents (rashed, 2010; shi & fan, 2021) and thus the need for acceptable standard english ability is essential (ismail et al., 2019). in addition to that, tchkonia, kalandadze, & dolidze (2019) underline the importance of effective english communication at sea as a means of safety ship operations. they mention that the practice of english communication is essential for the effective and safe running of the ship as it takes place in many ways and involves multi-parties. therefore, the english communication practiced should be as precise, simple, and unambiguous as possible. this importance of good english comprehensions and skills is parallel to the sellection of the right unless the best teaching techniques. the use of online learning platforms in me teaching-learning and in teaching-learning in general has previously discussed in some previous researches. yurzhenko (2019) studies the work of lms moodle e-courses she designed for me learning. the study reveals that the platforms tend to be effective to utilize for improving foreign profesional competence of future maritime specialist. shi and fan (2021) investigate the status of online me education in china from the perspectives of both chinese maritime students and me teachers. it is found out that online me education in china was underdeveloped due to its simplicity and lack of explorations. sudarsana et al (2019) point out the suiatbility of google classroom in overcoming the obstacles of distance education and in improving teacher’s and student’s quality. rahmawati (2021) focuses more on discussing the challenges faced by me lecturers in delivering me through online learning. similar to rahmawati (2021), mu’awanah (2021) point out both benefits and challenges that zoom brings to the learners involved in distance english learning. therefore, based on the reviews above, the writer was then tempted to study the collaboration of three online learning platforms namely zoom, google classroom, and quizizz in me learning and to investigate their effectivity and challenges from the students’ perceptions. this paper is then aimed at describing how three online learning platforms namely zoom, google english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 115 classroom, and quizizz are collabaorativley utilized in me learning, how effective they are, and what setbacks the students face during the learning through the collaboration. it is expected that the paper can contribute well in providing both me teachers and learners an alternative model of me online learning required to be applied in this current situation. method the research applies a qualitiative approach in which the applications of the three online learning platforms (zoom, google classroom, and quizizz) in me online classes are observed and described. by using a purposive-sampling technique, in order to obtain information about learners’ perceptions on effectivity and challenges of this collaboration, questionaires are given (creswell, 2014). the respondents are restrictively sellected only to those participating in the learning. from the total of 110 participants, 62 are taken into the inquiries. the research is conducted based on the research plan shown as in this following chart: figure 1. flowchart of the research it can be seen from the chart above that the research comprises a series of stages. it begins with the stage of preparation, the stage where everything required for the learning is ellaborated. the second stage is the stage of application, that is the stage at which the materials are applied through the use of those three online learning applications in the learning process. in the final phase of learning, the students are given questionaires to discover their perceptions towards the application of those three online learning platforms used and the challenges they may find along the way. lastly, by applying the likert scoring, the data taken are then analyzed to determine whether the use of the three applications in the learning works well and effective. results and discussion in this online me learning, zoom, google classroom, and quizizz are collaboratively applied. the applications of these three online learning platforms are synchronous, asyncrhonous, and hybrid (mixed-type). the following table describes the applications of the platforms in the learning: table 1. the applications of the platforms in the learning no learning activity mode of learning mode of oll application 1. class session lecturing, explaining, drilling synchronousasynchronous (hybrid) zoom + google classroom 2. assignment session doing homework, assignment, final project asynchronous google classroom 3. reinforcement session giving quiz, test asynchronous quizizz the learning is divided into three main activities namely (1) class session (2) assignment session, and (3) reinforcement session. the materials given are derived from selected topics of smcp with a 75 angga aminullah mansur & dian nur asmawati the utilization of zoom, google classroom, and quizizz in maritime english learning 116 minute learning duration per-meeting. in the class session activity that particularly consists of main and drilling activities, the first 45 minutes is allocated for giving explanation on the topics or issues to be delivered. the class is orginized synchronously via zoom and the materials are mostly presented through power-point presentations in combination with other audio-visual media like video presentations from you-tube. the zoom activity is in the form of monologues with only a minimum student interaction as most of synchronous meeting tools (smts) might feature in a lecture-style (kohnke and moorhouse, 2020). the materials are presented thoroughly with comprehensive explanation and examples. the rest 30 minutes is provided for drills and practice. in this later stage of learning, the students are engaged in spoken practice either individually or collectively in a group through the use of the ‘breakout room’ panel, making the class more lively and controllable. another scenario for this session is by combining the synchronous and asynchronous modes. the first 45 minutes is similar to the first one; when it comes to the drill and practice sessions, the mode is switched and centrilized to activities in google classroom. the students practice the smcp phrases and expressions by keeping up with either video or audio practice modulations uploaded in the ‘classwork activity’ panel. by splitting the class into small groups through the ‘breakout room’ panel, the instructor only does the observation and interact once in a while to check the progress while the students are doing the practice. besides synchronous modes described previously, asychronous modes are applied in the assignment and the evaluation sessions. in the assignment sessions, the students work on the assignments or projects both individually and collectively at their most convenient time based on all the materials and instructions uploaded in the ‘classwork activity’ panel in their google classroom accounts. the works are later submitted into the submission panel based on the due date. the instructor do the scoring and evaluation right at the same panel. another asynchronous mode of learning is applied in the reinforcement quiz. quizizz, with its gamification features, is utilized to meassure students’ vocabulary comprehension through the provision of vocabulary quizes. through quizizz, the students experience a new perspective on having a quiz since they do not feel like doing a quiz or exam as they commonly do in a more conventional mode with pen and paper. the utilization of zoom, google classroom, and quizizz as mentioned above does not entirely eliminate but particularly restore the roles and functions of conventional or classical face to face settings. by utilizing zoom and its features, the instructor is still able to have a real interaction with the students as to ask questions and receive answers immediately (skylar, 2009) and the students, on the other hand, are able to repeat all the materials given by accessing and replaying the recording of the materials as to master them (perveen, 2016). through the use of google classroom, the instructor and the students are engaged interactively in material and assignment sharings. the instructor can provide the students with various types of materials such as text, audio, video, etc. the students, on the other hand, can work independently by optimizing the time they have in doing the assignments. this functionalizes google classroom as a learning center for communicatiing, feedback sending, and homework providing (sudarsana et al, 2019) alike we commonly see in conventional face to face classroom activities. quizizz, on the other hand, restores the role of test-paper in a conventional classroom. the use of this platform makes the quiz or exam paperless. its test formats can be designed in many ways and its gamification features bring a unique atmosphere to both the learning and the learners. about 62 of 110 students who participated in the learning were taken as respondents. they were handed out a set of deductive perceptional propositions they had to respond on the use of zoom, google classroom, and quizizz in the me learning they participated in. among the inquiries, some were intentionally proposed to investigate the effectivity of the utilization of the three platforms. table 2. set of perceptional propositions on the use of zoom, google classroom, and quizizz no propositional inquiry 1. online learning is suitably applied for learning in this current pandemy situation. 2. you are satsfactorily able to participate in online learning activities throughout this pandemy situation. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 117 3. you have excellent supporting devices for online learning (smartphone / laptop /pc, etc). 4. you have good internet connection for participating in online learning activities. 5. you have installed zoom, google classroom, and quizizz platforms and been able to utilize them well. 6. as far as your concerned, the online me learning has been suitably applied throughout this pandemy situation. 7. as far as your concerned, the online me learning has been suitably applied through the use of zoom, google classroom, and quizizz throughout this pandemy siatuation. 8. the zoom platform used in the me learning has so far been effective. 9. the gooogle classroom platform used in the me learning has so far been effective. 10. the quizizz used in the me learning has so far been effective. 11. the me learning materials delivered by utilizing zoom, google classroom, and quizizz are easily understood and comprehended. 12. you are satisfied with the me learning with zoom, google classroom, and quizizz. 13. you will be more contended to have online than offline learning as your prefernce for your future learning. those thirteen propositions above go from general to more specific issues. all are channeled to explore the students’ perceptions on the use of the three platforms in the me learning. the first five propositions concern about the students’ online aparatus availibility for joining the me learning, while the rests are directly related to the applications of the three platforms in the learning itself. in order to understand students’ opinions/perceptions, the responses to the propositions are assessed through the application of likert scale by operating its symetric scoring (joshi, kale, chandel, & pal, 2015). the responses are categorized into ‘strongly agree’, ‘agree’, ‘unsure’, ‘disagree’, and ‘strongly disagree’ with the scoring scale of 5 to 1 representing the highest to the lowest continuum of proposition score. to eventually come to a final finding of each of the proposition measured, all the scores of all the items are combined (sum) to generate a composite score (joshi et al, 2015) by applying interval scoring formulation (pranatawijaya, widiatry, priskila, & putra, 2019). after having been summed up through a certain formulation, the interval index for each of the category is decided as follows: table 3. category interval index index scale 0% 19, 99% strongly disagree 20% 39, 99% disagree 40% 59, 99% unsure 60% 79, 99% agree 80% 100% strongly disagree as we can see in the following table of all five first propositions below, all are within the index of 78% to 86%. it means that most of the respondents show positive attitude towards the inquiries. the respondents, as for instance, have no complain with the online learning applied in this current pandemy situation. they are in the same opinion that online learning is suitably applied in this pandemy times. in term of their accesibility and readiness to follow or participate in online learning activities, the majority of respondents do not have much trouble in joining the program due to the excellent supporting devices they have and the availibility of the internet connection they use. they are also able to install and utilize zoom, google classroom, and quizizz well. table 4. responses to the first five inquiries no propositional inquiry response index strongly agree agree unsure disagree strongly disagree 5 4 3 2 1 1 online learning is suitably applied for learning in this current pandemy situation. 22, 6% 53, 2% 17,7% 6, 5% 0% 78, 39% angga aminullah mansur & dian nur asmawati the utilization of zoom, google classroom, and quizizz in maritime english learning 118 2 you are satsfactorily able to participate in online learning activities throughout this pandemy situation. 19, 4% 48, 4% 21, 0% 11, 3% 0% 75, 16% 3 you have excellent supporting devices for online learning (smartphone / laptop /pc, etc). 37, 1% 54, 8% 6, 5% 1, 6% 0% 85, 48% 4 you have good internet connection for participating in online learning activities. 19, 4% 51, 6% 22, 6% 6, 5% 0% 76, 77% 5 you have installed zoom, google classroom, and quizizz platforms and been able to utilize them well. 38, 7% 56, 5% 4, 8% 0% 0% 86, 77% meanwhile, how the respondents respond to the rests of the propositions is described in the following table below. table 5. responses to the rests of the inquiries no propositional inquiry response index strongly agree agree unsure disagree strongly disagree 5 4 3 2 1 1. as far as your concerned, the online me learning has been suitably applied throughout this pandemy situation. 27, 4% 53, 2% 19, 4% 0% 0% 81, 61% 2. as far as your concerned, the online me learning has been suitably applied through the use of zoom, google classroom, and quizizz throughout this pandemy siatuation. 29, 0% 59, 7% 11, 3% 3, 2% 0% 83, 55% 3. the zoom platform used in the me learning has so far been effective. 27, 4% 50, 0% 3, 2% 0% 0% 80, 32% 4. the gooogle classroom platform used in the me learning has so far been effective. 25, 8% 64, 5% 9, 7% 0% 0% 83, 23% 5. the quizizz used in the me learning has so far been effective. 29, 0% 59, 7% 11, 3% 0% 0% 83, 55% 6. the me learning materials delivered by utilizing zoom, google classroom, and quizizz are easily understood and comprehended. 25, 8% 51, 6% 22, 6% 0% 0% 80, 65% 7. you are satisfied with the me learning with zoom, google classroom, and quizizz. 21, 0% 50% 21, 0% 8, 1% 0% 76, 77% 8. you will be more contended to have online than offline learning as your prefernce for your future learning. 11, 3% 22, 6% 21, 0% 38, 7% 6, 5% 58, 71% according to the table above, the respondents similarly have positive attitudes towards most of the propositions with the index ranging from 76% to 83% (‘agree’ to ‘strongly agree’). they believe that me learning is appropriate to be applied online in this current situation. furthermore, they strongly agree that the collaboration between zoom, google classroom, and quizizz in the online me learning english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 119 is effective as they single out each of the platforms to have been effectively applied in the learning. they also believe that the delivery of the materials through the utilization of the three platforms is easily understood and comprehended. however, as to the last proposition having them to respond whether they will be more contended to sutdy online than offline for their future learning, the response does not show similar trend as it only reaches 58, 71% (‘unsure’). to finally determine whether the utilization of zoom, google classroom, and quizizz in the me learning is effective, all the index are summed up and then divided by the total numbers of propositions or items given through this following equation: equation 1 average of total index equation through the aplication of the above equation, it is found out that the final average of the index of all the items is 79, 30%, within the range of the interval of 60% 79, 99%. this means that the majority of the respondents agree on the online me learning and the utilization of zoom, google classroom, and quizizz in it. in the other words, the application of those three platforms in the online me learning is considered to be effective. although the result shows that the learning is considered to be effective, some challenges are still encountered by the students along the process of learning. most of them feel that sometimes learning online at home is not as convinient as it is offline. when they are offline, the focus and concentration portions will be alloted to the class activities---the instructor, the materials presented, the discussion conducted and so on. however, at home, the may have lack of concentration due to any possible distractions coming from the environment. the internet connection is sometimes the hamper itself. when they are online at home, their areas are varied and so are their internet accessibilities. as online learning at home is a self-fulfilment activity and requires a lot of internet quota package, the students feel that online learning is a little costly as they will have to buy the internet package more often than when they are offline. conclusion the utilization of zoom, google classroom, and quizizz in online me learning does not eliminate but restores the principle roles and functions of a conventional face to face setting. it is channeled in synchronous, asynchronous, and hybrid modes of learning within three forms of activities namely class session, assignment session, and reinforcment session. the use of zoom represents the function of a classroom with its properties like whiteboard and markers. by utilizing zoom, the instructor is able to present materials and interact with the students. these activities are as much as similar to what we commonly do in a classical face to face setting. google classroom is like a classroom cabinet in which reference books, work books, and class agendas are orginized there. it is utilized as a means of material and assignment storage and distribution. on the other hand, quizizz represents the role of a test-paper with a joyful gamification mode and outlook. based on the survey, it turns out that the utilization of those three platforms tends to be effective to be applied for me learning in the meantime situation with the index of 83.55% (strongly agree) and respectively feel that online learning method is the best method of learning to be applied in this current pandemic situation with the index of 81.61% (strongly agree), heighten by the average of 79, 30% (agree) of all the total index of the items. however, inspite of its effectivity, the students still encounter both internal and external constraints in doing the online learning. references blake, r. j. 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(2004). independent language learning in distance education: current issues. in proceedings of the independent learning conference 2003 (vol. 20). yurzhenko, а. y. (2019). an e-course based on the lms moodle to teach" maritime english for professional purpose". information technologies and learning tools, 71(3). zhao, f. (2019). using quizizz to integrate fun multiplayer activity in the accounting classroom. international journal of higher education, 8(1), 37-43. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 83 investigating indonesian efl learners’ critical thinking: current state and future directions eleazar evan moeljono english language education study program university of brawijaya, malang, east java, indonesia e-mail: el22ezer@gmail.com alies poetri lintangsari english language education study program university of brawijaya, malang, east java, indonesia e-mail: alieslintang@ub.ac.id apa citation: moeljono, e. e., & lintangsari, a. p. (2021). investigating indonesian efl learners’ critical thinking: current state and future directions. english review: journal of english education, 10(1), pp. 83-92. doi: https://doi.org/10.25134/erjee.v10i1.5357 received: 25-08-2021 accepted: 18-10-2021 published: 31-12-2021 introduction the emerging collaboration opportunities around the globe due to globalization enable both developing and developed countries to work handin-hand leveraging the life qualities of their citizens. numerous studies have been conducted and lead to the fact that there is a dire urgency of human development to maximize the existing potential of this era. the world economic forum listed the top 10 skills required for the job of the future. among the 10, five are from problem-solving skill type, two from self-management, two from technology use and development, and one from working with people (whiting, 2020). analytical thinking, complex problem-solving, and critical thinking belong to the top required skills for everyone to possess, yet not everyone is ready, or even aware of this. this does not only lead to opportunities but also challenges, specifically in terms of the medium of communication which is language. although english has been determined as the lingua franca globally, english’s position as the second or third language in some countries, specifically in developing countries, hinders non-native speakers from comprehending english well. not only for the use of communication, the barrier in reading and listening also hinders non-native english speakers to learn critical thinking and any other specified skills that are available on the internet. as a result, a huge gap arises among people coming from developing countries. indonesia is one of the developing countries expected to become the largest economics in the world and part of the outer circle of world englishes. they are positioned at 74 out of 100 countries worldwide and 15 out of 24 countries in southeast asia for english first english proficiency index (ef epi). the considerably low level of english comprehension hinders the possibility to communicate among countries, discuss political, economic, social, legal, environmental, and technological issues globally. since this situation might weaken the national growth in the global setting, it is urgent to add the notion of english abstract: this research aims to investigate the critical thinking skills of 86 indonesian english as a foreign language (efl) learners who are prepared to be english teachers using an adapted questionnaire measuring critical thinking skills. this research uses a descriptive quantitative research design to examine the critical thinking skills of indonesian efl learners. it reveals the ability of indonesian efl learners’ critical thinking skills through a diagnostic test which results in a moderate level, implying that the strategies to embed critical thinking in an efl classroom setting need to be improved. this eventually might lead to a wide gap between the existing teacher's competence and the expected qualities. this research argues the diagnosis of critical thinking state in indonesia’s pre-service english teachers and the future directions to leverage critical thinking skills. keywords: critical thinking; developing country; english education; teacher development. mailto:alieslintang@ub.ac.id https://www.zotero.org/google-docs/?broken=mi0590 eleazar evan moeljono & alies poetri lintangsari investigating indonesian efl learners’ critical thinking: current state and future directions 84 teaching for indonesian students that facilitates critical thinking development. english has been embedded as a compulsory part of the national curriculum starting from the secondary level. this implies that at least 78.2% of the indonesian population who has enrolled in secondary schools have been introduced to english. however, the attempt done by educational institutions to leverage english skills has been considered unsatisfactory. according to rahmawati (2018), one of the key factors of english comprehension is learners’ ability to think critically. the fact that teachers’ ability to possess critical thinking skills is essential for teaching students critical thinking leads to an unanswered question of how is the current state of indonesian pre-service english teachers’ critical thinking skills. this study is important to be investigated to showcase the existing pre-service english teachers’ critical thinking skills that might give hints for the future direction of the teacher’s development program. previous studies have shown that teachers perceive professional development positively (nugraha, maulida, 2021) as a sign of opportunity in developing their critical thinking skills (syahrial, kurniawan, pratama, & perdana, 2017). with the positive opportunity, future direction for teachers’ critical thinking skills improvement is optimistically expected to be present in the future. critical thinking plays a pivotal role in learning and teaching activities. (mustofa, ubaidillah, & harianti, 2020; oktaviah, 2020) implementing critical thinking development within the classroom aligns with what is being considered as one of the most prominent skills in the 21st century (collins, 2014). within the context of english as a foreign language (efl) in the 21st century, teaching english is expected to be integrated with critical thinking development, despite no common agreement on how it should be implemented (vaseghi, 2012). rigorous attempts have been made to foster critical thinking skills in indonesia. the most prominent move was found in the enactment of the 2013 curriculum, as stated in permendikbud number 58 year 2014. critical thinking has become one of the required skills that students need to possess that is expected to be fostered through scientific inquiry. students are trained to be autonomous learners who perform intentional interactions with teachers, peers, and communities to build firm global understanding. directive learning is no longer encouraged within the classroom setting to avoid the pitfalls that the former education system had faced. in consequence, critical thinking mastery among teachers is mandatory. past studies have shown a genuine interest in establishing critical thinking skill skill-driven english classes in indonesia (puspitasari, 2020). mustofa (2020) elaborated the implementation of critical thinking skills in the classroom through intentional instructions that enable learners to sharpen their critical thinking skills specified through the four basic english skills: speaking, writing, listening, and reading. the context of teaching english as a foreign language plays a central role by adding content-based instructions rather than pursuing fluency like how native speakers do. for example, teachers could invite students to read passages and discuss their comprehension instead of just pushing them to pronounce the vocabulary well. this is aligned with what omar and albakri (2016) have concluded, that the essential traits of critical thinking include reading because literature reading’s mental process requires critical thinking skills. the use of technology also gives teachers the opportunity to explore potential strategies and techniques in developing critical thinking skills within the efl classroom. learners might be able to reach a wide array of reading materials whilst learning the context, background, controversies, and critics through the internet. teachers also could connect their classes to native english speakers that might benefit their classes. with the rich resources available, teachers and learners need to acquire an adequate judgment and inference ability which belong to critical thinking skills. critical thinking covers a wide array of subsets that each needs to be considered during critical thinking implementation in education. past studies have shown various components of critical thinking that slightly differ from one another. cambridge assessment (black, 2008) identified five processes that belong to the taxonomy: analysis, evaluation, inference, synthesis, and self-reflection. mustofa (2020) pointed out similar processes with one extra component: interpretation, analysis, inference, evaluation, explanation, and self-regulation. according to assessment day (2021), the most common critical thinking test used is the watsonhttps://www.zotero.org/google-docs/?broken=dvwlyh https://www.zotero.org/google-docs/?broken=oasghw https://www.zotero.org/google-docs/?broken=oasghw https://www.zotero.org/google-docs/?broken=lcntly https://www.zotero.org/google-docs/?broken=lcntly https://www.zotero.org/google-docs/?broken=oasghw https://www.zotero.org/google-docs/?broken=whglvl https://www.zotero.org/google-docs/?broken=whglvl https://www.zotero.org/google-docs/?broken=ehlkgo https://www.zotero.org/google-docs/?broken=efewwp https://www.zotero.org/google-docs/?broken=uhlapz https://www.zotero.org/google-docs/?broken=x4ype5 https://www.zotero.org/google-docs/?broken=wmpbf4 https://www.zotero.org/google-docs/?broken=rfy6gd english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 85 glaser critical thinking appraisal (w-gcta) that uses selected-response items such as multiplechoice or likert-type items. diversified the components into analyzing arguments, assumptions, deductions, inferences, and interpreting information. the outline of these components are as follows: assumptions. statements might or might not include assumptions. this component deals with the judgment of whether an assumption has been made or not from the provided statements. analyzing arguments. there are strong and weak arguments according to their relationship with questions. this component assesses how strong is the relationship between the argument with the question. the argument might be considered as strong if it directly aligns with the question or statement, and weak if it is not directly aligned with the question or statement. deductions. comprehending information from a passage might need an evaluation if there is a deduction made in a form of a statement based on the passage. this ability to deduce should be entirely based on the passage and not on self-made conclusions based on one’s own existing knowledge. inferences. true, false, and the possibilities in between are the elements of inferences. this component assesses one’s ability to infer truth and false facts based on the information provided. interpreting information. conclusions can be made from different perspectives based on one passage. this component involves someone’s ability to interpret the information and decide whether some conclusions follow the presented information or not. like the previous points, interpreting information should not be intruded on with existing knowledge. conducted on the basis of critical thinking implementation in the efl classroom setting, this research aims to investigate the current state of indonesian efl learners’ critical thinking and formulate the future directions that will be a prominent assistant for the fulfilment of the vision to upscale the human resource quality of indonesia intellectuals. this research discusses the possibilities of critical thinking improvement through teaching strategies in the efl classroom, particularly in higher education. method this research used a descriptive quantitative research design to examine the critical thinking skills of indonesian efl learners. descriptive quantitative has been widely used in educational research (nazri, wijaya, & zainurrahman, 2020; dabbagh, 2017; hasbi, 2013; husin & nurbayani, 2017). through this method, this research aims to define the characteristics of the indonesian efl learners’ population in terms of critical thinking skills, particularly in pre-service english teacher classrooms to forecast the quality of indonesian english teachers in the upcoming years. this study took the 82 second-year students of english language education in a public university in indonesia as the respondents of the research. the sample choices were taken based on the criteria as follows: (1) the second-year students were considered knowledgeable in decoding words well due to the development of critical thinking that takes place largely after decoding becomes automatic and (2) they were considered as adult learners with a possibility to be the future english teachers. thus, they have the tendency to comprehend more properties of critical thinking than the beginning learners. a set of critical thinking diagnostic tests using watson-glaser critical thinking appraisal (wgcta) by assessment day (2018) was used to measure the initial level of the student's critical thinking skills. the instrument used comprises five sections. each section measures different aspects of critical thinking: analyzing arguments (6 questions), assumptions (9 questions), deductions (6 questions), inferences (10 questions), and interpreting information (7 questions). some of the questions were dropped off due to the validity result. internal consistency reliability has been conducted with the alpha cronbach score of .652 which indicates that the score is acceptable at a moderate level (taber, 2018; ursachi, 2015). validity coefficients results show that most of the items are valid, yet, there are invalid items that have been dropped out during the data. the data analysis utilizes the summary of the calculation using descriptive statistics that include mean, median, mode, standard deviation, minimum and maximum scores. a histogram is used to distinguish the distribution of the score in each component, determining the critical thinking ability that the learners possess. https://www.zotero.org/google-docs/?broken=zatgyj https://www.zotero.org/google-docs/?broken=zatgyj https://www.zotero.org/google-docs/?broken=pwiytq https://www.zotero.org/google-docs/?broken=pwiytq https://www.zotero.org/google-docs/?broken=pwiytq eleazar evan moeljono & alies poetri lintangsari investigating indonesian efl learners’ critical thinking: current state and future directions 86 results and discussion a diagnostic test was circulated among the (n) 82 respondents that consist of 62 females and 20 males. in order to measure the initial level of critical reading. a diagnostic test adopted from assessment day (2018) has been implemented to measure efl students’ critical thinking skills with 33 questions in total consisting of 6 questions measuring students’ skills in evaluating arguments, 8 questions measuring students skill in evaluating assumptions, 3 questions measuring students skills in deduction reasoning, 10 questions measuring students skills in induction reasoning and 6 questions measuring students skills in interpreting information that has met the validity and reliability criteria. students’ general critical thinking table 1 shows the general descriptive statistic of efl students critical thinking skills (n=82) with the mean score (m= 17.232), median (mdn=16), mode (15), standard deviation (sd=5.414), minimum score 9 of 33, and the maximum score is 33 of 33. + table 1. students critical thinking score valid 82 missing 0 mean 17.232 median 16.000 mode 15.000 std. deviation 5.414 minimum 9.000 maximum 33.000 figure 1 shows the histogram that describes the distribution plot of the critical thinking score. it shows that the distribution of the scores was rightskewed that indicates most of the students’ scores are relatively below the mean. most of the students’ scores are in the range 9-17 (n-50) while (n=32) students are having scores above the mean (m=17.232). figure 1. distribution plot of critical thinking score students’ critical thinking in evaluating argument table 2 describes the detailed data of each skill. it shows that the students’ mean score in evaluating arguments is (m=4.2), median (mdn=4), the mode is 4, standard deviation (sd=1.2), and the maximum score is 6. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 87 table 2. students critical thinking in evaluating argument score argument valid 82 missing 0 mean 4.232 median 4.000 mode 4.000 std. deviation 1.240 minimum 1.000 maximum 6.000 figure 2 illustrate that the score distribution is left-skewed which means that most of the students’ score in evaluating the argument is above the mean score and close to the maximum score. the histogram shows that most of the students’ scores are above the mean (n=61) and (n=21) students are having scores below the mean. figure 2. distribution plot of evaluating argument score students’ critical thinking in evaluating assumption in evaluating assumption, the mean score is (m=3.78), the median score is (mdn=4), the mode is 4, the standard deviation is 2.2 and the maximum score is 8 of 8. table 3. students critical thinking in evaluating assumption score assumption valid 82 missing 0 mean 3.780 median 4.000 mode 4.000 std. deviation 2.272 minimum 0.000 maximum 8.000 the histogram as shown in figure 3 describes that the score distribution plot is fairly distributed as the frequency of the students’ scores above the mean are (n=47) and the students’ scores below the mean are (n=35). eleazar evan moeljono & alies poetri lintangsari investigating indonesian efl learners’ critical thinking: current state and future directions 88 figure 3. distribution plot of evaluating assumption score students’ critical thinking in deductive reasoning table 4 illustrates the descriptive statistics of students’ critical thinking skills in deductive reasoning. it shows that the mean is quite high with the score (m=2.11) of the total score of 3. the median is (mdn=2), the model is 3 and the standard deviation is 0.81. table 4. students’ critical thinking in deductive reasoning score deduction valid 82 missing 0 mean 2.110 median 2.000 mode 2.000 std. deviation 0.817 minimum 0.000 maximum 3.000 as shown in the histogram (figure 3) that the distribution of students’ scores in deductive reasoning skills is left-skewed which indicates that most of the students’ scores are around and above the mean (n=65) and only (n=17) students are having the score below the mean. figure 4. distribution plot of deduction score students’ critical thinking in inferences (inductive reasoning) table 5 illustrates the descriptive statistics of students’ critical thinking skills in inductive reasoning. it shows that the mean is quite low with english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 89 the score (m=3.84) of the total score of 3. the median is (mdn=4), the mode is 3 and the standard deviation is 2.247 with a total score is 10. table 5. students’ critical thinking in inductive reasoning score of inductive reasoning valid 82 missing 0 mean 3.841 median 4.000 mode 3.000 std. deviation 2.247 minimum 0.000 maximum 10.000 the students’ score of the inductive reasoning is skewed right as shown in figure 5 with 44 students are having a score around the mean, 38 students are having a score below the mean score, and only 16 students and only 1 student reach the perfect score. figure 5. distribution plot of inferences score students’ critical thinking in interpreting information the mean score of the student’s critical thinking in interpreting information is (m=3.2), the median is (mdn=3.00), the mode is 4 and the standard deviation is (std=1.61) with the maximum score is 6. table 6. students’ critical thinking in interpreting information score of interpreting information valid 82 missing 0 mean 3.268 median 3.000 mode 4.000 std. deviation 1.618 minimum 0.000 maximum 6.000 the students score in interpreting information is also skewed right as shown in figure 6 with 27 students are having the score below the mean, 19 students are having the score around the mean, and 20 students are having the score of mode (4), while 16 students reached the score above the mean score including 12 students reach the perfect score. eleazar evan moeljono & alies poetri lintangsari investigating indonesian efl learners’ critical thinking: current state and future directions 90 figure 6. distribution plot of inferences score the findings indicated that an intentional attempt to foster critical thinking skills among efl learners who happen to be aspiring english teachers is urgently needed to be implemented effectively. among the five components measured in the diagnostic test, the result indicates that deductive reasoning is the hardest component with the lowest result. intentional practice on deductive reasoning in the classroom might be a significant assistance for the learners. learning critical thinking skills could be done through reading, writing speaking, listening, viewing, and visual literacy in the english language classroom to assist learners (omar & albakri, 2016). each of the items has its own strengths and weaknesses in leveraging critical thinking skills. teaching speaking skills in the efl setting relies on the students’ motivation (astuti, 2019). on the other hand, teaching writing skills requires the scaffolding technique, specifically among learners with low to moderate english skills (faraj, 2015). reflecting on what previous studies have concluded, critical thinking is highly impacted by the activity of critical reading in the classroom (par, 2018). critical reading involves synthesizing, evaluating, interpreting, and selectively using the information provided in the passage. it bears a close resemblance to the critical thinking components. efl learners are expected to be able to not only comprehend texts in a proper way but also to evaluate the accuracy of the information through critical reading. the information gained from the reading activities will develop the learners’ critical thinking (delfi, diah, & jismulatif, 2018). conducting critical reading activity requires careful planning and execution as it is part of learning. learning includes the cognitive, social, and emotional processes (national academies of science, 2018). learning might be incomplete if the learners fall short in one of the specified processes. in other words, critical reading activity needs to facilitate cognitive, social, and emotional processes. reading discussion group was found as one way to leverage learners’ confidence in using english that includes all three processes of learning (moeljono, 2020). the activity commences with an extensive reading done by the learner, followed by a reflection-in-action, then continued to the discussion. these three activities foster cognitive, emotional, and social processes respectively. however, the implementation has not been commonly talked about among adult learners, specifically in higher education (fenton-smith & stillwell, 2011). one of the untapped issues in the reading discussion group lies in the quality assurance of the discussion. the discussion quality relies fully on the interest of the learners, making the learners who have lower-to-none interest might be passive during the discussion. resolving the issue of the reading discussion group, macphail (2001) introduced one technique to maximize learners’ participation in a discussion that is known as the nominal group technique (ngt). there are various formats of ngt that have been widely used, but the most relevant with the respondents’ situation is the process conducted by chapple and murphy (1996) because of the characteristics of the learners. https://www.zotero.org/google-docs/?broken=ydhtiv https://www.zotero.org/google-docs/?broken=ydhtiv https://www.zotero.org/google-docs/?broken=fnnkde https://www.zotero.org/google-docs/?broken=71gcdy https://www.zotero.org/google-docs/?broken=0qx8cy https://www.zotero.org/google-docs/?broken=0qx8cy https://www.zotero.org/google-docs/?broken=w8cuma https://www.zotero.org/google-docs/?broken=w8cuma https://www.zotero.org/google-docs/?broken=m4lybc https://www.zotero.org/google-docs/?broken=o43fnh https://www.zotero.org/google-docs/?broken=o43fnh https://www.zotero.org/google-docs/?broken=bvzplg https://www.zotero.org/google-docs/?broken=g65wns english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 91 silent phase. leaners are provided with questions to be responded to in private without discussion. this is to facilitate all individuals processing the idea generation and avoid any dominating person. item generation phase. the responses then are distributed within the group. still avoiding discussion, this procedure records the responses until no more ideas are submitted to the group. discussion and clarification phase. the process continues to a conversation between individuals that enable seek clarification, ask questions, and indicate judgment whether the individual agrees or disagrees with any item on the list. this helps learners to utilize their critical thinking skills, specifically in analyzing arguments. voting phase. after the discussion ends, each of the learners is asked to choose the items they consider the most important to them by listing them in accordance with their priority. the ability to infer and deduce ideas is sharpened through this activity. conclusion derived from the discussed theories and findings, critical thinking implementation among efl learners in indonesia might affect the performance of learners in comprehending english which will indirectly boost the potential international collaborations in the global setting. this can be done by well-equipped teachers who possess critical thinking skills that involve analyzing arguments, assumptions, deductions, inferences, and interpreting information. after assessing these components in efl learners who have the potential to be future english teachers, it is concluded that intentional critical thinking training among efl learners is urgently needed because the current state shows an unsatisfactory result. as one of the aspects of english learning, reading can be one of the most effective ways to foster critical thinking skills. activities such as the reading discussion group and the nominal group technique are among the potential strategies for future direction. further studies on these strategies might be beneficial for the betterment of efl learners’ critical thinking skills implementation within the classroom setting. that being said, embedding critical thinking skills through other aspects such as speaking, listening, and writing might lead to other possibilities of significant improvement in critical thinking skills implementation in the efl classroom. acknowledgements this study was funded by the southeast asian ministers of education regional open learning centre (seamolec) research funding scheme. the highest appreciation is given to the participants who have partaken in the data collection process. the writers also would like to state that this research was conducted as a part of the requirements of study fulfilment of bachelor’s degree of faculty of cultural studies of brawijaya university. references astuti, y. 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(2020). what are the top 10 job skills for the future. https://www.weforum.org/agenda/2020/10/top10-work-skills-of-tomorrow-how-long-it-takes-tolearn-them/ https://www.zotero.org/google-docs/?broken=qeaagy https://www.zotero.org/google-docs/?broken=qeaagy https://www.zotero.org/google-docs/?broken=qeaagy https://www.zotero.org/google-docs/?broken=brbam3 https://www.zotero.org/google-docs/?broken=brbam3 https://www.zotero.org/google-docs/?broken=brbam3 https://www.zotero.org/google-docs/?broken=brbam3 https://www.zotero.org/google-docs/?broken=lcntly https://www.zotero.org/google-docs/?broken=lcntly https://www.zotero.org/google-docs/?broken=lcntly https://www.zotero.org/google-docs/?broken=j2oomz https://www.zotero.org/google-docs/?broken=j2oomz https://www.zotero.org/google-docs/?broken=j2oomz https://www.zotero.org/google-docs/?broken=j2oomz https://www.zotero.org/google-docs/?broken=j2oomz https://www.zotero.org/google-docs/?broken=j2oomz https://books.google.co.id/books?id=lsr9dwaaqbaj https://books.google.co.id/books?id=lsr9dwaaqbaj https://www.zotero.org/google-docs/?broken=cyzmej https://www.zotero.org/google-docs/?broken=cyzmej https://www.zotero.org/google-docs/?broken=cyzmej https://www.zotero.org/google-docs/?broken=cyzmej https://www.zotero.org/google-docs/?broken=cyzmej https://www.zotero.org/google-docs/?broken=cyzmej https://doi.org/10.1088/1742-6596/1539/1/012044 https://www.zotero.org/google-docs/?broken=k5bkhx https://www.zotero.org/google-docs/?broken=k5bkhx https://www.zotero.org/google-docs/?broken=k5bkhx https://www.zotero.org/google-docs/?broken=k5bkhx https://www.zotero.org/google-docs/?broken=k5bkhx https://www.zotero.org/google-docs/?broken=k5bkhx https://www.zotero.org/google-docs/?broken=k5bkhx https://www.zotero.org/google-docs/?broken=k5bkhx https://www.zotero.org/google-docs/?broken=k5bkhx https://www.zotero.org/google-docs/?broken=k5bkhx https://www.zotero.org/google-docs/?broken=k5bkhx https://www.zotero.org/google-docs/?broken=k5bkhx https://www.zotero.org/google-docs/?broken=k5bkhx https://www.zotero.org/google-docs/?broken=k5bkhx https://www.zotero.org/google-docs/?broken=k5bkhx https://www.zotero.org/google-docs/?broken=k5bkhx https://www.zotero.org/google-docs/?broken=k5bkhx https://www.zotero.org/google-docs/?broken=k5bkhx https://www.zotero.org/google-docs/?broken=k5bkhx https://www.zotero.org/google-docs/?broken=6qmz02 https://www.zotero.org/google-docs/?broken=6qmz02 https://www.zotero.org/google-docs/?broken=6qmz02 https://www.zotero.org/google-docs/?broken=6qmz02 https://www.zotero.org/google-docs/?broken=6qmz02 https://www.zotero.org/google-docs/?broken=6qmz02 https://www.zotero.org/google-docs/?broken=6qmz02 https://www.zotero.org/google-docs/?broken=6qmz02 https://www.zotero.org/google-docs/?broken=bdlozl https://www.zotero.org/google-docs/?broken=bdlozl https://www.zotero.org/google-docs/?broken=bdlozl https://www.zotero.org/google-docs/?broken=bdlozl https://www.zotero.org/google-docs/?broken=bdlozl https://www.zotero.org/google-docs/?broken=bdlozl https://www.zotero.org/google-docs/?broken=bdlozl https://www.zotero.org/google-docs/?broken=bdlozl https://www.zotero.org/google-docs/?broken=oa10tl https://www.zotero.org/google-docs/?broken=oa10tl https://www.zotero.org/google-docs/?broken=oa10tl https://www.zotero.org/google-docs/?broken=lemunl https://www.zotero.org/google-docs/?broken=lemunl https://www.zotero.org/google-docs/?broken=lemunl https://www.zotero.org/google-docs/?broken=hhdvnm https://www.zotero.org/google-docs/?broken=hhdvnm https://www.zotero.org/google-docs/?broken=hhdvnm https://www.zotero.org/google-docs/?broken=hhdvnm https://www.zotero.org/google-docs/?broken=hhdvnm https://www.zotero.org/google-docs/?broken=mma5xl https://www.zotero.org/google-docs/?broken=mma5xl https://www.zotero.org/google-docs/?broken=mma5xl https://www.zotero.org/google-docs/?broken=mma5xl https://www.zotero.org/google-docs/?broken=mma5xl https://www.zotero.org/google-docs/?broken=mma5xl https://www.zotero.org/google-docs/?broken=mma5xl english review: journal of english education volume 8, issue 1, december 2019 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 73 real teaching: anxiety and solution vina agustiana department of english education, faculty of teachers training and education, universitas kuningan, indonesia e-mail: vina.agustiana@uniku.ac.id apa citation: agustiana, v. (2019). real teaching: anxiety and solution. english review: journal of english education, 8(1), 73-80. doi: 10.25134/erjee.v8i1.2068. received: 20-09-2019 accepted: 05-11-2019 published: 01-12-2019 abstract: anxiety in dealing with real teaching is experienced by preservice teachers. this anxiety can certainly disrupt the process of implementing real teaching. if anxiety can be detected early, various efforts can be made to reduce the anxiety. thus, this study seeks to explore the anxiety faced by preservice teacher in dealing with real teaching and their efforts to reduce such anxiety. in order to achieve the research objectives, the researcher applied qualitative research through a case study strategy using structured interviews of 238 preservice teachers at one of indonesia’s private universities. based on the results of the study, it can be seen that there are 14 anxiety faced by preservice teachers in carrying out real teaching which is divided into 5 factors causing anxiety, namely schools, teachers, students, lecturers, and the preservice teachers themselves, as well as 9 attempts by preservice teachers in order to deal with this anxiety. broadly speaking, good communication between preservice teachers and stakeholders of real teaching activities that includes schools, teachers, students, and lecturers is an effort that can be done so that the teaching anxiety can be reduced. keywords: teaching anxiety; real teaching; preservice teachers. inroduction every preservice teachers must carry out real teaching activities (ekşi & yakışık, 2016). in real teaching, preservice teachers integrate theory and art in teaching (schoeman & mabunda, 2012). this activity involves the preparation of lesson plans, classroom teaching, and assessment of student learning processes. however, given the many demands that must be met by preservice teachers in conducting real teaching, not a few among the preservice teachers who experienced various anxiety during the activity (boadu, 2014). in addition, the lack of experience in teaching can also be a problem for preservice teachers (agustiana, 2014). given that teaching in real schools can be their first experience, so anxiety in teaching is a natural thing faced by them (agustiana & rahmatunisa, 2018). in the past 30 years, there have been a number of studies focusing on teaching anxiety. merç (2015) summarizes the things that cause teacher anxiety in teaching, such as lack of time, heavy workload, poor student behavior, and inadequate resources. in addition agustiana and nurhayati (2019) added that the highest level factor was a factor related to teaching preparation. teaching anxiety is the anxiety arises before teaching is implemented. if anxiety in the face of real teaching is not addressed, it will affect the appearance of the preservice teachers during the activity. researchers have found that the preservice teachers’ perceptions about the causes of anxiety in teaching vary greatly. knowing the root problems faced by them in the process of becoming a teacher is certainly the first step in preparing a qualified teacher. therefore, the reflection of the implementation of real teaching activities is an appropriate effort to overcome the problem. thus, this study explores in depth the teaching anxiety experienced by the preservice teachers in various disciplines of teachers faculty as well as solution they do as the effort to overcome the anxiety. the result of this study is expected to enrich the literature related to the real teaching and also to reduce the problem that may arise before, during and after the real teaching is held. method based on the research objectives that will explore the things that can be a cause of teaching anxiety expeienced by preservice teachers in carrying out real teaching activities in various disciplines as well as students’ efforts to overcome these anxieties, this study uses qualitative method. qualitative research is a method for exploring and understanding the meaning that comes from social problems (cresswell, 2014). to achieve vina agustiana real teaching: anxiety and solution 74 the research objectives, the researchers used a case study research strategy in which the researcher carefully investigated an activity that was limited by time (cresswell, 2014). this research involved 8th semester students of the teaching and education faculty at one of private universities in indonesia. respondents came from 6 (six) education study programs: indonesian language and literature, biology, economic, english language, elementary school teacher, and mathematics. the number of respondents was 238 students. data was collected through structured interviews with respondents. interviews were conducted before the respondent carried out real teaching activities. interviews were conducted using a voice recorder. furthermore, the collected data was analyzed and interpreted, then it was described to describe the conditions that occur in the research object to find out what things can be the cause of teaching anxiety experienced by preservice teachers in carrying out real teaching activities, and their efforts in overcoming their teaching anxiety. in analyzing interview data, researcher used some steps, namely transcribing the data, reducting the data, presenting the data and drawing conclusions. in transcribing the data, the researcher poured the results of the interview into the written form. this was done so that researcher can be more easily in analyzing further data. next, in reducting the data, the researcher summarized the main points of research. in this case, the researcher identified things that cause the emergence of teaching anxiety in real teaching activities. furthermore, the researcher presented the data in the form of table to present data that has been grouped based on the subject matter. finally, the researcher drew the conclusions in order to carry out continuous verification throughout the research process. the researcher generalized from specific things presented in the research data. this is certainly the result of research findings that are consistent with the original purpose of the study. results and discussion this section presents research data derived from interviews related to the findings regarding anxiety faced by preservice teachers in carrying out real teaching activities in various disciplines education study programs and their efforts to overcome these anxiety. in addition, obstacles and solutions in carrying out real teaching activities were also explained. this will be discussed in several sections according to the purpose of the study. broadly speaking, there are 14 anxiety faced by preservice teachers in implementing real teaching. these 14 things are divided into 5 factors that cause anxiety, which are schools, teachers, students, lecturers, and preservice teachers themselves. meanwhile, there were 9 attempts by preservice teachers to deal with anxiety. these are summarized in table 1. table 1. the anxiety faced by preservice teachers in implementing real teaching and the efforts to overcome it no anxiety factors solution 1. students, tutors and school officials are not friendly. school, teacher, students study the character and situation of the school. 2. assessment and observation by tutors and lecturers. teacher, lecturer discuss with senior level. 3. indifferent tutor. teacher discuss with colleagues or study independently. 4. students who cannot be managed. students study the character of students, 5. students have no enthusiasm in learning. 6. low student evaluation results. discuss with the tutor teacher about teaching material. 7. do not have experience in teaching. p re se rv ic e t e a c h e rs 8. teaching is not in accordance with the lesson plan. preparing matters related to teaching and learning process, which include lesson plans, teaching strategies, games and ice breaking, teaching media as well as teaching material and practice questions. 9. do not master teaching material. 10. could not convey the material properly. 11. boring teaching. 12. poor time management. english review: journal of english education volume 8, issue 1, december 2019 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 75 13. abandoned other work. time management. 14. financial savings anxiety related to school anxiety related to school factors arises when preservice teachers think that the school will treat them unfriendly. the school here includes the principal, teachers, school staff, as well as students who are in the school where the students carry out real teaching. preservice teachers feel that with their status as pre-service teachers, stakeholders will treat them unfriendly. thus, if you find that the school is not friendly, it can lead to the idea that the school will not support the course of real teaching activities. so, they worry they will get other difficulties during the real teaching process. anxiety about this can certainly affect the initial steps in carrying out real teaching activities. in this regard, preservice teachers may conduct pre-observations to the school where they will conduct real teaching to study the situation and condition of the school. in addition, students also ask permission to the school principal and vice-principal, especially the viceprincipal in the field of curriculum, who is responsible for the implementation of real teaching in the school. thus, anxiety about this factor can be overcome before the real teaching activities begin. anxiety related to the teacher there are 3 things related to anxiety related to the teacher. the first is about the teacher’s attitude towards preservice teachers. the preservice teachers feel anxious when they find a teacher who is not friendly. this certainly can affect students’ sense of trust in dealing with real teaching. tutor teacher is a colleague who will always be associated with preservice teachers in implementing real teaching. by finding tutors who are not friendly, then they think that the real teaching process will not run smoothly. with the emergence of anxiety about this, it will lead to fear for preservice teachers in carrying out real teaching, indeed. in an effort to overcome this anxiety, preservice teachers could keep in touch with the tutor through introduction so that when the real teaching begins, both preservice teachers and tutor teachers have interacted with each other. with the interaction, it is hoped that a good relationship will be created between the tutor teacher and the preservice teachers. thus, disappointment will find that the tutor teacher who is not friendly can be overcome. the second is related to the assessment and observation of the tutor teacher on preservice teachers’ performance in carrying out real teaching. in his study, paker (2011) states that 100% preservice teachers feel anxious when they will be observed by tutors. as preservice teachers who are carrying out a teaching practice, indeed, they have to face the moment when they will be assessed by the tutor so that the assessment process and the results can be a source of anxiety faced by students. in addition, criticism from teachers also contributed to the anxiety of preservice teachers (marais, 2013). in addition, the assessment of the tutor teacher influences the final value of the implementation of real teaching (sammephet & wanphet, 2013). no doubt that the assessment of tutor teachers is one of the things that worries preservice teachers in carrying out real teaching activities. to overcome this, preservice teachers can discuss with other students who had experienced real teaching in the previous years at the same school and with the same tutor regarding the assessment standards applied by the tutor teacher. this can include what the tutor teacher expects the student to do or do not do. thus, preservice teachers can have a picture of the assessment process that will be applied by the tutor teacher. meanwhile, the third is the indifferent tutor teacher. preservice teachers feel worried if they meet a tutor teacher who cannot be invited to discuss the implementation of real teaching. as tutors, of course they should be made role models in the implementation of real teaching and a source of experience for preservice teachers. this is considering that real teaching is the first experience for preservice teachers in carrying out real class teaching. if preservice teachers find tutors who are indifferent to the implementation of real teaching, this can certainly hinder the course of real teaching activities. at the time, the preservice teachers need suggestion or feedbcak from the tutor teacher, but it is ignored, then they will feel confused to carry out further activities related to real teaching. this is in line with paker (2011) in which the absence of feedback from teachers on the performance of preservice teachers can cause them anxiety. thus, preservice teachers will do other activities according to what they think is good even without the suggestion or vina agustiana real teaching: anxiety and solution 76 feedback from the tutor teacher. however, of course, it will be another problem if this happens to preservice teachers who are not creative. in which without the suggestion or feedback of the tutor teacher, the student does not know what activities to do. thus, this can be a concern for them in the face of real teaching. regard with this, efforts that can be made by preservice teachers in implementing real teaching are having discussions with peers or doing independent study by using the internet. peer is one of the important aspects in implementing real teaching. generally, in one school, there are several students who come from several study programs so that each preservice teacher can exchange ideas about learning both with colleagues from the same study program or those from different study programs. furthermore, the use of the internet, such as google, can also help students find ideas related to learning. thus, preservice teachers need not worry about the presence of tutor teachers who are ignorant of real teaching activities because preservice teachers can still find another information related to real teaching activities by the presence of peers and other sources. anxiety related to students there are 4 things relating to the anxiety related to students. the first is when preservice teachers find students who are not friendly and do not appreciate the preservice teachers. they are anxious if with their status as a practicing teacher, students will not obey or appreciate them, so they worry they will have problems in carrying out teaching. this is in line with mapfumo, chitsiko, and chireshe (2012) that given their status as a practicing teacher, students are less respectful to the preservice teachers. in the absence of respect or respect for them, they feel that they will not be recognized for their presence in class, so they will have difficulty in teaching. regarding this matter, preservice teachers can do interaction to the students in the beginning of real teaching activities through doing introduction. preservice teachers introduce themselves about who they are and their position in the school. thus, students can understand the position of them as preservice teachers in the school. if the first impression is good, then the student’s view of preservice teachers will be good too. thus, anxiety about students' unfriendliness towards preservice teachers can be overcome. the second thing is when the preservice teachers have to deal with students who can not be arranged. students are the teaching objects that will be faced by preservice teachers while implementing real teaching. thus, they must be prepared with all possibilities in dealing with a variety of student characters. if they have to deal with students who can not be arranged, of course this can be a challenge for them in completing it. however, if preservice teachers feel they are not ready to face these challenges, they will feel anxious that they will not be able to master the class where they teach. especially considering that the students they encounter when doing teaching practice on microteahing are their peers, so preservice teachers do not have experience in dealing with students at the elementary, junior high, or senior high school levels (sammephet & wanphet, 2013). thus, class management with regard to students is one of the anxieties faced by preservice teachers (aydin, 2016). this is supported by goh and matthews (2011) that class management with regard to students is the most worrying by the history preservice teachers. another anxiety related to students is when students are not enthusiastic in learning. low motivation is one of the teaching anxiety faced by preservice teachers (aydin, 2016). in addition to dealing with a variety of student characters, they must also be able to control the class in order to ensure that teaching materials are well conveyed and the learning process runs pleasantly. when faced with a situation like this, preservice teachers will certainly experience a decrease in self-confidence in teaching in which they assume that they cannot make the class more attractive. in overcoming these two things, preservice teachers must be able to learn the character of students. by understanding the character of students, preservice teachers will certainly be easier to carry out the learning process. in addition, the existence of good communication between students and preservice teachers can facilitate the real teaching activities so that classroom management related to students can be overcome by understanding students’ character and communication. next, the fourth thing is the low student evaluation results. this is intended when the results of student work in doing exercises related to the material that has been taught by preservice teachers is low. thus, preservice teachers assume that if students cannot do the exercises correctly, then they have failed in delivering teaching english review: journal of english education volume 8, issue 1, december 2019 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 77 material so students do not understand the material that has been taught by them. in this regard, one of the efforts that preservice teachers can do is to discuss with tutors about learning. considering that tutor teacher has experience in teaching in the class. therefore, preservice teachers can discuss effective learning strategies to be implemented in that class. thus, anxiety about low evaluation results can be overcome. anxiety related to the lecturer anxiety related to lecturers is the assessment and observation of lecturers on preservice teachers’ performance in implementing real teaching. this is closely related to lecturer expectations in which preservice teachers must be able to deal with teaching pressure in a way that is good and right (boadu, 2014). not only the pressure from the tutor, but also from the field supervisor. to overcome this, preservice teachers can discuss with others who have experienced real teaching activities regarding the assessment criteria applied by the lecturer. this can include what lecturers expect or not do by preservice teachers. anxiety related to the preservice teachers’ own problem the fifth factor is related to the individual problem of the preservice teachers which includes 8 things. this is certainly a factor that has a great influence on teaching anxiety possessed by preservice teachers in implementing real teaching given that this factor raises more anxiety associated with the implementation of real teaching. this is in line with sammephet and wanphet (2013) and aydin (2016) that the preservice teacher’s own problems can be a source of anxiety in teaching. besides, sudtho and singhasiri (2017) states that belief plays an important role in the process of becoming a teacher the first thing is not having experience in teaching. real teaching activities are teaching practices in the real class. only a small percentage of preservice teachers have real classroom teaching experience. in other words, most of them have no experience in teaching. thus, they do not know anything that must be done in implementing real teaching. of course, without directives from related parties, they will face difficulties in implementing real teaching so that in the absence of teaching experience it makes anxiety for students. this is also in line with agustiana (2014) who states that the lack of teaching experience is one of the concerns faced by preservice teachers. meanwhile aydin (2016) found that the lack of experience in teaching was the highest factor related to teaching anxiety. surely, it is natural that preservice teachers do not have experience in teaching and then worry about everything regarding the implementation of real teaching (paker, 2011). the second thing is when preservice teachers teach is not in accordance with the design of the lesson plan. as preservice teachers, they certainly must prepare lesson plans before learning activities are carried out. the preparation of the lesson plan must of course be mastered by them given that in previous semesters, they had received lectures regarding the preparation of the lesson plan. thus, preparing the lesson plan is considered not to be too difficult for them. however, despite the existence of lesson plans that have been arranged neatly and with careful planning, in fact, the implementation of learning in class can be different. this certainly can cause anxiety for preservice teachers about what they should be doing in class. without teaching experience, coupled with learning to go beyond what has been compiled in the lesson plan, can be a concern for preservice teachers in implementing real teaching. the third thing that can cause anxiety in teaching is when preservice teachers do not master the teaching material that will be delivered in class. teachers as a person who is considered the professional one, should master what they will convey in class. by not mastering teaching material, then of course the readiness of preservice teachers in teaching can be said to be non-existent. especially when they cannot answer questions from students about teaching material. certaintly, besides getting embarrassed in class, their confidence will also decrease. no doubt this kind of thing can cause anxiety in carrying out real teaching. the fourth thing is when preservice teachers cannot deliver teaching materials properly. this is certainly different from the previous case when preservice teachers did not master the teaching material which meant they were not ready to face learning. in this fourth case, preservice teachers have prepared themselves in teaching by mastering teaching material that will be delivered in class. however, they feel anxious if they cannot make students understand what they are teaching. this is certainly related to teaching strategies. if preservice teachers are not able to implement teaching strategies that are appropriate vina agustiana real teaching: anxiety and solution 78 to the character of students, then it is likely that this anxiety will arise. the fifth thing is that when learning which is carried out feels boring. the teacher as the captain in the class must be able to make the atmosphere of teaching and learning enjoyable. if students feel bored with learning in class or when the preservice teachers think that they are not able to make learning more fun, it will certainly reduce the enthusiasm and confidence of them. this is certainly related to the teaching strategies or techniques chosen and the use of teaching media. when preservice teachers feel anxious about not being able to choose the right teaching strategies or teaching materials, the learning process becomes boring. as preservice teachers, they must be able to form effective classroom management, which creates conducive classroom situations and conditions (chamundeswari, 2013). to overcome these five problems, the preservice teachers may do some things, such as preparing matters related to teaching and learning process, which include lesson plans, teaching strategies, games and ice breaking, teaching media as well as teaching material and practice questions. by doing these activities, the anxiety may reduce as well. the sixth thing is not being able to manage time properly, such as the case when preservice teachers arrive late to school. if preservice teachers arrive late, surely they will get shame either towards students, tutors, and the school. not only that, time management in class can also cause anxiety. for example, all teaching materials have been delivered, but the school hours are still long over. thus, the preservice teachers feel confused about what to do in class until class ends. in addition, even the opposite case happens when class time is over but the material has not yet been conveyed all, this can certainly cause anxiety for them as they fail to make effective time in class. the next thing is the neglect of other jobs. this is intended when preservice teachers have other obligations besides conducting real teaching, such as conducting lectures on campus, working, or taking care of the household. considering that there are not a few preservice teachers who are married or who have worked either as teachers or work in other fields, if students cannot manage their time well, surely this will greatly affect the course of real teaching. in addition, with the burden of many obligations, preservice teachers will not be able to carry out real teaching activities effectively. thus, time management can be a concern for preservice teachers in implementing real teaching. to overcome these two problems, the preservice teachers may manage their time effectively. the last concern related to the individual problems of preservice teachers is financial. preservice teachers are worried about the possibility of spending large sums of money in carrying out real teaching. in addition to the costs that must be incurred before the implementation of real teaching that must be paid to campus, they also feel anxious about other expenses during this activity, such as transportation costs, accommodation, preparation of materials and teaching media, as well as the preparation costs for closing the real teaching activities that will be held at school. real teaching lasts for 3 months. during that time, each preservice teacher must come to the school where they practice teaching. in addition, they also have to do lectures on campus, so that the allocation of expenses for transport and accommodation will increase. besides, preparation of teaching materials and teaching media sometimes requires money, especially when preservice teachers use realia as teaching media or when they have to multiply teaching materials to be distributed to students. thus, they have to spend more their own money. besides, at the end of the implementation of the real teaching activities, preservice teachers also had to hold a farewell event with students, teachers, and schools. in this activity, sometimes preservice teachers have to create events for students, such as performing arts, or other competitions which of course require costs in its implementation. besides, it is a common to give a gift to the tutor teacher. not only that, they also have to provide lunch for every school members, namely the principal and his staffs, tutor teacher, other teachers, and also school staffs. this activity is quite expensive. to make it happen, the students have to hold a joint venture so that the costs for the parting activities feel lighter. this happens every year, so that finance appears as one of the anxieties students face in implementing real teaching. to overcome this, savings money is one solution they may do. conclusion anxiety in dealing with real teaching is the main topic of education practitioners. by knowing the root of the problems faced by preservice teachers in carrying out real teaching, the efforts to overcome anxiety can be detected earlier. based english review: journal of english education volume 8, issue 1, december 2019 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 79 on the results of interviews with 238 preservice teachers, it can be seen that there are 14 anxiety faced by preservice teachers in implementing real teaching which is divided into 5 factors that cause anxiety, namely schools, teachers, students, lecturers, and students themselves, as well as 9 efforts made by preservice teachers to deal with this anxiety. schools, teachers, students, and lecturers are external factors that cause anxiety in the real teaching. it is undeniable that these stakeholders play an important role in the implementation of real teaching so that preservice teachers naturally feel concerned about the role of stakeholders regarding the course of real teaching activities. thus, the existence of good communication between students and stakeholders can reduce anxiety in implementing real teaching. in addition to external factors, anxiety in carrying out real teaching can arise due to internal factors. preservice teachers also feel anxiety that comes from themselves. in this regard, experience and openness are efforts that can reduce anxiety in dealing with real teaching related to this factor. the preservice teachers can search for experiences related to real teaching either through their own experience, or ask about the experiences of others (lecturers, teachers, senior, and other sources that can be obtained via the internet). in addition, openness about the anxiety faced by preservice teachers can also be a good effort. through the openness conveyed to both stakeholders and other parties, then indirectly, the anxiety faced by these students can be reduced. thus, through this research, it is expected that the anxiety faced by preservice teachers in implementing real teaching can be addressed properly so that real teaching activities can run well. references agustiana, v. (2014). pre-service teachers’ anxiety during teaching practicum. english review: journal of english education, 2(2), 174-182. agustiana, v., & rahmatunisa, w. (2018). teaching anxiety encountered by indonesian preservice teachers. connects, 3. agustiana, v., & nurhayati, n. (2019). teaching anxiety experienced by indonesian student teachers of multidisciplinary education study program. elt in focus, 2(1), 8-18. aydin, s. (2016). a qualitative research on foreign language teaching anxiety. the qualitative report, 21(4), 629-642. boadu, g. (2014). anxieties faced by history studentteachers during teaching practice. journal of education and practice, 5(14), 138-143. chamundeswari, s. (2013). teacher management styles and their influence on performance and leadership development among students at the secondary level. international journal of academic research in progressive education and development, 2(1), 376-418. cresswell, j. w. (2014). research design: pendekatan kualitatif, kuantitatif, dan mixed. yogyakarta: pustaka pelajar. ekşi, g. y., & yakışık, b. y. (2016). to be anxious or not: student teachers in the practicum. universal journal of educational research, 4(6), 13321339. goh, p. s., & matthews, b. (2011). listening to the concerns of student teachers in malaysia during teaching practice. australian journal of teacher education, 36(3), 92-103. marais, p. (2013). feeling is believing: student teachers’ expressions of their emotions. journal of social science, 35(3), 207-216. mapfumo, j. s., chitsiko, n., & chireshe, r. (2012). teaching practice generated stressors and coping mechanisms among student teachers in zimbabwe. south african journal of education, 32(1), 155-166. merç, a. (2015). foreign language teaching anxiety and self-efficacy beliefs of turkish pre-service efl teachers. the international journal of research in teacher education, 6(3), 40-58. paker, t. (2011). student teacher anxiety related to the teaching practicum. eurasian journal of educational research (ejer), 42, 207-224. sammephet, b., & wanphet, p. (2013). pre-service teachers’ anxiety and anxiety management during the first encounter with students in efl classroom. journal of education and practice, 4(2), 78-87. schoeman, s., & mabunda, p. l. (2012). teaching practice and the personal and socio-professional development of prospective teachers. south african journal of education, 32, 240-254. sudtho, j., & singhasiri, w. (2017). exploring preservice teachers’ professional identity formation through the lens of critical incidents. the asian efl journal, 99, 38-60. vina agustiana real teaching: anxiety and solution 80 the portrait of teaching english as a foreign language for young learners english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee the portrait of teaching english as a foreign language for young learners fetty poerwita sary e-mail: f.poerwitasary@gmail.com. apa citation: sary, f.p. (2012). the portrait of teaching english as a foreign language for young learners. english review: journal of english education, 1(1), 17-26 received: 09-08-2012 accepted: 12-10-2012 published: 01-12-2012 abstract: this observational study, which focuses on strategies used by teachers when teaching english as a foreign language to primary school students, was conducted in two classes at one of private international primary school. this study attempted to address the following question: what instructional strategies are used by the english teachers at this school? the data, which were collected by using a classroom observation and interview with the teachers and their students, were analyzed qualitatively by using categories formulated based on theories related to instructional strategies include planning and preparing the instruction, implementing the teaching and learning process, and assessing the students’ achievement. the major findings of this study include 1) although the teachers do the same stages in planning but the plan is implemented and resulted in different ways; 2) the teachers are able to use games as a tool for learning; 3) although curriculum requires teachers to integrate the skills (reading, listening, writing, and speaking), in actual implementation, the teachers do not teach english in integrative ways; 4) time management in this school has become a problematic factor for the teachers; 5) with respect to teacher’s strategies in assessing students’ achievement, the teachers do assessment by way of remedial teaching once a week after the class is over in part where the students failed to understand. keywords: teaching english as a foreign language (efl), learning process, teaching strategies, instructional strategies, assessment. introduction as one of the foreign languages in indonesia, english is a compulsory subject from primary up to tertiary. in the elementary school, english is regarded as the local content following the decree of ministry of education no. 0487/4/1992 (suyanto, 1994). although many private primary schools had started teaching english long before the public schools did, the result of previous study (suyanto, 1994) revealed that the teaching of english at these schools was unsatisfactory. many factors influence the success of the teaching and learning english. one of the factors is teaching strategies employed by the teachers. therefore, this study is concerned with investigating teaching strategies of two teachers of a private school. regarding the strategies, sinaga in sadtono (1997: 173) states that one of the most important requirements is quality teachers. at least two qualifications are needed from the teacher: (1) qualification in english and (2) a teaching qualification. the first qualification is essential as the teacher is the model for his/ her students. the second qualification includes a sound knowledge of how to teach children and the ability to implement it in class. teaching english at elementary school in indonesia based on curriculum mailto:f.poerwitasary@gmail.com fetty poerwita sary the portrait of teaching english as a foreign language for young learners 1994, in a flexible context, makes english teaching possible to be taught (alwasilah, 2000). this flexibility means that this subject may be taught (not must be taught) when the school is ready to do it. therefore, to make the teaching and learning english at elementary school successful, the school should know the goal of the teaching and learning itself. regarding the objectives of the english teaching at elementary school, english is taught to children to make them be able to comprehend simple oral and written english (cf. huda, 1999; suyanto, 1997; sinaga, 1997). teaching english to children is not the same as teaching adults (brown, 2001) because it has something to do with helping children to achieve the goals and objectives deemed to be important by society in ways that are consistent with sound psychological principles of childhood (jarolimek and foster, 1989). huddleston (1991: 2) states the basic principles of children learning and language learning. the first principle is children in primary or elementary setting generally learn by doing (piaget, 1955 in brown, 2001). this means that they learn through hands-on experiences and through manipulation of objects in the environment. if this principle were extended to the efl setting, it would mean that children in language classes need to be active rather than passive; they need to be engaged in activities of which language is a part; they need to be working on meaningful tasks and use language to accomplish these tasks. second principle, children learn in social contexts, in groups where some group members know more than others. this principle suggests that children need not only hands-on or direct experiences, but also experiences where they are interesting with and learning from others, both adults and other children. third, language acquisition occurs through learners figuring out how the language works, through learners making and testing out hypotheses about the language. this means that it stresses the importance of giving learner opportunity of practicing the target language (swain, 1985 in nunan, 1988). therefore, learners need opportunities to use and to experiment with the new language. mistakes are natural and inevitable part of language learning. the last, language acquisition occurs through social interaction, through having to use the language with others in authentic communication setting. however, teaching english in integration, as brown (2001) suggests, is more effective than teaching english in isolation like what we used to do it in the past. it is expected that through the integration of the language skills and the language components in the instruction of english, the teachers can create an interesting classroom interaction that encourage students to communicate in english. apart from the above mentioned principles of teaching to elementary school, it is also important that english teachers of elementary school are aware of principles of teaching english as suggested by brown (2001). like learning other subjects, the learning of english at this stage should also be ‘meaningful’. meaningful, according to ibrahim and syaodih (1996), means firstly, there is relevance between the knowledge with the fact. for example: the students have known the meaning of the words but they could not make it into simple sentences or use the words to communicate. secondly, there is relevance between the knowledge with english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee the user. for example: the students have known how to greet people in english but they could not use it because there is no opportunity to use it. based on the discussion on the teaching english in elementary school, as alwasilah (2000) suggests that the english teaching at elementary school necessitates qualified teachers who know much about children psychology and english teaching methodology for children so that they can successfully encourage students to learn english and help the learning process itself. one aspect which plays a significant role in the success of the teaching of english is to do with challenges of teaching english to elementary school. according to musthafa (2000) there are at least three challenges that should be faced by children to learn english as a foreign language in indonesian elementary school. the first challenge is the students are lack of social uses of english language in real life situation which involve children in their daily life. however, according to cox in nicholls (1999) and dewey as cited in pardjono (2002), learning is the acquisition of knowledge and skills through individual experiences not from texts or from teachers. how children will be able to acquire the language and see learning english as a useful and relevant activity if they are lack of demonstration in and exposure to functional uses of english. in addition, as franke in nunan and lamb (1996) suggest, a language could be best be taught by using it actively in the classroom. rather than using analytical procedures that focus on explanation of grammar rules in classroom teaching, teachers must encourage direct and spontaneous use of the foreign language in the classroom (richard and rogers, 1986 in nunan and lamb, 1996). the second challenge is related to the way english words are written as opposed the way the words are pronounced. in this stage, children also still learn the first language in which the sounds are reflected consistently in the way they are written down. therefore, it is natural if the children are confused to differentiate how the word should be read and written because there is no obvious one-to-one correspondence between the pronunciation of a word and its spelling. other reason why students use their own language in the classroom, as harmer (2002: 131) suggests, is when the students learn a foreign language, they use translation. this is because they usually try to make sense of a new linguistic (and conceptual) world through the linguistic world they are already familiar with. regarding learners learn vocabulary, according to read (2000), they tend to memorize lists of english word and rely on bilingual dictionary as a basic communicative resource. therefore, read (2000) says, actually students can learn vocabulary in context through their reading and listening activity in which it focused on the extent to which students can infer the meaning of unknown words when they read or hear them. in addition, as sukayadi (2006) suggests, the teacher should make meaning perceptible through concrete objects or by presentation of experience. in short, when a language learner makes a mistake or misconception of something, the teacher does not correct it through translation but tries to show something to make the meaning clear (sukayadi, 2006) or conveys meaning directly through demonstration and action (richard and rogers, 1986 cited in nunan and lamb, 1996). sukayadi (2006) fetty poerwita sary the portrait of teaching english as a foreign language for young learners also added that vocabulary is learned more effectively if they use it in full sentences rather than memorize it. for example: the teacher can repeat new words by asking them to the students several times in different context and eliciting the situation in order for the students to use the words. the last challenge, there has been widely-held wrong assumptions that children learn things exactly the same way adults do. therefore, the teacher tends to teach children the same as they teach adults. according to alwasilah (2000), the generalization and the use of one approach to two different groups of learners are misleading because teacher should realize that children have their own world that is different from adults. it seems necessary for teachers to know and understand about this world if they are to plan an appropriate learning environment for children based on their cognitive development. therefore, classroom materials should be concrete and plentiful, while students should be given direct experiences and concrete objects that can be seen, handled, touched, and talked about. in addition, as suggested by van lier (1996), “language learning is the cumulative results or sustained effort and engagement over time, with continuity being central”. if the lesson— whether they are once a week, once a day, or more frequent than that—are the only occasions on which the students are engaged with the language, progress will either not occur or be exceedingly slow. however, it points to a real problem of all foreign language learning. if the gap between what is done in the classroom, and what is done outside the classroom, is too great, then the possibilities of leaning anything at all are very seriously impaired. teaching strategies are procedures used by the teacher which serve as a way of reaching a goal (suryosubroto, 2002). to reach the goal, teacher has the important role in the teaching and learning process because most of the output of students was determined by the teachers (jarolimek and foster, 1989). according to usman (1990: 7), a competent teacher will be able to create an effective learning environment and will be able to manage the process of teaching and learning so that the students can achieve an optimal result. to be able to manage the process of teaching and learning, the teachers must have the strategies to do that. however, the teaching strategies adopted in this study have been drawn from the work of several theorists (see suryosubroto, 2002; arikunto, 1990; brown, 2001; harmer, 2002; djamarah and zain, 2002; ibrahim and syaodih, 2002; jarolimek and foster, 1989; nicholls, 1999, nunan and lamb, 1996, nunan, 1988) who have proposed teaching strategies. even though, there are differences but those theories generally propose similar strategies such as planning, implementing the teaching and learning process, and assessing students’ achievement. plan and preparation planning (see jarolimek and foster, 1989: 15) is a decision making process in which one has to make choices from among the options that are thought to lead toward a desired goal. teaching, like any other complex process, requires careful planning for its success. for example: the teachers are not supposed “to forget what they should bring with before they start teaching because what they plan can be useless” (brown, 2000: 194). teachers who realize the importance of planning for effective english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee instruction and classroom management assign planning a high priority as a teaching skill. the critical association between planning and preparation needs to be dealt with because planning leads onto preparation of the materials, resources and props that will be needed in the lesson. if these materials are prepared prior to the lesson, the teacher is in a much better position to successfully differentiate the activities, as well as to cope with maintaining the smooth and effective progress in learning throughout the lesson for all students. regarding planning, mawer (1995: 55) as quoted by waring in nicholls (1999: 99) states that planning appears to mediate between a teacher’s basic knowledge of the subject being taught and his or her ability to teach the subject effectively, because it brings into play the teacher’s general pedagogical content knowledge. this includes knowledge of theories and principles of teaching and learning, knowledge of the learner, and knowledge of the techniques and principles of teaching such as class management. the plan for a lesson, unit, or course is the result of a considerable degree of thinking on the part of the teacher. planning plays a significant role in the smoothness or the progress that is achieved by the students in the teaching and learning process. the significance of planning in the teaching and learning process has also been observed by djamarah and zain (2002) who says, the smoothness of the process is an indicator whether the students could focus on their attention to the lesson that is given by the teacher or not. for example: the teacher starts the activity before she or he ends the previous activity or stop the first activity and then start the second activity and then go back to the first activity. if these happened during the process, it could distract students’ focus or attention. basically, if a certain activity has been planned first, the goal of the activity will be more directive and works. therefore, the teacher should have ability to plan the instruction. before she starts to teach, it would be better if she planned the teaching and learning program, prepared everything that would be taught. when planning a lesson, teacher, as suggested by suryosubroto (2002), should take students into account. johnson (1979) as quoted by suryosubroto (2002) argues: teachers are expected to design and deliver instruction so that student learning is facilitated. instruction is asset of event design to initiate aclivate, and support learning in students, it is the process of arranging the learning situation (including the classroom, the student, and the curriculum materials) so that learning is facilitated.” it means that to facilitate the learning process, the teachers must put students into their consideration when they plan the instruction. the process of planning according to suryosubroto (2002) can be divided into four categories which are mastering the curriculum, compiling the instructional material analysis, forming the program for a semester, and forming the lesson plan including know the students’ characteristics, set the goal expectation of the study, choose the material and order it, choose the teaching methods, choose the teaching aids, and choose the strategy of evaluation. according to jarolimek and foster (1989: 157), the teacher should be able to plan a good learning environment, select goals for the year, plan for getting instruction under way, develop a lesson plan by fetty poerwita sary the portrait of teaching english as a foreign language for young learners knowing first about the students’ characteristics, and prepare studentprogress reports for parents. implementation of the teaching and learning process the implementation of teaching and learning process should be conducted by the teacher after the planning process has been done. the theory used in this study is a combination from several theorists (see suryosubroto, 2002; usman, 1990; sudjana, 1989; brown, 2001; jarolimek and foster, 1989) including the genre based approach which has been the bases for the curriculum 2004. regarding the implementation of the teaching and learning process, according to suryosubroto (2002) and sudjana (1989), the teacher should do several things to make the teaching and learning process successful, among others to do with the opening the teaching and learning process, the use of teaching method, the delivery of the material, classroom management, and closing. assessing students’ achievement assessment reflects the way teachers absorb the information and evidence related to students’ learning, and how they use it to inform their future lesson, whether this is the next task or series of tasks. the main focus of this form of assessment is to identify errors, difficulties, and shortcomings in students’ work. it also informs the teacher of the nature of advice and information needed to improve students’ future learning outcomes (nicholls, 1999: 117). nicholls (1999:119) argues that assessment has many faces and can be used for a variety of purposes. …assessment lies at the heart of this process. it can provide a framework in which educational objectives may be set, and pupils’ progress charted and expressed. it can yield a basis for planning the next educational steps in response to children’s needs… (report of the task group on assessment and testing as quoted by nicholls (1999: 116) this quotation suggests that assessment of children’s learning and progress is central to effective teaching and learning. there are several aspects that should be taken into account such as assessing in the classroom and remedial. on the basis of the background to the present study mentioned above, the research attempted to address the following research question: what instructional strategies are used by english teachers at one of private international primary school? these strategies include plan and preparation of the instruction, implementation of the teaching and learning process, and assessment of the students’ achievement. method a qualitative research design has been considered appropriate in this study as cited by maxwell (1996: 17-20). in the case with a qualitative study, this study attempts to understand the meaning, for participants in the study, of the events, situations, and action they are involved with and the accounts that they give of their lives and experiences; attempts to understand the particular context within which the participants act, and the influence that this context has on their action. it means that every detail is thought to contribute to a better understanding of behavior or to obtain a complete understanding of the setting. the participants of this study were two english teachers (called teacher a and b) and their students. the participation was voluntary based. both teachers graduated from english english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee department, indonesia university of education. a taught grade 4 consisting of 20 students; and b taught grade 3 consisting of 13 students. both teachers were relatively new teachers. the range of age of students was 8 to 10 years old. these teachers were willing to participate in the study and to have their classes observed by the researcher. two data collections were employed in this study, which were observation and interview. however, in collecting data, the researcher has to employ appropriate instruments such as observation and interview. all the data collection was recorded in order to keep the authenticity of the data. in the observation, the data were analyzed in several steps. first, the researcher transcribed the transcription gained from audio and video recorder. then, the researcher made categorization into three strategies based on theorist adopted in the study. during the observation, the researcher observed the plan and the preparation the teachers made before they taught, and then how they implement their plan in the teaching and learning process, and the last, how the teacher would assess their students. the data analysis was not only a conclusion but also an ongoing assessment especially if the data gained from audio or video. in the interview, the data were gained from both teachers and students. the interview was conducted to support the data from observation. the interview data were analyzed in several steps. first, the researcher transcribed the transcription gained from audio and video recorder. then, the researcher made categorization of the strategies which were preparation, implementation, and assessment. the names of interviewees were omitted to avoid bias, and then the answers were collected based on the categories. the interviews were presented in a condensed version. results and discussion the data presentation and analysis will be summarized based on the central themes including teacher’s strategies in planning and preparing the instruction, in implementing the teaching and learning process, and in assessing student’s achievement in the classroom. teacher’s strategies in planning and preparing the instruction in terms of plan and preparation, both teachers plan and prepare the instruction before they teach. their preparation simply can be seen from whether they have prepared the activities to support the lesson, whether they master the material, what kind of teaching aids they will use, whether the process of teaching and learning run smoothly and effectively. although both teachers make a plan and preparation before teaching, the teachers have different ways in implementing the plan. it really depends on the teachers’ skill in classroom management. therefore, the result of the implementation of the plan is also different. teacher a is strict to what he has planned. he also make the rules about what to do and not to do explicit for the students and what he does works so that he can achieve the target of the teaching and learning. meanwhile, teacher b makes her plan too general, so that sometime the target of the teaching and learning cannot be achieved. teacher’s strategies in implementing the teaching and learning process in terms of teacher’s strategies in implementing the teaching and learning process, there are several aspects that will be discussed including teaching method in terms of games, integrative fetty poerwita sary the portrait of teaching english as a foreign language for young learners skills, and problems that are faced by the teachers in implementing the teaching and learning process. regarding the problems, the problems that are faced by the teachers are due to lack of time and availability of rules which are constant and stable. concerning the teacher’s strategies in implementing the teaching and learning process, both teachers use several methods in teaching. they always combine the teaching methods with games. in terms of games, although both teachers use games during the teaching and learning process, they have different way in implementing the games. teacher a uses the game as a vehicle for learning so that he always relates the games with the topics which is given. he can make the games as an introduction to the new material or as a review to the last material. meanwhile, it seems that teacher b does not think that games have to be relevant with the topic because games is just for fun. therefore, the result of the implementation of games is also different. in teacher a’ class, the students can enhance both learning and memorizing through playing; meanwhile, in teacher b’s class, the students do not get anything in terms of learning because most of the time, the games are totally different from what is being taught. with respect to the integrative skills, both teachers do not apply integrative skills comprehensively. they have not put the speaking into the skills. the english class is dominated by the using of indonesian language. therefore, it seems the students are discouraged to use english either in responding to the teachers’ question or in participating in the classroom. in short, the teaching and learning of english does not happen in terms of integrative skills. in fact, the teaching of english is supposed to encourage the students to use the target language and the teachers also need to give as many exposures as possible to the students. in implementing the teaching and learning process, both teachers have to face the problem during the teaching and learning process. the problem is due to lack of time. the time management in this school has not well-established. therefore, it can inflict a loss upon the teachers. the teachers have a dilemma in deciding the activities that should be done in the classroom. in short, the school has to facilitate the teachers in preparing a condition that is conducive to conduct a smooth and effective teaching and learning process. regarding the rules in the classroom, the teachers need to establish rules which are constant and stable so that the rules can be students’ daily routines. the rules are important to be applied in the classroom because the teaching and learning process needs a situation and condition which is conducive. it seems that one of the teachers failed to make the rules explicit in the class, so that it is easy to predict that the class will have a stormy time during the teaching and learning process. therefore, it will disturb the smoothness of teaching and learning process. teacher’s strategies in assessing students’ achievement related to teacher’s strategies in assessing students’ achievement, both teachers do several ways to assess their students including assessing in the classroom and remedial. assessing in the classroom will include marking, classroom tasks, homework, and quiz. regarding assessing in the classroom, both teachers assess the students per session. it can be in a form of classroom tasks and homework. the teachers always return the students’ homework or english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee assignment after they check and mark it. both teachers also give quiz at the end of the unit to measure the students’ ability in comprehending the material. all of these procedures are conducted by the teachers regularly. to some degree, it seems that the teachers are capable of assessing their students. these procedures can help the teachers to decide further action such as whether the students need remedial teaching, remedial test, more exercises about the lesson. regarding the remedial, not all the teachers apply the remedial teaching. only one of the teachers conducts an extra lesson or remedial teaching regularly after the class is over. the teacher usually observes the students during the process of teaching and learning. if he considers there are students who still have not understood his explanation, he will conduct an extra lesson. the extra lesson will take more or less 15 minutes. in this activity, usually the teacher re-teaches the students so that the students’ ability will not be left behind from other students. it seems that this activity was good in order to give motivation to the students to learn better. conclusion from the results and discussions in the previous chapter, several conclusions can be drawn. first, regarding planning and preparing the instruction, both teachers do the same stages such as they master the material, prepare for the activities, and prepare teaching aids to support the activities. however, in terms of implementation the teaching and learning process, the teachers have different ways and results. the results of the teaching and learning really depend on teachers’ skill in classroom management. second, concerning the implementation of the teaching and learning process, both teachers use games as a teaching method for different purposes such as games only for fun and games as a vehicle for learning. in terms of games as a vehicle of learning, the games are relevant with topics given by the teachers. therefore, the students can learn and memorize the material through playing. third, the teachers do not teach english in integrative ways. in this school, the teachers have not put speaking english into the skills; meanwhile, the opportunity to use other skills such as listening, writing, and reading is not sufficient. the teaching of english in the classroom is still dominated by the using of indonesian language. the data shows that the teaching and learning of english in terms of integrative skills does not happen in the classroom. the teaching and learning of english in the school is still in terms of grammar. fourth, time management in this school has become a problematic factor for the teachers. the class always starts late because of non academic activities (for example, students’ preparation and clean up after dhuha or dhuhur prayer). the time problem can inflict a loss upon the teachers. therefore, the school has to facilitate the teachers in preparing a condition that is conducive to conduct a smooth and effective teaching and learning process. fifth, regarding the rules in the classroom, the teachers need to make rules explicit to the students about what to do and not to do. the rules are informed to the students and agreed by all students. otherwise, the teachers will have a difficult time to handle the class. by doing this, the students will also learn to be responsible to whatever they do. fetty poerwita sary the portrait of teaching english as a foreign language for young learners sixth, regarding the teacher’s strategy in assessing students’ achievement, both teachers have different ways to evaluate their students. one of the teachers conducts remedial teaching if he observes the students still do not understand to what he has explained. the remedial teaching is conducted in a narrow sense in the form of re-teaching. therefore, through this activity, it seems that the teacher can help the students to promote their comprehension toward the material. references alwasilah, a. c. (2000). perspektif pendidikan bahasa inggris di indonesia: dalam konteks persaingan global. bandung: andira. ____________. (2002). pokoknya kualitatif: dasar-dasar merancang dan melakukan penelitian kualitatif. bandung: pustaka jaya arikunto, s. 1990. manajemen pengajaran secara manusiawi. jakarta: pt. rineka cipta. brown, h. d. 2001. teaching by principles: an interactive approach to language pedagogy (2nd edition). new york: pearson education company. carter, r. & nunan, d. 2001. the cambridge guide to teaching english to speakers of other languages. new york: cambridge university press. djamarah, s.b & zain, a. 2002. strategi belajar mengajar. jakarta: pt. rineka cipta harmer, j. 2002. the practice of english language teaching (3rd edition). england : longman huda, n. 1999. language learning and teaching. issues and trends. ikip malang publisher. hudelson, s. 1991. efl teaching and children: a topic-based approach. english teaching forum. 29, 2-40. ibrahim, r. & syaodih, n. 1996. perencanaan pengajaran. jakarta: pt. rineka cipta jarolimek, j. & foster, j. 1989. teaching and learning in the elementary school (4th edition). newyork: macmilan publishing company. musthafa, b. 2002. efl for young learners. bandung: crest. nicholls, g. 2002. learning to teach: a handbook for primary and secondary teachers. london: kogan page limited. nunan, d. 1988. the learner-centred curriculum. new york: cambridge university press. nunan, d. & lamb. c. 1996. the selfdirected teacher: managing the learning process. new york: cambridge university press. sadtono, e. 1997. the development of tefl in indonesia. ikip malang publisher. setiyadi, b. ag. 2006. teaching english as a foreign language. yogyakarta: graha ilmu. sinaga, matias. 1994. teaching english to children: as opposed to adults (p.173178). the national seminar: the development of tefl in indonesia. suryosubroto, b. 2002. proses belajar mengajar di sekolah. bandung: pt. rineka cipta. suyanto, kasihani, k.e. 1994. teaching english to young learners in indonesia (p.166-171). the national seminar: the development of tefl in indonesia. usman, u. 1990. menjadi guru profesional. bandung: rosda karya. english review: journal of english education issn 2301-7554 vol. 5, issue 1, december 2016 https://journal.uniku.ac.id/index.php/erjee writing about what we see: ekphrasis today josie arnold department of media and communication swinburne university of technology, australia email: jarnold@swin.edu.au apa citation: arnold, j. (2016). writing about what we see: ekphrasis today. english review: journal of english education, 5(1), 1-10 received: 13-10-2016 accepted: 18-11-2016 published: 01-12-2016 abstract: visual media presents us with an opportunity to enter into the written scholarly discussions about an understanding of the paradox that what is seen and what is written are different representation. in this paper i investigate the importance of audience today; i discuss how global communications via new media challenges traditional views of the concept of an audience. i look at how communication is now from one to many, from many to many and from one to one, and how this challenges the term ‘audience’ with ‘users’. this paper enters into the scholarly debate about how interactivity in new media places singular interpretive actions by individuals at its center rather than as the more traditionally peripheral audience. in doing so it suggests that existing audience theory can and should be extended in regard to new media audiences, players or users. this paper also discusses how audience theory remains apposite when it adapts and changes. keywords: visual media, audience, new media, audience theory. introduction today we live in a very visual world. we are surrounded by signs from billboards to television, from cinema to gaming, from art to graffiti, from ebooks to interactive multimedia and from still photography to 3 dimensional experiential photography. one thing, however, that all media have in common is that they are all written about as we use ekphrasis: language at the service of vision. yet such words cannot bring the actual visual before us: ‘words can “cite” but never “sight” their objects’ (mitchell 1994:3). it is not to be thought that the art/visual talks for itself in words rather than images, but rather that the person viewing the art/visual describes it in a different but complementary medium. this could best be described as ‘the discourse of viewing’ (goldhill 2007:2), that may also be called ekphrasis. in critiquing and analysing the seen, we question the visual representation and enter in this paper into scholarly discussion about the seen and/or about describing the seen in words. human interaction is the basis of all communications, and discourse is central to this. from earliest times, such discourse was essentially person to person: as well as talk, there was dance, body decoration, song, cave, sand and ash paintings, live entertainment oral histories, lores, laws and legends, and ceremonies. speech and interactions were the main factors in communication and obviously this meant that the tyranny of distance held sway. once this distance was overcome by print communications, time and space began the long period of shrinkage which has resulted in the communications age and the dominant electronic culture. 1 josie arnold writing about what we see: ekphrasis today ekphrasis: writing about what we see cultural narratives define both our lives and ourselves argues robyn fivush (2010); and this is also true of visual cultural narratives. visual texts arise from and reside in networks of meanings that are culturally learned. they are thus inevitably involved in the power relations that surround both the commercial production and the personal consumption of images. visual narratives are involved in the representation of culture as are the words that describe them. originally, ekphrasis had a singular meaning about witty poetic representations of the visual that is best described as the language we use to describe the seen (goldhill 2007). it is now more broadly how the image relates to what is written about it, and vice versa (francis 2009). so today it is used more broadly to describe how we write about what we see and how we place what we see into words so as to make a further narrative of meaning. we write about what we see for many reasons, but perhaps the dominant reason is that print is a powerful and far-reaching tool that is readily available both on paper and online. whilst it may well be argued that ekphrasis is based upon the illusion that we can depict the seen in text, it remains the most dominant way of communicating visual experiences away from their presence. it is ‘as much a venture into descriptive narrative as into description per se’ (elsner 2002: intro). such ekphrasis provides us with creating a sense of wonder about a given visual and bringing the seen to the imaginations of others to whom it is not necessarily available. it provides tools for the dissemination of critical analyses of a visual work or experience as well as conveys and shares the immediacy of the visual being experienced and the emotive responses called upon to the visual experience. such critical analyses inevitably involve an understanding of the pleasure of reading both the written and seen texts, an understanding that writing about the seen is always a personal act of translation. in interpreting and critiquing visual texts, we build a bridge between the seen and the imagined as evoked through words, we analyse a visual world dominated by the seen so as to understand the gap between the seen and the described. thus: ‘the reality referred to and promised by but never accessible in itself through ekphrasis may be said to stand (depending on the interests of the listener or reader) for a reality beyond the social and material world of our actual lives’ (bartch & elsner 2007:vi). nowhere could this be more true than in new media interactive visual texts. discourse through written communications as societies became more complex, written communications began to occur, so that the need for face to face discourse was less important. such interactions emphasised the inwardness of authorisation and control of communication as storage: the closed book is a good metaphor for this, as are the chained libraries and bibles held by church authorities. the utilisation of moveable type for multiple printings moved western culture into the orderly, the sortive, the taxanomic which has led to industrialisation and cultural dominance through colonisation. rather than doing or displaying things, we began to write about them. we have moved on to represent our experienced world through photographs, drawings, artistic 2 english review: journal of english education issn 2301-7554 vol. 5, issue 1, december 2016 https://journal.uniku.ac.id/index.php/erjee endeavours, t.v., the cinema and utilising interactive multimedia. of course, we also write on, about and alongside those representations. since the late 19th century, the camera and movie camera have introduced into our lives new ways of seeing the world and extended ways of living our own lives through mediated experiences. with the introduction of ‘talkies’ in the 1930’s, of television in the 1960’s, and of computers in the 1990’s, words related to visuals have become every-day. this has been emphasised in the 21st century by the increase in digital visualised communications (hobbs 2004; cho et al 2009), particularly interactive visual experiences. writing what we see why do we choose to write about visual experiences, and how do we write about what we see? the visual world surrounds us in both formal representations such as architecture, art and interactive multimedia, and in nature itself including people, animals and the environment generally. there are clearly many ways that we can write about what we see as we move through our built and natural environments ( buell 2009; elsner. 2010). in writing about what we see on/in multimedia and its elements, we can ask and seek to answer questions about interactivity, virtuality, three dimensionality and immediacy, and how they provide challenging components to critique or describe (harrow 2010). modern eurowestern multimedia means that there is a generational change from print to becoming also very highly visually literate. today, modern media and multimedia act to extend our life experiences, enabling us to participate in something bigger than ourselves alone as individuals. indeed, we lead multiple virtual or possible lives through the mediated experience rather than the firsthand one. this emphasises further the more traditional sense of being lost in a book. we have become familiar with watching a movie on tv or online, and this experience is different from suspending disbelief in the dream experience of the cinema, where you share your inner imaginative life with strangers in an external environment. in cinematic movies, visual action reveals character, but the cinematic action itself and the act of being in a darkened theatre with strangers sharing a dream experience reveals as our own and others’ thoughts, feelings, plans and so on through the plotline and the characters’ personalities. today we have moved on to digitised new media and we see that computers, e-watches and mobile phones are pervasive; alongside their powerful influence is that of gaming. are mobile phones and games ‘amusing ourselves to death’ as the american critic neil postman asserts? certainly they provide another form of the ‘culture industry’ that seeks only to make money while pretending to extend our worlds. multimedia devices provide entertainment through interactivity within virtual realities, but do they stifle interactivity with people? postings such as facebook spaces offer global relationships as well as local social units or urban tribes; we are bombarded with information related to news from citizen journalists as well as traditional ones, and there are multiple platforms for work information. how do we write about the visuals that occur online? gaming in gaming, the goal is to capture a huge global audience of the young street-smart and cool market for online 3 josie arnold writing about what we see: ekphrasis today games playing. at the same time, the new wireless technologies make mobile consoles able to be accessed without any national legal control much less parental control. the borderless world of the internet makes virtual gaming communities unreachable as far as regulations are concerned. in 2003, according to douglas lowenstein president of the american interactive digital software association, the average age of a computer gamer was 29 years with the most passionate being in their early 20’s and male; 17% were over 50 years of age and women of over 18 years made up 26% of the gamers. many new games aren’t about violent power (now about 15%), but about social dynamics, with the player acting in a ‘god-like’ manner. today, there is also more co-operative play, in games that are massively multiple player role playing games such as ‘every quest’. they are aimed at both male and female gamers. games where societies, cultures and people are constructed are called ‘god-games’. they act to build and construct through endless possible permutations that permit multiple combinations. such games are based on strategic thinking and planning, involve creative input and laterality as they invent open-ended universes that aren’t constrained by narrow rules or actual realities (heffernan 2004. pop 2010). interactivity for rob cover (2004) ‘achieves a new stage in the democratisation of user participation with the electronic game’. it signals, he states, a need for scholars to form new theories about textuality and discourse as ‘the author-creator function and the audience-user or recipient, can be said to be engaged in a struggle for control over the text in terms of participation, cocreation, transformation and distribution’ (n.p). it is, then, a concern of controlling the narrative in a nonlinear text that is not presented to the user as finished but that invites multiple possibilities of immersive interactive play. indeed, cover describes this as ‘the author-audience struggle’, and agrees that it is not new to scholarship. print: a powerful communication tool visual representations speak for themselves: we are very familiar with the saying that one picture is worth a thousand words. we do not have to follow an imperative of redescribing the seen in words. at the same time, there is a strong relationship between visual and verbal representations (hollingworth 2005). for example, millions of words and many books are written about art. artists themselves long to understand their work through verbal descriptions as well as the intrinsic visual representations themselves. vincent van gogh provides strong insights into this in his letters to his brother about his art works: ‘at present i absolutely want to paint a starry sky. it often seems to me that night is still more richly coloured than the day; having hues of the most intense violets, blues and greens. if only you pay attention to it you will see that certain stars are lemon-yellow, others pink or a green, blue and forget-me-not brilliance. and without my expatiating on this theme it is obvious that putting little white dots on the blue-black is not enough to paint a starry sky’ we write about what we see because print remains the dominant communication tool even on the internet (kavoori & chadha 2009). print has had a very real influence on the cultural mindset not only of europeans but on the ways in which post-industrial capitalism has developed into the 4 english review: journal of english education issn 2301-7554 vol. 5, issue 1, december 2016 https://journal.uniku.ac.id/index.php/erjee dominant (almost sole?) cultural model up to today (hollingworth 2005). print made discourse very inward and subject to an authority. the individual can use the book or online information in print anywhere and at any time within reason to be instructed, to gain information, to have knowledge and opinion delivered to the reader. the poet gerard manley hopkins is also engaged in describing the visual in his written works: ‘drops of rain hanging on rails etc. seen with only the lower light rim like nails (of fingers). screws of brooks and twines. soft chalky look with more shadowy middles of globes of cloud on a night with a moon faint or concealed. mealy clouds with a not brilliant moon. blunt buds of the ash. pencil buds of the beech. lobes of the trees. cups of the eyes, gathering back the lightly hinged eyelids. pencil of eyelashes. juices of the eyeball. eyelids like leaves, petals, caps, tufted hats, handkerchiefs, sleeve’s, gloves. also the bones sleeved in flesh. juices of the sunrise. joins and veins of the same. vermilion look of the hand held against a candle with the darker parts as the middles of the fingers and especially knuckles covered with ash’ (gerard manley hopkins the penguin poets) visual experiences the pictorial represents a voyage of the imagination as we enter into the representation seeing it not as canvas or an epad but as an experience in which we are involved: ‘we do not see paintings, as much as we see according to them’ (mcgilchrist 2001: 183). visual experiences lead us beyond the media in which they exist to the world that they picture. the human imagination can also evoke a pictorial element through verbal description. as ian mcgilchrist says in his discussion of the role of the relationship of the hemispheres of the brain: language is ‘a living something that allows us to move through it and beyond…’ the visual, then, can be presented within the verbal albeit through 2 different codes of knowing. simon goldhill calls this ‘the language of sight’ (2007:6). for gregory ulmer (1985) new technologies provide a new form of textual discourse that he calls electracy because it is as important and powerful as literacy and numeracy. words and visuals contentiously, art history is described by jas elsner as ekphrasis because it ‘…represents the tendentious application of rhetorical description to the work of art (or to several works or even whole categories of art) for the purpose of making an argument of some kind to suit the author’s prior intent’ (2010:11). for him ‘the description of objects’ acts to ‘conspire to translate the visual and sensual nature of a work of art into a linguistic formulation capable of being voiced in a discursive argument’ (12). thus, writing about what we see can be called ‘a descriptive fiction’ that makes a visual object falsified: …the conceptual apparatus into which the object has been rendered, and its transformation from a thing that signifies by volume, shape, visual resonance, texture into one that speaks within the structures of grammar, language, verbal semiotics (call it what you will) and can be appropriated to numerous kinds are quite simply vast. in fact, they are so vast that the truly responsible viewer might balk at the prospect of so falsifying the object by the act of its verbal rendition’ (12). we can take issue with elsner’s argument is that the attempt to describe 5 josie arnold writing about what we see: ekphrasis today in words what is represented visually is ‘inevitably a betrayal’, for verbal descriptions of the visual are able to be seen as complementary rather than as betraying the artistic realisation of one through utilising the other. is there a false dichotomy here? clearly the seen differs from what is written about seeing it, but the intentions of each action are intentions of definition, of understanding. the earliest representations of language are still recorded in the ancient cave drawings across the world. elements of dance and song, of ritual performances and beliefs, are also forms of discourse. dramatic representations of reality meant that the religious plays and liturgies, sermons and publications were a very important ‘mediated experience’. they took the congregation from their everyday life and enabled them to experience other ‘higher’ ideas and ideals. mediated experiences in the dominant western culture in which we live, and which is growing globally, it was the invention of moveable type that began the ‘mediated experiences’ we have come to enjoy through print. of course, it was first envisaged by the inventor that moveable type would spread christianity by enabling everyone to own a bible. less religious people soon saw its market opportunities in printing cheap newspapers. these often contained serial stories that were later sold as books. cheap books containing biographies, stories about the european ‘discoveries’ of the colonies, and expositions about proper social behaviour were also printed in large numbers. it is easy to see why so many pamphlets and books were published about, for example, captain cook’s voyages. the imaginary ‘mediated experience’ of circumnavigating the world and building the empire was something few people could do in reality. the publication to a broad audience of creative writing such as short stories and novels is relatively recent. there was an upsurge in such publishing in the nineteenth century. this has been slightly diminished since the spread of cinema, t.v. and computers as modes of delivering ‘mediated experience’ quickly, easily, cheaply and in an entertaining fashion. reading about what is visual provides us with multiple lives and experiences that would otherwise be inaccessible. the book the book is an outstanding technology. it’s compact, being able in many cases to be fitted in the pocket or held quite comfortably in the hand. it can be stored: the thin spine gives it an easy access as well as a small amount of storage. it contains a great deal of information in a small space: the typography ensures its readability; there are references and cross-references, bibliographies and blurbs; pictures, graphs and diagrammatic representations. the reader can enter and exit at will and make connections within the book and between books which are quite individual. the book is information waiting to be turned into knowledge by the reader. this has been made even more explicit by the ebook. in the late 20th century, discussions about the book by such thinkers as roland barthes, jacques derrida, luce irigary, helene cixous,and, have led us to question the nature of meaning and discourse. roland barthes, for example, sees the book as: …not a line of words releasing a single ‘theological’ meaning (the message of the 6 english review: journal of english education issn 2301-7554 vol. 5, issue 1, december 2016 https://journal.uniku.ac.id/index.php/erjee author-god’ but a multi-dimensional space in which a variety of writing, none of them original, blend and clash. the text is a tissue of quotations drawn from the innumerable centres of culture (barthes, 1977: 142-143). helene cixous says of the writing of prose, of very words themselves, that they are reliable only in so far s they support a certain cultural power structure related to(by) the masculinist hegemony: ‘what would become of logocentrism, of the great philosophical systems of world order in general if the rock upon which they founded their churches were to crumble? if it were to come out in a new day that the logocentric project had always been, undeniably, to found (fund) phallogocentrism, to insure for masculine order a rationale equal to history itself? then all the stories would be told differently, the future would be incalculable, the historical forces would, will, change hands, bodies, another thinking, as yet not thinkable, will transform the functioning of all society (cixous, 1988:361). jacques derrida, too, asks that we question the hitherto culturally unquestionable power of textuality and discourse, and most especially the empowerment of the authoritative text over the reader’s writing of it: ‘i will not work very hard to compose the thing, it is a rough draft of confused tracks which i leave in their hands. certain ones will put it into their mouths, to identify the taste, sometimes to spit it out with a grimace, or to gnaw at it, or to swallow it in order to conceive, even, i mean, a child (derrida, in ulmer 1985:ix). thinking such as this has paved the way for both print and electronic textuality to be intellectually understood. these theorists have shown the difference between the word (sign) and its meaning (signification). in doing so there has been a problematising of the very nature of authority itself. discourse is shown to be evanescent rather than definitive, authority is shown to reside in the reader rather than the author. barthes’s famous essay ‘the death of the author’ tells us that in all forms of discourse the author as god is dead. the power of print we write about what we see because print is still the most powerful of communication tools. print has had a very real influence on the cultural mindset not only of europeans but on the ways in which post-industrial capitalism has developed into the dominant (almost sole?) cultural model of the late 20th century. print made discourse very inward and subject to an authority. the individual can use the book anywhere and at anytime within reason to be instructed, to gain information, to have knowledge and opinion delivered to the reader. it also made it extremely commercial: industries of printing, publishing, selling, creating, education and information grew. so discourse was no longer public, first-hand, open and personal conversation or the consultation of chained books in public places like churches. after the sixteenth century, it was seen as extremely one-sided: the author informed the reader. the utilisation of print to describe the visual is an act of translating one medium into another. verbal descriptions of the visual are an act of interpretation by the writer of what has been viewed. elsner describes this act of 7 josie arnold writing about what we see: ekphrasis today interpretation and translation as based on an assumption that verbal text can represent the visual. for him, ekphrasis is ‘an act of betrayal’ (2007:13), an ‘appropriation of the object for ends that suit the interests of the interpreter…’(22). the story of the visual told through other media, however, can be seen otherwise, for any mediated representations are appropriations and translations whether in art, mass media or virtual reality. indeed the very term ‘virtual reality’ displays how the act of seeing and doing is able to be made through multimedia translations. new media new media opens up opportunities for new scholarly research into media relationships that are of digital non-linear and interactive form. user participation is increasing its extent into everyday activities such as, for example, driving a car; finding one’s way; playing interactive 3d games and discoursing with friends locally and globally. clearly, the relationship between authorship and audience is significantly different when the user participates in the activity in ways that were denied by previous technologies. the user enters into and can transform the interactive text. this new form of personalised authorial discourse inevitably involves social change. as users we are involved in what sonia livingstone calls ‘the wider ecology of communication’ (2015:np). she sees this as involving us in a move beyond the yardstick of face-toface communication to the adoption of ‘a multi-and trans-cultural gaze’ that understand the audience complexity without polarizing past communication techniques and ‘today’s more dispersed, participatory, globalized, peer-to-peer social media. she asserts that this is necessary as ‘polarizations of the “then” and “now” kind, especially those that bracket history as “how things were before now” rarely enrich our understanding of social change’. audience & audience theory in considering the new media interactive role of the audience, we can see how theoretical prisms can alter and change, and do not need to be defended as static. this period of new media development of 3d interactivity has led to the ‘end of the receiving end of a media system that ran one way, in a broadcasting pattern, with high entry fees and a few firms competing to speak very loudly while the rest of the population listened in isolation from one another’ (carpentier 2011:520). the current ideal audience today the imagined audience, the ideal audience brings us to a new mental construction of an interactive audience. that brings about an apparently paradoxical situation of audience autonomy. this means that the audience participates in the mediated experience rather than being given information. new media, then, has changed traditional views of audience and hence has added dynamic new possibilities for audience theory. it has moved from a realisation of the passive audience in the sender-messengerreceiver model, where the audience is the final point of the message to an introduction of the active audience that participates in the online media production interacting with the media content. this offers audience theory a number of new ways in which to develop understanding of methodological perspectives that develop as global communications offer 8 english review: journal of english education issn 2301-7554 vol. 5, issue 1, december 2016 https://journal.uniku.ac.id/index.php/erjee new ways to interact with creativity. this is particularly evident in the field of journalism as well as media research. mass communication is shown as very personal, subjective and singular in many digital interactions. the new media user has different work to do as an interactive audience. conclusion theoretical perspectives provide us with scholarly critical tools that enable knowledge to be taken forward as well as to be built. bryan turner (2010) says that ‘social theory provides the necessary analytical and philosophical framework which the social sciences can develop. social theory both sustains the achievements of the past, notes needs and limitations of the present, and points the way to future research issues and questions’ (1). cultural theories such as audience theory offer us prisms that enable us to magnify our societal and cultural practices, views and metanarratives. these are too often taken for granted even in our scholarly analytical work. by identifying their existence, we can begin to understand how they are constructed and empowered. we can ask about these cultural metanarratives why are they seen as ‘normal; what group benefits from such ‘norms’ and what group is locked out through the unscrutinised application of such ‘norms’? identify through such theoretical prisms as audience theory the ways that cultural metanarratives contribute to the welfare of certain groups or even individuals in our society also involves us in identifying their the negative correlative. that is, in bringing into focus the ways that they act against other groups or individuals or groups. these cultural givens, when read against, provide the focal point that highlights the cultural metanarratives that enable dominant social practices and expectations: they inevitably influence scholarship. reading against these ‘givens’ benefits scholarship by highlighting the ways in which societies operate. new media offers challenges and opportunities to writing about what we see (harrow 2010; cunningham 2007). visual media, then, not only presents us with an opportunity to enter into the written scholarly discussions about an understanding of the paradox that what is seen and what is written are different representation. it also emphasizes the importance of audience today when global new media challenges traditional views of the concept of an audience. references bartch, s. & elsner, j. (2007). introduction: eight ways of looking at an ekphrasis (eds). classical philology, 102(1), pp. i-vi. barthes, r. (1977). image, music, text. london: fontana. buell, l. (2009). writing for an endangered world: literature, culture, and environment in the us and beyond. harvard: harvard university press. carpentier, n. (2011). contextualizing author-audience convergences. cultural studies, 25(4-5), pp. 517-533. cho, c.h., phillips, j.r., hageman, a.m., & patten, d.m. (2009). media richness, user trust, and perceptions of corporate social responsibility: an experimental investigation of visual web site disclosures. accounting, auditing, & accountability journal, 22(6), pp. 933-952. cixous, h. (1988). readings from the seminar of helene cixous. writing differences (ed.). milton keynes: open university press. cover, r. (2004). new media theory: electronic games, democracy and 9 josie arnold writing about what we see: ekphrasis today reconfiguring the author–audience relationship. social semiotics, 14(2), pp. 173-191. cunningham, v. (2007). why ekphrasis? classical philology, 102(1), pp. 57-67. elsner, j. (2002). introduction: the genres of ekphrasis. ramus, 31(1-2), pp. 1-18. elsner, j. (2010). art history as ekphrasis. art history, pp. 10-27. fivush, r. (2010). speaking silence: the social construction of silence in autobiographical and cultural narratives. memory, 18(2), pp. 88-98. francis, j.a. (2009). metal maidens, achilles' shield, and pandora: the beginnings of ekphrasis. american journal of philology, 130(1), pp. 1-23. goldhill, s. (2007). what is ekphrasis for? classical philology, 102(1), pp. 1-19. harrow, s. (2010). new ekphrastic poetics. french studies, 64(3), pp. 255-264. heffernan, j. a. (2004). museum of words: the poetics of ekphrasis from homer to ashbery. chicago: university of chicago press. hobbs, r. (2004). a review of school-based initiatives in media literacy education. american behavioral scientist, 48(1), pp. 42-59. hollingworth, a. (2005). the relationship between online visual representation of a scene and long-term scene memory. journal of experimental psychology: learning, memory, and cognition, 31(3), p. 396. kavoori, a., & chadha, k. (2009). the cultural turn in international communication. journal of broadcasting & electronic media, 53(2), pp. 336-346. mcgilchrist, i. (2001). the master and his emissary. yale university press. mitchell, w. (1994). ekphrasis and the other: picture theory. chicago: university of chicago press. livingstone, s. (2015). from mass to social media? advancing accounts of social change. social media + society, pp. 13. lowenstein, d. (2003). the sydney morning herald. may 22 news review p. 2. pauly, n. (2003). interpreting visual culture as cultural narratives in teacher education. studies in art education, 44(3), pp. 264-284. pop, d. (2010). introduction: representation and its relationships to reality and illusion. ekphrasis, (1), pp. 5-8. postman, n. (2005). amusing ourselves to death: public discourse in the age of show business. new york city: penguin books. turner, b.s. (2010). the new blackwell companion to the sociology of religion (ed.). new york: john wiley & sons. ulmer, g. (1985). applied grammatology. baltimore: john hopkins press. 10 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 465 teaching reading by collaborative strategic reading: an action research yon a. e. english education study program, universitas negeri jakarta, indonesia e-mail: yona.e._7317157788@mhs.unj.ac.id zainal rafli department of language education, universitas negeri jakarta, indonesia e-mail: zainal.rafli@unj.ac.id nuruddin department of language education, universitas negeri jakarta, indonesia e-mail: nuruddin.unj@unj.ac.id apa citation: yon, a. e., rafli, z., & nuruddin. (2022). teaching reading by collaborative strategic reading: an action research. english review: journal of english education, 10(2), 465-474. https://doi.org/10.25134/erjee.v10i2.6247 received: 02-02-2022 accepted: 08-04-2022 published: 30-06-2022 introduction english as second language learners study various language skills. reading is among the skills students are required to master for in learning english as foreign language. reading skill as a process not only involves with textual understanding but also includes an activity to grasp the writer purpose. for english language learners, reading skills is required both for academic activities and working performance. besides, the skill encourages students to acquire knowledge and science through reading materials as well as their interpersonal and cognitive competences (ramli, boeriswati, & emzir, 2019a, 2019b). they may benefit from academic field and in the working places. the more they read the more they get information and develop knowledge and science (francisco & madzaro, 2019; mirza, ansari, khatoon, pathan, raheem, & mushaq, 2021). it, therefore, needs more attention to the teaching of reading in order to shape and improve the students’ reading performance. reading skill can be developed by applying proper strategies. with proper strategies, the students are encouraged to understand information from text and connect it to their former knowledge. this knowledge is a process transforming science by synthesizing, inferencing, and comprehending a message in the text (gani, yusuf, & susiani, 2016). the final scores of the second semester students’ performance in reading comprehension enrolling reading 2 course at academic year 2014/2015 are abstract: english language learners experienced difficulties in understanding readings in english. this research aims to improve students’ reading comprehension by implementing collaborative strategic reading (csr) at second semester students of english department, stkip panca sakti bekasi. this research used a classroom action research (car) was conducted in two cycles. there are qualitative and quantitative data collected in this research. the former data were gained by analyzing field note, observation sheet and interview while the latter ones were obtained from pre-test, post-test and portfolio of pre-cycle, cycle i and cycle ii. the result shows that the mean score of students’ reading performance increases in four dimensions not only on literal, interpretative, applicative but also on critical understanding. the finding indicates that the students’ mean score at pre-cycle (68) increases to 77 and to 87 in the first and second cycles respectively. for interpretative understanding, the average score at pre-cycle was 61, increasing to 69 in the first cycle and to 80 in the second cycle. for applicative understanding, the average score at pre-cycle was 62, increasing to 64 in the first cycle and to 84 in the second cycle. finally, the critical understanding also increases, from 59 at pre-cycle to 65 in the first cycle and to 85 in the second cycle. therefore, the implementation of car effectively improves the students’ reading performance. keywords: english readings; reading comprehension; collaborative strategic reading; action research. yon a. e., zainal rafli, & nuruddin teaching reading by collaborative strategic reading: an action research 466 below the mean score, 60, from 20 students. in details, four students get 50, two students gain 55, two students gain 65, two students gain 70, and only one student scores 80. this condition encourages the researchers to study investigate the problems in order to improve the students’ performance in reading comprehension. this shortage is also supported by the data on indonesia’s reading performance reported by oecd in 2018. indonesia learners scored below the oecd mean score (oecd, 2018; schleicher, 2019). on the other hand, the researchers also utilized observation sheet to identify the students’ understanding on the reading comprehension. the observation results on the existing teaching reading strategy applied by two lecturers of reading 2 course in academic year 2015/2016 reveal that the strategies they used do not encourage the students to overcome their problems in comprehending english passage. therefore, an improvement needs to undertook for activities: discussion through metacognition, reading teaching strategy models, cognitive strategies to help and restore understanding (daguay-james & bulusan, 2020; francisco & madzaro, 2019; kim & kim, 2020; ramli et al., 2019a) in encouraging the students’ motivation in reading. they also delivered the materials by predicting, questioning, visualization, connection and summarizing methods. in addition, the they only used evidence and interpretation chart, concept map/graphic organizer, qar (question answer relationship), think aloud, reading article in the learning process. in addition, the pre-test data suggest that the students’ performance still low and only literal aspect they perform well and not for interpretative, applicative and critical aspects-indicators subsets. therefore, these problems should be overcome by implementing a proper strategy in teaching reading. having the fact of the low reading performance of the students and after discussing with the collaborators (lecturers), the researchers come to conclusion that the teaching reading should involve with the collaborative activities in developing learners’ reading performance (anwar, 2020; gani et al., 2016). collaborative strategic reading (csr) is one of the strategies in teaching reading implemented collaboratively. this strategy integrates cooperative learning and reading comprehension strategies (abbasnezhad & zoghi, 2016). the students are engaged collaboratively to practice a number of strategies in reading comprehension required them to actively during learning process involving four activities; preview, click and clunk, get to the gist, and wrap up (anwar, 2020; klingner, vaughn, boardman, & swanson, 2012; rahman, 2015). besides, the collaborative strategy provides such benefits as improving the students involvement in the leaning process, lecturers as a facilitator, students can share knowledge and experience in the class, promoting leaning quality (boardman, buckley, maul, & vaughn, 2014) as it involves with interaction among students’ group, high responsibility among students to complete assignments independently or collaboratively, and students are encouraged to develop their understanding constructively by collaboration in group. collaborative strategy in comprehending english reading text requires every group member to work in group. they have to be proactive and fill each member’s shortcomings. as a result, csr not only improve the students’ knowledge but also develop emotional intelligence in responding to the dynamics of the group member idea. csr strategy designed for esl learners is instructional tool integrating the principles of cooperative and strategies containing instruction to understanding the content of passage, language mastery, and reading comprehension. it encourages the cognitive skill to continue to develop as a result of social interaction csr implementation (nosratinia & hooshmand fateh, 2017; rosari & mujiyanto, 2016). predicting, click and clunk, identifying main idea, and wrapping up activities are experienced by the students while the tutor plays essential role in guiding their learners to: play role, giving example, thinking and discussing (grabe & stoller, 2013; karabuga & kaya, 2013; nosratinia & hooshmand fateh, 2017) there are seven steps in applying csr to comprehend english readings: activate the students’ pre-knowledge before previewing, utilize sensorics’ images, ask the students, student predict inference, define the main topic, fix-up option, and synthesize the concepts (gani et al., 2016; nosratinia & hooshmand fateh, 2017). a number of studies involve with csr has been conducted. a research by suryaningsih (2018) discovers that teaching by csr improves the students’ comprehension and the quality of english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 467 learning. the students can identify the main idea of the passage explicitly and implicitly, infer the meaning of specific words, and find reference. furthermore, maming (2019) found that team-based learning promotes the students’ involvement actively in efl class when integrated with crs and it improves the students’ performance in reading comprehension. crs can also improve reading comprehension in pet test (nosratinia, mania hooshmand fateh, negin, 2017; gani, et al., 2016). by comparing individual (isr) and collaborative (csr), kassem found both to be equally effective in improving reading comprehension (2013). amjadi also reported that crs strategy gained a positive view toward the intervention from students (2021) having the facts that the students experienced difficulties in reading performance, this study aims to investigate the effectiveness of collaborative strategic reading and to improve the students reading comprehension using collaborative strategic reading at english study program, stkip panca sakti bekasi. method the research was carried out at sekolah tinggi ilmu keguruaan dan ilmu pendidikan (stkip) panca sakti, bekasi, jawa barat. it was conducted at academic year 2018/2019 from march to june 2019. it involves 30 second-semester students of english education program, stkip panca sakti bekasi as the subjects of study. this study is an action research conducted to improve the students’ reading performance by implementing collaborative strategic reading. it was carried out in two cycles after the researchers completing the pre-cycle. it used kemmis & mctaggart model by implementing four steps in every cycle: plan, action, observation, and reflection. one a cycle completed, the students were administered reading comprehension test at the end of the cycle. the results then were comparing to the previous data. upon completing the cycles, the qualitative and quantitative data were then analyzed to answer the research questions. observation, students’ logbook, interview, and test were used in collecting data. observation, students’ logbook, and interview were gathered during the learning process in the form of qualitative data while reading comprehension test was administered at the end of each cycle to acquire quantitative data. the former data were used to answer the research question on how the collaborative strategic reading was effective in improving the students’ reading performance and the latter data were used to answer the question if the collaborative strategic reading can improve the students' reading performance or not. observation is used to portray the teaching of reading process using csr completed by lecturers and collaborators in 12 items score ranges from 1 to 5. logbook contains the students’ experience and feeling about the application of csr strategy in relation to the course materials, learning development, interaction with peer, interaction with lecturer, and the completion of materials during the learning process. the students immediately write the logbook at the end of the class. interview is used to reveal what the students experience and think about the collaborative strategic reading. it is carried out in the end of each cycle. test is administered to measure the students’ reading comprehension score consisting of pre-test and post-test in every cycle. the test is to measure the four dimensions of reading comprehension: literal, interpretative, applicative, and critical. every item score 0 for wrong answer and 1 for the right one. the data were analyzed qualitatively and quantitatively. the qualitative analysis is used to describe the data collected in observation, students’ logbook and interview. the data explain effectiveness of collaborative strategic reading during the learning process. the quantitative analysis is used to investigate the improvement of the students’ reading performance by comparing the scores in every cycle. results and discussion pre-cycle activities first of all, the researchers conduct pre-study to get the real data on students’ reading performance. for the qualitative data, the interview with students and lecturers of the course discovered the following issues: lecturers used lecturing method (teachercentered), ignorance of lecturers to the students’ obstacles in reading english text, rarely student received feedback, and students need immediate correction to their assignments before the going to next topic. the researchers, then, investigate the students’ reading performance based on the scores of reading i and reading ii courses. the gathered data show yon a. e., zainal rafli, & nuruddin teaching reading by collaborative strategic reading: an action research 468 that only 62% students passed the course and the rest 38% failed enrolling reading i (odd semester 2017/2018). on the even semester 2017/2018, the students who passed the reading ii course increase to 70% and there are still 30% students failed. these quantitative data reveals that the students’ performance needs to be improve. in addition, the researchers administered a reading performance pre-test to 30 students involved in this study and found that the mean score is 62.4. there are 23 students scored 56-65 or 76.7% and only 7 students score 66-80 or 23.3% cycle one at the planning phase, the researchers design the instructional scenario, learning lesson plan, preparation of learning resources and media, setting the time, observation sheet, interview guidance and reading test instrument. the action phase consists of the implementation of collaborative strategic reading once a week for four weeks. the students were taught reading using csr four times on march 6th, 20th, and 26th and on april 10th 2019. the first meeting is intended to promote the students’ motivation. in the second meeting, the students practiced to synthesizing from the reading materials the studied. in the following meeting, the students are encouraged develop their literal, interpretative, applicative, and critical understanding of the passage. and in the last meeting of cycle one, the students are divided into a group consisting of five members. their prior knowledges are activated. during the cycle i, all students were engaged in activities of csr. it encourages the students to activate the students’ prior knowledge before previewing, utilize sensorics’ images, make inference, identify the main topic, fix-up option, and synthesize the concepts found in the passages. observation table 1. observation results of lecturers and students cycle i cycle ii observation lecturer students observation lecturer students meeting i 46.7 30 meeting i 93.3 85.83 meeting ii 62 57.45 meeting ii 100 91.25 meeting iii 86 71.67 meeting iii 100 96.25 table 1 provides the results of lecturer’s and students’ observation during the cycle i for three meetings. the data reveal that the process of csr implementation in teaching reading gradually improves in each meeting. the meeting i shows that crs was not effective. the observation scores are only 46.7 and 30 for lecturer and students respectively. this condition become the initial introduction to csr. the scores increase for lecturer’s observation to 63.3 and for students to 57.45 in the meeting ii. in the meeting iii, the scores for lecturer and students increase significantly by 86 and 71.67 respectively. reflection overall, the application of csr during cycle i effectively improve the students’ reading comprehension as well as the positive attitude toward its application. on the lecturer’s perspective, csr strategy has already maximally implemented. on the students’ attitude, the implementation of csr still needs to be maximized. therefore, the researchers consider to proceed to the cycle ii. cycle two planning based on the data of cycle i, the researchers continue to extend the treatment of csr to cycle ii. we make evaluation and improvement of the design of instructional scenario, learning lesson plan, preparation of learning resources and media, setting the time, observation sheet, interview guidance and reading test instrument. action the treatment (action) also consists of three meeting in implementing the csr strategy. the students were taught reading using csr four times on april 17th & 26th and 1 may 2019. the learning process is intended to develop and improve the students’ reading comprehension in literal, interpretative, applicative and critical performances. similar to cycle i, the students in cycle ii are also engaged in the activities to activate the students’ prior knowledge before previewing, utilize sensorics’ images, make inference, identify the english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 469 main topic, fix-up option, and synthesize the concepts found in the passages. observation in the cycle ii, the responses of lecturer’s and students’ observation result significantly increase in each meeting (in table 1). the lecturer’s responses have gained perfect score. this data confirm that the csr strategy has already implemented as intended. on the other hand, the students’ responses to csr strategy also show great acceptance. the scores also reach the perfect points in each meeting. reflection in summary, the implementation of csr has been implemented effectively by the lecturer and received positive acceptance from the students. therefore, this condition has important effects on the students’ reading performance in all four dimensions of knowledge measured. discussion the process of teaching reading during the implementation of csr. reading activities help students to acquire wide understanding in a various field of science they focused on. the readers have paradigms, experiences in understanding the readings. in other words, reading skill involves with experience and paradigm to find the meaning of the passage. to understand the reading, students should apply strategies. collaborative strategy is reliable to develop students’ reading comprehension as it provides the students with alternative for learning resources and other resources. besides, csr strategy can be accounted for guiding to the next phase of independency while reducing the lecturer roles in the learning process (gani et al., 2016; tamah, 2015). this section discusses the process of leaning by using csr to improve the students’ performance in reading comprehension at academic year 2018/2019 second semester, at stkip panca sakti bekasi. the initial step in csr is an instructional feature integrating cooperation and strategy involving with instruction to comprehending passage content, language competence, and reading comprehension (klingner & vaughn in grabe & stoller, 2013). this csr is applied in action research design to improve the reading performance adopting kemmis & mctaggart model (kemmis, mctaggart, & nixon, 2014) by following steps: plan, action, observation, and reflection. this csr is applied to improve the students’ reading performance in four areas: literal, interpretation, application, can critics. all students experienced four methods: preview, click and clunk, get to the gist, and wrap up (rahman, 2016). during the action conducted in two cycles, the students show active involvement. they give feedback among them for correction, they completed the tasks in time, they also actively responded to task in the class, interact with each one and the lecturer in the class, they are responsible to complete the tasks, they used time to critical thinking, observing, analyzing, solving the problems and giving response confidently, and they make sure the learning process runs successfully during the class. these activities confirm that the students show positive attitude during the application of csr and understanding the readings either in the observing process or in the journal notes during the research. the descriptive results are discussion in the following section the students’ reading performances table 2 displays the students’ performance in reading comprehension in cycle i. overall, the students’ scores ranging from 66 to 80 were at the good level (21 students) and only 8 students still performed in medium ranging from 56 to 65 as follow. the mean score is 62.4 which fall into medium level. table 2. score distribution of reading comprehension in cycle i no. score range category frequency percentage 1. > 80 very good 0 0.00% 2. 66-80 good 21 72.4% 3. 56-65 medium 8 27.6% 4. 45-55 low 0 0.00% 5. < 45 very low 0 0.00% total 29 100.00% mean 62.4 to figure out the students’ performance in the four dimensions in cycle i, it is provided in the figure 1. the data show that mostly 90.00% (27 students) performance good in literal understanding and the rest (3 students) scored above 80. for the interpretative performance, 19 students scored yon a. e., zainal rafli, & nuruddin teaching reading by collaborative strategic reading: an action research 470 range 66 -80 and there are 11 students performed good. and no student score above 80. the students performed in good and medium levels for applicative dimension. seven students scored range 66-80 and 23 students scored ranging 55-65. and the last indicator, the students’ critical skill also in the good and medium levels. 10 students got good level and 20 gained medium score. this cycle one data show that most students’ performance is dominant for literal understanding which is the basic level in reading comprehension. as a result, the next cycle needs to be undertook. table 3. score distribution of reading comprehension in cycle ii no score range category frequency percentage 1. > 80 very good 23 76.7% 2. 66-80 good 7 23.3% 3. 56-65 medium 0 0.00% 4. 45-55 low 0 0.00% 5. < 45 very low 0 0.00% total 30 100.00% mean 83.8 diagram 1. distribution of students’ reading scores in cycle diagram 2. distribution of students' reading scores in cycle ii the students show the great improvement of reading comprehension in the second cycle. table 4 shows that there are 23 students perform very good in reading comprehension means that mostly students scored above 80. and there are 7 students left who gain scores range 66 to 80. this english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 471 performance suggests, overall, that the implementation of csr strategy in teaching reading effectively improve the students reading performance. in details, the students’ performance in four dimensions of reading comprehension is provided in diagram 2. their literal understandings are mostly (20 students/66.67%) in very good level or scored above 80. and the rest (10 students/33.34%) gain a good level. the next aspect, interpretative ability also shows great improvement. mostly a half scored above 80 (46.67%) and the rest scored range 66-80 (53.37%). similar to interpretative, almost half respondents scored above 80 for applicative ability (46.67%) and the rest are in good category. the next is critical performance. the are 33.34% or 10 students achieved higher than 80 and 17 students gained good score ranging 66-80. overall, the students are able to comprehend the english reading passage in cycle ii. they can identify the literal meaning and make inference of the passage. almost all students perform very good and scored above 80. as a result, the conclusion can be drawn that the implementation of collaborative strategic reading (csr) has affected the students’ reading performance significantly. the following section discusses the improvement of students’ reading comprehension performance in every cycle. diagram 3. reading performance pre-cycle and cycle one mean score in four indicators students’ performance development after being taught using collaborative strategic reading the diagram 3 portrays the growth of students’ mean score in all four dimensions of reading comprehension comparing the pre-cycle to cycle i. table 4 provides the details of improvement. the lowest is critical dimension (3) while there are two dimensions increased to 13% improvement (literal and interpretative dimensions). them applicative dimension is the medium (9%). the literal area mean score is 68 to 77, interpretative is 61 to 69, applicative is 62 to 64, and critical aspect is from 59 to 65. table 4. mean scores comparison among pre-cycle, cycle i, and cycle ii in four dimensions indicators action improvement precycle cycle i cycle ii precycle to cycle i precycle to cycle i literal 68 77 87 13% 12% interpretative 61 69 80 13% 14% applicative 62 64 84 3% 24% critical 59 65 85 9% 24% the mean scores between cycle i and cycle ii are available in diagram 4. the data show that all four dimensions of reading comprehension measured are increased. applicative and critical dimensions improve 20 scores which are the highest and the mean scores of literal and interpretative dimensions increase 10 and 11 respectively. this improvement suggests that the teaching reading using csr is appropriate to improve the reading comprehension of the learners. yon a. e., zainal rafli, & nuruddin teaching reading by collaborative strategic reading: an action research 472 diagram 4. reading performance mean scores between cycle i and cycle ii these improvements can be understood comprehensively by presenting the data in table 4. applicative and critical dimension increase to 24% while literal and interpretative increase to 12 and 14 percent respectively. in diagram 4, the data present the development of reading performance in overall cycles. it shows that all four dimensions of students’ reading comprehension increase from cycle to cycle. the more detail data of improvement are presented in table 4. firstly, the literal dimension improves from 68 to 77 and to 87 or about 27 percent improvement. secondly, the interpretative mean score improves gradually from 61 to 69 and to 80 or about 31 percent. thirdly, the applicative mean score also increases from 62 to 63 and to 84 or about 36 percent improvement. and finally, the mean score of critical dimension increases from 59 to 65 and to 85 or about 45 percent improvement. these results confirm that overall the students; reading comprehension effectively increase in all four dimensions measured. therefore, the hypothesis proposed in this that the reading comprehension will improve when the students are taught with collaborative strategic reading is confirmed. conclusion the implementation of collaborative strategic reading engages the students to actively participate during the learning process. they responded to tasks, actively involved in discussion activity, were enthusiastic during the class, and submitted the assignment in time. as a result, the students’ reading performance enhances in cycle one and cycle two. the positive attitude from students toward the strategy they were taught at the end of second cycle. this was portrayed from their journal notes and interviewing data on the implementation of the csr strategy. they had fun and learnt enthusiastically during learning process. in addition, they were enthusiastic as they can learn systematically and clearly. the descriptive data on the students’ reading performance reflect that the four sub-competences measured in this study has been increased gradually from pre-cycle, cycle one, and cycle two. their precycle mean score (68) increases to 77 in cycle one and to 87 in cycle two or about 12 percent increase. secondly, the interpretative performance also increases from cycle to cycle. the mean score of pre-cycle (61) increases to 69 in cycle one and to 80 in cycle two or 14 percent increased. for the third indicator, their mean score of applicative performance also improved 24 percent form 62 (pre-cycle) to 64 (first cycle) and to 84 (second cycle). the last aspect, critical understanding, also increases to 24 percent. their mean score in precycle (59) enhances to 65 in cycle one and to 85 in cycle two. the implementation of collaborative strategic reading effectively has improved the students’ four dimensions of reading performance: literal, interpretative, applicative, and critical understandings. therefore, the collaborative strategic reading is an alternative strategy to consider in teaching reading. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 473 as the results suggest, it can be considered some educational implications. the csr effectively has encouraged the students to shape their performance to understanding english reading text. therefore, the collaboration becomes the key aspect during the teaching-learning process for reading class to enhance the quality of learning process and reading achievement. aknowledgment the researcher would like express the deepest thanks to the persons for their help in the research. firstly, the researcher would like to thank the scholarship support from bppdn program drpm ristekdikti 2015. secondly, the researchers would like to say generous thanks to the school of teachers training and education (stkip) panca sakti bekasi who have facilitated good services for the researchers during the research. references abbasnezhad, s., & zoghi, m. (2016). the effect of modified collaborative strategic reading on efl learner’ reading anxiety. the journal of applied linguistics, 9(18), 25-48. amjadi, a., & talebi, s. h. (2021). extending the efficacy of collaborative strategic reading (csr) in teaching reading strategies: a sociocultural emotional perspective. language teaching research, 1–35. doi: 10.1177/13621688211011501. anwar, a. k. (2020). the effect of collaborative strategic reading toward students reading skill. anglophile journal, 1(1), 21. doi: 10.51278/anglophile.v1i1.62. boardman, a., buckley, p., maul, a., & vaughn, s. (2014). the relationship between implementation of collaborative strategic reading and student outcomes for adolescents with disabilities. texas. daguay-james, h., & bulusan, f. (2020). metacognitive strategies on reading english texts of esl freshmen: a sequential explanatory mixed design. tesol international journal, 15(1), 20–30. francisco, l. d., & madzaro, c. a. (2019). reading habits, reading comprehension and academic performance of grade v. the asian esp journal, 15(2), 183–165. gani, s. a., yusuf, y. q., & susiani, r. (2016). progressive outcomes of collaborative strategic reading to efl learners. kasetsart journal of social sciences, 37(3), 144–149. doi: 10.1016/j.kjss.2016.08.004. grabe, w., & stoller, f. l. (2013). teaching and researching reading. in c. n. candlin & d. r. hall (eds.), teaching and researching reading, (2nd ed.). new york: taylor & francis. karabuga, f., & kaya, e. s. (2013). collaborative strategic reading practice with adult efl learners: a collaborative and reflective approach to reading. procedia social and behavioral sciences, 106, 621–630. doi: 10.1016/j.sbspro.2013.12.071. kassem, h. m. (2013). the effect of collaborative versus individual strategic reading on college efl learners’ reading comprehension and selfefficac. asian efl journal professional teaching articles, 60(may), 4–38. retrieved from http://www.asian-efl-journal.com kemmis, s., mctaggart, r., & nixon, r. (2014). the action research planner doing critical participatory action research. in action research. singapore: springer. kim, h., & kim, h. (2020). the mediating effects of self-efficacy on learners’ reading strategy use and reading proficiency. the asian efl journal, 24(3), 73–98. klingner, j. k., vaughn, s., boardman, a., & swanson, e. (2012). now we get it! boosting comprehension with collaborative strategic reading. san francisco, ca: jossey bass. mirza, q., ansari, s., khatoon, s., pathan, h., raheem, m. a., & mushaq, f. (2021). gender impact on engineering students’ reading habits and performance: a study of pakistani university students. the asian esp journal, 17(3.2), 128– 144. nosratinia, m., & hooshmand fateh, n. (2017). the comparative effect of collaborative strategic reading and content-based instruction on efl learners’ reading comprehension. international journal of applied linguistics and english literature, 6(6), 165. doi: 10.7575/aiac.ijalel.v.6n.6p.165. oecd. (2018). programme for international student assessment (pisa) results from pisa 2018. in oecd. retrieved from https://www.oecd.org/pisa/publications/pisa20 18_cn_idn.pdf rahman, i. f. (2016). the implementation of collaborative strategy reading (csr) and its effects on students’ reading comprehension. eternal (english, teaching, learning and research journal), 1(1), 39–56. doi: 10.24252/eternal.v21.2016.a7. ramli., boeriswati, e., & emzir. (2019a). cognitive style and teaching method: the effect on students’ writing performance. first international conference on advances in education, yon a. e., zainal rafli, & nuruddin teaching reading by collaborative strategic reading: an action research 474 humanities, and language (icel), 444–450. eudl. doi: 10.4108/eai.23-3-2019.2284902. ramli., boeriswati, e., & emzir. (2019b). the effect of metaphorming teaching method on fieldindependent/dependent learnerts in writing essay. the asian efl journal, 23(6.3), 4–14. rosari, l., & mujiyanto, y. (2016). the effectiveness of know-want-learned and collaborative strategic reading strategies to teach reading comprehension to students with positive and negative attitudes. english education journal, 6(2), 33–41. retrieved from http://journal.unnes.ac.id/sju/index.php/eej schleicher, a. (2019). pisa 2018: insights and interpretations. in oecd (vol. 24). suryaningsih, r. (2018). improving students’ reading comprehension at zakah and waqf management class using collaborative strategic reading. edukasi: jurnal pendidikan islam, 6(2), 44– 53. doi: 10.5281/edukasi.v6i2.343. tamah, s. (2015). the effect of collaborative strategic reading on grade six students’ reading achievement. ijee (indonesian journal of english education), 2(1), 17–27. doi: 10.15408/ijee.v2i1.1501. english review: journal of english education volume 8, issue 1, december 2019 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 121 translation of the relational values of euphemistic expressions into english from indonesian literary work ahdi riyono department of language education, postgraduate studies, universitas negeri jakarta, indonesia e-mail: ahdariyono_pb13s3@mahasiswa.unj.ac.id emzir department of language education, postgraduate studies, universitas negeri jakarta, indonesia e-mail: emzir@unj.ac.id ninuk lustyantie department of language education, postgraduate studies, universitas negeri jakarta, indonesia e-mail: ninuk.lustyantie@unj.ac.id apa citation: riyono, a., emzir, & lustyantie, n. (2019). translation of the relational values of euphemistic expressions into english from indonesian literary work. english review: journal of english education, 8(1), 121-128. doi: 10.25134/erjee.v8i1.2092. received: 21-09-2019 accepted: 26-11-2019 published: 01-12-2019 abstract: this research is to describe the forms and translation techniques of euphemism in the rendering of the dancer novel by rené ta lysloff. the researcher used a qualitative method with a content analysis technique. the data of research are in the forms of clauses containing expressions of euphemism. the data source was taken from ronggeng dukuh paruk (rdp) novel and its translation of the dancer. the result showed that there were 35 data (83.3%) of the euphemism forms of translated into euphemisms, and only 7 data (16,7%) of euphemisms were translated into other forms. the techniques used include single, duplet, and triplet techniques. the conclusions of the research showed that there were shifts in ideological forms and values of the translated novel. keywords: translation; euphemistic expressions; ronggeng dukuh paruk; the dancer. introduction at present, translation research does not only focus on lexical or grammatical equivalences but also focuses on factors that can influence the translator to make decisions when having difficulties in the translation process. one of these factors is ideology. hatim & mason (1997) say that some factors, for instance, politeness, power, and ideology have roles in the selection of decisions emerging from the smallest element of language to the largest element of language. the ideological term has two contradictory understandings. positively, ideology is perceived as worldviews that state the values of certain social groups to defend, maintain and advance their interests, whereas negatively, ideology is viewed from false consciousness, namely a need to commit fraud by distorting people's understanding of reality. in a discourse, ideology is usually manifested or coded in linguistic elements, including lexical, grammatical, and textual elements. in the lexical aspect, ideology can be realized in relational values related to euphemistic expressions. these expressions aim to refine the real reality. euphemism is used to avoid something directly with educational goals. but it can also be misused to cover up the lack of political expression (darma, 2009; fairclough, 1989). there have been several previous studies that were used as references in this study, including mansourabadi and karimnia (2012) this research had a purpose to reveal differences in ideology between hoseini’ s novel a thousand splendid suns and the novel and two translations in persian by ganji and soleimani, and ghebrai. fairclough maintained that ideology in discourse is encoded in the lexical, grammatical, and textual items and changes in these items indicate different ideologies. hence, lexical choices of the sourcebook and the two translations were analyzed based on fairclough's approach to investigating the differences of ideology between them. the results of chi-square showed that there were no ideological differences between the original text and its two translations. furthermore, the translator selected similar ahdi riyono, emzir, & ninuk lustyantie translation of the relational values of euphemistic expressions into english from indonesian literary work 122 vocabularies for representing the ideology of the source text author. another study is written by anggraini & himmawati (2017) entitled “translation equivalence of swearword in the walking dead comic”. this study by using the theory of bell (1991) was to analyze how the equivalence of swearwords translation based on its translation technique proposed by davoodi (2009). this research found that all of the techniques are used to translate swearword, they were censorship technique, substitution technique, taboo for taboo technique, and euphemism technique. the translation result also has a shift of form, the shift of meaning, and the theme. the study of shehab, qodan, & hussein (2014) examines the role context plays in determining the translation strategies pursued by translators of arabic euphemisms into english. due to different cultural backgrounds, adherence to the employment of euphemism in a social context may differ in both arabic and english. while some situations call for the use of euphemism in one culture, the other culture finds no point in using such euphemisms for such situations; preserving the original arabic euphemisms when rendered into english, in this case, could lead to misunderstanding and may deprive the source language (sl) from a cultural trait. the study derives evidence from 11 arabic euphemistic expressions taken from five literary masterpieces written by the egyptian novelist and noble prize winner najib mahfouz, and it looks into the english translation of these euphemisms. the present study attempts to advance the proposition that arabic euphemisms in their context exhibit fluctuating, unstable meaning, which emanates from various contextual factors such as speakers, addressees, shared knowledge and background information, and hence, these factors combined dictate on translators the chosen transference strategies. then the study of meilasari, nababan, & djatmika (2016) entitled translation analysis of euphemism and dysphemism expressions found in online bbc news. this research is descriptive qualitative in nature with a single embedded case. the data of the research are all euphemism and dysphemism expressions found in 20 bbc news texts and their translations. the data collecting method applied in this research are document analysis, questionnaire, and focus group discussion. while the data analysis technique used in spradley’s ethnographic method. most of the euphemism dan dysphemism expressions are translated by maintaining those expressions in the target text. english dysphemisms rendered into indonesian ones are 50% data, and 25% data of euphemism expressions transferred into indonesian euphemism. the established equivalence technique is the more translation techniques used. based on previous research conducted by researchers, there are some gaps or problems that can be examined more deeply than previous research. some of the previous studies examined euphemism from political discourse, regional language, and stylistics in political and novel news discourses. however, the study of euphemism on the indonesian novel and its english in terms of fairclough’s ideological is more interesting than the previous studies. because it explores a euphemism in the context of local culture. a novel is a work in which it uses beautiful language. in adult novels, there are often found refinement of words that have vulgar meanings and taboos that can affect the acceptability of a novel. refinement also often occurs in translations of novels that are related to the existing culture. in this study, researchers chose the ronggeng dukuh paruk novel (2012) and its translation (2012). several things make researchers interested in examining the euphemism in the novel. first, the novel is a reflection of the author's ideology. ahmad tohari's novel rdp is famous for its portrayal and defense of the lives of small people, especially in rural areas. besides, the rdp novel has received many awards from literary lovers in indonesia and internationally. second, this novel has been published in various languages in the world, including in english. after reading the rdp text and the translation it was found that there were many euphemisms used to express certain meanings. moreover, according to (fairclough, 1989), the use of euphemism can be used to uncover the ideology of writers and translators. therefore, this is where researchers are interested in researching more about the ideology that is reflected in the use of euphemism and the way it is translated. from the use of euphemism, the theory says that ideology is seen from the use of lexical choices, especially its euphemism and its translation, as well as the translation of euphemisms and their equivalence. then, this research explores the kinds of euphemistic expression forms rendered into english, and how to achieve correspondence as well as equivalence chosen by the translator. english review: journal of english education volume 8, issue 1, december 2019 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 123 euphemism term comes from the greek word the meaning of euphemizein is the use of words with appropriate senses or good-faith (keraf, 2004). the euphemistic expression is an expression of language that softens the actual reality. according to larson (1984, 1989), euphemism is a figure of speech that is similar to metonymy, namely the replacement of a word or phrase with another word or phrase. however, as beekman and callow (1974) cited by larson ( 1984, 1989); anita, nababan, santosa, & wibowo (2019) that euphemism used to avoid expressions that may offend people, who are not socially acceptable, or unpleasant. correspondingly keraf asserts that like the style, the language of euphemism is a reference in the form of expressions that do not offend or suggest something unpleasant (keraf, 2004). also, allan and burridge (1991) define euphemism as alternatives to dispreferred expressions and is used to avoid possible loss of face. the dispreferred expression may be taboo, fearsome, distasteful, or for some other reason has too many negative connotations to felicitously execute a speaker's communicative intention on a given occasion. the above definition, it should be noted, takes an explicit account of the face loss, the basic to euphemism. concerning this point, farghal (1995) cited by (shehab, qadan, & hussein, 2014) said that the face notion is the main factor to comprehend the speaker's meaning and subsequently the lexical correlates in his/her utterances. hence, it is not only important in choosing our utterances, but also in understanding the meaning of these utterances. with another language, the expression is euphemistically used to avoid anything directly with the goal of educational value. however, this euphemistic expression is often misused in political discourse to cover the shortfall expressions. it is also revealed by wijana that euphemism usage of the word or other forms to avoid any form of restrictions or taboo in the language (wijana & rohmadi 2008). all languages in the world have euphemistically expressions, especially in the realm of sexual activities, death and the supernatural (larson, 1984, 1989), for example; (1) ayahnya sudah tak ada di tengah-tengah mereka (= mati). her father was not there in the middle of them (= death). (2) pikiran sehatnya semakin merosot akhirakhir ini (= gila). his senses slump lately (= mad). jews, for example, uses the word of surga (heaven) to avoid using the name of allah or god directly. most languages have a way to say mati/ die, without using words that have a primary meaning of death. english uses the word pass away, indonesian uses the word death, passed away, back to the bosom of god, etc., using the hebrew language to the father gone, gone to sleep or is sleeping (larson, 1984, 1989). the speaker's choice for euphemism is seemingly meant to soften their face, that of the audience or some third party by softening negative connotations or including positive ones, as allan and burridge (1991) indicate. it should be emphasized that the use of euphemistic language reveals much about the speaker relations among speakers, addressees or some third parties. this may be true mainly because the speaker’s choice for euphemism is deliberate. for instance, a speaker may intentionally resort to using emotive euphemistic expressions to highlight the intended meaning to be conveyed through codes, since euphemism is generally associated with positive emotiveness. in the rendering of euphemism, the translator must also choose a phrase that in the form of euphemism is also comparable (larson, 1984, 1989; suryawinata & hariyanto, 2003), euphemism in this sl can be a literal translation of euphemism of sl if it has a figurative meaning closeness. only if he had any, euphemisms can be replaced with words that have the same literal meaning. the following are examples of translating sentences that use euphemisms (suryawinata & hariyanto, 2003); bs: ibunya telah berpulang tiga tahun yang lalu. bt: his mother passed away three years ago. (tl changed to euphemism.). bs: putra pak bupati terganggu jiwanya bt: the regent's son is mentally imbalanced. (euphemism bs euphemism replaced with the equivalent of bt). bs: he is a little slow. bt: ia sedikit lambat (euphemism bs translated literally to bt.). bs: she is not feeling well. bt: ia sedikit tak enak badan. the linguists of the summer institute of linguistics provides an important record if translated phrase euphemism (barnwell, 1980); a) keep alert to recognize when a euphemism is being used in the source text. if the source ahdi riyono, emzir, & ninuk lustyantie translation of the relational values of euphemistic expressions into english from indonesian literary work 124 language is not your mother tongue, make sure that you have understood the actual meaning, as distinct from the surface meaning of the words. b) be sensitive to the cultural conventions of the receptor culture. sometimes euphemism in the original text (st) can be transferred directly into the target language. sometimes euphemism in st must be translated into the target language euphemism (tt), but different in the forms despite having a meaning in line with tt. sometimes something that is referred to by st may be translated into the tt euphemism to avoid sensitive phrases in the reader’s culture. in the same expression larson (1984) explains that euphemism will often need to be translated by a comparable euphemism in the receptor language. the important thing is for the translator to recognize the euphemism nature of the source language expression and then translate with an appropriate and acceptable expression of the receptor language whether euphemistic or not. method this research focuses on describing the forms and techniques of translation of euphemism in the translation of the dancer novel by rené ta lysloff. this study used qualitative methods with the content analysis technique. the data in this research was taken from clauses containing euphemistic expressions of the dancer, an english version (tohari, 2012b), and the original one, ronggeng dukuh paruk (rdp) (tohari, 2012a). the note-taking technique was employed in collecting the data, in which firstly, they were read several times. secondly, the euphemistic expressions were noted and finally classified into types of translations. results and discussion the use of euphemisms in the literary text of the ronggeng dukuh paruk novel is closely related to the ideology adopted by the text writer, namely ahmad tohari and the translator, lysloff. tohari wants to show his appreciation for humanity universally by replacing taboo, rude, or disrespectful words with a form of euphemism. however, in translating the text into english, sometimes, lysloff is contrary to the ideology of the source text writer. this is evidenced by the existence of several shifts in number and form of euphemism expressions in the tt. these indicated that there are some ideological shifts in the tt. table 1 explains that the translation of euphemisms into euphemisms in english is 35 data (83.3%). this shows that there are some forms of euphemism in source languages that are not rendered into euphemism in the target text (tt). the forms consist of 7 data (16.7%). the existence of these differences indicates that there is a shift in the different forms of st. the following is a discussion of each translation form of euphemism. table 1. relational values of euphemistic expressions in rdp and translated novel of the dancer relational values of euphemistic expressions frequency ∑ percentage % euphemism->euphemism 35 83,3% euphemism-> non-euphemism 7 16,7% total 42 100% translating euphemism into euphemism [sample 1] st : tanpa terganggu oleh jerit dan tangis, maut terus menjemput orang-orang dukuh paruk. (p. 29). tt : undeterred by screams and mourning, death called upon the people of paruk. (p.27). the clause 'maut terus menjemput orangorang dukuh paruk in the [sample1] of st is a form of expression of euphemism. the verb of menjemput with the subject of maut, a form of smoothing meaning of the death continuing to fall due to the eating of tempe bongkrek. it showed that the association of menjemput has a positive meaning. the word of menjemput on [data 1] was translated into english by the word called upon. in the cambridge advanced learner's dictionary, the word call upon is to visit someone, especially to sell them something. this implies that the word call upon also associated with something positive. thus, the use of the word call upon in the tt inline in the form of a menjemput word in the expression context. it is in conjunction with what larson maintains that the translator must also choose a phrase that in the form of euphemism is also comparable https://dictionary.cambridge.org/dictionary/english/visit https://dictionary.cambridge.org/dictionary/english/especially https://dictionary.cambridge.org/dictionary/english/sell english review: journal of english education volume 8, issue 1, december 2019 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 125 (larson, 1984, 1989; suryawinata & hariyanto, 2003). [sample 2] st : dalam tempat tidur ini kelak srintil akan diwisuda oleh laki-laki yang memenangkan sayembara (p. 52). tt : in this bed, srintil would be deflowered by the man who won the contest. (p.52). the word of diwisuda contained in the [sample 2] of st is derived from the root word wisuda. the lexical meaning of the wisuda, according to big indonesian dictionary (kamus besar bahasa indonesia) is the dedication or inauguration with a solemn ceremony. in the context of the sentence in [data 2] the word of wisuda is a kind of euphemism of those who win the virginity contest to have a sexual intercourse with the candidate of ronggeng dancer, srintil, in the eve of bukak-klambu. while the words to diwisuda in st translated by lysloff into english being deflowered. the word deflowered in longman dictionary of english language and culture is defined as to have sex with a woman who has not had sex before. thus, the translation of the word form, deflowered with the word of diwisuda has been equivalence because it was the same form of a euphemism. it is also in line with larson (1984), and barnwell (1980). translating euphemism into non-euphemism [sample 3] st : di sana, di dalam kurung kelambu yang tampak dari tempatku berdiri, akan terjadi pemusnahan mustika yang selama ini kuhargai (p. 53). tt : there, inside the cage of mosquito netting, which was visible from where i stood, the destruction of something that i'd always valued, would take place. (p.53). the word of mustika on [sample 3] in the st is a euphemism form of keperwanan. the use of perusahaan and mustika words showed that tohari appreciated women. the word of pemusnahan in the context of the [sample 3] showed that bukak-klambu, an event that must be endured by srintil as the requirement to become a ronggeng is a tragedy for a woman's self-esteem in general. as said by fairclough that text writers often use strategies to avoid values of expressive words for relationship reasons. euphemism is a form of words used to replace other words, with the aim of making it more convenient and more known as a remedy effort to avoid negative values (fairclough, 1989), as for the target text (tt), the translator is difficult to find the equivalent word of mustika in st such as context, so he used a form of the clause to describe the purpose of the mustika word, ie something that i'd always valued (sesuatu yang selalu saya hargai). in terms of form, the word is not equivalent, on the other hands, it’s equivalent in terms of it’s meaning. the translation clause actually was not a euphemism, but it’s the usual description. it has been in connection with the theory of barnwell (1990). he said that sometimes, euphemism of st could be rendered onto the tt, different at the form but similar with the meaning. [sample 4] st : srintil hanya ingin disebut sebagai perempuan utuh. dia sungguh-sungguh ingin melahirkan anakku dari rahimnya. (p. 105). tt : but just as a woman, she truly wished to have my child in her womb. (p. 110). the phrase perempuan utuh on the [sample 4] of st has a connotation meaning, ie women who have a legitimate husband and have children. a javanese woman is not considered as a true woman when it is time for her to get married and to have children, she was still alone, and no man who proposed to her. the phrase perempuan utuh is a form of euphemism. namely, the smoothing to the meaning of the woman who has a husband. as for the phrase of perempuan utuh which was translated into english by lysloff just as a woman is not the connotation, but denotation. it is also in line with larson’s theory (1984). translation method and technique in a translated novel of the dancer the total data containing euphemistic expressions is 42 data (n = 42). referring to the results of the analysis, it was concluded that euphemistic expressions were translated using a single, duplet, and triplet translation techniques. the single translation technique used by the translator is a literal technique, the total of data is 15 (36%), descriptive equivalent techniques of 2 data (5%), modulation techniques of 8 data (19%), transference techniques of 2 data (5 %), naturalization techniques of data (2%), functional equivalent techniques of 2 data (5%), reduction techniques of 1 data (2%), and cultural equivalent techniques of 2 data (5%). then duplet translation techniques are literal + reduction techniques 4 data (10%), literal techniques + modulation 1 data (2%), naturalization + generalization of 1 data (2%), and literal techniques + additions 1 data (2%). then the triplet translation technique is transference + literal + addition of 1 data (2%), and the ahdi riyono, emzir, & ninuk lustyantie translation of the relational values of euphemistic expressions into english from indonesian literary work 126 technique of transposition + literal + add 1 data (2%). of the many singles, duplet, and triplet translation techniques used, the translator tends to be more dominant using translation techniques that are oriented to the target language (tl) with a percentage of 78%. the dominant method of translation used is communicative with a percentage of 78%. thus, it can be concluded that the translator is more oriented to the domestication translation ideology. table 2. translation methods and techniques frequency in the dancer novel ttranslation of euphemistic expressions (n = 42) technique single literal 15 36% descriptive equivalence 2 5% modulation 8 19% transference 2 5% naturalization 1 2% functional equivalence 2 5% reductions 1 2% cultural equivalence 2 5% duplet literal + reduction 4 10% literal + modulation 1 2% naturalization + generalization 1 2% literal + addition 1 2% triplet transference + literal + addition 1 2% literal transposition + + addition 1 2% method literal 17 40% semantics 3 7% communicative 21 50% idiomatic 1 2% ideology foreignization literal 17 40% semantics 3 7% domestication communicative 21 50% idiomatic 1 2% single techniques literal literal translation is often demostrated as interliniear translation, with the tl immediately below the sl words. the sl word-order is preserved and the words translated singly by their most common meanings, out of context. in another word, is can be said that literal translation is a word for word one to express the meaning of a single word (moentaha, 2008; newmark, 1988; suryawinata & hariyanto, 2003). the single technique used by the translator reaches 15 data (36%). so that , the most dominant technique of all the techniques used is literal translation. this also leads to the conclusion that t the semantic method is quite widely used as well. if it is summed up overall it reaches 47%, and this is a significant number showing that the ideology of foreignization is quite widely used by translators. [sample 1] ts : dalam tempat tidur ini kelak srintil akan diwisuda oleh laki-laki yang memenangkan sayembara. (p. 52). tt : in this bed, srintil would be deflowered by the man who won the contest. (p. 52). the word for diwisuda in the st sample was a form of euphemism from sexuality activity when srintil underwent the open-door ceremony as a condition to become a ronggeng. the word of diwisuda translated by lysloff becomes deflowered. the word of deflowered is also classified as the word euphemism in the tt. in terms of denotation, the word of deflower has the meaning of picking flowers. whereas according to the definition of web, deflower is the act of taking the virginity of a girl (u-dictionary). virginity is the person who has never engaged in sexual intercourse (someone who has never had sexual relations). the translation of euphemisms into euphemism is in line with those suggested by larson (1984, 1989) that the translation of the euphemism from the source language usually must be translated with euphemism in the target text (tt) as well. thus, the translation using the literal technique is commensurate with the meaning referred to in ts. this technique finding differs from those of meilasari’s finding that there was no literal technique employed by the translator (meilasari et al., 2016). this shows that not all euphemism could be transfered into euphemism literally in the tt. english review: journal of english education volume 8, issue 1, december 2019 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 127 modulation technique modulation is a translation technique by looking for an equivalence in tt by changing the perspectives that have the same meaning (machali, 2000; newmark, 1988; suryawinata & hariyanto, 2003; venuti, 2000). the modulation technique is the second technique applied by the translator occurring for 8 times of the amount of data (19%). meanwhile, the dominant method employed by the translator is the communicative method. there are 21 data or (50%) showing the use of communicative one in the translation of euphemistic expressions. accordingly, the ideological orientation of the translator tends to use domestication. [sample 2] st : rasanya, sebagai anak laki-laki tak ada yang salah pada tubuhku. (p. 67). tt : i believed that i was a normally functioning male. (p. 67). the expression of euphemism on st sample tak ada yang salah pada tubuhku translated into tt with the expression of euphemism as well, namely the normally functioning male. the source text writer (ts) uses the point of view that there is nothing wrong as a man arises passion when rasus sees srintil naked (external viewpoint). while the translator uses the viewpoint as a normal man rasus naturally feels a tremendous lust when he sees srintil naked (internal perspective). this shows that the difference in semantic viewpoint between ts and tt does not cause differences in meaning or message between the two texts. translation with a different perspective in translation is called modulation (machali, 2000; newmark, 1988; suryawinata & hariyanto, 2003; venuti, 2000). translation with these modulation techniques has been in line with what was suggested by barnwell (1980) in the book introduction to semantics and translation from the summer institution of linguistics and also the same as the research’s result of meilasari et al. ( 2016), and arifin et al. (2017). couplets technique couplets are translation techniques using two different techniques in translating a speech or a sentence (newmark, 1988; ordudari, 2013). there are four duplet techniques applied by the translator, but the most widely used is the duplet of literal + reduction technique, which is 4 data (10%). the dominant method applied is the communicative method with a tendency to side with the target text reader or ideologically translation tends to domestication. the following is an example of the dominant duplet method; literal + reduction [sample 4] ts : di sana, di balik pusar, aku pernah bersemayam selama sembilan bulan dalam rahimnya. (h.67) tt : i had resided for nine months in her womb (p.67). the euphemism in the st is there, di balik pusar is translated into in her womb using the direct form in the tt. the translation techniques used by translators are literal and reduction techniques because the expression of di balik pusar is literally translated into non euphemistic form. triplet technique triplet is a way that translators do to combine three different techniques in translating speech or sentences (ordudari, 2013). there are two triplet techniques used by translators in translating euphemistic expressions, namely transference + literal + addition, and transposition + literal + addition. the following is an example of one of these techniques; [sample 5] ts : di sana, di dukuh paruk, aku juga tahu ada obat bagi perempuan-perempuan mandul. obat itu bernama lingga; kependekan dua kata yang berarti penis tetangga (h. 86). tt : i also knew of treatment for childless women which was common in the village. the treatment was called lingga: a combination of the abbreviation of two javanese words “neighbor’s penis. (p.88). the word acronym lingga is a short form of euphemism of two words, namely the neighboring penis. the word of lingga has ideological content, which is a symbol of virility, strength, and fertility. in javanese culture, lingga is always combined with the word of yoni, a symbol of femininity, motherland. for married women who are barren in the dukuh of paruk, it is not as a taboo if they have an affair with a neighbor so they have children because that's the medicine that works in overcoming infertility according to their ideology. dukuh paruk people have a loose norm because they are not bound by any religious norms and values. their belief was only focused on the spirit of their ancestors, namely ki secamenggala. the word of lingga is translated by the transference technique into lingga in the tt. then an additional description of two words, kependekan dua kata yang berarti penis tetangga which means the neighbor's penis, is translated by a literal technique and the ahdi riyono, emzir, & ninuk lustyantie translation of the relational values of euphemistic expressions into english from indonesian literary work 128 technique of addition with the word of the combination becomes a combination of the abbreviation of two javanese words "neighbor’s penis. conclusion this paper has examined kinds of euphemistic expression forms and the translation techniques used to render the euphemism in the st into the tt pursued by the translator. from the discussion on the research findings above, it can be concluded that there are 42 data of euphemism used in st. the relational values of euphemistic expressions which are translated into tt with the same form of euphemism are 35 data (83,3%), and only 7 (16,7%) data translated into noneuphemism forms. this shows that there are some shifts in the forms of euphemism in the tt. the shifts must be taken by the translator since there are socio-cultural differences in the tt. this is in line with larson (1984) maintains that all human codes have terms of expressing euphemistic utterances that substitute for certain words, especially in the area of sex, death, and the supernatural. euphemism often needs to be rendered by a comparable euphemism in the receptor language. the study reveals that the relational values of euphemistic expressions were translated into tt using single, duplet and triplet techniques of translation. the most dominant of a single technique used is literal technique, and the most dominant of duplet technique is the literal + reduction. on the other hand, there are two kinds of triplet techniques, namely transference + literal + addition and literal transposition +addition. the use of translation methods oriented to the source and target languages by translators is almost balanced. because of the overall method used, the source language-oriented method is around 47% and the opposite is around 52%. thus, in transferring the source text (tt) into the target one, the translator remains oriented towards the target language reader, so there are several cultural expressions of st that are translated into tt that used source-oriented techniques and there are also some which are oriented to the target language. from those discussions, it could be concluded that the translator, in this case, rené t.a lysloff tried to have a balance in the translation of literary texts, especially ahmad’s novel of rdp. references allan, k., & burridge, k. (1991). euphemism and dysphemism: language used as shield and wapon. new york: oxford university press. anita, nababan, m. r., santosa, r., & wibowo, a. h. (2019). the indonesian translation of english sexual euphemistic expressions in desperate duchesses by eloisa james. ellic proceedings, 3, 368–373. arifin, d. z., wiratno, t., linguistik, m., pascasarjana, p., sebelas, u., & maret, u. s. (2017). analisis terjemahan eufemisme organ dan aktifitas seksual dalam novel fifty shades of grey. prasasti: journal of linguistics, 2(2), 190– 204. barnwell, k. g. l. (1980). introduction to semantics and translation. horsleys green: summer institute of linguistics. fairclough, n. (1989). language and power (1 st ed.). london and new york: longman. hatim, b., & mason, i. (1997). the translator as comunicator. london and new york: routledge. keraf, g. (2004). diksi dan gaya bahasa. jakarta: pt. gramedia pustaka utama. larson, m. l. 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(2014). translating contextualized arabic euphemisms into english: socio-cultural perspective. crosscultural communication, 10(5), 189–198. doi: 10.3968/4546. suryawinata, z., & hariyanto, s. (2003). translation bahasan teori & penuntun praktis menerjemahkan. yogyakarta: penerbit kanisius. tohari, a. (2012a). ronggeng dukuh paruk. jakarta: pt. gramedia pustaka utama. tohari, a. (2012b). the dancer. jakarta: yayasan lontar. venuti, l. (2000). the translation studies reader (1 st ed.). london: routledge. wijana, i. d. p., & rohmadi, m. (2008). semantik teori dan analisis. surakarta: yuma pustaka. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 103 innovation development strategy for hybrid learning based english teaching and learning entis sutisna english language education study program, faculty of teacher training and education sciences, bogor, pakuan university, indonesia email: entissutisna@unpak.ac.id lungguh halira vonti english language education study program, faculty of teacher training and education sciences, bogor, pakuan university, indonesia email: lunggh@unpak.ac.id apa citation: sutisna, e. & vonti, l. h. (2020). innovation development strategy for hybrid learning based english teaching and learning. english review: journal of english education, 9(1), 103-114. https://doi.org/10.25134/erjee.v9i1.3783 received: 28-06-2020 accepted: 30-09-2020 published:11-12-2020 introduction the development of science and technology is a challenge for every college. one of the challenges, at present, is to increase the contribution of knowledge and technology to develop the ability to meet the lives of the nation and to increase the availability and quality of science and technology resources, both human resources and facilities and infrastructure. this is in line with hediansah & surjono (2019) who argued that the development of technology has a significant impact on the process of information exchange, including in the field of education. this is in line with surahman (2019) who believed that everyone can learn without having to sit in the educational institution. as stated by celtekligil and adiguzel (2019), with the help of technological development, people can learn new things, communicate with other people, make innovations and share innovations with others. therefore, it is important for the educational institution to provide the ability to hold the teaching and learning process in emergency situations such as pandemic that do not allow the implementation of the learning process offline. this challenge should be interpreted by the university in mapping the profile of graduates against graduate work and also to perform the sustainability of the learning process. gupta (2018) stated that new ideas, technologies, and services are innovation products. in education, innovative processes provide variation and personalityoriented trend of the educational process, so that the knowledge, skills, and abilities of students are transformed into a means of developing their cognitive and personal qualities, competence to ensure their ability to be the subject of innovative abstract: this research is motivated by the importance of the modernization of the implementation of learning in the education system within the university. the existence of various limitations of human resources, study space, and time to face-to-face causes the learning process to experience various obstacles to achieve optimal results. learning in the form of hybrid learning is one of several alternative efforts to improve the quality and quantity of the lecture process. through learning by using hybrid learning, students and lecturers can interact in learning across distances, time and space. the objective of this research was to obtain an overview of the hybrid learning model to improve digital literacy of students in the learning process. the data obtained from this study were the results of document analysis, observation, interviews, and questionnaires. the sources of this study were students of the english language study program, faculty of teacher training and educational sciences, pakuan university who were registered as active students for the 2018/2019 school year. the stages of research were observation, instrument calibration, research, evaluation, data analysis, revision of research results, dissemination of results, and reporting. the result of the research showed that the students' digital literacy was improved through the process of hybrid learning. keywords: hybrid learning; digital literacy; learning mailto:entissutisna@unpak.ac.id entis sutisna & lungguh halira vonti innovation development strategy for hybrid learning based english teaching and learning 104 professional activities (mykhalyshyn, kondur, & serman, 2018). according to haizar, kee, chong, and chong (2020), there are four components of innovation strategy namely strategy, resources, capabilities, and processes. this is important so that national strategic issues in the administration of higher education are dealt with effectively and efficiently. the learning model is a design and a stage used by the lecturer and learning. the model serves to bridge the delivery of learning messages in the form of information (cognitive, affective, and psychomotor) from various sources to students. learning models have an important role to influence students to be actively involved in learning. this is in line with the opinions of bruce, well, and calhoun (2019, p.30) explaining that learning models are designed for teachers to create an enforceable learning environment. with this model, it is very useful to make learning planning both of material and strategy. as stated by rahman (2018), educators’ lesson plan must push new ideas keeping in mind the end goal to promote the learning of every last one of the students. higher education, in this case lecturers, always make efforts to emphasize and improve the quality and quantity of the elements that function in an educational process. higher education tries to solve the problem in innovative ways. one of the efforts is that universities are trying to innovate face-to-face learning processes. the innovation was carried out by integrating communication and information technology in the learning process, known as hybrid learning. herdiansyah and surjono (2020, p.2) defined hybrid learning as “a learning method that combines two or more methods and approaches in learning to achieve the objectives of the learning process.” graham (in avgerinou, 2008) explains three important reasons a teacher would prefer to implement hybrid learning over both online and classical learning, namely: better pedagogy, increased, and flexibility, and increased cost-benefits. integrating hybrid learning in the learning process has several advantages. hybrid learning can overcome the limitations and differences in distance, time, and space between learners and instructors. as stated by zainuddin & keumala (2018), the use of technology and internet access are potentials for each college to develop hybridbased learning media by integrating technology. through hybrid learning, the learning process cannot only be done through a meeting between learners and instructors in a room but can be done wherever the learners and instructors are. simply, the learning process cannot only be done based on a specific schedule allocation but can be done anytime and anywhere. related to the challenges faced by tertiary institutions, this research was carried out as an effort to integrate sporadic and partial preliminary research so that national strategic problem solving becomes more focused, more comprehensive, in a more efficient way, both in terms of resources human and time and source of funds (costs). this research is also an institution-based research activity which is expected to create a superior research centre that is able to grow the capacity of innovation along with technological advances and is market-oriented and the implementation of research results for fostering the nation's character. this research is a technology-based research of the future. the application of this research design aimed to prepare human resources for the mastery and development of future technology. the substance of the research carried out is a continuation of the related research being carried out. based on the explanation of the implementation of hybrid learning described above, the researcher considers it necessary to conduct special research related to the innovation of the learning process through the implementation of hybrid learning in an effort to improve digital literacy capabilities and provide a hybrid-learning based learning model, to prepare the educational institution and also the students in industrial era 4.0 as well as to prepare for the possibility of having limited condition to hold offline teaching and learning process such as in covid 19 pandemic. the implementation of hybrid learning provides flexibility when issues of time and place are taken into consideration. in this model, every student has the luxury of choosing the place and time that suits him/her. the benefits of hybrid learning were also stated by smedley (2010), that the adoption of e-learning provides the institutions as well as their students or learners the flexibility of time and place of delivery or receipt of learning information. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 105 however, besides the benefits, there are several disadvantages of blended learning discussed by experts. first, in online learning, there will be possibilities for the students to skip or prevent doing all the assignments on time (bijeesh, 2017). other disadvantages are related to the equipment needed by the students (brown, 2017), as well as the social interaction with their friends and instructor (dyrud, 2000; brown 2017; hutt, 2017). based on the descriptions of the benefits above, the writers would like to promote the possible innovation strategy of the development of hybrid learning. here is the state of art, summarizing the background and theories of the research. method this study attempts to answer two research questions; how was the performance of lecturers and student activities in teaching learning process in the form of hybrid learning and what is the innovation development strategy of blended learning based on the students' need to overcome some disadvantages in applying hybrid learning. the data source of this research is the permanent lecturer of english education study program and the students experienced hybrid learning in their teaching and learning process. the informants determined were informants who fit the research category so that the type used in this study was purposive sampling. the informants in this study were students of the english language study program at the faculty of teacher training and educational sciences of pakuan university who were given a blended learning course in the academic year 2018-2019. there were three courses given in blended learning and the researcher only took 5 students from each class by using random sampling technique. data collection techniques carried out widely and in-depth through observation, interviews (interview instruments are open, structured with entis sutisna & lungguh halira vonti innovation development strategy for hybrid learning based english teaching and learning 106 guidelines), and study documentation. data collection can be obtained from observations, interviews, documentation, and combination/ triangulation. in this study, data collection techniques were used by means of observation, questionnaires, interviews, and documentation. the data analysis technique used is descriptive narrative which is applied through three streams, namely data reduction, data presentation, and verification. the observation was conducted by observing the e-learning courses including various learning activities related to the content of each unit. there were three courses of english language study program conducted in blended learning. each course should conduct at least 6 sessions in elearning and 6 sessions in a conventional classroom. these online lessons were developed by the lecturers for students studying english courses. during the development of the program, the units were tested by the english lecturers at the department to confirm that it covered similar content to the classroom lessons. the documents used as the object of this research is blended learning based rps written by the lecturers who taught by using blended learning. the lms platform used was also observed to see the performance of the teaching and learning process related to the improvement of students' digital literacy. the activities and the procedure of using blended learning were also examined during the research. the questionnaire was used to obtain students’ experiences of the use of hybrid learning related to the benefits and the disadvantages in some courses. the subjects’ responses to the questionnaire were analyzed in terms of mean scores and standard deviations on a five-point likert scales which were interpreted as follows: 4.51 to 5.00 = strongly agree, 3.51 to 4.50 = agree, 2.51 to 3.50 = undecided, 1.51 to 2.50 = disagree, and 1.00 to 1.50 = strongly disagree. students in the experimental group were required to do a questionnaire. to provide further support, 3 lecturers who taught a blended learning course were randomly selected for interviews of 8 questions at the end of the experiment. lecturers were asked for their opinions on using e-learning to supplement the course, and their innovative development strategy to overcome the disadvantages of using hybrid learning models in teaching and learning processes. results and discussion as it was stated in theoretical review, the type of hybrid learning/blended learning and instructional methods applied does not simply combine the online and face-to-face instruction, but the appropriate combination of any kind of instructional method, model, and delivery strategies both live face-to-face, synchronous virtual collaboration, asynchronous virtual collaboration, and self-paced asynchronous activities. research findings revealed that in the hybrid learning/blended learning courses in english language education study program, the lecturers mostly combine live face-to-face instruction/sessions, asynchronous virtual collaboration, and self-paced asynchronous activities. methods used in live face-to-face instruction was lecture, group presentation, and discussion. live face-to-face was more focused on deepening students' understanding on the subject or certain topics. methods used in asynchronous virtual collaboration were blogs, online discussion boards, and listservs. methods used in self-paced asynchronous activities were online searching, online reading, and online assignment. research findings also showed that e-learning tools used in hybrid learning/blended learning strategy for the courses were non-proprietary learning management system; e-learning with the website http://elearning.unpak.ac.id. almost all facilities offered in the learning management system were used. facilities used were learning path, course description, assignment, announcement, discussion forum, and document as a repository of all kinds of learning materials. one of the alternatives to developing a hybrid learning strategy in english teaching and learning process can be done with the following steps. planning stage this stage is the stage of designing courses that will be uploaded in the elearning.unpak.ac.id portal. this stage includes the design of the semester learning plan by formulating course descriptions, learning outcomes of the course, selecting study material to be presented, and making exercises based on study material. in the english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 107 faculty of teacher training and educational sciences, each semester, the lecturer who will give blended learning courses will be gathered before the courses begin and they will be asked to make rps (lesson plan) as well as to prepare the activities and sources that will be used in elearning. in planning a blended learning lesson, things need to be considered are: 1) the formal face to face learning stage; the teacher designs the subject or material discussed according to what is contained in the syllabus. there were 6 face to face meetings and 6 blended learning sessions. therefore, the lecturers should discuss the material and teaching learning method and media with their subjects’ team. 2) e-learning stage; in this stage, the lecturer should prepare some online activities that would be uploaded in e-learning. they designed the material and activities that would be given to the students in e-learning. development stage after the analysis and design stages of the blended learning course are carried out, the next stage is the development stage. the stages of this development include the process of preparing course portals, developing online course content, and uploading material. implementation the implementation of blended learning was done with the following steps. 1) the teacher explains the material and examples contained in the rps (lesson plan) in accordance with the curriculum in face-to-face meeting. there are two possible methods in having a blended learning course; first, the course will be held conventionally for the half semester and the rest of the meetings will be held online, second, the conventional and online meetings are held in turn every week. 2) the teacher uses the internet by opening the elearning website (lms) and selecting the material discussed to be explained to students. material must be available and accessible to students regardless of place and time. the following are the sample screens of e-learning course: figure 1. sample screen of e-learning course 3) lecturers can check students’ attendance (online presence) based on online discussions (asynchronous). then, students study or listen to audio and watch learning videos uploaded on the e-learning page. learning material can also entis sutisna & lungguh halira vonti innovation development strategy for hybrid learning based english teaching and learning 108 be downloaded in the form of .pdf, .ppt, and word files. 4) submissions of online assignments are directly commented on and assessed by lecturers where students can review the results of their assignments. there is also an online quiz for each subject. the documentation used in this research was rps blended learning used by the lecturer who gave blended courses to the students. in the last semester, there were three courses conducted in blended learning, namely; english phrase structure, ept preparation, and genre based reading. the researchers observed and analyzed the correlation between the implementation of elearning lessons and the rps made by the lecturers; whether the materials given were correlated and became supplementary of the offline lessons or were relevant to the offline courses. the researchers checked the e-learning websites and also the rps used. the presentation of the blended learning applied was 50% face to face sessions and 50% online sessions with the numbers of meetings was 6 face to face meetings and 6 online sessions. after doing the e-learning courses observation and checking the documentation, students received a questionnaire to determine the effectiveness of blended learning on their needs related to their digital literacy. in the questionnaire, the subjects were asked about their perception of e-learning’s effect on their digital literacy. the subjects’ responses to the questionnaire were analyzed in terms of mean scores and standard deviations on a five-point likert scale. students in the experimental group were required to do a questionnaire. the questionnaire was divided into three parts. part one collected the students’ personal information regarding the place in the program whether they were in the first, second, third or fourth year. the first part also asks about their experience of having blended learning courses like how many subjects they took in blended learning courses last semester. part two consisted of nine questions aimed at obtaining students’ general opinions toward the use of blended learning courses, reactions towards the instruction used in e-learning, the content, and the relationship between face to face and online learning. the last part was asking questions about their opinions of blended learning related to their digital literacy. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 109 graph 1. students’ personal information based on the result of the questionnaire, 100 percent of 15 samples said that their first opinion of the blended learning course was its flexibility of being able to complete assignments anytime/anyplace. it means that most of the students were interested in blended learning because they could do and access the assignments anytime and anyplace they could, not only in the classroom. therefore, the flexibility of time and place matters for the students. the second topic was about the interaction with other students in blended learning class, 33% or about 5 people said that there was no difference; however, 26% or 4 people said that somewhat, the interactions decreased since they did not need to meet their classmates in the classroom. the rest were spread between increased and neutral. on the other hand, 40% of the respondents said that the interactions with the lecturer were increased. entis sutisna & lungguh halira vonti innovation development strategy for hybrid learning based english teaching and learning 110 graph 2. students’ opinion of blended learning about the course calendar given by the university, most of the students chose neutral and agreed. meaning that even though the teaching and learning process was conducted online, the course still fulfilled the university expectations of the course. about the resources and content of blended learning courses, almost 67% samples said that the resources in online courses were sufficient, and 67% samples said that the workload in blended learning was moderate or still acceptable. when the samples were asked about the relationship between face to face and online learning, 53% said that the online learning was relevant to the face to face course; and if they were offered to have blended learning class, 33% agreed and 55% were neutral. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 111 graph 3. content in hybrid learning overall, the students in the experimental group had favorable attitudes towards having a teaching and learning process through e-learning. in addition, there was a favorable response relating to motivational aspects delivered through the use of technology. this information was obtained through direct interviews with some of the samples about their digital literacy. there are three parts of the interview asked to the lecturers conducted hybrid/blended learning. first part was about the content, instructional method, and evaluation. in the first part, the questions were about the preparation, the strategies, the most and least effective aspects of hybrid/blended learning, and the lecturer's suggestion of this hybrid/blended learning. the questions were asked to three lecturers who taught using hybrid/blended learning. the lecturers said that the preparations were necessary since to have hybrid/blended learning courses, they need to have prerequisite skills such as time management, technology integrations, and learner centered pedagogy. by having the preparation, the lecturers would have more options and sources before conducting the courses. the strategies they did mostly were introducing hybrid/blended learning to the participants and including the schedule of each topic and this was done in the first meeting of the course. the lecturer also kept monitoring the progress to make the students keep on the track. the other lecturer integrated classroom activity and online assignments slowly and gradually. the aspect that was most effective about hybrid/blended learning according to the lecturers was time management since the participants learned how to manage their time to finish all administrative tasks and may lead them to discipline themselves and also the online discussion where students get a chance to express their ideas and opinions on a given topic. while the least effective aspect was when the system was down since it usually made the students lose motivation to finish the tasks. the other aspect that was least effective was the relationship between the lecturers and the students because it took more time when they had online sessions. the suggestion that the lecturers can provide about hybrid/blended learning was the orientation before conducting hybrid/blended learning both for the students and the lecturers. about the instructional method, the difference lies down on the learning process and the sources. the participants are becoming more independent and it is possible for them to explore their entis sutisna & lungguh halira vonti innovation development strategy for hybrid learning based english teaching and learning 112 capability. blended learning approaches may stimulate their critical thinking skills that may not be done effectively in traditional classrooms. for the first taker of hybrid/blended learning, they should not be anxious or worried of not being able to accomplish the tasks because blended learning does not mean there is no collaborative work between the participants and the instructor. the lecturers should also familiarize the students with the instruction and tell them how to access each section and that the online and offline courses are hand-in-hand with the offline. the last part was about doing the evaluation. almost all the lecturers use varied evaluation forms such as assignments, quizzes, and their log participations. however, the lecturers still determined that the most effective evaluations were asking questions and checking their participations both online or offline. conclusion hybrid learning is the learning strategy that is very important to facilitate learning more effectively, efficiently and appealing for students since it is related to technology. the first type of online learning still has weaknesses; however, it can be overcome by the strength of combination of faceto-face instruction and online instruction. thus, in the implementation of hybrid learning, the appropriateness method and delivery strategies are the important key. in this research case, it described how the lecturers applied the hybrid learning started from the preparations until the evaluation and also the students’ perception about the application of hybrid learning that was perceived positively by the students. research findings showed that the application of hybrid learning benefited the lecturers and also the students in some aspects; one of them is the students' need to improve their digital literacy. on the preparation stage, it is important for the lecturers and also the students to have an orientation toward the implementation of hybrid learning since there would be prerequisite skills for them before having hybrid learning courses. the development of lesson planning was also crucial for the lecturers so that they could prepare the material and the activities they would post in elearning. on the main activity phase, students also are trained to be autonomous in doing task and assignments provided in hybrid learning. students' discussion through the forum discussion board also maintained the relationship between the lecturerstudents and students-students. however, the suggestions about the implementation of hybrid learning was about the orientation to both the students and the lecturers. they need to be familiarized with the system and all the activities included in the hybrid learning. immediate and intensity of feedback from lecturer is also a success key to the activity of hybrid learning. supporting factors for the succeed of hybrid learning are among others; 1) the availability of internet access both at campus or home, 2) the high of students and lecturer familiarity or literacy on computer and internet, 3) the availability of online learning resources that can be found and downloaded through internet, 4) lecturer and most of students has own computer facilities such as pcs, laptop, notebook, etc. however, the addition of e-learning to classroom teaching provides students 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(2018). method within indonesian higher education institutions. jurnal pendidikan humaniora, 6(2), pp. 69–77. https://doi.org/10.4018/ijmbl.2019%20040102 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 393 efl student’s difficulties in extensive listening activities: a thematic content analysis indra cipta putra mandiri english education study program, universitas pendidikan indonesia, bandung, indonesia email: indra18@upi.edu muhammad handi gunawan (corresponding author) english education study program, universitas pendidikan indonesia, bandung, indonesia email: handi_gunawan@upi.edu suharno english education study program, universitas pendidikan indonesia, bandung, indonesia email: suharno@upi.edu apa citation: mandiri, i. c. p., gunawan, m. h., & suharno. (2022). efl student’s difficulties in extensive listening activities: a thematic content analysis. english review: journal of english education, 10(2), 393-400. https://doi.org/10.25134/erjee.v10i2.6240 received: 19-02-2022 accepted: 26-04-2022 published: 30-06-2022 introduction extensive listening is defined as all types of listening activities that allow learners to receive a lot of comprehensible and enjoyable listening input (ivone & renandya, 2019). in the world of english teaching, the concept of extensive listening is a relatively new one. listening itself (as a language skill) receives a relatively smaller teaching or research attention, in comparison with other language skills (burns & siegel, 2017), and the concept of extensive listening itself is quite possibly developed from the pre-existing concept of extensive reading (er), or perhaps simply from the novel concept of l1 listening (chang, 2018). regardless of its origin, it is beneficial to the increase of listening comprehension as it allows learners to adjust their learning activities to the type of text, and their comprehension needs (ivone & renandya, 2019). with the aforementioned definition of extensive listening, it should come as no surprise that extensive listening activities involves the act of listening to large amounts of motivating and engaging materials which are linguistically appropriate over a period of time, in which they listen to materials with a reasonable speed for general understanding (renandya & jacobs, 2016). with this, we can infer that generally, extensive listening is an engaging listening activity where its listeners focus on attaining a general understanding of what is being spoken. one of the most abundant extensive listening resources that are readily found in the internet is videos, sourced from sites like youtube, dailymotion, and many others. these resources can be considered as authentic e-learning resources abstract: the study of extensive listening (el) is a comparatively new field in comparison to its peer, extensive reading (er). extensive listening itself can be defined as an engaging and enjoyable listening activity that is beneficial in increasing one’s listening comprehension. although there have been extensive studies in regards to the field of listening in general, the field of extensive listening receives relatively little attention. this study aims to uncover the difficulties encountered by efl students in their extensive listening activities, and to contribute itself to the present gap of studies concerning extensive listening, specifically difficulties encountered in it. this study involves twenty-three efl students under the class of listening for general communication 1, and conducts a thematic analysis on the participants’ questionnaire and interview responses. the findings showed that the difficulties encountered by the participants in their extensive listening activities can be divided into three major categories, namely comprehension difficulties, technical difficulties, and motivational difficulties. keywords: extensive listening; listening difficulties; thematic analysis. indra cipta putra mandiri, muhammad handi gunawan, & suharno efl student’s difficulties in extensive listening activities: a thematic content analysis 394 (kobayashi, 2020), and with it, comes several benefits, including (but not limited to): a way of implementing a comprehensive approach to learning, and significantly increasing learner’s motivation to learn a foreign language (zhdanov & baklanov, 2020). saputra and fatimah (2018) argued in their journal that extensive listening activities allows the students to receive abundant comprehensible and enjoyable input (sourced from sources like youtube, ted, etc). listening itself (perhaps a byproduct of receiving a relatively smaller teaching or research attention, in comparison with other language skills), is considered to be a particularly difficult skill to acquire, especially for language learners (nawir, 2020). this is because in listening, extra attention and concentration would be crucial in comprehending the speakers’ utterances (zulfikar, aulia, & akmal 2020). in this regard, renandya (2011) has eloquently illustrated four notable reasons why listening is perceived to be difficult by language learners: first of all, speech is fast, as even in normal speech rate, spoken information could still be perceived as being too fast by beginner language learners. in addition to that, if the speakers speak too fast, problems in comprehension may occur for those who are not native speakers of the english language (saraswaty, 2018). second, speech is variable, as when words are woven in a speech, they will oftentimes undergo (up to some extent, radical) phonological changes (e.g. modification, reduction, et cetera). third, word boundaries tend to get blurry, as in some words could seemingly “blend” with other words in certain dialects or speech rates. lastly, speech is by nature processed in real-time, meaning that unlike reading something, there is little to no chance to “re-read” what one may have missed, although the option of asking the interlocutor to repeat the sentence is viable. there had been previous studies conducted in light of revealing difficulties that learners encounter in listening activities. nushi and orouji (2020) discovered that encountering phonological processes such as assimilation, deletion or addition of sounds, and not understanding the sounds in combination poses itself as a significant difficulty for learners in relation to their listening. another evident difficulty is when learners try to comprehend considerably lengthy and/or comparatively complex materials. another research was also conducted by nadhira and warni (2020), and it revealed additional insight to the plausible difficulties that learners encounter in listening. these difficulties include perception of unfamiliar words and/or vocabularies, rate of speech, accent used by the speaker (alongside his/her pronunciation), and technicalities (audio quality, for example). another study conducted by rakhman, tarjana, and marmanto (2019) reflected similar results in regards to listening difficulties, especially in the question of having difficulty with the speech rates of the speakers. additional difficulties were also revealed, namely difficulties related with inadequate practice of listening outside the classroom, and difficulties in recalling spoken information. reflecting on the preceding paragraph, it is clear that a number of studies have been conducted under the guise of revealing difficulties in listening. however, from it we can also infer that there is a lack of study that specifically focuses itself on revealing the difficulties under the context of extensive listening activities. it is for this reason that this paper aims to fill in the present gap of scarcity of studies exploring difficulties in extensive listening. this paper means to conduct a thematic analysis of efl students’ difficulties in extensive listening activities in order to unveil difficulties that may arise in extensive listening activities, under the demography of indonesian efl students. thematic analysis is chosen as the study does not only intend to simply generalize the difficulties found, but also to thematically group common themes found in each difficulty, the factor inducing the aforementioned difficulties, and to see whether cooccurrences are found along the way. thematic analysis is a form of analysis that moves beyond counting the occurrence of explicit words and phrases, and instead focuses itself on identifying and describing both implicit and explicit ideas within the data’s themes (macqueen, guest, & namey, 2012). in that regard, thematic analyses may include the comparison of code frequencies, the identification of code co-occurrence, and the graphic display of existing relationships between codes contained in the data. method as previously mentioned, this paper aims to conduct a thematic analysis of efl students’ difficulties in extensive listening activities in order english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 395 to unveil difficulties that may arise in extensive listening activities, under the demography of indonesian efl students. specifically, this study involves first-semester english education department students of a public state university located in indonesia, under the class of listening for general communication 1 as its participants. the data that serves as the main focus of the analysis is sourced from a reflection questionnaire in regards to their experience throughout the course. among other questions, the reflection questionnaire also includes questions that inquire the participants’ difficulties in their extensive listening activities, and the way they cope with said difficulties. all 23 students of the selected class are participating in the study, and 5 out of the 23 participants are selected for an additional interview session as a means of clarification and/or to provide additional insights, as their responses are deemed unclear and are in need of further elaboration. these interview sessions implemented a semi-structured style of interview, as the writer prepares a set of predetermined questions, but opens the possibility of formulating more questions should it be deemed necessary. it is important to note that both the questionnaires and the interview uses bahasa indonesia, and therefore the original text and excerpts that will be provided in the article will include both its bahasa indonesia version and its translated to english variant, as a means to provide transparency to the readers. the time allotted to each individual interview with each participant is 30 minutes, and the three main questions that the interview is centered around are: (1) kesulitan-kesulitan apakah yang paling sering muncul ketika anda melakukan extensive listening? (2)dari kesulitan-kesulitan tersebut, yang manakah yang menurut anda merupakan kesulitan yang paling sukar untuk ditangani? (3)bagaimana anda mengatasi kesulitan yang telah anda hadapi? (1) what do you think are the most prevalent difficulties that you encounter in extensive listening activities? (2) from the aforementioned difficulties, which one do you think is the most challenging one to deal with? (3) how do you cope and manage the difficulties that you have encountered?) under the context of the aforementioned course, it should be noted that in the practice of listening, both intensive and extensive listening practices are combined. this is due to the fact that in the department of english education in the aforementioned university, there is no standalone class that focuses itself on extensive listening. listening courses in the department heavily relies on intensive listening, where the lecturers previously dictate the materials that would be used in the course. the extensive listening part of the course comes in the form of a weekly assignment where the students would have to listen to various extensive listening materials such as podcasts, ted talks, etc. in addition to that, they were also required to record their extensive listening activities through the use of listening journals, adapted from takaesu (2013). after recording their extensive listening activity in their weekly listening journals, they would then be allotted time to discuss their journals with their peers in class, after they are finished with the intensive listening part of the class. the time allocation for each session in the class is roughly 40 minutes. results and discussion an analysis of the gathered data from the distributed questionnaire revealed that there exists three major recurring themes under the context of difficulties faced by students in extensive listening activities. these three major difficulties are comprehension difficulties, technical difficulties, and motivational difficulties. each of these difficulties would be further elaborated alongside relevant factors that induced each accordingly in the following passages. the ways that these students cope with the difficulties will also be discussed. 1. 2. comprehension-related difficulties comprehension-related difficulties concern itself with difficulties that pose a challenge in comprehending the listening material that the students are listening to. for comprehension related difficulties, three factors play a pivotal role in inducing it: a. b. range of used vocabulary thirteen students (approximately 57% of the students that filled out the questionnaire) admitted that the extensive range of vocabularies used in the extensive listening materials they listen to poses a challenge for them in comprehending said podcast. a few examples of the statement are provided below: “kendala yang saya alami yaitu terkadang sulit untuk memahami topik yang dibicarakan di indra cipta putra mandiri, muhammad handi gunawan, & suharno efl student’s difficulties in extensive listening activities: a thematic content analysis 396 podcast/sumber lain tersebut karena beberapa kosa kata masih terdengar asing bagi saya.” (“a hurdle i experienced was the difficulty of comprehending the topic being talked about in the podcast/other sources i was listening to, as some vocabularies still sound relatively unfamiliar to me…”) “terdapat banyak slang yang asing bagi saya dan ketika saya mencarinya di google berbeda dengan apa yang dimaksud.” (“there are many slang words that sound alien to me, and when i look up what they mean on google, it would sometimes be different than what was intended.”) “...kurangnya kosa kata yang saya miliki, hal tersebut membuat saya sulit memahami isi percakapan dalam podcast maupun dari sumber listening lainnya. (“...due to the little range of vocabulary i am familiar with, i often find it hard to understand the topic of a conversation in a podcast or other sources.”) accent of speakers seven students (approximately 30% of the students that filled out the questionnaire) admitted that the accent of the speakers in the extensive listening media that they listen to poses a challenge for them in comprehending said media. a few examples of the statement are provided below: “terkadang saya sulit memahami jika bahasa inggris yang podcast bicarakan itu aksennya yang sulit dimengerti.” (“sometimes i find it difficult to understand the spoken english in the podcast if the accent itself is difficult to understand.”) “kesulitan yang saya dapatkan yaitu pelafalan dan aksen mereka yang masih asing untuk saya dengar…” (“the difficulties i faced are the speakers’ pronunciation and accent, which are still unfamiliar to me…”) “aksennya yang kadang kurang dimengerti.” (“the accents are sometimes a challenge to be understood.”) rate of speech three students (approximately 13% of the students that filled out the questionnaire) admitted that the speakers’ rate of speech in the extensive listening media that they listen to poses a challenge for them in comprehending said media. a few examples of the statement are provided below: “kadang-kadang terdapat kata yang saya belum ketahui dan tidak ada script atau subtitle seperti pada platform youtube, sehingga saya harus mengulang-ulang pengucapan kata tersebut dari podcastnya dan mencari penulisan dan arti dari kata tersebut. atau ketika pembicara dalam podcast tersebut berbicara terlalu cepat.” (“sometimes there are words that i don't know and there are no scripts or subtitles like on the youtube platform, so i have to repeat the pronunciation of the word from the podcast and look for the writing and meaning of the word. or when the speaker in the podcast is talking too fast.”) “jika peserta yang ada di podcast mengomong terlalu cepat/keras/rendah sampai microphone mereka tidak meregistrasi suaranya, membuatnya bersuara tidak jelas dan tidak dapat dipahami. (“the problem i encounter when listening to a podcast is if the participants of the podcast speak too fast/loud/low, to the point where the microphone cannot register the sound, making it unclear and incomprehensible.”) “ketika saya mendengarkannya (podcast) di spotify saya selalu kebingungan ketika mereka berbicara dengan cepat…” (“when i listen to podcasts on spotify, i always get confused when they talk quickly…”) it can be seen from these findings that the comprehension difficulties encountered by students in extensive listening activities are in line with the findings made by renandya (2011), in regards to difficulties in listening. just like in renandya’s findings, the idea that “speech is fast”, as spoken information could still be perceived as being too fast by beginner language learners, is evident in the provided example, specifically “the main problem i face is when the native speakers start to talk. when they start talking, they do so rather quickly…” another recurring finding is where word boundaries tend to get blurry, as in some words could seemingly “blend” with other words in certain dialects. this is exemplified in the provided response example stating “sometimes i find it difficult to understand the spoken english in the podcast if the accent itself is difficult to understand.”. under the context of comprehension-related difficulties, it can also be inferred that the major english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 397 factor that plays a role in inducing it is the vocabulary-induced ones. this particular factor stems from the fact that apparently, the participants’ unfamiliarity with the used vocabulary, or the use of slangs in the materials that they listen to, serves as a challenge for them in their effort to comprehend the aforementioned material. another inducing factor is the accent used by the speakers in the material they are listening to. this mirrors what renandya & farrell (2011) had previously stated, that word boundaries tend to get blurry, as some words could seemingly “blend” with other words in certain dialects. as all of the participants of the research are not native speakers of the english language, for accents and dialects to pose a challenge in their comprehension of the materials that they listen to is surely something that is to be expected. the last factor related to comprehension difficulties is the rate of speech of the speakers, which also mirrors previous findings by renandya in the preceding sentence. technical difficulties technical difficulties concern itself with difficulties encountered by the participants of the study that are related to the technicalities of the activity. as the materials used are sourced online, this section’s difficulties mainly concerns itself with hurdles related to online material technicalities. seven students (approximately 30% of the students that filled out the questionnaire) admitted that the technical difficulties, (poor connection, audio playback errors), pose a challenge for them. a few examples of the statement are provided below: “banyak kendala yang saya hadapi, misalnya internet yang lambat…” (“there are many hurdles i experienced, slow internet for example…”) “terkadang saat menemukan topic yang kita inginkan audionya tidak bisa diputar…” (“sometimes when we find the topic that we want, the audio cannot be played…”) “kendala atau kesulitan yang saya alami ketika mendengarkan podcast atau sumber lain yaitu kendala jaringan dan kesulitan menemukan media tersebut.” (“the hurdles, or the difficulties i experienced when listening to podcasts or other materials are the difficulties with the connection, and the difficulty of finding the media.”) as previously mentioned, technical difficulties concern itself with difficulties encountered by the participants of the study that are related to the technicalities of the activity. these difficulties are present– and are taken into account as the extensive listening activities being carried out by the participants are under the confines of the material being sourced from online resources. the findings indicated that when it comes to technical difficulties, poor internet connection (resulting in buffering video/audio) and playback errors are the most prevalent technical difficulties encountered by the participants. the sentiment of having these technical difficulties are shared by approximately 30% of the participants involved in the study. motivational difficulties albeit being the comparatively smallest number of occurring difficulty that surfaces in the questionnaire and interviews (by only summing up to a total of 22%), this difficulty is still worthy to be discussed, as it remains a factor that plays in the grand scheme of encountered difficulties in extensive listening activities. motivational difficulties concern themselves with difficulties that pose a challenge in a student’s motivation and focus to follow through in their extensive listening activities. for comprehensionrelated difficulties, the factor that unanimously induces it is mainly centered around how the material is being delivered. example of responses that voice these difficulties are provided below: “...cara penyampaian yang membosankan, dan penyampaian yang tidak jelas/ terkesan mumbling.” (“...boring delivery, and the delivery is unintelligible/felt like mumbling.”) “sejauh ini kendala yang dialami adalah dari podcast itu sendiri. seperti saat pembawaannya datar atau materinya yang kurang menarik, saya sangat cepat kehilangan minat untuk lanjut mendengarkan.” (“so far, the problem is from within the podcast itself. like when the delivery is flat or the material is uninteresting, i very quickly lose interest in listening to it further.”) “kendala saya ketika mendengarkan podcast yakni, bosan dan kesal, tidak dapat dipungkiri bosan dan kesal adalah alasan terkuat yang menyulitkan saya.” indra cipta putra mandiri, muhammad handi gunawan, & suharno efl student’s difficulties in extensive listening activities: a thematic content analysis 398 (“the hurdle when listening to podcasts for me is being bored and annoyed, it is undeniable that boredom and annoyance are the strongest reasons that make it difficult for me.”) 3. students’ coping mechanisms coping mechanisms here mean ways of how students involved in the study cope with the difficulties in comprehending their selected listening material in their extensive listening activities. the coping mechanisms are divided into two ways, one being repetition of their extensive listening material, and two, enlistment of subtitles and/or transcripts of their selected extensive listening material. both of these coping mechanisms and their example will be elaborated below, and cases of co-occurrences will also be discussed. a. repetition of the material repetition of material is quite self-explanatory. it simply means that the way these students cope with the difficulty is by the repetition of listening to the material until they deem that they understood the material, and or/ what is being spoken by the speakers there. sixteen students (approximately 70%) have shown that repetition of their listening material is their preferred method of coping with the difficulties. some examples are listed below: “saya biasanya mendengarkan berulang kali sampai saya mengerti.” (“i usually listen over and over again until i understand.”) “biasanya saya akan mendengarkan podcast/sumber lain tersebut secara berulangulang hingga saya bisa memahami topik yang dibicarakan.” (“usually i will listen to the podcast/other source over and over again until i can understand the topic being discussed.”) “apabila ada kata yang belum diketahui, saya harus mencari script podcast tersebut pada platform google kalau tidak ada, saya mengulang perkataan pembicaranya pada podcastnya berkali-kali.” ("if there is a word that i haven’t known, i have to look for the podcast script on the google platform. if it's not there, i repeat what the speaker said on the podcast again and again.") enlistment of subtitles and/or transcripts enlistment of subtitles and/or transcripts means that the way these students cope with the difficulty is by using the aid of subtitles and/or transcripts of their extensive listening materials so that they could understand the material, and or/ what is being spoken by the speakers there. seven students (approximately 30%) have shown that enlistment of subtitles and.or transcripts is their preferred method of coping with the difficulties. some examples are listed below: “mencari alternatifnya seperti mencari teks pembicara di website resmi sumber video. seperti contoh ted talks di youtube biasanya menyediakan link untuk membaca teks yang dibawakan narasumber dalam video.” (“looking for alternatives like looking for the speaker's text on the official website of the video source. for example, ted talks on youtube usually provides a link to read the text presented by the speaker in the video.”) “…namun, setelah 3 kali pengulangan dan isi video yang saya dengar belum cukup jelas, maka saya akan mengaktifkan subtitle berbahasa inggris.” (“…however, if after 3 repetitions and the content of the video i am hearing is still not clear enough, i will then turn on english subtitles.”) “…dan cara saya mengatasi kesulitan ketika mendengarkan podcast yaitu dengan menggunakan transcript text untuk memahami percakapan dalam podcast tersebut…” (“…and the way i overcome difficulties when listening to podcasts is to use the transcript of the text to understand the conversations in the podcast…”) b. c. co-occurrences found throughout the interview and questionnaires, three co-occurrences in regards to the way students cope with difficulties they encounter in extensive listening appear. the three found co-occurrences include both repetition of the material and enlistment of transcript and/or subtitles as a way of coping with the difficulties that these students encountered. the three co-occurrence excerpts are provided below: “biasanya saya akan mendengarkan podcast/sumber lain tersebut secara berulangulang hingga saya bisa memahami topik yang dibicarakan. apabila masih terdapat kosa kata yang belum dimengerti, saya akan english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 399 memperkirakannya dan menghubungkannya dengan topik yang dibahas. namun jika terdapat script audio atau subtitle, saya akan melihatnya dan mencari tahu arti dari kosa kata yang belum saya ketahui.” (“usually i will listen to the podcast/other source over and over again until i can understand the topic being discussed. if there is still a vocabulary that is not understood, i will estimate it and relate it to the topic discussed. but if there is an audio script or subtitles, i will look at it and find out the meaning of the vocabulary that i don't know.") “saya selalu mencari transcript dari podcast yang saya dengar atau mendengarkan 2x audio tersebut, yang pertama tanpa subtitle dan yang kedua saya membaca transcriptnya.” (“i always look for transcripts of podcasts that i listen to or listen to twice the audio, the first without subtitles and the second i read the transcript.”) “sebelum masuk ke podcast, waktu yang paling banyak saya habiskan ialah untuk mencari sumber betul-betul saya tertarik dengan sumber tersebut. kemudian, saya akan mendengarkannya berulang semisal 2-5 kali. karena ketika diulang, akan ada tambahan kata-kata yang dapat pahami sehingga isi dari podcast tersebut lebih tertangkap jelas. namun, setelah 3 kali pengulangan dan isi video yang saya dengar belum cukup jelas, maka saya akan mengaktifkan subtitle berbahasa inggris.” (“before getting into podcasts, i spent most of the time looking for sources i was really interested in. then, i will listen to it over and over again like 25 times. because when repeated, there will be additional words that can be understood so that the content of the podcast is more clearly captured. however, after 3 repetitions and the content of the video i hear is not clear enough, then i will turn on english subtitles.”) from the provided excerpt samples, it can be inferred that there exists a connection between the two coping mechanisms. the first coping mechanism, the repetition of the extensive listening material, has the tendency to be the first coping mechanism utilized by the participants in the event where they think they were unable to comprehend the extensive listening materials that they are listening to. the second coping mechanism, the enlistment of subtitles and/or transcripts have a tendency to be chosen under the circumstances where repetition is deemed insufficient to fully comprehend the extensive listening materials that the participants are currently listening to. conclusion in conclusion to the aforementioned findings and discussions, the difficulties that are faced by efl students in extensive listening activities can be divided into three major parts. the three parts are comprehension difficulties, technical difficulties, and motivational difficulties. comprehension difficulties on its own are mainly induced by three key factors, which are the range of vocabulary being used in the extensive listening material being listened to (approx. 57% of cases), the accent of speakers who are speaking in the material (approx. 30% of cases), and the rate of their speech (approx. 17% of cases). the latter two factors are in-line with the findings of renandya (2011) that stated that speech rate in spoken information could still be perceived as being too fast by beginner language learners, and as when words are woven in a speech, they will oftentimes undergo (up to some extent, radical) phonological changes (e.g. modification, reduction, et cetera), meaning that word boundaries would get blurry, as in some words could seemingly “blend” with other words in certain dialects or speech rates. technical difficulties as the name suggests means that the difficulties encountered by the participants of the study are related to the technicalities of the activity. as the nature of the materials used are online, the difficulties mainly concern themselves with hurdles related to online material technicalities, like connection problems and audio playback problems. these technical difficulties are encountered in approximately 30% of the cases. motivational difficulties are induced mainly by how the extensive listening material is delivered by the speaker. among the three, this difficulty is the least-encountered, amounting to just approximately 22% of cases. flat and boring delivery are the prominent complaints listed by the participants of the research, and it tampers with their motivation in carrying out the extensive listening activities. the participants cope with these difficulties mainly using two ways, repeating the materials that they are listening to, and by enlisting the aid of transcripts and/or subtitles. cooccurrences of these two coping strategies are found, where the latter serves as a consequence to the former not being viable enough to attend comprehension of the material being listened to. indra cipta putra mandiri, muhammad handi gunawan, & suharno efl student’s difficulties in extensive listening activities: a thematic content analysis 400 results of this study may be applied as “heads-up” for educators who would like to employ extensive listening to their students. in other words, the findings may serve as an insight to the possibilities of difficulties encountered by the students and/or the practitioners of extensive listening activities in general. as a recommendation for a follow-up or continuation of the study, it is possible that further study in regards to efl students’ preferred media and/or materials for extensive listening to be conducted, in order to complement the findings discovered in this study. acknowledgements the writer would like to profess utmost gratitude to allah swt, for allowing the chance to write this article to be possible, and to the two lecturers and co-authors of this study, muhammad handi gunawan, m. pd. and suharno, m.pd. for providing the chance and possibility to work on this study concerning the field that the writer is interested in, and tirelessly guiding the writer throughout the study. the writer is also very grateful to all of the writer’s cherished family members, who had been naught but very supportive in the writer’s endeavors, be it mental, physical, and monetary support. without them, the writer would not have the capacity to perform as best as possible in this study. very special thanks to the individuals: kevin aprilio, muhammad arya raqi wardhana, muhammad cisco zulfikar, muhammad yusuf dzaudan agus, and wildan rahadian, for being irreplacable friends who kept the writer in check throughout the process of writing this paper. references burns, a., & siegel, j. (eds.). (2018). international perspectives on teaching the four skills in elt: listening, speaking, reading, writing. springer international publishing. chang, a. c.-s. (2018). extensive listening. in j. i. liontas (ed.), the tesol encyclopedia of english language teaching, (1st ed., pp. 1-6). john wiley & sons, inc. 10.1002/9781118784235.eelt0564 ivone, f. m., & renandya, w. a. (2019). extensive listening and viewing in elt. teflin journal, 30(2), 237-256. http://dx.doi.org/10.15639/teflinjournal.v30i2/237 -256 kobayashi, a. (2020). fostering learner autonomy in an efl classroom through an action research by adapting extensive listening activities. language education & technology, 91-120. macqueen, k. m., guest, g., & namey, e. e. (2012). applied thematic analysis. sage publications. nadhira, s., & warni, s. (2021). students’ listening difficulties in english as a foreign language learning at secondary school in indonesian context. advances in social science, education and humanities research-atlantis press, 547, 186-193. https://dx.doi.org/10.2991/assehr.k.210430.029 nawir, m. (2020). utilizing videocast: fostering students' listening comprehension. english teaching, learning, and research journal, 6(1), 89-95. https://doi.org/10.24252/eternal.v61.2020.a8 nushi, m., & orouji, f. (2020). investigating efl teachers’ views on listening difficulties among their learners: the case of iranian context. sage open, 1-16. 10.1177/2158244020917393 rakhman, f. a., tarjana, s. s., & marmanto, s. (2019). indonesian english department students listening difficulties and listening strategies. indonesian journal of educational research, 4(2), 60-67. https://doi.org/10.30631/ijer.v4i2.113 renandya, w. a., & farrell, t. s.c. (2011). teacher, the tape is too fast!’ extensive listening in elt. elt journal, 65(1), 52-59. 10.1093/elt/ccq015 renandya, w. a., & jacobs, g. m. (2016). extensive reading and listening in the l2 classroom. in english language teaching today (pp. 97-110). routledge. saputra, y., & fatimah, a. s. (2018). the use of ted and youtube in extensive listening course: exploring possibilities of autonomy learning. indonesian journal of english language teaching, 13(1), 73-84. saraswaty, d. r. (2018). learner's difficulties and strategies in listening comprehension. english community journal, 2(1), 139-152. https://doi.org/10.32502/ecj.v2i1.1003 zhdanov, d., & baklanov, p. (2020). training english listening using e-learning resources. arpha proceedings, 2895-2908. 10.3897/ap.2.e2895 zulfikar, aulia, c. t., & akmal, s. (2020). exploring efl students' problems in listening to english news broadcasts. language literacy: journal of linguistics, literature and language teaching, 4(2), 340-352. 10.30743/ll.v4i2.2940 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 965 the record of using picture series to develop students’ writing skills suparwoto sapto wahono tadris of english language, faculty of tarbiyah and training education, uin khas, jember, indonesia email: wahsapto@uinkhas.ac.id kholidatul afifah tadris of english language, faculty of tarbiyah and training education, uin khas, jember, indonesia email: kholidatulafifah@gmail.com apa citation: wahono, s. s., & afifah, k. (2022). the record of using picture series to develop students’ writing skills. english review: journal of english education, 10(3), 965-974. https://doi.org/10.25134/erjee.v10i3.6830 received: 29-06-2022 accepted: 23-08-2022 published: 30-10-2022 introduction a foreign language is a language in which not many people use it as communication tool where the language is learned. on the contrary, “a second language is a foreign language that most people use it as tool of communication where the language is learned.” english is considered and become one of the subjects in educational indonesia institutions. it becomes part of the lessons in the educational curriculum. even english is a prestigious and proud competence for its lovers. four language skills which include listening, speaking, reading, and writing (lsrw) should be emphasized and mastered by language learners. the important reasons why writing is the students are able to convey and organize their ideas coherently in written form, they are able to express their feelings, and they will produce written language mechanics (rangkuti et al., 2021). considering the difficult and complicated the writing skill, the writers focused on the skill to be learned. writing is a skill used by writer to communicate or convey his ideas, opinions, imaginations, thoughts, knowledge, etc which involves fives aspects; content, organization, vocabulary, language use, and mechanics (nurlatifah & yusuf, 2022). this skill is helpful one that is possible to contribute a person individually person in revealing their opinion with clearly and readable writing. this skil is a hard process that enables writers to disclose, reveal their opinion, ideas, and make it be seen and tangible (yudiati, 2017). supporting the statement aboved, apsari declared that the skill of writing is regarded as the most ordous skill for language learners to master since it s a kind of productive skill that students who learn it must get a way how to figure out ideas and reveal them in writing (apsari, 2017). ideas or opinions, thoughts, and feelings that the students have can be revealed or expressed by writing (kartika, 2017). in this way, english foreign language learners can understand, apply, and communicate effectively in writing. because of the complexity of writing skills, it requires a process and many aspects that must be considered. since english as foreign language in indonesia, writing requires hard thinking to create ideas, words, sentences, paragraphs, and abstract: based on the observations results, the learners had difficulty in exploring their ideas. they took more time and could only write some sentences. another barrying that students faced was that they could not write well-organized paragraphs. the students also often had difficulty in learning grammar, especially english tenses. lack of vocabulary mastery was also the cause of writing difficulties. they stated that writing in english was difficult and complicated. that’s why the researchers used classroom action research to apply picture serias as media. it was conducted by two cycles.the subjects were seventeen students of tenth grade science student at banyuwangi. to get the data, the researchers used observation, interview, and test. the research result could be stated that using the picture series improved the learners’ writing narrative text competence. they could improve their writing gradually from the first cycle to the second one. the picture series that implemented significantly improved their skill in english writing. keywords: picture series; writing skills. suparwoto sapto wahono & kholidatul afifah the record of using picture series to develop students’ writing skills 966 compositions. there are a lot of aspects should be noticed to make a good written work, namely, “the rules of grammar, organization of ideas, motivation or willingness to write, and mastery of vocabulary.” in writing narrative texts, the different of english and indonesia sentence in structure also become one of the matters and problems that make the students find difficulty to write it. writing is one of the arduous skills; it will be fun and exciting activity if the instructor employs a suitable media in his or her teaching (wahono & qodriyah, 2019). referring to the data of the observation and interview result, “the learners experience difficulties in resulting and extending their ideas, they take long time in getting their ideas.” accordingly, “most of the students are only able to produce a few sentences in their writing but also can not explore their imagination well. other issues students faced are the inability of students to compose paragraphs. ignoring the organization of the text made their writing incohesive and incoherent. this is also supported by the lack of students in mastering the rules of grammar. students often assume, discover and justify that learning grammar takes a longer time with high concentration.” learning and understanding grammar requires time intensity which is done repeatedly. if learners ignore these things then as a result they experience difficulties not only in grammar but also in other language components such as vocabulary and choosing their use or diction. inaccuracy in the use of collocations and mastery of vocabulary used by students were inhibiting factors in expressing themselves in writing. they considered that english writing was as a difficult subject. therefore, most of the students were less motivated and had limited words to write something. it was also found, “the previous of the teaching and learning writing process, before this investigation had been conducted, had not attracted the students’ attention.” media can be applied to assist the skill of the students' writing in developing their ideas and thoughts (febriyanto & yanto, 2019). using the media in assessing student writing is much more interesting and exciting (wirastuti & mantra, 2019). they can express their ideas or thoughts easily. they will not feel a heavy burden in pouring their ideas. a picture as teaching media is used to grow and appear the student creativity in learning process (sari & putri, 2018). with its various characteristics, pictures as media can stimulate learners in the language learning process (soviyah & purwaningtias, 2018). by observing pictures immediately, learning will be more impressive (tambunan et al., 2022). narrative paragraph is a paragraph that tells a story, whether fictional or non-fictional, written in chronological order by using time order signal which contains orientation, complication, resolution, and re-orientation (wirastuti & mantra, 2019). narrative text tells stories or past events and entertain or amuse which consisted of three generic structures namely; orientation, complication, and resolution (syafitri et al., 2021). writing consists of fives aspects namely; content, organization, vocabulary, language use, and mechanics. in sequence, content refers to paragraph unity; organization provides readers with a well-organized piece of writing framework to help and make it easy for them to follow text; vocabulary pertains to word selection; language use focuses on grammar; meanwhile mechanics refers to punctuation, capitalization, spelling, and paragraphs (achmad et al., 2019). related to these problems, the media as a literacy aid can be used to help scholars in literacy towrite. “there are considerable media to guide learning to write similar as bills, flashcards, picture series, illustrations and others.” in this exploration, the experimenter used picture series in tutoring jotting. in tutoring literacy process, media has several functions; it can save our time as a schoolteacher, it can stimulate interest to learn, pupil’s participation can be encouraged, it also can give a review, and it helps the scholars learn to communicate ideas visually (hasanah, 2017). with media, classroom condition will be dynamic, applicable and seductive. pictures represented in efl learning is considered to be worth implementing (sugianto & prastika, 2021). picture or image series can escalate students’ encouragement in learning writing. in addition, “series pictures are believed to be able to help students in producing ideas.” the series of picture is some bound and united combination images which are connected to establish a chain of sequences. therefore, the major utility of it is to depict or explain a story or sequence of happening in chronological order. because of the statement above, the series of pictures or images are media to assist students to result and evolve their notion. they can also guide learners to rule their writing product since it is composed of a chain of pictures that learners can notice the paces and their array. they are able assist the learners to expand their thought and solder their english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 967 clauses or paragraphs to result unity and wellorganized writing product. it says, “in the process of teaching and learning writing, the series of picture can be used to motivate students to learn.” picture series consists of several pictures that reflect a story in a good order or sequence. therefore it can lead students to get words and describe a narration that follow the pictures given easily. series pictures are pictures as media used to show several chronological actions or events that are displayed sequentially (wening, 2017). the use of serial picture is very possible to become students' ability better in jotting narration significantly (khotimah & burhansyah, 2017). in addition, teaching writing with series of picture can upgrade the students’ stimulation, enhance and practice their writing skill (ramadhanty et al., 2021). the series of picture is a reasonable way for teaching efl learners to escalate their english narrative text writing skill. the text of narration contains a story (fantasy/real event). it has a plot that includes a story climax or complication and a resolution that is written in a systematic way. narrative texts aim to entertain and deal with actual experiences presented in different ways (abdullah & yunus, 2019). narrative text is a text tell stories or past events and entertain or amuse which consisted of three generic structures namely; orientation, complication, and resolution (wahyuni et al., 2020). the narrative regard with problematic happennings that bring to a crisis that ultimately comes across a decision. narrative is kinds of text that talk the past activities or events to amuse or entertain readers (lubis, 2017). pictures or immages can excite and promote scholars to expand their ideas, profound and imagination to write (raharjo, 2018). picture series are be suitable to help scholars to ameliorate their jotting chops because they can support scholars to write madly in the tutoring and literacy process (deviga & diliyana, 2020). there were many problems found in the teaching and learning process of writing english before the application of the media was carried out. these issues were related to students' problems, namely generating, growing ideas and compiling paragraphs. the students also had problems using the right grammatical guidelines for a particular text and deciding on the right words for a particular context. moreover, their motivation in obtaining english lessons was low. referring to the facts, action to resolve these cases was needed in that condition. picture series was chosen because the media can improve students' writing skills. there are differences in the results of investigations on students' writing abilities, namely the existence of good and bad research results or high and low research results, making research on students' writing abilities in english as a foreign language still relevant for research (toba et al., 2019). grounded on the issues mentioned, the researcher decided to use picture series to ameliorate their jotting chops, particularly in narrative text material. it is hoped that by bringing picture series into writing classrooms, students can better improve their critical and creative thinking skills in writing. method this study was classroom action research study which covers planning, acting, observing and reflecting (paor). at the step of planning, the researcher prepared narrative text material in the form of pictures, designed assessments, made test questions for pre-test (prior knoledge), first cycle, and second cycle. at the implementation step, the researcher distributed a pre-test and then analyzed the test results. after analyzing, the researcher applied cycle 1 and then gave a test in cycle 1 and analyzed the results of the test. then the researcher applied cycle 2, gave a test in cycle 2 and analyzed the test results. the observation phase was carried out by researchers to seek and find strengths and weaknesses of learning strategies, record student behavior in the time of learning process. in the reflection stage, the researcher analyzed the test results and findings from observations to get the success and failure factors. data collection techniques which used were interview, observation, and test. the test conducted was covering preliminary test, cycle 1 and 2 test. interviews were used to figure out students' opinions about the use and the carrying out the series of picture in process of narrative text writing. observations were made to determine student behavior during the writing learning process. the test was done to decide the level of student learning ability in writing. the formula used to determine and analyze the success criteria for student scores was as follows (sugiono, 2017): m = ʃx x 100% n notes: m = the mean score of students suparwoto sapto wahono & kholidatul afifah the record of using picture series to develop students’ writing skills 968 ∑x = the total students score n = the students' total number to find out the percentage score, the writing test result were analyzed by using the following formula: e= n x 100% n notes: e = the students’ percentage that reach minimum standard score n = the number of students who reached the minimum score n = the students' total number this research was successful if the indicators are achieved. the criteria for the success of this research was if 70% of all students achieve a score of 75 or higher. results and discussion the researcher was employed for two cycles which consisted of four meetings. to figure out the ability of the students' writing, the researchers had done a preliminary study before they conducted the cycle. in the preliminary study or pre cycle, the researchers gave a writing test to students. in the pre-cycle, “students' ability to write on the content aspect get an average score of 19, the organizational aspect get an average score of 14, the grammatical aspect get an average score of 13, the vocabulary aspect get an average score of 13, and the mechanical aspect get an average score of 3. thus, the overall average in the pre-cycle is 62.” in the pre-test, “the students have difficulties in generating and managing the thought to write and many of them still employed the present tense on narrative text writing”. the result of preliminary study is displayed on the table 1 below: table 1. result of prelimimary study no name score total score criteria c o g v m 1 aka 17 11 15 8 3 54 unsuccessful 2 agp 20 15 11 12 3 61 unsuccessful 3 ast 15 15 12 10 3 55 unsuccessful 4 aks 22 15 14 13 3 67 unsuccessful 5 aar 25 17 15 15 4 76 successful 6 hzj 17 17 10 15 4 63 unsuccessful 7 jln 18 14 15 8 2 57 unsuccessful 8 jnf 13 11 10 14 2 50 unsuccessful 9 kca 27 15 18 12 3 75 successful 10 mfah 15 16 15 15 3 64 unsuccessful 11 mdk 15 11 14 12 3 55 unsuccessful 12 npr 27 14 18 14 4 77 successful 13 npa 19 16 17 11 2 65 unsuccessful 14 rdwug 18 14 12 13 3 60 unsuccessful 15 vs 13 12 9 14 2 50 unsuccessful 16 wsd 19 15 12 14 4 64 unsuccessful 17 zlm 15 15 9 13 3 55 unsuccessful total score 315 243 226 213 51 1048 mean 19 14 13 13 3 61.6 note: c means content; o is organization; g is grammar; v is vocabulary; m is mechanic pointing at the result of preliminary study, “the data of the preliminary study mean score is 61.6. it means that 3 learners or 17.65% of students’ number gain the passing score of the minimal mastery level criterion (kkm). meanwhile, 14 students or 82.35% of the total students do not fulfill the criteria score. the students’ weaknesses are; they have limited knowledge of subject and show a little knowledge of matter, little substance, and inadequate topic exploration.” the organization of students' writing was loosely managed but main topic stood out. it had restricted party, reasonable management but the sequencing was incomplete. the students' writing was not eloquent, the notion were confused or disconnected. the writing had lacks of original sequencing and development. the students' often made grammar mistakes, numbering, wording order, articles, pronouns, prepositions and many others. meanwhile the learners had little knowledge of english vocabulary. they also were not able to construct the words into sentence so that the writing was not enough to communicate. besides, they also often make mistakes in spelling, punctuation, use of capital letters, paragraph preparation. it made the meaning of writing was 969 confused or obscured. similarly, most of the learners found the writing difficulty, especially writing narrative text. limited vocabulary, difficulty expressing ideas, and the arrangement of words and sentences make them spend too much time thinking about making sentences. after conducting preliminary study and analyzing the results, it was concluded, “most of the students have problem in writing skill.” therefore, the researchers tried to overcome the students’ problem by using picture series to escalate students’ writing skill. having known the results of the pre cycle, the researcher implemented the use of series of picture in learning to write with the following results. in the cycle i, “the content of their writing is already improved. in cycle i, the students' ability to write in the content aspect get an average score of 21.4, the organizational aspect get an average score of 18, the grammar aspect get an average score of 17.7, the vocabulary aspect get an average score of 13.8, and the mechanical aspect get a score 3.5 average. thus, the average overall score in cycle 1 is 74.4.” in this cycle, “the students have adversity in ruling the text and lack of words. many students still write in one paragraph and have difficulties in arranging the sentences into a good paragraph based on the generic structure.” in cycle i, “the students show some improvements especially in the content where the students can write longer writing although many of them still have difficulties in arranging the text and using past form.” in the post test of cycle 1, “the students show better improvements than before. they are able to write well-organized writing and they grow more conscious of using the past form.” to know more detail about the description above, the result of counted data in cycle 1 is also presented on the table 2 as follows: table 2. result of cycle 1 no name score total criteria c o g v m score 1 aka 18 15 17 11 3 64 unsuccessful 2 agp 18 15 17 11 3 64 unsuccessful 3 ast 20 17 15 10 3 65 unsuccessful 4 aks 20 17 15 10 3 65 unsuccessful 5 aar 28 20 15 16 4 83 successful 6 hzj 28 20 15 16 4 83 successful 7 jln 18 18 18 11 3 68 unsuccessful 8 jnf 18 18 18 11 3 68 unsuccessful 9 kca 28 18 20 15 4 85 successful 10 mfah 28 18 20 15 4 85 successful 11 mdk 27 20 20 15 4 86 successful 12 npr 27 20 20 15 4 86 successful 13 npa 20 18 17 17 4 76 successful 14 rdwug 20 18 17 17 4 76 successful 15 vs 15 18 19 15 3 70 unsuccessful 16 wsd 15 18 19 15 3 70 unsuccessful 17 zlm 15 18 19 15 3 70 unsuccessful total score 363 306 301 235 59 1264 mean 21 18 18 14 3 74 pointing out the result of the students’ average score on the table 2 and figure 1, it could be said that the cycle 1 was better than the result of preliminary study. it was proved by 47.05% of the students who gained the minimum score. in other words there were 8 students passed score based on the criteria. the students have definite knowledge of the subject, adequate coverage, mostly connected to the topic but they were still lacked in detail and restricted in developing thesis. although the students' aptitude increased but the result was not contented with the score gained because the number of students who passed was still below 60 percent. so the researchers continued the treatment for cycle ii. based on the result and the reason, the researchers applied the picture series in writing learning for the second cycle with result as follow. in cycle ii, “their writing shows a better progress. in this cycle the students' ability in writing on the content aspect get an average score of 24, the organizational aspect get an average score of 19, the grammar aspect get an average score of 19, the vocabulary aspect get an average score of 16, and the mechanical aspect get an average score of 4. thus, the overall score in cycle 2 is 82. they are suparwoto sapto wahono & kholidatul afifah the record of using picture series to develop students’ writing skills 970 able to write the full story in more detail.” as the researchers, “we only give guidance in the beginning of the individual activity just to make sure whether they understand the story. fortunately, all of the students can develop their ideas of the story by themselves. they also do not feel perplexed anymore about what they shall write in their story.” in this cycle, “we explain the organization of a narrative text to the students and provide them some exercises with serial pictures as media to help them identify the sentences belong to the orientation, the complication and the resolution. the practice covers arranging jumbled words, jumbled sentences and rewriting the sentences into good paragraphs based on the generic structure of the narrative text.” as the researchers, “we also implement picture series as media to assist them to write the text. in this cycle, we see an increase in their organization skill with good grammar and increase their vocabulary mastery. they can distinguish the generic structure of narrative text and write well-organized and cohesive writing.the students’ mean score in the post-test is 81.65. there are 14 students or 82.35% of the students who get the score above the passing grade, meanwhile the other 3 students are below that criterion. it means, “this research is successful, because the results of students’ writing test score achieved the criteria of success. students were able to develop a thesis. their sentences were relevant to the assigned topic even though they lacked detail. the paragraphs they composed were well organized, logical order, and cohesive. their writing was also effective and had few errors of agreement, tense, number, word order, articles, pronouns, and prepositions. they were able to master the form of words. their writing also had few spelling errors, punctuation, capitalization, and paragraph structure. in addition, the series image is one of the media that helps the brainstorming process at a certain stage in the writing process. moreover picture series is as a stimulating visual aid to inspire something specific. teachers must be able to choose suitable media and provide techniques that can stimulate learners for writing purposes. by providing picture series, they are able to express their idea what the pictures are about and they can gain ideas and transcribe them by imagining the pictures and starting from the first picture to the end. they can begin to think and imagine the story that refers to the pictures that have been determined. in this way they are able easily to write their frame of mind (abdullah & yunus, 2019). picture series can put out the capability of achieving new language (andayani & arono, 2020). looking at the explanation, applying the picture series to teach english narrative text writing was a success. the students' cognitive processes in writing activities can be improved by using story images that support the development of ordering ideas so that the rhetorical structure of narrative texts can be applied easily. the use of picture series gets a positive response from the subjects in the teaching and learning process and they are more active in writing so that their writing skills improve (wahyuni et al., 2020). from the description above, the result of cycle 2 can be displayed in detail on the table 3 below: table 3. result of cycle 2 no name score total criteria c o g v m score 1 aka 22 18 20 20 3 83 successful 2 agp 25 17 22 12 4 80 successful 3 ast 17 18 20 18 4 77 successful 4 aks 27 20 15 16 4 82 successful 5 aar 28 20 22 15 3 88 successful 6 hzj 25 18 17 16 4 80 successful 7 jln 20 17 17 17 3 74 unsuccessful 8 jnf 17 18 15 17 3 70 unsuccessful 9 kca 27 19 21 14 4 85 successful 10 mfah 26 20 22 13 4 85 successful 11 mdk 25 18 15 18 4 80 successful 12 npr 28 20 22 14 4 88 successful 13 npa 27 19 20 16 4 86 successful 14 rdwug 26 18 22 12 4 82 successful 15 vs 20 17 17 17 3 74 unsuccessful 16 wsd 25 19 20 17 4 85 successful 17 zlm 28 20 22 15 4 89 successful 971 total score 413 316 329 267 63 1388 mean 24 19 19 16 4 81.6 table 3 displayed, “the average of students score is 81.65. referring to the study results, it can be noted that there are 14 students or 82.35% of the total students who achieve scores above the kkm 75. at the same time, there are only three students do not fulfill the standard criterion.” it means, “the result of the second cycle is successful and the researchers stop continuing conducting the next cycle.” based the data above, the researchers justified or deduced, “the implementation of picture series can be used to improve the students’ competence in writing skill.” in line with with swarastuti (2019) who also found that picture series is effective to improve students’ ability in writing narrative text. students are more interested in writing narrative text so that it helps and enhances the students` motivation to express their ideas freely.the progress of the students’ narative text writing using picture series could be seen at the figure 1 below. figure 1. result of pre cycle, cycle 1, & cycle 2 seeing figure 1, we say, “the implementation of picture series to stimulate the students’ ideas and organizing their writing is proven to be successful. they are able to develop the story with amazing ideas and their writing is not longer than those in the pre-test. referring to the interviews, it could be stated that it is easier for them to write story using serial pictures.” it is in line with pasaribu et al. (2020) that because the use of picture series facilitates the students to get information easily, it has significant affect to achieve their ability of the writing narrative text. in addition, the students’ ability to write narrative composition can be enhanced by using pictures story. it is believed that the media will help the english teachers to increase and develop the students in writing narrative texts. pictures are most attractive to the eyes of learners that grow students' curiousity to express their ideas, opinion when teacher brings them in the classroom (singh et al., 2022). before implementing the picture, they had trouble to combine some sentences into a good paragraph because they had no ideas. after employing serial picture, students were able to develop principles and express thoughts of the story they wrote. students are able to remember the vocabularies and improve their vocabulary memory for a long time when the words are taught and associated with pictures (othman et al., 2022). conclusion pointing out the study results of the teaching writing by conducting the picture series, it is deduced, “by displaying the series of picture, we can improve students' narrative text writing skills.” it is proved by the results of students' scores in the pre study, first cycle, and second cycle. the improvement consisted of 1) the students' scores increased gradually, 2) the process of teaching and learning to write using picture series makes students happy to write stories, 3) the students are very motivated in learning to write, 4) they are able to express and make sentences with the help of picture series. they also find a lot of new vocabulary to understand. the sequence of pictures makes students' writing well organized and systematically arranged. the completeness of pre cycle cycle 1 cycle 2 suparwoto sapto wahono & kholidatul afifah the record of using picture series to develop students’ writing skills 972 picture series is able to stimulate students' ideas so that they can express ideas easily. the completeness of the pictures also makes students' writing more detailed.” referring the students' result on writing skill, the analysis of the problem and solving the problem, it is recommended for english teachers or lecturers to choose and use picture series as the main media in the process of learning and teaching writing, especially writing narrative texts. references abdullah. y. l. p. k., & yunus. m. m. 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(2019). implementation of picture sequence task to assess the narrative paragraph writing ability of the first semester of law faculty. international journal of applied science and sustainable development, 1(1), 23-28. yudiati, r. (2021). improving descriptive writing ability of the first year students of sma toha praktika giligenting-sumenep by using pictures, lensa (lentera sains): jurnal pendidikan ipa, 1(2), 31-37, https://doi.org/10.24929/lensa.v1i2.141. suparwoto sapto wahono & kholidatul afifah the record of using picture series to develop students’ writing skills 974 english review: journal of english education volume 8, issue 1, december 2019 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 81 the use of ict in authentic assessment of the students’ productive skills wardah zahra english education department, faculty of teaching training and education, sriwijaya university, indonesia email: wzahraa@gmail.com rita inderawati (corresponding author) english education department, faculty of teaching training and education, sriwijaya university, indonesia email: rita_inderawati@fkip.unsri.ac.id ismail petrus english education department, faculty of teaching training and education, sriwijaya university, indonesia email: ismailpetrus@yahoo.com apa citation: zahra, w., inderawati, r., & petrus, i. (2019). the use of ict in authentic assessment of the students’ productive skills. english review: journal of english education, 8(1), 81-90. doi: 10.25134/erjee.v8i1.2110. received: 24-09-2019 accepted: 19-11-2019 published: 01-12-2019 abstract: making use of ict and applying authentic assessment in the teaching and learning activities represent an obligatory from indonesian ministry of education and culture. this study aimed at finding out types of ict used in the authentic assessment of the productive skills, describing the implementation of ict in the authentic assessment of the productive skills, explaining the possible problems faced by the english teachers in the implementation, and explaining the solution used by the teachers to solve the problems. this study was a descriptive study with qualitative approach. the data were collected through interview, observation, and documentation to three english teachers, a curriculum coordinator, a facility and infrastructure administrator, and three students, were validated through methodological triangulations and were analyzed using miles and huberman’s analysis model (1994), namely data reduction, data display and conclusion, and verification. the results discovered that there were three types of ict in the authentic assessment of the productive skills, the teachers had different methods in implementing the three types of ict tools based on the types of authentic assessment concerning aspects of productive skills, they encountered three main problems in the implementation, and they were educated and motivated to have their solutions to overcome the difficulties. keywords: ict; authentic assessment; ict-based authentic assessment; speaking skill; writing skill. introduction an unprecedented revolution in information and communication technologies (ict) has been changing the standard and nature of the english language by imposing new practices that have been influencing how the students are evaluated in the current years. for the students growing up in a culture of technology integration, ict provides relevant new learning and assessment chances that are in related to their real-world activities. similarly, jonassen, howland, and marra (2009) point out that the use of technology to support assessment is not only done by converting traditional forms of assessment into a digital format, but it can also be used to assess higher-order learning outcomes based on the realbased situation as students have chances to demonstrate what they learn. mueller (2014) agrees that authentic assessment as a form of assessment which requires the students to achieve real-world tasks as a purposeful implication of knowledge and skills. categorically, luo and lei (2012) confirm that there are four different common types of ict in educational purposes, those are, (1) educational networking: an educationally focused network which is accessed by online (ning), (2) web-based learning: an internet-based instructional delivery tool or online application or services allowing those who access the platform to have interactively collaboration in searching, accepting, organizing, and delivering educational content (wiki, social bookmarking, blog, and podcast), (3) mobile learning: means of technologies conducted by portable devices aiding in educational activities (smartphones and laptop), and (4) classroom equipment: any facilitation in the form of devices to support the interaction between the teachers and the students in classroom (projectors and speakers). thus, the mailto:wzahraa@gmail.com mailto:ismailpetrus@yahoo.com wardah zahra, rita inderawati, & ismail petrus the use of ict in authentic assessment of the students’ productive skills 82 applicable achievement of the language learning activities would help the students to bestow their knowledge into the real-life situation. productive skills—speaking and writing skills have relation to authentic assessment since they may occur the opportunities to develop real-life activities relevantly. according to harmer (2015), productive skills are the skills in a language produced by the students. in other words, the students need to articulate and write words to generate language. aspects of speaking include fluency—the involvement of the speakers to be able to keep maintaining the utterance spontaneously and accuracy—vocabulary, grammar, and pronunciation. in writing, the aspects are handwriting, correct spelling, punctuation, and layout. (harmer 2015; nunan 2003). specifically, authentic assessment involving ict in the speaking practices can be in the form of oral practice or presentation using computers, movie-based description, digital story or text retelling, radio broadcasts, voice or video conferences, web-based video clips and digital oral directed report. in another productive skill, writing skill practices, the assessment is classified into computer-based writing practices, a website learning and online publication, and written presentation. (thanyalak, 2012; zhang & han, 2012). indonesia, one of the non-english-speaking countries, emphasizes on productive skills measured by authentic assessment together with the use of ict in its latest curriculum. according to the regulation of the ministry of education and culture numbers 27 and 22 years 2017 and 2016 about graduate competency and process standards, teachers of english should specifically focus on productive skills of english and emphasize on the implementation of ict to improve efficiency and effectiveness in teaching and learning activities. in reality, there are still several constraints in educational practice. the most common problems in relation to the use of ict in assessing the students of non-englishspeaking countries are the teachers are lack of sufficient skills and knowledge about ict, limited to ict facilities, accessibilities, network connection, time, and training. (unesco, 2011). in terms of ict development, indonesia is ranked 111 out of 176 countries worldwide (international telecommunication union, 2017). badan akreditasi nasional (2018) shows that the standard of educators and education personnel are grouped in the three lowest standards. identically, zaim (2013) in his study found out that english teachers faced difficulties in constructing appropriate assessment instruments to evaluate oral and written language skills. he found that teachers were not confident in describing the theory of authentic assessment as they merely do not understand the authentic assessment. trisanti (2014) also discovered that some teachers did not have enough basic theory of authentic assessment. the application of scoring rubrics was unclear for them. thus, the low level of english proficiency probably comes from lack ability of the teachers in administering and evaluating the materials that would be responsible to low scores of the students’ productive skills. in line with the rationales, the writer decided to have sma ligm as the further observed school in discovering types of ict in authentic assessment of productive skills in the academic year 2019/2020, describing the implementation the assessment to measure the students’ english productive skills, elaborating the difficulties in implementing it and the solution used by the teachers to overcome those difficulties. based on the vision and mission of the school, the implementation of authentic assessment together with ict is highlighted. likewise, the curriculum development of the school standardizes that teaching and learning activities must be based on scientific approach and evaluated by conducting authentic assessment involving learning, motivation, and attitudes. additionally, the school intends to consider ict in every aspect of teaching and learning activities aiming to create conducive learning situation. the utilization of ict is expected to result in the students to be globally qualified in the workplaces. method this study was a descriptive qualitative study concerning the use of ict in the processes of authentic assessment. fraenkel and wallen (2012) state that a descriptive method is a method used to explain, analyze and classify something through various techniques, survey, interview, questionnaires, observation, and text. the qualitative approach resulted organized and authentic descriptions of the investigation of relationships, activities, situations and materials in descriptive phenomena such as words, sentences, and utterances. this study involved three english teachers at sma ligm, a curriculum coordinator, a facility and infrastructure administrator, one student of science grade xi taught by teacher 1 (student a), english review: journal of english education volume 8, issue 1, december 2019 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 83 one student of social grade xi taught by teacher 2 (student b), and one student of grade x taught by teacher 3 (student c). the students that were chosen were the representatives who got actively involved in the classroom activities of the teachers. in the data collection, the teachers of english, were interviewed (semi-structured) and observed. similarly, the curriculum coordinator, the facility and infrastructure administrator, and the students were also interviewed with the unstructured questions. the last, some documents related to the activities during the investigation were reviewed. to validate the data, a methodological triangulation technique was used. cohen, manion, and morrison (2011) determine this technique as the use of more than one instrument in collecting data. it may involve interviews, questionnaires, observations, and documents. after the data were obtained, they were analyzed by using three steps of miles and huberman’s (1994) analysis model, which include; data reduction: focusing on the specified objectives of this study to make a detailed interpretation; data display and conclusion: displaying the analyzed data covering credible data in text and or tables to confirm the conclusion; and verification: examining through reference to the writer existing field notes and further data collection. results and discussion the results of interviews, classroom observation, and documentation were analyzed into four main objectives to draw conclusions. types of ict used in authentic assessment of the students’ productive skills mobile learning in the productive skills, all the three teachers operated mobile learning—laptop and smartphones and involved the students in the classroom assessment as the subject of the assessment. in the interview, teachers 1 and 3 frequently benefited smartphones and laptops to document and ask the students to do assignment in the speaking and writing skills assessment activities. teacher 3 specifically said that she utilized some functions in students’ smartphones such as social media like in whats-app group and email to conduct the assessment in writing skill. additionally, although teacher 2 did not mention about the implementation of the smartphones as the media in the assessment activities during the interview, the observation found out that she utilized the smartphones in assessing speaking skill assessment. she recorded the students’ performance through her smartphone and she shared the files to the students. later, the students had peer assessment about the recordings. moreover, teacher 2 involved the students to get in charge of designing both speaking and writing materials in the form of powerpoint through laptops to be authentically assessed by the teacher 2. however, there was only one lesson plan (about caption text) stated that mobile learning (smartphones) as one of the learning media. it could probably because the teachers were not aware about the detailed lesson plans. throughout the authentic assessment activities enabled the teachers to design innovative creation of certain tasks on the basis of the students’ reallife activities, sharples et al. (2014) state that mobile learning allows the teachers to have innovative practices and social learning environment. therefore, it can be said that by applying mobile learning as devices in measuring the students’ productive skills through authentic assessment, the teachers creatively varied their kinds of means of authentic assessment focusing on the students’ outcomes. classroom equipment since classroom equipment refers to any supporting devices in the classroom used by both the teachers and the students to construct interaction between them, all the findings showed that the three teachers run the provided classroom equipment in their assessment activities for the productive skills. in most assessment activities, the teachers frequently applied classroom equipment that was available in every classroom. the teachers engaged the students into both speaking and writing materials and stimulate them to demonstrate the materials that then would be assessed by the teachers. identically, all of the teachers also listed the utilization of projectors in their lesson plans as one of the supporting tools in the classroom activities. likewise, according to the facility and infrastructure administrator, the projector in each classroom was in good quality as the projector was completed by its supporting equipment. she also mentioned about any other equipment that can be used by both the teachers and the students in the assessment activities such as the smart board and the language laboratory that could be used in turns. in relation to this, american library association (1998) states that the practical use of available technologies around the students motivate the students to learn faster, wardah zahra, rita inderawati, & ismail petrus the use of ict in authentic assessment of the students’ productive skills 84 become problem-solvers and more self-regulated. through the availability of the technologies around the students discovered in the findings, therefore, the students would certainly get positive contribution to their achievement. web-based learning in authentic assessment for writing skill, the three teachers integrated the materials through internetbased instructional delivery tool or internet services. as concerns to the results of the teachers’ interview, the teachers mainly focused on the internet-based materials in their authentic assessment activities which purposely involved the students in the activities. teacher 1 applied the internet to stimulate the students to do some practices regarding their writing tasks. besides, both teachers 2 and 3 accounted for the sources of their writing skill assessment from the internet. particularly, teacher 2 asked the students to browse the materials by themselves through the internet such as blog and wiki and designed the sources into some powerpoint files to be projected that were authentically assessed by the teacher. similarly, the findings of the observation resulted that all the teachers browsed some sites on the internet to look for materials to the students. the teachers used internet-based materials browsed from blogs and wiki. likewise, the teachers also asked the students to browse additional information about the materials. after searching the materials, both the teachers and the students had brief discussions and assessment activities. in the lesson plans, the sources of websites as sources of learning were listed. by means of this tool and the teachers’ method, the students became more independent—not waiting the materials only from the teachers and they would have critical minds and this made the teachers focus on what the students were doing. it is in correlation with wasim et al. (2014) has discovered in their study. they said that web-based learning helps the teachers to easily control the students to be more independent in learning. furthermore, it also connects with the regulation in 2013 curriculum. according to ministry of education and culture number 27 the year 2016 about graduate competence standard, it says that active learning should be centered to the students. the implementation of ict in the authentic assessment of productive skills of sma ligm students the implementation of mobile learning according to the interview and observation, smartphones were applied by both teachers 1 and 2 in the same way. these two teachers asked the students to record their performances of the authentic real-based material by means of the students’ smartphones into videos. they engaged the students to get involved in teaching and learning activities as advised by sharples et al. (2014)—they said that mobile learning helps the students to be more active. specifically, the teachers recorded the students’ performance through her smartphone and they shared the files to the students. in the assessment activities, the teachers measured the students’ speaking skill based on the criteria or rubrics they have prepared. the benefits of mobile learning applied by both the teachers and the students certainly facilitated them in having comprehendible materials which were accessible and manageable. in the writing skill, teacher 3 used the smartphone to facilitate her in sending the students’ tasks. she asked the students to submit the tasks through e-mail and whats-app group after the students finished demonstarating what teacher 3 asked during the assessment activities. the tasks mostly about the students’ writing results of narrative text. moreover, laptops were also chosen by the teachers to be one of ict tools used by the students in typing the writing tasks about narrative and explanation text. however in the lesson plan, the only material stated mobile learning (smartphones) was about caption text. in the activities, the students were asked to upload and send the tasks through social media. therefore, although the teachers properly applied mobile learning, they were still not able to detail their appropriate method and media in the activities to be put in the lesson plans. the implementation of classroom equipment according to the all findings of the instruments, the ict that was available and utilized by the english teachers and the students at each classroom of sma ligm was multimedia projector. the materials mostly were conferenced through the projectors. after having the knowledge from what the teachers have taught, the students were asked to design their own powerpoint that would be shared in front of the class through the projectors. during the presentation, the teachers assessed both the students’ speaking and writing skill. the english review: journal of english education volume 8, issue 1, december 2019 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 85 students’ speaking skill was assessed while the students were having presentation and discussion by means of projectors. the writing skill was measured by the teachers through the powerpoint that they had designed before the presentation. the materials chosen during the investigation were based on their real-life activities such as designing announcement and caption texts, describing certain objects around them to be critically analyzed in analytical exposition, and singing song lyrics. furthermore, as the teachers constructed the innovative environment of the classroom by having attractive materials or slides and engaging the students to make ones, the students seemed to easily understand the materials. it is in line with what ozaslan and maden (2013) have found in his study. they discovered that the interactive learning materials could help the students to learn better. related to this finding, it happened in the school since all the teachers were not bounded in accessing classroom equipment and they were aware of the benefits from integrating their teaching and learning activities including assessment. the implementation of web-based learning learning through websites means that the participants in the classroom require internet and appropriate websites as the sources of learning in the classroom. according to the findings of the interview, observation, and documentation, the teacers considered that the students have to look for additional sources to be compared that would be beneficial for their learning activities and it would bestow their knowledge into the real-life situation. the teachers’ efforts in integrating web-based sources to the students were successfully make the students be more independent and critical as they have to look for other sources and try to have their own perspectives. these were in coherence with what wasim et al. (2014) found in their study. according to them, as the teachers introduce the students to integrate web-based learning in the teaching and learning activities, the students would be encouraged to be more very involved in the activities and it would lead them to learning which are centered to the students. in the factual implementation, all of the english teachers at that school involved all their students to enrich the knowledge of the students about the real-based mateials that they delivered both in speaking and writing skill. the teachers asked the students to obtain many resources, discuss all of them in group, and design the materials designed by the students themselves. then, the teachers would measure whether the sources were appropriate to the material or not. ict and authentic assessment are requisite the significance of ict and authentic assessment has been noticed by the curriculum coordinator and three english teachers at sma ligm. according to the curriculum coordinator in the interview, the necessity of ict and authentic assessment in the teaching and learning activities has been regulated and the mandatory of 2013 curriculum was also implemented in the school’s curriculum development. she also said that sma ligm put 2013 curriculum as its fundamental base of teaching and learning activities. explicitly, she also mentioned that all of the teachers at sma lti indo global mandiri had understood the concept of the authentic assessment. three teachers of english at sma lti indo global mandiri also acknowledged in the interview that the importance of ict and authentic assessment in their teaching and learning activities. the statements are also in line with the documentation and observation parts. according to the curriculum development of the school, every member of the school should emphasize on the use of ict and the involvement of authentic assessment involving learning, motivation, and attitudes in each aspect of the teaching and learning activities. in the observation, the teachers perceived the significance of ict and authentic assessment. during their classroom activities, the teachers not only engaged the students with ict but also assessed the students with real-life materials. therefore, these findings are in agreement with the minister of education and culture regulation no. 23 (2016) which rules that the teachers or educators, school (satuan pendidikan) and government or private institutions have to organize authentic assessment. the teachers concerned aspects of productive skills in the authentic assessment according to the results of the interview and observation, it was found that the teachers considered aspects of productive skill in the authentic assessment activities. it is summarized into table 2 below. wardah zahra, rita inderawati, & ismail petrus the use of ict in authentic assessment of the students’ productive skills 86 table 1. aspects of productive skills concerned by the teachers productive skills teachers aspects of productive skill results of interview results of observation speaking skill teacher 1 content pronunciation and vocabulary use teacher 2 fluency and pronunciation fluency and pronunciation teacher 3 grammar writing skill teacher 1 opening, body and closing opening, body and closing teacher 2 she could not mention the aspects spelling teacher 3 grammar, words selection, spelling, punctuation, and layout grammar, punctuation and spelling. table 1 shows that all the teachers stated that they should consider four sub-aspects of speaking as suggested by nunan (2003) in designing authentic assessment. besides, teacher 1 in the interview indicated that she was more into the content limitation of the materials which is similar to theory of gower, philips, and walter (1995). they suggest that the teachers should limit what should be assessed in their classrooms. therefore, it can be concluded that all the teachers involved the appropriate aspects of speaking skill. in writing skill, the results of the interview and observation of teacher 1 and 3 highlighted the aspects as suggested correspondingly, these aspects were involved in fundamental aspects of writing skill recommended by harmer (2015). besides, teacher 2 could not mention the aspects of writing skills in the interview session. it could be the results of unawareness of the teacher about what she needs to fill unless for filing. although teacher 2 could not remember about the aspects of writing in the interview, she considered certain aspects of writing in taking authentic assessment in her classroom. in the observation, she considered the students’ spelling and punctuation while having authentic assessment integrated with ict and she was frequently measured the students’ writing skill through self and peer review. in a like manner, four lesson plans, rubrics, and the students’ works were analyzed. first, lesson plans listed the same aspects of both speaking and writing skills. in speaking skill, all of the teachers of english concerned intonation, pronunciation, fluency, content, and vocabulary as indicators of aspects of speaking skill. moreover, in terms of writing skill, the teachers put layout, grammar, words selection, structure, and punctuation. table 3. scoring rubrics and instrument from the lesson plans competency domains main focus productive skills speaking writing affective the students’ growth in emotional field observation checklist observation checklist cognitive knowledge in the learning process scoring guideliness psychomotor physical skills intonation, pronunciation, fluency, content and vocabulary coherence, grammar, accuracy and content ict simplifies teaching, learning, and assessing activities in reference to teachers’ interview, all the teachers said that the classroom activities supported by ict would very sure simplify nowadays pedagogy. peculiarly, teachers 1. 2 and 3 believed that the simplified ict-integrated materials were properly functioned and accessible as a means of authentic assessment practices. unesco (2011) also supports that ict and internet can improve the effiency and effectiveness of education and they increase the better changes of educational transformation. correspondingly, the convenience brought by the ict is proven by the documentation and observation. the teachers’ assessment instruments integrated by the ict tools became more practical to the students as the teachers could simply deliver the assessment instruments to the students with a few problems and ict positively affected the students’ products. the products implied the sophisticated outcomes of the students. further, the benefits experienced by the teachers are similar like what selwyn (2003) has been stated that ict applied nowadays is currently being used to make the all the activities of teaching and learning activities become more effective and efficient. english review: journal of english education volume 8, issue 1, december 2019 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 87 the use of ict in authentic assessment influences the students’ performances all of english teachers at sma ligm in the interview agreed that integrating ict in authentic assessment would positively motivate the students to strive for valuable performances. according to interview, the teachers stated that could the students provide reliable sources to smarten their performances as a part of authentic assessment in the classroom, the students would get additional scores. during the process of the observation which were in line with the interview sessions, the teachers attempted to positively stimulate the students with ict integrated into the assessment materials in the classrooms by connecting every aspect of the assessment with their real-life and integrating it with ict. the teachers carried out specific indicators with the help of some strategies written in their lesson plans to direct the students in getting additional information with curiosity. also, the students’ works showed that the teachers’ efforts in stimulating the students with certain assessment activities integrated with ict influenced the students’ works. as the teachers involved the students into activities which required the students’ higher order thinking skill through productive skills’ assessment integrated with ict in such a way, it surely influenced the students’ performances. dudeney (2000) states that the use of ict tools have potency to benefit the students in developing their english skills. the problems limited time insufficient time becomes one of the major issues in integrating ict to the materials. unesco (2011) agrees that limited time in the classroom would affect the teachers’ readiness in their preparation. sicilia (2005) revealed in her study that most of her participants were struggled by adequate time. in relation to this, two from the english teachers at sma ligm expressed in their interview that ict limited their time. teachers 2 and 3 in the interview compared that the integration of ict for either teaching or assessing activities in her classroom took more time and the integration of ict for the teaching, learning, and assessing activities was shortened their effective time in delivering the materials in the classroom. specifically, they stated that sets of the ict preparation in the classroom needed a lot of time. regardless of the two teachers mentioned above, teacher 1 was certain in her interview that ict supported her activities in the classroom on the whole without any problems including the lack of time. further, the lesson plans depicted that all of the teachers have allocated exact time while having ict as one of their teaching, learning, and assessing aids. surprisingly, the observations held to all of the teachers revealed that all of the teachers faced the same problems—lack of time when integrating ict in their classrooms. all of them indicated that they did not follow the time allocation they arranged in their lesson plans. in addition, during the observation, teacher 1 seemed to be difficult to manage her time when it came to applying ict in her classroom. afterward, she frequently exceeded the time allocation regulated by the school. she often took the students’ break time to continue her activities with the students in the classrooms. network connection based on the observation done, it was found that the issues on the network connection was one of the problems faced by the teachers. moreover, according to unesco (2011), network and connection failure is included to one of possible variables that could be considered in the use of ict at the classroom. during the observation, all the tree teachers were found that they had troubles in connecting their and the students’ devices to internet or network available at the school. teacher 1 discovered that she could not turn on the available multimedia projector in the classroom. it was assumed that there was any failure in the connection related to the cables or the electric socket. teacher 2 observed that as she sent the materials through email, some of the students didn’t have internet connection. moreover, teacher 3 also experienced in disconecting to internet network. the website showed by teacher 3 cannot be frequently loaded. lack of ict awareness during the interview, teacher 2 admitted that she got inadequate awareness of ict integration to teaching, learning and assessing materials as she confessed that she was not an innovative teacher. she mentioned that she would prefer choosing traditional methods than developing new ideas in having sophisticated materials in her classroom and she planned to have her resignation soon. further, she was observed that she was mostly unprepared to the activities which should be integrated into ict as she stated in her interview session at the first. it is assumed that teacher 2 was not aware of what technology brings to education even though the facilities and infrastructures have surely supported the teachers wardah zahra, rita inderawati, & ismail petrus the use of ict in authentic assessment of the students’ productive skills 88 to be aware and have knowledge about ict. moreover, teachers who are lack of ict awareness would negatively impact the students’ concept of learning as stated by thakur (2014) in his study. the solutions some barriers related to ict resulting from lack of training activities have been noticed by an expert. according to unesco (2011), insufficient training activities is one of major causes of teachers’ problems in using ict. the first solution disclosed by the curriculum coordinator and the teachers in the interview was that the school set up training which was specialized to ict to all teachers of the school. the training involved the school’s it teachers to be the professional instructor in the training and who are responsible to help other teachers who would face certain problems in using ict in their classrooms. through the training, the teachers had an appropriate understanding of ict. in the observation, it seemed that the teachers purposely managed the students to purposely get involved in the assessment activities that were integrated with ict. as all of the teachers of english dealt with a limited amount of time when they integrated assessment materials with ict, they lengthen their activities in the classrooms into one or two additional meetings and added their duration in each meeting to cover all the activities she arranged in her lesson plan. certainly, this made some discrepancy between the allocated time in the lesson plans and in the real implementation. however, teacher 2 claimed that it would perhaps negatively influence the students’ performances in certain aspects; therefore, she decided to assign the students with tasks that would balance the students’ performances with the materials that were skipped. according to unesco (2011), failure in network connection could be included as several barriers dominantly faced by the teachers. through this theory, teachers using ict in their classroom activities should pay heed to the available network connection. in relation to this, it is proven that teachers of english at sma ligm run into inadequate network connection while having ict during their assessment activities. according to the findings of the interview and the observation, it was found that the three teachers uttered that they would innovate the drawbacks happened in their classroom while applying assessment integrated by ict in the classroom. preferably, the teachers prefered to provide internet connection by themselves rather than letting the students learning without any connection. by covering up the network by themselves, the teachers could incorporate ict to their assessment and prevent the minor problem in the classroom. conclusion this study conducted to describe the types and the implementation of ict used on the authentic assessment of the productive skills of the students, the problems faced by the english teachers and the solutions from the teachers in using ict in the authentic assessment in the productive skills. first of all, it is determined from the results of the study that the teachers made use of three types of ict which were mobile learning, classroom equipment, and webbased learning creatively based on their specific purposes. second, most of the teachers had a significant understanding about authentic assessment and they were mostly ict literate since both authentic assessment and ict are necessary. with these intentions, the teachers had various methods in implementing the three types of ict tools based on the types of authentic assessment concerning aspects of productive skills that they were teaching for the purposes of simplifying assessment activities and influencing the students’ performances. third, they went through three main difficulties in using ict and constructing authentic 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(2013). asesmen otentik: implementasi dan permasalahannya dalam pembelajaran bahasa inggris di sekolah menengah. proceeding of the international seminar on _languages and arts. padang: state university of padang. http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm http://dx.doi.org/10.7763/ijssh.2012.v2.164 wardah zahra, rita inderawati, & ismail petrus the use of ict in authentic assessment of the students’ productive skills 90 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 427 planning and developing creativity through mediabased learning in english language teaching mustasyfa thabib kariadi department of language education, faculty of humanities university of jenderal soedirman, purwokerto, indonesia email: mtkariadi_pbi@unsoed.ac.id m. riyanton department of language education, faculty of humanities university of jenderal soedirman,purwekerto, indonesia email: m.riyanton@unsoed.ac.id dini anggraheni department of economics, faculty of management universitas semarang, semarang, indonesia email: dinia85@usm.ac.id apa citation: kariadi, m. t., riyanton, m., anggraheni, d. (2021). planning and developing creativity in english language teaching. english review: journal of english education, 9(2), pp.427-436. https://doi.org/10.25134/erjee.v9i2.4519 received: 26-02-2020 accepted: 25-04-2021 published: 15-06-2021 introduction a study program in english language education is needed to prepare english teachers with the necessary professional, pedagogical, personal, and social skills. english teaching and english language learning have become central directives in newly emerging bilingual and multilingual high school classes. the need for effective teaching strategies, including strategies designed to motivate students, has become a part of elt educational models (sucuoglu, 2017). education is the best way to obtain these. because learners can develop their abilities to survive in the future, education is also a key to progress and quality growth. the system of education and life changes rapidly in the pandemic era. everything has come to a halt on a global scale. projects have been pushed back, businesses have been closed, and schools have been closed. the new coronavirus appears to have brought the globe to a halt. students, particularly in small cities like purwokerto, continue their education through online learning and video conferences with their teachers. because keeping schools open creates a safety risk to students, this model is now the best option. smp 7 purwokerto used several platforms to bridging the teaching and learning process. the learning process in the pandemic era needs teachers’ creativity. some experts believe that creativity should encompass novelty, originality, practicality, and efficacy (maley & peachey, 2015). the teachers consider personalized learning technologies a promising way to mitigate these differences. however, they also acknowledge that the swedish’ curricular focus on communication, abstract: this paper justifies the planning and development of teachers' creativity through media-based learning in english language teaching, especially in the pandemic era. this study used a descriptive-qualitative method with a case study. the data sources consisted of 37 english teachers, school principals, and students involved in the teaching and learning process in smp 7 purwokerto. the results showed that the teacher's creativity at the planning stage was demonstrated by consistently well-arranged planning the lessons and adequately preparing the learning media regarding the implementation of multimedia. regarding creativity at the preliminary stage, esl teachers employed various mediums to make it easier for pupils to acquire and grasp the topic. audio, visual, and audiovisual media are examples of media. audio and visual media were the most commonly employed in elt classes. the planning and creativity teachers become the main factors to make the class more interactive using several media. keywords: creativity; planning; teacher; learning; media; online platforms. mailto:mtkariadi_pbi@unsoed.ac.id mailto:m.riyanton@unsoed.ac.id mailto:dinia85@usm.ac.id mustasyfa thabib kariadi, m. riyanton, & dini anggraheni planning and developing creativity through media-based learning in english language teaching 428 seen as mainly acquired through human-to-human dialogue, does not match the fundamental idea behind many personalized learning technologies. based on these findings, we discuss the potential and problems when aiming to introduce personalized learning technologies for learning english in swedish schools (bunting, af segerstad & barendregt, 2021). implementing the creative method in esl teaching as one factor contributing to improving the students' motivation is one important requirement of the language skill and practice success in the professional language (rus, 2019). the development of computer and information technology offers a favorable external environment for english teaching. there are more than 300 million learners of english in china. information technology furnishes them with abundant english teaching materials, which also provides an opportunity for teachers to change their pedagogical strategies to improve the efficiency of teaching and learning (cai, 2012). esl teachers are constantly attempting to implement excellent and effective teaching methods and using suitable media. its purpose is to make the educational content easier to comprehend for students. teachers must offer the best lesson to meet the goals using excellent and appropriate media during the learning process. according to detailed research, adopting relevant learning media can help learners enhance and develop their vocabulary (anggraheni, anandha, & ts, 2020). according to rus (2020), paper provides a brief theoretical grounding and a working definition for creativity in teaching english for specific purposes. it also explores the role and function of creativity in the changing paradigm regarding the overall scope of the educational system in general and specialized language learning in particular. finally, it analyses the role and potential of creative methods and active strategies in fostering better language acquisition during esp classes. creative methods mark a next desirable superior level in modernizing the teaching strategies. so that, the full potential of a student's abilities can be activated and the desire for independence and originality, for competition, for searching novelty and working better in the language classes can be encouraged. the learners' best interests are satisfied. the recent advances in technology have resulted in the development of intelligent smartphones. these advances have attacked researchers studying in education, especially in teaching foreign languages (cavus, 2016). youtube to boost the english vocabulary (kim, 2021) and powerpoint (aziz, 2020). one of the famous online media to do the teaching and learning process is zoom online video conference. "zoom becomes the famous media to use in the pandemic era to do online teaching and able to enhancing the vocabularies on students," written by anggraheni et al. (2020). so, at the beginning of the pandemic era, zoom became the very famous application used by most people in the world. based on the aforementioned issues, the researchers concentrated their efforts on examining the teachers' originality in selecting learning material for seventh-grade students at smp 7 purwokerto. this study focused on how english teachers construct their teaching materials since they choose a suitable teaching medium in the online classroom when considering the various learning media. in addition, this study looked into the benefits and drawbacks of using media in their learning processes. method qualitative research and descriptive qualitative were used in this study. the descriptive design describes the response to recent questions linked to research difficulties, such as what, who, when, where, and how (meliala, purba, doloksaribu, panjaitan, & tarigan, 2021). the research subjects were observed in the environment by the researchers. the information gathered is thoroughly examined, leading to a significant recommendation. teachers were employed as data sources in this study. the data used in this study were obtained from data sources, including: two english instructors, one school principal, and thirty-two seventh-grade students are among the resource people. it was a part of the learning and teaching process. several questions are posed, and the results demonstrate the state of the online teaching and learning process. google form provide relevant information to executing the education unit level on english lessons found in the archives and documents. data collection techniques used in this study were interviews, observation, and document research. the interviews conducted in this study english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 429 were in-depth interviews. interviews were conducted with flexible and open discussions, not tightly structured, not in a formal atmosphere, and carried out repeatedly on the same informant with increasingly focused questions on a problem as more in-depth information. the interview form sends by whatsapp message. instrument of collecting data teachers' inventiveness in employing learning and teaching media during efl teaching-learning is one of the study findings. researchers used interview procedures to acquire data. the interview guidelines include fifteen questions that address characteristics of creativity in the use and selection of learning material. the questions as followed: (1) what is kind of media that used in your online class? (2) how excited are you about going to your online classes? (3) in your online classes, how eager are you to participate? (4) in your online class, which projects/assignments/activities do you find the most engaging? (5) what does your teacher do to make your online class engaging? (6) what is your favorite media to learn english in your online class? (7) how difficult or easy is it for you to try hard on your schoolwork right now? (8) how would you like to be learning right now? (9) what do you like about school right now? (10) what do you not like about school right now? (11) when you have online schoolwork, how often do you have the technology (laptop, smartphone, tablet, or computer) you need? (12) how difficult or easy is it for you to connect to the internet to access your schoolwork? (13) what has been the most challenging part of completing your schoolwork? (14) how happy are you with how much time you spend in specials or enrichment (art, music, video, short movie, or others)? (15) how long the duration of a face-to-face meeting in your online class? this research enlists the help of 32 seventhgrade students. the criteria for selecting a study topic are based on the experiences and certifications of teachers. the researchers then interviewed and recorded them to obtain the desired information using a form and whatsapp messages. researchers studied the results of teachers' innovation in mediabased learning after interviewing them. teachers use several media to teach an online class and how the students feel in an online class. the questions for teachers and school principle: (1) what is kinds of media that you used? (2) what are the important things to prepare for the online class? (3) what is your creativity to make the interactive class, especially in an online class? (4) what is the school provide for teachers in the teaching and learning process? (5) what is the most challenging situation in maintaining an online class? (6) what is the leading media you used to teach? (7) what is online video conference you prefer? (8) do you transfer your material into word and pdf? (9) do you share all the material in google classroom? (10) how long the duration of a faceto-face meeting in your online class? results and discussion the results of research on teacher's creativity in learning english, as seen through interviews and observations, and documentation, showed the following: table 1. teaching media selected in english language teaching media reasons 1. whatsapp  most students and teachers have this application.  easy to operate.  allowing teachers to chat with the students, share materials (picture, video, music)  allowing students to chat with teachers, download the materials.  it cannot assess the assignment.  it is allowed to record the sound and practice speaking. 2. powerpoint  it is presenting all materials in a short time.  teaching material presented skillfully and easy to understand with pictures and words.  it is giving students key points of teaching materials.  it is providing students with some additional insight dealing with the lesson. mustasyfa thabib kariadi, m. riyanton, & dini anggraheni planning and developing creativity through media-based learning in english language teaching 430 3. youtube  provide many educational materials, more fun and attracted students' attention to learn.  it is improving students' speaking accuracy and pronunciation.  students can imitate the english native speakers through video. 4. zoom  it can lead online face to face teaching and learning process.  it is allowing teachers to share ppt, links, music, and video in 45 minutes.  it is allowing teachers to record the meeting. 5. google meet  it can lead online face to face teaching and learning process.  it is allowing teachers to share ppt, links, music, and video in 60 minutes. 6. google classroom  allowing teaches to share the rpp materials, distribute assignments, assess assignments, and chatting with the students.  allowing students to see the material, download, doing the assessment, chat with teachers.  it is allowing teachers to make form and share it with students. english lesson planning learning planning is a development system for every element of learning, including the development of objectives, content, methods, and evaluation development. in principle, it has the same meaning that learning planning is a process of formulating, managing, and developing every element of learning into a planning system as an operational learning guide. these theories are following what the english teachers at smp 7 purwokerto have done below: based on the research documentation obtained, in learning planning, the teacher always prepared to learn tools, prepared syllabus and lesson planning plans (rpp), and examined the teaching methods properly. each teacher was not much different. the syllabus has indeed been determined from the center. likewise, the teachers' preparation of the learning implementation plan also included competency standards, basic competencies, learning objectives, learning resources, teaching media, learning tools, and implementing student teaching and learning activities. moreover, they were understandable, easy to understand. because the lesson plan made by the teachers was easy to be understood by those who read it, it can be shared in google classroom and made the students able to read it before class. based on the research interviews, the teacher's creativity in preparing the syllabus and the design of the implementation of learning and material preparation did not only stick to one guidebook. it was shown by writing various sources in the rpp. the teacher took material from online sources, mass media that was trending and liked by teenagers, thus attracting students in learning. local content, which is considered necessary for students to know, was also the teacher's concern. the teacher also planned a learning strategy and instructional media suitable for the automation requirements to be taught and following the basic competencies. all teachers often applied discovery learning strategies so that all students have the opportunity to find themselves in using knowledge, and students were also trained to be active in learning. not only just memorizing, creating new answers to existing problems, and getting new questions that needed to be answered but also applied with google classroom and google meet or zoom. implemented in the learning processes the learning process took a large portion of teaching and learning activities in schools. so that, a teacher was required to present the learning process well, interestingly, and meaningfully. teachers have to do planning before teaching in the learning process, among others, meaningful learning; the meaningfulness of the elements involved will support insights in the learning process. the more the meaning of the relationship between a component, the more effective something is learned. it was imperative in problem-solving activities, especially in identifying social issues and developing alternative solutions. the things that students learn should have a clear and logical meaning with their life processes. teachers must be creative in producing something new in carrying out the stages in learning, starting from the introduction, core activities, and closing learning activities using selecting media. transform all materials into power points (ppt) and words version. it aligns with ciu (2020), reflections s from the current experience and literature findings, and implications for the use english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 431 of powerpoint will be enhanceed the experience of online teaching. learning controls allow learning according to the rhythm of each individual. according to the researchers' observations and observations, the theory follows what the two english teachers did. based on the results of research from interviews and observations show that: preliminary learning activities the researchers' observations showed that the teachers showed quite excellent and exciting perceptual steps in the preliminary stages and were very familiar with each student asking the students' condition. conveying the learning objectives to be achieved and providing attractive stimulants related to the material will be discussed. teachers in the pre-test stage no longer used written questions that students must answer seriously to determine students' initial abilities towards the basic competencies to be taught. google form was used to assess student's understandability. video recording also became one of the pre-tests to submit in google classroom. the teacher allowed students to express answers in a fun and intimate atmosphere. in the learning theory, this pre-test had many uses in exploring the learning process to be carried out. the pre-test function, among others: (1) to preparing students for the learning process, the mind will focus on the questions they have to answer with the pre-test. (2) to determine the level of progress of students about the learning process carried out. (3) to find out the initial abilities that students already have regarding teaching materials used as topics in the learning process. (4) to find out where the learning process should have started, which goals have been mastered by students, and which plans have received particular emphasis and attention. the teachers also provided interesting feeds through pictures, music, and a short film to start this stage. the material source came from youtube and several internet sources. this concept of education is effectively used in various disciplines and subjects from elementary school to higher education. educational data generated through intelligent classroom iot devices and 5 g networks can lead to the 5 g era. iot analyzes it to form and create dynamic educational systems with intelligent collection concepts. the intelligent aggregation of the internet of things can propose new educational models based on the english smart classroom (bai & zhang, 2020). students are teenagers who like music, songs, and movies, so it is easier and faster to attract students' interest in learning. it is all a means to measure the extent to which students master the material to be delivered. the teachers realized that the initial abilities of each student differ from one another. nevertheless, several samples of students in the class can be taken, representing the basic ability to start lessons. the interview results with the researcher showed that the teacher, in the opening of the learning process, argued that in planning, the primary learning centered on students. the pre-test model in the form of written questions was rarely used. a teacher must present an exciting and creative early stage of learning to instill a strong sense of student curiosity to learn the subject. as suggested by mr. s and mr. c, to foster a high interest in learning english, teachers must prepare the lesson material through youtube and share the link with the students. it is maybe about new gossip that is interesting in society, and others that make students who are the teenagers felt included in the teacher's chat. the initial stage also determines the effectiveness of the learning process being held. the teacher must be a motivator and inspiration for students who want to learn. affection and cognitive needs are essential, and the goal is to develop human beings who can selfactualize in a cooperative and supportive environment. it was also explained that, in essence, every human being is unique, has individual potential and an internal drive to develop and determine his behavior. therefore, every human being is free and tends to grow and develop to achieve self-actualization. mr. s and mr. c have applied this theory. the core learning stage the researchers' observations showed that the english teachers have shown good abilities in delivering the core of learning. the existing multimedia supported many of the learning techniques used, whether in a language laboratory room or a classroom or outdoors with an internet connection—the visible communication between mr. r with students showing a conducive intimacy. the teacher applied a tutorial system in the learning mustasyfa thabib kariadi, m. riyanton, & dini anggraheni planning and developing creativity through media-based learning in english language teaching 432 process. so that, it seems that students were very enthusiastic about learning, and there was no fear of asking questions to the teacher. teachers and students collaborated well. the atmosphere of discussion and exchange of opinions between students and teachers was evident. teachers were not as if they should be considered the truest and smartest but complement each other. arguments can often be seen between teachers and students. the teacher used constructivism theory to think to solve problems, look for ideas and make decisions. students understood better because they were directly involved in building new knowledge; they understood better and can apply it in all situations. in addition, students were directly involved actively; they will long remember all the concepts. the teaching of productive language skills in the integration with receptive language skills is undoubtedly one of the priorities of elt (klimova, 2014). in the middle of profound learning, laughter and jokes as an intermezzo were punctuated so that the online class atmosphere was not tense. even so, the limits of a teacher's professionalism were still well preserved. such a classroom atmosphere made students more active in learning activities. moreover, the classroom atmosphere was alive and well. according to the humanist learning theory (abraham in taylor, 2013), these teachers do this, which says the humanist theory also argues that human learning depends on emotions and feelings. each individual has a different way of learning from other individuals. therefore, strategies and approaches in the teaching and learning process should be designed and structured according to the student's will and emotional development. he also explained that every individual has the potential and desire to achieve self-actualization. so, teachers should maintain the psychology of students and guide them so that their potential can be developed to the highest stage. the interviews conducted by researchers with teachers are the teachers who use approaches and methods that allow students to always be active in every lesson. the term students were forced to always concentrate on following the process at the core of this learning. the teacher considered himself a study partner for his students. teachers were not patronizing but exchange opinions with students and were democratic. the teacher always provoked students to argue and guides students in answering questions. the teacher respected the differences in students' arguments because the abilities and perceptions of each student are different. the teacher also applied a tutorial model between students and group work. students with low learning speed were guided by students who can catch quick lessons. the teacher guided students to motivate each other to learn and help each other to achieve exemplary achievements. students should not look down on one another. in addition, the teachers also provided time to serve students who wanted to ask questions both in class and outside class hours through the whatsapp group. the teacher also provided tutorials or additional hours for students who needed deepening of the material to better master the fundamental competencies being taught. performing the concluding stage of the learning process the researchers' observations showed that the teacher in ending the learning process was good enough with a written post-test that functions to determine students' level of mastery against determined competencies both individually and in groups to assess competencies and objectives. the objectives that students can master and competencies and goals that have not been mastered are finding out which students need to participate in enrichment activities and finding out the level of learning difficulties and as a reference component for making improvements with something interesting. the teacher provided the opportunity for students to conclude what has been studied together. then the teacher provided comments on the results of students' conclusions and reinforces the material discussed. the teacher also motivated students through film footage shown or writing to study hard and maintain attitudes from the youtube link. the teacher also gave assignments to do at home both in groups and individually. either the questions were taken from the handbook or respond to new problems in society. the teacher also provided interesting games to end the learning process. teachers also offered opportunities for students who have not mastered the basic competencies taught to ask questions both in class and outside class hours. the researcher's interviews showed that the english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 433 teacher believed in ending the learning process with written tests and something interesting. the teacher must provide the opportunity for students to conclude what has been studied together. then the teacher provided comments on the results of students' conclusions and reinforced the material discussed in the google classroom. the teacher should also motivate students through the video footage shown or writing to study hard and maintain attitudes. the teacher also gave assignments to do at home both in groups and individually. either the questions were taken from the handbook or respond to new problems in society. evaluating english learning learning evaluation was carried out during the learning process and at the end of the lesson. during the learning process, evaluation was carried out by observing students' attitudes and thinking skills. the seriousness of doing the task, the results of exploration, the ability to think critically and logically in providing views/arguments, the willingness to work together, and responsibility together were examples of aspects that can be assessed during the learning process. evaluation at the end of learning was an evaluation of the innovative products produced by students. assessment criteria can be mutually agreed upon at orientation time. thus, an evaluation that can show student achievement is a continuous process of finding facts to conclude how the achievement describes students' strengths, abilities, and achievements, including conceptual understanding, reasoning and communication, and problem-solving. assessment in learning aims to improve the learning process by identifying cognitive conflicts that students have so that they need to be remedied, eliminated, or even replaced. in addition, the assessment is also to identify student learning strategies that can be most successful, inform students' strengths or weaknesses about their knowledge and approach, inform teachers to use them in learning so that they match the needs and abilities of students. teacher’s creativity in carrying out evaluations can take various forms. the teacher evaluates problem-solving tests, quizzes, midterm exams, final semester exams, or assignments done in class or homework. these evaluations are part of the pursuit system, which implements the curriculum, measuring the achievement of competencies and learning objectives. through google forms, the teacher can prepare the questions and the answers; it will make it easier for the teacher to score for students. english subject curricula could partially help english teachers overcome this problem by providing methodological guidelines. appropriate initial and in-service training could enable english teachers to acquire the necessary skills evoked in our interviews (bucur & popa, 2013). the results of the researchers' interviews with resource persons indicated that the evaluation was carried out to determine how far the students had mastered the material and know the success of the learning process. the learning process was effective or not. furthermore, the assessment results are helpful for student remedial or improvement programs and improvements to the learning process itself. the teacher argued that there are various forms of evaluation being developed. there are forms of performance, process, product, and portfolio. each of these forms has its purpose of assessing whether or not students have mastered specific basic competencies or subject matter. these evaluation forms can all be carried out in one basic competency, but only a few are suitable for use in specific basic competencies. teacher's creativity in this evaluation stage, through quizzes, daily tests, structured and unstructured assignments, midterm exams, and final semester exams. furthermore, evaluation was carried out in the form of performance (presentation, discussion, speech, drama), process (persistence, activeness, enthusiasm), products (clippings, and crafts), and portfolios. these assessments were based on essential competencies in each material discussed. in learning, the creativity that english teachers showed can be fostered by creating an online classroom atmosphere that allows students and teachers to feel free to study and explore essential topics of the curriculum. the teacher asked questions that made students think hard and then pursued students' opinions about big ideas from various perspectives. the teacher also encouraged students to demonstrate/demonstrate their understanding of essential topics in the curriculum in their way using video. discussion the inventiveness of instructors at smp 7 mustasyfa thabib kariadi, m. riyanton, & dini anggraheni planning and developing creativity through media-based learning in english language teaching 434 purwokerto in general, according to the instructors whom the researchers interviewed. first, they used google classroom, making it easier for teachers to execute the learning method by simplifying, distributing, and assessing assignments without meeting face-to-face. they claimed that google classroom is simple to customize to match the instructional materials. it offers all of the necessary features and instructional tools for use in an efl classroom. it aligns with gupta (2021), who claimed that google classroom is a platform for optimizing instructors' work processes and assisting teachers in saving time, controlling the classroom, and improving communication with students. furthermore, the usage of google classroom in this practice demonstrates that english teachers choose this platform because it allows them to save files or documents quickly. students can follow fast and offer them a grading procedure (abdullah, sulong, & rahim, 2020). the second is a powerpoint presentation. this media is thought to be appealing, and the instructional materials are simple to give and assist students in understanding concepts (el rouadi, & anouti, 2021). the majority of teachers worldwide used this medium to convey their materials both online and offline. because powerpoint includes multimedia assistance, most english teachers chose to utilize it for presentations in our survey. they claimed that powerpoint is simple to use and run. they can include anything they wish in their presentation, including movies, images, and audio. they claimed that powerpoint is simple to use and run. they can consist of anything they wish in their presentation, including movies, images, and audio. it agrees with azis and dewi (2020), who found that using powerpoint to improve students' speaking skills using movies, graphics, and audio was beneficial. in this study, english teachers used cambridge dict to produce their teaching materials, which included audio. they changed it so that pupils may hear the correct pronunciation of each english word. furthermore, this research discovered that english teachers used youtube videos to complete their presentations with smp 7 students. according to them, students were more interested in youtube with numerous modifications. it appeared to be more enjoyable and drew students' attention to learning. additionally, youtube is one of the most popular learning sites for english teachers all around the world. it is in line with kim (2021), who claimed that youtube for educational reasons is beneficial since it can be customized to meet teachers' learning goals and settings. kim (2021) also argued that using youtube to boost students' vocabulary acquisition can be done. students in this study were requested to watch videos from youtube links and write down any words they did not understand. teachers urged pupils to pay attention to the grammatical characteristics announced by native speakers in videos when practicing sentence analysis. its goal is to teach students how to think critically about grammar problems (kim, 2021). the last instructional medium used by english teachers with seventh-grade students was zoom meeting, a program that combines video conferencing and web meetings to give remote conferencing services (anggraheni et al., 2020). conclusion based on the research and data analysis findings was discovered that the creativity of teachers at smp 7 purwokerto, in general, developed in the pandemic era. the first to use google classroom, which aims to simplify, distribute, and assess assignments without meeting face-to-face, allowed teachers to implement the learning system more efficiently. students may have lost interest in the course if there was no visual representation of the content or auditory effects contributing to making the teaching and learning process more enjoyable. students would not absorb new and relevant knowledge as time passes because they did not learn anything from the classes due to a lack of enthusiasm and attentiveness. if we allow the situation to deteriorate, neither the teacher nor the students will profit. as a result, the link between the two parties will deteriorate. the creativity possessed by english teachers in planning english learning as follows: (1) planning learning prepares learning tools contained in the syllabus, and lesson planning plans which contain competency standards and basic competencies using powerpoint and google classroom; (2) preparing and making learning plans such as prepare the materials with some relate youtube link and the lessons; (3) creativity in the preparation of learning devices is arranged under the curriculum development desired by the school. doing assessment using google form and assess in google classroom. (4) english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 435 teacher's creativity in preparing learning tools is always student-centered, not teacher-centered. the teacher becomes an inspiration, motivator, and facilitator for their student. face to face is the right way to create chemistry with google meet or zoom. the daily communication was made with the what's app group. there are benefits to using media. students are less likely to become bored; teachers can teach more effectively because they do not have to explain as much, and the content may be read anywhere and at any time, regardless of time or location. teachers must be able to use technology, the school must offer more finances, the manufacturing process is highly sophisticated, and it is tough to correct problems in the media. it might be exhausting to unpack and start again with the media. references abdullah, m. h., sulong, m. a., & rahim, m. a. 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(2013). adult learning theories: implications for learning and teaching in medical education: amee guide no. 83. medical teacher, 35(11), e1561– e1572. http://doi.org/10.3109/0142159x.2013.828153 https://doi.org/10.33394/jollt.v%25vi%25i.3388 mustasyfa thabib kariadi, m. riyanton, & dini anggraheni planning and developing creativity through media-based learning in english language teaching 436 english review: journal of english education issn 2301-7554 vol. 4, issue 2, june 2016 https://journal.uniku.ac.id/index.php/erjee investigating age–based compliments in persian vahid shahidi pour phd candidate, sheikhbahaee university, isfahan, iran e-mail: vahid.shahidi72@gmail.com gholam reza zarei associate professor, english language center, isfahan university of technology, isfahan 84156-83111, iran e-mail: grzarei@cc.iut.ac.ir apa citation: shahidi pour, v. & zarei, g. r. (2016). investigating age–based compliments in persian. english review, 4(2), 275-288 received: 08-02-2016 accepted: 13-03-2016 published: 01-06-2016 abstract: the present study was an attempt to investigate differences in the use of compliments in persian across age as a social variable. data was gathered through a discourse completion task (dct) with imaginary situations in which 200 native persian speakers were asked to put themselves in those situations and give compliments. the results indicated that the most frequently used compliment strategies by persian native speakers were explicit unbound semantic formula and non-compliment strategies. however, the participants used 'other' strategies, future reference, contrast, and request strategies the least. the results also suggested the effect of age on the distribution of compliments. while the younger participants preferred non-compliment strategies the most, the older participants preferred explicit unbound semantic formula strategies the most. however, despite minor differences, all age-groups rarely tended to use future reference, contrast, request, and 'other' strategies. the results cashed light on the cultural and socio-cultural factors affecting the way people offer compliments. keywords: pragmatic competence, speech acts, compliments, discourse completion task (dct), social variables introduction the last two decades have witnessed a plethora of research on pragmatics and its different aspects, especially speech acts. speech acts appear to contribute significantly to construction of every day communication. the performance of speech acts entails sociocultural as well as sociolinguistic knowledge. sociocultural knowledge refers to the ability to select appropriate speech act strategies with respect to social variables of age, gender of the speaker, social class and status in interactions. sociolinguistic knowledge conforms to the skill at selection of appropriate linguistic forms, registers or levels of formality to express speech acts (leech, 1983). many people who communicate across linguistic and cultural boundaries have experienced communication breakdowns with people from different first language (l1) backgrounds. sociolinguists recognize that such intercultural miscommunication is partly due to different value systems underlying each speaker’s l1 cultural group (chick, 1996). different value systems are reflected in speech acts; therefore, improper interpretation of a certain 275 mailto:vahid.shahidi72@gmail.com mailto:grzarei@cc.iut.ac.ir vahid shahidi pour & gholam reza zarei investigating age–based compliments in persian speech act can cause misunderstanding of the speaker’s intention. among different speech acts, complimenting has attracted the majority of researchers' attention. this speech act involves both compliments and compliment responses which are loaded with cultural and socio-cultural factors and therefore require a great deal of pragmatic insight to properly employ and understand them. compliments are speech acts that frequently occur in everyday conversations. based on speech act theory proposed by austin (1962), a speaker produces three types of act: first, the locutionary act referring to the act of uttering (phonemes, morphemes, sentences) and also saying something about the world. the second type of act is the illocutionary act referring to the speaker's intention realized in producing an utterance. finally, the perlocutionary act is the third type of act referring to the intended effect of an utterance on the hearer. this classification reveals that in producing an utterance, not only we say something, but also we mean something from what we say, and we seek to have an influence on our interlocutor. on the basis of this classification, compliments are speech acts in which they can be seen as an illocutionary act. compliments are commonly defined as speech acts which explicitly or implicitly give credit to the addressee, for positive qualities which are appreciated by the speaker or even the whole speech community (holmes, 1988). the most common topics which receive compliments are: possessions, appearance, skills and achievements (holmes, 1988). compliments are often used to initiate, maintain, or terminate a conversation and they can also indicate gratitude and facilitate the conversational interaction by reinforcing the rapport between the interlocutors (jin-pei, 2013). wolfson (1983) metaphorically argues that compliments are used to “grease the social wheels” and thus to serve as “social lubricants” (p.89). however, although compliments seem to be simple at the first glance, they may act differently which leads to their complexity. while one of the most primary functions of compliments is to consolidate and increase solidarity between interlocutors (manes & wolfson, 1981), brown & levinson (1987) consider compliments primarily as face threatening acts (ftas). that is, as brown and levinson (1987) assert, complimenting is a kind of positive politeness strategy which addresses the hearer’s positive face with the complimenter noticing the complimentee’s interests and needs; at the same time, it can be perceived as a fta when the complimenter is understood to envy the addressee or try to obtain something belonging to the complimentee. likewise, holmes (1988) maintains that compliments may act both as positive politeness strategies increasing or consolidating solidarity between people as well as a threat to the negative face. in other words, compliments are a multi-faceted speech act with various types and features, and the acts can be regarded as either facesaving behavior or face-threatening (brown & levinson, 1987). in fact, in some cultures, or even within the same culture in some situations, a compliment used by a complimenter makes the complimentee feel good; meanwhile, in the others, it connotes negatively that the complimenter aims to take advantage of the complimentee’s good qualities, which possibly causes embarrassment. the actual effect of a compliment on the complimentee can sometimes be very different from what the complimenter 276 english review: journal of english education issn 2301-7554 vol. 4, issue 2, june 2016 https://journal.uniku.ac.id/index.php/erjee has in mind. for example, in some cultures it is common for people to compliment on others’ appearance while in others it can be totally misinterpreted. similarly, golato (2005) believes that the same utterance can be compliment, interruption, reproach, sarcasm or tease in different cultures or situations. as tang and zhang exemplify, “while ‘you look lovely today’ may make an english woman’s day, it may well make a chinese woman uncomfortable and even somewhat resentful” (2009, p. 326).that is why the speech act of complimenting can be sometimes very complicated and confusing. hence, how to pay appropriate compliments, how to identify them and how to give appropriate responses are important aspects of communicative competence that everyone in a given society needs to develop in order to avoid pragma-linguistic and socio-pragmatic failure (brown, 2007). it seems that studying complimenting, as yuan (2001) points out, can enhance our understanding of a people‘s culture, social values, social organization, and the function and meaning of language use in a community. on the other hand, learning a second language has become a considerable issue for many people who go across linguistic borders. whatever they are looking for, they have to achieve a proper level of proficiency coupled with sociocultural norms in the second language to become a member of a new culture and simply to survive there (long& doughty, 2003). persian can be a second or foreign language (psl/pfl) whose pragmatic strategies may differ significantly from other languages. thus, if the new member does not know the proper strategies used in, for instance, persian requestive speech acts, his/her request will be rejected due to being considered as an eccentric, if not an impolite one. persian, as sharifian (2005) asserts, has received a great deal of scholars' attention for its complex sociocultural system. in fact, foreign language speakers not only should acquire grammatical competence to achieve linguistic accuracy, but also need to internalize sociolinguistic rules to help them use appropriate language. in addition, wolfson (1989) claims that nonnative speakers of a language are easy to forgive for an error in grammar or pronunciation; however, a pragmatic one can cause an offense. native speakers of any language acquire such competence during their learning of language and use pragmatic rules unconsciously in interaction with others. non-native speakers, however, as bardovi-harlig (2001) holds, differ significantly in their performance even if they have access to good amount of pragmatic input. several researchers (e.g., bardovi-harlig, 2001; kasper 1997) claim that learners of high grammatical proficiency do not necessarily possess comparable pragmatic competence. even grammatically advanced learners may use language inappropriately and show differences from target-language pragmatic norms. although lots of studies have been conducted so far on complimenting, only a few have worked on the relationship between different strategies of compliments used by native speakers across social variables in persian. a majority of studies have attempted to compare different ways of complimenting and responding to compliments across different languages, communities, and cultures (see, for example, huth, 2006; jin-pei, 2013; sadeghi & zarei, 2013), or others have taken other factors such as gender differences in only compliment responses in english into consideration (see, for example, heidari, rezazadeh, & eslami-rasekh, 2009; mohammad277 vahid shahidi pour & gholam reza zarei investigating age–based compliments in persian bagheri, 2015). however, to the best of the authors' knowledge, there has been little research investigating compliments in persian in relation to age. therefore, the current study aims at investigating the relatively unexplored compliment strategies employed by native speakers of persian across the social variable of age since there seems to be a gap in literature regarding this issue. the authors’ hope is that the findings of this study can contribute to the interlanguage pragmatic competence of both iranian learners of other languages and those who want to learn persian as their second or foreign language. motivated by the abovediscussed issues, the study thus tries to find out what major categories of compliments are used by native speakers of persian and whether or not these features are influenced by their age. method on the basis of the social variable, age, considered in the study, 200 persian native speakers were selected from different age groups (50 under18, 50 between18-30, 50 between 31-40, and 50 above 40 years old). it has to be noted that100 of the participants were male and 100 were female from various occupations, educational levels, and cities of iran including tehran, isfahan, mashhad, shiraz, qom, zanjan, qazvin, and urmia in order that they could be as representative of the target population, iranian people, as possible. the sites from which participants were chosen were as diverse as possible, as follows: parks, streets, academic settings, family gatherings, markets, e-mails, and social networks. one way to collect data in the area of pragmatics, as mackey and gass (2005) offer, is through discourse completion task (dct). yuan (2002) defines dct as a written questionnaire that contains a number of hypothetical scenarios or situations used to elicit a certain speech act. participants are required to supply, in writing, what they would say in real life if similar situations happen to them. it is worthwhile to note that data collected via this method do not always correspond to natural data (aston, 1995; hartford & bardovi-harlig, 1992). the way a researcher collects data from the participants may influence the results. dcts are in a crucial sense metapragmatic in that they explicitly require participants not to conversationally interact, but to articulate what they believe would be situationally appropriate responses within possible, yet imaginary, interactional settings. this suggests that the dct is a valid instrument for measuring not pragmatic action, but symbolic action (golato, 2003, p. 92). in fact, data collected through a dct can be different from those collected thorough other methodological approaches (e.g., recording spontaneous speech). despite their limitations, dcts have been widely used as controlled elicitation tools to collect data in the fields of pragmatics, intercultural communication, and second language acquisition, mainly because their simplicity of use and high degree of control over variables lead to easy replicability (yuan, 2002). likewise, golato (2003) offers some advantages of dcts over other methods of data collection such as allowing the researcher to control for certain variables (i.e. age of respondents, features of the situation, etc.) and to quickly gather large amounts of data without any need for transcription, thus making it easy to statistically compare responses from different speakers. 278 english review: journal of english education issn 2301-7554 vol. 4, issue 2, june 2016 https://journal.uniku.ac.id/index.php/erjee taking dcts’ advantages and disadvantages into consideration, the present study employed a dct developed by yuan (2002) and translated into persian to elicit data from the participants. the current persian dct was checked, modified, and verified for their authenticity of language by several native speakers of persian. it started by asking demographic questions regarding the participants’ gender and age. the dct questionnaire was designed to explore the possible compliment strategies used by persian native speakers. positive characteristics of the complimentee such as appearance, possession, kindness, and ability are common objects of compliment (yuan, 2002). as table 1 indicates, eight topics or scenarios which aimed to reveal such characteristics were described to the participants so that they could have a clear picture of what the topic is, and what the relationship between the speakers is. the participants were asked to play the role of the complimenters and pay compliments. table 1. topics of compliments in dct questionnaire context topic object of compliment 1 your classmate helped earthquake victims. kindness and generosity 2 your friend fixed your laptop. ability 3 your friend listened to your problems. kindness 4 your classmate made good presentation. ability 5 your friend bought a new cell phone. possession 6 your friend is wearing a fashionable shirt. attire 7 your classmate got a new laptop. possession 8 your neighbor is wearing a new shirt. attire the procedures followed in this study were divided into two main stages. first, based on the social variable, age, considered in the study, 200 male and female persian native speakers living in different cities of iran were selected. in the second stage, the persian dct was made available to the participants in a variety of ways, including direct encounters, electronic communication, friends, registered posting, and relatives who were given adequate time to complete the questionnaires at their own pace. the collected date were organized and prepared for further analyses. results and discussion the present study employed a framework proposed by yuan (2002) to analyze different compliment patterns used by the participants. the participants’ responses to the situations provided were divided into three types: compliment, non-compliment and opt out (see table 2). according to yuan (2002), semantic formulas for compliments can be divided into two types: unbound semantic formulas and bound semantic formulas. unbound semantic formulas refer to those expressions that can function independently as compliments, while bound semantic formulas refer to those responses that cannot be considered as compliments by themselves but must be attached to or co-occur with one of the unbound semantic formulas to be interpreted as part of a c. for example, in context 5 (buying a new cell phone), a response from one participant was “where did you buy this?” this response is not regarded as a valid compliment because it 279 vahid shahidi pour & gholam reza zarei investigating age–based compliments in persian is more of a question seeking an answer of place of shopping rather than a c. it must co-occur with a bound semantic formula to be interpreted as part of a c. unbound semantic formulas can be further divided into two sub-types: explicit compliments and implicit compliments. explicit compliments refer to compliments outside of context, being realized by a small set of conventional formula (herbert, 1997). explicit compliments are also defined as those responses that carry at least one positive semantic value (jin-pei, 2013). implicit compliments are those in which the value judgment is presupposed and/or implicated by gricean maxims (herbert, 1997). therefore, the positive value of an expression can be inferred from what is said in a particular situation. bound semantic formulas include explanation, information question, future reference, contrast, advice and request. explanation alone cannot be regarded as a compliment. but it co-occurs with an explicit semantic formula. information question is used in addition to the explicit semantic formula by the complimenter to ask more information about the complimentee’s qualification. a complimenter can use future reference to note that the complimentee will have a great future due to his/her good quality. contrast refers to the case that the complimenter compares or contrasts the qualification of the complimentee to that of another one. advice refers to the case that besides giving a c, the complimenter also gives advice to the complimentee. in some contexts, the complimenter makes some requests to the complimentee which is referred to the request compliment strategy. on the other hand, noncompliment refers to responses that cannot be seen as compliments, be it either mere expression of thanks, or bound semantic formula occurring on their own, or replies that do not carry any positive meanings. finally, opt out refers to the cases where the participants indicate that “i would not say anything” when a compliment is expected in that situation (jin-pei, 2013). table 2. yuan’s (2002) framework of compliment strategies compliment (c) strategies context example unbound semantic formula explicit c your friend bought a new cell phone. what a nice cell phone you have. implicit c i wish i could have a cell phone like yours. bound semantic formula explanation your friend fixed your laptop. i saw how difficult it was to fix my laptop. information question where did you learn to fix it? future reference you have a bright future in fixing laptops. contrast i think you are more helpful than your brother. advice you’d better open a laptop store. request can you check my cell phone too? non-compliment your friend listened to your problems. sorry to take your time. opt-out your neighbor is wearing a new shirt. i would say nothing. 280 english review: journal of english education issn 2301-7554 vol. 4, issue 2, june 2016 https://journal.uniku.ac.id/index.php/erjee to address the major compliment types in persian, the present study elicited 1598 different compliments from 200 persian native speakers in different situations. as indicated in table 3, the most frequently used compliment strategy by persian native speakers was explicit unbound semantic formula. it accounts for 35.16% of the 1598 compliment tokens elicited through dct. this finding corroborates yuan’s (2002) observation that people tend to make direct and positive statements when they pay compliments. elsewhere, jin-pei (2013) in his study reached the similar result that the most frequently used compliment strategy by philippine english speakers was explicit semantic formula. such finding also lends credence to that of herbert (1991), who studied polish compliments and reported that more compliments were explicit and adjectival ones such as 'nice', 'great', and 'lovely'. moreover, it is in harmony with yu's (2005) finding that chinese and americans offered compliments directly rather than indirectly. yu went on to argue that compliments reflected genuine admiration among the chinese people rather than solidarity; therefore, they tended to compliment on the ability of addressees. the high frequency of explicit compliments may be attributed to the fact that people, including iranians, usually employ compliments to have a positive effect on interpersonal relations; therefore, they try the most explicit ones to strengthen solidarity. for example, participants made use of the following compliments which explicitly valued the complimentees' positive qualities (in all the examples, the italics are persian and the non-italics are their english equivalents): 1. che mobile bahali dari! what a nice cell phone you have! 2. kheili khoshgel shodi emshab! you are so pretty tonight! however, persian speakers often tend to offer compliments whether they really admire the qualities of addressees or not since the truthfulness of compliments was less important than adab or politeness and ehteram or respect. as a consequence, they prefer to pay more explicit compliments to express their politeness and respect more. on the other hand, it is worthwhile to recall that the kind of data collection technique used in a study influences the results. the dct used in the present study might favor the production of compliments which were direct explicit formulas. but if one adopts a different methodological approach (e.g., recording spontaneous speech), results will be probably different. in this regard, the relatively frequent use of explicit compliments is not supported by barnlund and araki's (1985) finding that japanese people tended to offer compliments nonverbally and implicitly rather than verbally and explicitly. such discrepancy can be explicated through both cross-linguistic and cross-cultural differences as well as research methodology differences. in the case of the latter, while the present study used questionnaires to elicit data, barnlund and araki conducted questionnaires as well as interviews. these two data collection techniques might result in producing different data. the second most frequently used strategy was non-compliments which accounts for 27.72% of the total responses. these findings are in line with those of yuan (2002) and jin-pei (2013), who found that the most frequently used compliment strategies by the participants were explicit semantic formula and then non-compliments. the relatively high frequency of noncompliments, i.e., not paying compliments when the situation calls for 281 vahid shahidi pour & gholam reza zarei investigating age–based compliments in persian them, may be due to the fact that the respondents are not able to distinguish expression of thanks from expression of compliments since there are no sharp borders between the two things. on the other side, the point is not only that respondents are not able but that in real situations there might be an intrinsic ambiguity or that the respondents intend to use an avoidance strategy. participants, for example, simply tended to thank rather than pay compliments when compliments were expected. in the following case, it seems more common for more people to thank the interlocutor because he/she has been listening to them for a long time than to compliment his/her kindness. hence, it is important to consider a role that topics of compliments have to play in determining types of compliments. 3. merci ke be harfam gosh dadi! thank you for listening to me! 4. dastet dard nakone! thank you! however, the participants made use of other strategies, including offer, prayer, and blame, future reference and contrast strategies the least which amounted to 0.43%, 1.37%, and 1.37% of the total tokens, respectively. these findings are consistent with yuan's (2002) and jin-pei's (2013), who reported that other strategies (such as joke, blame, and offer), future reference, contrast, advice, and request were among the least popular compliment strategies. in fact, the low frequency of such strategies is related to the fact that they may have more potentiality to function both as positive politeness strategies consolidating solidarity between people as well as a threat to the negative face more than other strategies, namely, explicit ones. use of ironic or ambiguous sentences as compliments, for example, could simply lead to misunderstanding and miscommunication especially when the interlocutors are less familiar with each other. as brown and levinson (1987) point out, they can be understood or misunderstood as ftas rather than face-saving behavior. table 3. distribution of compliments across participants compliment strategy frequency percentage explicit 562 35.16% implicit 111 6.94% explanation 91 5.69% information question 148 9.26% future reference 22 1.37% contrast 22 1.37% advice 57 3.56% request 36 2.25% non-compliment 443 27.72% opt-out 99 6.19% other 7 0.43% total 1598 100% the next area of investigation aimed to see whether different age groups would affect the type of compliments. to answer this question, 1598 compliments were collected from four different age groups. as table 4 shows, different age groups also affected the type of compliment strategies among 282 english review: journal of english education issn 2301-7554 vol. 4, issue 2, june 2016 https://journal.uniku.ac.id/index.php/erjee the participants. younger participants (the under-18 group) used noncompliment and explicit strategies the most, accounting for 35.76% and 25.69%, respectively. the least frequently used strategies by the participants under 18 were future reference and contrast, making up about 0.50% and 0.75% of the total tokens, respectively. the popularity of non-compliments among younger participants may be due to the fact that they cannot distinguish expression of thanks from expression of compliments or they intentionally use an avoidance strategy. another reason is that they think that using expression of thanks would suffice for these situations and using other strategies would function as ftas. they believe that compliments can be an act of judgment which makes addressees embarrassed, especially if their addressees are different from them in terms of age, gender, or social class. in addition, in the compliment exchanges, explicit unbound semantic formula strategies occurred most frequently among other age groups including the 18-30, the 31-40, and the above-40 groups, accounting for 36.88%, 44.41%, and 33.24%, respectively. the second most frequently used strategy by the 18-30, the 31-40, and the above-40 groups was non-compliment which amounted to 25.24%, 22.08%, and 28.05%, respectively. as discussed earlier, most people prefer to make more direct and positive statements when they give compliments to express more solidarity and politeness. that is why people above 18 used explicit semantic formulas to offer compliments. people under 18 are perhaps less confident and sociable to pay compliments explicitly and prefer to only thank their interlocutors for positive qualities. another reason behind the relative popularity of non-compliments among participants may lie in a fact that the older participants usually employed multiple expressions to compliment when the situation calls for compliments. they first began with expressions of gratitude and went on with direct and positive statements. for example, one participant made use of the following expressions simultaneously to thank his addressee and value his ability in fixing laptop to show politeness and develop solidarity: 5. dastet dard nakone. vaghean mokhet kar mikone. kheily bahooshi. thank you. your brain really works. you are so intelligent. on the other hand, the between18-and-30 participants made use of other (0.49%) and future reference (1.23%) strategies the least. the between-31-and40 participants employed other strategies (0.24%) and contrast (1.45%) the least. finally, the participants who were above 40 years old never used other strategies (0.00%) and used request (1.03%) the least. it is worth recalling that, irrespective of age, such strategies are more likely to act as either face-saving or face-threatening behavior than others such as explicit compliments; therefore, people rarely tend to use them. another reason of low percentage of such strategies may be again related to the way that data were collected. dct questionnaires often ask participants to pay compliments in different situations. therefore, they simply prefer to offer more explicit compliments when questionnaires call for compliments than compliments which are perceived as advice, request, etc. and thus as ftas. for example, such strategies would be employed more if the study, in addition to questionnaires, used other data collection techniques. 283 vahid shahidi pour & gholam reza zarei investigating age–based compliments in persian table 4. distribution of compliments across age groups compliment strategy frequency percentage -18 18-30 31-40 +40 -18 18-30 31-40 +40 explicit 102 149 183 128 25.69% 36.88% 44.41% 33.24% implicit 40 25 15 31 10.07% 6.18% 3.64% 8.05% explanation 11 23 28 29 2.77% 5.69% 6.79% 7.53% information question 37 48 33 30 9.31% 11.88% 8.00% 7.79% future reference 2 5 8 7 .50% 1.23% 1.94% 1.81% contrast 3 6 6 7 .75% 1.48% 1.45% 1.81% advice 10 16 17 14 2.51% 3.96% 4.12% 3.63% request 15 10 7 4 3.77% 2.47% 1.69% 1.03% non-compliment 142 102 91 108 35.76% 25.24% 22.08% 28.05% opt-out 31 18 23 27 7.80% 4.45% 5.58% 7.01% other 4 2 1 0 1.00% 0.49% 0.24% 0.00% total 397 404 412 385 100% 100% 100% 100% conclusion the present study attempted to investigate compliments in persian, in general, and the effect of age on the distribution of them, in particular. generally, persian native speakers tended to use explicit unbound semantic formula to compliment. however, the participants rarely used 'other' strategies, including offer, prayer, and blame. taking the age of the participants into account, younger participants used noncompliments the most and future reference strategy the least. in addition, the most frequently used strategies by the participants above 18 was explicit unbound semantic formula ones. at the same time, the between-18-and-30 and the between-31-and-40 groups hardly ever employed 'other' strategies and the participants who were above 40 years old never used such strategies. the findings confirmed that language and culture were closely interrelated. they also corroborate those of other studies suggesting that languages differ from one another in terms of speech acts and their linguistic realizations (holmes & brown, 1987; wolfson, 1982). every language speakers' compliments need to be analyzed in their social and cultural contexts. speech events in general, complimenting in particular, are mainly dependent on shared beliefs and values of the speech community coded into communicative patterns, and thus could not be interpreted apart from social and cultural context (halliday, 2003; yousefvand, 2010, 2012). on the whole, the findings have revealed that persian speakers tend to make direct and positive statements when they give compliments. however, the high frequency of non-compliments among persian speakers may be due to the fact that they fail to distinguish the speech act of gratitude from that of compliment giving since the boundaries between them are blurred. hence, the nature and the felicity conditions of compliments should be focused and the difference between compliments and gratitude should be explained. if foreigners are consciously aware of the pragma-linguistic and socio-pragmatic similarities and differences between their native languages and persian, negative effects of transfer will most probably be avoided. findings can also have some implications for foreigners who particularly wish to interact with persian 284 english review: journal of english education issn 2301-7554 vol. 4, issue 2, june 2016 https://journal.uniku.ac.id/index.php/erjee speakers. foreigners should pay attention to different cultural concepts governing compliments in persian. compliments in persian are particularly employed to have a positive effect on interpersonal relations; hence, they need to be handled appropriately for the outcome actually to be positive. iranian people, like many people around the world, seem to be very careful about status, adab or politeness, and abero or face and try to show their statusconsciousness in their interaction. findings of the study can be helpful to the understanding of compliment strategies in persian, especially the parts in which social variables interact with them. the findings may shed light on the pragmatic knowledge of the respondents and the cultural and socio-cultural factors which affect the way people compliment. such results can present valuable insight into the cultural norms which dominate any society. therefore, studying complimenting can enhance our understanding of a people‘s culture, social values, social organization, and the function and meaning of language use in a community (yuan, 2001). also, they can be helpful for those teachers whose students are psl/ pfl learners. teachers can use the results of the study in their syllabi to teach them the socio-linguistic differences existing between persian and their students' languages. furthermore, the findings may also provide materials developers of second languages with insight into effective ways to promote sociolinguistic competence in second language learners (billmyer, 1990). speech acts and other pragmatic features of language should be high on the agenda. both teachers and material developers are strongly recommended to pay more attention to this aspect of language. as any similar study, this study had some limitations. the main limitations of the study were its number of participants, variation of participants, and data collection method. there were only 200 male and female participants from different age groups. it also used only a dct to collect data. so, further research can be conducted on a larger scale and with a variety of participants from different social variables, for example occupations or educational levels, and with a variety of compliment topics, and should also make use of various tools for collecting data, for example recording spontaneous speech, since data elicited through a dct will be different from those elicited through other techniques. last but not least, all the situations in the dct mainly concerned the interaction between two friends. further research can also consider other contextual variables such as power, gender, and familiarity. references aston, g. 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(1989). perspectives: sociolinguistics and tesol. newbury house publishers, new york. yousefvand, z. (2010). study of compliment speech act realization patterns across gender in persian. arizona working papers in sla & teaching, 17, 91-112. yousefvand, z. (2012). a sociolinguistic perspective: compliment response patterns in persian. the internet journal of language, culture and society, 34, 68-77. yu, m. c. (2005). sociolinguistic competence in the complimenting act of native chinese and american english speakers: a mirror of cultural value. language and speech, 48(1), 91-119. yuan, y. (2001). an inquiry into empirical pragmatics data-gathering methods: written dcts, oral dcts, field notes, and natural conversations. journal of pragmatics, 33(2), 271-292. yuan, y. (2002). compliments and compliment responses in kunming chinese. pragmatics, 12(2), 183-226. 287 vahid shahidi pour & gholam reza zarei investigating age–based compliments in persian 288 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 555 form and modulation of metaphor translation to indonesian of vingt-milles lieues sous les mers of jules verne yusi asnidar universitas negeri jakarta, indonesia email: yusiasnidar_7317157789@mhs.unj.ac.id m. syarif sumantri department of applied linguistics, postgraduate studies, universitas negeri jakarta, indonesia email: syarifsumantri@unj.ac.id ninuk lustyantie department of applied linguistics, postgraduate studies, universitas negeri jakarta, indonesia email: ninuk.lustyantie@unj.ac.id apa citation: asnidar, y., sumantri, m. s., & lustyantie, n. (2022). form and modulation of metaphor translation to indonesian of vingt-milles lieues sous les mers of jules verne. english review: journal of english education, 10(2), 555-564. https://doi.org/10.25134/erjee.v10i2.6255 received: 27-02-2022 accepted: 28-04-2022 published: 30-06-2022 introduction language and cultural diversity is not only a phenomenon, but also an important foundation in foreign language teaching which is regulated in the european language teaching frame of reference, namely cefr (council of europe, 2020). plurilingualism is presented in the cefr as a changing competence, in which the learner’s resources in one language or variety may be very different in nature to those in another (council of europe 2018). the council of europe refers to this competence as the repertoire of resources which the students acquire in all the languages they know or have learned, and the cultures associated with them (beacco, jean-claude, byram, cavalli, coste, cuenat, goullier, and panthier, 2016). it is indeed essential that students gain knowledge and understanding of different languages so that they develop social and intercultural understanding, but in order to achieve this, plurilingualism needs to be promoted in the classroom (chabert, 2018), and it is marked by the move from language separation to integration of languages in the classroom (piccardo, antony-newman, chen, & banafsheh, 2021). the abstract: this research aims to gain an in-depth understanding of the form and modulation of metaphor translation from french to indonesian, its use in the communicative context of speech events. furthermore, this study also looks at the relevance of the results of the translation of the form and modulation with mediation, plurilingual and pluricultural competences in the cefr european standard language proficiency. the data sources used are the novel vingt-milles lieues sous les mers by jules verne and its translated novel 20.000 mil di bawah laut by nh dini. the data in this study is a metaphor in a broad sense. the most dominant form of metaphor translation used is reproduction. next, there are substitutions and paraphrases. the combined form of reproduction+paraphrasing is found in the vlm metaphor translation. equivalence of meaning is obtained by using explicit and implicit modulation, special and general meanings, and point of view. the context of speech events contributes to producing an equivalent and natural translation. the results of this translation indicate that translation activities are complex language activities and require precision and accuracy. translating literary works requires cultural mastery and an advanced level of linguistic mastery. the competencies are described in the petra project terms of reference contained in the cefr 2020 and cecrl 2018 terms of reference. translating skills require guided practice acquired through a well-oriented education. the ability to understand metaphors and other cultures and be able to compare them by providing analogies in the local culture is a plurilingual and pluricultural competence. keywords: metaphor; forms of metaphor translation; modulation; mediation competence; plurilingual and pluricultural competence. yusi asnidar, m. syarif sumantri, & ninuk lustyantie form and modulation of metaphor translation to indonesian of vingt-milles lieues sous les mers of jules verne 556 language teaching curriculum should place plurilingualism and pluriculturalism as important components in teaching, including mediation activities, one of which is translating text. along with the development of science and information technology, the need for translation is currently increasing. the cultural representation in the novel can be seen from the choice of words and the use of figurative expressions. one of the figurative forms that are often found in literary works is metaphor. dubois (2002) explained that metaphor is a figure of speech or figurative expression commonly used in rhetoric. metaphor is a concrete word that describes an abstract concept. hence, metaphor is defined not as a deviant linguistic representation but as the result of conceptual metaphors through which the underlying concept is expressed by a linguistic element (aprouz & mohammadi, 2022). metaphor is a concern in the field of cognitive linguistics, which was first coined by lakoff and johnson (1980). metaphors can be general in nature, but they can also be specific and can be influenced by certain cultures. in line with this, lustyantie and dewi (2020) emphasized that language does not only determine cultural styles, but also ways of thinking. translators often experience difficulties in translating metaphors. therefore, the translation of metaphor was handled under the cognitive framework by taking into consideration that each linguistic metaphor is created by the human cognitive system, through which things and events are conceptualized by using the experiences in a particular culture (hastürkoğlu, 2018). in literacy translation, there is even a term of untranslatability which some scholars have used this idea to mediate, comprehend, and translate the linguistic and cultural differences (fani, 2021). as putranti (2018) stated, translation is concerned with not only transferring message written in one language into another language accurately, but also obtaining the naturalness of message delivery, so that equivalent translation can be produced. larson in rahmatillah (2017) mentioned four points of translation difficulties reasons: (1) the components of meaning are always packed in the points of lexical (words) but the way translators transfer the words maybe different between the sources to the target language. (2) the components of the same meaning may appear in different words. (3) a certain word could be used to represent multiple meanings. (4) a meaning can be expressed with many different kinds of words. despite the difficulties, metaphor is an indispensable reality of translation that should be encountered by translators (supardi, 2018). metaphors can be translated through three techniques (snell-hornby 2006; baker, 2011), namely; 1) translating sl metaphors into metaphors that have the same equivalent (procedure m→m), 2) translating metaphors with different metaphors, but with the same meaning (procedure m1→m2) which results in substitution forms, 3) translating sl metaphors with nonmetaphors / paraphrases (procedure m1→p). in the translation process, the shift includes not only form, but also meaning, which is known as modulation. /meaning, which is also known as modulation. modulation is generally divided into changing the point of view, general/special meaning coverage, and explicit/implicity (durjava, 2012). through the medium of the translator’s voice, multiple linguistic and cultural framings are brought into relation so that meanings may be communicated across linguistic and cultural boundaries (liddicoat, 2016). this is in line with gonzález-davies (2019), believing that aside from linguistic skills required in translation, intercultural mediation skills are necessary required as well. according to hartono (2011), modulation is a procedure when there is a change in point of view, focus or cognitive category in the source language text, both lexically and structurally. this procedure has the characteristic of changing the point of view of the category focus in the source language, both lexically and structurally. machali (2000) explained that meaning shift or modulation can be done by lexical substitution which is divided into two, namely concretization and generalization. based on the various types of modulation proposed by vinay and dalbernet (1977) and durjavu (2012), it can be simplified into 1) a change of point of view, 2) the scope of general and specific meanings, and 3) explicitation / implicit. this study used a combination of the theories of vinay and dalbernet (1977), and durjava (2012). metaphor cannot be translated literally; it has to undergo some adjustment or alteration (hong & rossi, 2021). this adjustment is called as mediation. mediation is the intervention of a translator in a process of finding equivalents which english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 557 can be in the form of word choice, grammatical form, or phonology. mediation concerns how far the translator intervenes in the transfer process, incorporating his knowledge and belief in the translation process (hatim & munday, 1997). mediation frames the act of translation as a complex engagement with meanings across languages and cultures (katan, 2013). it is also emphasized in hoed (2003) that mediation mainly occurs in the translation of culturally charged texts, such as fairy tales, children's stories, literary works, philosophical works, and religious texts. translation is a form of mediation that aims to facilitate the pluricultural sphere as seen in mediation activities and strategies described below in the european language curriculum reference framework (council of europe, 2020). figure 1. mediation activities and strategies in the reference to the petra project (2016), mediation competence in transferring messages includes the knowledge, skills, and attitudes needed to translate into tl at the required level. these capabilities are described as follows. (1) understanding st. (2) identify translation problems. (3) knowledge of translation strategies. (4) implementation of translation strategies. (5) production of tsu. (6) justification of translation. (7) literary approach. (8) literary creativity. media activities translating texts are closely related to aspects of plurilingualism and pluriculturalism. plurilingual and pluricultural competence are defined as the competence to communicate with language and interact in culture owned by someone who masters (to varying degrees) several languages and has experience interacting with various cultures (to varying degrees). typically, individuals who have high ppc levels are aware of similarities and differences among cultural groups and comfortable navigating between and among cultures (galante and dela cruz, 2021). plurilingual approaches empower learners through recognition of their plurilingual repertoire and their diverse knowledges and identities (canagarajah, 2013; galante, 2019, 2021; lin, 2013). this concept was first coined by coste, et al. in beacco et al., (2016). these competencies include the use of pluricultural repertoire, plurilingual understanding, and the use of plurilingual repertoires (conseil de l’europe, 2018). figure 2. plurilingual and pluricultural competence plurilingual and pluricultural competence exploit pluricultural repertoire plurilingual comprehension exploit pluricultural repertoire yusi asnidar, m. syarif sumantri, & ninuk lustyantie form and modulation of metaphor translation to indonesian of vingt-milles lieues sous les mers of jules verne 558 a review of several previous research results that are relevant to this study aims to find a gap between previous research and this research. olynyk (2014) in his article discussing the metaphor translation strategy by maintaining metaphorical and non-metaphorical forms in ukrainian focuses on the theory of metaphor translation proposed by newmark (1988). hemphill (2019) examined the importance of identifying conceptual metaphors and analyzing them first before translating text techniques. shi (2014) examined the translation of metaphors from english to chinese using two main strategies, namely domestication and foreignization. in this case, the translation is based on three procedures: 1) finding a suitable conceptual metaphor in the target language, 2) the cultural techniques involved in the metaphor must be maintained as well as possible, and 3) the technique of translating the metaphor that is culturally specific and unique. we should use a translation strategy that is in accordance with the purpose and function of the metaphor itself. based on the descriptions of articles relevant to the research, translation has an important role in the development of civilized society that upholds cultural diversity and democratic life. translation is a mediation activity that is the main concern in the framework of reference for the european language teaching curriculum, namely cefr (council of europe, 2020). there are four main types of linguistic activities, namely understanding, production, interaction and mediation. this shifts the old paradigm that views the four language activities of oral comprehension, spoken production, written comprehension, and written production. the aspects of plurilingualism and pluriculturalism promoted by the division of linguistic policy of the council of the european union are the primordial elements in foreign language teaching. plurilingualism, with its embedded construct of plurilingual and pluricultural competence (ppc) (which we elaborate on below), encompasses an explicit and equal emphasis on the cultural dimension (pluriculturality) which is essential to language pedagogy (chen, karas, shalizar, & piccardo, 2022). of course this is closely related to mediation competence. the translator as a mediator is responsible for producing translations that are accepted by the community and commensurate with emphasizing the meaning to be conveyed. mediation competence, which cannot be separated from plurilingual and pluricultural competencies, plays an important role in translation activities, especially the translation of metaphors which are closely related to sl culture. the complexity and description of the processes that occur in translation implies the importance of teaching translation. this is the background of this research to review the form and modulation of metaphor translation from french (sl) to indonesian (tl) and its relevance in developing mediation, plurilingual and pluricultural competencies in the common european framework of reference for languages. /cefr). instead of saying equivalence of meaning, many theorists give the term functional equivalence or skopos theory: a translated text must produce the same aesthetic effect as the original text. to be precise, equality in the exchange of values. therefore, this research novelty is formulated in the problem of the research as follows: (1) what is the form of translation used in translating metaphors? (2) how is modulation used in metaphor translation? (3) how is the relevance of the form and modulation of metaphor translation with the development of mediation, plurilingual, and pluricultural competencies in the european standard language proficiency terms of reference (cefr)? method this study uses a qualitative approach because the data collected is in the form of words. this is one of the main characteristics of qualitative research as stated by creswell (2012). the method used is a qualitative content analysis method. as stated by kripendorff (2004) that qualitative content analysis is a research methodology that analyzes textual information systematically which is then standardized to produce interpretations. the analysis step is to match the metaphors contained in the french novel and its translation, then analyze the translation form, then determine the modulation used, explain the factors that cause the use of form and modulation in the translation of the metaphor, as well as its relevance to mediation skills, plurilingualism, and pluriculturalism in the scope of the cefr. this study was designed by using wiersma (1986) method. the researcher determined the research focus, submitted a research statement, english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 559 collected research data, and validated the data. furthermore, the researcher analyzed and interpreted the research findings, until at the final stage, the researcher conducted verification and drew conclusions from the research results. this design is also in accordance with the components of qualitative data analysis presented by miles and huberman (2014), namely data collection and reduction, data presentation, and drawing conclusions. the sources of data in this study are metaphors contained in: (1) the novel vingt-mille lieus sous les mers, (2) 20,000 miles under the sea by nh. early. the qualitative data collection techniques used according to this research are documents and indepth interviews as well as verifying the comparison of meanings in the french-french dictionary and the big indonesian dictionary. results and discussion results the metaphors collected as data are metaphors in a broad sense, namely all forms of figure of speech, idioms, and proverbs contained in the french novel as a source language (sl) by jules verne, entitled vingtmille lieues sous les mers (vlm) and the translation results. into indonesian as the target language (tl) in the novel translated by nh. early, 20,000 miles di bawah lautan (dbl). there are 156 metaphors found. the metaphors are collocations in the form of phrases, clauses, and sentences. metaphor translation produced reproductive forms, namely replicating the same form with a total of 92 with a percentage of 59%, substitution, replacing the sl metaphor with a different metaphor with a number of 39, with a percentage of 25%, paraphrasing, using non-metaphorical forms, amounting to 22 with a percentage of 14%, and combined forms of reproduction + paraphrasing as much as 3 with a percentage of 2%. table 1. metaphor translation form percentage form of metaphor total percentage reproduction 92 59 % substitution 39 25% paraphrase 22 14% reproduction +paraphrase 3 2% figure 3. form of metaphor translation metaphor translation modulation the translation of metaphors using explicit/implicit modulation is 73 with a percentage of 41%. furthermore, there is the use of general and special modulation, namely a shift in meaning that experiences an expansion of meaning from specific to general, and narrowing of meaning from general to specific, totaling 35 with a percentage of 10%. the use of point of view modulation is 27% as much as 25%, and the use of combined general/special + explicit/implicit meaning modulation is 21 with a percentage of 15%. table 2. percentage of translation modulation modulation total percentage explicitation/implicitation 73 47 % general and specific 35 22 % point of view 27 17% general/specific+ exp/imp 21 15% figure 4. the use of translation modulation discussion reproduction metaphor yusi asnidar, m. syarif sumantri, & ninuk lustyantie form and modulation of metaphor translation to indonesian of vingt-milles lieues sous les mers of jules verne 560 data 1 1a) un ecueil fuyant (vlm, p.1) 1b) terumbu karang yang menghilang (dbl, p.1) the metaphor in french is in the form of personification. ecueil, an inanimate object as if depicted as a living being that can disappear. the translation above shows that the metaphor is translated by means of reproduction, which is to reproduce the same metaphor in sl. the french metaphor is re-translated into a metaphor that has exactly the same meaning. reproduction + paraphrase metaphor data 2 2a) aussi bien, n’en déplaise à monsieur, répondit conseil, qu’un bernard-l’ermite dans la coquille d’un buccin. » (vlm, p.24) 2b) « sesenang udang pertapa di dalam cangkang kerang laut. suka atau tidak kita terpaksa » (dbl, p.20) the translation of the above metaphor uses reproduction and paraphrasing techniques. the translator tried to maintain the metaphorical form by translating literally, but also provided additional information. the result of this translation technique is called the form of reproduction metaphor + paraphrase. substitution metaphor data 3 3a) nulle affaire n’a été couronne de plus de succès (vlm, p.7) 3b) tidak ada usaha yang membawa hasil lebih baik dari itu (dbl, p.6) the expression above contains a metaphor in the form of a passive sentence. literally, the meaning is that there is no business that is not crowned by success. translators still tried to maintain the french metaphor, but replaced it with a different metaphor, namely by using a substitution technique so that the result is called a substitution metaphor. the meaning of this metaphor is influenced by the context that surrounds it. paraphrase metaphor data 4 4a) l’abraham lincoln ne pouvait lutter de vitesse avait modéré sa marche et se tenait sous petite vapeur (vlm, p.49) 4b) karena tidak bertanding kecepatan, abraham l mengurangi kelajuannya dan berlayar dengan tekanan uap kecil (dbl, p.39) the sentence in french uses a metaphor in the form of personification which analogizes the abraham lincoln ship as a human walking and stepping. instead of using metaphors as equivalents in indonesian, translators preferred to provide explanations by paraphrasing. explicitation/ implicitation metaphor data 5 5a) cette mystérieuse mer (vlm, p.31) 5b) laut yang penuh misteri (dbl, p.25) the french metaphor literally means this mysterious sea is translated using explicit modulation. the translation of the french metaphor into indonesian is laut yang penuh misteri. the translator tried to translate literally, but added words so that it becomes laut yang penuh misteri. this translation is correct and in accordance with the rules of the indonesian language. data 6 6a) mille diable (vlm, p.355) 6b) sialan! (dbl, p.251) the french mille diable metaphor, literally means thousands of demons. satan is a spirit that is associated with the concept of l'esprit du mal, le démon. evil spirit, devil. the translation into indonesian becomes «sialan». the word sialan is a metaphor for sarcasm. in indonesian dictionary, sialan is a noun used to curse, including harsh words. in this case, the translator used implicit modulation of meaning. sialan, comes from the root word sial, meaning unlucky. general/specific meaning modulation data 7 7a) la mer étant belle (vlm, p.7) 7b) laut tenang (dbl:6) french metaphor which literally means beautiful sea in its translation to indonesian is a calm sea. the word beautiful is a physical description of qui suscite un plaisir esthétique d'ordre visuel ou auditif that evokes visual or auditory aesthetic pleasure. laut tenang has the meaning of looking still, not moving or making waves, not being restless: not rioting; not messed up; not noisy; safe and secure (about feelings, circumstances). this translation uses special meaning modulation. the english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 561 word belle has a wider range of meanings when compared to the word tenang. data 8 8a) le bruit du vent et de la mer (vlm, p.49) 8b) suara angin dan laut (dbl, p.40) french metaphor le bruit du vent et de la mer literally means the sound of the wind and the sea. in its translation into indonesian it becomes suara angin dan laut. the word bruit refers to a special meaning, namely noise, noise. the translation into indonesian becomes suara that has a broader and general meaning. in this case, the translation of the french metaphor into indonesian undergoes a special to general meaning modulation. general specific meaning + exp/imp modulation data 9 9a) ces lueurs qui flottent dans les plus profondes nuits (vlm, p.70) 9b) sinar tak menentu yang melayang dalam kehitaman paling padat sekalipun (dbl, p.55) the french metaphor above literally means a flash of light that floats in the darkest night. the translation into indonesian is an erratic ray that floats in even the densest blackness. there is an explicit meaning in lueurs (irregular rays), les plus profondes (even the densest), and modulation of specific to general meaning in the word nuit (blackness). data 10 10a) a six heure, le jour se fit subitement avec cette rapidite particuliere (vlm, p. 314) 10b) pukul enam, tiba-tiba suasana menjadi cepat terang (dbl, p.224) the french metaphor above literally means at six o'clock, suddenly the “day” rushes by at a certain speed. in translating it to indonesian, it was six o'clock, the atmosphere suddenly became light. the modulation of explicit and implicit meaning is shown in the addition of the word to and the omission of prepositions before the phrase "six morning". the modulation of general to specific meaning is found in the word jour which is paired with atmosphere. point of view modulation data 11 11a) nulle affaire n’a été couronne de plus de succès (vlm, p.7) 11b) tidak ada usaha yang membawa hasil lebih baik dari itu (dbl, p.6) the sl metaphor above literally means that there is no business that is not crowned by success. the translation into tl becomes no effort that brings better results than that. in this case, the translation uses point of view modulation by replacing passive diathesis in sl to passive diathesis in sl. relevance of translation form and modulation with mediation, plurilingual, and pluricultural competencies based on the results of the metaphor translation found, reproduction is the form that appears the most. furthermore, there is the use of substitution and paraphrasing forms. the combined form variations found are reproduction+paraphrasing. this shows that the translation of the vlm novel seeks to bring the sl culture closer to the reader. furthermore, in terms of meaning modulation, the most commonly found use of modulation is the variation of meaning explication/implication. the next use of modulation is the variation of general to specific meaning and special to general meaning or in other terms also called concretization, generalization, narrowing, and expansion of meaning. next is point of view modulation. combined variations between the specific general meaning and the explicit/implicit are also found. implicity is done to avoid repeated meanings, as in the sentence un danger réel, sérieux éviter. bahaya yang nyata, serius untuk dihindari, translates to bahaya yang sangat serius. variations in general and special meanings cannot be avoided because of cultural differences between sl and tl. in this case, there are various nuances of meaning, such as velocité (speed) which has a wider or general scope of meaning. this word is often translated into a more specific agility. then, the more general word esprit is translated into a more specific idea. penible which of meaning is more specific is translated into difficult which has a more general and broad meaning. point of view modulation bridges the cultural differences between sl and tl. in french culture, a person who is so hungry that his stomach hurts is expressed in the metaphor of la faim nous aigullionait (the hunger pierces our stomachs). in translating it into tl, the sentence translates to rasa lapar melilit perut kami. in this case, french culture yusi asnidar, m. syarif sumantri, & ninuk lustyantie form and modulation of metaphor translation to indonesian of vingt-milles lieues sous les mers of jules verne 562 analogizes hunger with a sharp needle, while in indonesian culture, hunger is analogous to a snake or a rope that can be tightly wrapped. this shift in point of view also gives the impression of fairness so that the translation is not rigid. in this case, it can be seen that there is a dynamic equivalence as described by nida & taber (1969) and halverson (2010), namely that translation must bring the idea and nature of the text in sl closer and use natural expressions that are easy for the reader to understand. in translating metaphors into sl, there are rigidities and irregularities as in the following examples. cette bienfaisante lumière ranima nos forces translates to sinar yang dermawan itu menghidupkan kembali kekuatan kami. the translator translates the metaphor literally. the word philanthropist which is juxtaposed with light feels stiff even though the translator tries to maintain the meaning of bienfaisante to present a «odd» feel. many forms of reproduction are found in narratives, which amount to 70. the forms of reproduction are also found in 12 monologues and 10 dialogues. although this translation tries to maintain the form as close as possible to the sl, a shift in meaning in the form of modulation must also be done to produce equivalence. most of the modulation used in the translation of this reproduction is explicit/implicit, totaling 39. furthermore, there are also 24 general/special modulations, 21 combined, and 8 points of view. the form of reproduction + paraphrasing (nonmetaphoric) which amounted to 3 pieces was found in the form of narrative and monologue storytelling. there are 30 forms of substitution found in narration, 5 dialogues, and 4 monologues. furthermore, there are 15 forms of substitution using point of view modulation, 13 of explanations, and 6 general/specific forms. large is found in the narrative. various findings in this study indicated that translation is a complex mediation activity because it involves culture, language system, and the context of communication between sl and tl. successful translation can bridge cultural differences. translation is an important language activity that cannot be separated from language activities in general, namely production, receptive comprehension activities, mediation, and interaction. furthermore, the findings of various types of forms and modulation of metaphor translation indicated that appropriate strategies, techniques, and procedures are needed in translation. its relevance in the petra project descriptor is the ability to transfer meaning, master translation strategies, be able to observe the impact of translation strategies, be able to carry out several translation strategies in an appropriate way, and be able to apply various strategies in the right direction. in the findings, there are different metaphors with sl, such as analogies using words bagaikan and ibarat or pleonasm sunyi senyap and sialan sarcasm. this is very relevant to the ability of the petra project descriptor, namely textual competence, which is to know well the specific language styles found in sl. in the findings of this study, there are mismatched translations, such as glowing dust which is literally translated from poussière lumineuse which is supposed to be a natural phenomenon of meteor showers. this vlm novel is a science fiction literary genre, so there are several terms related to natural knowledge. of course, translators must look for information and references as accurately as possible in translating specific terms. the findings show that time-related metaphors are often analogous to humans (personifications), such as malam hari segera berlalu, malam hampir tiba. the sea which has a beautiful / beautiful physical character is described as a human figure and is translated into calm. this refers to the context that surrounds it. conclusion the most dominant form of metaphor translation used is reproduction, which is 59%. next, there are substitutions and paraphrases. this is in line with the translation of sl-oriented literary works. substitution is the second most common form of translation, which is 25%. in contrast to reproduction which is mostly found in narratives, paraphrasing is found in narratives that involve professor arronax directly, so that the narration uses first-person singular pronouns (je/i) and plural first-person pronouns (nous/kami). the combined form of reproduction + paraphrasing is found in the vlm metaphor translation. the translator tries to maintain the english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 563 figurative form, but by providing additional information that refers to the actual meaning to clarify the meaning of the intended metaphor. equivalence of meaning is obtained by using explicit and implicit modulation, specific and general meaning, and point of view. the shift in meaning is carried out to obtain a reasonable and acceptable translation result. based on the results of the translation of french metaphors into indonesian, the translator tries to present french colors. the translator tries to bring the reader closer by presenting french culture. on the other hand, the translator tries to clarify the meaning by getting closer to the culture of indonesian readers. the equivalent given by the translator is very tied to the context that surrounds it so that it produces a unified and intact meaning. the result of the translation shows the creativity of the translator and is also a parole representation of a translator translating literary works requires cultural mastery and an advanced level of linguistic mastery. the competencies are described in the petra project terms of reference contained in the cefr 2020 and cecrl 2018 terms of reference. the ability to understand metaphors and other cultures and be able to compare them by providing analogies in the local culture is a plurilingual and pluricultural competence. references aprouz, h., & mohammadi, r. r. 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(1986). research methods in education: an introduction. massachusetts: allyn and bacon, inc. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 235 developing web-based online test system to boost ielts academic reading score hesti rokhaniyah international relations department, university of darussalam gontor email: hesti.r@unida.gontor.ac.id oddy virgantara putra informatics engineering, university of darussalam gontor email: oddy@unida.gontor.ac.id apa citation: rokhaniyah, h. & putra, o. v. (2021). developing web-based online test system to boost ielts academic reading score. english review: journal of english education, 9(2), pp. 235244. https://doi.org/10.25134/erjee.v9i2.4348 received: 19-02-2021 accepted: 18-04-2021 published: 15-06-2021 abstract: web technology provides rich resources for both educators and learners in english teaching and learning process. in this context, the study aims at developing web-based online test for ielts academic reading test on the users need for learners and educator of universitas darussalam gontor. addressing the issue of online test developing, this study utilized alessi and trollip instructional system design model. the formative evaluation and the increase in the average score at the pre-test and post-test of the learning motivation included alpha testing validated by two material and media experts and beta testing on learners’ attitude toward the online test, while summative evaluation covered learning outcomes. upon analysis, the finding demonstrated that: (1) the resulting website: https://gets.unida.gontor.ac.id/pertanyaan/quiz was able to provide online evaluation for assessing reading performance among learners; (2) the increase in the average score on the pre-test and post-test of the learning outcomes of all learners was 0.43 (moderate category) and learner motivation scale was 0.38 (medium-g courses). hence, web-based online test could optimize learners’ excitement to assess their ielts proficiency. keywords: web-based online test; ielts; academic reading introduction the international english language testing system (ielts) exam rises in popularity and becomes the preferred high-stakes english language test. a reliable and valid assessment of language ability of the learners getting entry into the international academic needed for predefined english proficiency had been a required precondition to study oversea (hashemi & daneshfar, 2018). ielts provides and assesses information dealing with english level for the relevant applicants, based on the band score of ielts testing organization. ielts is composed of four equally weighted sub-components: listening, reading, writing, and speaking. it is available in two test versions namely ielts academic and ielts general training exam. liao (2019) revealed that the academic exam was intended to those employing for professional purpose, yet the general training exam was aimed at assessing the language proficiency of those migrating to english-speaking country. both the academic and general training exam gave accurate and valid assessment of four language skills (mallilin & gilbang, 2017; ali, washahi, & alhassan, 2020). reading section in ielts included 40 questions all over as well as three different texts designed to assess a wide range of reading skills; these consist of reading for main ideas, reading for gist, reading for details, scanning, skimming, comprehending the logical argument, and recognizing writers’ attitude and opinions (masna, 2016; liao, 2019; mirzaei, heidari vincheh, & hashemian, 2020). macdonald (2019) argued that every passage assigned with 20 minutes and two of the passages had 3 following questions and one of the three had 14 questions. in ielts reading test, syntax and vocabulary became utmost crucial and it leaded to be successful performance in the exam (farid, 2018; simanjuntak, 2018; liao, 2019). mirzaei, heidari vincheh, & hashemian (2020) found that syntax and vocabulary were two reading attributes for the participants. those aspects were necessary for test-takers’ reading so that they comprehended the passage as they had a lot of difficult lexical resources. web-based learning or online learning process was basically utilized the internet or intranet network (liao, 2019; macdonald, 2019). one form of media supporting the e-learning process is web-based learning multimedia which contains mailto:hesti.r@unida.gontor.ac.id mailto:oddy@unida.gontor.ac.id https://doi.org/10.25134/erjee.v9i2.4348 https://gets.unida.gontor.ac.id/pertanyaan/quiz hesti rokhaniyah & oddy virgantara putra developing web-based online test system to boost ielts academic reading score 236 various applications and learning materials connected online to the internet. it is equipped with various other facilities which facilitate interaction between users and the instructor. according to sun & chen ( 2016) and aşıksoy (2018), the world wide web, or web referred to basically internet server system which supports formatted document. the document was formatted in markup language mention hypertext markup language (html) supporting link to other documents, video files, graphic, or audio. chatwattana & nilsook (2017) revealed that webbased learning had a positive effect on learning outcomes and increased cognitive competence and concepts understanding. similarly, gunuç & babacan (2017) argued that the development of web-based teaching materials had been proven to be effective in increasing learners’ response and learning outcomes. learners found learning by web tools more effective and interesting than traditional method. another finding, petrişor, măruşteri, ghiga, & schiopu (2019) indicated that web tool enabled learners to let their dynamic, flexible, and creative learning climate from audial and visual materials. gunuç & babacan (2017) concluded the easy to apply, inexpensive, and accessible web impact on language learning was indispensable. pre-service educators should use the technology to establish positive attitude on pedagogical factors leading to notable contributions to learning progress (maity & pednekar, 2018; roy, 2019) recently, gunuç & babacan (2017) examined the integration of technology in efl’s teaching and learning. the aim of the study was addressing the significance of online test in teaching learning process of writing skill and introducing the integration of technology for language learning. the finding revealed that technology integration in english learning was great significance in the english skill development such as reading, listening, writing, and speaking. the hardware as well as software technological tool utilized in learning made many contributions both learners and teachers in the repeated used material, availability of materials everywhere and at all time, all time costless or low cost of material, efficient learning in short time, and evaluation for learners’ english proficiency. as a result of the research, the integration process of technology needed to be employed consciously and in a planned way to make crucial contribution to the technology and important task for teachers. bojovic (2019) and chen, hsu, & chang (2019) researched whether or not web technology assisted college learners in english writing. the study minded a blended approach combining peer assessment for writing course for first year learners in college. through the web and blended instructional approach, learners became attentive and willing to convey their own idea and more willing to get interaction with others. web enabled learners to self-examine, observe, review, and obtain detailed insight of each work. learners were able to optimize their grammar, organization, content, structure, lexical resources, and mechanics. the use of web could be a feasible approach and learners could continuously gain relevant skill and knowledge through the peer assessment (panyajamorn & suanmali, 2018). as the proliferation and development of web let learners more connected and provided access to more information and resources, observing more attractive strategy for english skill became increasingly significant for esl learners. web technology covered rich environment and resources for learners and educators in teaching and learning process (tekdal, sayginger, & baz, 2018). aşıksoy (2018) carried out research concerning elt learners’ awareness and attitude toward the use of web-online test for english learning. learners had positive attitude toward the tools and they were more aware of the existence of web tool used in english learning process. web motivated learners to be self-regulated learning and supported them in independent individuals assessing learning goals. the current researches were attempts to establish the theoretical framework for this study. there was similarity between researches stated above and this study. the previous researches concerned the use of web in efl’s teaching and learning. in this study, the development of web is to evaluate ielts academic reading test. instead of similarity, there was also difference. the past researches were carried out in writing skill; this study is conducted to develop web for ielts academic reading test. the technology that entered every area day by day has already affected the field of education; traditional method had become unable to meet the expectation. especially when digital native learners preferred to study in technological environment, it was crucial to utilize technology in education environment (gunuç & babacan, 2017; sudarsana, nakayanti, sapta, haimah, satria, saddhono, mursalin, 2019; nagasubramani, 2018). in the midst of the development of science and technology, the english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 237 demand for mastery foreign languages cannot be avoided and even becomes an obligation. to measure the test takers’ english proficiency, various tests are created to certify their ability and one of them is ielts. the limited online ielts test prevents users to their language skills. based on this needs analysis, the researcher sees the need for a web-based ielts online test which facilitates users to assess their language skills. web-based ielts online test is only available on limited access; academics’ ielts ability cannot be measured optimally. supported by the availability of internet network owned by each user, researcher is motivated to develop a webbased ielts online test system which can be accessed anytime, anywhere. web-based online ielts test is crucial to be investigated in order to provide more precise and effective english exams. hence, learners can evaluate their english proficiency as well. in this development research, an online reading ielts test has been produced; a webbased test can be accessed through the portal address/url: https://gets.unida.gontor.ac.id/pert anyaan/quiz. this web-based online test is developed through the php programming using notepad ++ software, together with views compiled from html code, css templates, and adobe flash cs3. the present study, therefore, aims at addressing two specific concerns: facilitating web-based online test system for ielts academic reading test and identifying student learning outcome after ielts online test is employed. the project goal is designed to assist students optimize academic competence and to provide an application accommodating the needs of the ielts reading proficiency test with an open access system. method this existing research aims at developing an online test designed for ielts academic reading test and developed with php programming. the model used in the development of this product was a research and development model adopted from alessi & trollip model. the three-attribute of allesi and trollip instructional system design (isd) which were always presents: standard, evaluation, and project managements. those were the principle minded in the design and development process, and they established better foundation. clearing the standard, the design development was monitored to operate the benchmark. in addition, ongoing evaluation was applied at each phase whereby the approach of continual iterative was implemented until the functionalities could be achieved (por, mustafa, osman, phoon, & fong, 2020). the development meant flexible and the step depended on the previous step result. another emphasis in alessi & trollip isd model was project management in order to check the online test completed within the time, frame, and the allotted budget. slippage could be covered while maintain the standards (por & fong, 2011). allessi and trollip modei was illustrated in figure 1 below. figure 1. the allessi and trolip instructional system design model (2001) three-phase of alessi and trollip (isd); planning, design, and development were also utilized in the development of web-based online test system for ielts academic reading test. planning was carried out to ensure the system aspect run smoothly. planning phase covered defining the scope of this study, identifying learners’ characteristics, determining the boundaries of web-based online test, deciding the produce-style manual and also conducting initial brainstorming (alshammari, 2016). besides, design phase was the most creative as it referred to the content assembling and it needed to decide how the test online system was treated form interactive and instructional perspective which assisted learners archived the learning outcome (lestari, 2019). the design phase included conducting task and concept analysis and making flowcharts and storyboards for online test. the last phase was taking the design and turning it into web-based online system for ielts reading test. the development was the collaborative process as it required preparation and reading text production together with the support material https://gets.unida.gontor.ac.id/pert hesti rokhaniyah & oddy virgantara putra developing web-based online test system to boost ielts academic reading score 238 development. it demanded skill variety and overall process such as writing program and creating the graphics. developing web-based online test system for ielts academic reading test, product testing was divided into two types: test to determine the feasibility of web-based online test system and to examine the effectiveness of online test system. to test the feasibility of a product, both an alpha test (validation of material and media experts) and a beta test (learners’ test) were carried out. the data obtained were then analyzed to enhance the product being developed. through this trial process, the quality of the media developed could be more suitable for learners. the product effectiveness testing was undertaken through summative evaluation in order to determine whether there was gain score or an enhancement of learners’ motivation and achievement after the implementation of developed product. subject of research the test subjects in this summative evaluation test were 30 learners from semester 1 majoring in international relations of darussalam gontor. whereas for the formative test at both alpha and beta test, the subjects tested were 10 international relations learners. selection of trial subjects was based on their academic abilities. instruments producing a quality development product required a quality instrument exploring the research process. the instruments covered: (1) the main instrument, consisting of a questionnaire instrument to assess the quality of multimedia web-based learning developed both in terms of material and media validated by material and media experts and the band score of ielts reading test to find out to what extent the cognitive learning outcomes enhanced. through the test instrument, both learners’ pre-test and post-test could be evaluated; (2) supporting instruments, observation sheets were utilized to explore learners’ characteristics in order to achieve the accuracy of the design and product. through product developers’ interview, additional information including suggestions, criticism, and input outside of questionnaire were invaluable during beta testing. data gathering there were some data in the existing research: the validation results of media experts, material experts, questionnaires on the developed web, and learners’ questionnaire on multimedia products converted into a scale of 5 numbers, their motivation together with pre-test and post-test scores of learners’ learning outcomes. data analysis procedure the criteria of assessing the quality of material on web-based test online: ielts reading test included instructional quality (instructional flexibility, quality of testing, and assessment) and quality of content and goals (accuracy, completeness, interest, and appropriateness to user’s situation). the criteria of assessing the quality of web-online test adapted from alessi & trollip were display aspect quality (text or letters, colors, images/graphics, animation, screen design, and navigation) and technical quality (interactivity, communication features, privacy and data storage, compatibility of media, accessibility and stability, program boundaries, and non-web contact information). on the other hand, evaluating learners’ impressions of web multimedia dealt with media attractiveness such as text or letters, colors, images, screen design, material & tests, communication features, user interface, and language. in formative evaluation, questionnaires and direct interviews with media and material experts were then summarized in a table that was not converted into quantitative data as the experts only provided suggestions and input regarding the developed web-based online test. in contrast, in summative evaluation, the learning motivation questionnaire were analyzed into a numerical scale using a likert scale, while the pre-test and post-test data were compared to see if there was an enhancement in learning outcomes. learning outcomes improvement prior and after webonline: ielts reading test implementation was calculated by n-gain based on the normalized average score gain (g). the gain score was the score obtained from the pre-test and post-test; the maximum gain score was the highest gain score. according to hake (2011), the normalized average gain (n-gain) was conveyed: 𝑔 = 𝑆 𝑝𝑜𝑠𝑡−𝑆 𝑝𝑟𝑒 𝑆 𝑚𝑎𝑘𝑠−𝑆 𝑝𝑟𝑒 where the final (post) and initial (pre) class averages: high-g courses as those with (n-gain) ≥ 0,7 medium-g courses as those with 0,7 < (n-gain) ≥ 0,3 low-g courses as those with (n-gain) < 0,3 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 239 findings and discussion planning define the scope as a high-stakes standardized test, ielts was employed to reach comparable forms of test worksheet; thus, the participants form on different dates gained comparable test scores. three ielts academic reading tests were utilized in the present study: basic, independent, and proficiency level. each level of reading test was composed of three reading passages along with 40 test items and each reading text format contained three tasks which altogether consisted of 14 or 13 items. these three materials were the main material that can be the basis for conceptual understanding in understanding the ielts test as a whole. identify learner characteristics at the developmental age of the formal operational stage (11-20 years), learners’ thinking patterns had developed to be more logical. learners were able to interpret a concept, develop a hypothesis, and draw conclusions on the explanation given. in general, their uniqueness was that they like current and sophisticated things. they were accustomed to learning independently using the internet to find out current matters. notebooks and cellphones were utilized as a means of recording the material. based on the observations of these characteristics, the present study developed a web-based online test for ielts academic reading test that suited their characteristics at the formal operational stage along with facilitated learning english proficiency. establish constrains from a developer perspective: hardware specifications required to develop web-based ielts online test were: pc / laptop / notebook computers (pentium processor, 1 gb ram, minimum resolution of 1366 x 768, minimum vga 32 bit, speaker, operation system: windows xp, vista, windows 7, mac os); internet network with a minimum bandwidth of 256. likewise, software used in multimedia development included web browsers such as mozilla firefox, opera browser and google chrome, adobe flash cs 3, adobe photoshop cs3, notepad ++, corel draw x4, adobe illustrator. in terms of users: the specifications to access web-based ielts were: pc / laptop / notebook computers (pentium processor, 1 gb ram, minimum resolution of 1366 x 768, vga at least 32 bit, speaker, and operation system: windows xp, vista, windows 7, mac os); internet network with a minimum bandwidth of 256 kbps; equipped with a web browser such as mozilla firefox, opera browser, google chrome; and adobe flash. produce a style manual (1) the layout of this website consisted of 6 main menus, including the homepage, course-page, test-page, info-page, forum-page, and log-in page. especially in the test-page section, the web layout design was made separately for each level of questions, with the aim at generating a learning atmosphere. (2) the typeface employed in the text was the courier new and pristine theme fonts, with a font size of 12pt in the material text and 16pt on the homepage text and the material title. (3) the theme chosen in the website template design was modern futuristic with a minimalist template design without the use of striking icons or characters. (4) the basic colors used in the web-site template were light blue and white. (5) this web-based online test was accessible; users just entered the user name. (6) the navigation buttons in this web-based online test were created as attractive as possible by promoting a modern, futuristic theme. design conduct task and concept analysis the web-based ielts online test aimed at optimizing reading skills. the web-based online test was an interactive test media accessed by users wherever they were for independent study. the web had been combined with macromedia flash, an application to create attractive animations and websites. this test also encouraged students as users to learn independently and change teacher-centered learning to student-centered learning; thus, it improved their performance and achieved mastery. the text in reading had been attributed to the size of words in a text, length of sentences, and linguistic features including cohesion and narrativity. the task type available on the existing web-based ielts online test were matching heading, multiple choice, matching information, true/false/not given, summary completion, sentence completion, short-answer questions, and yes/no/not given. create flowcharts and storyboards web-based online test flowcharts described the basic flow or process sequence of web multimedia work systems when accessed by the user. the hesti rokhaniyah & oddy virgantara putra developing web-based online test system to boost ielts academic reading score 240 flowchart creation was followed by the creation of a web multimedia product storyboard. storyboard included the initial design or visual design of the product. in this phase, the main menu design, website logo, material display and test page, as well as other features were determined. the flowchart below illustrates the procedure for using the web-based online test. figure 2. the procedure for accessing web-based online test development the web-based online test for academic ielts reading test was set up through the php coding system or php programming and equipped with a website programmer, adobe flash cs 3 application, adobe photoshop cs3, notepad ++, corel draw x4, and adobe illustrator. the initial stages of development began with preparing the academic reading material for the test and determining the display design together with menu content. furthermore, web-programmers initiated the coding system process referring to the predefined flowcharts and storyboards. at this stage, role based access control (rbac) was also established. in this multimedia web, user roles were divided into 3: administrator (web manager), lecturer, and user (learners or general users). after the coding and merging process of each media component was established, the server and website domain were settled: https://gets.unida.gontor.ac.id/pertanyaan/quiz as the address for the website being developed. the following was a profile of the web-page of webbased online test: figure 3. register form figure 4. types of questions figure 5. ielts score after the multimedia learning of web-based online test: ielts academic reading test had been developed, evaluating the feasibility of the product prior being used in the learning process was implemented. product feasibility evaluation known as formative evaluation consisted of 2 stages of testing: alpha testing (product validation) and beta testing (user impression). in the alpha testing, validation was mainly conducted by the testers who were internal media experts and ielts expert. material expert validation validated the suitability of the material content. similarly, media validation aimed at evaluating aspects of display and media programs. further examination of the validation result showed that the test coverage developed in the web-based online test had met the validity term of the ielts reading test. the assessment from media experts revealed that the indicators related to each component had been achieved. meanwhile, media validation result indicated clearly that media components identified as not meeting the criterion standard in terms of appearance and media accessibility aspects. in general, the web-based online test could still be utilized in the learning process; some improvements were needed to obtain feasible web multimedia product. having been fixed, a webbased online test system was desirable to be tested english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 241 table 1. result of media expert assessment no aspect score 1 management 4.42 2 screen display 4.35 3 benefit 5.41 pertinent to the feasibility test carried out by media expert, the management aspect of online test achieved 4.42 (very good category) and the screen display was 4.35 (very good category). dealing with the benefit of web-based online test, media experts defined 5.41. having tried out each of the reading practice, the material experts evaluated the products. they conveyed their point of view into two categories i.e. the practicality and the effectiveness of materials. the practicality as indicated by the ease of accessing the ielts practice reading test on web and employing it in the ielst reading class and the effectiveness was characterized by usefulness of materials for ielts reading class. based on the data gathered from material experts, they considered that kind of genres found in reading text exceeded 4.21 (very good category). on the other hand, the conformity between reading text and curriculum was 3.79 (good category), and the arrangement of reading test based on level of difficulty reached 4.18 (very good category). the research instrument in the beta test was a questionnaire of media attractiveness. learners were then asked to learn and observe all the contents of the web-based online test for ielts reading test. as the learning activity was deemed sufficient, learners faced test to measure their performance in reading. an impression questionnaire on the web multimedia was also distributed to learners; likert scale was used to analyze the resulting data (see table 1) table 2. result of an impression questionnaire on web multimedia no aspect score 1 clarity of the text 4.46 2 color combination 3.86 3 menu presentation 4.33 4 web instruction 4.33 referring to the learners’ impression, clarity of text obtained an average score of 4.46 (very good category), color combinations on the web got a score of 3.86 (good category), menu presentation got a score of 4.33 (very good category), and the instructions for using the web derived a score of 4.33 (very good category). these results indicated that there was an increase for the gain score of 0.40 (medium-g courses); hence, web-based online test was sufficient to optimize learning outcomes. in addition to the data obtained from the pretest and post-test, data related to motivation for learning was also carried out for summative evaluation. the attitude questionnaire was in the form of qualitative data and it was converted into quantitative data using a likert number scale conversion. the pre-test performance of learners’ motivation was up to 2.03. meanwhile, the mean score of the post-test stage was 3.53. the results of the two means were then compared so that the gain score was derived. the gain score aimed at determining the significance difference in the motivation level prior and after the web-based online test utilization. from the average score, the gain for learner motivation scale was 0.38 (medium-g courses). therefore, learning motivation enhanced after learners employed the web-based online test for ielts academic reading test. in the summative evaluation, a classroom trial was conducted using a web-based online test involving 30 students. prior to utilizing the webbased online test for post-test, the offline pre-test was held to determine the learner’s cognitive ability in academic ielts reading test. in case 80% of learner passed the minimum standard of band score (6.5), the materials of reading were proper for learners in the term of level of difficulty. based on learners’ pretest scores, only 65 % of learners passed the band score. however, the post-test defined that most learners passed it. only 3 learners were considered incomplete at the post-test. based on the increase in learning outcome, then the gain score obtained was interpreted on the effectiveness of the web-based online test for ielts reading text. concerning the results of the mean score of pre-test and post-test, a gain score represented 0.43 and it fell into medium-g courses. thus, this web-based online test could enhance learners’ reading test performance. discussion many of us used web or internet as reliable source of information. in education, the web was increasingly employed as learning tool to support the program and as a mean to deliver online learning teaching. web-based online test brought with more opportunities to get innovative around assessment. online test when minded efficiently, could be valuable assessment of twenty first hesti rokhaniyah & oddy virgantara putra developing web-based online test system to boost ielts academic reading score 242 century learning; it was designed to align with the powerful assessment concept through selecting the question format, approach of philosophy embedded in the question, and cognitive level of question this research has revealed that web-online test: ielts academic reading enables to give performance among learners. as a product of development, the benefits of utilizing web-based online test were plenty. web technology offered unique opportunities for learners to become more engaged with learning beyond the boundaries of learning management. the existing web-based online test, the access anytime, anywhere construct served an attractive and attractive appearance. the benefits went in line with several research conducted in other places where learners enhanced the learning experience; they accessed to the test which was not available in the class (ashraf, 2016; chaplot, 2016; boitshwarelo, reedy, & billany, 2017; permatasari, ellianawati, & hardyanto, 2019). the website template had been different from other websites as it was developed with a dynamic programming language. the attractive display was showcased in form of the test menu presentation, i.e. exercise menu feature. similarly, the online test was presented with a drag and drop model which was very attractive and interactive to attract learners' attention and these characteristics could not be provided. this study revealed that the existence of an online web-based online: ielts academic reading test was able to provide a more precise and effective english test so that users, especially learners, could evaluate their english proficiency. online test can measure learners’ academic performance is also reflected in other studies (boitshwarelo et al., 2017; hashemi & daneshfar, 2018; verma, 2018). the drawback of this research was this webbased online test was not equipped with personal chat facilities to communicate with other users. this product could only be accessed online by users with an adequate internet network. the available bandwidth/internet network availability also affected the smoothness of access to the website so that it could hinder the online test process. other studies also indicated that online test system relied on internet connection together with software and if any of them failed, learners were not able to give the exam (chaplot, 2016; nagasubramani, 2018) and the progress of test data might be deleted in case the system off suddenly (asiksoy, 2018; tekdal et al., 2018). in addition, the scope of material in web-based online test was only limited to reading skills and did not yet cover all skills in ielts. this became an input for developers to design an online ielts test with listening, writing, or speaking skills. conclusion online test becomes more familiar in the digital century to measure the participants’ knowledge on given topic. with online test system, learners do the test online, in their own time, with their own device regardless of where they stay. they only require an internet connection and a browser. based on the results of the validation of the ielts and media experts, web-based online test is quality declared feasible to use. regarding the assessment of learners' impressions of web-based online test, the gain score obtained is 0.43 with medium-g courses. similarly, the summative evaluation results of using web-based online test also enhance the learners’ engagement and learning outcomes. 80% of learners passed the minimum standard of band score (6.5) in the posttest; reading materials were proper for learners in the term of level of difficulty. acknowledging the findings above, the web-based online test developed is appropriate for assessing ielts reading skill. the finding of this research can assist lecturers in developing the web-based online test. conducting this study, there are a number of limitations resolved in further research. this research could be replicated by various testing methods, other language skills, and different language proficiency levels. here are further recommendations: a) other studies may examine further research to develop web-based online test for academic and general ielts listening by exploring the same methodology; b) the lecturers are suggested to employ this product of this research as academic ielts reading practice tests developed using research and development design; and c) prior to applying the product, lecturers are recommended to encourage their learners to be relaxed experiencing ielts reading practice test; 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(2018). smart assessment system by means of online exam system. international journal for scintific research and development. 6(2).34563459. https://doi.org/10.12738/estp.2013.3.1580 flouts of the cooperative principle maxims in sby’s presidential interviews english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee flouts of the cooperative principle maxims in sby’s presidential interviews fahrus zaman fadhly department of english education, university of kuningan, indonesia e-mail: fahruszf@gmail.com apa citation: fadhly, f. z. (2012). flouts of the cooperative principle maxims in sby’s presidential interviews. english review: journal of english education, 1(1), 57-70 received: 12-10-2011 accepted: 21-11-2013 published: 01-12-2012 abstract: this paper analyzed the presidential interviews of the president of republic of indonesia, susilo bambang yudoyono (sby), based on grice’s theory of the cooperative principles (cp). this study employed a qualitative research design and the data were three transcripts of interview discourse between sby and eight indonesian journalists obtained through the presidential official website: http://www.presidentsby.info. the research investigated the ways of sby in flouting the cp maxims in his presidential interviews and the functions of the flouts were. the research revealed that sby flouted all the cp maxims and the maxim of quantity was frequently flouted. meanwhile, there were four ways used by sby in flouting the cp maxims, i.e. hedging, indirectness, open answer and detailed element. the function of the flouts, i.e. face saving acts (fsa), self-protection, awareness, politeness, interestingness, control of information, elaboration and ignorance. this research also revealed that cp maxims of grice are not universal. keywords: flouts, maxim, cooperative principles, sby, presidential interview introduction a speaker does not always explicitly say what she or he means much more than his or her utterance actually utters (thomas, 1995). in another case, a speaker may also provide information that intentionally confuses or misleads the hearer (keenan, 1976). therefore, for the sake of a successful communication, both speaker and hearer should mutually cooperate with each other. since, without cooperation, interaction would be counterproductive. in pragmatics study, there are at least three big themes that are largely discussed, i.e. (1) speech act (austin, 1962; searl, 1970; searl, keifer and bierwisch, 1980; blum-kulka and oldstain, 1984; and kasper, 1989), (2) conversational implicature (grice, 1975; keenan, 1976; levinson, 1983; sperber and wilson, 1986; schiffrin, 1994; brown and yule, 1996; van dijk, 1998; saifullah, 2002; mooney, 2004), and (3) politeness (goffman , 1967 in haverkate 1988; lakoff, 1973; brown and levinson, 1978; leech, 1983; matsumuto, 1988; kitao, 1989; mao, 1994; holmes, 1995; wilamová, 2005; and zhang and you, 2009). it was grice, an english language philosopher, who firstly introduced the term ‘conversational implicature’ in a series of lectures at harvard university in 1967. in grice’s paper (1975) entitled ‘logic and conversation’, grice promotes the cp which then republished by davis (1991), and jaworski and coupland (1999). further, in order to elaborate his theory, grice wrote an article entitled http://www.presidentsby.info/ fahrus zaman fadhly flouts of the cooperative principle maxims in sby’s presidential interviews further notes on logic and conversation in syntax and semantics edited by cole (1978). the study of cooperative principles (here after called cp) is subtheory of conversational implicature. the cp rules the members of communication in order that the conversation will be coherent. in realizing the cp, grice (1975) suggests that contribution to talk should be guided by four maxims as subordinate rules or sub-principles of cp, i.e. the maxim of quantity, the maxim of quality, the maxim of relation and the maxim of manner as follows (further explanation will be elaborated in chapter ii). since its emergence, cp has attracted a lot of linguists’ attention and critiques and until now it still invites controversy in accordance with its universality, practicality, and contradiction within the principles as pointed out by keenan (1976), levinson (1983), sperber and wilson (1986), schiffrin (1994), brown and yule (1996), and van dijk (1998). according to keenan (1976, p. 23), cp is not universal by claiming that: the malagasy, for example, follow a completely opposite cooperative principle in order to achieve conversational cooperation. in their culture, speakers are reluctant to share information and flout the maxim of quantity by evading direct questions and replying on incomplete answers because of the risk of losing face by committing oneself to the truth of the information, as well as the fact that having information is a form of prestige. sperber and wilson (1986) suggested that maxims of cp become only one: maxim of relation. they drew attention to the central importance of relevance decisions in reasoning and communication. they proposed an account of the process of inferring relevant information from any given utterance. to do this work, they used what they called the "principle of relevance": namely, the position that any utterance addressed to someone automatically conveys the presumption of its own optimal relevance. levinson (1983) explored his disagreement on the maxim of relation. in his view, the maxim of relation raises over-implicature what are uttered by the speaker. gricean maxims are also criticized as the barriers in using language. meanwhile, leech (1983) says that no principle can be absolutely applied. he even says that the maxims may also be contrary one another. according to leech, there is a politeness principle with conversational maxims similar to those formulated by grice. he lists six maxims: tact, generosity, approbation, modesty, agreement, and sympathy. the first and second form a pair, as do the third and the fourth. these maxims vary from culture to culture: what may be considered polite in one culture may be strange or downright rude in another. meanwhile, schiffrin (1994), brown and yule (1996) and van dijk (1998) attempt to critically develop the grice’s theory in discourse analysis. according to schiffrin (1994), activity of discourse analysis can methodologically be done through pragmatic approach especially by using cp of grice. yule (1996) develops cp by correlating the presence of hedging and indirectness in an utterance. yule (1996) http://en.wikipedia.org/wiki/malagasy_people http://en.wikipedia.org/wiki/geoffrey_leech http://en.wikipedia.org/wiki/politeness http://en.wikipedia.org/wiki/gricean_maxims http://en.wikipedia.org/wiki/paul_grice http://en.wikipedia.org/wiki/culture english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee points out that the use of hedging and indirect speech tend to flout cp maxims. hedging is frequently used as sign of awareness, while indirectness is frequently used to show positive politeness. meanwhile van dijk (1998) develops critical discourse analysis (cda) in text of news. according to him, in cda, a discourse is also analyzed as a representation of social practice which is correlated to situation, institution and social structure. therefore, van dijk (1998) identifies five characteristics that have to be considered in cda, i.e. act, context, history, power and ideology. despite the criticisms, a lot of research focuses on the cp maxims. the study of cp maxims generally concerns the flouts of utterance. this present study explored the flouts of cp made by the president of indonesia, susilo bambang yudoyono (sby) in his presidential interviews. the use of sby’s language was interesting to be investigated when delivering his ideas, opinion or even objection related to social and political issues. to public, for example, sby (antara, dec 26, 2006) declared that: pemerintahan yang saya pimpin telah memasuki tahun ketiga, karena itu ke depan saya akan lebih menggunakan bahasa terang. (the government i lead has been entering the third year, therefore next i will use ‘clear language’). on the day after that, to kompas (dec 27, 2006) he proposed: bekerja lebih konkret dan menggunakan bahasa terang, saya kira sudah saatnya. ...kurang katakanlah kurang, baik katakanlah baik, tidak baik katakanlah tidak baik. dengan demikian tidak ada dusta di antara kita. (i think it’s the time to work in a more concrete way and use ‘clear language’. ...bad or good will be said for the sake of the truth. having done these things, there will be no more lies between us.) from the above statement, sby declared during the third year of the his government (first period), he flouted the maxim of manner as indicated by words, “…therefore next i will use clear language” and “i think it’s the time to work in a more concrete way and use clear language”. maxim of manner suggests that speakers have to try presenting meaning clearly, concisely orderly, and avoid ambiguity and obscurity of expression (grice, 1975). based on the brief overview above, i was encouraged to explore the phenomenon of the sby’s language regarding social and political issues in the moments of presidential interviews whether or not he would consistently observe cp maxims. the present study was purposely designed to identify the ways of sby in flouting the maxims of cp in his presidential interviews and figure out the functions of flouts of cp applied by sby in his presidential interviews. as mentioned above, this present study focused on the flouts of cp which includes realization and function of the flouts. it also focused only on one person, i.e. sby and one area of topic of interview, i.e. related to public interest. it also focused on three transcripts of sby’s presidential interviews chosen as the samples. such a consideration was taken, since those interviews are still one area of topic in various situations both formal and informal. the topics of interview were extremely controversial related to the public’s interest at that time, i.e. (1) the sby’s objection on dkp and foreign fund issues, (2) the lapindo mudflow disaster, and (3) the 100 days of sby’s government and century bank fahrus zaman fadhly flouts of the cooperative principle maxims in sby’s presidential interviews scandal. those topics had also became the national media’s headlines and public discourse at that time. the data were released by bureau for press and media presidential household from december 2006february 2010 as published by presidential official website: http://www.presidensby.info. this consideration was taken to acquire the authenticity and naturalness of sby’s utterances. method this study attempted to unveil the flouts of cp maxims in sby’s presidential interviews. it was largely qualitative which could be used ‘to uncover and understand what lies behind any phenomenon about which little is yet known” (strauss and corbin 1990, p. 75). according to atkinson and hammersley (1994), qualitative research starts with unstructured data, and through data analysis interprets meaning in verbal form to achieve a rich background and in-depth understanding of people or a phenomenon. a qualitative design was considered appropriate since this study also attempts to uncover and understand what lies behind sby’s interviews in terms of his cooperativeness with others while performing interviews or dialogs. cp maxims flouts as the focus of the present study was identified through qualitative procedures i.e. by identification, classification and interpretation. to further enhance the analysis, some quantification is employed. this procedure involves some descriptive statistics covering frequency and percentage of occurrences of the maxim flouts in order to examine trends in the flouts. the data were in the form of interview discourse between sby and indonesian journalists in responding to current issues related to public interests. the data were collected through presidential official website: http://www.presidensby.info published by bureau for press and media presidential household. the selection of the samples was only in indonesian-written interviews. this consideration was taken to acquire the authenticity and naturalness of sby’s utterances. meanwhile, the method of sampling applied in the present study is a purposive sampling since the three data were chosen mainly based on the topics of conversation. the topics chosen for analysis were those containing controversy on public service area and they became the national media’s headlines and public discourse at that time as listed in the following table 3.1. table 3.1 interviewer list along with the topics no place, date interviewer topic of interviewname profession media 1. cipanas palace, february 3, 2010 arief suditomo editor-in-chief rcti the 100 days of sby’s government and century scandal putra nababan journalist/ presenter rcti 2. the president’s residence, may 25, 2007 asmanu journalist suara surabaya sby’s reaction on dkp and foreign fundagil samal journalist tvri johan sarjono journalist elshinta http://www.presidensby.info/ english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee 3. cipanas palace, august 13, 2006 arief suditomo editor-inchief rcti lapindo mudflow disaster and national examination (un) ray wijaya journalist global tv tyas anggoro editor-inchief trijaya sururi alfaruq editor-inchief sindo the topics of: (1) the 100 days of sby’s government and century scandal; (2) sby’s reaction on dkp and foreign fund; and (3) lapindo mudflow disaster and national examination (un) became central issues of public discourse at that time. the data were in the form of interview transcripts were then identified, classified and analyzed. in order to address the first research problem, i.e. in what ways sby flouts the cp maxims in the presidential interviews, the data were analyzed by identifying traces of flouts based on grice’s theory of maxims flouts which include the use of hedging (yule, 1996), indirectness of utterance (yule, 1996), the use of open answer (tubbs and moss, 1996), and the presence of detailed elements (schriffin, 1994). the flouts were further classified based on types of maxim. flouts of the maxim of quantity in which a speaker flouts the maxim by blatantly giving either more or less information that the situation demands. flouts of the maxim of quality in which a speaker says something which is blatantly untrue or for which he or she lacks adequate evidence. flouts of the maxim of relation in which a speaker gives a response and observation which is very obviously irrelevant to the topic in hand, i.e. by abruptly changing the subject, or by overtly failing to address the person’s goal in asking a question. flouts of the maxim of manner in which a speaker does not say clearly, concisely, orderly, and does not avoid ambiguity and obscurity of expression. meanwhile, in order to address the second research question, i.e. what the functions of flouts of cp in sby’s presidential interviews, the flouts are analyzed by identifying the intentions of sby’s utterances when he was being interviewed by journalists related to social and political issues. results and discussion the data were analyzed by identifying traces of flouts based on gricean theory of maxims flouts. this includes identification and classification of flouts. some descriptive quantification was further employed to enhance the analysis by examining trends in the realization of flouts. the analysis was then discussed in relation to the research problems, to be enhanced by relating the concern to related theories and findings. from the samples, sby flouted the conversational maxims 18 (twelve) times. the flouts occurred on the maxim of quantity (eight times), the maxim of quality (five times), the maxim of relation (twice), and the maxim of manner (three times). fahrus zaman fadhly flouts of the cooperative principle maxims in sby’s presidential interviews the flouts the overall maxims revealed that there is relation between the forms or ways of utterance and the functions of utterance. the use of hedging, indirectness, open answer and detailed elements generated functions. overall flouts of the maxim were generally indicated by open answer and detailed element. the flouts of the maxim of quantity were indicated by open answer and detailed element. meanwhile, the flouts of the maxim of quality were always indicated by hedging, open answer and detailed element. the flouts of the maxim of relation were indicated by indirectness, open answer and detailed element; and then the flouts of the maxim of manner were indicated by indirectness, opened answer and detailed element. the following table is the illustration of the overall flouts. table 2. the realization of flouted maxims and their ways data no flouted maxims ways of flout quantity quality relation manner hedging indirectness opened answer detailed utterance #001 v v v #002 v v v #003 v v v #004 v v v #005 v v v #006 v v v #007 v v v #008 v v v #009 v v v v #010 v v v v #011 v v v v #012 v v v v #013 v v v v #014 v v v v #015 v v v v #016 v v v v #017 v v v v #018 v v v v english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee this study revealed that many utterances of sby flouted the maxims of the cooperative principles (cp). the utterances which flouted the maxims vary in ways and in functions. first, the flouts of cp maxims appeared to be realized linguistically by using hedging. second, this study also revealed that the maxim of quantity was mostly flouted in sby’s interviews. the flouts of the maxim of quantity indicated three phenomena, i.e. tendency for indirectness, over information, and politically-driven use of language. when, being interviewed, sby tended to use indirect utterances. sby’s responses about some questions of the interviewers were frequently exaggerating, indirect, and ambiguous. the use of indirect utterances of sby seems to be intended to show an implicit positive politeness, to have fun with certain topic, and to avoid the potential face-threatening acts or politically risky topics, and to gain both political and interactional advantage over their political opponents. the consequence of indirectness of sby’s utterances was that the hearer may not quickly get the main point (dascal 1983 in thomas 1995: 47). such utterances surely were not beneficial for the hearer since it would take too long for him/her to grab what was meant by the speaker. it was also apparent that sby tended to give over information that was demanded by the interviewer(s) or interlocutor(s). such a strategy was taken to build his positive image that he was fully capable of certain topics being asked. however, over contribution to a conversation did not always inflict a loss upon the hearer/interviewer because his interlocutors might get advantages through detailed chronological events which was beneficial background especially for a journalist, although not all information given by the interviewee deserved to be published as public’s consumption. by giving more information, sby politically tried to control any issues as his domain, i.e. that he was in charge of the nation’s problems that he deserved to provide details of an accident. for sby, the nation’s problems such as lapindo mudflow, aceh’s crisis, education, papua autonomy, foreign policy, etc. need ‘enough’ explanation to satisfy public’s rights to get information and what he had been done. however, in some cases he produced direct, explicit and clear explanation if the substances were in favour of his side. otherwise, if the utterance were predicted to be threatening his position, it would be conveyed indirectly, implicitly, and ambiguously. the function of flouts of the conversational maxim depends on the traces of flouts. as explained earlier, there were flouts indicated by (1) the use of hedging and indirectness as pragmatic factors; (2) the factors related to the characteristics of interview texts such as the use of opened answer; and (3) the presence of detailed elements. the functions of flouts are therefore discussed in terms of hedging, indirectness, opened answer and detailed element. hedging may intentionally or unintentionally be employed in both spoken and written language since they are crucially important in communication. generally, hedging devices are pragmatic markers that attenuate (or weaken) the strength of an utterance. hedging occurs as mitigating devices which attenuate the propositional content of the message. however, attenuation can be achieved in fahrus zaman fadhly flouts of the cooperative principle maxims in sby’s presidential interviews different ways employing diverse linguistic and non-linguistic strategies (wilamova, 2005). a conversation which uses hedging or cautious notes tends to flout the maxims of cooperative principles since the existence of hedging functioned as a sign of awareness. hedging is used to indicate that what we are saying may not be totally accurate (yule, 1996). this phenomenon also applies to sby when communicating his ideas to journalists, as his interlocutors/interviewers. from the data, there are two functions of hedging identified in sby’s interviews i.e (1) as a sign of awareness, and (2) as a politeness marker. sby used hedging strategy is as a sign of awareness that what he is saying may not totally be accurate. the flout of these maxims is--especially maxim of quality, therefore indicated by his usage of hedging utterance. sby used hedging as an effective politeness marker. as a president surely he always tries to be a good conversational partner of his own public and tries to minimize a potential threat to his positive face in responses to his utterances. moreover, as one who is rooted in javanese culture, he is very aware that in daily communication, javanese always want to form and keep good relationships with others, avoid embarrassment, misunderstanding or friction, and maintain interpersonal and social harmony. otherwise, the observance of the maxims is identified by the use of nonhedging which functions to give brief information. meanwhile, the function of a non-hedging utterance here is also as a sign of awareness and to protect him from the possibility of being embarrassed. a non-hedging utterance was also applied by sby to serve the function as to make the listeners sure that the information conveyed is really accurate and as informative as it is required. by using hedging, sby expected to put himself in a comfort zone even though, as a president, he absolutely had certain interest of doing so. for example, in papua’s case about the use of budget by local authorities, sby tended to emphasize around how much money was allocated to papua instead of how much leakages were created which resulted in the unproportional amount of money received by the society. it was well known that papua was the biggest contributor among other provinces, to indonesia national budget (apbn), nevertheless, papuanese seemed to skip anything from the government. they were not well-treated by the government. sby’s attitude of not answering the opened questions (usually started by how) could be easily predicted that it was a sign of not wanting to emerge bad images of the local authorities which were for certain, under control of his ministers. sby was, then, still keep himself with the positive positioning. nevertheless, he explained several questions which were relevant and in line with what were asked without having to flout the maxim of quantity, when the topic were about government’s plan to face several problems. the fact showed that sby wanted to emphasize that as a president of indonesia, he was indeed having an appropriate capacity in analyzing, planning, and at the same time solving various problems in his governance system. in other words, by giving a clear, appropriate and precise answer to the question, sby intended to build the positive image of him as a leader. that is what clarke and crossland (2006) english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee highlighted as how a leader rules his own and other people’s world: by making him and others believe that he can make good deeds. obeng (1997) also confirms that in talking about potential facethreatening acts or politically risky topics, politician tend to communicate indirectly in order to protect further their own careers and to gain both political and interactional advantage over their political opponents. indirectness may also be motivated by politeness. further, obeng (1997, p. 1) explains that “obliqueness in communication may be expressed through evasion, circumlocution, innuendoes, metaphors, etc”. language as well as varying social conventions of the relevant culture as well as differing degree of personal danger inherent in the socio-political situation in which politicians operate may also affect the degree of indirectness as well as the kind(s) of obliqueness employed. related to this study, the use of indirect utterances of sby has at least three functions i.e. (1) politeness, (2) selfprotection, and (3) interestingness. the use of indirect utterances was frequently intended to show an implicit positive politeness. in many utterances, sby tried to use politeness strategies in expressing his complaint to the public. in some occasions, he promoted people to practice politics without ‘commotion or tumult’. the use of indirect utterance is to avoid making a direct complaint which could hurt the hearer’s feelings and to protect the speaker’s credibility. pyle (1975) as cited in dascal (1983) notes that we often employ indirectness because we have two goals which compete. the user of an indirect utterance relies upon his or her interlocutor’s ability to detect the problem in order to understand what the speaker means, the hearer must recognize the conflict of goals. indirectness was shown when sby frequently utters his ideas or arguments in explaining about how to handle the social discrepancy between gam and the government of republic of indonesia. the same case also happens when the president did not directly in answering the interviewer’s question about the educational budget. the desire to make sby’s language more interesting as exemplified in some data of results. thomas (1995) explains that interestingness is probably the least significant of other functions of indirectness, but nevertheless its importance should not be underestimated. people may use indirectness because they enjoy having fun with language or certain topic. if the substance of an utterance is beneficial for the speaker, so it will be conveyed directly, explicitly and clearly. otherwise, if the utterance is predicted to be threatening him or her, it will be conveyed indirectly, implicitly, and ambiguously. there are also some fragments of interview show the opposite, that is, the utterance flouts the maxim of quantity and it is conveyed directly. this different phenomenon is caused by different conversational implicatures. the indirect utterance which flouted the maxim of quantity is done to protect the speaker from the possibility of face threatening. the flout of the maxim of quantity can also be grounded from the use of direct speech and implicit utterance that is functioned to protect him from being addressed as having shortages. a shortage, in this context, is the possibility of raising impression that fahrus zaman fadhly flouts of the cooperative principle maxims in sby’s presidential interviews sby is “one-sided” and unfair. this fact tends to destroy his positive image. they can be seen in table 3. based on this analysis, it can be fore grounded that the observance of maxim of quantity are indicated by the use of direct utterance. meanwhile, the flout of the maxim of quantity is indicated by the use of indirect utterance. the function of indirectness that flouts the maxims is to express the intention of an utterance implicitly. examining sby’s way in responding the use of budget of papua government as seen on data #014 shows that the president ignores how the budget will be used by the papua government, but the most important is that it is used as transparent and accountable as possible. the flouts of cp maxims may also be traced by the use of opened answer. an opened answer tends to flout the maxims. otherwise, a closed answer tends to observe the maxims. opened answer has function to protect the speaker’s face. in many responses, sby applied opened answer to protect the face of his government from public’s humiliating. in some conversations with journalists, sby tends to use opened answers. the use of opened answer is purposely aimed to maintain carefulness. since, if sby responds the closed questions, by only saying ‘yes’ or ‘no’, meanwhile that was not the reality, his bad image will soon be established. besides, having flouts the cp maxims, sby can give ideal viewpoints regarding the problems. based on the data and analysis above can be concluded that the flouts of cp maxims are indicated by the use of opened answers. dijk (1998) confirms that the presence of detailed elements in an utterance frequently has two functions, i.e. (1) to control the information, and (2) as elaboration of facts or opinions. by using detailed elements, the speaker will exaggeratingly perform information which is beneficial for his/her positive image. meanwhile, the existence of detailed utterance in interview texts usually has function as elaboration and explanation of facts or opinions. as far as such a function, surely the existence of detailed utterance may be said relevant with the main topic of conversation/interview and, therefore observe the maxim of manner. however, if the detailed utterance is presented more than is required, its existence frequently used for the sake of its speaker to build positive image. complete details were deliberately designed by the speaker to create a certain image to the public. the realization of observance and nonobservance of the maxims can be seen from the aspect of the detail utterance. in the interviews transcript, a non-detailed utterance tends to observe the maxims, while detailed utterance tends to flout the maxims. the function of flouts of the maxim of quantity is to control of information that what was being accused by amien rais was wrong and put himself as one who was on the right track. meaning that the result of the 2004 general election is legal and legitimated. examining sby’s utterances, almost all of his opinions, arguments, and ideas were delivered in detailed ways. it was difficult to find the data that showed sby’s utterance without detailed elements. over elaboration by breaking down information or ideas tended to flout the cp maxims, especially the maxim of quantity. english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee examining the overall data, the functions of flout of the cp maxims which are most frequently used by sby is ‘face saving acts’. the functions of flout as a sign of self-protection. meanwhile, the ways of flout made by sby were opened answer and detailed utterance. the following table is the illustration of functions and ways of flouts employed in sby’s utterances. table 3. the realization of functions and ways of flout in sby’s presidential interviews ways functions hedging indirectness opened answer detailed utterance face saving act v v v self-protection v v v v awareness v v v politeness v v v interestingness v v v control of information v v v elaboration v v ignorance v v in the presidential interviews of sby, the function of a face saving act (fsa) is mostly employed. followed then by self-protection (four flouts), awareness (three flouts), politeness (one flout), interestingness (one flout), control of information (one flout), elaboration (one flout), and ignorance (one flout). almost all of the functions aimed to build a positive image of the president. only the function of ignorance that is not directly related to the contribution of positive image building project. the presence of six flouts in sby’s utterances which had function as fsa showed that as a president, sby frequently attempted to maintain his face of government. this was done as an effort of sby’s image politics in order to survive his government until at the end of his period. the functions of selfprotection, awareness, politeness, interestingness, control of information, elaboration are leading to a single function, i.e. an implicit positive image of the president. conclusion this research explored the realization of cooperative principle in real life, i.e. sby’s presidential interviews. the first research problem concerns the flouts of cp maxims in the sbys presidential interviews. the second research problem concerns the functions of flouts of cp maxims made by the president. eight functions had been identified, i.e. face saving act, awareness, politeness, self-protection, interestingness, control of information, elaboration and ignorance. the ultimate goal of the flouts of the maxims was to create the speaker’s positive political image over the public. on the basis of the findings above, it can be said that: first, the flout of cp maxims is a daily phenomenon, including at administration sector. the flouts may be triggered by the tendency of the interviews to threaten government credibility since the controversies are still in progress because the problems had not been solved. second, maxim flouts seems to be largely employed by fahrus zaman fadhly flouts of the cooperative principle maxims in sby’s presidential interviews politicians as confirmed by van dijk (1998). it is indicated by the use of indirectness, open question, and detailed element in their utterances. generally, the flouts have functions to enhance their credibility. such functions give a great contribution to build positive political image of the politicians. third, the study of maxim flouts can explore various social phenomena. it means that grice’s cp theory is still relevant to analyze utterances in daily interactions. fourth, flouting the maxim of quantity in journalism is beneficial for conversation members both interviewer and interview. for a journalists as interviewer, get more information from the interviewee is beneficial since they can obtain background information. therefore, giving less information is not intended to reduce cooperation with the partner of conversation. such phenomena above also show that cp is not universal. fifth, the phenomenon of flouts in sby’s presidential interviews did not reduce the cooperativeness. the overinformation and lengthy explanations given by sby did not make the interviewers (journalists) disappointed. this is because two considerations, i.e. (1) for journalists, over-information and lengthy explanation will help them to achieve a rich backgrounds and in-depth understanding of a phenomena; (2) cultural 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(2000). critical discourse analysis. retrieved 30th may, 2012 from: http: www.hum.uvan.nl/teun. yule, g. (1996). pragmatics. new york: oxford university press. wilamová, s. (2005). on the function of hedging devices in negatively polite discourse. brno studies in english. 25 (2005): 86-93. zhang, f. & you, h. (2009). motives of indirectness in daily communication: an asian perspective. journal of asian culture and history, 1(2), 99-102. http://the/ http://the/ table3.therealizationoffunctionsandwaysof blum-kulkaandoldstain.(1984).requestandapolo brown,p.&levinson,s.(1978).universalsinlan lkbnantara.(2006).presidenakanlebihgunakan -------------------.(2006).disambutbaiktekadp -------------------,(2006).amienrais:presiden thejakartapost.(2010).fouryearson,victims english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 441 need analysis of indonesian language training materials for foreign workers using the communicative method ade mulyanah badan riset dan inovasi nasional email: adem004@brin.go.id sariah badan riset dan inovasi nasional email: sari021@brin.go.id rini widiastuti badan riset dan inovasi nasional email: rini015@brin.go.id nuny sulistiany idris universitas pendidikan indonesia email: nuny@upi.edu exti budihastuti badan riset dan inovasi nasional email: exti003@brin.go.id nia kurnia badan riset dan inovasi nasional email: niak002@brin.go.id resti nurfaidah badan riset dan inovasi nasional email: rest013@brin.go.id apa citation: mulyanah, a., sariah., widiastuti, r., idris, n. s., budihastuti, e., kurnia, n., & nurfaidah, r. (2023). need analysis of indonesian language training materials for foreign workers using the communicative method. english review: journal of english education, 11(2), 441-450. https://doi.org/10.25134/erjee.v11i2.7209 received: 22-02-2023 accepted: 25-04-2023 published: 30-06-2023 introduction changes in the dominance of the current world's political, economic, and social forces, directly or indirectly, have impacted various indonesian government policies. government policies on investment issues have affected various sectors and have been followed by the need for higher-quality human resources. the government's latest policy in the abstract: there is no standardization of indonesian language education and training for foreign workers (tka), resulting in no training model that suits the needs of students. therefore, this study aims to (1) describe the current condition of indonesian language training for foreign workers by the manpower office; (2) identify indonesian language training needs for foreign workers. the ministry of manpower has issued various regulations in this regard. this study uses a qualitative descriptive method through a communicative approach. the communicative approach forms the basis of the training model that will be developed because their main goal in learning indonesian is to be able to communicate in their work environment. the data collection techniques used were interviews, surveys, and literature studies. the subject of this study is data on foreign workers in the kepulauan riau province. the results of the study reveal two findings. firstly, an overview of the current condition of indonesian language training for foreign workers by the manpower office. secondly, the identification of indonesian language training needs for foreign workers . the data indicates that there is no standard training format yet. keywords: communicative; foreign workers; needs analysis. ade mulyanah, sariah, rini widiastuti, nuny sulistiany idris, exti budihastuti, nia kurnia, & resti nurfaidah need analysis of indonesian language training materials for foreign workers using the communicative method 442 global economic arena is to relax the laws related to foreign workers (fw) in indonesia than the so-called tka. before the covid-19 epidemic, more foreign workers were coming to indonesia, according to data from the ministry of manpower (2021). based on the figures, indonesia has received a record number of foreign workers.is as follows: in 2013, there were 70,120 people; in 2014, there were 73,624 people; in 2015, there were 77,149 people; in 2016, there were 80,375 people; in 2017, there were 85,974 people; in 2018, it was 95,335; in 2019, it was 109,546; in 2020, it was 93,761; and from 2021 to april, it was 91,035. the highest number of foreign workers in indonesia increased in the service industry. even though the number of foreign workers decreased during the pandemic, the number remained stable at over ninety thousand. the indonesian language problem for foreign workers is quite a problem. stakeholders in indonesian language teaching for foreign speakers, then so-called bipa, as well as those who love the indonesian language, certainly hope that indonesian becomes the language of instruction in every workplace, whether in the private sector or state-own enterprise, government companies, or foreign investment. the study supports the research in abbas (abbas, 2017). it is about the abolition of the regulation on the obligation of foreign workers to communicate in indonesian, contrary to law no. 24/2009. the law requires the use of indonesian in official communications in the work environment in indonesia: the abolition of the regulation on the obligation of foreign workers to communicate in the indonesian language as regulated in article 36 of the minister of manpower no. 16/2015 contradicts article 33 of law no. 24/2009 by using the principle of lex superior, namely higher legislation overrides lower legislation. article 7, paragraph (2) of law lower laws and regulations shall not contradict higher laws and regulations, according to number 12/2011. therefore, in this instance, law number 24/2009 nullified the minister of manpower's regulation (permenaker no. 16 tahun 2015 tentang tata cara penggunaan tenaga kerja asing [jdih bpk ri], n.d.). thus, teaching indonesian to foreign workers has become very urgent and strategic in teaching indonesian to foreign speakers (bipa). teaching bipa is important in responding to challenges and needs in society. in practice, teaching bipa has an important mission because it is related to the need for indonesian language and cultural diplomacy. on the contrary, when indonesian workers work abroad, foreign language (english) skills are needed to support their work. according to nahartini's research, a major obstacle for indonesian migrant workers (pmi) working in semi-skilled and unskilled jobs—where pmis make up the majority of the workforce—is their inadequate english proficiency. due to this, there have been many severe effects, including miscommunication between companies and migrant employees and a decrease in the preference for pmi over foreign workers. (nahartini et al., 2021). it shows that the ability to master the language in the place where we will work daily is very much needed by the workforce concerned. in reality, bipa teaching for tka still does not have standards because the standard curriculum has not yet been designed. according to greece et al., the learning series must be prepared and adjusted based on the learner's characteristics, summarized, and compiled to achieve these goals and the objectives of the expected competencies (greece et al., 2017). however, bipa teaching for foreign workers still does not have a standard because a standard curriculum has not been made. for this reason, mapping the material needs for teaching bipa for tka is very important. it is necessary to take several steps to see the needs of foreign workers regarding teaching materials, including mapping a needs analysis. needs analysis helps determine the language components that pupils need. understanding and using the target language is necessary (hull, 2019). this needs analysis is important because it can be used as a basis for curriculum development. needs analysis is a way to collect mapped student needs. it is an important thing that can be achieved in learning to improve students' abilities. ningsih et al. (ningsih et al., 2018) conducted a study on needs analysis. when creating teaching materials, analysis is important. the research uses a deductive method in the development of teaching materials. in the deductive approach, the prepared instructional materials must convey the rules: first, followed by pertinent examples, and then suitable training. concerning materials for elementary school students teaching children, the teaching materials developed must also contain interesting illustrations. it is an important finding because if the analysis of teachers, students, parents, and the school administration cannot realize the learning objectives, appropriate teaching materials will never be produced. the most important parties involved are teachers and students. teachers can conduct a needs analysis in every learning activity, directly or indirectly (darici in ilham et al., 2020). darici emphasized that the parties who have an important role in learning are students, english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 443 teachers, and school management. various needs issues include personal/individual, professional, and institutional needs. therefore, the most important finding is that needs analysis with this communicative approach is critical. nadia (modul et al., 2022), in her research entitled validity of bipa learning module 1 communicative approach-based work material produced findings that bipa learning one communicative approachbased work material in the bipa class of pgri west sumatra university which was developed was categorized as valid with a percentage of 73.70%. the results of the validation of the bipa learning module by experts on four elements, namely the aspects of content viability, presentation, language and readability, and graphics, can be used to determine the validity of the bipa learning module. from the aspect of content feasibility, it is illustrated that the content of the bipa learning module developed is in line with the needs of bipa students, commensurate with the learning objectives in the cefr curriculum, is compatible with communicative approach procedures, and does not conflict with moral and social values in society. so the bipa learning module 1 work material based on the communicative approach is feasible to use in the learning process. jazeri & tulungagung (melati, 2022), in their paper on the model of speech skills with communicative speech skills for foreign students, found that 87% of learners were enthusiastic and happy because the examples of expressions and dialogues presented in the textbooks helped them to be able to speak indonesian fluently. with the learning tools developed it has a significant effect on the learning outcomes of speaking skills in international students at iain tulungagung. pangesti & wurianto (2018) conducted research entitled development of cross-cultural based bipa teaching materials through a contextualcommunicative approach. the study's findings are presented in the form of bipa teaching resources that are based on cross-cultural levels and employ a communicative-contextual approach. the indigenous malang culture is the one being used as a reference in this instance. the findings revealed that the average expert trial score was 84.2%, the average practitioner trial score was 92.2%, and the average field trial score was 95.2%. therefore, this book can be categorized as very worthy of application. arsyad, in his article entitled arabic learning methods based on communicative approaches to improve language proficiency. according to him, the communicative approach is an assumption based on the nature of language that holds the view that language is a means of communicating. as a result, rather than advancing students' linguistic knowledge, the main goal of language education is to enhance language proficiency. on the other hand, language proficiency is taught to support language knowledge. the purpose of using the method of method contained in the communicative approach is so that learners can master the language learned orally to be able to communicate with the language (arsyad, 2019). concerning this matter, needs analysis research based on a communicative approach is significant because it has a vital role in mapping needs. however, research on teaching materials in the context of foreign workers has not been widely carried out. therefore, this study aims to: (1) describe the current conditions of indonesian language training for foreign workers by the manpower office; (2) identify the need for indonesian language training for foreign workers. in teaching bipa, careful analysis is needed in mapping teaching materials because the teaching process for bipa is different from teaching indonesian to native speakers. the knowledge transfer process for bipa students certainly requires skills that various theories and research must support because this process teaches indonesian as a foreign language. teaching a language to foreign speakers is not only a standard reference but also research on needs on an individual basis in the context of delivering language in a second language. we can find much information related to a wide range of needs analysis. based on hutchinson and waters, as cited in nation & macalister (nation & macalister, 2020), needs consist of target and learning needs. they believe the information on target needs is based on "necessities, lacks, and wants" (nation & macalister, 2020). furthermore, they also divide another major division to collect the needed data. the additional concept is objective needs and subjective needs. to classify their findings, they essentially formed a pair that "lacks fit into existing knowledge, necessities fit into necessary knowledge, and wants fit into subjective needs." nation & macalister (nation & macalister, 2020) assert that a requirements analysis should focus on the goals and course material of a course. due to this, a requirements analysis must consider both the information students already possess and that which they still need to learn. a course's content is relevant and valuable to learn because of needs analysis. in connection with this, hutchinson and waters (feroudj & aissa, 2022) divide the needs of learners into three, namely necessities, lacks, and wants. needs are things that the learner must know to function effectively. weaknesses are things that the learner knows and does not know. ade mulyanah, sariah, rini widiastuti, nuny sulistiany idris, exti budihastuti, nia kurnia, & resti nurfaidah need analysis of indonesian language training materials for foreign workers using the communicative method 444 desire is the learner's needs (nation & macalister, 2020). in the communicative approach in learning indonesian for foreign speakers is intended to develop communication skills. language learning objectives include listening, reading, writing, speaking, and understanding cultural elements. it shows the interconnectedness of competencies in language teaching. djiwandono emphasized (desnaranti et al., 2019) that the communicative approach is the capacity to understand or convey what has been or needs to be expressed utilizing diverse aspects of language found in all languages. to understand existing expressions flexibly and adapt to changes that always arise, not solely based on standard conventional values. further put forward by djumingin (djumingin et al., 2022) communicative approach is the ability to function in actual communicative situations in a spontaneous transaction involving one or more people. the same thing was also stated by jufri (jufri, 2017:11), stating that the communicative approach is that one sentence form can express more than one meaning, and conversely, one meaning can be defined through more than one sentence pattern. the foundation of language learning offered by the communicative approach communication skills is developing. language instruction in schools should improve students' verbal and written communication skills. it serves a multitude of purposes to use language as a communication tool. to achieve a language teaching-learning orientation based on the task and function of communicating, it is delivered in a relevant context and not in the form of free-form sentences. a communicative method is predicated on the notion that mastering language use for communication is an essential component of language learning. as a result, communicative learning is language instruction that provides students with sufficient opportunities to improve their language and display it in both productive and receptive tasks based on real-world circumstances, not artificial situations detached from context. in teaching, there are many strategies and approaches. teachers can choose various strategies, techniques, and materials based on various approaches to achieve learning objectives. the needs of students are, of course, teachers' primary focus. however, each approach has its advantages and disadvantages. in practice, the teacher must determine the most appropriate approach in the needed context. according to kadijan et al., in 2017 teachers are advised to successfully create and employ authentic teaching tools and techniques by communicative principles that emphasize a learner-centered approach (kardijan & rafli, 2017). a communicative approach is an approach that functions as a communication tool. therefore, language teaching should be directed at using language to communicate. based on the arguments, hymes (taş & khan, 2020) suggests that in the classroom, language is used for several purposes, such as greeting, requesting, providing information, ordering, and so on, although its use is limited. many experts have given the theory of communicative language teaching. hyme (taş & khan, 2020) and chomsky proposed theories underlining clt. hyme criticized chomsky's work. according to hyme (taş & khan, 2020). he stated that language teachers should strive for communicative competence, knowledge of the language structure as well as social knowledge regarding these structures, and the ability to use the language appropriately in various contexts (taş & khan, 2020). in communicative language, all the related theories underlie what is described as clt; it can also be defined as a set of teachings about the nature of language and language learning that are fundamentally unifying but broad and theoretically well-informed. according to canale and swain (nakatsuhara et al., 2018; han, 2022), communicative competence consists of four discrete skills; grammatical competence, sociolinguistic competence, strategic competence, and discourse competence. regardless of the version of clt, nunan has famously summarized clt as being characterized by grammatical competence, sociolinguistic competence, strategic competence, and discourse competence, which are four different talents. whatever the form of clt, nunan has famously summed it up as having the following characteristics. according to brown (pradipta, 2020), the things that must be prepared by the teacher in designing learning materials using a communicative approach are as follows: (1) classroom learning objectives can focus on all communication skills components. (2) learning strategies are made to encourage pupils to use functional, expressive, authentic, and pragmatic language. (3) fluency and accuracy of language that can underlie communication techniques. (4) english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 445 students must use the language both productively and receptively the communicative approach is seen as a strategy. this approach has various uses in learning. suwarsih madya's view (marta, 2020) states that this approach plays a vital role in transferring knowledge. transfer of learning is not always automatic; efforts must be made to instill potential abilities in students so that they are motivated to generalize communicative expressions of grammatical rules or narratives that they are learning from one socio-cultural situation to another equally socio-cultural situation. (1) a spiral or cyclical approach is highly recommended. (2) the starting point for preparing the curriculum for the unit of study should be the social communication functions that language students need. (3) the spiral approach is used in presenting the peaceful function of language in different socio-cultural situations. several things directly related to this concept are the background of the emergence of the communicative approach. the main characteristics of the communicative approach are related aspects and the application of the communicative approach in learning indonesian. according to ratna (muammar et al., 2018), the design of the material must place greater emphasis on the learning process than the subject matter. these are the three concepts in producing instructional materials based on a communicative approach. the material must encourage students to communicate reasonably. pity (muammar et al., 2018) reveals that communicative ability is based on the goal of conveying messages to others and conveying messages to others in an acceptable social way. that goal can be achieved through activities that take the form of communicative treatment and exercises to develop communicative abilities. language learning practices based on a communicative approach have four frameworks, namely (1) content-based language learning, (2) task-based language learning, (3) text or discourse-based language learning, and (4) competency-based language learning (madjdi et al., 2019; marta, 2020; muammar et al., 2018). texts or discourses for communication purposes have several types. they are early genres, such as labels, observational commentary, retelling, and narrative; factual genres, such as procedures, reports, explanations, arguments, expositions, persuasiveness, interviews, surveys, descriptions, biographies, retellings, and narratives; fiction genres, such as traditional and modern fiction; nonfiction genres, such as retellings, reports, procedures, explanations, persuasion, and discussions; written genres, such as descriptions, expositions, instructions, argumentations, and narratives used to generate language texts, both spoken and written language. in bipa learning, some use a contextual communicative approach to increase vocabulary with the introduction of local wisdom to build the classroom atmosphere to be fun and add insight. this communicative-contextual approach requires learners to deepen indonesian speaking skills that suit their daily needs. for this reason, there are several principles of a communicative-contextual approach, namely: the existence of communicative interaction between learners and teachers, the text used is authentic, there are efforts to learn language and language management, learning languages through daily experiences, and looking for language relationships in the classroom and outside the classroom (melati, 2022). they are referring to the theory that the author will present the results of the analysis of the needs of bipa students from thailand in three subchapters: needs, deficiencies, and desires. the author presented the needs of these students from what the students have conveyed through questionnaires and fgds. the information is then analyzed based on three divisions of student needs so that the difference between students' needs, shortcomings, and desires is clear. method this research is part of the exploratory stage of the addie model development research (molenda in pradana, 2018). addie stands for analysis, design, development, implementation, and evaluation. the addie model was chosen because it can describe a systematic approach and instructional development (sugihartini & yudiana, 2018). figure 1. addie model the primary task at this stage is to examine the necessity of creating instructional resources that ade mulyanah, sariah, rini widiastuti, nuny sulistiany idris, exti budihastuti, nia kurnia, & resti nurfaidah need analysis of indonesian language training materials for foreign workers using the communicative method 446 support learning objectives; some of the analyses done are as follows: (1) performance analysis: in this stage, the fundamental problems encountered in learning begin to emerge. performance analysis: at this point, the core issues with learning start to surface. (2) student analysis the following factors affect student learning: 1) student learning characteristics, 2) existing student learning knowledge and abilities, 3) thinking skills or capabilities students should have for learning, and 4) ways to develop the teaching resources kids need to develop their critical-thinking skills. (3) analyzing the facts, ideas, rules, and practices in the learning materials: a method of identifying materials that are pertinent to the creation of teaching materials in learning is by analysis of materials that are related to facts, concepts, principles, and procedures. at this point, the research is completed utilizing the literature study approach. (4) analysis of learning objectives: this step is needed to identify the skills or knowledge that pupils must possess. at this stage, the focus is to know its learning objectives and achievement. consequently, this stage can serve as a guide for creating educational materials. the research population is all foreign workers in indonesia. the data collection technique used a random sampling technique. random sampling is a technique of determining samples randomly (sugiyono, 2017). this technique was chosen because the types of foreign workers who were the respondents were not chosen but were carried out randomly because they adjusted what was happening in the field. the development of the model is a model that is adapted to the needs of foreign workers in learning the indonesian language. therefore, this research is based on need analysis, the primary sample. the sample of this research is 184 people. for this requirements analysis, a few instruments are available for data collection. nation and macalister (nation & macalister, 2020) said that "questionnaires can gather information. objective needs, in-depth interviews, documentation (such as compiling exam results or textbooks and analyzing them), observation (such as following a learner throughout a normal day), informal discussions with teachers and students, and testing are some. personal requirements are determined through learner self-assessment employing lists and scales, questionnaires, and interviews. using kayl’s case study (alkhalidi, 2021) on "developing an esl curriculum based on needs and situation analysis" as an illustration, let's look at some of his methods. he observed students in an adult esl program to gather the data, administered questionnaires to students to ascertain their needs and then interviewed the teacher for the same reason. data analysis is divided into three stages: looking at students' needs, shortcomings, and desires. results and discussion this section will discuss several things: the respondent profile, student needs, and weaknesses. they are referring to the theory that the author will present the findings from the evaluation of bipa students' needsthailand in three subchapters: needs, deficiencies, and desires. as is well known, the needs of these students are known by the authors from what the students have conveyed through questionnaires and fgds. the information is then analyzed based on three divisions of student needs so that the difference between students' needs, shortcomings, and desires is clear. respondent profile based on the results of the data analysis, it can be seen that around 96% cannot speak indonesian. only 30.2% have attended indonesian language courses. country of origin about 99% comes from china. the business sector for foreign workers is in the industrial sector, around 89.1%. the party providing the course is the company. figure 1. field of work figure 2. answers to the questionnaire 2 indonesian language proficiency the survey's findings indicate that foreign workers in kepulauan riau have limited indonesian language proficiency. from the data, it was found that around 92.3% could not speak indonesian. during work activities, foreign workers communicate with their assistants. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 447 related to perception and language skills, we should socialize the understanding of bipa learning programs for foreign workers through increasing knowledge about linguistic regulations in indonesia. referring to the findings of the hypotheses about knowledge, perception, and language skills, we can use them as a reference for preparing an appropriate learning model for foreign workers. the results of research data from interviews with the district manpower office (disnaker) kepulauan riau show no standardized training format. foreign workers generally take courses privately with company funds or private funds. it seems to be the trigger for the low indonesian language skills of foreign workers in indonesia. figure 3. answers to the questionnaire 3 the study results for research subjects who have or have not worked in indonesia and the country of origin in indonesia is china, which states that they have never worked in indonesia before. the data shows that the characteristics of foreign workers in indonesia are based on origin from china with no experience working in indonesia. according to siroj (in albantani, 2019), there are currently no instructional resources that correspond with the strong desire that foreign speakers have to study indonesian. this is apparent from the absence of teaching resource books on bipa teaching materials in bookstores. bipa teachers frequently encounter a big issue when conducting learning activities is the material's limitations. bipa teachers struggle to select or determine relevant learning materials to assist non-native english speakers in acquiring essential abilities. as a result, bipa teaching materials are required to maintain foreign speakers' motivation to learn indonesian. student needs what is needed in training must focus on the needs of students so that students or course participants can obtain the benefits. as stated earlier, needs are things that students must know. to determine students' needs, the researcher provides a list of materials needed in the business realm. the material mapping is based on mulyanah's research (mulyanah, 2017) on mapping the needs of teaching materials for tka. the learner's wants need to be distinguished from student needs. the results show that most students desire access to the information they require regarding their coursework. environment (97%), the surrounding environment (89%), conversations in shopping places (54.4%), self-introductions (23.9%), interviews work (10%), company meetings (10.3%), numerical transactions (9.2%), transportation services (20.7%), explaining products (7.1%), meeting clients (5.5 %), business negotiation (4.3%), and understanding the news (1.1%). figure 4. answers to the questionnaire 4 the results of the data on foreign workers in the riau islands require more material related to social relations with the surrounding environment (97.3%) and the surrounding environment (89.1%). it shows that the social aspect dramatically influences their perception of communication. concerning this matter, of course, teaching materials are needed to provide the students' wishes. however, when asked about the reason why the trend of the data is in that direction, the author does not have access because the implementation of data collection uses survey data. to see the condition of the students, the writer obtained information from the company about their ability and how they received indonesian language training by conducting online fgds with the indonesian employers association (apindo), company management represented by hrd, and stakeholders, namely from the manpower office (disnaker). learner weaknesses weaknesses relate to things that have been and are not known by students. based on the information obtained by the author, each student has advantages and disadvantages. weaknesses in students learning the indonesian language are not the bipa route because the fulfillment of the material is carried out by the company and based on the needs and desires of the students. the condition of workers in the business realm already has a companion workforce, affecting the data results of the foreign workers just requiring material in the business realm related to social relations. ade mulyanah, sariah, rini widiastuti, nuny sulistiany idris, exti budihastuti, nia kurnia, & resti nurfaidah need analysis of indonesian language training materials for foreign workers using the communicative method 448 conclusion teaching resources are the data, instruments, and texts that instructors and teachers need to research and plan for the application of learning. when conducting teaching and learning activities in the classroom, teachers and instructors employ a variety of instructional resources. both written and unwritten material may be included in the material in question. teaching resources are a collection of learning resources or substances presented systematically to show the full range of capabilities that students will master throughout learning activities. teaching materials are a collection of written and unwritten items that are deliberately arranged to foster a learning environment. teaching resources can support teachers and students in the teaching and learning process and assist in achieving the objectives of the syllabus. references abbas, a. r. i. 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(2019). the elements of language curriculum: a systematic approach to program development by james dean brown. hltmag https://www.hltmag.co.uk/dec2019/theelements-of-language-curriculum ilham, i., musthafa, b., & yusuf, f. n. (2020). university students needs of writing course materials: a case of indonesia. english review: journal of english education, 8(2), 31-40. https://doi.org/10.25134/erjee.v8i2.2988 jazeri, m., & tulungagung, i. (2016). model perangkat pembelajaran keterampilan berbicara dengan pendekatan komunikatif kontekstual bagi mahasiswa asing. litera, 15(2), 217–226. https://doi.org/10.21831/ltr.v15i2.11824 jufri, j. (2017). strategi pembelajaran bahasa. unm. kardijan, d., & rafli, z. (2017). the gap between learning needs and its implementation in english for hospitality specific purposes program. english review: journal of english education, 6(1), 125–135. https://doi.org/10.25134/erjee.v6i1.779 madjdi, a., rokhayani, a., & syafei, m. 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(1990). in search of the ellusive addie model performance improvement. in a. kovalchick & k. dawson, ed’s, educational technologi (pp. 34–36). abc-clio. http://www.indian.ed muammar, suhardi, & mustadi, a. (2018). model keterampilan berbicara berbasis pendekatan komunikatif bagi siswa sekolah dasar: teori dan praktik. sanabil publishing. mulyanah, a. (2017). materi pengajaran bipa di glenroy college, melbourne: pengenalan bahasa dan budaya. nahartini, d., dewi, r. s., fitriah, s., defianty, m., & anasy, z. (2021). the quest of developing a english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 449 better english training material for migrant worker candidates in indonesia. english review: journal of english education, 10(1), 159–174. https://doi.org/10.25134/erjee.v10i1.5366 nakatsuhara, f., inoue, c., & khabbazbashi, n. (2018). chapter 27: measuring l2 speaking key concepts key issues. 1989, 1–10. nation, i. s. p., & macalister, j. (2020). language curriculum design (2nd ed.). routledge. ningsih, s. a., rasyid, y., & muliastuti, l. (2018). analisis kebutuhan materi ajar membaca bipa a1 dengan pendekatan deduktif di sd d’royal moroco. pembelajar: jurnal ilmu pendidikan, keguruan, dan pembelajaran, 2(2), 85–91. https://doi.org/10.26858/pembelajar.v2i2. 5974 pangesti, f., & wurianto, a. b. (2018). pengembangan bahan ajar bipa berbasis lintas budaya melalui pendekatan kontekstual komunikatif. jurnal pendidikan bahasa, 7(2), 342–353. https://doi.org/10.31571/bahasa.v7i2.1015 permenaker no. 16 tahun 2015 tentang tata cara penggunaan tenaga kerja asing [jdih bpk ri]. (2015). bpk. https://peraturan.bpk.go.id/home/details/1459 87/permenaker-no-16-tahun-2015 pradana, m. d. (2018). pengembangan media tutorial pembelajaran mata kuliah media fotografi pembelajaran. edudeena : journal of islamic religious education, 2(1), 77–96. https://doi.org/10.30762/ed.v2i1.581 pradipta, p. (2020). basic interpersonal communication skill among students in junior high school. unisma. http://repository.unisma.ac.id/handle/12345678 9/759 sugihartini, n., & yudiana, k. (2018). addie sebagai model pengembangan media instruksional edukatif (mie) mata kuliah kurikulum dan pengajaran. jurnal pendidikan teknologi dan kejuruan, 15(2), 277-286. https://doi.org/10.23887/jptkundiksha.v15i2.14892 sugiyono. (2017). metode penelitian kuantitatif, kualitatif, dan r&d. alfabeta. taş, t., & khan, o. (2020). on the models of communicative competence. sonline. https://www.researchgate.net/publication/3444 76391_on_the_models_of_communicative_c ompetence ade mulyanah, sariah, rini widiastuti, nuny sulistiany idris, exti budihastuti, nia kurnia, & resti nurfaidah need analysis of indonesian language training materials for foreign workers using the communicative method 450 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 515 portraying academic writing aptitude and the plagiarism issues among efl students kartin lihawa (corresponding author) english language education, faculty of letter and culture universitas negeri gorontalo email: kartin.lihawa@ung.ac.id karmila machmud english language education, faculty of letter and culture universitas negeri gorontalo email: karmila@ung.ac.id adimawati helingo english education department, faculty of tarbiyah and teacher training iain sultan amai gorontalo email: adimawati@iaingorontalo.ac.id apa citation: lihawa, k., machmud, k., & helingo, a. (2023). portraying academic writing aptitude and the plagiarism issues among efl students. english review: journal of english education, 11(2), 515-524. https://doi.org/10.25134/erjee.v11i2.6760 received: 23-02-2023 accepted: 28-04-2023 published: 30-06-2023 introduction students who wish to earn a bachelor's, master's, or doctoral degree at the college level are typically required to complete some form of scientific work. this may involve conducting original research, writing a research paper, or completing a laboratory course. writing scientific papers is a common task for students in higher education. students are often required to write essays, conduct research, and report their findings in the form of academic papers. these papers may include skripsi, thesis, or dissertation, which are all types of scientific work. the research papers that students write have multiple chapters, one of which is a chapter that includes the opinions of experts in the field, known upon its several terms such as theoretical basis/framework of review of literature chapter, and background chapter. students are required to record the experts’ viewpoints relevant to their research in these chapters. these experts’ opinions are intended to reinforce existing theories and organize knowledge to serve as a roadmap for future research. however, it is usually an issue for students to arrange the experts’ ideas as page (lihawa, 2022) argued that students are struggling to write history essays, they are often knowledgeable about the subject matter well but unable to write in a coherent way. this can be because they do not know how to connect facts and information they have jumbled in their thoughts to form a narrative. as a result, their essays can be dry and boring, and they may not communicate their ideas effectively. wilang et al. (2018) revealed that students were worried about the process of research paper writing including writing theoretical chapters and their purposes, and most were not sure how to start writing them. it is also found (lihawa, 2022) from the information of previous research evaluation conducted on the 1st march 2022 that 19 students’ writings of class e in the second semester were abstract: this article is the research result of teaching-learning academic writing to english students department, ung in the fourth semester of 2020. this research objective is to enrich applying theories accessed from online books and international journals by avoiding plagiarism in students’ writing essays as theoretical bases of their research. besides, they would be able to communicate in the target language of writing skill as a maximum standard. a qualitative rubric was used to assess 25 students' essays. the rubric had three categories: (a) the ability to choose relevant ideas in introductory sentences before quoting, (b) the accuracy of diction selection, and (c) the ability to link ideas in well-written sentences after choosing quotations or paraphrases. the results showed that 15 students (60%) received a, followed by 5 students (20%) received a-, 3 students (12%) received b+, and 2 students (8%) received c. keywords: academic writing; plagiarism; teaching. mailto:kartin.lihawa@ung.ac.id mailto:karmila@ung.ac.id kartin lihawa, karmila machmud, & adimawati helingo portraying academic writing apptitude and the plagiarism issues among efl students 516 dominated by 12 students writing 2 to 5 sentences in an hour. besides, they were confused about what ideas were written. in line with the problem, most efl students of the english language department of ung prefer the easiest way to take ideas from most other students’ theses on the internet. some of them only changed the research object and slightly reformulated the title, copying and pasting most of the paragraphs in their theoretical basis. when a thesis is submitted for examination, the examiner may use a plagiarism detection tool like turnitin to check for unoriginal content. if the examiner finds that the thesis contains plagiarized material, the student's work will not be accepted. this can cause the student to have difficulty repairing the thesis, as they will need to compile new ideas and rewrite large sections of the paper. this can take a significant amount of time and may delay the student's study completion. it was stated by king ( 2023) that as more students use the internet for research and information, plagiarism is becoming a bigger problem in higher education. the quantity of readily available information online has made it simpler for students to copy and paste information from other sources without properly attributing it. due to this, there has been an increase in instances of plagiarism, which can have detrimental effects on students such as failing grades, expulsion, and harm to their reputation in the workplace. in order to combat plagiarism and maintain academic integrity, higher education institutions are enacting stricter standards and stronger sanctions. mutalib, et al. (2023) conclude that a significant number of efl students misapplied sources and citations in their theses, therefore education and awareness are essential to addressing the plagiarism issue (roig, 2018). thus, it is imperative for lecturers to expose students to theories in arranging sources of ideas in academic writing class. scientific works have certain characteristics in terms of several aspects, including a variety of language, objective, systematic, logical, and based on facts, and following this recommendation students’ works can meet the demands of good academic writing (braslauskas, 2021). in general, from a technical point of view, many students have writing problems. first, one of the challenges students face is the drawn-out process of developing a topic for a written scientific report. page (in lihawa, 2022) argued some writers spend so much on their introductions that they lose readers’ interest before they get to the main point of the essays. as hoang et al. (2023) in their research result on the analysis of errors and survey data revealed that the most common organization errors were incoherence whch made up the highest percentage, and then poor topic sentence, disunity, poor conclusion, and no conclusion at all. additional reseasons were due to lack of writing practice and local language influences. these writing problems and complex ideas of avoiding the long process of starting this skill are determined by knowledge and skills of writing and students’ experience and responses in language communication. the more language communication students have, the more experience and easier they get to start writing scientific works. the second problem for students is avoiding plagiarism in writing. most of the time, students unknowingly engage in plagiarism; for instance, they occasionally use the phrases and concepts of experts when coming up with introduction lines. for even more serious offenses, students take large sections of text from someone else and pass it off without acknowledging the main source. ashikuzzaman et al. (2018) explained that plagiarism can range from a minor offense, such as failing to cite a source, to a more serious offense, such as duplicating large sections of a text. moreover, one of the key causes is the development of technical tools that make it simpler to copy and paste information from the internet, which results in the development of screen-based thinking (chaika, 2023). the emphasis on the same idea from doostyar and sujatha (2023) that plagiarism in written form is also known as textual plagiarism. students and researchers both frequently engage in this type of plagiarism when writing coursework and research articles. the effects of freely using technology, the almost same problems occur to some english language department students of ung, either undergraduate or postgraduate students who do not have adequate ability to compose introductory sentences using their own words prior quotations to bridge their ideas and the experts’. it is because esl students often face a number of challenges with things like minor vocabulary mastery, poor grammar and spelling, preparedness, and exposure to books and reading materials (moses & mohamad, 2019). these english students find it difficult to connect the quotes they select and the key point's explanation of the notion because english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 517 they have a limited amount of accurate vocabulary with which to express their ideas. the third issue is insufficient reading materials as sources, either form of books or journals, to support the theoretical basis chapter which might cause a scientific work less logical and reputable (djehatu et al., 2022). this problem can be overcome by the students with the help of cuttingedge technologies, specifically, internet resources where they can access online journals and books. however, the reliability of online references can be a problem since some online sources may not be credible, and it can be difficult to verify the accuracy of the information they contain. similarly, vieyra and weaver (2023) put forward that the main cause of plagiarism is sometimes attributed to students with an unclear understanding of how to properly incorporate and cite sources in their writing when they first enter college. it is imperative that researchers, writers, and authors of books and journals must go through a process of revision and editing before their work is published to ensure that the work is accurate, well-written, and easy to understand, and also incorporate technologies. davies et al., (2022) in their research revealed that students’ writing skills improve when teaching and learning instruction is assisted with technology. based on the learning issues faced by the students in general and they are in english department of fsb ung particularly, it is paramount that researchers must reduce the issues currently associated with writing scientific papers and make use of current technologies in order to increase students’ ability to write background and theoretical basis, which are significant chapters on scientific works. in line with that, kumar et.al. (2022) put forward that teachers and students can benefit from using hardware and software technology in english language instruction and learning in a variety of ways, including the capacity to access resources at any time. besides, momchilova (2021) stated that artificial intelligence (ai) and information and communication technologies (ict) have significantly altered teaching strategies and learning environments, as well as how they are perceived and set up. moreover, the finding of research by rahman et al., (rahman et al., 2020) indicated that the students’ enthusiasm for studying english writing, self-esteem, and written communication skills are all developed through blended learning which combines face-to-face instruction with online learning. students can easily access experts’ opinions on a particular theory by accessing citations on the website of scimago or google scholar, for example. however, when it comes to writing supporting sentences that refer to the citation, students still run into problems, or they even fail to include any previous sentences as an introduction to the quotation. in addition, they occasionally fail to establish a connection between their chosen quotation and the rest of their own writing. to avoid this, students must form conclusions as a writer in order to establish this connection and support the experts' viewpoint. it is supported by the argument of twumasi & afful (2022) that writing should be concise and precise, free of slang and other informal expressions. it should constantly strive to be objective and considerate of other people's perspectives, also academic writing is not the place for sentimentality or strongly held personal opinions. method this research used a descriptive qualitative of development model by sugiyono (2012), the actions are as follows: step 1: analyzing the potential data i) how well students are able to cite the theories of experts in their papers; ii) how well they are able to put together introductory lines before pouring in the theories and demonstrate how to offer arguments. 2) overcoming the problem i) putting into practice teaching in-class for four months in accordance with the course syllabus and utilizing scimago to facilitate citation theory, ii) providing students with opportunities to practice their writing skills and to learn about citation theory, iii) evaluating the students' learning outcomes by assessing their ability to paraphrase publisher's work, one source is a rubric by mahmoudi & bugra (2020)that assesses students' ability to formulate ideas in three categories: a) selecting ideas in introductory sentences prior to taking quotations of paraphrases; b) accuracy of diction selection; and c) linking ideas in well-formulated sentences following the quotation. these supported and used criterion-referenced decisions in their evaluation. the next four processes of designing module, validation, the experts’ revision of product then testing a limited and large group are not described here. conducting this research is in english department, letter and culture faculty, gorontalo state university, focussed on the ‘writing for academic purpose’ subject. the kartin lihawa, karmila machmud, & adimawati helingo portraying academic writing apptitude and the plagiarism issues among efl students 518 techniques used to collect the data were observing how well students can write theoretical bases, discussing with students about planning future actions, recording information as the instructor provided lessons based on the writing for academic purposes course syllabus in the fourth semester, evaluating students’ writing outcomes based on their capacity to incorporate theory into their writing in a scientific manner, and examining students’ writing outcomes using the theories of experts from the journal as referenced on the scimago website. the procedure of data collection was during the teaching of ‘writing for academic purpose’ course at 4th semester totaling 25 students in english department of fsb-ung in the academic year of 2021/2022 based on the syllabus of 14 meetings. those covered the four kinds of essay organization and its generic structures, including developing critical thinking, paraphrasing, footnoting, and writing 2 to 3 pages of background and theoretical basis chapters of research. besides, one important thing was focussing on learning materials on how to use scimago journal website which they applied and suited to the idea in each of their theoretical bases or background. a student had to go to www.scimagojr.com and chose 'journal ranking' and 'country rankings'. they found data based on the rankings through the following picture. this website provides journals that have been indexed nationally and internationally. in addition, this website also provides ranking data for each journal based on total cites, self-cites, citation per document, international collaboration, citable document, non-citable document, cited document, and uncited document. figure 1. scimagojr then, they used the search field to choose the kind of journal they wanted to look up by clicking on it, i.e. table 1. the search field n o content name of journal iss n publish er year 1 languag e and linguisti c applie d linguis tic 147 752 0x, 014 260 01 oxford univers ity press 2019 the criteria used to evaluate the formation of ideas fall into three categories: a) selecting ideas for introduction sentences before selecting paraphrased quotations, b) choosing accurate diction, and c) linking ideas in well-crafted sentences after selecting the quotation, i.e. table 2. rubric for assessing ability to compile introductory sentences, selection of diction, and the arrangement of linkages of ideas with quotation no items of formulating ideas and diction selection not clear 25% or d less clear 50% or c clearer 75% or b clearest 100% or a 1. having an introductor y sentences with clear ideas 2. accuracy of diction selection 3. linkage of ideas in the formulation of sentences with quotation/ paraphrase the essay was ultimately graded using criteria used in ung guideline for students’ attainment level and the letter grade range as follow: table 3. letter grade range level of achievement score qualification 85-100 % a excellent 75-84 % b good 60-74 % c average 45-59 % d less 0-44 % e failed results and discussion the outcome of students' use of scimago to write experts' opinions has a good impact on their essay-writing abilities. the outcome of their writing provides evidence of this. of the 25 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 519 students' writing results, 15 received a (60%), 5 received a(20%), 3 received b+ (12%), and 2 received c (8%). the analysis used the following rubric in evaluating each participant to assess the ability in compiling introductions, diction used, and the way concepts are linked together using quotations. table 1. the assessment result of students’ writing essays based on the level of clearest 100% or a, clearer 75% or b, less clear 50% or c not clear 25% or d fail or zero <25% or e parti cipa nt having an introductory sentence with clear ideas (his_ci) accuracy of diction selection (acd) linkage of ideas in the formulation of sentences with quotation/paraphrase (liitfs_q/f) total value a b c d e a b c d e a b c d e 1 √ 90 85 85% 2 100 100 100 100% 3 80 85 90 85% 4 100 100 100 100% 5 82 82 85 83% 6 78 50 77 68% 7 100 100 100 100% 8 100 100 100 100% 9 60 80 80 73% 10 84 95 91 90% 11 85 85 85 85% 12 84 97 74 85% 13 90 90 90 90% 14 85 82 82 83% 15 100 92 84 92% 16 65 82 85 77% 17 100 100 100 100% 18 100 100 100 100% 19 100 100 100 100% 20 100 100 100 100% 21 90 100 90 93% 22 85 85 85 85% 23 84 95 95 91% 24 87 100 100 96% 25 90 100 100 97% the assessment result of 25 students’ writing essays show that the students in the level of a category or 100% are 8 students, 97% is 1 student, 96% is 1 student, 93% is 1 student, 92 is 1 student, 91% is 1 student, 90% are 2 students, 85% are 5 students, 83% are 2 students, 77% is1 student, 73% is 1 student, and 68% is 1 student. in brief, their level of category is presented below: table 2. students’ writing essay category level of achievement amount students score percentage % category 85-100 % 20 a 80% excellent 75-84 % 3 b 12.% good 60-74 % 2 c 8% average 45-59 % 0 d 0% less 0-44 % 0 e 0% failed total 25 100% the description of the assessment of the students' producing background and theoretical basis chapters in their essay writing skills is based on the determination of the number of citations and paraphrases made in the essay. the focus of the assessment is to count the number of sentences with grammatically correct structures in english and a good choice of diction prepared by students before and after the quotes and paraphrases. to find out the results of the writings in question, the assessment of three categories is carried out. those are i) having an introductory sentence with clear ideas (his_cs), ii) accuracy of diction selection (ads), and iii) linkage of ideas in the formulation of sentences with quotation or paraphrase (liitfs_q/f) (janssen et al., 2015) kartin lihawa, karmila machmud, & adimawati helingo portraying academic writing apptitude and the plagiarism issues among efl students 520 the ways in which the sentences were formulated before and after the quotations and paraphrases by the 25 participants varied greatly and really depend on the students’ own imagination and the process. as cheong et al., (2022) mentioned that reproductive imagination, which is the ability to recreate or reproduce ideas that have been encountered previously, is one factor that contributes to writing performance. the link to this issue happened to participant 6’s essay. it is a short and clear essay as well but there are only 2 dqs (direct quotations) with its 2 psf (previous sentence formulation) and one liitfs_q/f on the first quotation. the second dq only contains one psf and one sentence as liitfs_q/f or the linkage at the conclusion of the second quote. his writing proficiency is average at only 68% or c category. yet, in the process of conducting research on teaching academic writing, it applied different methods and techniques to help students to find the aim of learning as a qualified writer at maximum standard, one of which is incorporating technology to enhance language learning and foster effective learning (zhang & zou, 2022) where students can use real language and complete their task in the target language which promotes their self-regulated and motivation in learning (han et al., 2021). however, it is not only limited to these references sourced from technology used in asking students to compose essays, but also the role of teachers and pedagogical competence is paramount (strobl et al., 2019) in allowing students the ability to practice writing an effective outline, structuring information using a variety of rhetorical devices, avoiding logical fallacies while presenting a position with support, and understanding how to cite and paraphrase sources. based on the notion above on how to quote certain knowledge to support the ideas of the writer for academic writing, there are strategies commonly used to paraphrase or summarize data from published sources, they are: (1) using synonyms (alvi et al., 2021; çeşme, 2022) where students could replace some terms from the original section with similar meaning of the words. this strategy is mostly used in paraphrasing. (2) altering active sentences to passive or vice versa (sulistyaningrum, 2021). and, (3) converting direct quotes to indirect ones. in implementing these strategies in organizing the background and theoretical basis parts, students are required to organize good sentences as the representation of his/her ideas and integrate them into his/her works by summarizing, quoting, and even paraphrasing the ideas to seamlessly unite them into the source materials. this way, plagiarism can be avoided. in the end, students who are the writers must allude to these quotations in connection with the overall thesis of the articles. thus, well-structured and related ideas from introduction sentences to the paraphrased ideas to the illustration are stated as part of the theoretical bases they are derived from. to be able to do this, there are three points that should at least be addressed, 1) the author requires to have the ability to compose an introductory idea prior to making the quotations, 2) the selection of accurate vocabulary, and 3) the author must be able to create compelling concluding thoughts from their writing of the opening notion before the citation, connecting to the quotations presented, and coming to their own decision. the application and support of experts’ opinions in this study resulted in accurate research data, including assessing the three categories in the essay as in the previous table. the results of the evaluation contained several things as exemplified in the short essay by participant 6. however, of the 25 participants, only one student experienced the case of writing a short essay. furthermore, the great variations in the students’ writing results are described in general perspective in three levels of high, good, and average of formulation direct quotations and paraphrases. the high level is projected in students who formulated 5 to 8 dqc (direct quotation) or ph (paraphrase), the good level is the students who formulated 3 to 4 dqs and phs, and the average level is the student who formulated 1 to 2 dq and ph. each level presented three participants’ writing results is as follows. the first of high category in writing the essay, there are found high formulation dq (direct quotation) toward 3 participants; they are participant 17 with 8 dqs and one paraphrase, participant 12 with 6 dqs, and participant 9 with 5 dqs and 3 paraphrases. the description is as follows: participant 17.this participant had 8 dqs and one phrase. each of all direct quotations and paraphrases had 3 sentence formulations as liitfs_q/f (sentences of linkage of ideas in the formulation of sentences with quotation/paraphrase). even though there were english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 521 no previous sentences as his-ci (having an introductory sentence with clear ideas), the participant used precise language in each of her sentence descriptions. this participant performed at 100% or an exceptional level. participant 12. the participants' essays had 6 dqs, but only one reference was listed in her bibliography. all of the sentences in her essay were excellent in terms of expressing and creating concepts clearly, as well as establishing solid paragraphs. the essay was then evaluated and assigned an ability level of 85%, or the agrade. participant 9. her essay contained 3 paraphrases and 5 dqs. only three of them, nevertheless, were precisely organized because they included references with the original quotations, but the expert was not credited. the three of 2 paraphrases and one dq were the first paraphrase that had one psf (previous sentence formulation) and 3 liitfs_q/f sentence formulations as its linking ideas. the second paraphrase did not have psf (previous sentence formulation), but it had 3 liitfs_q/f, and the last one was the dq with one psf and zero liitfs_q/f. the participant's overall score was 73%, or a c category because of making quotations without acknowledging the expert. this plagiarism issue was made by participant 9 in which she did not state the name of the expert. the sophistication of technology in the present era, such as the internet and websites that can be accessed by anybody regardless of their trustworthiness, is one of the reasons why plagiarism in writing is on the rise. smith (in cheers et al., 2021) states that plagiarism is a complex concept, and it can be deceptive, thus in an ideal world, students should be aware that there is a high chance of being caught for plagiarism and that the consequences are severe (abraham & torunarigha, 2020; lata & mondal, 2021). this is in line with the basic concept that plagiarism is the act of using someone else’s thought or language without acknowledging the author, regardless of whether you do it on purpose or unintentionally due to a variety of reasons (mehta & mukherjee, 2022), it is seen as a form of theft and is considered an academic crime. even though there is still happening in most schools and universities, plagiarism has recently become a highly visible issue in academic journals (bautista & pentang, 2022); and many papers, books, and seminars have been written about how to prevent plagiarism in academic publications. in teaching academic writing and its syllabus, students were directed to the best ways by being obliged to avoid plagiarism in writing. this control was carried out individually by lecturers to students during essay writing exercises in class. the result can be seen in the second category of students’ abilities below. the second of good category in writing essay, there are found good formulation dq (direct quotation) toward 13 participants; they are the participants 2, 3, 4, 5, 7, 8, 10, 11, 13, 15, 20, 21, and 24. the three participants of 2, 3, 4 are the representative illustration as below. the participant 2. this second participant had 4 direct quotations (dqs) and 2 paraphrases (phs). the first dq has psf (previous sentence formulation) as his-ci and 2 liitfs_q/f. the second dq has 6 psf without liitfs_q/f, but the third one had 2 psf and 3 liitfs_q/f in that formulation. it was also the fourth dq that had 3 psf with his-ci and 2 liitfs_q/f. this essay also contained 2 paraphrases, the first had 1 psf and 3 liitfs_q/f. the second one had 3 psf and 2 liitfs_q/f. the participant's writing abilities can be classified as a level or 100% qualification due to this essay's accurate choice of dqs and phs and its high-quality concepts for sentence construction. participant 3. this participant’s essay had 3 dqs and 1 ph. the first dq had 1 psf and 3 liitfs_q/f following the quotation and the 2 clear paragraphs illustration. however, without psf or linking, this essay contained one direct quotation. after the citation in the third dq, there was one psf and three liitfs_q/f. one paraphrased sentence had 1 psf and 2 liitfs_q/f after it. taking into account that this essay is worth a-, or 85%. participant 4. this essay demonstrated a clear understanding of quoting and paraphrasing, excellent diction, and precision. it had 3 dq and 1 ph. the first dq had 2 liitfs_q/f and 2 clean psf. following this quotation were 1 sentence and 9 liitfs_q/f in the second dq. the third one contained 6 liitfs_q/f and 2 psf phrases. it lso included 1 paraphrase, which had three liitfs_q/f and 4 psf. she received an a grade, or 100%, for her essay. the third of average category in writing essay, there are found good formulation dq (direct quotation) toward 9 participants; they are the participants 1, 6, 14, 16, 18, 19, 22, 23, and 25. the three participants of 1, 14, and 16 are the representative illustration as below. kartin lihawa, karmila machmud, & adimawati helingo portraying academic writing apptitude and the plagiarism issues among efl students 522 this participant 1. the participant used 2 direct quotations (dqs) and 2 paraphrases (phs) in the essay she wrote. the his-ci and liitfs_q/f at the end of the quotation were zero, yet there was 1 liitfs_q/f in the second quotation. there was 1 his-ci in the first and fourth sentences in each of the paraphrases. there was no liitfs_q/f at the end of the second paraphrase, despite the fact that those formulation principles were apparent. the student's writing grade was 85, or a-. participant 14. there were 5 psf before this 14th participant's ph, and she had two paraphrases. she discussed the risk of smoking in general terms as a supporting idea for her essay topic. however, because the participant's general statements of ideas refer to information from who, it is difficult to determine whether they were her own words, and that led to a grade of b+, or 83% level of skill for her essay. after using paraphrases in her article, she made a strong argument. participant 16. the sixteenth participant finished writing his essay with 2 dqs. his dq had his-ci but lacked clarity of thought and diction precision. the participant followed the quotations with liitfs_q/f, yet the linkage or liitfs_q/f was also not entirely obvious. as a result, the participant's essay received a grade of 77% or a level of b+. since the internet has become a major source of information, it is crucial to get students accustomed to integrating technology into their learning (vallez et al., 2022), however, they need to make use of it in a responsible way, particularly in academic circumstances. therefore, it is the lecturers to teach plagiarism, citation, and referencing skill, especially in academic writing which lead to academic integrity (bautista & pentang, 2022) conclusion providing the availability of internet websites that supply online journals and books is one technique to address the difficulty students have in selecting experts' theories to support their own idea and concept in composing articles and research proposals. citing sources such as from books or journals can help students who are unaware that they are engaging in plagiarism. in other words, teaching students about plagiarism ethics in academic writing can help them hinder the conventional practice of copying and pasting expert words and ideas. instead, students can learn how to formulate their own opening sentences, link ideas with quotations, and paraphrase effectively. references abraham, o., & torunarigha, y. d. 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(2022). a study of the web visibility of the sdgs and the 2030 agenda on university websites. international journal of sustainability in higher education, 23(8), 41-59. https://doi.org/10.1108/ijshe-09-2021-0361 wilang, j. d., jantori, p., & chutataweesawas, s. (2018). worries of novice researchers in writing research papers. online submission. http://proxy.libraries.smu.edu/login?url=http://se arch.ebscohost.com/login.aspx?direct=true&db= eric&an=ed583670&site=ehostlive&scope=site. zhang, r., & zou, d. (2022). types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning. computer assisted language learning, 35(4), 696-742. https://doi.org/10.1080/09588221.2020.1744666 kartin lihawa, karmila machmud, & adimawati helingo portraying academic writing apptitude and the plagiarism issues among efl students 524 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 499 the implementation of low-cost educational videos to improve students’ performance in toeic preparation test atiqah nurul asri information technology department, politeknik negeri malang, malang, indonesia e-mail: atiqah.nurul@polinema.ac.id faiz ushbah mubarok information technology department, politeknik negeri malang, malang, indonesia e-mail: faizum@polinema.ac.id aly imron electrical engineering department, politeknik negeri malang, malang, indonesia e-mail: aly.imron@polinema.ac.id apa citation: asri, a. n., mubarok, f. u., & imron, a. (2022). the implementation of low-cost educational videos to improve students’ performance in toeic preparation test. english review: journal of english education, 10(2), 499-508. https://doi.org/10.25134/erjee.v10i2.6250 received: 02-02-2022 accepted: 28-04-2022 published: 30-06-2022 introduction since covid-19 strikes in the first quarter of 2020, the education system has been forcibly shifted to online. over 180 countries got the impact of the pandemic, it affects around 88% of total students all over the globe (unesco, 2022) students and teachers are also challenged in the use of technology since all teaching and learning activities should be conducted online. most of them are not prepared to sign up for it. the application of technology in education has rapidly grown. due to the pandemic, face-to-face interaction is reduced, and faculties must find a suitable solution. bozkurt and sharma (2020) stated this condition as an emergency remote teaching, a circumstance when teachers have no other options but to do education using a sudden emergency condition. this circumstance is also considered as an interim solution during the crisis (golden, 2020). in an emergency, teachers are forced to adapt and adjust the method and techniques in teaching the students. lynch (2020) proposed seven main points to take into action during teaching and learning in an education crisis, namely 1) knowing the students, 2) setting expectations for teachers and students, 3) audio conferencing, 4) educational television, 5) joining lessons on digital skills and literacy, 6) web-conferencing, and 7) asynchronous video learning. specifically, on web-conferencing and asynchronous video learning, there are some of the eligible methods that can be applied for online learning in a crisis. emergency online learning has speedily developed since the pandemic all over the world. abstract: this paper was aimed to improve information technology students’ performance in the toeic international test by using low-cost videos. the test was held by the state polytechnic of malang together with the international test center (itc) to compete in this 4.0 industrial era. due to the pandemic condition, the research was conducted online using the learning management system (lms) and the zoom application. the subjects in the study were a class consisting of 28 final year students of the informatics management study program. in this research, we applied class action research (car) in 2 cycles, the first cycle was six meetings and the second cycle was two meetings. this study was said to be successful if at least 70% of the students got a score above 450 points. next, toeic pre-test and post-test scores were analyzed using the t-test. in addition, this study also analyzed students' perceptions of the learning model. from the results of the t-test analysis from the pre-test, post-test 1, and post-test 2, it can be concluded that this learning model could increase toeic scores. based on the results of the questionnaire and observations, it showed that students responded mostly positive feedback and improved students’ performance in toeic scores. keywords: video; low-cost educational video; toeic preparation. atiqah nurul asri, faiz ushbah mubarok, & aly imron the implementation of low-cost educational videos to improve students’ performance in toeic preparation test 500 masters, taylor-guy, fraillon, and chase (2020) reported that the impact of pandemic creates a vulnerable feeling to the children in australia. another case can be found in favale, soro, trevisan, drago, and mellia (2020) who showed that students face too high internet traffic and suffer online learning gaps due to several network problems. meanwhile in indonesia, the ministry of education and culture launched ‘rumah belajar’. it is a program that can help students do independent study and is accessible through mobile and computer devices (abidah, hidaayatullaah, simamora, fehabutar, & mutakinati, 2020). from several studies above, the usage of remote teaching and the application of ict must be interdependent and support each other. ict is one of the major points to consider in online emergency learning. jatileni and jatileni (2018) discussed that ict influences teachers to enhance their teaching and learning process. students are also able to be more engaged and motivated in accomplishing tasks. the implementation of video usage in learning has been applied in various ways in education. riyanto and yunani (2020) found that tutorial video is quite effective as a teaching media to improve students’ speaking skills, especially giving a speech. furthermore, as the solutions to the pandemic, one of which is conducted by prayudha (2021) that revealed that video has been proven to effectively help teachers facilitate their students in learning and provide a better understanding of the materials during online learning. meanwhile, suhayati and haryati (2021) investigate the students' perspectives on the use of screen recording video to facilitate them to learn during the pandemic. the results show that the students have quite positive responses on the use of video recording in online learning. in other words, online videos offer flexibility for students to learn at their pace and at a time that is convenient to them (tukiman khalid, onn, foong, & amran, 2020). it is supported by the results of the study by foong, ismail & tukiman (2021) which showed that the students make the use of recorded teaching videos provided by the lecturer as digital files which enable them to pause, playback, forward, and repeat. from the study, most of the students are found to prefer short videos, less than 15 minutes, and their lecturer’s voice to computer narration in teaching videos. furthermore, metruk (2018) revealed that video using subtitles could improve students’ performance. from the results, it can be concluded that the listening test scores are not significantly different among the three groups. in other words, it shows the use of l1 and l2 subtitles does not affect the students’ listening comprehension skills. on the other hand, watching videos with english subtitles is likely more favorable to improve students’ reading comprehension skills than those with slovak subtitles. in relation to this study, the researchers also find few previous studies related to teaching toeic. first, nguyen & gu (2020) investigated the impact of toeic listening and reading as a university exit test in vietnam. the results of the study show that the older and more experienced the teachers, the less they teach the test, and the more communicative their teaching approach is. furthermore, the more they perceive that the test assess the tested skills, the more they teach to the test and the more traditional they are. toeic, indeed, is quite happening and widely used as standardized english proficiency test in vietnam. despite the previous study described, nguyen, phan, huynh (2020) conducted a study on difficulties in studying toeic listening comprehension of non–english majored freshmen. the results show that students often got confused with similar sound words, speed, and duration of the listening test also makes them tired and unable to concentrate. furthermore, there are studies on toeic conducted at vocational high schools in indonesia. first, it was conducted by zahruni, fahmi, & pratolo (2020) which aimed at the readiness and the problems faced by indonesians vocational students in doing toiec to help them find better methods in teaching it. furthermore, the results show that students were not ready for the test and the listening part of the test was found more difficult than the reading part. another study was conducted by setiawan, sunardi, gunarhadi, & asrowi (2020). this study was aimed at investigating the vocational high school graduates’ perspectives on the use of technology in language learning such as ipad, pda, computer tablet, and smartphone to do the test. the results of the study show that the graduates have positive responses to the use of implemented mobile learning to help them prepare for the test. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 501 based on the previous studies, it inspired the researchers to conduct the study about the video usage for teaching toeic preparation for it department students at state polytechnic of malang. this study is done as fast responses to overcome the problems when the running semester, where offline class conducted, had to be shifted to online class because of the sudden outbreak in the middle of 2020. in addition, the state polytechnic of malang facilitated the final year students to enroll in an international standardized toeic test at the end of their study. to create videos for facilitating the students in learning toeic preparation to solve the problems faced during the outbreak without any decent preparation. thus, the researchers follow the method proposed by moussiades, kazanidis, iliopoulou (2019) on a low-cost educational video. the low cost-educational video as described by simo, fernandez, algaba, salan, enache, albaredasambola, bravo, suñe, garcia-almiñana, amante, & rajadel (2010) is a short demonstration stream video which has a very specific goal, has been created in a very short period with few resources. based on the reasons above, the researchers would like to investigate the application of low-cost video in teaching toeic preparation through emergency online learning. in light of the background, the current research aimed to answer two research questions: (1) how is the implementation on the use of low-cost educational videos in toeic preparation learning in improving the toeic score of final year students of the information technology department? (2) how do students perceive the use of low-cost educational video in preparation for the toeic test? method the procedure of this research is class action research (car) which includes four stages, namely the preparation stage, implementation stage, observation stage, and reflection stage. the following figure shows the car cycle process. figure 1. car cycle process preparation stage in this stage, the author works with a collaborator to select one of the classes from the informatics management study program. the class consists of 28 students. then, the toeic preparation materials were made into a video based on the listening and reading parts. in addition, video-making equipment is also prepared, including lights, a green screen, free software, and a low-budget web camera. the author also prepares criteria for success or criteria of success. research is said to be successful if 70% of students experience an increase in toeic scores and at least the average toeic score is at least more than or equal to 450 implementation stage at the implementation stage, this is carried out before the lecture enters the toeic preparation topic and begins with the process of making and or editing the existing videos themselves following the stages carried out by moussiades et al. (2019). the stages are: (1) determination of general learning objectives. before making a video, the general learning outcomes must first be determined. in this case, the general learning objective for making this video is that students can understand tips and tricks on doing the toeic test. (2) determination of specific learning objectives. (3) at this stage, the expected specific learning outcomes are determined. the specific learning outcomes for each listening and reading section can be seen in table 1 below: table 1. specific learning outcomes parts topic specific learning outcomes (meeting 1) ● intro to toeic and general strategies at the end of learning students are able to: ● know and understand the toeic test and general strategies in doing it. atiqah nurul asri, faiz ushbah mubarok, & aly imron the implementation of low-cost educational videos to improve students’ performance in toeic preparation test 502 listening ● photographs ● questionsresponses (meeting-2) ● know and understand the tips in doing the first part of listening, namely photographs. ● identify the answer that best fits the description of the photo displayed through the audio that is listened to. ● know and understand the tips in doing the first part of listening, namely questions-responses ● identify the correct answer choices for the questions listened to. ● conversations ● talks (meeting 3) at the end of learning students are able to: ● understand the tips in working on the third and fourth parts of listening, namely conversations and talks. ● identify information, both implicit and explicit, as well as answers from conversations and presentations. reading ● incomplete sentence ● text completion (meeting-4&5) at the end of the learning, students are able to: ● understand the tips in doing the first and second parts of reading, namely incomplete sentence and text completion. ● identify and choose the right grammatical form to complete sentences in the incomplete sentence and text completion sections. ● reading comprehension at the end of learning, students are able to: ● understand the tips in working on the third part of reading, namely reading comprehension. ● identify information, both implicit and explicit as well as answers to reading questions. video construction in this part, the production and editing videos were made using camtasia, adobe premiere pro, and web animaker. the researchers were assisted by two students of the informatics engineering d4 study program who have the ability in video editing. their jobs were to make the video more comprehensible and applicable. in the preliminary study, the duration of the videos was too long and not communicative. thus, the video was then edited, and added into several sub videos (a total of 28 videos) which can be accessed at this link https://bit.ly/videopembelajarantoeic2021 along with supporting materials. the content includes power point slides and practice questions before the “face-to-face” meeting on zoom takes place. as an illustration, the following table 2 shows the number of videos that have been created and edited for this research. table 2. detailed description of the created videos topics total vide os details listening intro to toeic and general strategies 2 photographs 2 1 tip and 1 mini test questionsresponses 3 1 tip, 1 exercise, 1 mini test conversations 5 4 tips 1 mini test talks 4 3 tips, 1 mini test reading incomplete sentence 5 7 tips, 2 mini tests text completion 5 10 tips, 3 mini tests reading comprehension 2 6 tips, 2 mini tests total: 28 video evaluation at this stage, an evaluation is carried out whether the video was successfully understood by students by asking questions about the material or discussing the exercise during class (via zoom), or by looking at the results of the exercise. the shortcomings of this video will be noted to be used as material for the next video editing process. reformation the video editing process will be carried out according to the notes during the discussion of the material and the results of the exercise. the results of the re-edited is used as toeic preparation learning media in the following semesters. results the subjects of this study were 28 final year students of the informatics management of d3 study program, information technology department, state polytechnic of malang. this research consists of two cycles. the first cycle consisted of six meetings and the second cycle consisted of two meetings. the data of this study were obtained from toeic scores on pre-test and post-test, questionnaire results, and observations of collaborators and authors. from the research instruments above, the data used in this study were a.) student’ toeic pretest scores, b.) students’ toeic post test scores, c.) questionnaire results, d.) observation results by the researchers. the implementation of using low-cost educational in toeic preparation learning to improve it students’ scores the results of pre-test and posttest in the first cycle english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 503 the study began with giving a pre-and it was given through the author's lms to be done by students according to the lecture schedule. this test consists of 50 listening questions and 50 reading questions. for the listening section, the author plays the audio file directly during a “face-to-face” meeting via zoom and for the reading section, students work independently and are given a time limit (75 minutes). the results of the pre-test can be seen in table 3 below: table 3. pre-test results (cycle 1) no . name liste ning read ing listening score reading score tot al 1 amap 30 31 125 130 255 2 ak 20 29 75 120 195 3 abd 29 25 120 100 220 4 bdr 30 25 125 100 225 5 dcs 27 25 110 100 210 6 drd 18 29 65 120 185 7 dea 27 28 110 115 225 8 faff 23 18 90 65 155 9 fas 25 17 100 60 160 10 fal 21 24 80 95 175 11 gca 27 27 110 110 220 12 ifa 30 32 125 135 260 13 iw 19 19 70 70 140 14 idp 33 28 140 115 255 15 la 34 31 145 130 275 16 lme 22 25 85 100 185 17 mia 14 21 45 80 125 18 mapp 20 24 75 95 170 19 mgz 30 29 125 120 245 20 mmu 23 27 90 110 200 21 ny 36 35 165 160 325 22 nam 28 41 115 190 305 23 omb 38 25 175 100 275 24 ro 28 26 115 105 220 25 ra 17 26 60 105 165 26 sa 30 29 125 120 245 27 uy 24 22 95 85 180 28 ysi 18 26 65 105 170 after the pre-test, students are given links to the toeic preparation learning per week (there are a total of 28), because this course is given every week, along with modules and additional materials provided in lms. then, during face-to-face meetings via zoom, the teacher provided comprehension check questions or to find out whether students have understood the material. in addition, students also did exercises and mini tests at home so that during meetings via zoom, the teacher only needed to discuss the exercises and mini tests. the last meeting in the first cycle ended after post-test 1. for post-test 1, it was a different scenario compared to pre-test 1, there were 100 questions for the listening section and 100 questions for the reading section. the audio file for listening section is played during meetings via zoom and reading were done by students independently. the results of post-test 1 can be seen in table 4 below. table 4. post-test results 1 no name score listening score reading total 1 amap 5 5 10 2 ak 315 340 655 3 abd 290 495 785 4 bdr 345 215 560 5 dcs 295 495 790 6 drd 190 140 330 7 dea 360 320 680 8 faff 380 215 595 9 fas 280 280 560 10 fal 190 325 515 11 gca 200 255 455 12 ifa 310 330 640 13 iw 180 170 350 14 idp 395 340 735 15 la 400 450 850 16 lme 245 200 445 17 mia 210 210 420 18 mapp 380 260 640 19 mgz 395 390 785 20 mmu 175 245 420 21 ny 430 350 780 22 nam 410 425 835 23 omb 405 365 770 24 ro 345 295 640 25 ra 165 405 570 26 sa 320 490 810 27 uy 190 280 470 28 ysi 245 425 670 after the post-test score 1 was obtained, the writer then compared it with the pre-test score. first, the authors enter their respective scores into the student data of the class. the recap of pre-test and post-test 1 scores can be seen in table 5 below: table 5. comparison of pre-test and post-test (cycle 1) no. name pre-test post test 1 amap 255 10 2 ak 195 655 3 abd 220 785 4 bdr 225 560 5 dcs 210 790 6 drd 185 330 7 dea 225 680 8 faff 155 595 9 fas 160 560 10 fal 175 515 11 gca 220 455 12 ifa 260 640 13 iw 140 350 14 idp 255 735 15 la 275 850 16 lme 185 445 atiqah nurul asri, faiz ushbah mubarok, & aly imron the implementation of low-cost educational videos to improve students’ performance in toeic preparation test 504 17 mia 125 420 18 mapp 170 640 19 mgz 245 785 20 mmu 200 420 21 ny 325 780 22 nam 305 835 23 omb 275 770 24 ro 220 640 25 ra 165 570 26 sa 245 810 27 uy 180 470 28 ysi 170 670 after that, the average toeic score in pre-test and post-test 1 was calculated. table 6 provides the presented data. table 6. pre-test and post-test average scores of the first cycle tests n (total students) average standard deviation pre-test 28 226,7857 17,89190 post-test 1 27 620,5556 29,88860 since the total questions in the pretest and posttest were different, it must be calculated using ttest. the results of the analysis can be seen in table 7. table 7. calculation results of t-test 1 using spss t-test group statistics category n mean standard deviation standard error mean score 1 score 2 28 27 226.7857 620.5556 94.67502 155.30574 17.89190 29.88860 independent samples test levene’s test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper score equal variances assumed 12.349 .001 -11.400 53 .000 -393.769 34.54015 -463.048 -324.491 equal variances not assumed -11.304 42.693 .000 -393.769 34.83459 -464.035 -323.504 before knowing whether there is a difference in the average student learning outcomes in pre-test and post-test 1, the following hypothesis is formulated: h0 = there is no significant difference between the average student learning outcomes in the pretest and post-test 1 h1 = there is a significant difference between the average student learning outcomes in the pretest and post-test 1 based on the calculations using spss, the levene test value (sign.) is 0.001 < 0.05, which means that the pre-test and post-test 1 data are inhomogeneous data, or the data variants are different, therefore the decision-making results of the t-test look at the output table equal variances not assumed. the value of sig, (2-tailed) in the table is 0.000 < 0.05, which means rejecting and accepting. so, it can be concluded that there is a significant difference between the average student learning outcomes in the pre-test and post-test 1. students’ perceptions in learning using low-cost for toeic preparation questionnaire results after the first cycle was completed, the next step is to distribute the questionnaire using the google forms. it consists of 13 items: 8 closed statements in students’ perceptions during the implementation of low-cost video in toeic preparation learning and 5 open-ended questions. this questionnaire is intended to answer the second research question, namely "how are students' perceptions of the use of low-cost educational video in preparation for the toeic test?". from the results of the questionnaire, it can be concluded that the perception of the students’ majority responded positively to the use of low-cost video in learning english. however, it is necessary to improve the quality of video graphics and add more material or exercises to make students more prepared. especially in grammar and listening problems, since it requires additional time and understanding of the text. next, an additional point that needs to be considered in future research is the use of short and more interactive video sets. reflection results of the first cycle based on the results of the analysis of pre-test and post-test 1 data, questionnaire, and observations, it english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 505 can be concluded that the research in cycle 1 is successful. it obtains significant results based on the comparative analysis between the average scores of pre-test and post-test 1. in other words, the use of as toeic preparation learning media by a teacher of the job preparation english course succeeded in increasing students' toeic scores from an average of 227 to 670 as shown in table 7 above. it also confirms that there is a significant difference between pre-test and post-test 1. from the results of the questionnaire, it can be concluded that students gave a good response to the use of video in toeic learning, but when asked whether they were ready to face the international toeic exam more than 50% answered not ready. this causes the writer to decide to do the second cycle. according to pardede (2019), an action research study rarely achieves the maximum results achieved in a simple cycle (cycle 1), so cycle 2 is needed. in other words, research using this design requires a minimum of 2 cycles. besides that, it is conducted to minimize the different total questions in the first cycle based on the pretest and post-test. implementation of the second cycle the second cycle consisted of two toeic debriefing meetings held by upt bahasa of state polytechnic of malang to prepare final year students for the international toeic test. this meeting was held one week after the end of the 2020/2021 even semester final exam. so, it can be said that the research was resumed when the toeic debriefing activity was carried out. in these two meetings, for 90 minutes each, the author asked specifically to be scheduled to provide briefing in the class and discuss the material contained in the . the post-test 2 of the second cycle was carried out at the end of the teaching. after that, students were given a post-test link 2, which is basically the same questions as pre-test and post-test 1 and posttest 2. in addition, students also need to be motivated to be confident in facing the international toeic test. the results of pre-test and post test in the first cycle after getting the debriefing, students were asked to do post-test 2 which was the same as the first cycle. similar to post-test 1, post-test 2 consists of 100 listening questions and 100 reading questions. the results of post-test 2 can be seen in table 8 below. after the second post-test score was obtained, the writer then compared it with the first post-test score. next, the authors enter their respective scores into the student data. the recap of post-test 1 and post-test 2 scores can be seen in the following table. table 8. comparison of post-test results 1 and posttest results 2 no name score pre-test score post test 1 score post test 2 1 amap 640 0 985 2 ak 195 655 800 3 abd 220 785 0 4 bdr 225 560 880 5 dcs 210 790 990 6 drd 185 330 985 7 dea 225 680 710 8 faff 155 595 770 9 fas 160 560 665 10 fal 175 515 900 11 gca 220 455 670 12 ifa 260 640 955 13 iw 140 350 940 14 idp 255 735 820 15 la 275 850 990 16 lme 185 445 905 17 mia 125 420 465 18 mapp 170 640 690 19 mgz 245 785 920 20 mmu 200 420 805 21 ny 325 780 825 22 nam 305 835 915 23 omb 275 770 850 24 ro 220 640 0 25 ra 165 570 900 26 sa 245 810 990 27 uy 180 470 985 28 ysi 170 670 865 furthermore, the average of each score is compared and calculated using the spss program. descriptive data analysis of the scores of post-test 1 and post-test 2 for class 3b can be seen in table 9 below: table 9. t-test using spss tests n (total students) average standard deviation post test 1 27 620,5556 155,30574 post test 2 26 852,8846 130,10129 based on the table, it can be concluded that the average post-test score 1 is 620.5556, while the average post-test score of 2 is 852.8846. so, it shows a significant improvement from post-test 1 to post-test 2. table 10. calculation results of t-test 2 (t test) with spss atiqah nurul asri, faiz ushbah mubarok, & aly imron the implementation of low-cost educational videos to improve students’ performance in toeic preparation test 506 group statistics category n mean standard deviation standard error mean score 1 score 2 27 26 620.5556 620.8845 155.30574 130.10129 29.88860 25.52496 independent samples test levene’s test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean differenc e std. error difference 95% confidence interval of the difference lower upper score equal variances assumed 1.75 .191 -5.89 51 .000 -232.32 34.430 -311.489 -153.168 equal variances not assumed -5.91 50.05 .000 -232.32 39.298 -311.259 -153.398 if there is a significant difference between the average student's learning outcomes in post-test 1 and post-test 2, the following hypothesis is formulated: h0 = there is no significant difference between the average student learning outcomes in post-test 1 and post-test 2 h1 = there is a significant difference between the average student learning outcomes in post-test 1 and post-test 2 based on the calculations obtained using spss, the levene test value (sign.) is 0.191 > 0.05, which means that the post-test 1 and post-test 2 data are homogeneous data, or the data variants are the same. the results of the t-test results look at the output of the equal variances assumed table. the value of sig, (2-tailed) in the table is 0.000 < 0.05, which means rejecting and accepting. so, it can be concluded that there is a significant difference between the average student learning outcomes in post-test 1 and post-test 2. results of second cycle reflection based on the results of post-test 1 and post-test 2 data analysis, it can be concluded that there is a difference in the average toeic score in post-test 1 and post-test 2 which has increased from 620 to 825 as shown in table 10. this score is even higher than the average pre-test score. after the t-test was carried out, it further strengthened that the application of learning in toeic learning could increase the scores. there is no improvement in the learning method that has been carried out in the first cycle, the difference is in the duration of the meeting via zoom. the first cycle is 60 minutes, but the second cycle is 90 minutes. discussion improving students’ score in toeic preparation by according to the results, the low-cost videos are proven to be effective in improving students’ score in toeic preparation. the researchers provide 9 in total as an additional study for the students to learn independently. afterwards, the posttest scores 1 & 2 are significantly higher and proven to be effective. it is in line with research by simo et al. (2010) and riyanto and yunani (2020) that can be improving students’ performance. however, in riyanto’s study, it is intended to speaking skill while in this paper focuses in improving students’ score. it shows that the video usages are not only applicable in certain specific skills, but also improving the listening and reading toeic tests. this finding is also supported by the students’ responses in the questionnaire that 66.7% of students agreed with the video quality in audio. meanwhile, the score of students’ perceptions on the video picture only covers 50% effectiveness. on the other hand, the response in teacher’s video explanation reached 72.2% and it helps the students to learn the materials. it is in line with suhayati and haryati (2021), paper on the positive feedback regarding the video results. based on the responses, 63.8% and 63.9% students agree that they have made progress in the listening and reading after watching the video. in contrast with research by metruk (2018), the videos in this paper do not provide any subtitles. they still a understand the tips and trick based on the practice test in the videos. as seen from the questionnaires, students show different perception on the video usage in learning. their suggestions were based on short, clear resolution, and interaction to make them engaged in the independent learning. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 507 students’ problems in learning several answers from the respondents show that they have problems in grammar and listening parts. in listening, the students responded that the conversation is too fast, the instability of the internet connection, and lack of practice on listening questions. it is similar to nguyen, phan, huynh’s study (2020) that the students are hard to catch the meaning and ideas of the test. meanwhile, for the reading part, they tend to have problems in the grammar acquisition. the students seem do not enough time to prepare themselves in learning grammar due to the minimum time of toeic preparation. they only had 6 meetings in learning all the materials. video length and quality the videos used as toeic learning media were separated based on reading and listening subsections. by shortening the duration, can increase student concentration. foong, ismail & tukiman’s paper (2021) inspired the researchers to limit the video and enable them to be flexible and learn at their pace. in addition, animations and cartoons were presented to make the videos more interesting to watch. this is in accordance with brame (2016) who states that there are three things that need to be considered in making learning, namely student's cognitive load, engagement, and active learning. conclusion this objective of this paper was the video usage on the improvement on students’ score in toeic preparation. it can be concluded that having two cycles of car method could improve the students’ performance. the first cycle consisted of six meetings related to toeic learning by asking students to watch a video before the face-to-face interaction via zoom. the result of the first cycle is that there is a significant difference between the average student learning outcomes in the pre-test and post-test 1. in the second cycle, the researchers taught the students again for two meetings at the official toeic debriefing from the campus. the results of the posttest 2 were then compared with post-test 1 using the spss application, and it was concluded that there was a significant difference between the average student learning outcomes in post-test 1 and posttest 2. in conclusion, toeic learning using lowcost video is effective in online learning. for future researchers who would like to do research video usage in toeic learning, the videos should be made in short and divided into several parts. superb video quality is also needed to make the students grasp the materials better. the videos should be straight forward, added animations, and providing the examples as well as include them in a playlist. thus, students can comfortably and enthusiastically watch . furthermore, the listening materials should be drilled more often, so students can follow the speaker's accent and voice. references abidah, a., hidaayatullaah, h. n., simamora, r. m., fehabutar, d., & mutakinati, l. 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(2020). the challenges of taking toeic test and how to overcome: perception of indonesian vocational students. ethical lingua: journal of language teaching and literature, 7(1), 82–91. https://doi.org/10.30605/25409190.167 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 453 evaluation on an english coursebook in online learning: voices from teachers wawan setiawan english education department – university of esa unggul, jakarta, indonesia e-mail: wawan.setiawan@esaunggul.ac.id apa citation: setiawan, w. (2021). evaluation on an english coursebook in online learning: voices from teachers. english review: journal of english education, 9(2), pp.453-462. https://doi.org/10.25134/erjee.v9i2.4580 received: 10-02-2021 accepted: 01-03-2021 published: 15-06-2021 introduction 2020 was the year of unexpected changes for the whole world. it has been the year of people embracing fundamental changes in life due to the coronavirus (covid-19) pandemic. to prevent the possibility of spreading the coronavirus, the government in indonesia started imposing largescale social restrictions or pembatasan sosial berskala besar/psbb in april 2020. this policy, of course, has transformed the way how teaching and learning is implemented. the ministry of education and culture has made various learning adjustments during the pandemic. there are hundreds of thousands of schools closed and students studying at home through online learning. both in the area of teaching and in mainstream education, online learning is becoming rapidly popular for over a decade (hockley & clandfield, 2010). white (2003) defined online learning as an approach to teaching and learning that includes the use of internet technologies for learning and teaching. similarly, ko & rossen (2010) asserted that online learning means delivering a course completely or partly over the internet. so, internet plays an important role in online learning. within the literature, the term “online education” is variously mentioned such as online learning, e-learning, distance learning, or web-based learning. despite their substantial differences, they share similar features as mentioned above. dealing with the online learning, the use of technology plays a vital role. internet and supported learning applications contribute to the success of online learning such as whatsapp, discord, google classroom, google meet, zoom, youtube, facebook, etc. however, the sudden transition in education driven by the covid-19, the implementation of teaching and learning process is not without challenges. this has raised the awareness of researchers to investigate the challenges faced by teachers and students in online learning. in indonesian context, lestiyanawati & widyantoro (2020) summarized three major problems faced by teachers: (1) lack of teacher knowledge to adapt teaching using technology, (2) lack of technical support from the school, and (3) difficulties in presenting the materials, while students’ main issue is the ability to access the internet due to their economic family background who may not be able to afford internet data or smartphones. in addition, online learning also has caused anxiety for some students due to the difficulties in understanding the lessons (simamora, 2020). so, online learning has changed the instructional system and it affects teachers’ performance and the quality of education abstract: the covid-19 pandemic has changed how teaching and learning is implemented in indonesia. to prevent the possibility of spreading the virus, students learn from home through online learning. the research is aimed at investigating teachers’ voices on the suitability of coursebook in online learning and teachers’ strategies to make the materials more relevant to teaching and learning context. data gathered from four english teachers at sman 1 indramayu, a public school situated in west java, indonesia, through closed and open questionnaires. the results showed that the coursebook was suitable to be used in online learning despite the fact that it was first used in traditional classrooms. to meet students’ needs and expectation, teachers adapted the materials by employing several strategies such as combining the materials with other resources, redesigning, and reordering. keywords: coursebook; online learning; materials adaptation; teachers’ strategies; teachers’ voices mailto:wawan.setiawan@esaunggul.ac.id wawan setiawan evaluation on an english coursebook in online learning: voices from teachers 454 (rasmitadila, aliyyah, rachmadtullah, samsudin, syaodih, nurtanto, & tambunan 2000). among considerable research on the challenges perceived by teachers and students in online learning, none has apparently researched the suitability of coursebook by eliciting teachers’ voices. in fact, coursebook is also “a central element in teaching-learning encounters” (mcgrath, 2006, p.171). it is a key component in english language teaching which determines the success of the teaching programs at schools (tok, 2010). so, understanding teachers’ voices on a coursebook is immensely important especially in online learning. the materials and tasks provided in the coursebook may not be relevant to students’ needs and expectation. therefore, teachers should be able to understand how suitable the coursebook is for students through a coursebook evaluation. in general, coursebook evaluation is a procedure of where judgments are made by the users to assess its potential values (tomlinson, 2003). tomlinson asserts that what becomes a major concern in evaluation is the users and their judgements which means it tends to be subjective. regarding this subjectivity, graves (2000) pointed out that teachers’ teaching experience, the established beliefs, and their understanding determine their evaluation. in other words, context is the key to the evaluation process to consider before using the coursebook. the purpose of coursebook evaluation is to estimate the suitability of materials following the existing teaching and learning context (mishan & timmis, 2015). deciding on the criteria for coursebook evaluation is a substantial element especially when the evaluators attempt to match these criteria with their context. it requires relevant criteria so that the results of the evaluation can attain the suitability where the coursebooks are being used. similar to the purposes and types of coursebooks evaluation, a variety of evaluation criteria have been proposed by the scholars (ur, 1996; cunningsworth, 1995; singapore wala, 2003; tomlinson, 2003). for the purpose of this research, the criteria from cunningsworth (1995) are used which orientate to investigate in-depth analysis into the materials. the following are eight criteria provided by cunningsworth (1995, pp.3-4) for coursebooks evaluation: aims and approaches. design and organization, language content, skills, topic, methodology, teachers’ book, practical consideration. sheldon (1988) contended that different users use different criteria in their coursebook evaluation due to contextual differences. therefore, in this study, only five criteria are used which are aims and approaches, language content, language skills, topic, and methodology because these criteria bring major information regarding the suitability of the coursebook in online learning. the next step after evaluating the coursebook is to find ways how to make the materials more relevant so that learners can learn more effectively from their coursebooks. this process is called materials adaptation or “a very practical activity carried out mainly by teachers to make their work more relevant to the learners” (mcdonough & shaw, 2003, p.85). adapting the materials require the principles of why the new version of materials is needed. there are three principles of adaptation described by mcdonough & shaw (2003) which are personalizing, individualizing, and localizing. in the first principle, teachers adapt the materials to meet the learners’ needs, interests, and goals. the second principle is to individualism of the materials to address learner differences and the last is to make the materials more relevant to the cultures and traditions of where the coursebook is used. material adaptation also has various techniques that can be used by the teachers. islam & mares (2003) listed some techniques of adaptation that they conclude from the other researchers such as mcdonough & shaw (1993) and cunningsworth (1995). first, teachers can make a quantitative change by extending the activities with similar type of materials or make a qualitative change by providing more activities which have different type of materials to support students’ learning. second, teachers delete the activities quantitatively to make the material shorter. third, teachers simplify the activity, for example by rewording the instruction to be more understandable for their learners. fourth, teachers reorder the sequence of tasks according to the level of difficulty and the stages of the teaching approach they adopt. last, teachers replace the material which is more relevant to their context by taking from other sources such as the internet, newspaper, and videos. in addition, mcdonough & shaw (2003) added one more technique called modifying. in this technique, teachers modify the material to be more relevant. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 455 previously, several studies on coursebook evaluation have been carried out. purwanti (2019) evaluated an esp coursebook entitled “get along with english for the hotel industry” for vocational high school students published by erlangga in 2012. the evaluation was conducted under seven categories which are language content, selection and grading of language items, presentation and practice of new language items, developing language skills and communicative abilities, supporting materials, motivation and the learner, and conclusions and overall evaluation. the result showed that the coursebook was appropriate for the students, but modifications should be made to meet the course objectives. besides, karsudinto (2019) also evaluated a coursebook entitled “when english rings the bell” published by the ministry of culture and education of indonesia for junior high school students grade eight. to collect the data, he used a questionnaire consisting of eight parts: overall evaluation, organization and structure, activities, vocabulary and grammar, language level, supporting resources, practical considerations, physical appearance, and content pages. the result indicated that the teachers had positive perceptions on the suitability of the coursebook but with some improvement in some aspects. similarly, handayani, suwarno, and dharmayana (2018) evaluated the “think globally act locally” coursebook used by junior high school students in grade nine by eliciting teachers’ perspectives. it was found out that the coursebook had strengths (e.g., the physical and utilitarian aspect, the objectives and supplementary materials, content, and language skills) and shortcomings (e.g., were unnatural coursebook illustrations, lack of teaching aids, boring exercises, lack of vocabulary building, and lack of audio materials). based on the previous studies above, it can be seen that there is still a lack of research dealing with the coursebook evaluation in online learning especially during the covid-19 pandemic. therefore, the coursebook evaluation in online learning is also important to be investigated. on top of that, this research also investigated teachers’ strategies to compensate for the drawbacks of the coursebook to meet students’ needs and expectation which have not been studied by researchers on this topic. method the research was conducted at sman 1 indramayu, a public school situated in west java, indonesia. according to bambang mohamad kartono, the assistant principle of academic affairs and curriculum of sman 1 indramayu, the school has prepared the management systems for online learning. they use discord as the communication management system to interact with students and google classroom as the learning management system. teachers are also allowed to use other supporting systems such as youtube, google form, google sheet, zoom, etc. in terms of materials, they use the same coursebook as used in traditional classrooms. with this regard, the researcher would like to find out teachers’ voices regarding the suitability of coursebook “erlangga straight point series english” by lidwina (2019) for high school students in online learning and teachers’ strategies to make the materials more relevant to teaching and learning context. with regards to the aims mentioned above, the following are research questions this study attempted to address: 1) what are teachers’ perspectives on the suitability of coursebook in online learning? 2) what strategies do teachers use to make the materials more relevant to teaching and learning context? this research employed a mixed method and the triangular technique was selected. so, the quantitative and qualitative data collected from the research instruments were analyzed separately and the results were combined to find the convergence, corroboration, and correspondence (greene, caracelli, & graham, 1989). the quantitative method was used to examine the data from the closed questionnaire and the qualitative method was used to analyse the data from the open questionnaire. the participants involved in this research were four english teachers (teachers a, b, c, and d) at sman 1 indramayu including a mixture of male and female participants. the teachers have distinct teaching experience and backgrounds. a likert scale, the most widely used approach, was selected because it can gauge the views of respondents with greater accuracy and offer more flexibility (wilkinson & birmingham, 2003). this questionnaire was distributed among teachers to investigate their perspectives on the coursebook used in online learning during the pandemic. there are 21 items in the likert-scale questionnaire under five categories (aims and approaches, language wawan setiawan evaluation on an english coursebook in online learning: voices from teachers 456 content, language skills, topic, and methodology) adapted from cunningsworth (1995). considering the small number of participants in this research, exploratory data analysis approach was selected. so, to process the data, teachers’ voices in the likert scale questionnaire were calculated quantitatively to find the frequencies and percentages for each item and to gain deeper information related to their perspectives regarding the coursebook, open questionnaire was shared consisting of 12 questions. results and discussion teachers’ perspectives on the suitability of coursebook there are 5 categories involved in this study regarding teachers’ perspectives on the suitability of the coursebook in online learning. aims and approaches the teachers’ perspectives on the suitability of coursebook related to aims and approaches in online learning are understood from four items (see table 1). the trend of their perceptions can be regarded as positive as the majority believed that the coursebook corresponded with the aims of the teaching program at the school (100% agreed), suited to the online learning environment (25% strongly agreed and 50% agreed), provided them a good resource (75% agreed), had flexibility (100%). upon a closer examination, no respondents disagreed on the items in this category which may suggest that there is relevance between the aims and approaches in the coursebook with the virtual environment. table 1. aims and approaches item statement sa a nad d sd 1 the aims of the coursebook correspond closely with the aims of the teaching program (online learning) at my school. 0% 100% 0% 0% 0% 2 the coursebook is suited to the online learning environment at my school. 25% 50% 25% 0% 0% 3 the coursebook is comprehensive. it provides me a good resource to teach online. 0% 75% 25% 0% 0% 4 the coursebook is flexible. i can use the materials to teach in online learning. 0% 100% 0% 0% 0% in addition to this, one of the respondents (teacher b) claimed: “aims are designed to be applied at national level, so all publishers must use it as the standard. it is the same as the coursebook that i use, the aims are suited whether for online or face to face learning. in general, the approach is different, because it is designed for offline learning. however, the approach can be blended or combined into online approach which i use, blended learning (synchronous and asynchronous).” teacher b was aware of the fact that the coursebook was designed for traditional classrooms, but he believed it could be used in online learning too. he also mentioned that synchronous and asynchronous learning modes could be used by teachers to teach with the coursebook. reasons for its relevance were given by teacher a and teacher c, respectively: “because it provides suitable materials for senior high school students”; “the book contains the material and also the exercise in balance so when the teacher asks the students or discuss with them they have a good resources.” thus, it can be concluded that the materials in the coursebook are still effective to be used in online learning and they are also equipped with good contents and exercises which help teachers to interact or discuss with students virtually. language content to understand the suitability of the coursebook for language contents in online learning, three items are used. as seen, the majority claimed that the coursebook covers the main grammar items (75% agreed); though 25% disagreed on this item. regarding the vocabulary, the coursebook offers adequate materials in terms of quantity and range of vocabulary (100% agreed). nevertheless, there are two perceptions concerning the perceptions of teachers on the coverage of pronunciation in the coursebook (25% strongly agreed, 25% agreed, and 50% disagreed). but, in general, the teachers english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 457 believed the coursebook had good language contents even when it was used in online learning. in the open questionnaire, teacher b and c also stated: “like the material in general, all the language contents are well suited for online learning”. (teacher b) “yes, i think so because they can study by themselves and the teacher only try to help them if there is a word or vocabularies that they don't know the meaning and get wrong pronunciation so the teacher will guide them into correct one after they try to follow the book “. (teacher c) judging from the two responses above, the respondents were assured that the coursebook contained grammar, vocabulary, and pronunciation which could be presented in online learning. however, students do need teachers’ assistance when they encounter, for instance, some problems in understanding the lessons. that is to say, students require teachers’ guidance to comprehend the language contents in the coursebook in online learning. table 2. language content item statement sa a nad d sd 1 the coursebook covers the main grammar items which are appropriate for my students. 0% 75% 0% 25% 0% 2 the material for vocabulary online teaching is adequate in terms of quantity and range of vocabulary. 0% 100% 0% 0% 0% 3 the coursebook provides materials for pronunciation work (e.g., individual sounds, word stress, sentence stress, and intonation). 25% 25% 0% 50% 0% language skills for the language skills, teachers’ perspectives are elicited from six items. surprisingly, there are no negative responses to the statements which indicates that the suitability of the coursebook regarding language skills can be reckoned positive. the teachers believed that the coverage of language skills in the coursebook was good as recorded in item 1 (50% strongly agreed and 50% agreed). it is then followed by integrated skills work (25% strongly agreed and 75% agreed) and reading skills (100% agreed) which receive without disagreement. the high responses are also for listening skill (25% strongly agreed and 50 % agreed) and speaking skills (75% agreed) even though 25% of respondents neither agreed nor disagreed with each of these skills. this indicates that the coursebook provides teachers with comprehensive language skills and the skills can be presented in online learning despite they were designed for traditional classrooms. table 3. language skills item statement sa a nad d sd 1 the coursebook covers four language skills (listening, reading, speaking, and writing). 50% 50% 0% 0% 0% 2 the coursebook provides integrated skills work (e.g., speaking and listening; speaking and writing; reading and listening, etc). 25% 75% 0% 0% 0% 3 reading passages are suitable for my students to study in the online learning. 0% 100% 0% 0% 0% 4 listening materials are well-recorded, as authentic as possible, accompanied by background information, questions and activities which help comprehension. 25% 50% 25% 0% 0% 5 materials for spoken english are well0% 75% 25% 0% 0% wawan setiawan evaluation on an english coursebook in online learning: voices from teachers 458 designed to equip my students for reallife interactions. 6 writing activities are suitable in terms of the amount of guidance/control, degree of accuracy, organisation of longer pieces of writing and use of appropriate styles. 0% 100% 0% 0% 0% to strengthen the positive outcome above, one of the teachers, teacher c, expressed: “yes, in that book there are part of dialog by scanning barcode (listening), pronounce it by read to pronounce in good way or perform the role play by following the instruction in the book (speaking) and they try to make an essay or produce the text (writing) and comprehend by answering the question from the text (reading)”. she made sure that even in virtual learning, students can still learn comprehensive language skills with the coursebook. so, it is no wonder that the majority had similar views on this category. topic topics for language learning should be carefully selected in a way that it arouses students’ interest. the suitability of coursebook in reference to topic in online learning is gauged from four items. looking through the table below, strongly agree and agree dominated the overall responses. visualized on the table, teachers believed that the materials aroused students’ interest (75% agreed), the topics expanded students’ awareness and enriched their experience (100% agreed), the topics had variety and range of topics (100% agreed), and the topics were relevant to students’ level (100% agreed). it illustrates that the topics in the coursebook have suitability with students’ interest even when it is learnt in online learning. data from open questionnaire also explicate the positive views: “yes, i do. the students are interested using this book.” (teacher a) “cukup menarik. karena isi buku ini sdh simple dan cukup bisa dimengerti oleh mayoritas peserta didik sy selama pjj.” (teacher b) (“quite interesting because the book content is simple and understandable for the majority of my students during distance education.” (teacher b)) “topiknya sangat menarik.” (teacher c) “the topic is very interesting.” (teacher c) with this regard, this coursebook consists of various topics whose suitability is relevant with students’ interest. table 4. topic item statement sa a nad d sd 1 there are sufficient materials of genuine interest to my students. 0% 75% 25% 0% 0% 2 the topics help expand my students’ awareness and enrich their experience in learning a foreign language. 0% 100% 0% 0% 0% 3 there is sufficient variety and range of topic. 0% 100% 0% 0% 0% 4 the topics are sophisticated enough in content which are relevant to my students’ level. 0% 100% 0% 0% 0% methodology methodology is the last category used to explore the suitability of coursebook. to understand this category, four categories are employed. based on the teachers’ voices recorded in the following table, the positive outcome outnumbered the negative. 75% agreed that the approach adopted in the coursebook is appropriate to language learning, 75% agreed that it has relevant activities with students’ learning styles and experiences, the techniques introduced in the coursebook are also suitable for online learning (25% strongly agreed and 50% agreed), and it provides students with advice on study skills and learning strategies (75% agreed). in other words, the coursebook has flexibility in which teachers can use it for both faceto-face and online learning. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 459 table 5. methodology item statement sa a nad d sd 1 the coursebook offers approaches which are appropriate to language learning/teaching situation (online). 0% 75% 25% 0% 0% 2 the activities in the coursebook match my students’ learning styles and expectations. 0% 75% 25% 0% 0% 3 the techniques used in the coursebook to present/practise new language items are suitable for my students in the online learning. 25% 50% 25% 0% 0% 4 the materials provide some advice/help to students on study skills and learning strategies in the online learning. 0% 75% 0% 25% 0% supporting the positive views aforementioned, teachers a, b, and d gave further information: “yes, i do. they have good methodology.” (teacher a) “ya. karena kegiatan-kegiatan yg ada dalam buku ini masih bisa dilakukan oleh mayoritas peserta didik walaupun tanpa bantuan penjelasan dr guru secara langsung.” (teacher b) (“yes. because activities in the book is still can be done by the majority of the students even though without the help of teacher’s explanation.” (teacher b)) “yes sure because in this book the students can do the activity by reading that book then they will know what the book wants from them but once again it depends on their thinking and the level of understanding of each students are different so in here the teachers should know what method or technique that they can do for making the students clear or understand it.” (teacher d) as seen, the coursebook promotes autonomous learning in which learners can learn it by themselves. this condition is relevant to the nature of online learning where learners study on their own pace (asynchronous learning mode) especially at sman 1 indramayu which utilizes discord and google classroom as the communication management system and learning management system. this could be the reason why teachers tend to believe that the methodology of coursebook is suitable for online learning. teachers’ strategies to address the second research question related to teachers’ strategies, the researcher found several points through qualitative analysis from the open questionnaire. first, the majority believed that the coursebook was of paramount importance in online learning. “absolutely important.” (teacher a) “it is strongly important. it helps teaching easier, provides steps of teaching, save teachers' time preparing teaching. in case of if it is not suited, teachers can redesign it easily than comparing to the teachers write the coursebook from beginning that is much more difficult.” (teacher b) “sangat penting sekali.” (teacher d) (“it is very important.” (teacher d)) teacher b also explained the coursebook provided him with teaching procedures which made teaching easier and it could save his time from lessons preparation. however, the respondents also realized that teaching with coursebook in online learning cannot be without obstacles. most issues they mentioned are related to teachers’ guidance in the sense that further explanation should be given because the instructions written in the coursebook may not be understood by students. “guiding and facilitating are more difficult in virtual or online learning.” (teacher b) “how to make the clear and make a good step in instruction so that the students can be more understand the material and how to guide the students in understanding by using the book maximally.” (teacher c) “banyak bagian dari buku tsb harus dijelaskan secara terperinci.” (teacher d) (“many parts of the book needed to be explained in details” (teacher d)) with that being said, several strategies applied by the teachers to cope the problems in online learning. wawan setiawan evaluation on an english coursebook in online learning: voices from teachers 460 “i can mix the resources by using online activities. give an extra instruction to modify the coursebook activities.” (teacher a) “the suited materials are taken and reordered to be in line with online faces. the blended learning does not need much changing. it is just redesigned, reordered and combined with other materials whitout harming copyright.” (teacher b) “i use it by modifying it and suit it or relate that book by the condition of the students at home. and also not to forget i always try to use the things around them at home and suit the topic from the book into their real life.” (teacher c) “saya harus mencari sumber lain untuk pjj sebagai pelengkap tambahan.” (teacher d) (“i need to look for other sources for distance education as an addition.” (teacher d)) analyzed from the extracts of the teachers’ responses above, some common trends are found. the respondents agreed to combine the materials in the coursebook with other resources in online learning. furthermore, they also mentioned that additional materials or instructions were needed to help students learn (teacher a and d). teacher b also stated that the coursebook did not need to be massively changed but redesigning, reordering, and combining materials were immensely important. this proves despite having good contents, the coursebook needs to be adjusted to meet students’ needs especially when it is taught in online learning. discussion teachers’ perspectives on the suitability of coursebook based on the findings revealed in the previous section, generally the teachers demonstrated positive attitudes towards the suitability of coursebook in online learning despite the fact that the coursebook was initially used in traditional classrooms. for the first category (aims and approaches), items 1 and 4 mark the highest percentage of agreement. as illustrated in table 1, there was closed correspondence between the coursebook and the aims of teaching programs at sman 1 indramayu. it shows the coursebook provides particular aims and objectives which contribute to the context of language teaching and learning (online learning) (cunningsworth, 1995). flexibility of materials in the coursebook also assists teachers in teaching online and the respondents 100% agreed on the flexibility of the coursebook. flexibility is important because coursebooks may have inadequacy (different needs of every student that the coursebook cannot embrace), irrelevance (the coursebook may not provide the topics that interest students), limitation (it blocks teachers’ initiative and creativity), homogeneity (lack of variety in contents for different ability and knowledge), and over easiness (teachers act more like mediators of content in the coursebook) (ur, 1996). yet, seeing from the positive outcome, the teachers seems to be able to adapt the coursebook to meet students’ needs. the second category discusses language content. among three items provided, vocabulary obtains the highest percentage of agreement (100%). it is then followed by grammar (75% agreed and 25% disagreed) and pronunciation (25% strongly agreed, 25% agreed, and 50% agreed). it indicates the coursebook has facilitated teachers with ready-made materials to support their teaching (woodward, 2001). yet, without ignoring the negative responses, the coursebook may not be perfect as some respondents felt the coursebook did not provide enough grammar and pronunciation materials. this condition is considered normal because coursebooks are, somewhat, not clear in ‘what’ and ‘how’ to teach (gabrielatos, 2004); therefore, materials adaption plays a vital role. the third category explores language skills, the majority expressed positive responses on the suitability of coursebook in terms of language skills (listening, speaking, reading, and writing). it accounts that, generally, the coursebook has included four language skills in the syllabus and presents a good structure for teaching (mcgrath, 2002). also, complaints are not given in the open questionnaire too indicating the language skills in the coursebook can be presented virtually. the fourth category is the topic which also receives positive perceptions. topics in the coursebook could be boring for students because, according to ur (1996), the coursebook can have topics which might not match what learners truly need. in other words, the topics could be either too difficult or too easy for the students. however, this coursebook seems to be able to meet learners’ expectations and needs as recorded in table 4. the respondents seemed happy with the selection of topics provided because they aroused students’ english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 461 interest, expanded students’ awareness, were varied and relevant to learners’ levels. the last category is the suitability of coursebook in online learning concerning methodology. upon a closer look in table 5, overall, the coursebook offers good methodologies and practical guidance that support teachers in teaching (ur, 1996). the appropriacy of approaches introduced by the coursebook helps teacher teach in online environment. in other words, it provides valuable information for students to know what they have to learn. mcgrath (2002) contends that it is one of the advantages of coursebook. yet, one respondent assumed that the coursebook did not provide advice and learning strategies for learners in online learning which could be a note for teachers to make sure that students are able follow and comprehend the lessons especially in online learning. teachers’ strategies given the fact that the respondents have positive perceptions towards the use of coursebook in online learning for reasons as explained in the previous section, they realized that teachers’ guidance is still important. that is to say, it is needed to make sure that students are able to comprehend the materials or language instructions especially in online learning. moreover, students may not be in proficient language users, so they may find some difficulties to learn the coursebook without being guided by their teachers especially in online learning. with this regard, it is found that teachers employ several techniques adaptations such as combining the materials with other resources or islam & mares (2003) name it as a quantitative change that is by extending the activities with similar type of materials and making a qualitative change by providing more activities which have different type of materials to support students’ learning. the other techniques noted are reordering and redesigning materials. reordering can be done to meet learners’ needs (islam & mares, 2003) and redesigning is applied to make it more relevant with the teaching context to produce better input for students (mcdonough & shaw, 2003). adapting the materials require the principles of why the new version of materials is needed. the transition of teaching and learning process from face-to-face learning to online learning may invite teachers to make some adaptations in order to meet students’ needs and expectations. conclusion online learning brings a new experience not only for students but also teachers. it invites them to be able to use technology to continue the teaching and learning process. internet and learning applications such as whatsapp, discord, google classroom, google meet, zoom, and youtube play important roles because the classes are conducted virtually. with this regard, it is important to evaluate the english coursebook to find its suitability in online learning because it is one of the key components in english language teaching. using closed and open questionnaires, the research investigated teachers’ voices on the suitability of coursebook used at sman 1 indramayu. in this school, teachers use discord and google classroom as the communication and learning management systems. the coursebook they use is erlangga straight point series english (2019). generally, the teachers had positive perceptions on the suitability of the coursebook regarding five categories (aims and approaches, language content, language skills, topic, and methodology). the teachers believed that the coursebook was suitable to be used in online learning despite the fact that it was first used in traditional classrooms. however, the respondents also realized that materials adaptation was needed due to the fact that face-to-face learning and online learning are different. the strategies they used are combining the materials with other resources, reordering, and redesigning in order to meet students’ needs and expectations especially in online learning. references cunningsworth, a. 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(2003). materials evaluation. in: tomlinson, b. ed. developing materials for language teaching. continuum international publishing group, 15-36. ur, p. (1996). a course in language teaching: practice and theory. cambridge university press. white, c. (2003). language learning in distance education. cambridge university press. wilkinson, d. and birmingham, p. (2003). using research instruments: a guide for researchers. routledgefalmer. woodward, t. (2001). planning lessons and courses: designing sequences of work for the language classroom. cambridge university press. https://ojs.unsiq.ac.id/index.php/cllient/article/view/1271 https://ojs.unsiq.ac.id/index.php/cllient/article/view/1271 https://doi.org/10.1093/elt/cci104 http://dx.doi.org/10.29333/ejecs/388 https://doi:https:/doi.org/10.46627/silet.v1i2.38 empowering language teachers through action research: two case studies from malaysia kuang ching hei faculty of languages & linguistics, university of malaya e-mail: kuangch@um.edu.my maya khemlani david faculty of languages & linguistics, university of malaya e-mail: mayadavid@yahoo.com apa citation: kuang, c. h., & david, m. k. (2017). empowering language teachers through action research: two case studies from malaysia. english review: journal of english education, 5(2), 163-174 received: 19-03-2017 accepted: 20-04-2017 published: 01-06-2017 abstract: given the easy availability of information due to social media, it is generally recognized that language teachers need to transform themselves from being mere disseminators of information to that of innovators. literature suggests that to do so, language teachers should make action research an indispensable part of their language teaching armory. this paper aims to encourage language teachers to take charge of their own profession by conducting action research in their respective classrooms. the paper illustrates two case studies which stress on the process which can be duplicated by teachers as well as the outcome which can be used for improvement and for sharing with peers through publication. by engaging in action research, language teachers can move beyond their conventional teaching roles to become researchers cum practitioners who are able to rise to the occasion by overcoming current language issues first hand instead of taking advice from educational researchers. keywords: action research, language teaching, reflection introduction preparation for english language teachers to motivate and teach their students should involve more than just techniques and the various strategies and tips for language learning. teachers need to develop their own practices after completing their formal training and courses. they must also aspire to improve their own teaching practices in response to changing conditions and experiences (richards & lockhart, 1994). to do that, teachers need to ask themselves what can be done to improve their students‘ learning. in this regard, teachers can resort to a number of strategies such as attending refresher course, seeking guidance from mentors, registering for higher programmes of learning or they can learn to conduct research pertaining to specific issues identified from their own classrooms. kurt lewin (1946), then a professor at mit, terms such kind of research as action research (adelman, 1993) action research can be seen as an innovative technique that can be integrated into teacher preparation programmes wherever the classroom context lies – countryside, suburbs, cities, huge institutions or small schools, so that future teachers can try out new approaches of teaching that can help them to understand their learners better. action research is also useful for teachers to investigate teaching/learning issues as some problems in learning may lie with the teachers. burns (2009, p. 6) notes that ―many teachers have been put off research and the teaching theories taught to them in teacher training https://doi.org/10.25134/erjee.v5i2.532 163 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 5, issue 2, june 2017 https://journal.uniku.ac.id/index.php/erjee courses‖ because they discover that once they get into their classrooms, the theory does not match reality (burns, 2009). although action research has been around for many years, it is not commonly practiced nor is it frequently administered by the teachers themselves, particularly in the asian context such as malaysia. much literature (see section below) have been written about action research and in particular, the benefits to be gained. nonetheless, very few school teachers are able to conduct action research for various reasons: they may not know how to do it; they have no time to do it; they are not keen to do it; they may think that this is beyond their level or they are overwhelmed by work. in the case of turkey, atay (2006, p. 1) notes that ―neither pre-service nor inservice teachers of english can do much research in turkey; pre-service teachers generally cannot get permission from schools for research while in-service teachers do not have sufficient time and training to conduct research‖. this issue highlights the kind of difficulty school teachers experience. in 2008, the malaysian education ministry attempted to introduce action research as a means of improving teaching and learning in schools (see buku manual kajian tindakan, 2008). however, implementation has been slow as can be seen by the lack of reports noted in journal articles or books published by school teachers hence, studies and reports are limited. for instance, there was a compilation of reports and findings noted in the ―koleksi kajian tindakan 2011-2012‖ (a collection of action research conducted between 2011 until 2012) compiled by secondary school teachers in a suburban school in kajang, selangor. however, the book carried no publisher or isbn number although it comprised a collection of reports written by the respective teachers who had conducted the research in their classrooms. a further review of these reports indicate that they had not been systematically conducted and analyzed before reporting. thus, the methodology was questionable, making these studies less scientific. it is possible that the teachers involved were not trained on writing out the methodology section hence, the discrepancy. nonetheless, scholars (see teo, voon, & voon, 2011) note that school teachers are still finding their way into this activity. in contrast, the notion of action research is better received at the higher institutions of learning such as colleges (see abraham, 2015) or universities (see norasmah & chia, 2016). training modules on action research were organized and conducted (between 2012 and 2015) by experts at the academy of leadership for higher education (akept, malaysia) as a means of fortifying this interest. the aim was to empower practitioners like lecturers to conduct action research and to publish the research result. this aspect of research was placed under the discipline of scholarship of teaching and learning (sotl). norasmah and chia (2016) note that more teachers are being trained to do action research for the purpose of enhancing their teaching and learning processes. however, norasmah and chia (2016) have only cited the national university of malaysia (ukm) and the academy of leadership for higher education (akept) as their sources. both organizations have been providing training in the realm of action research since 2012 and their efforts in doing so have been aligned to the scholarship of teaching and learning (sotl), a discipline that was developed for lecturers in higher institutions of learning. sotl focusses on classroom research as a means of identifying solutions to rectify problems faced by lecturers within their own classrooms. when such findings are shared, they become a scholarly pursuit. despite the call for school teachers to be involved, (teo, voon & voon, 2011), little has been done. eventually, most classroom issues are identified and pursued 164 kuang ching hei & maya khemlani david empowering language teachers through action research: two case studies from malaysia by academic researchers (see dzakiria, mohamed, hisham, malek & said, 2007). since specialists from schools seldom partake in such a pursuit, the ultimate advice and recommendations on how they can deal with their own classrooms would come from the academic or educational researchers. this is less beneficial for the teachers because as first hand observers of their own classrooms, they are a better judge on how the research can be conducted and what kind of problems they want to solve. teachers and action research as mentioned above, there are many issues preventing teachers from being engaged in research (see atay, 2006; meerah & osman, 2013; norasmah & chia, 2016). in line with this argument, borg (2009) adds that this requires raising the awareness among teachers because some teachers may ―have inappropriate or unrealistic notions of the kind of inquiry teacher research involves‖ (p. 377). this is clearly so because action research differs from traditional research methods. moreover, some people cannot see the benefits of action research when everything revolves around the class alone (see norasmah & chia, 2016). teachers are trained professionals. they have served time going through specialized trainings to develop their skills, knowledge, and expertise. the goal of the training is to equip them with the right skills, knowledge, and expertise to support the young learners whom they ―service‖ in schools so that these learners can one day, develop adequate skills and competence to serve as contributing adults in their society. language is just one aspect of the many skills which all learners— young and old— need to acquire at school. the language skills acquired by students can help them to fulfil an academic goal, a personal need, a profession/career or to fulfill an internal desire such as travelling. just as a mother would want her child to be well equipped for an uncertain future, language teachers too must be able to impart as much knowledge as they can to their learners with efficacy. this can ensure that the learners acquire the appropriate language skills for a future goal. effective language teachers can provide the best learning opportunities for their students and action research can serve as a very valuable approach for these teachers to deepen their insights into teaching and to improve their own understanding of themselves as teachers, their classroom environment as well as their students‘ desire and intention. studies (see meerah, johar, & ahmad, 2001; carpenter, 2003; meerah & osman, 2013; norasmah & chia, 2016) suggest that school teachers tend to be restricted in this pursuit by various factors. besides hindrance from superiors, lack of knowledge and disinterest, they also face issues like class discipline, school results or examinations. moreover, the idea of school teachers conducting research, collecting data, making an analysis and then producing papers for publication does not calibrate well with the respective school teachers. such a phenomenon is universal (see meerah et al., 2001; carpenter, 2003; atay, 2006; borg, 2009; burns, 2009; meerah & osman, 2013; norasmah & chia, 2016). thus, something needs to be done to encourage teachers to do so. most literature (see zeichner, 1983; ramsden & moses, 1992; brew & boud, 1995; hattied & marsh, 1996) mention that action research is more pervasive in the education domain with majority being conducted in higher institutions of learning. in his research, middlewood (1999) note that 94% of the teacher-respondents mentioned that action research had enabled them to learn new skills such as logical argumentative skills, critical thinking skills, and problem solving skills. from their experience, the teacher-respondents were also able to develop and enhance their own 165 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 5, issue 2, june 2017 https://journal.uniku.ac.id/index.php/erjee teaching and learning processes thereby, benefitting both parties at the same time. the merits of action research (ar) have also been emphasized by hogarth (2005) who say that: a) ar motivates students‘ interest in the subject; b) ar improves students‘ understanding of subject; c) ar encourages critical reflection/analysis among students; d) ar provides teachers with up-to-date information and e) ar involves students as part of the research, making them partners to the learning and teaching process. understanding action research action research is doing research with the intention of addressing a problem that has been identified by the teacher‘s sharp eyes and reflection. to reflect means to take some time, usually at the end of the day, to evaluate if something had occurred well and if so, why or why not. thus, action research can be conducted individually or in groups with people who share similar issues or problems. denscombe (2009, p. 6) says that, ―an action research strategy is to solve a particular problem and to produce guidelines for best practice‖ while burns (2009, p. 2) notes that the fundamental premise of action research ―is to intervene in a deliberate way in the problematic situation in order to bring about changes and, even better, improvements in practice‖. as the world transforms to become more high tech and digital, teachers can no longer teach in the way they were taught by their teachers; they can no longer treat their students the way they were treated by their own teachers. the generation gap has widened but this does not mean that all teachers need to succumb to mediocrity or become helpless. instead, teachers can resort to looking for answers to their own problems or challenges. to do so, they must be equipped with the knowhow. burns (2009, p. 2) explains that ―action research is related to the idea of reflective practice and the teacher as researcher‖. action research involves taking a self-reflective, critical, and systematic approach to explore one‘s own teaching contexts. in action research, to be critical does not mean being negative or derogatory about the way you teach. it is about taking a questioning stance about a problem that exists and then asking yourself what can be done to improve it. in action research, the teacher becomes the investigator or explorer of his/her own teaching context which involves his/her learners. the teacher is also one of the participants involved. action research has been used by teachers to test the effectiveness of the ―shadowing‖ technique for learning english rhythm especially pronunciation, among japanese adults (omar & umehara, 2010). in their study, omar and umehara (2010) observe that their involvement as both facilitator and group member, allowed them to observe the students‘ responses including their nonverbal behaviors (e.g., facial expressions, gesture, and body movements). this helped them to understand their learners better. they were also able to develop the relevant intervention to assist their learners in becoming better at learning. curry, nembhard, and bradley (2009) maintain that by conducting action research, reflective practitioners can make their language teaching skills and methods more solid. this is useful not only for getting future teachers to become better equipped in teaching but also for all teachers to continue to grow and develop as reflective practitioners. many researchers including curry et al. (2009) say that action research follows a certain procedure including: a) selecting an issue, b) refining the research question, c) undertaking data collection, d) analyzing multiple forms of data, e) developing and implementing new instructional strategies and f) making the research findings public. action research can also be classified according to purposes: i) to determine what is currently occurring and ii) 166 kuang ching hei & maya khemlani david empowering language teachers through action research: two case studies from malaysia to test a hypothesis (meerah & osman, 2013). outcomes from action research tend to be qualitative in nature as data are mostly descriptively analyzed. this is because the research involves all the students in the respective classrooms. nonetheless, the most important outcome that can be derived from action research is the finding that can enable classroom teachers to learn and improve on their own performance (meerah & osman, 2013; luchini & rosello, 2007). action research encourages teachers to ―reflect upon their own teaching practices and, as a result, engage in change with the aim of redirecting their instructional objectives to meet their students‘ needs‖ (luchini & rosello, 2007, p. 266). this is valuable as it contributes to enhancing the teacher‘s development (luchini & rosello, 2007). such improvements can only be seen due to the information that was deduced from the data which had been collected through action research (burns, 2009). undoubtedly, data in action research must not be compromised and they must be systematically acquired. reflection as practice reflection-in-action is ―reflection on one‘s spontaneous ways of thinking and acting, undertaken in the midst of action to guide further action‖ (schön, 1983, p. 22). this reflection signifies what we do as we go around in the classroom, assessing our students‘ reactions as well as our own reactions to the moment-by-moment activities and interactions taking place. in contrast, reflection-on-action occurs only after the event. it is a kind of thinking back about what happened (burns, 2009). the teacher reflects on the decisions made on the students‘ responses, teacher‘s own responses towards the students, and on how the teacher thinks and feels about the lesson. these reflections are used to assist the teacher in understanding the reaction taken. without reflections, teachers may begin to think or talk about their teaching in a technical or automatic way (schön, 1983). in becoming mechanical, teachers have no reason to understand why they do what they do in the classroom. this includes their teaching routines, teaching approaches, teaching contexts, students, the philosophies/values motivating them to execute certain things in the classroom and others. without reflection, teachers are unable to look inward thus, there is not much input for improvement (schön, 1983). with reflection, teachers have a reason to look for improvement. a ―reflective teacher‖ is one who operates reflectively; he/she shows openmindedness as he/she begins to listen to other points of view, exhibiting responsibility as he/she becomes more alert to the consequences of his/her own actions (dewey, 1933). a reflective teacher demonstrates wholeheartedness by putting open-mindedness and responsibility at the center of his/her actions, questioning his/her own assumptions which are enhanced by the desire to want to introduce new approaches that avoid putting students at the heart of the problem (dewey, 1933). in this sense, a reflective teacher moves from a deficit view of the students (i.e., my students are the problem) to a deficit view of the learning situation as a whole (i.e., there are problems in my teaching set-up). as can be deduced, reflective teaching is empowering. it motivates teachers into becoming actively involved in articulating the nature of their work and in extending the knowledge base of their own teaching. it enables teachers to complement the work of educational researchers, involving themselves in the curriculum development and school change thereby, taking a leading role in their own professional development (zeichner & liston, 2013). nonetheless, three central questions underpin reflective teaching: what do i do? how do i do it? what does this mean for me and those i work with? (see burton, 2009). 167 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 5, issue 2, june 2017 https://journal.uniku.ac.id/index.php/erjee general steps in action research there are certain steps to follow when implementing action research. first, the teacher identifies a problem, which can only be identified through reflection, looking for the cause of the problem. the teacher observes the problem once again and then reflects on how the problem can be best intervened. a plan is then hatched, usually through a series of reflection. the teacher would also have reflected on implementing this plan. until the plan is implemented, data will first have to be collected and the teacher then analyses the cause of the problem based on the data. the teacher then takes the appropriate course of action and he/she then evaluates the success of the action plan. these procedures—with some modifications—have been endorsed by some experts such as susman (1983), o‘brien (1998), winter (1989) and ferrance (2000). step 1: identifying the problem as the first step, identifying the problem in a classroom takes the sharp eyes of the teacher who is the person managing the class. however, as ferrance (2000) says, the teacher must be able to answer the following questions:  is the problem at hand one which the teacher has influence over?  is the problem something of interest and worth the time and effort?  is the problem real and worth researching or is it due to some discomfort or tension experienced by the teacher or is it due to some mismatch of teaching strategies and learner differences? step 2: planning upon reflecting on the problem, the teacher can try to look at the problem from various angles and then develop a plan to resolve the problem. this usually involves several cycles of reflection. step 3: implementing this is actually implementing the plan, for example, taking hold of the class and then carrying out the plan and collecting data. this is followed by studying the data and looking for answers to the problem. the next step is to apply the answers and evaluate the success of the resolution. most classroom teachers report on the outcome of their research either to their colleagues as a sharing practice or with students so as to be accountable. nonetheless, teachers may want to go a step higher by sharing their outcomes particularly, if the outcome reflects a global issue, with other colleagues who can use the outcome to rectify their own classroom issues. in higher education, outcomes are shared in conferences or seminars. these are ultimately converted to journal publications thereby, allowing the teachers concerned to take ownership and be known for their research. the current paper draws on two case studies of action research in malaysia. the context of this paper focusses on the method and the outcome. the aim is to encourage language teachers in schools to take the lead and conduct action research thus, become researchers cum practitioners who can move beyond their conventional teaching roles to become active disseminators of knowledge. by doing so, language teachers can offer greater learning opportunities and experiences in their class for their learners. through the outcome shared, these teachers can also be seen as contributors who are capable of rising to the occasion of facing and resolving current language issues by offering their own insights and not just take those offered by educational researchers only. case study 1: improving classroom interactions in 2015, kuang was teaching a course called critical reading and writing to a group of multiracial, mixed level and mixed gender, year two undergraduates. within the first two weeks of the course which involved 168 kuang ching hei & maya khemlani david empowering language teachers through action research: two case studies from malaysia three hours per week, 15 students were observed to be reluctant to participate in class discussions. this occurred when they were individually asked for some input towards certain issues identified in their reading texts. it was the usual one or two outspoken individuals who volunteered their thoughts while the rest kept silent. kuang (2016) became discouraged because the course required the students to think and speak their minds and to support their opinions and output with relevant sources or evidence, either from the text or from facts gathered from other sources. in this regard, kuang (2016) has thus identified the problem. when the problem was been established, kuang (2016) often reflected on the attitude of the class, writing down her own thoughts on what could have held the students back from interacting. this went on for a few weeks. subsequently, kuang (2016) noted that there could be a way to break the barrier. she decided to build a rapport with them. all the students were requested to meet her in her office for an interview and under the guise of getting to know them personally, through a casual setting of tea and biscuits, she began to learn a little more about each student. all these information were documented into a journal for future reference. following this activity, kuang (2016) then began applying some improvements on the class. she developed more empathy for the students whose classes were back to back. realizing their hectic schedule, kuang (2016) provided little foods to energize them in between classes. during class discussions, she also shared personal stories which were linked to the reading topics and students also got to share theirs. this helped to forge the rapport. as the weeks increased, the relationship became better than before and soon both parties were less distant and more friendly with each other. by week four, kuang (2016) began applying the reflection exercise on the students during the last five minutes of class. three questions were posed and the students were asked to answer anonymously on a paper which will be collected. the questions include: a) what went well in class today?, b) what did not go well in class today? and c) what would you like to see more of in the next class? this activity developed the students‘ confidence to articulate their opinions privately. it also reduced their insecurity. with that in process, kuang (2016) proceeded to conducting a more formal form of action research. she told the class, ‗i am going to observe you over the next few weeks to see if things can be improved for the course‘. she also gave them theories as to why student voices are important for the teacher. they were also promised that what was gathered from the action research would be analyzed and the analysis would be shared with them. however, the classroom research, in particular, responding to some of the interview questions had to be done on the condition that all things written down would be anonymous but honest. in week 10, data were collected when kuang (2016) posed ten questions. the students were required to answer them with regards to classroom atmosphere, assignments, marks, and teacher attributes. analysis indicates that students found their learning environment boring and rigid. they wanted a better learning environment with air conditioning, bigger chairs and tables and space to move around. they also preferred teachers who were warm and knowledgeable. most of all, the students wanted to be ―partners‖ in the learning process where they were given opportunities to negotiate their learning in terms of the number of assignments, submission deadlines, weightage of marks, activities and teaching materials. based on the outcome of this action research, kuang (2016) was able to empathize with her students, adjusting her teaching techniques and the class assignments and weightage of marks. the good relationship developed lowered their anxiety and increased their 169 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 5, issue 2, june 2017 https://journal.uniku.ac.id/index.php/erjee confidence thereby, enhancing class management. the outcome was shared with peers in a conference and eventually published in a foreign journal (see kuang, 2016). case study 2: assisting postgraduate students in their academic writing as lecturers teaching postgraduate courses, we noted that majority of our postgraduate students were not proficient writers. we drew our evidence of the students‘ weak performance in writing from written works such as research proposals, written projects and seminar papers. it seems obvious that they would require a lot of support to hone their academic writing skills. they were not just weak in grammar structure but also unable to produce a coherent text that is clear, specific, and concise, albeit with lesser quotations. many were also ignorant in the organisation of texts. from our long term observations, it was deduced that their weak writing skills were the result of their diversity, their basic educational system and the influence of their first language (l1). we wanted to help these students to improve their skills so we had to first investigate what their specific writing problems include. theories denote that interference from l1 is quite predominant in l2/l3‘s writing tasks. the lack of exposure to reading materials may also be another factor. unsure if other faculties were facing similar problems, we then offered two workshops on postgraduate supervision for the academic staff of the university. from the input gathered during the workshops, we were informed that all the lecturers faced similar issues with student writing issues. with this verification, we reflected again. we had a duty to do something for the university and the postgraduate students. hence, we offered to conduct writing workshops for the postgraduate students by conveying our intentions to the institute of postgraduate studies (ips) in our university. we used the workshop to collect data by conducting smaller sessions of activities where the postgraduates learn how to review a portion of an article. based on a few questions provided, they had to identify the answers from the article. it is these written texts which were collected for analysis. using our experience as language teachers and examiners of theses, we then attempted to analyze the data through major themes. findings indicate that majority of our postgraduates were not competent in basic reading skills (cannot scan or predict) and they had issues in advanced writing techniques (cannot paraphrase, summarize or synthesize). based on this finding, we realized that the university requirement for students to have a certain english language qualification when they made their application to our university did not match the postgraduate programmes offered. clearly, their skills were too low to enable them to read academic texts and to write academic papers and theses. from that understanding, we then used our data to propose to the university that a kind of support system be provided to these postgraduate students so as enable them to develop their reading and writing skills simultaneously. likewise, we also presented our data to our peers. the paper was selected for publication in a local journal (see kuang & david, 2015). conclusion meerah et al. (2001) had noted that despite the fact that a teacher‘s main function is to teach, it is imperative for the teacher to read journals and to conduct research on a regular basis, as a form of professional development. they also examined how far malaysian teachers, especially those who have undergone inservice courses and workshops on action research, were able to venture into action research. they note that many were aware of the importance; many found satisfaction 170 kuang ching hei & maya khemlani david empowering language teachers through action research: two case studies from malaysia with their results when they had the opportunity to report and share their findings but overall, they were still hindered by some bureaucratic constraints placed by principals and colleagues alike. such situations need to change (johnson, 2012; brown, 2002) because the future direction of staff development programmes, teacher preparation curricula as well as school improvement initiatives are in the palms of these teachers. as they learn to adopt action research into their classrooms, their ability to become more critical of happenings around them will be impacted by the critical inquiry they apply in action research. in addition, a rigorous examination of their own classroom practices and school programmes will also elevate the quality of their own teaching and class management. johnson (2012) asserts that action research is a teacher empowerment tool that allows teachers to examine their own practices based on classroom inquiries. using what they found, teachers can reform their teaching techniques. outcomes derived from the result of action research can also be used by language teachers to look inward into their own practices thereby, resolving classroom issues and enhancing personal qualities and development (guskey, 2000). hollingsworth and sockett (1994) had observed that action research had also enabled teachers to professionalise teaching and to rethink about the schools‘ environment. oja and pine (1989) also maintain that teachers who engage in action research tend to become more critical and reflective about their own practices. thus, it becomes imperative for language teachers to become more acquainted with the process of action research. language teachers are the conduit for learners to acquire knowledge, communicate, and interact with others as well as gain social standing. they serve as role models for their learners. with the right attitude towards teaching and learning, language teachers should be trained to understand why there is a need to conduct personal and individual classroom research as the answers they uncover can serve as solutions to overcome any issue they face within the classroom context. as has been noted, once the results are shared and the teachers‘ confidence escalate, their attitude becomes more positively aligned with doing research. they may conduct more research; they may become more reflective in their attitude and they may also develop good practices of professionalism. thus, it is necessary that language teachers, irrespective of their teaching contexts, location and teaching era, strive to learn and understand more about action research and how this can be implemented in their classrooms. by subscribing to action research, language teachers will set the pace in being the first to take the initiative to combat what is rarely done and to take the lead in becoming practitioners cum researchers. based on this call, it is again asserted that language teachers must take the lead in doing research within their classrooms. references abraham, a. 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(2013). reflective teaching: an introduction. new york: routledge. 173 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 5, issue 2, june 2017 https://journal.uniku.ac.id/index.php/erjee monkey a guy walks into a bar with his pet monkey. he orders a drink and while he's drinking, the monkey jumps all around the place. the monkey grabs some olives off the bar and eats them. then grabs some sliced limes and eats them. then jumps onto the pool table, grabs one of the billiard balls, sticks it in his mouth, and to everyone's amazement, somehow swallows it whole. the bartender screams at the guy "did you see what your monkey just did?". the guy says "no, what?" "he just ate the cue ball off my pool table-whole!". "yeah, that doesn't surprise me," replied the guy. "he eats everything in sight, the little bastard. sorry. i'll pay for the cue ball and stuff." he finishes his drink, pays his bill, pays for the stuff the monkey ate, then leaves. two weeks later he's in the bar again, and has his monkey with him. he orders a drink and the monkey starts running around the bar again. while the man is finishing his drink, the monkey finds a maraschino cherry on the bar. he grabs it, sticks it up his butt, pulls it out, and eats it. the bartender is disgusted. "did you see what your monkey did now?" he asks. "no, what?" replies the guy. "well, he stuck a maraschino cherry up his butt, pulled it out, and ate it!" said the bartender. "yeah, that doesn't surprise me," replied the guy. " he still eats everything in sight, but ever since he swallowed that cue ball, he measures everything first..." (source: http://www.study-express.ru/humour/funny-stories.shtml, picture: www.google.co.id) 174 kuang ching hei & maya khemlani david empowering language teachers through action research: two case studies from malaysia english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 1013 new-word formation and social disruption on metaverse ervina c. m. simatupang english department, faculty of humanities universitas widyatama email: ervina.simatupang@widyatama.ac.id heri heryono english department, faculty of humanities universitas widyatama email: heri.heryono@widyatama.ac.id apa citation: simatupang, e. c. m., & heryono, h. (2022). new-word formation and social disruption on metaverse. english review: journal of english education, 10(3), 1013-1022. http://doi.org/10.25134/erjee.v10i3.6722. received: 29-06-2022 accepted: 22-08-2022 published: 30-10-2022 introduction interaction refers to an integral part of human life. one of the fields within linguistics and engineering on how the interaction between humans and computer is human and computer interaction (hci). it refers to the process of communication between humans and computer turns to be an essential part to learn, both in linguistics and engineering. currently computers have been involved in all fields, the goal is to help human limitations in carrying out activities in the hope of being more effective and efficient. when we use a computer, it means we are having a dialogue and interacting with a computer through commands that are understood by both parties. the technology is a compounding of the real world with the virtual world (virtual world) involving linguistics aspect beyond its interaction. by combining these two areas, it is hoped that users can better understand the information provided. by applying of this interaction technology make people more interactive with conditions surrounding when the user immerse on it. communication using internet technology is an activity that can't be avoided, especially for the younger generation and it affects their writing and reading culture (syahrudin & prasandha, 2021). various kinds of applications that have used technology augmented reality, among others, in the health sector, defense, education and history; furthermore, those applications altogether coalesce in the word of metaverse. it leads to a virtual community world built to be connected to each other. in this community, people can meet, work, play as in the real world with the assisted of augmented reality (ar) and virtual reality (vr) technology. in fact, there are not only crucial factors for language development built in metaverse, but also there are sustainability of a community usages. it then turns to be cultivated abstract: the virtual environments have provided users with varied degrees of digital transformation, despite the fact that users are non-permanent and unconnected. to further assist the digital transition in every element of physical life, the term metaverse has been coined. it cannot be avoided that language, furthermore linguistics, has involvement to the word framing and word creation within metaverse. this research is purposed to determine some typical new-word formations or neologisms that impact to the establishment of terminologies within metaverse. on the other hand, cultural aspect also becomes the concern towards this new universe; since people need to be well-informed in the term of consequence and benefits. the method of the research applied qualitative method and distributional method by segmenting immediate constituents techniques; which means the technique of dividing a construction of direct elements which form the construction. three main theories used in this paper are neologism (kilmer, 2020), social disruption (kumbara et al., 2020) and metaverse (mystakidis, 2022). the paper puts three different terminologies that are analyzed using linguistic and cultural perspective. the result of the result is three words; persistent virtual world (pvw), blockchain and nft that massively arise in the metaverse terminologies. based on the analysis, it can be concluded that those terminologies are categorized to morphological and semantic neologism; which also includes abbreviation and broadening. the notion of an immersive internet as a massive, unified, persistent, and shared realm is at the core of metaverse. keywords: metaverse; morphological; new-word formation; semantics; social disruption. ervina c. m. simatupang & heri heryono new-word formation and social disruption on metaverse 1014 language use by engaging a community discourse (mendrofa, 2018). metaverse is meant to be a social experience. the great thing about metaverse is that all the users can communicate with people who are not in the same physical space. it creates the concept of a metaverse sound like something that can unite the entire world by transcending geographical and political boundaries. but it also feels very utopian since even in real life, people don't have the superpower of universal understanding (mystakidis, 2022). once the language change and shift, it lasts to the platform attached. language change occurs because of the new language to change the previous language (freytagh-loringhoven, 2021). the ease of using language in recent communication as well as the sophistication of the way it works; it is not only a way of verbal communication, but also form a new way of communication even variety of new languages (butar, 2021). the uniqueness of language usage does not exist in the peculiarities of the medium, but the variation of the form used concerns the transmission of modalities which in this case are speaking versus writing, participants' conversations, style, media used and culture. in the use of language in the internet that most often occurs is written communication compared to auditory (zhu, 2019). netspeak refers to a variety phenomenon skill used in written communication on the internet, for phenomena where language users in social media write down what is pronounced; it is called ecrononciation. it comes from french, which means a word formation of a words combination ecrire (writing) and prononciation (pronunciation). this term refers not to the structure of the sentence but to the writing of the words, phrases, and clauses used (kadwa & alshenqeeti, 2020). the ecrononciation phenomenon shows a linguistic change that gives rise to variations in typical language which includes zeroization which connects to apheresis or omission of the initial phoneme or initial syllable of a word. the second zeroization is syncope or the omission of a phoneme or syllable in the middle of a word; and the third is apocalypse or omission of phonemes or syllables at the end of a word. zeroization refers to the removal of phonemic sounds as a result of efforts to save or economize pronunciation. this event is normal occurs in the speech of languages in the world, including indonesian, origin alone does not interfere with the process and purpose of communication. this event continues develop because it has been secretly supported and agreed upon by speaking community (julita, 2021). abbreviation exists in metaverse or internet includes acronym and shortening. for certain terms or expressions, people recently put abbreviation to give more effective ways of conveying. some of abbreviations are fomo (fear of missing out) or yolo (you only live once). others are words that have been stretched into more parts of speech than originally intended -like when "trend" became a verb ("it's trending worldwide"). others still have emerged as we adapt our language to new technologies; think "crowd-funding," "selfie," "cyber-bullying." (dilla & agustina, 2021). in addition to naming, language plays an important role in the use of internet interaction (social media, online game and global trading). the wide spread of new words requires apps; thus, language would be one of the factors that make this happen. this is because users must understand the features available on social media and that understanding can be obtained through language that can be recognized by its users. the key to a new word's success is its longevity. for the dictionary to recognize the word, it must be used by the general population and kept in use. the words must have been in use for at least five years to be considered. when words "lol" become commonly used and understood, they are eligible for a spot in the dictionary. later on, there is new word formation that refers to a word or phrase that is created to define a new object or new ideas that were not known before. in other hand, it is also well-known as neologism; which is the formation of new words or languages that form new meanings and definitions of language. dominant neologism type used in interface (view) of internet and translation procedures is commonly emerged along with user’s requirement to name something that has not appeared before. the type of neologism with a new sense of 'new meaning' is the most dominant type used in interfaces on internet. while the most dominant translation procedure used is by transfer (hardini et al., 2019). communication processes do not directly affect in language used by internet users. even more, many of these apps dominated by the use of written language. this also creates a new space in creation of words used in internet. words that have been these creations form new words or what in linguistic terms is called as a neologism; it is individual creativity that produces neologism (olojede et al., 2018). the process of forming the word refers to as metathesis. based english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 1015 on this point of view, it appears that language basically provides space in the creation of new words, especially in metaverse which users come from all over the world. neologism refers to a relative unit that can only be identified when it is placed in a certain time period, discursive context, and perceptive pronunciation (asif et al., 2020). meanwhile, communication can only be achieved if the speaker can convey his message well and the listener can understand the message of the speaker’s utterance (simatupang & fathonah, 2020). neologisms not only have linguistic function as filling lexical gaps. it puts forward two other functions of neologisms. these functions are cultural and functional functions economical. in carrying out cultural functions, these neologisms become traces of popular culture; meanwhile, from the economic function, neologisms in the field of information technology and computers are a means to make it easier for industry to market products. as for the point of view of the language industry and translation, neologisms deal with a tool for industries to increase the value of the services. neologism is an effort to enrich and update lexicon system in a language. furthermore, the emergence of neologisms leads to change language (plauc & clinic, 2021). morpho-semantic neologism. a morphosemantic neologism is the type of neologism that is made influence both form and meaning. there is a change in shape and the meaning of the word resulting from this process. in the process, there are several procedures that can be applied. each procedure can produce different shape characteristics. forms can be in the form of basic words, derivatives, and compound words. morphological neologism. this term refers to shape-shifting neologisms the new one does not affect the meaning. one of formation procedure that can used to generate types this neologism is a sound creation (phoneme). borrowing neologism. borrowing neologisms refers to a type of neologisms obtained by borrowing concepts and forms from foreign words. in indonesian process, this is called word matching; it is a match foreign shapes or concepts that correspond to characteristics of the indonesian language. this process can be carried out through absorption, translation, or both. in this research, the borrowing neologisms are dominant that can be found in the entire data analysis. semantic neologism. this is a type of neologisms formed from the process of meaning. in this case, the type of neologism can be formed in three different ways; broadening meaning, narrowing meaning, and change of meaning of the base form (change the meaning of the base form or also called shifting of meaning). functional neologism. it refers to neologisms formed inflected and influenced by grammatical function. this type of neologism is more visible its existence in the context of the use of the word in sentence. therefore, this type of neologism is not one of indicator in this research. the classification of types of neologisms above has shown various procedures that can be used in the process neologism formation. however, every language has different characteristics, including in the process formation he said. therefore, it is necessary to do a comparison to the process of forming neologisms as mentioned above by a known forming process in particular language (source language). explicitly, there are four parameters to identify neologisms; diachronic parameters, lexicographic parameters, system instability parameters and psychological parameters. first, the diachronic parameter is a neologism if it emerged recently. these parameters use a time perspective to identify a neologism. second, the lexicographic parameter is a neologism if it is not already in the dictionary. these parameters refer to all words that are not institutionalized in the dictionary. third, systematic instability is a neologism if it shows signs of instability formal. this parameter refers to the use of neologisms, either in spoken and written form. fourth, psychological parameter is a neologism if speakers of that language consider it as a new lingual unit. these parameters tend to be very subjective because it is more personal (colina, 2021). in the current era of digital disruption, globalization cannot be separated from global technology as a complex or multidimensional phenomenon. this can be seen from the definition of globalization put forward as a worldwide spread of customs, expansion of relationships across continents, the organization of social life on a global scale, and growth of a shared global consciousness (plauc & clinic, 2021). disruption refers to a condition of innovation causes massive or fundamental alterations into a new system. in the social sector, this is certainly a formidable challenge where society must be adaptive continuously in order to remain relevant to the changing times. even incumbent societies can be affected by this change. this could be due to large cultures and customs losing their ervina c. m. simatupang & heri heryono new-word formation and social disruption on metaverse 1016 “market” as a result of technological advances. they are not ready and also have not adapted to this disruption and condition (karman, 2017). cultural development must have a strategy concrete since its first design. cultural development must have a dual strategy, microscopic and telescopic. microscopic means that cultural development strategies must have attention to detail and scientific attention to the infinitely small. at the same time, it must be proportionate to attention to infinitely great things. microscopic means that cultural development must enter into the recesses of consciousness and the depths of human life. likewise, telescopic cultural development must not ignore big things, both at the ideological and social level as well as infrastructure so that the nation's cultural character becomes the world's attention. above all the context, when ethnic identification and local culture are becoming more widespread, including when it emerges “new” concepts that define for example local communities and indigenous peoples (indigenous people) in the concept of anthropology, an empathic and advocacy perspective must be created. those communities turn to be a minority group that should receive special attention and affirmative, now or later. their existence is still not easy to identify comprehensively from the aspect of technology emerging. quoting the term of french existentialist philosopher, jean paul satre, this “ethnic minority” group still does not have adequate epistemological concepts; they are still grouped as entomologists or in other word insects, which is segmented animals that disturb the existence of other ecosystems, therefore deserve to be destroyed (syahrudin & prasandha, 2021). the further impact of metaverse to minority is the process of duplicating or appropriating the colonial culture as a key marker of imitation. while they are still local people, the culture that carrying it is an imported culture. they then perform mimicry; trying to make sure that the idealized import culture is no longer outside of itself, but has coalesced as cultural identity. there are five dimensions conceptual or "landscape" that is formed and is at the same time the characteristics of global cultural flows. those five “landscapes” and characteristics of the global cultural currents are as follows: ethnoscape (movement of people from one country to another such as tourists, immigrants, refugees, labor work), technoscape (technological developments that are now flowing at a rapid rate high through national boundaries), mediascape (the electronic ability to disseminate information to various parts of the world). finanscape is the financial aspect or money which is difficult to predict in the era of globalization, and ideoscape (related to political issues, such as freedom, democracy, sovereignty, welfare, human rights, state ideologies, and social movements (lin, 2020)). this is in line with the process of alteration in various aspects of people lives and culture; as a result of globalization which people should draw on. hence, many aspects of socio-cultural life experience change; especially language. the term metaverse emerged from the science fiction novel snow crash by neal stephenson published in 1992 and ernest cline's novel ready player one launched in 2011. in both novels, the metaverse is described as a space that connected the virtual world and augmented reality (ar). etymologically, metaverse comes from the word "meta" which means beyond and "verse" means the universe; so, metaverse means beyond the universe. the final form for many platforms exist in metaverse is dao or decentralized autonomous organizations. in other words, the space beyond metaverse is entirely governed by the community inside or of users; it is similar with a real life electorate. as for the user, the metaverse which is based on decentralized autonomous organizations allows users to create personal projects. the metaverse works basically as the same as in the real world. users are required to log in to the virtual world by using technology that supports augmented reality (ar) and virtual reality (vr). recently, the only device needed to enter the metaverse is a vr headset; oculus, google vr or sinta vr. after entering the virtual world, users can carry out various activities in the metaverse just like in the real world as described before. metaverse is based on technologies that enable multisensory interactions with virtual environments, digital objects and even people as the users. the representational fidelity of the cross reality (xr) system is ensured by stereoscopic displays that are able to accurately convey the perception of depth (indarta et al., 2022). users are allowed to stay in vr environments temporarily. users may activate their entire bodies, including their hands and feet. the ability to have an embodied digital identity that allows users to feel and interact with the environment and virtual objects from different perspectives, like the third person perspective, creates the psychological sense of being present in a space english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 1017 (mystakidis, 2022). this virtual reality universe was created through computer graphics; and users from all around the world can access and connect with it through vr. the basic of the metaverse is a protocol called the street, which connects different virtual neighborhoods and locations. this analog concept is similar to the information super-highway; it is especially in the education system (indarta et al., 2022). users create avatars in the metaverse that can be configured to look however they want. although stevenson's metaverse is digital and synthetic, experiences in it can have a real impact on the physical self (endarto & martadi, 2022). metaverse market is considered to be potential, especially for some developing countries. however, the successful adoption of virtual world technology depends on digital infrastructure, including the development of the fifth generation or 5g internet networks. metaverse is the latest version of virtual reality (vr) without a computer. users can enter the virtual world using a device in the form of a headset or glasses based on augmented reality (ar) or vr. figure 1. metaverse scope metaverse is a 3d virtual shared world where users can access a wide range of virtual and augmented reality services to make their experiences more immersive. as people shift their activities online more often during the coronavirus pandemic, these platforms have become popular (nextrope, 2022). the capability in exploring, integrating and reusing of relevant scientific outputs from previous studies leads to critical assumption, especially to innovative research (anderson & rainie, 2022). the most essential information regulations are addressed to shape the future of community and societies (in common); yet, that information has become the most significant resource for the future modern societies. by the appropriate processing of information, various strategies may appear for every sector of human requirements (rotolo et al., 2017). since its inception as a computergenerated reality, the metaverse has been described by a wide range of notions. three stages of metaverse growth are represented in the concept of digital twins. it is where the real environments are digitized and hence have the ability to reflect changes in their virtual counterparts on a regular basis. digital twins generate digital replicas of actual settings as virtual worlds, and users with their avatars work on new creations in such virtual worlds as digital natives, according to the physical world (wang et al., 2019). figure 2. digital twins-native continuum users in metaverse communicate using digital avatars; either the immersive avatar or traditional avatar. since its inception as a computergenerated reality, metaverse has been described by a wide range of notions. in parallel to human physical reality, metaverse will emerge as a massive entity. it is expected that by surveying recent work across diverse technologies and ecosystems, users have sparked a broader conversation among metaverse community. method the research applies qualitative approach in the area of morpho-semantics, cultural studies and social behavior towards internet or metaverse. as research procedures, it generates data descriptive in the form of written words or speech from people and behavior that can be observed (mohajan, 2018). the data observed are in form of words; written word used as a language symptom. morpho-semantics approach is an appropriate tool to explain neologism. data collection in this research was implementing documentation techniques. the method used in this research is a distributional method by segmenting immediate constituents techniques which means the technique of dividing a construction of direct elements which form the construction. as for data analysis procedures in this study including: identification. the process requires tagging or marking the data as neologisms by using lexicographic parameters and the social ervina c. m. simatupang & heri heryono new-word formation and social disruption on metaverse 1018 fabrication supporting the appearance of neologisms. classification. it refers to the process of grouping data based on the type of neologism found in metaverse; data classification will be adapted to the nature of qualitative research. analysis. it is the process of describing the types of neologisms and describing the reason of their emerging in metaverse. after the data is collected, it is then processed and classified according to the research requirements. data in interpretive qualitative research (interpretation) is descriptive, not numeric. data can be in the form of symptoms, events or events that later will be analyzed in the form of categories. qualitative research is also not intended to draw conclusions on a population, but to study the characteristics under study. the purpose of this qualitative research is to understand condition of a context by leading to the description in detail and in depth regarding the portrait of conditions in a natural context (natural setting), about what is really happens according to what is in the field of study. this qualitative research is research that can be used to examine society, history, behavior, organizational functionalization social movement, or kinship (sely et al., 2017). results and discussion everything about metaverse is being discussed about all over the world. many people dive into the world of metaverse and make huge profits from it. yet, the other are still misguided by the terminologies exist in metaverse. they emerge to equip the whole process required; and those terminologies have changed the language preference, brought out the neologisms and turned the social characteristics of the users. in this research, there are three data which are analyzed from those elements and aspects; linguistics, culture and social. the euphoria about cryptocurrencies, nft, and metaverse are palpable among gen-z specifically. they have acquired those modern and sophisticated terminologies since childhood; they live in a virtual world with a concept similar to metaverse, such as in games and social media. data 1. persistent virtual world (pvw) the first characteristic that best describes the metaverse is persistent. there is no such thing as a reset, pause, and end. based on the words attached in the phrase persistent virtual world; it refers to words compounding to a single terminology. it is classified to the morphosemantic type of neologism; there is a change in shape and the meaning of the word resulting from this process. figure 3. concept of pvw it also happens to gaming experience which formerly had pause system, yet today the metaverse-based games don’t have pause system, even reset or end. those kinds of games have their own metaverse. players in the games’ ecosystem are allowed to build and design their own avatar. later on, they may access different environments, games and hubs in different metaverses; and those digital assets created can be monetized via nft; those games are minecraft and sandbox. the growth in the era of disruption is driven by occupation or profession. by the development of the game industry, modern and recent profession emerged; one of them is e-sport player (athlete) with a large amount of income. data 2. blockchain based on the linguistics aspect, blockchain is categorized to a neologism, and morphologically as compounding. it comes from two different words, block and chain. compounding is the process of combining two or more existing free morphemes or words to produce a single form—a compound word. compounding can also be interpreted as putting together existing words to form a new vocabulary unit. blockchain refers to a series of data records that are managed by a computer system, in which it is not owned by any entity. cryptography is a principle used to bind and secure various blocks of data contained in it. the network in it has no central authority, because in it are ledger records that are shared and also do not change, all the information in it is open to anyone for those who want to see it. for this reason, everything that is built on the blockchain is basically transparent and everyone involved in it is responsible for their own actions. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 1019 figure 4. blockchain blockchain has a positive impact on economic efficiency and effectiveness. the working mechanism of peer-to-peer cryptocurrencies allows the elimination of third parties (intermediation) in transactions based on the blockchain network. this will disrupt the hegemony of traditional financial institutions that are not based on blockchain. in the digital economy, trust is fundamental to commerce. without trust, transactions between economic agents spread throughout the world are impossible to run effectively. the people are increasingly dependent on digital technology since almost all aspects of life use it. digital transformation is the entry point for change. humans become agents of change in the world of digital culture. lack of regulation and the absence of information about the impact of metaverse are the main factors causing the misuse of that technology in society; in other hand, metaverse could be opportunity or even threat. data 3. non-fungible token (nft) on linguistics perspective, the word nft can be categorized to morphological neologism, specifically in the area of word abbreviation to enhance the terminology required by the community in metaverse. initially, the concept of nft began in 2012 which at that time still used the term colored coin. the true function of colored coin is as a medium that represents goods in the real world and as a sign of ownership of an asset such as precious cars, houses, and even corporate bonds. by the blockchain system, records every change of ownership of these digital assets, the colored coin system is guaranteed to be very safe. as it is defined previously, neologisms not only have linguistic function as filling lexical gaps, but also cultural function. these functions of linguistic and cultural may impact to economical area. in carrying out cultural functions, these neologisms become traces of popular culture that was once owned by particular community. figure 5. non-fungible token (nft) despite various speculations in digital ecosystems, blockchain-based technologies will continue to evolve. transactions will be faster from person to person through everyone's authorization. a ledger that records all digital transactions are not impossible will become necessary. recently, the ledger called blockchain has been accommodated by many business ecosystems. in terms of public diplomacy, there are two areas where nft has good potential to make a difference and position the credibility of a country in the world. based on cultural diplomacy, it is very clear because the average nft fan comes from the digital arts circle. basically, this purpose is not to require and encourage the ministry of foreign affairs to trade nft. rather, it is to design projects that enable the public to be interested in digitally interacting through nft with various collections of cultural artifacts owned by certain institutions or personal. nft can indeed be a new media that attracts people's attention and has promise in cultural and social reach. however, the role of nft for public diplomacy is still a question and is not clear so that some fields such as cultural diplomacy and educational exchange can be new opportunities to get involved in the digital world, especially nft. data 4. augmented reality (ar) identification of neologisms is based on its novelty. in the term of ar, it refers to a diachronic parameter, as a lingual unit is a neologism if it emerged recently. this parameter uses a time perspective to identify neologisms. words that have only been found in a certain period of time in the lexicon system a language can be referred to as neologisms. however, basically, there is no benchmark that actually able to observe the emergence of the new word. the other parameter involved in the terminology ar is lexicographic parameter; a lingual unit is a neologism if it is not already in the dictionary. it refers to all words that are not institutionalized in the dictionary. this is because not all words are ervina c. m. simatupang & heri heryono new-word formation and social disruption on metaverse 1020 created which is outside the dictionary can be referred to as neologisms. some words may still be protologisms, some are even nonce word (occasional word). thus, basically, when referring to a new word, there are some terms that need to be understood other than neologisms. ar refers to a technology that combines twodimensional and or three-dimensional virtual objects into a real environment and then projects these virtual objects in reality in real time. augmented reality can be applied to all senses, including hearing, touch and smell. besides, ar is also implemented in fields such as health, military, manufacturing industry and education. this ar technology can insert certain information into the virtual world and display it in the real world with the help of equipment such as webcams, computers, android phones, or special glasses. figure 6. augmented reality (ar) in terms of socio-cultural influences, the use of augmented reality is enough to have an impact on rural life, especially since the internet is increasing in number in villages so that most of the people living in villages today are quick to recognize the existence of social media. ar emerges as a cultural evolution, called digital culture. it appears because the pattern of daily human life is almost entirely dependent on technology that can facilitate human activities. data 5. crypto-currency in the term on neologism, the word cryptocurrency refers to protologism. it leads to a word created by individuals or small groups that are not fully applicable in general or only used by a small subculture. the presence of neologisms on a communicative basis in particular community, spread, and accepted as the norm of language. for that, only acceptable and widely spread words are called neologisms. the acceptance influenced by several factors, brevity, handle-ability (potential for decline), and productivity (productivity). however, according to him, the most important factor is motivation. neologism must reflect the characteristics of the concept of the word. along with the development of a cashless society, recently a number of parties think that the existence of paper money and coins is starting to lose its existence. some people assume that the up and down complexity of block chain encryption, coding and stockpiling has very little effect on everyday life. in fact, there are many applications of crypto-currency in our daily lives. one of them is data transfer. safety and security is a major concern for everyone today, especially with the many data breaches that have occurred over the last few years. this concern has led 75% of consumers to believe that companies are not actively protecting their information, and because of this, they have lost trust with many brands. conclusion as the conclusion, massive technology industries like facebook, tesla, apple and google have big intentions for making metaverse a reality. the virtual worlds (or digital twins) will seem fundamentally different in the future years as a result of the integration of emerging technologies and the gradual development and refinement of the ecosystem. because of the availability of powerful computing devices and intelligent wearable, the future will be more interactive, more living, more embodied, and more multimedia-attached. however, numerous obstacles must be overcome before metaverse can be fully incorporated into the physical world and daily lives. the linguistics aspect involved in metaverse is commonly in morphology and semantics. in more detail area is neologisms that emerge in the term of using terminologies within metaverse. it consists of morphological neologism, abbreviation and morpho-semantic neologism. the terminologies shown in the research consist of three different registers appeared in frequent condition, especially that related to cultural aspect. from pvw, blockchain to nft, all those terminologies couldn’t resist the influence of language and linguistics matters. furthermore, cultural aspect is also involved in creating and establishing the metaverse as one new ecosystem (universe) which in the future might create integrated and systematic universe. in parallel to people physical reality, metaverse will emerge as a massive entity; both in communication, interaction and socialization. it could be seen by looking at the most recent work in a variety of technologies and ecosystems. users may learn more about the major concepts we addressed by reflecting on them. the underlying challenges and research agenda are identified to english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 1021 help developing metaverse's future in the next years. metaverse becomes a virtual space that replicates human activities in the real world to be carried out in the virtual world. users may be separated in two worlds where the virtual world has new opportunities for their avatars. one of the most influencing is the game-metaverse trend that would change the culture of gaming and trading – since the environment allows players to do trading – because it has their own rules and systems. references anderson, j., & rainie, l. 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(pp. 242–245). atlantis press. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 49 developing learner autonomy in writing through the use of e-portfolio fitri aprianti department of english language education, faculty of teacher training and education, university of muhammadiyah cirebon, cirebon, indonesia email: fitri.aprianti@umc.ac.id eline rozaliya winarto department of english language education, faculty of teacher training and education, university of muhammadiyah cirebon, cirebon, indonesia email: eline.rozaliya@umc.ac.id apa citation: aprianti, f. & winarto, e. r. (2021). developing learner autonomy in writing through the use of eportfolio. english review: journal of english education, 10(1), pp. 49-60. doi: https://doi.org/10.25134/erjee.v10i1.5354 received: 13-08-2021 accepted: 12-10-2021 published: 31-12-2021 abstract: learner autonomy is mandated to be developed by the newest curriculum of 2013. this research explored the use of e-portfolio to develop learner autonomy especially in the area of leaner involvement, reflection, and target language use. the mixed method design involving the quantitative and qualitative data was used in this research. the data itself was collected in the naturalistic settings of two vocational high school classes. the two classes were taken from the population which consisted of 440 participants. inventory tests were specifically designed to measure changes in the participants both before and after a writing program applying eportfolio documents was given. meanwhile, document analysis was used to indicate the development of learner autonomy in writing. the results of the initial inventory test show that the profile of initial autonomy development of the population was moderate which indicates that the participants had not yet reached the optimum capacity to carry active involvement, reflection, and target language use in writing it means that a type of preventive intervention such as that of e-portfolio was needed. whereas, the results of the intervention or experimental study and document analysis suggest that there was an improvement regarding the degree of learner autonomy development. in this case, the results indicated that the requirements of the e-portfolio for the participant to constantly use the target language may have possibly supported the initial autonomy development in writing, while the participants’ independence in deciding aspects of writing in the e-portfolio may play a role in supporting the constructs of learner autonomy especially in terms of learner involvement, and lastly, the segment of learner reflection provided in the e-portfolio may have a critical role to play in the subsequent learner autonomy development of the participants. keywords: learner autonomy; writing; e-portfolio. introduction in indonesian context, learner autonomy is encompassed as an integral part of attitudinal or social competency and acknowledged in the educational policy number 65 and 66 year 2013 (curriculum of 2013, national ministerial regulations of education and culture, 2013; marhaeni, 2015). besides the requirement of nurturing and measuring learner autonomy as stated in the 2013 curriculum, nowadays, it is also found that the all-sudden shift of language curriculum due to the spread of corona virus from what was initially face-to-face to online learning, the absence of the teachers’ direct presence, and the more restricted form of socialization among class members, have further escalated the demand for inserting the construct of learner autonomy in the teaching and learning process. the teaching and learning process of english writing is no exception. numbers of research also support the importance of fostering learner autonomy in foreign language learning especially during the crisis of pandemic covid-19 (zhang, zhang, & zhang, 2021). they acknowledge that the lack of support on developing learner autonomy at this time of crisis where students are obliged to study more independent through online media is the source that can create a tendency for the students to be unmotivated and passive in learning the writing material online. in such a case, the lack of learner autonomy can be fitri aprianti & eline rozaliya winarto developing learner autonomy in writing through the use of e-portfolio 50 determined as an initial step toward the failure of gaining success in learning english writing especially through online media (müller & goldenberg, 2020). therefore, it can be concluded that finding a learning model that can develop learner autonomy that can be used adaptively both online or offline is critical. referring to its definition, learner autonomy is reckoned as the students’ capacity to take responsibilities and make decisions concerning aspects of their learning both in online and offline situations. in either situation, the capacity itself always encapsulates two major constructs, namely ability and awareness as originally declared by little (1991). ability refers to as the learners’ active involvement for planning, monitoring and evaluating the process of online or offline learning activities. meanwhile awareness reflects the psychological construct of the learner to make critical reflection over their learning both offline and online. many experts specify that the learners who are autonomous in their learning are those who are able to employ their ability for making independent decision, action, critical reflection (lengkanawati, 2017; (hedry, 2020). to sum up, from the definition of learner autonomy above, it can be deduced that there are three principles that should be applied in the process of developing the growth of learner namely; constant target language use, active learner involvement, and reflection. it is stated that finding and possibly testing a model of online learning that can measure and nurture learner autonomy is as urgent as determining the construct of learner autonomy itself (thanh loan & tan tin, 2016). one of the promising examples that is adaptable for both offline and online learning would be the use of eportfolio (al-qutaiti, ahmed, & mohin, 2020). eportfolio is a model of learning that can nurture and measure many competencies including autonomy of the learners. through the use of e-portfolio, learners are directed to use their experience as a source of learning, thus they can be directed to gradually take control over their learning, in other words, becoming autonomous learners (obaid, 2020). e-portfolio is defined as a purposeful collection of the students’ works that exhibits the efforts, growth, and achievements of the students in language skills such as writing (choi & lee, 2020). the addition of the word “e” in the e-portfolio refers to as electronic. in e-portfolio, the collection of the students’ work is provided in a form of electronic file. the file can be further saved in online media such as e-learning or can also be printed as needed. the way of saving students’ writing electronically provides many benefits, one of which is the ease for sharing the material among the teacher and the class members. this way, the flow of information or knowledge is expected to be much smoother. e-portfolio enables to show the development of learner autonomy (obaid, 2020). it is asserted that in order for the e-portfolio to be able to exhibit the intended goals then the e-portfolio itself should at the very least includes three major components namely; inventory writing tasks, selfassessment/ self-reflection and showcase (thanh loan & tan tin, 2016). all of these three elements are interrelated and are meant to support the growth of the constructions of learner autonomy (constant tl use, learners’ active involvement, and reflection). writing inventory task is the first component of the e-portofolio. in the inventory task, the students can save a set of self-selected writing samples. ideally, it is stated that the self-selected sample in inventory task should illustrate the students’ accomplishment of the standard and educational goal so that the growth of learner autonomy can be in line with the expectation of the curriculum. the inventory task leads the students to get involved more in the writing process and it reflects one of the principles of developing learner autonomy, namely active involvement or decision making process (cakici, 2017). self-reflection is the other component of e-portfolio. self-reflection refers to written justifications that the students made regarding the selections of the writing samples in the inventory tasks. at this stage, students will judge their own work as well as reflecting on their strategy of completing the assignments/works given to them. the self-reflection is given periodically throughout a semester of completing the e-portfolio. self-reflection mirrors the second principle of the promotion of learner autonomy, namely reflectivity (yang, 2021). showcase is the last component of the e-portfolio. showcase is an activity that students conduct in order to inform publicly to their peers and teachers regarding their work in the inventory writing tasks. e-portfolio enables its user to be much freer with their selection of showcasing their work. this means that it can be saved in a form of audio, video, or any other form of multimedia. this english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 51 component is meant to reflect the last principle of learner autonomy, namely target language use (zhang et al., 2021). again, the above components of the e-portfolio are selected and arranged in order to create an environment where students can gradually involve and reflect upon their own writing development. based on the rationale above, it can be assumed that applying the use of e-portfolio especially at the crisis of pandemic covid-19 is critical (müller & goldenberg, 2020). e-portfolio is predicted to be able to nurture and measure the construct of learner autonomy although there is restriction in teaching and learning process. thus, this research investigated the use of e-portfolio by applying it as a classroom intervention so that the effectiveness of e-portfolio in developing learner autonomy in writing can be revealed. it is stated that when a program is projected over a course of time then it may be able to provide direction for the students to exercise their innate ability to become autonomous learner by continuously getting involved, reflect, and use target language more in their learning. additionally, it is also revealed that implementing e-portfolio is also in line with the assumption of reciprocal determinism in which there is a connection in among individual, behavior and environment (behforouz & frumuselu, 2020). this means that when individuals are provided with suitable learning environment that can support their initial ability to becoming autonomous then they will shift their behaviour accordingly (wiraningsih & santosa, 2020). therefore, referring to the aforementioned aims then the research questions are as follow: (1) how is the profile of learner autonomy of the population? (2) to what extend does the e-portfolio develop the construct of learner autonomy in writing? method referring to the nature of the research questions, then, a mix method design which combines both quantitative and qualitative data were used (creswell & creswell, 2018). in this research the data were gathered by quantitatively employing non-equivalent pre-test -post-tests control group design and by qualitatively using document analysis. the first research design indicates that in order to gain the data needed there were two kinds of test required. the tests were aimed in order to find out whether the intervention, in this case the eportfolio, could cause a significant difference in regards to the autonomy development of the participants. meanwhile the document analysis was conducted as a form of collecting qualitative data. the document analysis was administered once the e-portfolio programs were completed as it was intended to depict the development of the learner autonomy in specific area of writing skills (cohen, manion, & morrison, 2018). the population of the research was consisted of 440 tenth graders of vocational high school. the pre-test on learner autonomy was administered to all of the population of the research so that two intact groups that relatively had the same level of autonomy could be taken as the samples of the research. the participants were selected on the basis of purposive sampling using intact group technique (leavy, 2018). the first class (class a) was consisted of 39 students. this class got a pre and post-test and was exposed to the use of the e-portfolio program. the other class (class b) was consisted of 30 students. this class took a pre and a post-test followed the regular learning program. the two classes were selected as the sample of the research since they have a particularly equal degree of initial autonomy development. the initial equality of the samples is paramount as it controls the validity of the research. several sources also confirm that the more similar the groups in their recruitment and the more this similarity is confirmed by the score of pre-test , then, the more valid the interpretation of the research becomes (leavy, 2018). the initial autonomy development of the two classes is as follow. table 1. the initial autonomy development of the samples class number of students mean scores class a 39 34, 00 class b 30 34,07 research instrument in order to gather the data about the use of the eportfolio in developing learner autonomy, then inventory tests were administered to the e-portfolio class and the e-portfolio free class. the inventory tests were in a form of questionnaire that consisted fitri aprianti & eline rozaliya winarto developing learner autonomy in writing through the use of e-portfolio 52 of attitudinal measures (nguyen & habók, 2021). three pedagogical principles for learner autonomy development namely learner involvement, increase english use, and learner reflection were used as a basis for developing the questionnaires. the construct of the inventory test was adapted from loan and tin (2016). in addition, the principles of the learner autonomy were also adjusted as it is aimed to reflect the development of the students’ writing skills. in the questionnaire, there were 27 items which belonged to the aspect of active involvement. the aspect of active involvement captures three interrelated sub-aspects namely planning, monitoring, and evaluating. the other 8 items were constructed to reveal the degree of the target language use. lastly 10 items were aimed to capture the effort of the students’ reflection in writing as shown on the table 2. table 2. specification of the research instrument on learner autonomy aspects sub-aspects number of item learner involvement planning 27 monitoring evaluating reflection metacognition 8 metalinguistic target language use spoken 10 written language of thought document analysis was also conducted in order to support the findings on the impact of e-portfolio on the development of learner autonomy. there were 39 e-portfolio files collected from the research participants. the collected documents were kept and analyzed accordingly. in this case, in order to ease the researcher in interpreting documents, then the documents were clustered and labelled. the results of the document analyses were sorted into two main categories of information. the first category of information is focused on revealing the indicators that could signify the impact of eportfolio in developing learner autonomy in general. meanwhile, the second category of information is focused on revealing the evidence of the development of learner autonomy in each aspect. the teaching instrument e-portfolio was used as a means of developing the construct of learner autonomy. the sections in the e-portfolio were specifically developed to match the pedagogical purpose of english writing skills in vocational high school level. the overall construct of e-portfolio is expected to be able to improve learners’ ability to carry actively involvement in, reflection on, and target language use in writing. accordingly, the e-portfolio was consisted of three components, namely; inventory task, selfassessment and showcase. the implementation of the teaching program took about 16 weeks to be fully completed. the e-portfolio files were kept in the e-learning that was owned by the school in which the study took place. yet, individual soft file was also kept by each of the research participant. table 3. teaching procedure of the e-portfolio week program 1 preliminary test & introduction to and training about the e-portfolio and its platform 2-4 inventory writing task (writing project 1) 5 reflection & inventory writing task 6-7 inventory writing task (writing project 2) 8 reflection & inventory writing task 9-10 inventory writing task (writing project 3) 11 reflection & inventory writing task 12-13 showcase 14 reflection 15 post-test 16 evaluation of the e-portfolio program & closing english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 53 rusults and discussion learner autonomy profile the profile of learner autonomy was used as a blue print in formulating e-portfolio and testing the extent to which e-portfolio can be used to develop the degree of learner autonomy. the profile of learner autonomy (in general and in the three aspects) was gathered by means of learner autonomy inventory test which was administered to the population of the study. the profile of learner autonomy in general the first segment is aimed to depict the profile of learner autonomy in general. based on the learner autonomy inventory test which was administered to the population that consisted of 440 students, it was revealed that the mean score was 36,15. mean score around 36,15 can be classified to be in the moderate category of learner autonomy. to be more precise, the frequency distribution of the students’ score based on the category of learner autonomy is on the table 4. table 4. frequency distribution of the students’ scores in the pre-test categories score interval frequency percentage mean score high >67 1 0,23 36,15 moderate 34-66 284 64,55 low <33 155 35,23 total 440 100 from the mean score it is found out that the population had moderate category of autonomy in writing. this category signifies that the students generally had not yet reached the optimum capacity to use target language constantly either in a form spoken, written, or in a form of language of thought both in face-to-face or online learning practices. in addition, the moderate category of autonomy also indicated that the students relatively had difficulties in carry active involvement as they had just begun adjusting themselves with new learning environment due to the all-sudden shift form what was originally face-to-face to full online teaching and learning process. in such a case, the students were still uncertain of how to get involved in the process of planning, monitoring, and evaluating their writing task especially the ones that were conducted online. lastly, the students were not used to reflect on the process and product of their writing. this finding further indicated the need for developing a media that could assist the students to be more autonomous especially in doing the online teaching and learning process as required by the government due to the rapid spread of corona virus in indonesia. in this case, there were two dominant factors that might have caused the moderate profile of learner autonomy of the population. the factors are the students’ age and the teaching and learning context that the students newly faced. the first factor is the students’ age. the participants of the research were the tenth graders of vocational high school. it indicated that the students’ age were in between 15 to 16 years old and they are categorized as adolescents. as adolescents, the students were on the transition phase from junior to senior high school therefore they might find it difficult to recognize their role and responsibilities in learning. these difficulties might have risen especially at the crisis of pandemic covid-19 where the students were required to learn more independently through online media. online media, in one hand, could offer its user with abundance of benefits starting from the ease of sharing learning material up to learning without space limitation, yet in other hand, it is found that without exact media or route that could capture the progress and process of the students’ learning, then the students might find learning difficult to follow. as the consequences, their motivation or willingness to take the roles and responsibilities in learning could be different and relatively unstable. the second factor is the teaching and learning context. in this case, the teaching and learning context that the students encounter can also contribute to the moderate profile of learner autonomy. at this stage, it is possible that the online teaching and learning context that the students recently encountered did not provide enough contextual learning choices and opportunities to develop learner autonomy especially in writing. for instance, the students worked on many forms of writing tasks but then at the end they tasks were scattered. thus, they might not realize on their progress in writing. on the contrary, there might have been too wide variety of the learning choices fitri aprianti & eline rozaliya winarto developing learner autonomy in writing through the use of e-portfolio 54 and opportunities for the students yet they might have difficulties in accessing it due to the limitation of the internet connection. this finding, again showed the need for an adaptive learning platform such as that of e-portfolio where it can be saved and access both offline and online. the profile of the three aspects of learner autonomy in order to give more empirical evidence regarding the profile of learner autonomy, the data gained from the test was further analysed based on the three aspects of learner autonomy namely; target language use, learner involvement, and reflection. the mean scores were used as a basis of revealing the profile of learner autonomy in every aspect. the general finding of the mean scores of the three aspects of learner autonomy is shown in chart 1. chart 1. mean scores of the three aspects of learner autonomy. as shown in the chart 1, the mean score of the target language use, learner involvement, and learner reflection were 35,53, 35,28, 38,64, respectively. all of them were on the moderate category. the result indicated that the degree of autonomy of the population could not fulfil the expectation stipulated in the newest curriculum of 2013 (educational policy number 65 and 66 year 2013, national ministerial regulations of education and culture, 2013) and the recent requirement about online teaching and learning process due to the crisis of pandemic covid-19 as stated in the educational policy number 4 year 2020 (the ministry of culture and education, 2020). the result showed that the students generally had not yet reached the optimum capacity to carry active involvement, reflection and using the target language properly in writing both the ones that were conducted offline and online. thus, this finding showed the urge of developing and implementing learning platform that could support the development of learner autonomy both in offline or online types of learning situations. again, eportfolio was signified as the finest choice as it was adaptable to be applied in online or offline form of teaching and learning processes. in this case, as the degree of autonomy of the population was relatively low then the e-portfolio program was implemented as a form of preventive intervention. the impact of the e-portfolio on learner autonomy this section addresses the second research questions guiding the study: to what extend do writing e-portfolio develop the construct of learner autonomy? accordingly, the finding and discussion in this section involves: 1) the impact of the eportfolio on developing learner autonomy in general and 2) the impact of the e-portfolio on developing the three aspects of learner autonomy (target language use, learner involvement, and learner reflection). the impact of the e-portfolio on learner autonomy in general the impact of the e-portfolio on developing learner autonomy can be inferred by analysing the difference of the mean scores of the class with the e-portfolio program and the class without the eportfolio both in the pre-test and post-test. from the quantitative data analysis (chart 2), it was found that the mean scores of both classes improved on the post-test as shown in chart 2. chart 2. mean scores of experimental and control groups in pre-test and post-test chart 2 depicts the mean scores of the class with the e-portfolio program and the class which did not. the mean scores of both classes signify that in the pre-test both groups were in the low category of autonomy. different to that in the pre-test, both groups made improvements in the post-test. the improvements are signified by the increase of mean english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 55 scores and by the change in the category of learner autonomy. the mean scores of the control group increased from 33,00 to 36,56 meanwhile the mean scores of experimental group increased from 32,86 to 56,38. in addition, the category of autonomy of the experimental group had also shifted from the low to the moderate category of autonomy. the moderate category of autonomy indicates that the students had gradually begun to take control of their own learning. as the students made improvements, then an analysis of significance of difference between the mean scores of both groups using the nonparametric independent sample t test was conducted. table 5. independent samples t test of pre-test and post-test aspect test assumption sig (2-tailed) a category learner autonomy pre-test .998 0.05 not significant post-test .000 0.05 significant table 5 shows that in the pre-test, the significance of probability (.998) was higher than alpha (.05). the result indicates that there was no significance difference between the class with eportfolio and the class without the e-portfolio in the pre-test score. conversely, in the post-test the significance of probability (.000) was lower than the alpha (0.05) which means that the null hypothesis was rejected in the level of probability of .01 (1 per cent). thus, the finding shows that the class with the e-portfolio outperformed the eportfolio free class in terms of degree of autonomy in writing. this further indicates that the e-portfolio was empirically proven to be effective in developing learner autonomy in writing. based on the document analysis it is proven that the effectiveness of e-portfolio in developing learner autonomy in writing might due to the fact that e-portfolio had given more opportunities for the students to use more target language, to get involve and to reflect on the learning process. the opportunities themselves were adaptive in a way that they can be applied both online or offline. the example of the target language use, the learner involvement, and reflection as the result of the implementation of the e-portfolio can be seen on figure 1. figure 1. the use of e-portfolio on developing learner autonomy in general figure 1 shows that in the e-portfolio program every student was guided and challenged to get involved in completing the writing projects. three writing projects were provided and in each teaching project the students followed a cycle of preparation, modelling, joint construction, and independent construction. this cycle followed the principle of writing development. in every stage e-portfolio assisted the students to document the writing progress that they have made. at the stage of preparation and modelling, for instance, the students decided the writing topics, used writing samples or models that they gathered from various sources and using various forms such as that of figure or multimedia ones. at this stage they also had more flexibility in accessing the writing materials such as that of power point presentation program or e-book. in addition, figure 1 also shows that he eportfolio also lead the students to reflect on the process and product of writing by filling the section on the reflection log which was conducted on regular basis at the end of every writing project and at end of the semester. on the reflection log the students mostly reflected their reaction of the process and product of the writing projects that they had conducted. in the reflection log the students also put forward their experiences on the revision or comment that was given by their peer or their teaching during the process of independent construction of the writing project. lastly, by the use of the e-portfolio the students were also offered opportunities to continuously use target language as a medium of communication both in the writing product and in communicating with their classmates or teacher. the use of language itself was well documented as it can be saved online. one of the evidences was in a form of the students writing drafts. the drafts were consisted of comments which were given both by their peers or by the teacher. the result of the document analysis shows that the well documented fitri aprianti & eline rozaliya winarto developing learner autonomy in writing through the use of e-portfolio 56 and constantly used of the target language may have possibly supported the initial autonomy development in writing. similar finding is also shown by büyükdumana & şirina (2010). in this case they found that the learning portfolio enhanced the autonomy of the students. the impact of the e-portfolio on the three aspects of learner autonomy the impact of the e-portfolio on the three aspects of learner autonomy was also analyzed. in this case, the mean score gained from pre-test and post-test was further analyzed based on the three aspect of learner autonomy namely; the target language use, learner involvement, and reflection. the data is shown in the chart below. chart 3. mean scores in the pre-test chart 3 depicts that in the pre-test the mean scores of all aspects of learner autonomy both in the e-portfolio class and the e-portfolio free class were on the low and the moderate category of autonomy. it signifies that the two classes had relatively similar conditions. they were all in the low category. conversely, the result of the post-test is in chart 4. chart 4. mean scores in the post-test chart 4 shows that the mean scores of the eportfolio class and the e-portfolio free class in the post-test varied. mostly they showed improvement. however, although most of the aspects showed some improvement yet it can be seen that the eportfolio class made better improvement than that of e-portfolio free class. this indication is proven from the fact that in the e-portfolio class there was no aspect found to be in low category. the detail of the findings and discussion in each aspect will be depicted in the following section. the impact of the e-portfolio on the target language use the impact of the e-portfolio could be explored by revealing the independent sample t test between pre-test scores of the two sample classes. the result of the independent t test can be seen on table 6. table 6. independent samples t test of pre-test and post-test on the aspect of tl use aspect test assumption sig (2-tailed) a category tl use pre-test 0.207 0.05 not significant post-test 0.000 0.05 significant the result in table 6 indicates that the significance (2 tailed) of probability was higher than alpha (.05). this proves that there was no significant difference between students means scores in the pre-test in 1% significance. conversely, a particularly different result was gain on the post-test. the data showed that the significance value of the post-test was .000. this means that the significance of probability was lower than alpha (0.05) which indicated that the null hypothesis was rejected in other word there was such significant difference between mean scores of experimental and control groups in the post-test in 1% significance. this finding strengthens the notion that e-portfolio enables to increase the use of english as tl during writing practice. the findings signify that the e-portfolio had an effect on maximizing the students’ use of english as target language. in this case, students who used the e-portfolio in completing their writing projects could better increase their use of target language than those who completing their writing projects in the e-portfolio free condition. in sum, the development of target language use might have occurred due to the requirement given to the students to constantly use english in form of spoken, written or language of thought in order to english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 57 complete writing projects, reflections, and showcases (fadaee, marzban, & karimi, 2021). in the use of the e-portfolio the students were exposed to the cycle of preparing and constructing the different type of texts. at the stage of constructing the text type that the students were working on, they constantly conducted the editing and revising process. this process was conducted with their peers. the students received written comments on the drafts of their writing projects. based on this comment they could make some revision in order to make the text achieved its purpose more effectively. it might have supported the initial autonomy development in writing. the students’ language use ability was constantly exercised in a much more communicative way. the form of communication itself was well documented and easily shared among the class members. in addition, the requirement for the students to conduct the showcase showing their most ‘proud’ of writing project might also has its own contribution on developing the students spoken language use. although the spoken interaction was not recorded on the e-portfolio yet the students can keep the documentation in a form of phonograph or figure at the time the showcase presentation was held. this form of documentation can be very beneficial in maintaining the students’ autonomy development. lastly, the students were also required to regularly write their experiences on producing the writing projects. this had possibly supported the development of the students’ ability of using language of thought. they openly expressed their learning strategy in completing the writing projects as well as evaluated it. the impact of the e-portfolio on the learner involvement the initial result of learner active involvement shows that the students both in the e-portfolio class and in the e-portfolio free class made improvement (chart 3 and chart 4). the result of nonparametric independent sample t test is in the following table supported that the class with e-portfolio program outperformed the class without e-portfolio program. table 7. independent samples t test on the aspect of learner involvement aspect test assumption sig (2-tailed) a category learner involvement pre-test 0.774 0.05 not significant post-test 0.000 0.05 significant the result of the post-test showed that there was such significant difference in terms of the degree of active involvement between the class with eportfolio and the class without e-portfolio. the significant difference was indicated by the fact that the significance of probability (.000) was lower than the alpha (.05) which means that the null hypothesis was rejected. in this case, the class with e-portfolio outperformed the other class in terms of active involvement in writing. it means that the eportfolio has proven to be able to give significant effect on the different ways by which students can increase their involvement in writing. the positive impact of the e-portfolio in developing learner active involvement can be caused by several interrelated factors as shown from the data gained from the document analysis. firstly, the components of the e-portfolio had provided the students with adaptive and contextual learning choices so that they can get involved more in their learning. in this case, there were three indicators that signify the increase of the students’ involvement in writing. these indicators are shown in the examples of the documents that the students uploaded into their e-portfolio as follow. figure 2. examples of learner involvement the first indicator is in a form of the students’ effort on collecting self-selected writing samples and inferring writing materials from them (figure 2a). in completing the writing tasks, it was found that once the students previewed the writing purposes then each of them decided to bring their own self-selected sample of writing texts (advertisement text). this stage was considered as the initial stage toward completing their writing projects. in several references this stage was also known as the stage of preparation in writing a text. the students’ willingness and initiative to bring the fitri aprianti & eline rozaliya winarto developing learner autonomy in writing through the use of e-portfolio 58 sample texts indicates the students’ motivation to get involved more in their learning. at this stage the students’ motivation was much more pronounced as some of them were willing to bring sample texts that they have previously made. in class a, one of the students showed a sample text that she had previously made. she tried to test whether or not the text that she made fit in the schematic structure of the intended writing project (figure 1). this activity showed the students motivation to get involved more in completing their writing projects. the other indicator is in a form of the students’ attempt on making the format to present their writing tasks and the students’ ability in determining the writing project deadlines. deciding the format of presenting the writing project as well as deciding its deadline might also have challenged and boosted the students to get involved more in the learning process. as the results the students tried to get involved by identifying the goals, the tasks’ requirements, and the plans to accomplish the tasks. the impact of the e-portfolio on the learner reflection the impact of the e-portfolio on learner reflection was also revealed. here, it is depicted that the mean scores of both groups in the pre-test were 36,62 and 35,00 respectively. in other words, both groups were on the initial moderate category of learner reflection. yet on the post-test the mean score of the class with e-portfolio program had risen. this means that the category of learner reflection of the e-portfolio class had shifted from low to moderate meanwhile the e-portfolio free class stayed on the low category of learner reflection. the result of the independent sample t-test on table 8 supports this finding. table 8. independent samples t test of pre-test and post-test on the aspect of learner reflection aspect test assumption sig (2-tailed) a category learner reflection pre-test 0.309 0.05 not significant post-test 0.000 0.05 significant in this case, the independent sample t-test shows that in the post-test the probability significance (.000) was less than alpha (.05). this means that the null hypothesis was rejected in the level of probability of .05. by this it means that there was such significant difference between the mean score in the post-test of the e-portfolio class and the eportfolio free class. again, in learner reflection the class with the e-portfolio program showed better progress than that of the class without the eportfolio program. in this regard, the quantitative findings indicate that the students who used the e-portfolio in completing their writing task were found to better reflect on the process and product of their learning than those who practiced in the e-portfolio free condition. in this case, the requirements given for the students to reflect on the product and the process of completing their writing task might have possibly led the students to better understand and differentiate the process and product of writing itself. accordingly, the students’ ability of reflecting on their learning had improved. in such a case, there are several indicators that can signify the improvement of learner reflection as the result of the use of e-portfolio. figure 3. the example of reflection log in the eportfolio. the first indicator of the improvement of learner reflection is the students’ willingness to identify the strategy of learning that they typically used as well as evaluating its strengths and weaknesses. the second indicator is the students’ awareness of the importance of having purpose of learning. the third indicator is the increased their awareness of their strengths and weaknesses. the third indicator is especially shown as the students could identify one writing project that they like the most as well as declaring justification for it. the last indicator is the students’ willingness to continuing the cycle of doing the writing project, showcase, and reflection also indicated that portfolio can be used to support the reflectivity skills of the students. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 59 conclusion all in all, it can be concluded that the data showed that there is significant difference between the pretest and post-test scores of the e-portfolio class and the e-portfolio free class both in terms of autonomy in general and in every aspect in particular. in other words, the implementation of e-portfolio had been empirically proven to be able to improve learner autonomy in writing. accordingly, the result of the research supports the earlier evidence that the use of the e-portfolio can be implemented to develop learner autonomy. the findings also may reinforce and enrich the existing theories stating that eportfolio have a positive role in developing learner autonomy in writing. additionally, there are also some recommendations for english as foreign language teachers and further research. in this case it is recommended for efl teachers to play their role in making students aware of and fostering autonomy in language learning. additionally, teacher should be made aware of the barrier on the classroom management that can hinder the development learner autonomy. this may be achieved by providing them with support in a form of e-portfolio both as teaching and learning models. meanwhile for the further research it is recommended to investigate the use of e-portfolio in a more electronically friendly environment and possibly tailor it into e-portfolio, to explore the use of portfolio to develop learner autonomy not only in writing skill but also in other sills as well and lastly to use more classes or groups as the comparison for the experimental group so that the significance difference or the effectiveness of the e-portfolio can be truly depicted. figures and tables should be placed either at the top or bottom of the page and close to the text referring to them if possible. acknowledgement we would like to offer sincere appreciation and gratitude for the junior lecturer research grants which kindly held by the directorate general of higher education, ministry of national education, culture, research, and 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(2021). metacognitive instruction for sustainable learning: learners’ perceptions of task difficulty and use of metacognitive strategies in completing integrated speaking tasks. sustainability (switzerland), 13(11), 1-21. https://doi.org/10.3390/su13116275 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 253 the practices of intentional vocabulary acquisition for asian efl learners: a systematic review peggy magdalena jonathans english education study program, faculty of teacher training and education, university of kristen artha wacana, indonesia & doctoral student in english language education, graduate school, state university of malang, indonesia email: jonathanspeggyofficial@gmail.com; peggyj@ukaw.ac.id utami widiati faculty of letters, state university of malang, indonesia email: utami.widiati.fs@um.ac.id indri astutik english language education program, faculty of teacher training and education, university of muhammadiyah jember, indonesia & doctoral student in english language education, graduate school, state university of malang, indonesia email: indri@unmuhjember.ac.id devinta puspita ratri english language education program, faculty of cultural studies, university of brawijaya, indonesia & doctoral student in english language education, graduate school, state university of malang, indonesia email: devinta@ub.ac.id apa citation: jonathans, p. m., widiati, u., astutik, i., & ratri, d. p. (2021). the practices of intentional vocabulary acquisition for asian efl learners: a systematic review. english review: journal of english education, 9(2), pp.253-262. https://doi.org/10.25134/erjee.v9i2.4350 received: 22-02-2021 accepted: 21-04-2021 published: 15-06-2021 introduction vocabulary acquisition has aroused attention of esl and efl practitioners from the second half of century. the acquisition and learning of vocabulary are indispensable from l2 learners to obtain proficiency and competence in english (ahmad, 2012). with particular interests, intentional vocabulary acquisition has a profound implication for second language learners but has received minimal attention from efl formal teaching settings. since 2006, the publications of incidental vocabulary acquisition outnumber than those of intentional mode. incidental is a byproduct of learning something else while intentional is by designing l2 learning (yali, 2010). both modes of learning are of different abstract: this systematic literature review attempts to shed light on the practice of vocabulary acquisition in efl contexts (incidental versus intentional mode) and the recommendation for asia. aiming to fill theoritical gap, the present study elucidates methodological-related variables dealing with vocabulary acquisition asia efl teaching mostly needed and relevantly applicable. the study serves as a call for asia efl teachers to elaborate all reviewed components into elt practice and curriculum. prisma is applied for the study methodology while inclusion criterion used to key terms in search engines which found 13,653 articles, and resulted into 27 the most related studies within the 15-year-time frame after being circumscribed, comprising publication on incidental and intentional vocabulary acquisition. the findings from the analysis indicated that extensive reading as the main input with additional of other skills. exposure and repetition for meanings and retentions should be balancedly planned preventing from counterproductive effects. the explicit instruction needs of integration of interrelated components for the acquisition and learning to occur, namely input, media, time length, meanings, tasks, efl teachers roles, l2 learners motivation, references, and evaluation. the larger the vocabulary size, the greater their engagement in l2 learning and real communication. the pedagogical implication recommends strongly intentional vocabulary acquisition with intentional vocabulary mode as supplementary since the two modes codeswitch in the cognitive domain. keywords: vocabulary acquisition; intentional mode; incidental mode; codeswitching mailto:jonathanspeggyofficial@gmail.com mailto:indri@unmuhjember.ac.id https://doi.org/10.25134/erjee.v9i2.4350 peggy magdalena jonathans, utami widiati, indri astutik, & devinta puspita ratri the practices of intentional vocabulary acquisition for asian efl learners: a systematic review 254 kinds but points on the acquisition continuum (barcroft, 2009). the lack is best explained since english is not of daily use in efl contexts, whereas esl contexts apt to provide the learners with all potential sources of acquiring english faster. thus, when the l2 learners’ vocabulary expands, relatively their english proficiency increases (juanggo, 2018). juanggo added that the l2 vocabulary knowledge as a benchmark to reflect how well they perform in the acquisition. three similar systematic reviews and/or metaanalysis are compared to the present study, such as vocabulary instruction impacting text comprehension (wright & cervetti, 2016); the effects of repetition on incidental vocabulary learning (uchihara, webb, yanagisawa, 2019); mobile-assisted sl/fl vocabulary learning (lin & lin, 2019) and incidental vocabulary acquisition through different input (tang, 2020). nevertheless, they did not specify the acquisition for asia context of needs and interests and they embodied the incidental vocabulary acquisition which outperformed intentional mode. their unbalanced proportion of study on intentional vocabulary acquisition due to lacking investigation of intentional vocabulary learning in efl formal settings. if teachers have to provide learners with language experiences that offer vocabulary exposure either incidentally or intentionally, the focus is to envisage which quantity input for the acquisition most likely to occur in efl contexts. of all possible inputs for vocabulary acquisition, reading is more potential for the acquisition. reading plus vocabulary exercise is better than narrow reading approach in enhancing target vocabulary and retention (min, 2008). this is also true with text-based tasks, and background knowledge moderated passage reading comprehension, where lexical input processing from the reading is for intake, receptive gain, and retention (o’loughlin, 2019; pulido, 2007). vocabulary learning is more likely to occur frequently in the texts than reading-whilelistening and listening-to-stories, and the input from the textbook proved more resistant to decay (brown & waring, 2008). besides, reading extensively beyond the classroom by providing a certain length of time would contribute to the acquisition (alsaif & masrai, 2019). as reading dominates the school works and activities, the learners' extensive words knowledge enable them to participate and engage effectively (wright & cervetti, 2016), this is true in efl contexts. in comparison, multimodal sources mediate enhanced input by triggering explicit and implicit acquisition, for instance, authentic web-delivered video. the video was used as online instruction for the incidental acquisition of vocabulary and exposure through listening. ashcroft et al (2018) also utilized captioned movies for japanese learners, while pavia et al (2019) found songs for listening for acquiring new words but unfortunately, the learning gains were not achieved. though listening is one of the important inputs for the acquisition, the efl curriculum is required to think of having one main and extensive intentional acquisition (e.g., reading) with the addition of other exposures aiming to gain the learning, considering the timeconstrained most asia efl formal settings have whose teacher’s concentration tends to be divided for all learners of big size classes. to the most recent systematic review by lin & lin (2019), though sophisticated mobile-assisted language learning (mall), l2 vocabulary learning effectiveness remained inconclusive. these imply, nevertheless, the exposure from reading was quite high and significant for receptive word acquisition as opposed to the other inputs (yali, 2010) whose length of retention was quite short rather than exposing from reading. in line with the assertion, explicit instruction is needed (barcroft, 2009). as a practitioner in efl teaching, i oversee the ideal condition of intentional vocabulary acquisition should be designed systematically so the learners' english grows at an achievable rate comparable to their schooling learning time could be intervened. nevertheless, one may wonder what the urgency of applying intentional mode within the curriculum allocation. some rooms left by previous studies to pursue further including codeswitching between incidental and intentional learning of vocabulary (ong & zhang, 2018); and incidental academic vocabulary acquisition using vks measurement (frietmuth, 2020), the two also motivated the present study. providing evidence, efl vocabulary acquisition should be deliberately designed in learning and acquisition and systematic organization. thus, the reviewed questions of the present study are: (1) what has been practiced in esl/efl regarding incidental versus intentional vocabulary acquisition within a 15-year time frame? (2) what is the best-recommended mode of vocabulary acquisition for the efl formal setting? can intentional override the incidental english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 255 and vice versa? if the modes cannot be separated, can codeswitching between the two happen in a classroom setting? (3) what are essential factors suggested for the instruction integrating intentional vocabulary acquisition? the current review serves to bring into the wider perspective of vocabulary acquisition and learning in esl which relevantly for efl in asia, recommending the potential intentional mode or explicit teaching in formal setting as the primary exposure in efl contexts for better learners’ input prior to and whilst learning. method research design the present systematic literature review aims to answer conceptualized reviewed questions, of the concerned interests by compiling sufficient evidence after thinking systematically about the topic under a theoretical framing and time frame. rereferring to prisma (http://www.equatornetwork.org/), the steps of the guideline are defining the reasons for slr (why); considering people involve (who) or the subject of interest (what); formulating the problem (what has/has not been done within the set time frame); conducting the search (defining key terms and applying into search engines and citing tools); extracting the data (sorting out the most relevant ones); appraising the studies critically and assessing them; synthesizing the data; displaying the reports (writing and presentation under the objective as operational guidelines); keeping updated on the topic of slr (any recent studies and suggestions from the results). subjects of the study the subjects of the present study are 27 shorlisted articles within 15-year-time frame on incidental and intentional vocabulary acquisition in asia efl contexts or esl contexts to equip sufficient analysis. the number was achieved by, firstly, seeking the articles from the ‘science direct’ database and eric using proquest interface. particular key terms were selected, “vocabulary acquisition” (came up with 13,653 articles), and were specified to "vocabulary acquisition intentionally" (1,446 articles). then narrowing into "vocabulary acquisition intentionally in the second language in elt", it resulted 89 articles. then inclusion criteria was applied to circumscribe "vocabulary acquisition intentionally in second language acquisition in elt in asia" from only research-based and reviewed articles (total of 27 articles). besides that, additional sources was from google scholar manual searching using similar key terms. instruments having the highly selected articles, big mapping tables were elaborated to organize into: first authors, year, country of study, primary data resource, instrument / theory, respondents / participants, findings (intentional versus incidental mode). the articles' entries were systematically inputted on listing the central part and findings and seeking the state of the arts from the table. data analysis techniques deriving from the three questions, data analysis was made under core themes: the practice in esl/efl contexts (incidental versus intentional vocabulary acquisition); the mode of acquisition recommended for asia efl; the explicit instruction integrating vocabulary acquisition. overall, narrative analysis is conducted all through the present paper by examining the themes below, which are pivotal for interpretation leading to the conclusive results and important conclusion. the analysis was taken by contrasting, comparing, and corresponding the previous research findings. findings and discussion in terms of vocabulary acquisition and learning, visual presentation stimuli make pseudowords salient (elgort, 2011), and this is very useful to enhance texts which should be intertwined with enriched input (rassaei, 2015). duan (2018) shared the idea by investigating multiple-choice (mc) gloss and single-gloss choice (sg) on participants to measure the increased vocabulary knowledge. the gloss was enhanced with a short explanation of each word while hsu (2018) chose captioned video for vocabulary enhancement in the professional business domain and later investigated the incidental acquisition occurred. up to date, repeated exposure for acquisition elaborating multimodal stimuli has been tested towards the incidental effects, but the effects are not always constant (bisson, van heuven, conklin, k., & tunney, 2014). reynolds (2015) utilized digital games under the right conditions to induce incidental vocabulary acquisition but the amount of words gains is not comparable to that of reading exposure. more comprehensively, a study by ashcroft et al (2018) examined audio, visual, contexts, plot, songs, music, and the whole setting of a movie production affect to 167 http://www.equator-network.org/ http://www.equator-network.org/ peggy magdalena jonathans, utami widiati, indri astutik, & devinta puspita ratri the practices of intentional vocabulary acquisition for asian efl learners: a systematic review 256 japanese natives (efl learners). their experimental groups showed that they can recall targetted words exposed within the movie by which the participants never encounter before the study and match the meaning of each in l1. the investigation was to prove the meaning recognition through reading at natural. thus, some scholars have embraced various studies with their findings in support to intentional vocabulary acquisition through explicit teaching. barcroft’s (2009) study confirmed the explicit instruction since target word recall was higher using the instruction. referring to the meaning of the input, kim (2008) found that low-frequency words were learned better than those of the higher frequency, but the meaning of the lower frequency words are crucial to comprehend reading passages. on the other hand, van zeeland & schimtt (2013) claimed that frequency affected word meanings slightly. in the broader scope, kweldju (2004; 2005) believed language is not solely a list of words or lexical glosses but also a linguistic phenomenon. she explained the words and the meanings operate on a conceptual level; thus, to optimize the human mind's storage, recognition, and retrieval is through lexically-based teaching. file & adams (2010) in more balanced proposition came to the findings that both instructions (words taught in isolation before reading, and vocabulary instruction was integrated with reading) led to more learning and retention of vocabulary knowledge than incidental exposure alone. within the three questions leading this study, the discussion part elaborates all 27 main previous studies in addition to others related findings on the issue. incidental versus intentional vocabulary acquisition: the practice in esl/efl context (rq1) vocabulary acquisition is quite robust in theories and research findings, leading this review into the target of vocabulary acquisition: text comprehension; semantic knowledge; acquiring parts of speech; retention. esl specifies here as l2 learners studying english inner-circle countries. on the other hand, efl learners predominantly learn english in their home country where english is used only in certain places. incidental vocabulary learning refers to the learning approach through texts and doing tasks or other activities indirectly related to vocabulary; while intentional vocabulary learning concerns all sorts of conscious vocabulary learning strategies centralizing on vocabulary and ways of memorizing words (yali, 2010). one main vocabulary acquisition argued and investigated by many authors is dealing with text comprehension. the proponents of incidental vocabulary acquisition, e.g., ahmad (2012), stressed the importance of incidental type over intentional in term of the l2 ability to understand reading, retain, and use new words actively in a different teaching situation. this type flexibly maximizes the learners in instruction the active processing to link in their cognition, which leads to comprehension. in the same vein, task-based extensive reading improved participants' depth of vocabulary knowledge although there were no significant differences between the effect of form-focused and meaning-focused tasks on learners' lexical knowledge (khonamri & roostae, 2014). this clearly posed the need to improve the current efl situation that the text comprehension could be conveyed when there are other activities to use cognition because it is more a matter of a gradual process and not an immediate and instant process (chen & truscott, 2010). it is undeniably true that reading is a major input for the incidental acquisition of vocabulary but argued on the inadequacy. tang (2020) urged to elaborate reading with listening, speaking, and writing realizing all skills are interrelated in sla. even in esl context, teaching word meaning of a passage directly is not impactful compared to active-cognitiveprocessing of the leaners (wright & cervetti, 2016). narrowing to semantic knowledge, extensive reading (er)-plus-post-reading discussion and er-only has comparable facilitative effects to word gain, but for word-association knowledge, er-plus obtained gain significantly larger than the other one (boutorwick, macalister, & elgort, 2019). to rationalize, activating the l2 learners' cognition is the reason for incidental vocabulary acquisition and learning. rassaei (2015) drew the learners' attention to specific linguistic features in input and simultaneously keeping the activity meaning-focused. he found that enhancing the input salient was more effective than enriching the input with the extra token of target forms. however, he perhaps should think of the learners’ cognition across levels, to catch salient target forms. for example, l2 adult vocabulary size may predict their semantic lexical engagement of novel words (garcia-castro, 2020), as they deal with the cognitive structure of english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 257 meanings. the larger the size they acquire, the more engagement they participate in vocabulary learning. encountering many english words also supportse one’s vocabulary size. degree of vocabulary use corresponds to one’s reading strategy (alemi & tayebi, 2011). moreover, semantic knowledge includes sense, reference, implication, and logical forms substantiate textual comprehension and these deal with abstraction. yali (2010) deduced that learners experienced incidental vocabulary learning deal with meaning which are less sufficient and thus, they are prone to error but the vocabulary retain was quite long. however, efl teachers should not be overwhelmed by semantic-orientated-vocabulary teaching which should be taken care wisely. it is not always positive grouping vocabulary by semantic fields, as notional-functional approaches tend to take because a product of excessive association with semantic categories (semantic-category entanglement) would inhibit learning (bolger & zapata, 2011). in this regard, contextualization is much better, e.g. allowing learners to educated guess from various stimuli. the other studies describe how schools in efl contexts, teach vocabulary from parts of speech. sato (2016) made metaphors as their subject of scrutiny in regards with explicit teaching. both initiate explicit teaching of metaphors as related to vocabulary acquisition because by understanding of metaphors activates learners’ conceptual association that allows meaningful and memorable vocabulary. different from the focus, alemi & tayebi (2011) came to similar findings that out of the three, meaningbased intentionally learned is the highest in means compared to the two (etymology-based intentionally and incidentally acquired vocabularies). however, this does not mean rendering the words with the learners’ native language, otherwise it is counterproductive. xie (2013) found misconception of teachers dealing with meaning-based activity by allowing their learners to respond in l1 to l2 equivalence. the similar case happens in asia whereby translation equivalent words in l1 instead of elaborating other approaches (realia, body language). regardless the massive number of studies on incidental acquisition, the question about number of encounters required for meaning-focused input for this mode remains unsolved (uchihara et al, 2019). retention, one of the acquisition expectations, could be achieved by the learners’ combined modes (incidental and intentional) which proved by higher recalling l2, only if synonym generation is not required (barcroft, 2009). deeper, file & adams’s (2010) findings showed learning and retention gains happened for words taught prior reading in isolated instruction, or in integrated instruction which incidentally flows. this proves that the two learning modes are inseparable. while this is true for any ages, except for children in esl, which show the otherwise: teacher interruption on read-out-loud story benefited less and left unenjoyable experiences, so retention is not achieved (mcquillan, 2019). this nevertheless is different from efl teacher dealing with young learners, whom would be very pleased if the teacher can address l2 meaning through other things (e.g., body gestures, facial expressions, changing of tones, voices, and volume), but not of the translation equivalent. even colorful background on the wall works best to the children minds sending them pre-reading context of what will being told to them through the stories. mcquillan (2019) though, to some extent criticized teacher’s intervention (e.g., the question-and-answer session and interruption) which he considered inappropriate. this however in efl context still is useful to strategically maintain the joy of story for the children. the mode recommended for asia efl formal setting: the merits (rq2) some tenets mention about codeswitching between incidental and intentional vocabulary learning. despite the comprehensive development period of incidental-versusintentional-vocabulary-acquisition studies (tang, 2020), relatively little studies that explicitly reveal about the codeswitching between the two because they operationalize in cognitive domain. ong & zhang (2020) pointed out that codeswitching only involved using l1 equivalent of the target language rather using both l2 and l1 in the attempts for vocabulary acquisition. the unconscious process transition to the conscious stage is undeniably true of mental state in every l2 learner. jib & webb (2020) took account of teachers' talk in the classroom viewing relationship between vocabulary gains and l2 equivalents. however, the study discouraged l1 use if vocabulary acquisition is the main concern. the equivalent use may disadvantage the learners, although for the communicative language teaching, the equivalent may serve well. teacher talk could be intentionally planned to peggy magdalena jonathans, utami widiati, indri astutik, & devinta puspita ratri the practices of intentional vocabulary acquisition for asian efl learners: a systematic review 258 assist l2 learners by emphasizing forms to be noticed through the teacher talk. as hypothesized reasonably by uchihara et al (2019) that the wider range l2 vocabulary encounter, the higher the relationship between learning that occurs and the frequency of encounters, although the exact role of the frequency still remains unconclusive. this suggests that efl teachers could plan certain range of l2 vocabulary with frequency of occurence and different difficulty degrees. despite incidental vocabulary acquisition surmounted the intentional vocabulary teaching in several studies, the result of many efl studies yield the idea that the intentional should be maximized, along with the incidental acquisition as complementary. explicit instruction integrating vocabulary acquisition: considering the essential factors (rq3) to improve the current situation of the prime importance of vocabulary teaching in efl contexts, the following components are recommended that might help l2 learners effectively acquire english vocabulary through better curriculum system. extensive reading as a source of main input in intentional vocabulary teaching for asian efl curriculum summing up all previous findings, er as the main input of intentional vocabulary acquisition should be a dominant part of the asia efl formal setting under intentional vocabulary learning. supplementing er with guided discussion provides an opportunity for further vocabulary development (boutorwick et al., 2019), besides considering the considerable amount of vocabulary knowledge as er's nature (brown & waring, 2008). nevertheless, efl teachers can specify certain vocabulary within the er program, out of the bulk, leading to a greater depth of knowledge (yali, 2010). however, for children whose sla is quite different from other age groups of l2 learners (see the golden age as a very potential to conceive any languages from the environment), the tasks are not really needed along with their reading, arguing that by engaging the children in the target language discussion may counter productively recast the meaning of the word (mcquillan, 2019). in addition to er tasks, efl teachers may design form-oriented and meaningoriented activities to interchangeably use and help sufficient helping for the learners developing their english, as there are no significant differences between the two orientations (khonamri & roostae, 2014). if the most substantial target of er both are for comprehension and vocabulary acquisition, it would be better in investing instruction time in words the closest to the key ideas and themes might have the greatest payoff in terms of comprehension (wright & cervetti, 2016), and this surely will save time for the lesson but the two purposes achieved. how to help the learners making use of all sources for the acquisition, listening and watching need to be integrated as an addition to er. one main objective is to extensively enable the learners at their choice make use of input according to their characteristics, as taken all together, there is the value from l2 incidental vocabulary learning through reading, listening, and tv viewing (feng, 2019). efl teachers may also think of engaging activities as the attached tasks of er as a study proved that tasks contributed more to the acquisition as opposed to reading itself (laufer & rozovski-roitblat, 2011), while at the same time maintaining their motivation to work and enjoy more in the activities provided. listening and watching and the extent of exposure and the frequency of repetition to make the acquisition require careful plan within the lesson. repeated exposure to the stimuli was found to have a large impact on learning during the initial few exposures and decreases thereafter, suggesting that the effects of repeated exposure on vocabulary acquisition are not necessarily constant (bisson, et al., 2014). however, repetition is a crucial variable promoting l2 incidental vocabulary acquisition and the frequency effects size varies greatly (uchihara et al, 2019). examining the counterproductive of excessive exposure, laufer & rozovski-roitblat (2011) attempted win-win solution proposing a realistic combination of tasks and number of words encountered in the classroom, having calculated statistically of the significance of effects resulting from word repetitions occurred when the words were practiced in 3-4 exercises, with the interest of exposure of paramount importance. students’ preferences: important internal drive in l2 learning, beside other factors in vocabulary acquisition albeit prioritizing on the acquisition, efl teacher should welcome if the learners have their own preferences for vocabulary acquisition english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 259 beside what has been designed systematically by the school because motivation is the internal driving force for any efl learners to achieve success. motivation is qualitatively linked to cognitive aspects of l2 learning since motivational effects regulate task-based learning processes at three different regulatory levels (papi, 2018). he espoused the levels as follows: 1) the regulatory focus of the participants; 2) the rewards and feedback structure of the task; 3) the regulatory focus of the task. it is important to bear in mind that acquisition is a complex growth of l2 learners, in which the efl teachers should think of all possible perspectives, including encouraging condition potential for the learners to progress. traditional, but works up to these days, is a vocabulary notebook, suggested by dubiner (2017), one known and simple way to know the development amongst l2 learners, which could be personally done by the learners under the monitoring of their teachers which assist on the process. concerning the students’ level in english relating to cognition, each learner vocabulary acquisition may not be the same. directing the focus to low english learners, ertürk (2016) recommended different glossing types, but his study findings indicated that l1 glossing is beneficial for low english proficiency. this is a common issue but challenging in efl that even adult learners could position at beginner or elementary english levels despite their ages and length of schooling. visualization, also, serves better vocabulary learning experiences for these l2 learners, rather than verbalization since the visualization technique is transmitting pictures to the learners' minds (ghaedi & shahkori, 2016). if the visualization utilizes technology, efl teachers are encouraged to examine the available technology in order to create relevant features to the targetted l2 knowledge (sato, 2016), because such distraction may inhibit the acquisition. pictures can tell more than one information or even bring the past to present, so a thoughtful picture selection can captivate the learners' concentration and stimulate the active process that they may retain longer than the use of any random pictures. another factor concerning the learners’ level is their age since their years of experiences with the l2 and text comprehension enable them to derive word meanings from strategies elaborated (uchihara et al, 2019). they moreover added that student-related variables and methodological variable pertain to the acquisition outcomes that explain differences may possibly happen to each individual. this broadened our perspectives then to facilitate the acquisition within the explicit teaching with the most relevant approach for efl in asia. meaning and retention: efl teaching main goal having some findings on vocabulary embedded tasks, it is quite comprehensive highlighting the co-relation between meanings and retention from the vocabulary acquired, regardless of the objection of some studies against l1 in vocabulary acquisition. by contrast, asia efl practices still compromise the l1 use having evaluated on varie learners proficiency and the urgency for meaningful approach. efl learners in thailand preferred the multimedia-linking visual and auditory information contained l1 and l2 captions on the video exposed to them accompanied with proper audio (yawiloeng, 2020). this problematic choice between l1 and l2 use in efl teacher endeavour for the learner vocabulary acquisition will be solved better by the teachers if they consolidate the theoretical underpinned their beliefs and the merits of both modes, with the intentional mode (for the dominant) as well as other effective strategies revealed within this paper. besides, multimodality, e.g., mall, if it is included in the curriculum of asia efl, may turn up into motivating, interesting, and effective input for the learners (yawiloeng, 2020), and this part of classroom plan actually could be extended for beyond classroom activities with engaging acquisition program. evaluating the intentional vocabulary learning to this end, an evaluation and assessment for the vocabulary acquisition is essentially important, acts as a guidepost of the program accomplishment, although not every detail of the cognition process dealing with acquisition is measurable. at least the school may be well informed on how the system works well for their learners through the evaluation and sort of assessment. freitmuth (2020), pioneered by iqbal & komal (2017), adapted vocabulary knowledge scale (vks), as a measuring tool to indicate the learners' vocabulary knowledge (noun, verb, adverb, and preposition) after er. vks should be in the school syllabus (iqbal & komal, 2017) to quantify something abstract resulted from the acquisition. vks is adaptable to meet what prioritized in the curriculum which target on the increase number of the learners’ word gains. peggy magdalena jonathans, utami widiati, indri astutik, & devinta puspita ratri the practices of intentional vocabulary acquisition for asian efl learners: a systematic review 260 conclusion naturally, the two modes, incidental and intentional vocabulary acquisition and learning, are inseparable. the intentional learning (mode) of vocabulary would be more relevant to asia efl in terms of explicit teaching, language use and contexts, with embedded incidental acquisition tasks, for the sake of extensive exposure of vocabulary. this does not mean one overrides the other, but both are more appropriately addressed to complement each side the acquisition may take place. moreover, the efl teachers in asia are supposed to shift their mind-sets by referring to all previous studies, and further insert intentional vocabulary acquisition to the school curricula if the learners' vocabulary size, one of their main concerns, which can lead the efl learners into more engaging learning. the idea proposed here could be one of those in the education milestone to achieve, yet the teachers are called to commit to apply all suggestions from previous studies into real acts even in a small scope of their teaching. if they 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(2010). l2 vocabulary acquisition through reading-incidental learning and intentional learning. chinese journal of applied linguistics, 33(1), 1-15. retrieved from https://www.semanticscholar.org/paper/l2vocabulary-acquisition-through-readinglearning-ya-li/7d4eeb50135378db3856b 19389301ecd04bfeb20. http://publication/ https://www.semanticscholar.org/paper/l2-vocabulary-acquisition-through-reading-learning-ya-li/7d4eeb50135378db3856b%20193893 https://www.semanticscholar.org/paper/l2-vocabulary-acquisition-through-reading-learning-ya-li/7d4eeb50135378db3856b%20193893 https://www.semanticscholar.org/paper/l2-vocabulary-acquisition-through-reading-learning-ya-li/7d4eeb50135378db3856b%20193893 https://www.semanticscholar.org/paper/l2-vocabulary-acquisition-through-reading-learning-ya-li/7d4eeb50135378db3856b%20193893 peggy magdalena jonathans, utami widiati, indri astutik, & devinta puspita ratri the practices of intentional vocabulary acquisition for asian efl learners: a systematic review 262 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 463 formative assessment in english learning of junior high school dian fitriani english education department, faculty of teaching training and education, sriwijaya university, indonesia email: dianfitrianii85@gmail.com bambang a. loeneto english education department, faculty of teaching training and education, sriwijaya university, indonesia email: loenetobambang@gmail.com rita inderawati english education department, faculty of teaching training and education, sriwijaya university, indonesia email: ritarudisaid@yahoo.com apa citation: fitriani, d., loeneto, b. a., &inderawati, r. (2021). formative assessment in english learning of junior high school. english review: journal of english education, 9(2), pp.463-474. https://doi.org/10.25134/erjee.v9i2.4982 received:17-02-2021 accepted:09-03-2021 published:15-06-2021 introduction assessment is considered important to improve students‟ performance, as well as to contribute in the better teaching and more efficient learning (flucher & davidson, 2007). in indonesia, assessment is one of the core competences as it is stated in the regulation from minister of education and culture number 16 year 2007. based on the context of the implementation of 2013 curriculum which is now applied in indonesian schools, there are three kinds of assessment; assessment done by educators (teachers), by a unit of education (schools), and by government (stakeholders) (mulyasa, 2018). in mulyasa‟s book (2018), it is also described that the assessment done by teacher is used to measure the students‟ attitude improvement in which based on the national standard of education and on the regulation of education and culture number 23 year 2016, the assessment from teacher is done in line with the things to maintain the process, evaluation process of teaching and learning, the learning improvement, and the result improvement. on the implementation of curriculum 2013, teachers have to be able to conduct the assessment of the process and the result of the students‟ learning achievement involving the affective, cognitive, and psychomotor. gani & mahjaty (2017) added that this curriculum requires abstract:formative assessment (assessment-for-learning) helps teachers to conduct teaching and learning activities that can enhance the students‟ learning achievement. this study was aimed to find out the teachers‟ understanding about formative assessment, the implementation of a formative assessment for english learning including the use of formative assessment to improve the teachers‟ teaching and students‟ learning, and the supporting and/or hindering factors in implementing a formative assessment. qualitative in case study design was used in this study. the data were collected through interview, observations, and documentation to four teachers, the school principal, and some observed students as the participants. the data collected were validated through methodological triangulations and were analyzed qualitatively and reported descriptively. the result discovered that teachers‟ understanding of formative assessment was in “good” category. the implementation of formative assessment in english learning given by the teachers followed the steps of input, process, and output. the teachers gave follow – up actions namely remedial and enrichment for students although the actions were not carried out as properly as what it is supposed to due to some hindering factors in giving the formative assessment. in conclusion, teachers‟ lack of assessment training affects their understanding in implementing formative assessment. therefore, the teachers need to participate in such a seminar and they need to be given opportunities to join assessment training so that they can get input on how to give assessment well, and moreover to make the right assessment instruments. keywords:formative assessment;teachers’ understanding; implementation; english learning; follow-up actions dian fitriani, bambang a. loeneto, &rita inderawati formative assessment in english learning of junior high school 464 teacher to have knowledge of standards for content, teaching-learning processes, and evaluation. moreover, 2013 curriculum as the latest version used in indonesia, requires teachers to have an expertise in assessing the students either in formative (assessment for learning) or summative assessment (assessment of learning) to help students be able to develop themselves and have life-long learning as well. dolin, black, harlen, & tiberghien (2018) explained that formative assessment aims to seek the students‟ achievement and decide the following action, while summative assessment aims to report students‟ level of learning at particular time unfortunately, in recent decades, using a simple assessment and neglecting assessment implementation in the teaching and learning process are still considered done by most teachers in indonesia. saefurrohman (2015) found that there are several reasons why english teachers are lack of assessment implementation or practices. first, it is due to the varied background of the students and obstacles learning faced by the students in the classroom during the learning process. second, the teachers‟ lack of instructional instruments used to teach efl students as well knowledge to conduct such a proper assessment to promote students‟ learning and assess their learning progress is considered a problem. furthermore, the problems are not only faced by the teachers of public and private schools located in remote areas but also it possibly happens in schools located in downtown area. over the years, formative assessment (assessment for learning) is considered important since it contributes in giving impact on the students‟ learning, to make them have a better achievement as well as an improvement. karimi (2014) reported formative assessment as one of the most influential things to the teaching and learning process. this type of assessment is used to assess students‟ understanding, learning needs, and learning progress concerning a particular unit of learning materials. it is in line with the purposes of assessment stated by southeast asian minister of education (seamoe) (2015) which include monitoring process and progress of students‟ learning, and improving process and outcomes of students‟ learning continually. as applied in the curriculum 2013, government mentioned that assessment is as the process to collect and analyze the information in order to measure students‟ learning achievement. in addition, filsecker and kerres (2012) described that the formative assessment components include taking teacher student(s)‟ interactions, communicating about the students the criteria of success, gathering detail information about learning activities, providing learning feedback, and providing instructional corrective adjustments. teachers are required to understand these components of formative assessment so that they can carry out the formative assessment in classroom practices properly. one of the characteristics of the 2013 curriculum regarding assessment is the requirement that teachers doauthentic assessment. according to the regulation of ministry of education and culture of indonesia no 66 and 81 (2013b), authentic assessment isa comprehensive assessment to assess the start of input, process, and output (learning), which includes the domain of attitudes, knowledge, andskills. the principles of implementing an assessment is also related to these three dimensions; input, process and output(may,2013). even though the regulation and guidance to implement the standard of assessment has clearly stated, the implementation done by teachers of english is still considered unsatisfying enough, especially the assessment for learning (formative assessment). data from education for all monitoring report (2012) emerged that indonesia efa development index (edi) ranking was 64 out of 120 countries, categorized into medium level; the point in this research was learning assessment. moreover, teachers‟ understanding of formative assessment itself is still considered a problem. for instance, kuzel and shumba (2011) found that teachers in selected schools in fort beaufort in south africa did not understand well about formative assessment and had a negative attitude towards it. as a result, the formative assessment did not seem applicable to be used by most teachers as a way of their teaching improvement. similarly, a study conducted by foster and poppers (2009) showed that most teachers in their study could not carry out an appropriate formative assessment in their teaching practices, instead of using formative assessment to improve their teaching and students‟ learning, the teachers use formative assessment only to test students‟ ability. nielson (2015) also argued that indeed, such examinations are designed and english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 465 have been proved to fulfill standard requirements for reliability. in addition, widiastuti and saukah (2017) who conducted research on the formative assessment practices in efl classroom claimed that based on the result of their research, the majority of the english teachers do not have comprehensive understanding of formative assessment yet; as a result, the follow up actions are not properly carried out. several improvements have been done by the teachers after conducting formative assessment; however, these were not done in various high quality activities. in contrast to the teacher‟s lack of understanding of formative assessment, the result of the study conducted by and panchbhai and srivastava (2014) in deemed university which took undergraduate students of dental faculty as the participants showed that 95.46% students agreed that formative assessment is needed to trigger them to study. based on the result of panchbhai and srivastava‟ (2014) study, it shows that formative assessment is needed and so is the feedback given to the students by the teachers. it drives to the appropriate follow up actions taken by the teacher in responding to the students‟ needs based on the result of the formative assessment. finally, based on the previous studies, it is clearly concluded that teachers must have a good understanding of the formative assessment which lead them on how to conduct the right formative assessment itself, because the better teachers‟ understanding of the formative assessment, the better students‟ outcome will be. in line with the rationales, the writer decided to have smp negeri 14 palembang as the further observed school in implementing formative assessment in english learning. smp negeri 14 palembang has been implementing the formative assessment as they apply 2013 curriculum which is considered as curriculum-based assessment. this school holds a accreditation and based on the vision and mission of the school, the assessment for learning is highlighted both to improve the quality of teaching and learning of the school and the quality of the students and teachers. additionally, the school intends to have formative assessment in every activity involving learning, motivation, and attitude as it helps to improve their learning achievement as well as to improve the teachers‟ teaching. method this study used qualitative in case study design. according to ary, jacobs, sorensen, & razavieh (2010), qualitative research is designed to reach information of the current status of phenomena that is related to the existing situation at the time of the study. this study involved four teachers of english of smp negeri 14 palembang, the school principal, and some observed students. the data were collected through interview, observations, and document review. the interview was adapted from brink (2017). to support the findings on the data from interview, the observation was held and was supported by the document review analysis regarding teachers‟ lesson plan and assessment instruments. interview was administered to the four teachers of english concerning their understanding about formative assessment, how formative assessment was implemented in english learning, and the supporting and / or hindering factors in implementing formative assessment in the teaching and learning process. the interview was based on interview guide. the interview was recorded by using voice recorder and then it was transcribed. the analysis of the interview and document analysis followed the data analysis procedure through the following steps as noted by ary et al. (2010): the steps are: (1) familiarizing with and organizing the data. to do that, the obtained data must be re-read and repeatedly listened to from the audio-tapes. then, the information must be transcribed without omitting or adding anything to the recorded original data; (2) coding and reducing, that is identifying codes as many as needed from the transcription, then reducing the codes into categories and themes; (3) interpreting and presenting, that is telling story, providing elaborations and developing plausible explanations of the obtained data, then presenting the information. in addition, the four representative students were also interviewed to confirm and also crosscheck the teachers‟ answer related to how the teachers implement the formative assessment in teaching and learning process and whether they use the formative assessment to improve the students‟ learning. the data obtained from the interview about teachers‟ understanding of formative assessment were analyzed using rubric of understanding of formative assessment and were categorized into bad, good, and very good with the scoring range: 010 was categorized bad, 11-20 was categorized dian fitriani, bambang a. loeneto, &rita inderawati formative assessment in english learning of junior high school 466 good, and 21-30 was categorized very good. the result of the teachers‟ understanding was presented in a chart. however, the result of the teachers‟ understanding was still described descriptively with themes. then, the data obtained from interview about the implementation of formative assessment in english learning, the use of formative assessment to improve teachers‟ teaching and students‟ learning, and the supporting and / or hindering factors in implementing formative assessment were analyzed qualitatively and reported descriptively by using an analysis procedure suggested by ary et al. (2010), and analyzed by following what is stated in the regulations of ministry of education and culture no.23 year 2016 about formative assessment based curriculum 2013. some themes were emerged in describing the results. the data obtained were supported by the observations in the teaching and learning process and strengthened by the document reviews regarding teachers‟ lesson plans, assessment instruments, and also the teachers‟ monthly report. results and discussion results the results of interviews, classroom observation, and documentation were analyzed into three mainobjectives to draw conclusions. teachers’ understanding of formative assessment based on findings on the interview, most teachers‟ understanding of formative assessment based on the highest score was in very good category. the total number of teachers who had this category was 1. meanwhile, 3 teachers were in category of good. the result showed that teachers of english had no serious problem in answering the interview questions of understanding of assessment in general and formative assessment. this implication showed that the teachers were comprehensive enough about assessment in general and formative assessment based on curriculum 2013. the result of the teachers‟ understanding of formative assessment was presented in figure 1 below. figure 1.description of teachers’ understanding of formative assessment based on the data from interview, it was found that there were three teachers of english of smp negeri 14 palembang who had the same idea that formative assessment deals with its use to see the students‟ progresses. in assessment guidance of 2013 curriculum, ministry of education and culture via directorate of primary and secondary education (2017) defined that assessment for learning (formative assessment) is a set of activities in assessing students in which it enables educators to use the information of the condition of the learners to improve their learning. in indonesia, teachers take classroom practice which can be described as assessment activities. according to directorate general of primary and secondary education(2017), daily assessment is considered as one of formative assessments which is defined as the process of gathering and processing information on student learning outcomes used for establish improvement or enrichment programs based on the level of mastery of competencies and improving the learning process. the findings reflected that the teachers had right concept on when to conduct formative assessment. it is in line with the concept of assessment for learning regulated in assessment guidance of 2013 curriculum, regulation of ministry of education and culture no. 23 year 2016 about the procedure of evaluating the learning process and learning outcomes by educators (teachers) is carried out with 0 5 10 15 20 25 teacher 1 teacher 2 teacher 3 teacher 4 understanding of formative asssessment score english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 467 some ways, one of them is by setting assessment objectives with reference to the lesson plans that have been prepared. in relation to the definition of formative assessment as regulated by the indonesian government in curriculum 2013, the understanding of formative assessment also covers the knowledge of when the assessment is given, what activities are given in implementing formative assessment, what the aspects to assess are in formative assessment, and what the importance of formative assessment is both for students and teachers. filsecker and kerres (2012) described that the formative assessment components include taking teacher student(s)‟ interactions, communicating about the students, the criteria of success, gathering detail information about learning activities, providing learning feedback, and providing instructional corrective adjustments. teachers need to understand these components of formative assessment so that they can carry out the formative assessment in classroom practices properly. therefore, english teachers have to have a good understanding of formative assessment as the good understanding will determine their ability in taking the follow up actions as the way to improve students‟ learning achievement and improve the teaching quality. in other words, the understanding includes how teachers define the formative assessment, the characteristics of formative assessment, and how they give feedback after giving formative assessment to students. this is in line with bennet‟s (2011) suggestion that teachers‟ understanding of assessing students‟ understanding is also dependent upon the teachers‟ cognitive ability in theories of learning. he further emphasized that teachers might have difficulties in conducting formative assessment without comprehensive understanding of learning theories. as stiggin (2002) said that teachers who conduct assessment for learning work with the classroom assessment process, collecting information about learners that it supplies in order to advance, and check on the learners‟ learning. in terms of the time in giving formative assessment, it was found that the teachers of english of smp negeri 14 palembang understood that formative assessment was done to see the students‟ ability in learning every lesson taught and improve their learning; therefore the teachers should give formative assessment after finishing one basic competence or one lesson. in relation to regulation, it was reflected that what teachers of english of smp negeri 14 palembang uttered is in the same boat referring a set of activities in assessing students for learning as well as deciding the right time to conduct the formative assessment which is done during instruction. this is in line with the theory of formative assessment, according to wiggins and mctighe (2007), in which formative assessment occurs during instruction, as part of instruction rather than a separate activity. teachers who conduct formative assessment should provide feedback as well as the follow up actions they take after implementing the assessment. wiliam and thompson (2008) distinguished between different terms used along with the term “formative assessment”: “another way of thinking about the distinction being made here is the terms of monitoring assessment, diagnostic assessment, and formative assessment. an assessment monitors learning to the extent that it provides information about whether the student, class, school or system is learning or not; it is diagnostic to the extent that it provides information about what is going wrong; and it is formative to the extent that it provides information about what to do about it” (p. 62). it can be inferred from the statement above that formative assessment is important as it gives information to both teachers and students to check their success in teaching and learning process and make an improvement afterward. through the formative assessment, both teachers and students get feedback on what they have to improve. in response to the importance of feedback as the follow up action after giving formative assessment to the improvement of both teachers‟ teaching and the students‟ achievement, it is claimed that formative assessment is required to be given during instruction as the assessment for learning. as explained by linquanti (2014), formative assessment is a process done during instruction in which some feedback is provided by teachers to make adjustment toward the teaching and learning process to improve students‟ achievement of the learning. in other words, formative assessment functions to inform learners of their progress in learning and to empower them to take action to improve their performance as well as for teachers to dian fitriani, bambang a. loeneto, &rita inderawati formative assessment in english learning of junior high school 468 take the appropriate actions needed by students as the improvement of their teaching. realizing the importance of formative assessment both for students and teachers, according to stiggin (2002), teachers who conduct assessment for learning work with the classroom assessment process, collecting information about learners that it supplies in order to advance, and check on the learners‟ learning. assessment for learning is done during the teaching and learning; this helps also teachers to conduct more appropriate teaching and learning activities to enhance the students‟ learning achievement. panchbhai and srivastava (2014) explained that the term formative assessment refers to the assessment to assign the teacher in designing new materials and improvement of teaching in response to students‟ needs. since this assessment occurs throughout the learning process, teachers could visibly see the students‟ understanding towards the lesson and decide what they can do to help students‟ progress. assessment for learning is the part of formative assessment which means that the assessment conducted by teachers who keep monitoring the level of the success of the students‟ learning based on the learning objectives (stiggins, 2004). after analyzing the result of the interview, the writer found that the findings were in line with the prediction over those four teachers that their answers on interview showed that they knew something about assessment in general and formative assessment in particular. the implementation of formative assessment (inputprocess-output) the findings on interview and observations about how formative assessment implemented for english learning, the writer used the theory of implementation (input, process, output) following what is stated in the regulation of ministry of education and culture no.23 year 2016 and supported by the theory of implementation suggested by may (2013) to analyze the data obtained. document reviews regarding teachers‟ lesson plans, teachers‟ daily journal, and the assessment instruments were also collected and analyzed to strengthen the findings of this study. the obtained data about the implementation of formative assessment for english learning at smp negeri 14 palembang could be seen in table 2. table 1.formative assessment implementation: input-process-output dimensions indicators participants input 1. objectives  teacher 1: what to assess based on the indicators in the lesson plan  teacher 2: assess students‟ progress on their cognitive, psychomotor, and affective in every meeting  teacher 3: what to assess based on the material taught to the students  teacher 4: assess students‟ learning progress, their attitude on each learning domain. a. syllabus followed the syllabus for one semester b. lesson plans stated and followed the learning objectives in the lesson plan based on the material taught to give the assessment c. instruments all participants got used to make assessments instruments like preparing questions sheet made by themselves related to one material/chapter that has been learnt and giving daily test. teachers also have daily assessment report to assess students‟ in every meeting. d. human resource teachers and students process a. setting assessment objectives with reference to the lesson plans that have been prepared according to the syllabus; b. arranging assessment grids; c. deciding and providing the   english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 469 assessment instruments along with the assessment guidelines; d. conducting instrument quality analysis; e. doing the assessment; f. processing, analyzing, and interpreting the results of the assessment; g. providing feedback h. taking follow-up actions as creating opportunities for learners to undertake remedial action and/or consolidation activities and / or enrichment i. reporting the results of the assessment; j. utilizing the report of the assessment results       output the process and output of implementation both for students and teachers;  students‟ score as the representative of their learning progress  formative assessment result to see teachers‟ success in teaching  formative assessment result to see students‟ learning progress (regulation of ministry of education and culture no.23 year 2016) the findings on the implementation of formative assessment in english learning at smp negeri 14 showed that teachers of smp negeri 14 palembang did some of those steps in conducting formative assessment. discussion assessment instruments as described in the „understanding of formative assessment‟part, it is stated that the teachers assessed the students on what they have learnt stated in the indicators and learning objective in the lesson plan. afterward, the teachers said that they had to prepare the assessment instruments. in this case, the teachers considered daily test as a kind of formative assessment that they give to the students. according to the regulation of ministry of education and culture no. 23 year 2016, the procedure of evaluating the learning process and learning outcomes by educators (teachers), such as; (1) setting assessment objectives with reference to the lesson plans that have been prepared; (2) arranging assessment grids; (3) deciding and providing the assessment instruments along with the assessment guidelines; (4) conducting instrument quality analysis; (5) doing the assessment; (6) processing, analyzing, and interpreting the results of the assessment; (7) reporting the results of the assessment; (8) utilizing the report of the assessment results. the results of the interview showed that teachers did some of those steps in conducting formative assessment. in the input, the teachers prepared some kinds of assessment instruments. as described in the „understanding of formative assessment‟ part, it is stated that the teachers assessed the students on what they have learnt stated in the indicators and learning objective in the lesson plan. afterward, the teachers said that they had to prepare the assessment instruments. in this case, the teachers considered daily test as a kind of formative assessment that they gave to the students. the teachers knew the input part of formative assessment implementation. however, most of the teachers did not really understand about the assessment instruments that they needed to prepare, they only prepared the media like questions sheet as the instruments for formative assessment instead. according to the ministry of regulation of education and culture (no 66/2016), some criteria of mechanisms, procedures, and instruments of assessment as the learning outcomes are the standards of educational assessment. educational assessment as the act of collecting and processing information to measure the learning outcomes of the learners including the authentic assessment, selfdian fitriani, bambang a. loeneto, &rita inderawati formative assessment in english learning of junior high school 470 assessment, project-based assessment, examinations (daily, semester, and final semester), competency test, competency of quality level test, national examination, and school examination. follow-up actions in formative assessment in the process of the implementation of formative assessment, teachers are required to carry out follow-up actions as feedback for both teachers and students. according to smith and gorard (2005), feedback is vital to help teachers improve the dayto-day assessment of their students, because it improves learning and gives learners specific guidance on strengths or weaknesses. brookhart (2001) also pointed out that assessment can be considered formative if the information is used to form students‟ performance. it is in line with fulcher and davidson (2007) defining formative assessment that it is designed in order to encourage students‟ learning and improvement. formative assessment is considered to be given a bigger portion since it is engaged with the practices in learning and contributes much in students‟ performance. since feedback is very vital, ceri (2008) stated that it is important for teachers to give a feedback which leads students to know how well their learning progress as well as to give suggestions for the future better learning achievement. based on the results of the interview, the teachers gave follow – up actions namely remedial and enrichment for students. in the teachers‟ point of view, the passing grade has become their parameter of deciding which students should be given a remedial and which students should be given enrichment. in the daily test done after one basic competence, or a quiz given in every meeting, the teachers analyzed the students‟ scores. for those students whose score under the passing grade, they had to be given such a remedial. in terms of the form of the remedial, each teacher had their own ways in deciding it. teacher 1: “like remedial and enrichment. after i analyze the result of the students‟ score then i give them like assignment. i usually ask some students who have the same problems then i group them up. i give them explanation about the materials that they still do not get it yet then i give them like assignments to do in group. it is done after the class dismissed. that‟s what i did if only some students who need to take remedial, but if many of the students in the class need to take remedial then i ask them to stay after other students leave, then i give another teaching and i explain the material.” teacher 2: “follow up action of course. for students whose scores are under the passing grade, i gave them like remedial. before remedial i gave them another explanation about the material. and for enrichment is what i like the most because enrichment is for the chosen ones. the remedial is in the form of assignments, but before given the assignments, the students are called and given explanation of which one they still do not understand. (follow up action of course. for students whose scores are under the passing grade, i gave them like remedial. before remedial i gave them another explanation about the material”. it means that both teacher 1 and teacher 2 decided to use assignments as the remedial for students. however, teacher 3 gave assignments for those students who have reached the passing grade score instead. then, the remedial students were asked to repeat the test doing the questions that they failed to answer in the previous daily test. teacher 3: “i give remedial for the students who cannot reach the passing grade, and those who have reached the passing grade or got score over the passing grade, i give them enrichment. the enrichment is in the form of assignments which can trigger them more to study and understand the lesson. for the remedial students, they have to repeat answering the questions which they failed in the previous test, and it is given after the daily test after i return their daily test sheet and give them the score. they have to repeat doing the test, only answering the points that they couldn‟t do previously”. out of four teachers who were interviewed, teacher 4 could only explain that she took followup action like remedial and enrichment and mentioned for which students she gave the remedial and enrichment to. teacher 4: “i give remedial test after daily test for the students who haven‟t reached the passing grade and i give enrichment for those who have reached the passing grade”. the way teachers assessed the students is in line with the regulation of the government. directorate general of primary and secondary of ministry of education and culture (2017) mentioned assessment for learning is the process of gathering information / english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 471 data about learning achievement of learners in affective, cognitive, and psychomotor aspects done in a planned and systematic manner. furthermore, based on the regulation of ministry of education and culture of indonesia no. 23 (2016), there are some components of assessment mechanism that are used as the principals to assess the students on elementary and secondary education level. those components are: (1) planning assessment strategies when teachers conducting lesson plan based on syllabus; (2) assessing affective domain through observation and other relevant techniques of assessment and the report is accounted to the teachers; (3) assessing cognitive domain through written test, oral test, and tasks which suit the assessed competence; (4) assessing psychomotor domain through practice, product, portfolio, and other techniques of assessment which suit the assessed competence; (5) students who obtain score lower than the passing grade, they must have remedial; (6) the result of cognitive and psychomotor domain possibly reported either in number or description. moreover, based on teacher 1 and teacher 2‟ explanations, they claimed that they did such a reteaching by giving another explanation first for the students who will take remedial. before giving them assignments as the remedial action, the students were given some explanation on the materials that they still did not understand about analyzed from their result of daily test, although the other 2 teachers did not do the same thing. this is in line with some elements or steps which should be implemented in conducting assessment for learning according to jones (2005): (1)explain the learning objectives and feedback opportunities, (2) check learner understanding of learning objectives, (3) brief learners on what they have to do and what they have to hand in, (4) introduce the assessment criteria to learners and check their understanding, (5) provide learner with the opportunities to apply the assessment criteria to examples of work produced, possibly by a previous cohort, to illustrate standards required and application of the assessment criteria, (6) provide the necessary guidance to learners on an individual basis and provide oral feedback, (7) provide peer-assessment opportunities, (8) provide self-assessment opportunities, (9) undertake the teacher –led assessment of learners‟ work, (10) provide written feedback to learners, (11) create opportunities for learners to undertake remedial action and/or consolidation activities and also enrichment. additionally, to ensure the teachers‟ statements on how they took follow-up actions such as remedial and enrichment and moreover include the way the teachers assess the students, some students were interviewed. it is assumed that the teachers have the same focus on the three domains in assessing the students which is through assignments, exercise, and the daily test. in the output process, it was found that taking follow-up actions is important. thus, the teachers have already told some kinds of follow-up action they took in formative assessment. according to jones (2005) who stated that there are three kinds of feedback used in classroom setting;affirmative feedback, developmental feedback, and effective feedback. first, affirmative feedback is defined as a direct feedback done after a performance has been observed. second, developmental feedback considered as a feedback containing a developmental comments on someone‟s work. third, an effective feedback is used to meet the needs of the individuals and is directly linked to observable evidence – either a learner‟s written or practical work or a performance from a task given, then it focuses on individual‟s action points and deals with one point at one time. it was found in the observation of the teaching and learning process that teachers of english of smp negeri 14 palembang did a direct feedback when the material is speaking skills such as having a dialogue in front of the class by giving correction in students‟ speaking performance and written feedback for exercises. moreover, teachers also have the teachers‟ journal as they assess students in every meeting. teachers use the teachers‟ journal to make such a feedback for students. for example, facing students‟ negative attitude and we should take follow-up action like giving advice, and also we have to note down the positive attitude of the students and give them compliment as follow up action from teacher. based on the result of documentation, the teacher could prove that she had teacher‟s agenda containing teacher‟s journal on assessing students‟ every meeting as well as giving comments and stating the idea to improve her teaching every meeting. in the process of the implementation of formative assessment, teachers are required to carry out follow-up actions as feedback for both teachers dian fitriani, bambang a. loeneto, &rita inderawati formative assessment in english learning of junior high school 472 and students. according to smith and gorard (2005), feedback is vital to help teachers improve the day-to-day assessment of their students, because it improves learning and gives learners specific guidance on strengths or weaknesses. brookhart (2001) also pointed out that assessment can be considered formative if the information is used to form students‟ performance. supporting and or hindering factors in implementing formative assessment the findings on supporting and or hindering factors faced by the teachers in implementing formative assessment could be seen in table 2. table 2. supporting and or hindering factors in implementing formative assessment supporting and or hindering factors teacher 1 teacher 2 teacher 3 teacher 4 1. students‟ different ability     2. teaching and learning media   3. insufficient number of class meetings   4. lack of assessment training.     it was claimed that the teaching and learning media has become both opportunity and challenges for teachers in teaching. it seems that teachers need sufficient guidance and support in applying assessment. the good support both from schools and environment would bring an opportunity to both teaching and learning process and teachers‟ assessment practices. in line with it, saefurrohman (2015) found that there are two reasons why english teachers are lack of assessment implementation or practices. first, it is due to the varied background of the students and obstacles learning faced by the students in the classroom during the learning process. second, the teachers‟ lack of instructional instruments used to teach efl students as well knowledge to conduct such a proper assessment to promote students‟ learning and assess their learning progress is considered a problem. some of the teachers also said that they got difficulty in handling the teaching due to the unexpected things such as the bad weather in palembang at that time (in october-november 2019) which led the education government ruled all schools in palembang to have some days off due to the haze. this impact the teaching and learning process did not run as planned. the teachers got difficulty in handling the class due to the insufficient number of class meetings where they sometimes had to combine two or three basic competences before taking the daily test. this situation was considered to result in the ineffective result of the students‟ formative assessment. moreover, even though some of the teachers said that they have participated in assessment training held at the school, however, they said that the training was considered still not enough to make them have good knowledge on assessment especially in 2013 curriculum. the teachers said that they still needed to take part in many kinds of assessment training, moreover in such a workshop or seminars. teachers need to participate in such a seminar and they need to be given opportunities to join assessment training so that they can get input on how to give assessment well, and moreover to make the right assessment instruments. conclusion the results of this study revealed that the teachers‟ understanding of formative assessment was mostly in category of good. this implication showed that the teachers were comprehensive enough about assessment in general and formative assessment based on curriculum 2013. then, the implementation of formative assessment for english learning, the results of the interview showed that teachers of smp negeri 14 palembang did some of the steps in conducting formative assessment based curriculum. however, in the input process, the assessments instruments used by the teachers were mostly in the forms of questions as they gave daily test as the assessment for english learning and then in the process, they gave both direct and indirect english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 473 feedback to assess students‟ learning. the follow up actions; remedial and enrichments were also taken by the teachers during the process of giving formative assessment. although the remedial and enrichment given were not specifically described and inserted in the lesson plan. one teacher out of four gave re-teaching before the remedial given to the students under the passing grade. however, some steps like preparing assessments grid, and conducting the quality of assessment were not done by the teachers as they only provided the questions sheet for students in the daily test as the assessment instruments, while the assessment rubric was also not included in their lesson plan. in using the results of formative assessment, the teachers‟ statements implied that assessment results are essential part in teaching and learning process. the results could give a feedback for both teachers and students to correct their methods in teaching. regarding the hindering factors such as the teachers were lack of assessment training, it was concluded that assessment training for teachers is very important. even though the school had ever hosted a training about 2013 curriculum for teachers, the teachers still consider they were insufficient in the assessment. teachers need to participate in such a seminar and they need to be given opportunities to join assessment training so that they can get input on how to give assessment well, and moreover to make the right assessment instruments. references ary, d., jacobs, l. c., sorensen, c. k., &razavieh, a. 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(2015). assessment in the curriculum 2013.jurnal penelitian dan evaluasi pendidikan, 20(2), 166178. stiggins, r.j. (2002). new assessment beliefs for a new school. phi delta kappan, 86, 22-27. stiggins, r.j. (2004). new assessment beliefs for a new school.phi delta kappan, 86, 22-27. widiastuti, s. & saukah, a. (2017). formative assessment in efl classroom practices. bahasa dan seni journal, 45(1). 50-61. wiggins, g.&mctighe, j. (2007).schooling by design: mission, action and achievement.alexandria, va: association for supervision and curriculum development. wiliam, d., & thompson, m. (2008). integrating assessment with learning: what will it take to make it work? in c. a. dwyer (ed.).the future of assessment: shaping teaching and learning(pp. 53-82). new york: lawrence erlbaum associate english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 133 east java ludruk: pragmatic learning perspective oriented character education liesna andriany indonesian language and literature education program, faculty of teacher training and education, universitas islam sumatera utara email: liesna.andriany@fkip.uisu.ac.id purwarno purwarno english literature study program, faculty of literature, universitas islam sumatera utara email: purwarno@sastra.uisu.ac.id saiful anwar matondang english literature study program, faculty of literature, universitas islam sumatera utara email: saiful.matondang@fkip.uisu.ac.id efendi barus english literature study program, faculty of literature, universitas islam sumatera utara email: efendi_uisu@yahoo.com mustofa indonesian language education program, faculty of teacher training and education, universitas darul ‘ulum lamongan email: tofa09@gmail.com apa citation: andriany, l., purwarno, p., matondang, s. a., barus, e., & mustofa. (2023). east java ludruk: pragmatic learning perspective oriented character education. english review: journal of english education, 11(1), 133-142. https://doi.org/10.25134/erjee.v11i1.7316 received: 24-10-2022 accepted: 21-12-2022 published: 28-02-2023 introduction a cultured generation of the nation needs various efforts, one of which must be done through education, from elementary to tertiary level. this institution plays an important role in shaping the character of the nation (ismail & winarni, 2019). one of the important educational programs in shaping people who have good personal and social qualities is through character education. character education is an education to shape one's personality through education, which is expected to improve one's character, the results of which can be seen in one's real actions, namely in the form of good behavior, honesty, responsibility, respecting the rights of others, hard work and so on (komalasari & saripudin, 2018). educational institutions play an important role in forming human resources who are cultured, have character, identity, and have global competitiveness so that they are able to win world competition. furthermore, the human development referred to in this study is human development that leads to changes in attitudes, behavior, and lifestyles for the better. thus, the indonesian nation has human resources with abstract: the east java ludruk show contains many moral values, and one of which contained in the east java ludruk text is the value of character education as the character building of the nation. this research aims to reveal moral values as the character building of the nation contained in the east java ludruk text by paying attention to linguistic (verbal and nonverbal) and non-linguistic (social, cultural, political, and religious) aspects by applying pragmatic learning based on critical discourse analysis so that character students can easily understand moral values found in the text of the east jawa ludruk. in addition, this research also aims to reveal that pragmatic learning in east java ludruk texts is also very important and needs to be understood by language teachers because the pragmatics emphasized in this study reveal good speech acts according to pragmatic rules, how to speak according to whom, to whom, where, and how. the results of this study indicate that human values related to the formation of the nation's character are found in the ludruk text of east java. in addition, the role of pragmatic learning in east java's ludruk text is also very important to facilitate language teachers in expressing good speech acts according to pragmatic learning rules. keywords: character education; east javanese ludruk; learning; pragmatic. mailto:saiful.matondang@fkip.uisu.ac.id liesna andriany, purwarno purwarno, saiful anwar matondang, efendi barus, & mustofa east java ludruk: pragmatic learning perspective oriented character education 134 character and identity. to achieve this, we can help students gain meaningful academic knowledge, evolve their relationship with others, and promote their overall wellbeing by humanizing education (tan, 2022). similarly, freeman et al. (2020) posit that humanity is non-negotiable and there is a need to create humanizing spaces for learning and teaching. the next generation of this country must have a strong identity and character in accordance with the national culture (ismail & winarni, 2019). curriculums that have been prepared for education must emphasize character education so that in the future, the indonesian nation does not lose its identity therefore, various ethics and character education are very important to be instilled in good values in attitudes and behavior (mukadas & florentinus, 2017). one of the character educations that reveals good and bad is in the east java ludruk (chan et al., 2019). ludruk is considered as an appreciation of a social culture that holds high moral and philosophical values (fatimah, 2021). in this case, ludruk is positioned as a discourse that responds to, criticizes, or describes a certain social situation in society which is then communicated to the public (breeze, 2011). every act of communication always contains interests, especially communication through written media; it is fair to say that every act of communication in the work of east java ludruk is a discourse that links linguistic elements together with non-linguistic elements to act out individual or social activities, views, or identities. this non-linguistic form can be in the form of speech that occurs between speakers and speech partners in the form of text in a dialogue between a character and another character. the text of east java ludruk would be analyzed with pragmatics. pragmatics teaches how to speak, not learn about language (monroe et al., 2017). learning language means learning about language ethics, communication ethics, learning to maintain relationships with others, learning about politeness, learning about how to keep the language we use from putting other people's faces down (welsing et al., 2017) of that cannot be separated from the cultural values that exist in the communities where they interact. therefore, pragmatics in this study is very important in order to realize character education for the next generation of this nation. in english language teaching context, language teachers are encouraged to figure out how they can reach the objective. one way to do so is by understanding pragmatics in english language teaching (elt) materials (nurdiana, 2019). in addition, in order to maintain harmony in a multicultural society like this, pragmatics is important with how a speech community uses their language, what strategies are used to establish and maintain inter-ethnic relations and so on (khalaf & rashid, 2019). the choice of how to express a speech is governed by pragmatic conditions which in turn are governed by the prevailing cultural values of society (goldstein et al., 2018). thus, it can be concluded that there is relevance between cultural values and the realization of intercultural speech acts and language behavior. pragmatics is part of the communicative competence components. communicative competence includes linguistic knowledge and cultural knowledge (monroe et al., 2017). in relation to language teaching, students are not sufficiently equipped with grammatical competencies, but students must also be given other competencies, namely cultural competence (goldstein et al., 2018). teachers need to know and understand the field of pragmatics. the understanding of pragmatics is not a sub-discipline but is pragmatic in a practical sense, namely how to express good speech acts according to pragmatic principles, how to speak according to who speaks to whom, where, how and so on (lu, 2019). what teachers also need to know is when to express messages through implicates. in addition, in order to maintain harmony in this multicultural society, pragmatic learning in the east java ludruk text is associated with a learning perspective based on critical discourse analysis. this study is very important, because this learning is related to how a speech community uses their language which is studied based on linguistics and culture (monroe et al., 2017). this study is expected that efforts to establish and maintain inter-ethnic and interethnic relationships can be carried out in harmony without presenting negative thoughts from students for their survival. therefore, this paper discusses how the east javanese ludruk performance is associated with the pragmatic perspective of local wisdom character education. pragmatic teaching is also assumed to play a role in shaping the character of a cultured nation through learning ludruk performance texts (ismail & winarni, 2019). the development of linguistic science shows changes in analyzing language in the east javanese ludruk not only structurally but also functionally, and a critical discourse analysis approach is also used (fairclough & wodak, 1997). critical discourse analysis is assumed to be very relevant for analyzing information in the english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 135 east javanese ludruk text. through critical discourse analysis, students can show which information is useful for society, not only being able to choose information that is important to themselves (lu, 2019). what is interesting to study here is the reality of the language used in conversations between characters and other characters in the east javanese ludruk text, which is formulated or formed in neutrality. ludruk is one of the traditional drama arts originating from east java. this ludruk traditional drama was performed in an art group that was held on a stage that had previously been decorated by taking stories about the daily lives of the people, stories from local myths, stories of struggle, and not infrequently even taking chronicles from the local area (ramadhan et al., 2021). ludruk including theatrical performance contains elements of motion, singing (kidungan), music, decoration, stories, and others. ludruk usually takes folklore, history, and daily life that are worth rising in an educational environment (pudjastawa et al., 2019). the word ludruk comes from the javanese language of the ngoko level in east java which means clown. ludruk has an etymological meaning which is obtained from various relevant information. the term ludruk is derived from ludruk artists and cultural figures. etymologically, the word ludruk comes from the words molo-molo and gedrak-gedruk. molo-molo means that the mouth is full of sugi tobacco (and the word molo, is an activity when speaking there is still tobacco in the speaker's mouth), this activity seems to be vomiting up, and after that the words of chanting and dialogue come out staged. the word gedrakgedruk means foot stomping when people are angry or emotional. ludruk is one of the traditional arts and regional cultures originating from east java. more specifically, ludruk is a traditional folk performance drama with a story that is closely related to everyday life through its symbolic signs (rachmasari & permatasari, 2020). in general, ludruk begins with remo, an east javanese cultural dance, which depicts courage prince while fighting on the battlefield. remo dance as an introduction the show originally includes a simple dance when viewed from the aspect of motion, clothing, and appearance patterns. on further developments, the artists carry out various innovations on remo dance and ludruk, in which both are also often used as a driving force related to reality and political. besides dancing, there are two other things that ludruk art figures also performed in on stage, namely speaking and sing or better known as kindung chant (ongko et al., 2022). in its performance, ludruk is always synonymous with the role of women (thandhak) played by men (taufiq & sukatman, 2014). in order to get the needed information, the interview, the interview was conducted with k. h. muhlisin, a religious leader and administrator of the tanwirul qulub sungelebak islamic boarding school, karanggeneng, lamongan, east java was held on july 17, 2019. muhlisin explains that the origin of this thandhak was influenced by the culture of the pesantren in east java, which prohibits women from sharing the same stage with men. the uniqueness of ludruk players to date is that they are still traditional arts that are identical to the existence of the players, namely male players who dress up as women. in addition, at this time playing ludruk cannot be used as a source of income so they have to find other jobs to make ends meet. the interview was also carried out with dr. heru subrata, m. hum., lecturer at the state university of surabaya on july 27, 2019. subrata states that the existence of this low-paying ludruk player on the other hand is one of the factors in ludruk art that continues to this day. ludruk is an art that is still alive and has active heirs in agrarian and non-agricultural areas. ludruk is also an art that has active and passive heirs that are scattered in various regions (massar et al., 2018). however, in line with the growth of global cultural products, especially pop arts, the position of ludruk art are increasingly being squeezed (taufiq & sukatman, 2014). ludruk can survive because the plays that are staged are very actual and familiar with local culture, in the form of fairy tales, legends, or historical and life stories that use the language of the people who are very communicative and pay attention to their pragmatics as a communal language accompanied by very entertaining jokes (setiawan & suyanto, 2017). in addition to functioning as entertainment, ludruk also functions as a disclosure of the atmosphere of the life of the supporting community. besides that, ludruk is also often used as a channel for social criticism or for the sake of celebrations (sisnia & abdillah, 2021). in this research, the life in ludruk plays is studied based on the narrative used. thus, it can be said that ludruk is expected to provide information about how inspiration appears as an example or social protest related to the condition of society through language (tuturan) that emerges from speakers and interlocutors in the east javanese ludruk performance (palmer et al., 2019). liesna andriany, purwarno purwarno, saiful anwar matondang, efendi barus, & mustofa east java ludruk: pragmatic learning perspective oriented character education 136 in the context of cultural history, ludruk art is an agrarian tradition that has developed in the east java region and has given birth to several forms of agrarian art which were still alive and well. it can be seen that the development of ludruk is an indicator that this traditional theater is still desirable (martarosa et al., 2019). in addition, the existence of ludruk can only be seen in some cities in east java, especially the arek and pandalungan cultural areas that still have many ludruk art groups. pragmatics is related to the ways of using language in a speech society (khalaf & rashid, 2019). in this case, pragmatics discovers how the speech community uses their language, how speech acts are expressed in speech events whether directly or indirectly, what is the right strategy in communicating (goldstein et al., 2018). all of this is regulated in pragmatic principles. the study of pragmatics is tending to relate it with the meaning of words that people used within their social situations and choice of the words in a context (mazulfah, 2019). the use of the language is regulated by pragmatic conditions which are closely related to cultural values (leech, 2011; leech, 2016). culture and language are like two sides of a coin because they are closely related. this fact is reflected in pragmatics (khalaf & rashid, 2019). in the life of the nation and state, language has a very important function in human life. language is not only a means of communication, but language also accompanies the human thought process. language has three functions, namely: (1) communicative function, (2) cognitive function, and (3) emotive function (carotenuto et al., 2018). in english language teaching, pragmatic is very important because the four language skills in language learning such as reading writing, listening and speaking do not occur in isolation in communicative texts or activities (mazulfah, 2019). character education in east javanese ludruk is found in the elements forming ludruk, ngremo, jokes, stories, and kidungan (taufiq & sukatman, 2014). national character education is essentially a person's character, character, morals, or personality which is formed from the internalization of various policies (virtues) that are believed and used as a basis for point of view, thinking, attitude, and action (ismail & winarni, 2019). the source of these values comes from religion, pancasila, the goal of national education which is implemented in 18 character values, namely: religious, honest, tolerance, discipline, hard work, creative, independent, democratic, curiosity, national spirit, love for the country, respect for achievement, friendly / communicative, love peace, love to read, care about the environment, care about social, responsibility. character education is a planned effort to make students recognize, care for, and internalize the values of life contained in the east javanese ludruk text so that students behave as perfect humans (jamaluddin, 2013). in its implementation, national character education can be conveyed in language learning, namely in the text of east javanese ludruk in a pragmatic learning perspective with the hope that students as national cadres have humane behavior (kamaruddin, 2012; wartini, 2015). character education is a conscious and planned human effort in terms of educating as well as empowering students with the aim of building students' personal character. of course this is done so that later students become individuals who are beneficial to themselves and many people. thus, it can be concluded that character education must be carried out with a humanism approach, namely students in educational units must be instilled in moral values so that they can prevent prohibited behavior. method research on the east java ludruk show used qualitative methods, which prioritize the depth of appreciation of the interaction between concepts that are being studied empirically (hansen et al., 2020). in addition, the qualitative method is a research procedure that produces descriptive data in the form of written or spoken words from people and observable behavior (phillipson & hammond, 2018). this written or oral data can be obtained from people who are being observed and researched while they are performing. the qualitative research approach to the east java ludruk show uses a holistic approach, namely research that takes into account other forms, or cultural backgrounds that have links to other cultural forms or elements (gualdron & castillo, 2018). thus, in the research of east java ludruk performance, the religion, economy, ideology, and even the system of the layers of society will be known. to obtain data or information in this study, observation, interview, recording, and recording were used. the observation technique used in this research is direct observation, which is a tool to test the truth so that the data obtained is truly valid data, because the way to go is to observe for you, which is to know the events directly. direct observation english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 137 in this study, with the intention of producing descriptive field notes of how the actual east java ludruk performance was, so that in the end the data from the observations matched the data generated from the moleong interview (phillipson & hammond, 2018). the interview technique is carried out by using conversation, which aims to convey a specific purpose. the conversation was carried out by two parties, namely the interviewer who asked the question and the interviewee. interviews were used directly with informants to obtain data about the east javanese ludruk art. interviews were conducted with informants who know the ins and outs of east javanese ludruk. the results of the interview are recorded and if something is unclear it can be written down so that mistakes do not occur. in this study, the recording technique was used in the original context, meaning that the recording was deliberately carried out / held during the show. this recording is done to obtain optimal data, when recording is used a video shooting. the observations made in this study still play a large role. however, observation cannot stand alone, meaning that it cannot be done without recording the data. recording according to the things made by the researcher, which concerns the issue of recording, informants, and materials (phillipson & hammond, 2018). analysis in this qualitative research used descriptive analysis and meaning analysis. descriptive analysis technique is a data analysis technique that describes the data as it is, giving rise to clarity and convenience for readers (saldaña et al., 2018). descriptive analysis according to (harlem, 2020; yang & lee, 2019) functions to find out things related to the structure of the show, to find out the relevance of east javanese ludruk and its supporting communities, and knowing the cultural values contained in the east javanese ludruk show. meaning analysis is a scientific analysis that contains the message content of a communication (amundsen & sánchez-hernández, 2019). the meaning analysis in this study is to determine the meanings contained in the east javanese ludruk text and to know the meaning of the symbols contained in the show as well as the meanings of symbols contained in the east javanese ludruk text (nolan & britton, 2018). results and discussion research on the east javanese ludruk show resulted in matters related to the structure of the show, the relevance of the east javanese ludruk to the supporting community, and the character values contained in the east javanese ludruk show. the east javanese ludruk show has a fixed structure consisting of ngremo, jokes, and stories. furthermore, each part of the structure will be explained, namely memos, jokes, and stories related to the supporting community and character values. ngremo remo dance is a dance that developed in various regions, namely jombang, surabaya, malang and mojokerto. in its development, there are 3 main versions of remo dance, namely remo surabayan, jombangan and malangan dances (prahardana, 2021). remo dance presented in ludruk usually has a distinctive feature, namely kidungan (singing) uttered by the remo dancers. this kidungan is usually in the form of the julajuli kidungan which is still used today (prahardana, 2021). these jula-juli kidungan are usually in the form of social criticism, stories of struggle, advice, satire and so on (cahyo, 2020). remo activities are usually carried out before the ludruk show begins. there are two types of ngremo, namely male ngremo and female ngremo. male ngremo dancers wear costumes, namely: wearing black pants, white shirts, black ties, black skullcaps, wearing gongseng on the right ankle (to adjust the rhythm of the piece or javanese musical instrument). in the following decades, the ludruk dancer's fashion underwent a transformation, namely: wearing black or red pants, wearing a kace (neck ornament) that was placed on top of the shirt, wearing a red headband, wearing earrings that were placed on the ears, and wearing gongs on the ankles (jelantik, 2016; setiawan & suyanto, 2017) in the ngremo, character education can be found, namely the value of politeness in fashion (luckiyanti et al., 2017). they still adhere to javanese traditions or customs, namely wearing clothes like javanese clothes (siburian & malau, 2018). they wear white and red clothes which mean that the ludruk show has holy and courageous intentions. this is evident in the ludruk show that existed since before independence until the revolutionary period. however, today, fashion seems to survive by modifying the color and variety of textiles used. the female ngremo dancer wears a dress as a beskalan dancer (a dance of gratitude to god) and wears sembong (taufiq & sukatman, 2014). liesna andriany, purwarno purwarno, saiful anwar matondang, efendi barus, & mustofa east java ludruk: pragmatic learning perspective oriented character education 138 jokes the main players who become funny characters in ludruk are slapstick players. these slapstick players do not have heavenly origins and the power of semar figures in wayang performances, but they dominate ludruk performances more than semar's. the ludruk player who becomes the funny character of a slapstick player, namely besut. a well-known slapstick player in east javanese ludruk, such as cak gondo durasim. the slapstick player is a character that the audience perceives as a funny player. slapstick players play subordinate roles such as servants or laborers, and people who are abused (luckiyanti et al., 2017). the javanese language used in ludruk humor is javanese suroboyoan dialect that it makes room for all viewers to easily understand the entertainment content. the language used is not javanese alus or kromo inggil which requires advanced skills in understanding the vocabulary, but javanese ngoko which is commonly used in daily communication with other people (astutiningtyas & aridasarie, 2022). slapstick players wear simple clothes. the attitude of the slapstick players, namely believing in superstitious things (sutisna et al., 2019). they don't have money, they like to be behind their employers, sit on the floor, and chat with the audience (setiawan & suyanto, 2017). the joke players make jokes by taking advantage of the audience's ignorance. this kind of nature as his soul ludruk. story east java ludruk, every performance can be sure to tell things that have to do with the life of today's society. however, the stories that are conveyed are by explaining old stories, but they have relevance to today's life, so listening to these stories is inspired that in the past there has also been what happened to the characters in the show (ayuswantana et al., 2020). ludruk, a theater type of the people of east java, does not only consist of a combination of dialogue and movement. this performance is also a combination of complex components, which include dance, music, song (kidung), and stage and all its supports. ludruk is a traditional drama exhibited by an art group that is held on a scene by taking stories about people's everyday lives, stories of struggle, and so on, interspersed with jokes and accompanied by music (gamelan) (wibisono, 2020). in line with wibisono’s idea, ismail & winarni (2019) state that the stories in the east java ludruk show include household stories, hero stories, both javanese and madurese legendary heroes, and social criticism stories. the most popular stories in the show, such as the story of sawunggaling, joko sambang, untung suropati (luckiyanti et al., 2017). the story of the legendary hero is a character that expelled the dutch from java in the 18th century. the legend of the popular madurese heroes, for example: pak sakera and sarip tambakyasa. the story is interesting because the only ludruk story tells of the conflict between the abangan and the santri. social criticism stories are usually played in front of political meetings or for the sake of the show itself which is being attended by political elites. this story is usually a story that follows a sponsor's message from the government or the community who protests on public policies taken by the government, such as revealing the case of marsinah, a worker who was killed because of a demonstration demanding rights that are considered inhumane for the lives of workers. based on these data, namely ngrema, jokes, and stories in the east javanese ludruk show, it can be seen that the character, character, psychological traits, morals or character distinguish one person from another (sulton & utaminingsih, 2018). the character of a nation is very much influenced by the basic culture of the nation, which is reflected in its communication culture. based on the language that is owned and used by a nation or a community, the identity or character of the nation can be recognized (luckiyanti et al., 2017). this is reflected in the national education system law that character building is one of the goals of national education. article 1 of the national education system law in 2013 states that the goal of national education is to develop the potential of students to have intelligence, personality and noble character. this means that education does not only form intelligent indonesians, but also has personalities or characteristics, with the hope that later generations of nations will grow and develop with characters that breathe the noble values of the nation and religion. educators need to realize how important character education is as a means of shaping behavior, enrichment of individual values by being role models for students and being able to create an environment that is conducive to the growth process in the form of comfort and safety that can help the atmosphere for individual self development as a whole, both from a technical perspective, intellectual, psychological, moral, social, aesthetic and religious (sulton & utaminingsih, 2018). character education is not only individual, but also has a social and structural dimension. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 139 although in turn, the determining criteria are personal values of individual freedom. character education which is related to the structural social dimension looks more at how to create a social system that is conducive to individual growth. in this context, moral education can be placed within the framework of character education. moral education is the foundation for a character education. character education involves moral knowing or good knowledge, followed by moral feeling, which is a good instinct, and moral action or noble actions in acting (witro et al., 2020). this is necessary so that children are able to understand, feel and work on policy values as well. character education is character education, namely education that involves aspects of knowledge, feelings, and action. thus, it can be said that character education if it does not involve these three aspects, then character education will not be effective. character education is a system of inculcating character values to school members which includes components of knowledge, awareness or willingness, and actions to carry out these values, both towards god almighty (yme), themselves, others, the environment, and nationality so that they become humans who are ready to build a nation. conclusion the language in the east javanese ludruk show has various interests both in the context of media institutions to convey expressions in the form of ideological, political, cultural and economic contexts that merely convey the interests of the dominant group of a society. in this context, the east javanese ludruk text, which is a creative process, becomes a technical work, namely a work that has an ideal-intellectual framework that should be realized independently by the author for the sake of ideology, politics, culture and capital.. east javanese ludruk will give birth to new enlightenment and awareness in the community, so that everything that is conveyed in the ludruk performance is in accordance with the interests and tendencies of 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(2019). application of sensory descriptive analysis and consumer studies to investigate traditional and authentic foods: a review. foods, 8(2), 54-71. liesna andriany, purwarno purwarno, saiful anwar matondang, efendi barus, & mustofa east java ludruk: pragmatic learning perspective oriented character education 142 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 937 the utilization of the quizizz application to english subject at smkn 14, jakarta pusat rita aryani universitas panca sakti bekasi email: ritaar1757@gmail.com farah soraya djamal hasan universitas panca sakti bekasi email: farah.indramanto@gmail.com leroy holman siahaan universitas panca sakti bekasi email: leroyholmansiahaan@gmail.com apa citation: aryani, r., hasan, f. s. d., siahaan, l. h. (2022). the utilization of the quizizz application to english subject at smkn 14, jakarta pusat. . english review: journal of english education, 10(3), 937-946. https://doi.org/10.25134/erjee.v10i3.7150. received: 19-06-2022 accepted: 29-08-2022 published: 30-10-2022 introduction since the covid-19 pandemic hit in march 2020, distance learning has begun. school-based learning has been phased out and replaced with a distance learning model (pjj). several challenges were encountered by schools, teachers, students, and parents while adapting the pjj. this pandemic has had a significant impact on change, particularly in education. the initial face-to-face or direct teaching and learning process must be converted to online or online-based learning. this shift requires teachers to learn and innovate in order to support the process of teaching and learning activities, particularly in terms of delivering teaching materials to students (syafril & novrianti, 2021). global transformation is one of the consequences of today's covid-19 outbreak. this rapid change occurs globally in all aspects of life, from healthcare systems to socioeconomics and agriculture to energy. not only in education (oyedotun, 2020), but school life has also changed its outlook from traditional face-to-face teaching-learning activities to various online learning settings, resulting in both the use of distance learning and tutors/lecturers' comprehension of the use of technology. online learning has commonly been associated and interchangeably used with other alike-terms such as 'e-learning, 'blended,' or 'distance learning' (hockly, 2015) and is often considered a growing educational alternative that evolves the role of technology in providing instructional materials and educational tools as well as in facilitating teachers students' interactions in distance learning (horn & staker, 2011; blake, 2011; hockly, abstract: the era of disruption is hitting various fields, including education. this was accelerated by the emergence of a global pandemic that forced all societies to adapt to new habits, including the distance learning process. innovations and creations are conducted to find the best alternative in the new standard era. assessment is one thing that is essential to the educational process. various ways and methods have been developed for conducting learning assessments. one of the web-based applications that can be used is quizizz. this study aims to see and analyze the application of quizizz to english subjects as an alternative to distance learning assessment. the data were collected by using a questionnaire, interview, observation, and document review. the participants of this study were the teachers of english, the vice-principal of facility and infrastructure, and the students. the findings of this study showed that the teachers of english at vocational high schools at smkn 14 used hardware such as a projector, laptop, speaker, headset, and smartphone, while software such as the internet, dictionary application, e-book, microsoft office, and browsing application. the teachers used discovery learning to utilize ict in the syntax of the learning model. the background of the research was at smkn 14 jakarta. this study uses a qualitative approach with descriptive methods. data analysis was performed using the triangulation technique. the results showed increased students' enthusiasm for using quizizz as an alternative assessment of english subjects at school. keywords: effectivity; online learning platforms; quizizz application; utilization;. rita aryani, farah soraya djamal hasan, & leroy holman siahaan the utilization of the quizizz application to english subject at smkn 14 jakarta pusat 938 2015). online learning aims to maximize the accuracy/correctness of the sequence of predictions/decisions made by the online learner given previous prediction/learning task correct answers and possibly additional information (hoi et al., 2021). however, some distinctions are given out to evade the overlapping use of the terms from conclusions. online learning refers to teaching activities that are partially or entirely conducted through the internet (means et al., 2009). blake (2011) associates online language learning with several learning arrangements, namely web-facilitated classes, blended or hybrid courses, and entirely virtual or online systems. hockly (2015) clarifies the notion by distinguishing between 'blended' and fully online learning. he defines the latter as fully online via the internet without any face-toface component in both formal and informal learning schemes. white (2003) emphasizes more on the independency of the learners to distinguish between the face-to-face classroom and distance language learning. on the other hand, kuama (2016) pointed out some significant benefits that online learning provides as clear distinctions to traditional or face-to-face classroom settings. they mention that online learning gives students flexibility in preferring better learning styles and creating opportunities for active learning due to its self-centered platform. in addition, harasim et al. (1997) point out that the use of suitable online learning applications or software can support the students to have opportunities to participate in discussions, express opinions, and share knowledge without having to rely on classroom size and time (online learning in nursing education during the covid-19 pandemic: stress, satisfaction, and academic performance, n.d.). teacher innovation in selecting suitable learning media can impact student learning inspiration, especially when using a distance learning system during the covid-19 pandemic. according to anggraini (2019), the factors influencing student learning inspiration are internal and external. internal factors originate within students, such as interest in the topic of discussion and student motivation to further their education. external factors, on the other hand, come from outside the classroom, such as how the teacher delivers the conversation material and the learning media used. another study led by (rizqi & mayasari, 2018) discovered that family and school factors influence learning inspiration. many online instructional platforms, such as zoom, google classroom, and quizizz, are designed to facilitate online teaching-learning activities. each platform and its features represent unique characteristics and functions. zoom personifies the essence of synchronous online learning. the covid-19 pandemic has forced second language (l2) educators to abandon faceto-face (f2f) instruction in favor of online instruction. educators have used various online synchronous meeting tools (smts) to help students learn. zoom, one of the synchronous meeting tools (smts), provides immersive and convenient features to support authentic communicative language learning in interactive synchronous classes (kohnke & moorhouse, 2020). the interactions established through zoom by utilizing features such as its webcam and microphone facilities facilitate interactions similar to those conducted in traditional classroom activities (rahayu, 2020). google classroom and quizizz, on the other hand, are typically used asynchronously. as an integral part of google apps for education (gafe), google classroom plays an essential role in engaging students in learning. students and teachers must navigate a complex local network of institutional policy, learning outcomes, situational needs, and composing practices while also being aware of the global implications of using the interface to compose, review, edit, and share with others using global technologies such as google apps for education (gafe). (hocutt & brown, 2018). educators cannot avoid the use of technology in its application, both in the context of face-to-face learning and distance learning. for example, they use powerpoint to display learning materials on a projector or excel to process student grades and learning outcomes. maritime english (me) is used, particularly in a multicultural and multilingual context, to ensure seafarers' work and safety in the shipping industry (progulaki & roe, 2011; ismail et al., 2019). maritime english (me), a subset of english for specific purposes (esp), differs in that its instruction and research are based on specific international legal procedures (zhang & cole, 2018). the necessity of the use of me in maritime practice is derived from the fact that english communication deficiency has been one of the major causes of maritime accidents (rashed, 2010; shi & fan, 2021) and thus, the need for acceptable standard english ability is essential (ismail et al., 2019). in addition, tchkonia et al. (2019) underline the importance of effective english communication at sea as a means of safe english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 939 ship operations. they mention that the practice of english communication is essential for the effective and safe running of the ship as it takes place in many ways and involves multi-parties. therefore, the english communication practiced should be as precise, simple, and unambiguous as possible. this importance of good english comprehension and skills is parallel to the selection of the right unless best teaching techniques (jurkovič, 2021). this paper aims to describe how three online learning platforms, namely zoom, google classroom, and quizizz, are collaboratively used in me learning, how effective they are, and what challenges students face while learning through collaboration. it is expected that the paper will make a significant contribution to providing both me teachers and learners with an alternative model of me online learning that is needed in this current situation. the presence of the covid-19 pandemic, on the other hand, has forced teachers to adapt in much less time. the presence of quizizz as a user-friendly application is an alternative that teachers can use, particularly when conducting learning assessment activities. quizizz is a platform for teachers and students to conduct learning assessments that include gamelike features. students are entertained by the game, which makes the assessment process less stressful and burdensome for them (henry, 2016). quizizz is an educational app that enables students to participate in fun multiplayer class activities (zhao, 2019). quizizz's excitement is inextricably linked to its features. rankings, power ups, redeem questions, achievements, avatars, and other features are available on the quizizz platform. this feature creates a thrilling and enjoyable game sensation, motivating students to answer the questions. english is one of the required subjects in formal education. grammar, speaking, writing, listening, and reading skills are all covered in this lesson. in general, the goal of learning english is to provide students with the knowledge, attitudes, and skills necessary to master english language skills (purushotham & swathi, 2020). most students find english subjects to be a stumbling block, so teachers must be able to change this perception, and they must be able to work on these subjects. what english teachers can do is strive to be the teachers their students want by remaining creative and innovative. for example, the teaching materials chosen must be appropriate and not boring for students. method this research takes a qualitative approach, employing descriptive methods and case studies. in qualitative research, the term qualitative descriptive refers to descriptive studies. this type of research is frequently used to study social phenomena (polit & beck, 2009). qualitative description (qd) answers research questions about who, what, where, and how of an event or experience until it is thoroughly investigated. qd has been identified as essential and appropriate for research questions centered on determining the who, what, and where of an event or experience, as well as gaining insight from an unknown phenomenon. the study employs a qualitative approach in which the three online learning applications are examined (suardi, 2017). figure 1. flowchart of the research it can be seen from the chart above that the research comprises a series of stages. it begins with the stage of preparation, the stage where everything required for the learning is elaborated. the second stage is the stage of application, which is the stage at which the materials are applied through the use of those three online learning applications in the learning process. in the final learning phase, the students are given questionnaires to discover their perceptions towards the application of those three online learning platforms and the challenges they may find along the way. lastly, by applying platforms (zoom, google classroom, and quizizz) in me, online classes are observed and described. by using a purposive-sampling technique, in order to obtain information about learners’ perceptions on the effectiveness and challenges of this collaboration, questionnaires are given (creswell, 2014). in summary, it can be explained that descriptive qualitative (qd) is a research method that switches to a simple qualitative approach with an inductive current. this inductive flow rita aryani, farah soraya djamal hasan, & leroy holman siahaan the utilization of the quizizz application to english subject at smkn 14 jakarta pusat 940 means that descriptive qualitative research (qd) begins with an explanatory process or event, which in the end, can be drawn in general as a conclusion from the process or event. this research was conducted at smkn central jakarta, with 36 students and class xii-a students as the object. results and discussion in this online me learning, zoom, google classroom, and quizizz are collaboratively applied. the applications of these three online learning platforms are synchronous, asynchronous, and hybrid (mixed-type). the following table describes the applications of the platforms in learning: table 1. the applications of the platforms in learning no learning activity mode of learning mode of oll aplication 1. class session lecturing, explaining, drilling synchronousasynchronous (hybrid) zoom + google classroom 2. assignment session doing homework, assignment, final project asynchronous google classroom 3. reinforcement session giving quiz, test asynchronous quizizz the materials given are derived from selected topics of smcp with a 75 minute learning duration per-meeting. in the class session activity that particularly consists of main and drilling activities, the first 45 minutes is allocated for giving explanation on the topics or issues to be delivered. the class is orginized synchronously via zoom and the materials are mostly presented through power-point presentations in combination with other audio-visual media like video presentations from you-tube. the zoom activity is in the form of monologues with only a minimum student interaction as most of synchronous meeting tools (smts) might feature in a lecture-style (kohnke and moorhouse, 2020). the materials are presented thoroughly, with detailed explanations and examples. the remaining 30 minutes are allotted for drills and practice. in this later stage of learning, students engage in spoken practice either individually or collectively in a group using the 'breakout room' panel, making the class more lively and controllable. another scenario for this session is to combine the synchronous and asynchronous modes. the first 45 minutes are similar to the first; however, when it comes to drill and practice sessions, the mode is switched and centered on activities in google classroom. students practice the smcp phrases and expressions by following either video or audio practice modulations uploaded in the 'classwork activity' panel. by dividing. at the same panel, the instructor does the scoring and evaluation. the reinforcement quiz employs yet another asynchronous mode of learning (razali et al., 2020). quizizz's gamification features are used to assess students' vocabulary comprehension through the use of vocabulary quizzes (amroji, 2021). quizizz provides students with a new perspective on having a quiz because they do not feel like doing a quiz or exam as they do in a more traditional mode with pen and paper. the use of zoom, google classroom, and quizizz, as mentioned above, does not completely eliminate but rather restores the roles and functions of traditional or traditional face-to-face settings. by utilizing zoom and its features, the instructor can still have a real interaction with the students in order to ask questions and receive immediate responses the materials given are derived from selected topics of smcp with a 75 minute learning duration per meeting. the first 45 minutes are allocated for explaining the topics or issues to be delivered in the class activity that consists of main and drilling activities. the class is organized synchronously via zoom, and the materials are mostly presented through power-point presentations in combination with other audio-visual media like video presentations from youtube. the zoom activity is in the form of monologues with only a minimum of student interaction, as most synchronous meeting tools (smts) might feature in a lecture style (kohnke & moorhouse, 2020). the materials are presented thoroughly, with detailed explanations and examples. the remaining 30 minutes are allotted for drills and practice. in this later stage of learning, students engage in spoken practice individually or collectively in a group using the 'breakout room' panel, making the class more lively and controllable. another scenario for this session is to combine the synchronous and asynchronous english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 941 modes. the first 45 minutes are similar to the first; however, when it comes to drill and practice sessions, the mode is switched and centered on activities in google classroom. students practice the smcp phrases and expressions by following either video or audio practice modulations uploaded in the 'classwork activity' panel. by dividing. in the same panel, the instructor does the scoring and evaluation. the reinforcement quiz employs yet another asynchronous mode of learning. quizizz's gamification (razali et al., 2020) features are used to assess students' vocabulary comprehension through the use of vocabulary quizzes (amroji, 2021). quizizz provides students with a new perspective on having a quiz because they do not feel like doing a quiz or exam as they do in a more traditional mode with pen and paper. the use of zoom, google classroom, and quizizz, as mentioned above, does not completely eliminate but rather restores the roles and functions of traditional or traditional face-to-face settings. by utilizing zoom and its features, the instructor can still have real interaction with the students in order to ask questions and receive immediate responses (skylar, 2009), and the students can repeat all of the materials given by accessing and replaying the recording of the materials in order to master them (perveen, 2016). using google classroom, the instructor and students collaborate on material and assignments in an interactive manner. the instructor can provide students with a variety of materials such as text, audio, video, and so on. students, on the other hand, can work independently by maximizing the time they have available to complete their assignments. this allows google classroom to function as a learning center for communicating, providing feedback, and assigning homework (sudarsana et al., 2019), just as in traditional face-to-face classroom activities. quizizz, on the other hand, restores the role of the traditional test paper in the classroom. the use of this platform eliminates the need for quizzes or exam papers. its test formats can be designed in various ways, and its gamification features create a distinct atmosphere for both learning and learners. they were given a set of deductive perceptional propositions to which they had to respond in the me learning using zoom, google classroom, and quizizz. among the inquiries, some were purposefully proposed to investigate the efficacy of using the three platforms. table 2. set of perceptional propositions on the use of zoom, google classroom, and quizizz no propositional inquiry 1. in this current pandemy situation, online learning is well suited for learning. 2. throughout this pandemy situation, you are able to participate in online learning activities satisfactorily. 3. you have excellent online learning support devices (smartphone/laptop/pc, etc.). 4. you have a strong internet connection that allows you to participate in online learning activities. 5. you have successfully installed and used the zoom, google classroom, and quizizz platforms. 6. the online me learning has been effectively applied throughout this pandemy situation. 7. as far as you are concerned, the online me learning has been appropriately applied throughout this pandemy situation through the use of zoom, google classroom, and quizizz. 8. the zoom platform used in the me learning has so far been effective. 9. the gooogle classroom platform used in the me learning has so far been effective. 10. the quizizz used in the me learning has so far been effective. 11. me learning materials delivered via zoom, google classroom, and quizizz are simple to understand and comprehend. . 12. you are pleased with your me learning experience with zoom, google classroom, and quizizz. 13. you will be more likely to prefer online learning over offline learning for your future learning. the thirteen propositions listed above range from broad to specific issues. all are aimed at eliciting students' perspectives on the use of the three platforms in me learning. the first five propositions are about the students' online access to join the me learning, while the rest are about the applications of the three platforms in the learning itself. in order to understand students' opinions/perceptions, responses to propositions are assessed using the likert scale and its symetric scoring (joshi et al., 2015). the responses are categorized into ‘strongly agree’, ‘agree’, ‘unsure’, ‘disagree’, and ‘strongly disagree’ with the scoring scale of 5 to 1 representing the highest to the lowest continuum of proposition score. to eventually come to a final finding of each of the proposition measured, all the scores of all the items are combined (sum) to generate a composite score (joshi et al., 2015) by applying interval scoring formulation rita aryani, farah soraya djamal hasan, & leroy holman siahaan the utilization of the quizizz application to english subject at smkn 14 jakarta pusat 942 (pranatawijaya et al., 2019). after having been summed up through a certain formulation, the interval index for each of the category is decided as follows: table 3. category interval index index scale 0% 19.99% strongly disagree 20% 39.99% disagree 40% 59.99% unsure 60% 79.99% agree 80% 100% strongly disagree as shown in the table below, all five first propositions are within the index of 78 percent to 86 percent. it means that the majority of respondents have a positive attitude toward the inquiries. respondents, for example, have no complaints about the online learning used in this current pandemy situation. they both believe that online learning is an appropriate application in these turbulent times. in term of their accesibility and readiness to follow or participate in online learning activities, the majority of respondents do not have much trouble in joining the program due to the excellent supporting devices they have and the availibility of the internet connection they use. they are also able to install and utilize zoom, google classroom, and quizizz well. meanwhile, how the respondents respond to the rests of the propositions is described in the following table below. table 4. responses to the first five inquiries no propositional inquiry response index strongly agree agree unsure disagree strongly disagree 5 4 3 2 1 1. in this current pandemy situation. online learning is well suited for learning. 27.5% 50% 18.2% 5% 0% 77.5% 2. throughout this pandemy situation. you are able to participate in online learning activities satisfactorily. 17% 45.5% 16.2% 9.8% 0% 62.5% 3. you have excellent supporting devices for online learning (smartphone / laptop /pc. etc). 32% 56.7% 4.5% 2.3% 0% 88.7% 4. you have a strong internet connection that allows you to participate in online learning activities. 22.4% 53.2% 8.2% 7.8% 0% 75.6% 5. you have successfully installed and used the zoom. google classroom. and quizizz platforms. 35.1% 56.7% 6% 0% 0% 91.8% table 5. responses to the rests of the inquiries no propositional inquiry response index strongly agree agree unsure disagree strongly disagree 5 4 3 2 1 1. as far as your concerned. the online me learning has been suitably applied throughout this pandemy situation. 25.6% 50.1% 14% 0% 0% 75.7% 2. as far as your concerned. the online me learning has been suitably applied through the use of zoom. google classroom. and quizizz throughout this pandemy siatuation. 24% 46.7% 10.4% 3% 0% 70.7% 3. the zoom platform used in the me learning has so far been effective. 27% 50.6% 3.5% 0% 0% 77.6% 4. so far. the google classroom platform has been effective in 26.6% 60.1% 8.7% 0% 0% 86.6% english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 943 me learning. 5. so far. the quizizz tool has proven to be effective in me learning. 22.4% 61% 5% 2% 0% 83.4% 6. me learning materials delivered via zoom. google classroom. and quizizz are simple to understand and comprehend. . 23.8% 57.3% 3% 0% 0% 80.11% 7. you are pleased with your me learning experience with zoom. google classroom. and quizizz. 29% 47.8% 7.8% 0% 0% 76.8% 8. you will be more likely to prefer online learning over offline learning for your future learning. 35% 50.4% 5.8% 0% 0% 85.4% according to the table above, respondents have positive attitudes toward most of the propositions, with the index ranging from 62% to 91% ('agree' to 'strongly agree'). they believe that me learning is appropriate to be applied online in this current situation. furthermore, they strongly agree that the collaboration between zoom, google classroom, and quizizz in online me learning is effective, citing each platform as having been effectively used in the learning. they also believe the delivery of materials via the three platforms is simple to understand and comprehend. however, when asked whether they would prefer to study online or offline for future learning, the response does not follow a similar pattern, reaching only 58,71 percent ('unsure'). to determine whether the use of zoom, google classroom, and quizizz in me learning is effective, all of the indexes are added together and then divided by the total number of propositions or items using the following equation: the above equation is used to calculate the final average of the index of all the items, which is 79, 30 percent, which falls within the range of 60 percent 79, 99 percent. this indicates that the majority of respondents support online me learning and the use of zoom, google classroom, and quizizz in it. in other words, the use of those three platforms in online me learning is thought to be effective. although the results show that the learning is effective, the students still face some challenges as they progress through the learning process. most of them believe that learning online at home is not always as convenient as learning in person. when they are, however at home, they may experience a lack of concentration due to environmental distractions. sometimes the internet connection is a hindrance. when they are online at home, their areas and internet accessibilities differ. because online learning at home is a self-fulfillment activity that necessitates a large internet quota package, students believe online learning is more expensive because they will have to purchase the i internet package more frequently than offline. teaching aids are essential during the teaching and learning process. because teaching aids can represent what the teacher cannot say in words and help to clarify unclear material, learning can be accomplished with the help of instructional materials (connelly & miller, 2018). as a result, students find it easier to digest the material than they would otherwise. as a result, in order to make learning interesting and enjoyable, teachers must be creative and innovative. students will find the learning process more interesting and understandable if the variety of learning strategies, methods, and teaching materials tailored to their specific needs is expanded. because of the internet, teaching and learning activities are being conducted online. according to dimyati and mudjiono (2015), learning outcomes are the results achieved in the form of numbers or scores after being given a learning outcome test at the end of each lesson. the value that has been obtained by students can be a reference in seeing the mastery of students or students in receiving learning materials. while learning outcomes are a number of experiences obtained by students or students, which include the cognitive, affective, and psychomotor domains. learning is not only mastery of the theoretical concepts of subjects but also mastery of habits, perceptions, pleasures and interests, talents, social compatibility, various skills, aspirations, desires, and hopes. this is supported by the opinion of rusman (2017), which states that learning outcomes can be seen from changes in perception and behavior, including improvements in attitudes or morals. one of the policies in the 1999-2000 national rita aryani, farah soraya djamal hasan, & leroy holman siahaan the utilization of the quizizz application to english subject at smkn 14 jakarta pusat 944 education program to improve the quality of national education is the use of quizzes as learning media. various efforts will be and are being made in 2010 to improve the quality of education, including the provision of learning facilities and school resources. this is in accordance with sisdiknas law no. 2/1989, which states that each educational unit on the pathway must provide adequate learning facilities to support educational performance. recognizing indonesia's limited ability to implement equity in the distribution of teaching materials, teachers must make numerous creative and innovative efforts to implement a fun and easy-to-understand learning process, such as increasing the variety of learning strategies, supporting materials, facilities, and, most importantly, students. adequate learning facilities are critical to the success of education. learning media's role as a forum for delivering learning messages to learning objectives. the teacher fine-tunes this in order to assess and weigh learning progress. the lecture learning strategy with media for delivering material directly as if the teacher was giving a lecture cannot be said to be an effective strategy for vocational students. vocational high school students who are maturing in their quest for identity cannot be divorced from their emotions. conditions during a pandemic, no doubt, cause smk students to become stressed and even depressed. as a result, it is undeniable that students will not readily accept the material presented by the teacher. the faster globalization spreads, the faster other technological development trends emerge, eventually leading to the birth of applications. according to fazriyah et al. (2020), the quizizz application is a mobile learning application that can help teachers improve their teaching skills. if used in education, it will increase students' and teachers' motivation to learn while also making the evaluation process easier. teachers and students can achieve learning objectives during the pandemic using this application. quizizz, as a learning media, aids in the continuity of the teaching and learning process in the midst of a pandemic. the quizizz application is online, which means it is simple to use if you have adequate internet access. quizizz learning media development must continue so that quizizz can become a competitive application as a learning medium as part of the adaptation to the covid19 pandemic. the millennial generation is the generation that is in the classroom today, and they share unique characteristics that define their generation's expectations to be engaged in their learning activity. technology must be embraced in today's education. teachers must apply part of the student's learning(darmawan et al., 2020). the learning model created and strengthened through the quizizz application is an interactive multimedia model. the quizizz application has the advantage that it can be easily used in addition to learning aids, as well as learning assessment materials. for example, by having data and calculating student learning outcomes statistics, the results can describe the level of students' understanding of the material, which then becomes a physical measure to assess learning individually holistically. quizizz has a leaderboard function to display in-game rankings in addition to game features such as memes, avatars, themes, and game music. these features keep students engaged and motivated to compete with the rest of the class. this demonstrates the potential of quizizz for learning and innovation. quizizz has been used as an assessment medium for english subjects at smkn 14 central jakarta since the start of the new school year in july 2020. one of the teachers suggested using quizizz in the daily assessment of each subject during a teacher council meeting. the teacher in charge of quizizz dissemination creates video tutorials on how to use quizizz and uploads them to the school's youtube account, where all teachers can access them. the researcher specializes in research on english teachers for level nine (ix) with 16 students in this study. the researcher chose grade 9 students because they had firsthand experience with face-to-face interactions. the utilization of the quizizz application in the assessment process during distance learning received mixed responses. the use of the quizizz application to assess students' critical thinking abilities is an adaptation of the 4.0 education development in which students must be familiar with the use of technology in the learning process (nashar et al., 2021). in general, students find the use of quizizz more interesting than the use of google forms or other media in the assessment process. students express several points in the interview related to the response to the use of quizizz, some of which are: color. the colors displayed by quizizz make a distinct and lasting impression on students. colors make questions, answers, backgrounds, and other options more attractive, unlike platforms such as english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 945 google forms or other computer-based test applications, which typically are only black and white. interface. even students using quizizz for the first time will find it simple. choice options that are large enough to prevent students from selecting incorrectly. scoreboard. the quizizz scoreboard feature creates a competitive atmosphere, increasing students' motivation to compete with their classmates(mohamad et al., 2021). although not all of them will win first place, students compete with their closest friends to achieve higher scores. power ups. power-ups are bonuses given to participants when they answer questions correctly. this bonus allows students to use certain special abilities in answering the next question. an example of this bonus is the chance of getting double the score if you can answer the question correctly. proper use of bonuses can create different results. time management. each question in quizizz will display a timely reminder that the teacher has previously installed, so students can see how much time is allotted for each question(munuyandi et al., 2021). this is useful so that students do not spend too much time focusing on a single question, wasting time on the quiz. students indirectly learn to manage the use of time allocation in the assessment process. from the perspective of the english teacher, the use of quizizz has an impact and benefit in the learning process, including: (1) the analysis of the items given during the assessment can be seen immediately after the quiz is completed by the students. the analysis includes; a) the most difficult questions, b) the easiest questions, & c) the questions with the longest duration of work. this can be a consideration for teachers to make questions for further assessment. (2) the graph of the continuous acquisition of student scores can be seen in the teacher's account, which displays fluctuations in the results obtained by students. the graph can be used as an evaluation reference related to the level of student understanding of certain chapters in accordance with the lesson plans that have been designed. conclusion the use of zoom, google classroom, and quizizz in online me learning does not replace but restores traditional face-to-face settings' primary roles and functions. it is delivered in synchronous, asynchronous, and hybrid modes through three types of activities: class sessions, assignment sessions, and reinforcement sessions. zoom, with its features such as a whiteboard and markers, represents the function of a classroom. the instructor can present materials and interact with the students by using zoom. these activities are very similar to what we do in a traditional face-toface setting. google classroom is similar to a classroom cabinet in that it organizes reference books, workbooks, and class agendas. it is used for material and assignment storage and distribution. quizizz, on the other hand, plays the role of a test paper with a joyful gamification mode and outlook. according to the survey, the use of those three platforms is effective to be applied for me learning in the meantime situation, with an index of 83.4 percent (strongly agree) and feel that the online learning method is the best method of learning to be applied in this current pandemic situation. quizizz, as an alternative assessment method for english subjects at smkn 14 central jakarta, can be seen as an innovation implemented during distance learning during the covid-19 pandemic. the results of interviews conducted with students and teachers showed a positive response related to using quizizz. students feel more motivated to face the assessment process with quizizz's features. the english subject teacher gets the results of the analysis related to the items being tested along with a graph of the student's score acquisition continuously. references amroji, a. 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(2019). using quizizz to integrate fun multiplayer activity in the accounting classroom. international journal of higher education, 8(1), 37-43. https://doi.org/10.5430/ijhe.v8n1p37 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 15 teacher assessment literacy: indonesian efl secondary teachers' self-perceived on classroom-based assessment practice dewi aria department of english education, faculty of language and literature education, indonesia university of education, bandung, indonesia email: dewiariadi@upi.edu didi sukyadi department of english education, faculty of language and literature education, indonesia university of education, bandung, indonesia email: dsukyadi@upi.edu eri kurniawan department of english education, faculty of language and literature education, indonesia university of education, bandung, indonesia email: eri_kurniawan@upi.edu apa citation: aria, d., sukyadi, d., & kurniawan, e. (2021). teacher assessment literacy: indonesian efl secondary teachers’ self-perceived on classroom-based assessment practice. english review: journal of english education, 10(1), pp. 15-26. doi: https://doi.org/10.25134/erjee.v10i1.5349 received: 15-08-2021 accepted: 05-10-2021 published: 31-12-2021 introduction an assessment is a crucial activity in the teaching and learning process (cheng & fox, 2017 in xu, 2018; ashraf & zolfaghari, 2018) besides it has been widely acknowledged as the essential element of a teachers' job (khadijeh & amir, 2015; luthfiyyah, basyari, & dwiniasih, 2020; vogt, tsagari, & spanoudis, 2020). furthermore, this is increasingly being recognized as an integral part of teacher professionalism (giraldo, 2018; tian, louw, & khan, 2021). this is due to teachers spend their professional time performing classroom assessment activities (deluca, lapointe-mcewan, & luhanga, 2015); up to 50 percent of their time (howell, 2013) to monitor their students' achievement towards learning outcomes (giraldo & abstract: assessing students' performance is an essential part of a teacher's job. hence, they are believed to be familiar with various kinds of assessments, especially classroom-based assessments (henceforth cba). language teaching and assessment are two interrelated that affect each other to a great extent. undoubtedly, language assessment becomes a more complicated activity in the field of language teaching. the major objective of this study was to describe how efl secondary teachers’ self-perceived on the basic principles of assessment and their own practice in cba. this study was conducted in the form of a descriptive survey research. shim's (2009) survey instrument was adapted to collect data and gathered using an online survey. 48 respondents willingly fulfilled the online survey containing 80 statements concerning classroom assessment procedures. the data obtained were analyzed using descriptive statistics. the findings of the current study revealed that teachers seemed to practice assessment for learning (henceforth afl), in which most teachers conducted assessments to support students’ learning and used the results as feedback to improve and revise their teaching. the teachers in this study appeared to be literate and excellent in understanding the concept and using it in practice. however, a question remains as to whether their classroom practice was excellent. since most studies have largely reported results on teacher's assessment literacy (henceforth tal), future programs and research should be directed toward classroom-based research on how the cbal can improve students' learning and improve the quality of teacher instructions. the implications of the result are expected to provide a clear understanding and theoretical foundations of cbal. keywords: assessment literacy; classroom-based assessment practice; efl secondary teachers. dewi aria, didi sukyadi, & eri kurniawan teacher assessment literacy: indonesian efl secondary teachers’ self-perceived on classroom-based assessment practice 16 murcia, 2018) and influence their quality of instruction towards the quality of the assessments used (rad, 2019; rusli, 2017). to this end, teachers must have an adequate assessment literacy level to properly assess students' learning outcomes (deluca et al., 2015; koh, burke, luke, gong, & tan, 2017; luthfiyyah et al., 2020; popham, 2011; zulaiha, mulyono, & ambarsari, 2020). studies concerning assessment literacy (henceforth al) have been appearing in education literature since 1990s (stiggins, 1991). since then, many scholars have proposed the meaning of al. one of them defined al as the ability of teachers to properly design, select, interpret, and use the assessment results for educational decisions (quilter & gallini, 2000). a literate teacher can incorporate assessment with teaching (pastore & andrade, 2019); hence they are able to draw accurately and efficiently students' achievement as well as to communicate the assessment results to the relevant stakeholders (scarino, 2013). therefore, it seems that al reinforces teachers' assessment practices substantially influence the students' learning quality (coombs, deluca, lapointe-mcewan, & chalas, 2018). though al is perceived as a central core in language teaching, some researchers (al-bhalani, 2019; muhammad & bardakçi, 2019; yamtim & wongwanich, 2014) found that teachers' assessment skills are generally weak. similarly, stiggins (2001) states that he noticed unacceptably low levels of al among teachers and administrators in schools. he also saw that assessment illiterate resulted in inaccurate assessment for students and would prevent them from reaching their full academic potential. the results from several empirical studies also found that there was a mismatch between teachers’ knowledge and skills (jannati, 2015; lam, 2014; luthfiyyah et al., 2020; zulaiha et al., 2020) and more knowledgeable for summative assessment rather than formative assessment (deluca & klinger, 2010). lam (2019) confirmed that teachers in his study had fundamental knowledge about cba more than the theories of reliability and validity. furthermore, this study also found that despite the teacher had good knowledge of cba, the assessment practice was not more than grading activities. additionally, some other researchers even point out some teachers knew only a limited set of language testing terminologies for their practical use (vogt & tsagari, 2014). hence, those problems urged this research to explore teachers' assessment literacy, especially in terms of cba practice in different settings. although many researchers have conducted studies in the field of al, similar studies in indonesian context are still underexplored. this is due to al is still a relatively new concept in language assessment (bahtiar & purnawarman, 2020). puspawati (2019) investigated teachers’ language assessment literacy in a higher education context. the findings showed that the teachers had a sound understanding of language assessments' knowledge, skills, and principles. furthermore, prasetyo (2018) researched a student-teacher experience of teaching practice in one of the senior high schools in yogyakarta. it was found that the teacher got more experience in administrative tasks than guidance in teaching and assessment. bahtiar & purnawarman (2020) investigated language teachers’ assessment literacy, perceptions, and experiences in assessing students. the participants were teachers in junior and senior high school. thematically, the results showed that most of the teachers do not know the term of al, and they still need training to improve their assessment ability. then, a case study research by saputra, hamied, & suherdi (2020) attempted to examine trajectory teachers who enrolled in a professional learning community (plc) project. findings showed that the plc broadened teachers’ understandings of al and the use of authentic assessment in practice. the last, more recent studies by luthfiyyah et al. (2020) and zulaiha, et al. (2020). luthfiyyah et al. (2020) examined junior and senior high school teachers, while zulaiha, et al. (2020) examined only junior high school teachers. both studies investigated the alignment of teachers’ perception of cba and their classroom practices quantitatively. based on the previous studies in indonesian context, a survey study on efl secondary teachers’ assessment literacy especially in term of classroom practice seems rarely discussed from such empirical studies. therefore, this study intends to fulfill the gap focusing on surveying teachers' assessment literacy with the coverage of the study deals with teachers' self-perceived on classroom-based assessment practice in terms of the basic principles of cba proposed by shim (2009), i.e., planning, implementation, monitoring, as well as recording and dissemination. in particular, this study was aimed to address three research questions: (1) is english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 17 there any significant relationship between efl teachers' perception of the basic principles of cba and their self-perceived on their own practice, (2) how efl secondary teachers’ self-perceived the basic principles of assessment with their own practice of cba? and (3) to what extent do the teachers perceive their classroom assessment practice? the growing interest in studies of al has resulted in a wealth of research conceptualizing and providing insight into understanding it. many scholars also attempted to define the meaning of al and developed measurements in assessing teacher assessment literacy. the main concept of al and studies on it are floored below. the term assessment literacy was firstly coined by richard stiggins almost thirty years ago in terms of assessment literate person characteristics. he argued that an assessment-literate educator realizes that effective instruction, learning, and assessment are to reach high-quality education, and they act assertively to prevent unsound assessment (stiggins, 1991). however, stiggins did not provide a clear definition of assessment literacy. he then portrayed teachers who are assessment literates know what they assess, why they do so, how best to assess the achievement of their students' interests, how to generate sound samples of students' performance, what can go wrong, and how to prevent those problems before they occur (stiggins, 1995). since then, assessment literacy has become a term commonly used by scholars and researchers trying to conceptualize the meaning of assessment literacy further. for instance, davies (2008) suggested the combination of the practical (the skills) with the descriptive (the knowledge) and the theoretical (the principles) for assessment literacy. skills describe the practical know-how in assessment and construction, and knowledge to the relevant background in measurement and language description (davies, 2008; see also fulcher, 2012) and principles concern the proper use of language tests, their fairness, and impact, as well as questions of ethics and professionalism, necessitating consideration of the growing professionalism of language testing, language testers' responsibilities and the impact of their work on a variety of stakeholders, as well as the ethical choices they must make (davies, 2008). similarly, webb (2002) defined al as the knowledge for assessing what students know and can do, interpreting the results from these assessments, and applying these results to improve student learning and program effectiveness. moreover, quilter & gallini (2000) defined al as the ability of teachers to properly design, select, interpret, and use the assessment results for educational decisions. mcmillan (2001) in pastore & andrade(2019) defined teachers with a robust background in the assessment are well-positioned to integrate assessment with instruction so that they employ appropriate forms of teaching. otherwise, (koh et al., 2017) affirms that teachers’ assessment literacy refers to their demonstrated understanding of the principles behind selecting and designing tasks, judging student works, and interpreting and using assessment data to support student learning. taylor (2009) also described al as stakeholders' ability to use assessment to fulfill both learning and grading purposes. from the sociocultural lens, willis, adie, & klenowski (2013) offered the definition of al as a dynamic, context-dependent social practice that involves teachers articulating and negotiating classroom and cultural knowledge with one another and with learners in the initiation, development, and practice of assessment to achieve the learning goals of students. as the theories have been mentioned above, it can be seen that al is constructed by some aspects, including knowledge, skill, practice, and interconnecting with other aspects such as experience, sociocultural, personal beliefs, and others that can improve both learning quality and teaching instruction. the following will discuss cba. meanwhile, chappuis & stiggins (2020) describes cba as an assessment carried out in the classroom by the teachers with formative assessment use day-to-day to gain its primary focus on the ongoing improvement of learning for all students. as a result, the terminology of assessment for learning (afl) is used for assessment practices that are ongoing processes and take place during a lesson (deluca et al., 2015) or using assessment information (e.g., self, peer, or teacher feedback) to support learning (lam, 2019). assessment as learning (aal) is typically considered a subset of afl, emphasizing learner capacity to review and improve learning metacognitively via reflection and self-assessment (lam, 2019). while, an assessment practice that serves an evaluative function (summarizing and judging student learning) at the dewi aria, didi sukyadi, & eri kurniawan teacher assessment literacy: indonesian efl secondary teachers’ self-perceived on classroom-based assessment practice 18 end of a unit or term refers to as assessment of learning (aol) (lam, 2019). in afl, both teacher and learner use cba information to modify teaching and learning activities. by applying the principles of afl, teachers will get the effects that high-quality and formative assessment can have on student achievement (chappuis & stiggins, 2020). in addition, chappuis, stiggins, chappuis, & arter (2014) defined classroom-based assessment literacy (henceforth cbal) as the knowledge and skills needed to be required by the teacher to gather accurate information about student achievement and use the assessment process and its results effectively to improve student's achievements. in addition, deluca & klinger (2010) argued that a cba literate employs various pedagogical techniques, including self and peer assessment, modeling various learning levels, offering continuous descriptive feedback, and establishing student-friendly expectations and assessment criteria to encourage focused and meaningful learning. lan & fan (2019) summarized the cbal mainly includes the skills in designing, developing, and evaluating tests critically, using other assessment methods, grading and scoring assessment as the basis of knowledge, and the last, skills in interpreting and communicating the assessment results. from the research undertaken in cba, there is a need for constant professional development for stakeholders (language teachers) to be up to date with the challenges and expectations that arise in cba, which highlights the level of tal (vogt et al., 2020). regarding the level of tal, bybee (1997), as expanded by kaiser & willander (2005) and pill & harding (2013), identified and described it into five categories; a) illiteracy (ignorance of language assessment concepts and methods); b) nominal literacy (understanding that a specific term relates to assessment, but may indicate a misconception); c) functional literacy (sound understanding of basic terms and concepts); d) procedural and conceptual literacy (understanding central concepts of the field, and using knowledge in practice), and e) multidimensional literacy (knowledge extending beyond ordinary concepts including philosophical, historical and social dimensions of assessment). before elaborating on teacher perception, standards for teacher competencies in student assessment are discussed in the following section. to be assessment literate, teachers not only need to be knowledgeable and skilled in different areas of assessment, they need to use appropriate assessment methods that maximizes benefits for both students and teachers. in 1990, aft, ncme, and nea (pastore & andrade, 2019; xu & brown, 2016) developed a set of teacher competencies in assessment called standards for teacher competence in educational assessment of students, herein known as the standards. there were seven standards that teacher should be skilled in: (1) choosing assessment methods appropriate for instructional decisions. (2) developing assessment methods appropriate for instructional decisions. (3) administering, scoring, and interpreting the results of both externally produced and teacher-produced assessment methods. (4) using assessment results when making decisions about individual students, planning teaching, developing curriculum, and school improvement. (5) developing valid pupil grading procedures that use pupil assessments. (6) communicating assessment results to students, parents, other lay audiences, and educators. (7) recognizing unethical, illegal, and otherwise inappropriate assessment methods and uses of assessment information. (aft, ncme, & nea, 1990). the standards are the most widely cited in studies of teacher competence and have served as the basis for instruments to measure teacher competence in assessment (deluca et al., 2015). two instruments which have been empirically tested and offer reports of reliability and validity, namely the teacher assessment literacy questionnaire (talq) and the assessment practices inventory (api). in addition, many studies use adaptations of these instruments to measure assessment literacy. for instance, a study conducted by braney (2010) and howell (2013) used api revised version called apir, quilter & gallini (2000) used only 21 of 35 items of talq in their study. in a very different study of tal, wang, wang, & huang (2008) developed a web-based model and investigated its effectiveness at promoting tal, and shim (2009) presented four stages in teachers’ cba; planning, implementation, monitoring, and recording and disseminating. further discussion related to teacher perception. teacher perceptions of assessment are seen as an internal guiding framework on how teachers perceive the purposes and use the assessment in english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 19 relation to their beliefs (xu & brown, 2016). therefore, it should be taken into consideration. the processing of a person's perception is connected with the person's conception, expectation, and knowledge which also influence his/her perception. studies reported that teachers’ assessment conceptions had influenced their assessment practices (coombs et al., 2018; lam, 2019; luthfiyyah et al., 2020). xu & brown (2016) categorized into two dimensions of teacher conceptions of assessment; cognitive and affective dimensions. cognitive refers to the teacher’s perception towards assessment purposes (assessment of/for/as learning). in this case, studies (brookhart, 2011; deluca et al., 2015) revealed that teachers tend to be more skillful and confident in performing assessment of learning (aol) than assessment for/as learning (af/al). otherwise, the affective dimension points to teachers' emotions towards assessment (lam, 2019). some teachers have a definite system belief of assessment (e.g., assessment can improve students' learning), and others do not (e.g., assessment is irrelevant, or the scoring methods is hard to do) so they did not particularly favour the assessment. teacher's experiences in assessment practices in the classroom can impact the way they view the assessment in recent times (vogt & tsagari, 2014). consequently, teachers who have positive conceptions about assessment may find some merits from assessment practices, while the negative conceptions may resist or upset in practicing assessment (vogt & tsagari, 2014). thus, how teacher perceived the assessment is basic in assessment practices. method this study employed descriptive survey research. it aims to describe, compare, contrast, classify, analyze and interpret an individual or a group's beliefs, point of view, or practice about a particular issue (creswell & creswell, 2018; hamied & malik, 2017). in this study, descriptive survey research utilizes to depict how efl secondary teachers’ self-perceived on the basic principles of assessment and their own practice in cba. an online survey was conducted as remained the best way to collect the data during the pandemic covid19. other benefits include saving both time and money for the researcher. forty-eight efl secondary teachers willingly participated in the online survey. they are teachers from senior and vocational high schools in riau. most participants were female (n=79.17%) aged between 31 and 35, with more than 11 years of teaching experience. table 1 briefly describes the participants’ demography includes gender, age, and teachers’ ownership of competence certificates, and teaching experiences. since this study was a small scale, the current study cannot represent or generalize the view of all efl teachers in indonesian context. table 1. demography data of the participants demography category n % gender female 38 79.17 male 10 20.83 age 26 – 30 years old 6 12.50 31 – 35 years old 23 47.92 > 35 years old 19 39.58 competence certified 30 62.50 non-certified 18 37.50 teaching experience < 3 years 0 0.00 3 – 10 years 17 35.42 11 – 20 years 28 58.33 > 20 years 3 6.25 the questionnaire was adapted from shim (2009). it comprises three sections to examine participants' demographic information, teachers' perceptions of the basic principles of cba, and self-perceived on their own practice, consisting of 80 statements (40 items regarding teacher perceptions and the rest related to teacher selfperceived on their own classroom practice) with four likert scales from “strongly agree” to “strongly disagree,” typed in google form. the questionnaire covers four sub-aspects based upon classroom-based assessment procedural principles, i.e., teachers' practice of planning, implementation, monitoring, and recording and dissemination. this questionnaire was translated in indonesia; hence it is necessary to check the validity of the instrument. pearson product moment was used to check the instrument item's validity. the result showed that all items were valid with the r > .284 (n=48, sig. 5%). the online questionnaire was then distributed through whatsapp teacher group, known as musyawarah guru mata pelajaran (mgmp). the question items were tested on ten teachers to check the items' validity and reliability before they are distributed. dewi aria, didi sukyadi, & eri kurniawan teacher assessment literacy: indonesian efl secondary teachers’ self-perceived on classroom-based assessment practice 20 the data obtained from the questionnaire were tabulated and analyzed statistically using spss to calculate the frequency, mean (m), and standard deviation (sd) of all the questionnaire items. after screening and selecting the data, descriptive statistics were calculated to respond to the aforementioned research questions. results and discussion results the results of this research were arranged under three research questions. beforehand, the questionnaire findings also revealed that most teachers performed the assessments more than three times each semester. table 2 below presents the descriptive statistic of assessment frequencies that the teacher has done in one semester. table 2. frequencies of assessment done by the teacher each semester once two times three times more than three times total 3 5 8 32 48 6.2 10.4 16.7 66.7 100% it was seen that more than 60% of teachers performed the assessment tasks more than three times. it indicated that assessment practices were teachers' normal routine activities in their english classroom. the questionnaire findings also revealed that more than 64% of teachers constructed the assessment by themselves. this number indicated that the teacher might have had difficulty finding ready-serve assessments or perceived the assessment material they found questionable for their classroom. the relationship between efl teachers' perception of the basic principles of cba and their selfperceived on their own practice. to answer the first research question concerning the correlation between teachers' perceptions of principles of cba and their self-perceived on their own practice was run by pearson correlation. the results were displayed in table 3. table 3. the correlations between teachers' perceptions and their practices teachers’ perceptio ns teacher s’ practice s teachers’ perceptio ns pearson correlation 1 .706** sig. (2-tailed) .000 n 48 48 teachers’ practices pearson correlation .706** 1 sig. (2-tailed) .000 n 48 48 **. correlation is significant at the 0.01 level (2tailed). as seen in table 3 above, there was a significant relationship (𝜌<0.01) between teachers' perceptions of the classroom-based assessment principles and their self-perceived on their own practice. in addition, there was a positive relationship which indicated that teachers' perceptions reflect on what and how they did in classroom assessment practice. how efl secondary teachers’ self-perceived the basic principles of assessment with their own practice of cba. furthermore, to assess the second research question regarding how efl secondary teachers selfperceived the basic principles of assessment with their own practice in cba according to shim's classroom-based assessment principles, the summary of descriptive statistics was shown in table 4 below. table 4. a summary of descriptive statistics of assessment literacy competences n mi n max mean convers (100) teachers’ perceptio ns 48 129 168 151.5 90.2 teachers’ practices 48 105 168 147.0 87.5 total n (listwise) 48 the average score of teachers' perceptions on the principles of classroom-based assessment based on the table above (𝛭=151.5) or after converting (𝛭=90.2) was more than satisfactory. in addition, the average score of teachers' practice (𝛭=147.0) or after converting (𝛭=87.5) was also satisfied. furthermore, the average score of those two variables was 88.85. the statistics showed that efl english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 21 secondary teachers’ perceptions and the way they perceived their own practices of cba in this study were on the procedural and conceptual literacy level based on bybee's categories as expanded by kaiser & willander (2005) and pill & harding (2013). the level indicates that the teachers seemed to understand the concepts of the classroom-based assessment principles and use their knowledge in practice. to what extent do the teachers perceive their classroom assessment practice? to elaborate the answer of research question 3 regarding what extent the teachers perceive their classroom assessment practice, it was demonstrated as follows. table 5 presents teachers’ planning in cba practice. table 5. teachers’ classroom practice of shim’s planning assessment principles q propositions m sd q16 i make sure that all students are given the same learning opportunities in their classroom 3.79 .410 q17 i make sure that assessment is not affected by students’ personal characteristics such as gender, appearance, and economic and social background. 3.73 .449 q7 assessments (tasks) are meaningful to the students. 3.67 .519 q12 assessment focuses on students’ progress and achievement rather than on comparisons between the students in the classroom. 3.67 .476 q8 assessment (tasks) is designed in such a way as to obtain information about what students know at that particular time. 3.63 .489 q14 i receive advance ‘informed consent’ from the students or their parents with regard to carrying out the assessment. 3.62 .570 q6 assessment (tasks) is related to what the students do in real class time. 3.56 .542 q13 i give the students advance notice, so that the students are able to prepare for the assessment. 3.54 .582 q4 i balance the attainment targets with the students’ needs when i design the assessment 3.52 .652 q3 i consider what the students’ needs are when i design the assessment. 3.50 .715 q9 assessment (tasks) is designed in such a way as to obtain information about what students can do at that particular time. 3.50 .546 q2 i consider the standards or attainment targets which the curriculum requests when i design the assessment. 3.48 .583 q11 the appropriateness of assessment (tasks) are checked by calling for peer comment or with reference to published guidelines (if these are available). 3.46 .544 q1 i first identify the purpose of the assessment when i design the assessment. 3.46 .771 q5 i use assessment specifications when i carry out the assessment. 3.46 .544 q10 assessment (tasks) is designed in such a way as to obtain information about students’ potential to use the language effectively. 3.42 .539 q15 i respect the privacy of the students and guarantee confidentiality. 3.04 .824 from table 5 above, the propositions q16, q17, q7, and q12 obtained the highest score (m>3.65), indicating that teachers perceived cba tend to focus on students’ progress rather than grading and comparing students. the results also indicated that teachers avoid discrimination against students. however, little concern was given to proposition q15, showing that teachers less respect students’ privacy and confidentiality. table 6 below describes teachers’ implementation of the cba principles. table 6. teachers’ classroom practice of shim’s assessment implementation principles q propositions m sd q24 assessment (tasks) processes are completed within a manageable time considering the given context. 3.58 .498 q20 students understand the desired outcome of the assessment (tasks). 3.56 .580 q23 i give students immediate feedback after they complete each assessment (task). 3.54 .504 q18 i inform the students of the reasons why they are being assessed. 3.50 .652 dewi aria, didi sukyadi, & eri kurniawan teacher assessment literacy: indonesian efl secondary teachers’ self-perceived on classroom-based assessment practice 22 q22 i provide students with an opportunity to monitor their own work while they are performing the assessment (tasks). 3.48 .583 q21 students are supported when they have a problem hindering their completing the assessment (tasks). 3.46 .683 q19 i explicitly instruct the students how to do the assessment (tasks). 3.44 .580 from table 6 above, propositions q24 and q20 obtained the highest mean score in this stage (m=3.58 and m=3.56), indicating the teachers strongly agree that assessment is done within a manageable time and the students should know the desired outcome of the assessment they did. however, proposition q19 indicates the teachers less agree that the students need explicit instruction. table 7 presents the survey findings regarding teachers’ perceived their own practices on monitoring assessment principles. table 7. teachers’ classroom practice of shim’s monitoring assessment principles q propositions m sd q30 i use the results of assessment positively not negatively 3.77 .425 q31 i make assessment a part of teaching and learning. 3.77 .425 q29 i use the results of assessment for revising my teaching. 3.67 .519 q25 i construct a marking system as a part of the whole assessment process. 3.63 .489 q33 the overall feedback enables students to know how to improve their work and take their learning forward. 3.54 .504 q28 i mark the students’ performance consistently. 3.52 .583 q26 marking criteria are connected with the aims of the assessment and the learner’s characteristics in a given context. 3.50 .583 q34 the whole process of assessment is consistent in terms of procedure and administration. 3.40 .536 q36 i monitor the misuse of the overall consequences of the assessment as a tool of power. 3.31 .719 q27 i let students have detailed information about the marking criteria. 3.27 .818 q35 the process of assessment is supported by the involvement of the parents. 3.15 .684 q32 i share the findings of assessment with other teachers 3.08 .767 table 7 above showed that the four propositions (q30, q31, q29, and q25) achieved the highest scores, indicating that teacher did the assessment for learning; the assessment is used to improve learning both students and teachers. the students used the result to improve their learning, while teachers used the result of cba to improve and revise their teaching. however, teachers’ responses to q32 suggest that teachers preferred not to share their assessment findings for certain reasons with other colleagues. the findings concerning teachers’ self-perceived their own practices on recording and dissemination assessment principles are presented in table 8. table 8. teachers’ classroom practice of shim’s recording and disseminating assessment principles q propositions m sd q38 i am aware of my responsibilities for the output of my professional work. 3.79 .410 q39 local or nationwide report systems about the students’ progress and achievement are provided. 3.58 .539 q37 i consider students’ rights as assessment takers; they must never be harmed by the assessment. 3.56 .681 q40 my schools develop their own report system of students’ progress and achievement 3.48 .583 q42 a formal review of a student’s progress and achievement is reported to the local education authority and the central government 3.27 .610 q41 i am involved in the development of the report system at all levels. 3.10 .722 table 8 shows that the teachers generally agreed to all propositions presented. proposition q38 had the highest score (m = 3.79, sd = .410), with the lowest proposition q41 (m = 3.10, sd = .722), english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 23 indicating that the teachers strongly believed that assessment becomes the responsibilities of their professional work and they less agreed that they should be involved in reporting at all levels, perhaps they thought that they did not teach at all levels. discussion this study surveyed efl secondary teachers’ perceptions of cba principles and their selfperceived on their own cba practice. there was a significant relationship between teachers' perceptions of cba principles and their selfperceived of their own practice. this is aligned with the idea of some scholars (coombs et al., 2018; lam, 2019; luthfiyyah et al., 2020), who believed that teachers’ assessment conceptions had influenced their assessment practices. the questionnaire results also indicated that teachers had an excellent understanding of the cba concepts and using their knowledge into practice. as a whole, the current study indicated that teachers seemed to practice assessment for learning, in which most teachers conducted assessments to support students’ learning and using the results as feedback to improve and revise their teaching. teachers also tried to be transparent regarding the desired outcome of the assessment would be done. the teachers also realized that assessment activities are the responsibilities of their professional work. moreover, these results were consistent with the findings of jannati (2015) and zulaiha et al. (2020) that some teacher focused on improving their teaching and monitoring students’ progress, while others still viewed assessment merely as a tool for measuring or scoring students’ achievement (learning outcome). however, findings revealed that teachers had better respect students’ privacy and maintain students’ confidentiality in relation to assessment results. it is aligned with the idea of maccarthy (2014) that test scores could be considered “sensitive” confidential information. therefore, the teachers must be able to use the results of the assessment positively. conclusion in general, the teachers in this study appeared to be literate and excellent in understanding the concept and using it in practice. however, a question remains as to whether their practice in the classroom was excellent. therefore, future programs and research should be directed toward classroom-based research on how the cbal can improve students' learning, especially involving four language skills and improving the quality of teacher instructions. document analysis and classroom observation are also deemed necessary in future research. this study also had some limitations on the number of participants due to time constraints and resources as well as the setting of the study, which involved only efl secondary teachers in one province. despite these limitations, the findings of this study could contribute to a better understanding of teachers’ assessment literacy in their particular context as they intensively interact with relevant assessment materials and assessment stakeholders. references al-bhalani, s. m. 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(2020). an investigation into efl teachers’ assessment literacy: indonesian teachers’ perceptions and classroom practice. european journal of contemporary education, 9(1), 189–201. https://doi.org/10.13187/ejced.2020.1.189 dewi aria, didi sukyadi, & eri kurniawan teacher assessment literacy: indonesian efl secondary teachers’ self-perceived on classroom-based assessment practice 26 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 237 exploring efl learners’ agency in online english language teaching during the covid 19 pandemic tedi rohadi english language teaching department, tarbiyah and teachers training faculty iain syekh nurjati cirebon e-mail: tedirohadi@syekhnurjati.ac.id listiana ikawati english language teaching department, tarbiyah and teachers training faculty iain syekh nurjati cirebon email: listiana.ikawati@syekhnurjati.ac.id muhsiyana nurul aisyiah english language teaching department, tarbiyah and teachers training faculty iain syekh nurjati cirebon email: muhsiyana.na@syekhnurjati.ac.id apa citation: rohadi, t., ikawati, l., & aisyiah, m. n. (2023). exploring efl learners’ agency in online english language teaching during the covid 19 pandemic. english review: journal of english education, 11(1), 237-252. https://doi.org/10.25134/erjee.v11i1.6801 received: 19-10-2022 accepted: 27-12-2022 published: 28-02-2023 introduction for students to succeed in the modern world, which is characterized by the fourth industrial revolution and society 5.0, it is crucial that they not only have the theoretical knowledge necessary, but also the skills that are in demand on the job market. research shows a gap between the skills learned in higher education and those actually needed in the workforce (lauder & mayhew, 2020; okolie, nwosu, and mlanga 2019; malik, 2018). recent scholarship emphasizes the importance of personal agency as a central aspect of professionalism (bush et al., 2017; grainger et al., 2019; jääskelä et al., 2017), with rising expectations for abilities like creativity, collaboration, critical thinking, and communication. (ghafar, 2020; van laar et al., 2017). moreover, agency is seen as a crucial strategy for adapting to change and uncertainty in the professional realm, playing a significant role in ongoing learning (su in jääskelä et al., 2017). in the current era characterized by technological advancements and innovation, it is crucial for graduates to have both practical and theoretical knowledge to meet the demands of the modern job market. however, studies indicate that there is a significant disparity between the skills that higher education equips graduates with and those required by employers (altbach & de wit, 2017; beerkens et al., 2021; de boer et al., 2017). therefore, there is an increasing need to cultivate as well as additional abilities like creativity, collaboration, critical thinking, and communication to bridge this gap (world economic forum, 2020). abstract: this qualitative descriptive study intends to investigate how student agency skills were affected by online efl instruction during the covid-19 epidemic, as well as how it would have affected future learning and teaching. the study focuses on pre-service student teachers in indonesia, aiming to equip them with the necessary skills for academic success and the modern job market. the results show that learners' agency was essential to their adjustment to the online learning environment, especially when taking into account elements like choice, fairness, participation, interest, motivation, self-efficacy, teacher support, and peer support. moreover, the study highlights the importance of fostering student agency in efl teaching and learning activities, which not only provide content-based learning but also create collaborative language learning environments that empower learners to utilize a variety of online resources and tools. overall, this study provides insights into the effective implementation of online language education during unprecedented times while emphasizing the importance of student agency for successful efl learning and teaching. keywords: agency; efl; learners agency; online-efl teaching and learning; technology-enhanced language learning. tedi rohadi, listiana ikawati, & muhsiyana nurul aisyiah exploring efl learners’ agency in online english language teaching during the covid 19 pandemic 238 personal agency is one such skill that is crucial for graduates to succeed in the workforce (jääskelä et al., 2017; su in jääskelä et al., 2017). personal agency enables individuals to take control of their lives, set goals, and take responsibility for their actions. it also allows individuals to adapt to change and uncertainty in the professional realm, which is essential in today's rapidly evolving job market. recent scholarship has highlighted the importance of personal agency as a central aspect of professionalism (billett, 2019; grainger et al., 2019; jääskelä et al., 2017). higher education institutions must recognize the need for personal agency development and incorporate it into their curricula (billett, 2019; jääskelä et al., 2017). this can be achieved through various methods, such as experiential learning, reflective practices, and self-directed learning (billett, 2019; harri-augstein & thomas, 2017; moon, 2013). these methods help students to develop self-awareness, self-regulation, and self-efficacy, which are critical aspects of personal agency (jääskelä et al., 2017). in late 2019, the world underwent significant transformations as the workforce becomes more technologically advanced. people from all across the world experienced dramatic lifestyle changes, uncertainty, and persistent fear. offices, schools, and universities were forced to shut down (ali, 2020; patricia aguilera-hermida, 2020; yavani et al., 2022). for approximately two years, indonesian students at all educational levels studied from home due to pandemic-related restrictions (setiawan, 2020). within higher education, both faculty and students had to quickly adjust to these changes, including those in english departments (rahayu & yusuf, 2021). face-to-face meetings were replaced by online classes that heavily depended on the internet and digital technologies (firmansyah et al., 2020). students accessed their coursework through whatsapp groups, google classroom, moodle, and other platforms (wijayanti et al., 2020). in this learning environment, lecturers provided learning resources and guidelines, while students were expected to take charge of their own education (kuswanto et al., 2020). they were encouraged to find additional learning resources, read assigned materials within a specific timeframe, and manage their own assignments. online classes necessitated students to direct their own learning, which required a sense of 'agency' (rahayu & yusuf, 2021). according to van laar (2017), learner agency refers to the capacity to take action, which is influenced by various contextual factors such as social, interactional, cultural, and institutional factors. he also highlights three key aspects of learner agency: (a) the ability to take initiative and self-regulate, (b) a reliance on the context in which learning occurs, and (c) an awareness of one's responsibility for their actions within the environment in which learning takes place. jiang and zhang (2019) and other researchers define learning agency as the capacity to act, which is influenced by sociocultural factors. from an educational perspective, learner agency involves external and internal factors that contribute to decision-making and taking responsibility for learning (marín, de benito crosetti, & darder in martel and garcías, 2022). in their systematic literature review, marín et al. (2022) proposed a student agency as a paradigm when implementing technology-enhanced learning (tel) in higher education, providing frameworks that relate student agency with tel. figure 1. a model approach to the dimensions of student agency in tel within higher education (marín et al., 2022) english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 239 the significance of student agency in technology-enhanced language learning (tell) during the covid-19 pandemic has been recently brought to light by research. for instance, a study by wang et al. (2021) discovered that online tell gave students the chance to be in charge of their education, make decisions, and collaborate with peers. another study by kukulska-hulme et al. (2020) emphasized the need for learner autonomy and agency in tell, especially during times of disruption like the pandemic. however, it is also important to consider the challenges and limitations of online tell. for instance, some studies have noted that learners may experience a lack of motivation or engagement in online learning settings (sun et al., 2021; yildirim et al., 2021). furthermore, issues of equity and access may arise, particularly for learners from disadvantaged backgrounds (warschauer & matuchniak, 2010). to address these challenges, researchers have proposed various strategies for promoting learner agency in online tell. these include the use of gamification and other motivational techniques (kapp, 2012), the integration of social media and other collaborative tools (kukulska-hulme & shield, 2018), and the development of learnercentered pedagogies (tynan et al., 2015). another study was carried out to look into the connection between student agency and technology-enhanced learning by knight and barbera (2018). they focused on learner's agency in computer-assisted language learning (call). their research findings reveal the presence of agency, specifically "directional agency," which pertains to navigational actions during language learning tasks (knight & barbera, 2018). according to marn et al. (2020), a variety of social software solutions provide students more agency by encouraging autonomy and participation in online communities where knowledge is co-created by students as they take on active roles and where ideas are exchanged. a number of agency dimensions related to learning are also identified by them, including learner autonomy, ownership of learning, self-regulation, learner control, engagement, motivation, reflection on learning, self-directed learning, student participation, logistical choices (technology, place, and time), and others. recent studies have also examined the value of technology-enhanced learning in fostering student agency and autonomy in a variety of educational environments, including al-samarraie et al. (2021) and nguyen et al. (2021). overall, current research highlights the importance of promoting learner agency in online tell during the covid-19 pandemic and beyond. while there are challenges and limitations to be addressed, there are also opportunities for innovation and pedagogical development in this area. the current research focuses on the development of student agency in technologyenhanced language learning, particularly among english department students who took online courses during the covid-19 pandemic. the study aims to address the gap in the literature on this topic by answering two main questions: (1) how did online learning during the pandemic contribute to the promotion of efl learners' agency? (2) what are the implications of the portrayal of efl learners' agency in online learning during the covid-19 pandemic for future learning practices? method the english language teaching department of a state islamic institute in cirebon, indonesia, used a qualitative research approach to examine the effects of online efl learning and teaching during the covid-19 epidemic on pre-service student teachers' understanding of student agency. purposive sampling was used to identify study participants, and online surveys with 20 items covering possibilities for choice, equality of treatment, involvement, interest and motivation, self-efficacy, teacher support, and peer support were used to gather data. 40 students, comprising 8 men and 38 women, who were high, average, and low performers and had taken two years of online courses, were given the survey using google form (marn et al., 2022). the gathered data were subjected to descriptive and visual analysis, and member checks were employed to guarantee the quality and reliability of the data. in keeping with the work of creswell (2014) and other specialists in qualitative research, the study aimed to increase student empowerment or agency and to track its impact on future language learning and instruction. with a focus on pre-service student teachers, the qualitative approach of the study allowed for a thorough comprehension of the complex phenomena of student agency in online efl learning and teaching during the covid-19 pandemic (jiang & zhang, 2019). however, based on data from students' language learning activities tedi rohadi, listiana ikawati, & muhsiyana nurul aisyiah exploring efl learners’ agency in online english language teaching during the covid 19 pandemic 240 in english language teaching for students preparing to become teachers, the study's restriction was focused on the topic of learner agency during the covid-19 pandemic (martel & garcas, 2022). however, the study's findings underline the value of encouraging student agency in efl teaching and learning activities, which is consistent with van lier's (2017) work and that of other academics who have emphasized the relevance of learner agency in the learning process. results and discussion in this study, the agency of students participating in online efl classes during the pandemic was examined. it made an effort to address two key issues: how online learning during the covid 19 pandemic aids in promoting efl learners' agency and what implications the portrayal of efl students' agency in pandemic-era online learning has for future efl learning. online learning during the covid 19 pandemic helps promote efl learners’ agency the survey's results are discussed in order to respond to the first research question. there are 20 statements in the survey, and they are divided into 7 agency factors. they include the ability to choose, fairness, engagement, interest, and motivation, as well as self-efficacy, teacher assistance, and peer support. the participants responded by selecting one of the four possible likert-scale options (strongly disagree, disagree, agree, and strongly agree) from a range of 1-4. following is a description of the findings for each factor. opportunities to make choices in online efl learning the questions about students’ opportunities to make choices are represented in two questions. they include how students choose their learning resources and ways to learn learning materials in online learning during the pandemic. the results are shown in the following figures. figure 1. students’ choices to determine the online resources in contrast, just a small percentage of students (10%) said they had no choice in the learning resources they used in their online courses during the covid 19 pandemic, according to figure 1. this feature is especially important for efl students nowadays because of the abundance of free authentic and non-authentic english learning resources available to them thanks to technological advancements. learning agencies enable efl students to take full advantage of the wealth of available language learning resources to accelerate their language acquisition. the results of this study are in line with earlier studies on the value of learner agency in language acquisition. jiang and zhang (2019), for instance, stressed the importance of learner agency in the growth of language competence since it empowers students to take charge of their education and engage in self-directed learning. in a similar vein, martel and garcas (2022) discovered that increasing student instructors' technological pedagogical topic knowledge is crucial for fostering learner agency in distant learning since it gives students the freedom to use technology to support their studies. research on the advantages of employing authentic and non-authentic resources in language learning also lends support to the study's findings. tomlinson (2012), for instance, made the case that using authentic materials increases learner motivation and engagement because it exposes students to language use in the actual world. similar to this, hafner and miller (2011) emphasized the advantages of non-authentic 40 answers english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 241 resources in fostering learner autonomy and selfdirected learning, such as online games and quizzes. in conclusion, this study's findings regarding the value of learner agency and choice in online efl instruction during the covid-19 pandemic are consistent with earlier findings regarding the advantages of learner agency, the use of authentic and non-authentic materials in language learning, and the significance of technology in fostering learner autonomy. figure 2. students’ choices to determine ways to learn the materials similar to the finding on students’ choices to choose the learning resources, most of the students also agreed that they had choices to determine ways to learn language learning materials in online courses during the covid 19 pandemic. in contrast, few students (15%) stated that they did not have choices to decide ways they used to learn the learning materials. allowing students to determine how they learn the materials could promote greater engagement and motivation. for efl learners, this freedom can foster a more collaborative and supportive language learning environment. with the right guidance, collaboration increases opportunities for students to use english as much as they can when interacting with their peers. this freedom also allows students to use english learning tools that can support their language learning goals. allowing students to determine how they learn certainly helps efl teaching and learning to stay current and relevant. online efl learning during the pandemic gives students more freedom to choose the learning resources and ways to learn the materials. this is in line with lebenicnik, et al. (as cited in arapova, 2020) who argue that varied learning resources that are available online enable students to make the most suitable educational setting for their personalized learning and choices. equal treatment in online efl learning in the survey, there is only one question representing the treatment students get in online efl learning during the pandemic which is about the equal treatment that students get from their lecturers. the result can be seen as follows. figure 3. lecturers’ equal treatment to students 40 answers 40 answers tedi rohadi, listiana ikawati, & muhsiyana nurul aisyiah exploring efl learners’ agency in online english language teaching during the covid 19 pandemic 242 figure 3 indicates that most of the students (50%) shared the same idea that their lecturers treated students equally in online learning during the pandemic. however, there were few students stated that they were not treated equally by their lecturers. an example of how power relations mediate students’ learning experience can be seen from the students that are not treated equally by their teachers due to teacher expectation effects (denessen, et al., 2020). participation in online efl learning four questions were formulated to know students’ participation in online learning during the pandemic. participation covers students’ chance to ask questions, give opinions, take responsibility by being active participants, have the willingness to participate, and have the courage to express different views. figure 4. students’ chances to ask questions based on the data above, it can be seen most students (50%) fully agreed with the statement that they had chances to ask questions and give opinions in online courses during the covid 19 pandemic. only very few students (10%) disagreed with the statement. figure 5. students’ chances to give opinions similar to the responses in the previous statement, the students agreed that they got more chances to share their opinions in online courses during the covid 19 pandemic. encouraging efl learners to ask questions and express their opinions could be helpful to improve their language skills. asking and expressing opinions require learners to use more nuanced language to explain their ideas and justify their point of views. this could eventually help learners to expand their vocabulary and improve their grammar to express their ideas in various contexts. 40 answers 40 answers english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 243 figure 6. students’ responsibility to be active participants figure 5 indicates that the majority of the students (50%) approved that they took responsibility by being active participants in online learning. on the contrary, a few students (27.5) argued that they did not take responsibility to be active participants. figure 7. students’ pleasure in taking initiative and collaborating in discussion the data presented in the figure aligns with the existing literature on the benefits of collaborative learning environments in efl education. many studies have emphasized that when students are encouraged to collaborate with their peers, they are more likely to engage in discussions and develop their language proficiency and confidence in utilizing the language. for example, li (2018) argued that collaborative learning can provide efl students with opportunities to communicate with peers, express their opinions, and negotiate meaning, which ultimately leads to improved language proficiency. moreover, collaborating with peers from diverse cultural and linguistic backgrounds can enhance students' intercultural communication skills, as noted by chen and chen (2018). they highlighted that by working with peers from different backgrounds, students learn to recognize cultural differences, adapt their communication style, and develop cultural sensitivity. figure 8. students' participation while having other obligations 40 answers 40 answers 40 answers tedi rohadi, listiana ikawati, & muhsiyana nurul aisyiah exploring efl learners’ agency in online english language teaching during the covid 19 pandemic 244 figure 8 demonstrates that the majority of students (52.5%) were willing to participate despite having other obligations. a few of them gave the opposite opinion that when they had other things to do, they were not willing to participate. figure 9. students’ courage to express different views on the learning materials the figure above reflects that most of the students (57.5%) are brave to share different opinions on the learning materials. nevertheless, a few of the students (27.5%) stated that they have no courage to share different opinions on the learning materials. the results of the survey on the participation factor indicate that online learning during the pandemic has made it possible for students to get more chances to express their ideas and to contribute more to class discussions. greeno (as cited in jääskelä, et al., 2017) points out that students’ changing involvement patterns are thought to affect how they regard themselves as learners, which influences how they take their learning ‘initiative and responsibility’. despite more chances available, a few students still found it difficult to commit to being active participants, to prioritize the courses, and to contest the learning materials. interest and motivation five significant factors are covered under the interest and motivation component. they consist of the students' motivation for learning, views on the course subject, desire to do well in the class, desire to learn the information, and persistence in learning. figure 10. students’ motivation to study in the course figure 10 indicates that the majority of students (50%) found that they were highly motivated to learn online learning during the pandemic. only 20% of the students responded that they did not have high motivation to study in the course. 40 answers 40 answers english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 245 figure 11. students’ opinions on the course contents regarding students’ opinions on the course contents, most of the participants agreed that the contents of the courses were interesting. a few of them, on the other hand, found that the contents of the courses were not interesting for them. figure 12. students’ desire to succeed in the course figure 12 indicates that most of the students have the want to be successful in the course. 47.5% of the participants expressed their strong agreement to the statement and 42.5% of the participants justified it by giving their agreement on the same statement. figure 13. students’ desire to learn in order to understand the materials in line with the previous statement, students’ want to study in order to understand the materials can be seen in figure 13 above. most of the participants agreed that they had the desire to learn in order to understand the materials better. 40 answers 40 answers 40 answers tedi rohadi, listiana ikawati, & muhsiyana nurul aisyiah exploring efl learners’ agency in online english language teaching during the covid 19 pandemic 246 figure 14. students’ persistence in learning figure 14 demonstrates students’ persistence in learning. most of the students (60%) agreed that they had persistence in online learning during the pandemic. online learning during the pandemic can be said to successfully improve students’ interest and motivation in learning. this will lead to their positive views on the learning materials, learning desire, and persistence in learning. a similar idea was stated by waryanto (as cited in fajri et al., 2021) that one of the benefits of online learning is it can increase students’ motivation and interest to learn. self-efficacy the factor related to students’ self-efficacy is addressed in two statements. they are students’ belief in their competences to succeed in the courses and to complete challenging tasks in the courses. figure 15. students’ belief in their competences to succeed in the courses figure 15 demonstrates that the majority of students (52.5%) strongly agreed that they believed they could use their competences to succeed in the courses. only few students (10%) stating their disagreement on the statement. figure 16. students’ belief in their competences to complete challenging tasks in the courses 40 answers 40 answers 40 answers english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 247 related to the previous statement, students’ beliefs on their competences to complete challenging tasks were also included. the results indicate that most of the students 52.5% believed they could use their competences to complete challenging tasks in the courses. in addition, if seen from the responses to the two statements regarding students’ self-efficacy, the number of students who disagreed with the statement was the same. it can be implied that those students giving their disagreements are the same. thus, students’ belief in their competence to succeed in the courses will reflect their efforts in using the competences to complete challenging tasks in the courses. students’ strong self-efficacy can promote well-being, motivation, and effort devotion. students with high self-efficacy tend to be happy, motivated, and dedicated to their work (jääskelä, et al., 2017). teacher support the teacher support factor is represented in two statements regarding lecturers’ positive attitudes to the students and students’ experience of being forced by their teachers. the result can be seen in the following figures. figure 17. lecturers’ positive attitudes to the students figure 17 represents lecturers’ positive attitudes toward the students. most of the students show positive responses to the statement. the same percentage of the students (47.5%) strongly agreed and agreed with the statement that they got positive attitudes from their lecturers. figure 18. students’ experience of being forced by their teachers despite the responses that students got positive attitudes from their lecturers, the responses on students’ experience of being forced by their lecturers indicate that the majority of the students (52.5%) experienced force from their lecturers. despite the positive support that students got from the lecturers, the majority of students claimed that they had experiences of being forced by their lecturers. this indicates that students’ learning motivation has not been maintained well. a similar idea is given by (ryan, r. m., & deci, 2000)ryan & deci (2019) stating that individuals’ ‘intrinsic motivation’ is sustained when they have the freedom to voluntarily act on something without any outside pressure. peer support besides peer support, one of the factors in agency also addresses how students support each other’s learning. the statements related to peer support 40 answers 40 answers tedi rohadi, listiana ikawati, & muhsiyana nurul aisyiah exploring efl learners’ agency in online english language teaching during the covid 19 pandemic 248 involve students’ learning support from their peer’s experience and students’ reciprocal assistance in dealing with learning difficulties. figure 19. students’ learning support from their peers’ experiences figure 19 shows that the majority of students (50%) approved that they could learn from their friends’ experiences. only very few students showed their disagreement to the statement. figure 20. students’ reciprocal assistance in dealing with learning difficulties the data in figure 20 show that most of the students (50%) agreed that they gave reciprocal assistance in dealing with each other’s learning difficulties. it implies that in online learning where students cannot involve in face-to-face interaction, they can still help each other’s learning difficulties. to practice agency, teacherstudents’ and students-students’ mutual relationships and students’ ability to collaborate are the key components (greeno; lipponen and kumpulainen; edward as cited in jääskelä, et al. 2017). in conclusion, online learning during the pandemic has given students more authority to develop their agency. the survey results indicate that most of the students gave positive responses to the statements regarding agency factors. in addition, the results also show that there are interrelated relationships between one factor of agency and another. for example, the students who feel that they are given more opportunities to make choices and teacher support in the learning process will be more motivated to learn and more confident to make use of their competences to take the initiative and participate in efl teaching and learning. however, to achieve a fruitful result, thorough development of agency domains by accommodating all related factors should be done. the survey results show that even if the lecturers already have provided more choices for students in learning when students still feel they are oppressed in the learning process it shows that the students have not fully developed their agency and their motivation may not be maintained well. in short, the potential of people to take purposeful, individuals-defined, useful, and self-directed action that is limited by power dynamics and structural, contextual elements is highlighted by these concepts of agency (jääskelä, et al., 2017). online learning during the pandemic which creates a learning environment for students that enable them to 40 answers 40 answers english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 249 express their preferences and actions to deal with their own learning problems and goals can promote students’ agency. implications of efl learners' agency during covid-19 for future efl education. the portrayal of efl learners' agency in online learning during the pandemic provides several insights for future learning, as explained below. students can achieve success if they cultivate their agency, which allows them to identify learning challenges, competencies, goals, and develop self-regulated learning strategies to accomplish their objectives. higher education curricula are increasingly focusing on empowering students to create their own learning environments and build their capacity for selfregulation, goal-setting, and responsibility acceptance (lebeničnik et al., 2015). efl training shouldn't just focus on mastering subject matter knowledge in order to promote agency. teachers must also give kids chances to develop and explore their agency. students can better develop their identities as learners and potential professionals in a learning environment that promotes involvement, influence, and acknowledgement of individual abilities, preferences, aspirations, and resources (marin et al., 2020). moreover, relational agency, one aspect of agency, addresses the power dynamics between teachers and students. these dynamics encompass not only teacher-student relationships but also student-to-student interactions. providing students with more choices is insufficient; educators must minimize pressure on students by nurturing their agency. by assisting students in developing their agency, they will be more willing to engage in the teaching and learning process, and oppressive elements can be eradicated. educators should establish learning environments that foster students' agency development. lipponen & kumpulainen (2011) argue that teachers require relational agency, which relates to their ability to collaborate and offer mutual support. finally, as the study participants were teacher candidates, it is crucial to develop their agency to serve as role models for their future students and share their experiences in agency development. the initial stage of teacher education should prioritize cultivating teacher candidates' agency (marin et al., 2020). agentic teachers play a vital role in educational changes, as agency is concerned with how individuals respond to challenging situations (toivola et al., 2022). overall, current research highlights the importance of promoting learner agency in online tell during the covid-19 pandemic and beyond. while there are challenges and limitations to be addressed, there are also opportunities for innovation and pedagogical development in this area. conclusion the self-reported questionnaire results suggest that the online efl learning and teaching relying heavily on the internet and digital technologies during the covid 19 pandemic encouraged students to develop a sense of agency. most preservice teacher students perceived that they were given choices to determine ways of learning the language and which learning resources they wanted to use. by having agency, students have the sense on how they can utilize the abundant english learning materials they can access for free as well as to use english learning tools to achieve their language learning goals. this is an important indicator of learners’ agency because at the heart of agency is the ability to make choices. the research results also suggest that online courses provided chances for students to receive equal treatment and participate in collaborative learning. collaborative learning activities are essential for efl learners as they allow them to practice using the learned language in authentic contexts. finally, for online courses to effectively foster the agency of efl learners, they must encourage students to assume responsibility for their own language learning, to set language learning objectives, to identify their own learning preferences and strengths, and to forge their identities as learners and 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(2021). the impact of online learning on students’ academic performance during the covid-19 pandemic: a case study. journal of educational technology systems, 49(1), 73-85. tedi rohadi, listiana ikawati, & muhsiyana nurul aisyiah exploring efl learners’ agency in online english language teaching during the covid 19 pandemic 252 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 359 why do themes matter? the teachers’ voices about thematic units for teaching english to young learners ivana nabilah qoriroh mujahidah english language education, graduate school universitas muhammadiyah malang, indonesia email: ivanamimanarulislam2017@gmail.com fardini sabilah (corresponding author) english language education department, faculty of teacher training and education universitas muhammadiyah malang, indonesia email: fardini@umm.ac.id rina wahyu setyaningrum english language education department, faculty of teacher training and education universitas muhammadiyah malang, indonesia email: rina@umm.ac.id apa citation: mujahidah, i. n. q., sabilah, f., setyaningrum, r. w. (2022). why do themes matter? the teachers’ voices about thematic units for teaching english to young learners. english review: journal of english education, 10(2), 359-370. https://doi.org/10.25134/erjee.v10i2.6237 received: 28-02-2022 accepted: 24-04-2022 published: 30-06-2022 introduction english continues to be taught as a foreign language in indonesia, where it was originally part of the national elementary school curriculum. however, since the implementation of the 2013 curriculum, english at the primary school level is no longer included in compulsory subjects and can be taught through extracurricular program. this is in contrast with the fact clarified by rixon (2019) that english has been a compulsory subject in primary school worldwide and it continues to be the medium of instruction. therefore, the exclusion of english subject in the compulsory curriculum provokes both positive and negative impacts for teachers. on the one hand, there is flexibility for the them to develop their own eyl curriculum. on the other, the absence of the government endorsed curriculum for teyl, they are challenged to develop their own eyl syllabi, learning materials, and evaluation (lestariyana & widodo, 2018). as matter of a fact, the wider arena for teachers of english in primary schools provided by the abstract: teaching english to young learners (teyl) in indonesia has been an intriguing field that there never been ending studies about it. as a locally-tailored school subject that can be local content or elective subject without curriculum guideline, english for young learners (eyl) program is carried out in various ways by the primary schools in indonesia. this present study aims to discover the essential role of implementing thematic model in teyl. this paper discusses a phenomenological investigation of five eyl teachers who employ thematic units for teaching the pupils in different cities of indonesia. graduated from english education department, all participants have been teaching young learners english more than five years and planning their teaching based on their students’ needs by utilizing themes. using semi-structured interview questions, the teachers were guided to explain their experience in valuing the themes for teaching english thematically, how to incorporating themes into teyl, and challenges in implementing eyl thematic units. the data were analyzed thematically to get the emerging themes which correspond to this research topic. the results revealed that teaching english thematically is critical for young learners as their english learning scaffolding to achieve language skills and ability to communicate in particular discourse. all participants agreed that their students enjoyed the eyl thematic activities for gaining new knowledge using english despites challenges faced by the teachers in preparing the lessons. keywords: teachers’ voice; teyl; thematic unit; themes. ivana nabilah qoriroh mujahidah, fardini sabilah, & rina wahyu setyaningrum why do themes matter? the teachers’ voices about thematic units for teaching english to young learners 360 government is not supportive for them to teach young learners (yls) english creatively. only some primary schools that conduct a need analysis before planning the eyl lessons and it affects the application of outmoded teaching learning process by vocabulary memorization, text translation, as well as teaching grammar in isolation. fathimah (2014) evidenced the practice of how the yls were introduced to english vocabulary by translating every single word into bahasa indonesia, then memorized them without experience in using them in various contexts. additionally, hawanti (2014) noted the previous situation existed because of the lack of school resources for running the eyl program and make the teachers used low quality textbook or workbook solely. it was a teachercentered learning that the activity focuses on exercises provided by the textbook or workbook. hence, these eyl program affect the unsatisfactory learning output of english to yls because of the absence of teachers’ awareness in considering the english veracity in everyday life. in the contemporary research of eyl, teachers are the actors of the teyl success because of their contribution in providing the learners meaningful and joyful activities. to respond the implementation of 2013 curriculum of indonesia, setyaningrum and purwati (2020) suggested thematic units to be adopted by linking the teaching materials with themes suggested by the curriculum for primary level. this suggestion is based on the rationales that teyl program should be centered on young learners’ linguistics exposure as well as unique agerelated needs age (parker & valente, 2019). moreover, topic-based/ task-based syllabus proposed by bourke (2006) as well as dörnyei and ushioda (2011) that provides the young learners experience to communicate effectively, acquire the language, engage in gradual reading introduction, as well as take part in topic-related unit activities for scaffolding around the language growth and development, was in line with shin and crandall (2014) who recommended thematic units for the sake of building a larger context for young learners’ language learning. in addition, themes could be appointed based on the students age (parker & valente, 2019), including animals, friends and family, or units revolving around a storybook, such as the very hungry caterpillar by eric carle, which includes food and the days of the week (shin, 2014). convincingly, rixon (2019) endorsed topic as an organizing-principles in young learners’ curricula in order to make the learning meaningful and interesting, as well as to provide the learners clear context for lexical sets to be introduced and practiced. some scholars also believed that themebased teaching for eyl is suitable with the 21st century learning (cameron, 2001, 2003; pratama, 2016) because integrating theme is claimed to better suit the way young children naturally learn. dealing with situation in indonesia, it is suggested to connect english and other curriculum context for the eyl program within modest time allotment (1 – 1,5 hours per week). therefore, johnstone’s (2019) concept could be adapted by endorsing thematic units for eyl program. by time limitations, teacher’s confidence in teaching, english language exposure, teaching materials, as well as authentic models, eyl teachers in indonesia need to instill the basic concept of teaching english through this experiential learning process using english. by thematic units, teachers are required to choose theme or topic to plan a range of teaching and learning activities and incorporate aspects such as mathematics, science, art, language, history, geography, and music. creative and innovative teyl that have been practiced were reported in the following scenes. empirical evidence, lestariyana and widodo (2018) showed that engaging activity for yls had been carried out to avoid textbook-based activities with test-oriented exercise, by making digital stories that are relevant to their daily life. furthermore, setyaningrum and purwati (2020) reported that the urgency of english for the pupils has encouraged the teachers in three schools surrounded by a well-known tourism destination of indonesia, to teach the young learners english thematically. exposure of using english contextually like in the real-life situation were provided for the students. they implemented “soft” content and language integrated learning (clil) for teaching english as a foreign language (efl). they urged to connect the existing regular lesson themes to english lesson as the background knowledge for students before learning english. the findings showed that the students engaged in the teaching and learning process by voluntarily practice to use english. more recently, waloyo, khoiriyah, & farah (2021) disclosed that cliltailored program in a primary school of indonesia was feasible to be conducted by integrating content, english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 361 supported by the ict platforms and the teachers scaffold their students learning by translanguaging. it is crystal clear that teyl should be planned carefully to be meaningful and engaging (rixon, 2019) lesson. themes for teyl were strongly suggested by the scholars from the previous research, however, the researchers hardly found the indonesian eyl teachers’ voices about the implementation of thematic units for their teaching. to fill the gap, this study aims at investigating the rationales of indonesian eyl teachers in employing thematic units, how they practice it in the teaching and learning process, as well as challenges that they face. most importantly, this research would promote the feasibility of thematic units’ adaptation for different primary education institutions in indonesia. method this phenomenological study was conducted since thematic units in teaching eyl is expected to accommodate the students’ needs of learning english. yin (2016); merriam and tisdell (2016) stated that in phenomenological study, the focus is participants’ description that they have in common as they experience a phenomenon. then, the description culminates in the essence of the experiences for several individuals who have all experienced the phenomenon. this design has a strong philosophical-underpinnings and typically involves interviews. thus, the data of this research were gained by in-depth semi-structured interviews to five teachers as research participants. furthermore, the researchers transcribed the interviews and grouped them based on the emerging themes to answer the research questions: 1) what are the urgency of themes for teyl?, (2) what classroom activities work well with yls?, and (3) what are the challenges encountered by the teachers? the participants of this study were selected based on the criteria designated by the researchers, such as educational background and experience in teyl. all participants agreed and obtained permissions for their school principals to participate in this phenomenological study because they had experience that they could share as the research data. the following table explains the participants’ demographic information. table 1. the participants’ demographic information n o na me gen der (f/ m) age (year ) education institution experie nce (year) 1. jy f 25 english education private primary school 5 2. zi f 25 english education private primary school 5 3. m a f 31 english education private primary school 8 4. ja f 28 english education private primary school 5 5. ih f 28 english education intensive english course for young learners 5 all of the participants were teaching in nongovernment institutions which had specific excellences including english as locally-tailored subject offered to all students. jy and zi were specialist teachers, teaching english across grades and using different approaches while teaching english thematically. both of them were lucky because the school also assigned them to develop module for their students so that all their teachings had been planned carefully. ja experienced teaching very young learners english when she worked at a kindergarten before shifting to teach english in an islamic primary school. ma experienced teaching thematic lesson in japan and she turned to be specialist teacher, teaching english across grades, once she was back to indonesia. different from other participants, ih owned her institution, teaching english to young learners across grades and providing the lessons based on the students’ needs. she offered the programs for beginners and advanced students. to gain the data for this study, semi-structured interviews questions were developed. by carrying out these interviews, the researchers got the opportunities to ask some extended questions to complete the participants’ answers. all of five participants were interviewed based on their availability, through various online platforms as well as face-to-face interview. jy and zi attended interview session on the 26th of july 2021 by a video conference. due to incomplete data gained from the interview sessions, they were also interviewed via text messaging on the 18th of august, 2021. ih had an interview session on the ivana nabilah qoriroh mujahidah, fardini sabilah, & rina wahyu setyaningrum why do themes matter? the teachers’ voices about thematic units for teaching english to young learners 362 29th of july 2021. meanwhile, ma and ja had a face-to-face interview session on the 3rd of august. the following table contains the questions asked to the research participants which were adapted from some sources (i.e. akyeampong, 2017; hawanti, 2014; irby, tong, lara-alecio, guerrero, guo, abdelrahman, & serrano, 2020; kilinc, 2016; murphy, haller, & spiridakis, 2019). table 2. primary questions for interview no. questions 1. do you think that thematic units are suitable for teyl? why or why not? 2. what are your opinions about implementing thematic units for teyl in teaching and learning activities? 3. how do you agree/ disagree about the effectiveness of activities based on the selected themes for teyl? 4. what factors influence your decision to use thematic units for teyl in your classroom? 5. how did you implement the thematic lessons for teyl in your teaching and learning activity? 6. how far are your thematic units’ implementation for teaching young learners in your classroom? 7. would you please mention the advantages of implementing thematic units for your eyl class dynamic? 8. what is the most challenging fact that you faced when implementing thematic units for teyl? 9. what factors make you give up implementing themes if you find they do not even fit your teaching at a certain point? 10. do you intend to continue using thematic units for teyl? in analyzing the data from the interviews, widodo (2014) proposed methodological considerations including (a) listening to talking data, (b) shaping talking data, (c) communicating talking data with an interpretative intent, (d) reproducing or (re)constructing talking data, and (e) building data credibility. by those considerations, the data from the interviews were transcribed and grouped based on the objectives of this research. they were analyzed thematically (saldana, 2013) in which the emerging themes were arranged and described as the research findings. moreover, the data credibility was built by member checking. birt, scott, cavers, campbell, & walter (2016) urged member checking by inviting all participants to attend a group discussion to check the data accuracy. result and discussion the findings revealed that out of all teachers as the participants of this study showed their positive attitudes towards thematic units for teyl. they consider thematic units are critical for providing the learners experience of using the language contextually. they also expressed their idea about linking the teyl with other subjects in order to relate their english learning with real life experience. significant challenges in implementing thematic lesson were showcased specifically by a lower grade (i.e. grade one) teacher because of the students limited background knowledge about english. thematic lesson for clear context of english lexical, grammatical features, and discourse for providing yls experience in using english contextually, shin and crandall (2014) suggested themes for teyl because of some reasons such as providing the yls with activities contextually, focusing the learning to communication on the other language structure as well as linking the lesson with other subjects. jy agrees the essence of implementing thematic units for teyl in association with the previous theories and confirms, “pembelajaran berbasis tema dalam pengajaran bahasa inggris akan memudahkan murid saya karena hal itu berhubungan dengan mata pelajaran tematik yang ada di kelas regular. tentunya, hal tersebut berbasis pada kurikulum yang ada di sekolah dasar. saya bisa mengeksplor berbagai macam mata pelajaran secara fleksibel berdasarkan kemampuan dan ketertarikan siswa dalam belajar” (jy, zoom, juli 26, 2021) “thematic lesson will ease my students to learn english because it is linked to their thematic regular lesson based on the indonesian primary school curriculum. i can explore various lessons flexibly based on the students’ ability and interest.” (jy, zoom, july 26, 2021) her positive attitudes towards the thematic lesson because of its strength in providing yls with contextual settings. as the yls learn new vocabulary related to the theme, they will use the english grammar contextually. ching & lin (2019) asserted the contextualized grammar focuses on english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 363 various linguistics choices in the context. it implies that by understanding the vocabulary usage in particular grammar or sentence patterns, the yls will get opportunity to practice english for communication. shin (2014) suggested the teachers to provide enjoyable classroom atmosphere for yls to hear sounds of english, build vocabulary and improve their listening and speaking skills. she asserted that yls should be familiarize with oral language for communication in particular discourse. using thematic units has indirectly broadened yls vocabularies and phrases. the class’ atmosphere has automatically encouraged the students to speak english. although not all the students spoke english well because they were in the beginner level of english, they, at least, still tried to use english. their effort in using english to communicate shows the successful teacher teaching english using thematic lessons. therefore, thematic environment can make the yls get easier ways in mastering the language target. bourke (2006); dörnyei and ushioda (2011) proposed the best type of syllabus and learning model for teaching young learners english should make the learners master the acquisition-poor environment of the classroom. thematic units could make the yls learn english contextually by experiencing to use the language for communication. ma and ja on similarly state, “anak-anak yang belajar bahasa inggris tidak akan terkukung lagi. mereka akan belajar secara kontekstual dan belajar bagaimana menggunakan bahasa untuk berkomunikasi. itulah mengapa, tematik model adalah sebuah cara yang efektif dalam mengajar bahasa inggris. terlebih untuk level pemula.” (ma, personal communication, 12 july, 2021 “the yls won’t learn english in isolation anymore. they will contextually learn to use the language for communication. that’s why it is an effective way to teach yls english, especially for the beginners.” (ma, personal communication, 12 july, 2021; ja, personal communication, 18 july, 2021) ma and ja's ideas require their careful preparation for teaching yls which include young learners' holistic needs (setyaningrum & purwati, 2020) for making the communication run smoothly. the teachers should analyze the students' needs and schools' goals before they decide the learning materials and wrap them into activities related to yls’ real-life experience, like daily activities. nikolov & djigunović (2019) suggested that teaching must be in harmony with learning. it is essential to discover and understand the learners' activities to participate and respond to the question using their daily life experience. in addition, littlejohn (2016) suggested that english syllabus content in the thematic model should enable yls to develop high order thinking skills (hots). meanwhile, shin and crandal (2014) stated that thematic instruction gives the learners many chances to learn english by integrating it into other learning contexts. ma and ja agree and they add, “…ketika mengajar anak-anak menggunakan pembelajaran tematik, kita juga mengajarkan berbagai macam pelajaran seperti sains, matematika, ips, dan agama. unit-unit di dalam tematik untuk mengajar bahasa inggris pun bisa digunakan untuk mengajar bahasa inggris melalui berbagai macam mata pelajaran.” (ma, personal communication, 12 july, 2021) “…while teaching eyl using thematic lesson we also teach various lesson including science, math, social, and religion. thematic units for teyl could be carried out by teaching english through various subjects.” (ma, personal communication, 12 july, 2021) meanwhile, jy elucidates, “saya hanya butuh menambahkan penguatan materi tata bahasa menggunakan permainan untuk membuat mereka menikmati pelajaran tanpa harus merasa takut dengan tata bahasa. intinya, semua hal bisa diintegrasikan di dalam unit-unit tematik.” (jy, zoom, july 26, 2021) “i just need to add grammar awareness by using games in order to provide them less threatening lessons. all can be integrated in thematic units.” (jy, zoom, july 26, 2021) jy’s consideration to teach english grammar through games was conforming chou’s (2017) notion that yls do not easily understand the complex language components like grammar and expression before their eight. in addition, the teachers need to re-discover how to make the yls’ english learning is not labeled as lexis, phonology, grammar or discourse. therefore, since the students are engaged with the technology right now, it is not the time to teach them grammar textually, tell them the meaning of each vocab and phrase, ask them to memorize the vocabularies and expressions, and many more. however, it is time to let them know ivana nabilah qoriroh mujahidah, fardini sabilah, & rina wahyu setyaningrum why do themes matter? the teachers’ voices about thematic units for teaching english to young learners 364 and realize the use of language itself. in this point, ja firmly believes, “…saya rasa, ini bukanlah lagi waktu untuk menghafal kosakata dengan diartikan secara langsung karena itu adalah cara lama untuk mengajar bahasa inggris. menurut saya, anakanak perlu memahami bahasa secara kontekstual berdasarkan tata bahasa yang sesuai.” (ja, personal communication, 18 july, 2021) “…it’s not the time to memorize the vocabularies from its direct translation because that’s the old way of teaching english, i think. to me, students need to understand the language from its context based on appropriate grammar.” (ja, personal communication, 18 july, 2021) then, ma also conveys, “mereka juga harus tahu bagaimana menggunakan bahasa inggris dalam hidupnya. mereka akan memiliki pengalaman belajar dalam menggunakan bahasa inggris. selain itu, keuntungan menggunakan tematik di pengajaran bahasa inggris akan memudahkan mereka untuk membuat lingkungan yang bilingual.” (ma, personal communication, 12 july, 2021) “they have to know how to use english in their life. they will have learning experience in using english. besides, the use of thematic learning in teyl will help them to make a bilingual environment.” (ma, personal communication, 12 july, 2021) those statements are highly related to the concept of thematic learning in teyl that provides a learning environment to make students learn collaboratively as active participants in the class. cameron (2003) stated that theme-based teaching and learning focus on linked activities. therefore, the young learners who experience learning english in thematic units are expected to understand better how they use the language to communicate with others. in addition, shin and crandall (2014) affirmed that the eyl teachers could use thematic units in their teaching by incorporating some activities ranging from singing some english songs to reading or telling stories. they could be followed by total physical responses (tpr) activities suggested by nuraeni (2019) as well as xie (2021). teachers play their pivotal roles in introducing some language skills or components in actions. they should be order takers, model providers, and action monitors and yls could serve as models and action performers until they are ready to speak out. young learners’ needs, teacher’s deeds: yls’ knowledge advancement through english learning young learners need to feel comfortable and selfconfident when they involve in learning situation. the teacher needs to identify the students’ expectation towards learning. as they like to play than listen to the teacher’s explanation, the teacher should pay attention to the most appropriate learning materials. identifying materials could not be done by only classifying the materials' difficulties level. teachers should consider the use of english materials in the students' real life, the student's understanding of english contextually, the student's interest and motivation in learning english at a very young age. in this case, the thematic units for teaching and learning english provides the integrated activities in which yls can learn english contextually from different aspects based on their needs. this is in line with the jy's perspective. “fleksibilitas dalam mengajar anak-anak menggunakan tema yang bervariasi telah memberikan pengaruh terhadap kemampuan mereka dalam menggunakan bahasa yang telah mereka pelajari dart ema tersebut untuk berkomunikasi.” (jy, zoom, july 26, 2021) “flexibility in teaching yls from various themes has influenced their ability in practicing to use the language that they learned from the themes into communication.” (jy, zoom, july 26, 2021) jy’s statement shows that teachers can scrutinize and decide the materials that support the students’ daily life. the learning output from the english lesson using the thematic units is a proper understanding of the english lesson contextually. context-based teaching and learning english will make the students learn something unconsciously. they will gain more knowledge than they expect. ma illustrates, “pembelajaran tematik memiliki cakupan yang sangat luas. siswa akan mendapatkan banyak sekali kosakata dan mereka akan menggunakannya di dalam kehidupan sehari-hari. kemudian, berdasarkan kosakata yang berhubungan dengan tema, anak-anak bisa membangun ilmu pengetahuan yang baru dari kegiatan-kegiatan yang mereka ikuti.” (ma, personal communication, 12 july, 2021) “thematic lesson has a large learning scope. the students will gain a lot of vocabularies and they will use them in their daily life. by those vocabularies related to themes, the yls could build new knowledge over activities they involve english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 365 in.” (ma, personal communication, 12 july, 2021) that statement also supported by ja and ih’s perceptions, “...siswa akan belajara berbagai macam mata pelajaran menggunakan bahasa inggris dalam unit tematik. mereka akan mendapatkan kosakata lebih dibanding belajar bahasa inggris seperti pada umumnya. mereka akan mengetahui bagaimana cara menggunakan kosakata tersebut di dalam kehidupan sehari-hari dan memahami budaya dari bahasa tersebut.” (ja, personal communication, 18 july, 2021; ih, video call, july 29, 2021) “…the students will learn various lesson in english using thematic units. they will get more vocabularies than learning english as usual. they will know how to use the vocabularies in daily activities and also understand the language culture.” (ja, personal communication, 18 july, 2021; ih, video call, july 29, 2021) teaching english thematically could be considered suitable for enhancing foreign language development in such context and fulfilling broader, more far-reaching educational goals (ellison, 2019). themes are also employed in soft clil approach for elt. it integrates content learning of various subjects such as science, math, social science, and many more. this approach aligns with the thematic concept where the students learn other subjects through english contextually. as eyl thematic units aim at teaching young learners english through specific themes or content, advanced knowledge will be obtained from learning content from particular theme and using english to communicate that knowledge. in this case, ma and jy shared their experience of their teaching. ma justifies, “saya memberi mereka tema yang menarik seperti tata surya dan saya biasanya bercerita tentang hal tersebut. saya juga bertanya kepada mereka untuk membuat karya seni terkait tata surya untuk meningkatkan praktik mereka saat bercerita tata surya.” (ma, personal communication, 12 july, 2021) “i gave them an interesting theme such as solar system and i usually tell a story related to it. i also asked my students to make art about solar system to scaffold their practice in telling the story about solar system.” (ma, personal communication, 12 july, 2021) in addition, jy also explains, “…contohnya, bagaimana cara menghemat energi di rumah, muridku bisa praktik dengan cara mengucapkan: mama, tolong hemat energinya! bisakah kamu mematikan lampu?” (jy, zoom, juli 26, 2021) “…for example, how to save energy at home my students could practice to say: “mama, please save the energy. could you please switch off the light?” (jy, zoom, july 26, 2021) therefore, their examples evidenced how eyl thematic units were practiced and english could be internalized to the yls’ daily communication. the teachers should let the students create opportunities to apply new knowledge and express their understanding using additional language. although this is a complex process for teachers and students to achieve the right balance of cognitive and linguistic demands, they could compromise how to use english without neglecting the content concepts (ching & lin, 2019) to get the right balance of cognitive and linguistic demands, setyaningrum and purwati (2020) suggested theme-based teaching should be carefully planned by considering the yls’ needs. at this point, the teachers can decide whether they adopt the themes from the regular thematic classes endorsed by the 2013 curriculum for primary school or adapt the themes from the designated curriculum with respect to the yls’ english learning needs and new knowledge advancement. movements from effortless to challenging tasks implementing thematic units in teyl brings out the acceptances and challenges simultaneously. teaching english thematically will automatically enhance the students’ general knowledge. they can learn other subjects like, mathematics, science, arts, and others using english as the medium of instruction. thematic teaching allows yls to learn english by incorporating it into other learning contexts. implementing thematic lessons in teaching english will make the teaching concept more meaningful and flexible to the teacher and students (shin & crandall, 2014; sehan, 2018). however, the teachers also faced challenges while implementing thematic units in teyl. teaching preparation is the most challenging of all while the other efforts should be put during teaching and learning activities. the teachers have been struggling since lesson planning by ivana nabilah qoriroh mujahidah, fardini sabilah, & rina wahyu setyaningrum why do themes matter? the teachers’ voices about thematic units for teaching english to young learners 366 determining the theme, skills to be emphasized, target structure, vocabulary focus, objectives, materials, and activities. then, they have to make all activities work with the yls as well as provide additional activities once particular activity does not work. the teachers should be flexible and adaptable towards the class situation. classroom management’s skill is necessarily needed to operate the teaching and learning process in eyl thematic lesson. the teachers should facilitate the learning process without ignoring the essence of teaching thematically. in this case, ma states her judgement. “…meskipun saya telah mendapatkan banyak manfaat dari mengajar bahasa inggris menggunakan unit tematik, saya sebenarnya harus menyiapkan segala sesuatu sebelum mengajar dengan baik. hal itu akan membantu saya untuk memanajemen aktivitas belajar mengajar agar dapat berjalan lancar.” (ma, personal communication, 12 july, 2021) “…although i got so many advantages from eyl thematic units, i actually need to prepare everything before teaching properly. it will help me manage the teaching and learning activities to run smoothly.” (ma, personal communication, 12 july, 2021) in addition, ja also acknowledges the complexity of the preparation in teyl thematic units. she clearly declares, “sebagai seorang guru, saya menghadapi banyak kesulitan dalam menyiapkan hal-hal sebelum mengajar terutama mengajar anak-anak. saya harus menyiapkan berbagai macam aktivitas agar proses pembelajaran menjadi berarti, terintegrasi, dan menarik.” (ja, personal communication, 18 july, 2021) “as a teacher i got a lot of difficulties in preparing my teaching especially for younger learners. i have to prepare various activities so that the learning process can be meaningful, integrated, and interesting.” (ja, personal communication, 18 july, 2021) those statements illustrate how challenging their teaching preparations are. teaching teyl must be planned carefully and adequately. each activity should be meaningful and engaging (rixon, 2019). a meaningful and engaging activity means the activity which significantly impacts the students’ real life. the students can independently reflect on the values after doing the activity. they can also use new knowledge from class in daily life by communicating with others. moreover, the english materials in the thematic model should be systematically created. the materials have to respond to the students’ specific needs and be originated on how young learners learn the language (hayes, 2014). in addition, ih also reveals that, “…bagian yang paling menantang dalam membuat materi bahasa inggris tematik adalah menentukan struktur yang paling layak untuk anak-anak.” (ih, video call, july 29, 2021) “…the most challenging part in making thematic english materials is determining the most feasible scaffolding for the yls’ learning.” (ih, video call, july 29, 2021) regarding to the ih’s statement, the materials must be developed based on the students’ language level. it should be from the easiest to the most complicated one. additionally, jy adds, “…nanti akan ada level untuk materi bahasa inggris tematik tetapi saya akan membungkusnya sesempurna mungkin untuk melewati semua level tanpa harus peserta didik merasakan kecemasan.” (jy, zoom, july 26, 2021) “…there will be levels for eyl thematic materials but i have to wrap them faultlessly in order to keep the yls comfortable in getting through all levels without any significant anxiety.” (jy, zoom, july 26, 2021) both ih’s and jy’s perceptions were in line with pinter’s (2011) recommendation that teacher and/or curriculum designer needs to consider how children engage in distinct communicative language tasks in order to provide materials appropriate for various age groups and to assist children in completing these tasks more effectively. an ideal development can be accomplished gradually and contextually so that the students can adequately understand the materials given by the teacher. challenge in preparing the lesson for eyl thematic units was initially an effect of the teachers’ earlier experiences in teyl in indonesian context. english has been taught theoretically rather than contextually. they experienced teaching english based on the existing curriculum with the availability of text-books. they just need to move forwards to get themselves accustomed to practice eyl thematic lesson with all its preparation. ma insists, english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 367 “…mengajar bahasa inggris menggunakan tematik sebenarnya tidak sulit. kita hanya perlu memahami konsepnya dan bagaimana cara kerjanya. sayangnya, banyak guru yang memahami bahwasannya tematik adalah mata pelajaran. padahal, tematik adalah model pembelajaran.” (ma, personal communication, 12 july, 2021) “…teyl using thematic lesson is actually not difficult. we just need to understand the concept and how it works. sadly, the teachers themselves still believe that thematic is a name of lesson. in fact, thematic is a learning model.” (ma, personal communication, july 12th, 2021) shin and crandall (2014) suggested thematic units in teyl because it provides an integrated english lesson where the students can learn various subjects/contexts through learning english. therefore, a teacher who teaches yls english thematically needs a good proficiency in english and has a relevant educational background. in this case, ih and ma believe, “…guru-guru yang mengajar bahasa inggris terutama mengajar anak-anak harus menguasai pengetahuan pedagogi pada tingkat dasar. mereka tidak hanya mengajar ilmu pengetahuan bahasa inggris tetapi juga nilai-nilai dalam pembelajaran bahasa inggris itu sendiri. mentransfer ilmu pengetahuan dan menanamkan nilai-nilai pembelajaran memerlukan kualifikasi guru yang sangat spesifik.” (ma, personal communication, 12 july, 2021; ih, video call, july 29, 2021) “…teachers who teach english, especially for young learners need to fulfill the knowledge of pedagogy in primary level. they are not only teaching the knowledge of english but also the values of learning english itself. transforming knowledge and embedding the values of learning need a specific teachers’ qualification.” (ma, personal communication, 12 july, 2021; ih, video call, july 29, 2021) the statement emphasizes that having a high level of english proficiency is not enough. there are many components to be an ideal english teacher who must be a proficient english user with specific teaching qualifications in primary pedagogy (hayes, 2014). some previous studies revealed that many who teach english to young learners are inconsistent, often ambiguous, have no formal qualifications of english but a qualified teacher or someone who is not qualified teacher but knows english (rixon, 2019). furthermore, primary english teachers are expected to teach english, but they have no support in enhancing their teaching competencies. thus, ja firmly believes that school management should provide intensive training before assigning the teachers to teach english thematically. by doing so, the teachers will understand the concept of teaching theoretically and practically based on the schools’ needs and goals. in contrast, zi, ma, and ja explained about additional challenge for making the yls understand the meaning of vocabularies or expressions. “terkadang memang tidak mudah untuk membuat murid saya memahami bahasa inggris karena itu bukan bahasa kedua mereka. saya mengajar anak-anak di kelas bawah dan kebanyakan dari muridku ada pada level pemula. jadi, saya sering berpikiran kalau saya tidak mungkin membuat mereka mengerti tanpa memberikan pengertian secara langsung menggunakan bahasa indonesia.” (zi, zoom, july 26, 2021; ma, personal communication, 12 july, 2021; ja, personal communication, july 18, 2021) “sometimes it’s not easy to make my students understand english because english is not their second language. i am teaching the lower grade and most of my students are in the beginner level of english and have no basic english. so, i frequently think that it is impossible to make them understand without giving them a direct understanding in indonesian.” (zi, zoom, july 26, 2021; ma, personal communication, 12 july, 2021; ja, personal communication, july 18, 2021) the statement implies that they believed to younger learners need to get sessions for vocabulary building before they integrate themes into teyl. however, this should not be considered as challenge because themes could be integrated to all levels in primary schools without requirement of yls english proficiency. thus, if the teachers still consider this as a challenge, they should pay attention to their teaching strategies. they could use semiotic sources to support the yls’ english learning while scaffold it with translation, translanguaging, and trans-semiotizing (carbonara & scibetta, 2020; johnstone, 2019; zein, 2017). it is necessary to keep in mind that young learners need to focus on how the language works, not what language says. ivana nabilah qoriroh mujahidah, fardini sabilah, & rina wahyu setyaningrum why do themes matter? the teachers’ voices about thematic units for teaching english to young learners 368 never-ending motivation for young learners to learning consistency teaching english thematically provides contextual language learning, integrating the variety of lessons and experience in using english. the yls enjoy the fun and joyful learning as central to this teaching and learning process. since english has become a global language, everyone is forced to understand english even fundamentally. thus, teaching and learning english at a very young age is necessary. there are ten ideas of teaching eyl such as 1) using visual, realia, and movement; 2) involving students in making realia; 3) unstoppable activity; 4) teaching themes; 5) using stories and familiar context to the students; 6) conducting english classroom instructions; 7) using l1 as resources based on necessity; 8) involving helpers from the community; 9) collaborating other teachers at school; and 10) communicating with teyl experts (shin, 2006). those activities have essential roles for making the english learning exciting and motivating. yls like discovery activities in which they can respond to what are being asked by using imagination, or they can be involved in making things, in drawing things, in games, or physical activities (harmer, 2007; othman & kiely, 2016; zein, 2016) in teyl, yls have more opportunities to express themselves and involve in each learning activity. the students' motivation is highly related to the materials and activities in the classroom. bourke (2006); dörnyei and ushioda (2011) stated that to enhance students' motivation in learning english; the teachers need to provide topics of interest to children, to tell stories, to play games, to do physical activities, to use the song, chants, or rhymes, to make pair work and group work tasks, and to introduce early childhood literature. intrinsic and extrinsic motivations to learn english could be developed during the learning sessions. the students’ motivated behavior can be seen while entering the classroom and enthusiastically following all the learning activities. they may start their day by saying ‘good morning’ to their teachers and friends, then they will enjoy the learning activities and try to be active in a class. they will get a reward when they get involved in every activity, finish their tasks, or answer the questions. huang, hoi, & teo (2018) found that the first graders in the content-based language instruction class displayed more motivated behavior, such as eagerly volunteering in class. they have high motivation in learning english because they learn and find something new from a delightful class atmosphere. as ja explains, “mereka mendapatkan sesuatu yang berbeda ketika belajar bahasa inggris. mereka secara bertahap mempelajari hal-hal baru menggunakan bahasa inggris. saya memiliki pengalaman yang tak terlupakan ketika siswa saya mengatakan bahwa mereka suka belajar bahasa inggris karena menyenangkan. mereka tiba-tiba berbicara kepada saya setelah membuat seni dan belajar matematika (dalam bahasa inggris). sehingga menurut saya, pelajaran tematik membuat siswa saya senang belajar bahasa inggris.” (ja, personal communication, july 18, 2021) “they get something different when learning english. they gradually learn new things using english. i had a memorable experience when my students said that they love learning english because it’s fun. they suddenly talked to me after making art and learning math (in english). to me, thematic lesson makes my students love to learn english.” (ja, personal communication, july 18, 2021) hence, various external and internal factors inside or outside the classroom can affect young learners’ dynamic motivation to learn english. once they have a good impression at the first time they learn english; they want to learn and explore more. conclusion themes do matter to be integrated into the teyl and requires significant understanding from the teachers of eyl in implementing it. the activities should be planned carefully to cater yls’ learning by practicing english contextually. they learned new vocabularies from new knowledge emerged from the thematic content and used them for communication which linked to their real-life experience. hence, thematic units which cover english and the integration of multiple knowledge in different subjects like mathematics, science, arts or others should be considered for teyl because of feasibility of activating yls’ multiple intelligences that should be sharpen during their age-period. all teachers as the participants of this study affirmed that this is as a solution dealing with the absence of eyl curriculum endorsed by the indonesian government. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 369 shifting the teyl pedagogical beliefs and practices requires the teachers’ creativity in developing the materials and administering the tasks. it is challenging for the teachers as they needed to devote their time for careful lesson planning to cater the yls with advanced knowledge through the english learning. specifically, for younger learners who have less or no input of english, the teachers challenge to teach theme could be solved by incorporating themes by emphasis on vocabulary building that could be introduced by various activities (shin & crandall, 2014) like using songs and movements (shin, 2014). the yls should dominantly get involved in every learning activity to obtain knowledge of using english in a genuine context. as this current study was participated by small numbers of eyl teachers within the researchers’ teyl circle who incorporated thematic units, the further research should involve more teachers as the participants. also, additional instruments, like teaching documents, as well as observation checklist could be selected to strengthen the research findings. despite the limited instruments used in this study, the thematic eyl lesson has the potential to motivate yls to improve their english skills in accordance with their educational levels. acknowledgment we wish to extend our special thanks to all the participants involved in this research who are willing to be interviewed in the process of gaining 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(2017). language-in-education policy on primary efl: the case of indonesia. international journal of pedagogy & learning, 12(2), 133–146. https://doi.org/10.1007/bf00598171 https://doi.org/10.31002/metathesis english review: journal of english education issn 2301-7554 vol. 4, issue 2, june 2016 https://journal.uniku.ac.id/index.php/erjee 289 a case study of prosodic phrasal grouping and intonational prominence in language acquisition susanto english education study program, bandar lampung university, indonesia e-mail: susanto@ubl.ac.id apa citation: susanto. (2016). a case study of prosodic phrasal grouping and intonational prominence in language acquisition. english review, 4(2), 289-295 received: 23-02-2016 accepted: 28-03-2016 published: 01-06-2016 introduction in the acquisition of a language, children use prosody in their comprehension and production of utterances and they are sensitive to prosody’s rhythmic and melodic patterns (ito, 2002). they can discriminate between two spoken languages on the basis of their prosody (mehler et al., 1988), and use various aspects of prosody to determine the location of words in the stream of running speech (morgan & saffran, 1995; morgan, 1996; johnson & jusczyk, 2001). children are also sensitive to correspondences among the acoustic aspects of prosodic phrasing when they listen to sentences, and they tend to pronounce their own utterances with appropriate affective and phrasal prosody (mandel, jusczyk & pisoni, 1995; katz et al., 1996). as the children’s knowledge of their native language becomes more adult-like, they eventually develop the use of the full complement of prosodic functions such as focus prosody. children are capable of processing prosodic prominence that express focus or contrast in a discourse (ito & speer, 2006; weber, braun, & crocker, 2006). in the research, i analyze two particular aspects of prosody in a child’s language acquisition, i.e. prosodic phrasal grouping, and intonational prominence. in the first aspect, i investigate whether the child uses prosodic phrases to group words together into interpretable units. in the second aspect, i analyze whether the child uses intonational prominence to focus marking prosody. method for the data, a monologue spoken a child (r, 6;01) was recorded by using sony ic recorder icd-px720 in shq (super abstract: in language acquisition, children use prosody in their comprehension and production of utterances. in line with that, as a case study in this research, i analyze two particular aspects of prosody in a child’s language acquisition, i.e. prosodic phrasal grouping and intonational prominence. in the first aspect, i investigate whether the child uses prosodic phrases to group words together into interpretable units. in the second aspect, i analyze whether the child uses intonational prominence to focus marking prosody. the result indicates that both aspects are used by the child. keywords: language acquisition, prosody, intonation, phonetic cues. english review: journal of english education issn 2301-7554 vol. 4, issue 2, june 2016 https://journal.uniku.ac.id/index.php/erjee 290 high quality) recording mode. the child is bilingual (indonesian and english). in the monologue, the child was explaining in english how his toy worked. the sound is in a wave file with 120,4 seconds in length. the sound is analyzed acoustically in praat (boersma & weenink, 2012). for analyzing the prosody, i use a systemic phonological approach for tonality – chunking of speech into tone groups; and tonicity – identifying tonic syllable in a given tone group (halliday & greaves, 2008). results and discussion from investigating the speech of the child, the analysis shows that the child used prosodic phrases to group together words that should be comprehended together as coherent units. the using of prosodic phrases is exemplified in fig 1, 2, and 3. to some extent, utterances of the child are not grammatically wellformed. fig. 1 shows that the child chunks his utterances into three tone groups: // there’s a people on it // and // this is for //. the clause with existential process ‘there’s a people on it’ is uttered in unmarked tonality. the tone groups are separated by appreciable pauses. mostly, clear pauses also separate the child’s tone groups as observed in fig. 2 and fig. 3. fig. 1: the child’s utterance ‘there’s a people on it here’ // there’s a people on it // and // this is for // in fig. 2, it is seen that the child chunks a clause into two tone groups: // this is for // the sound wave //. it is interesting to note that the child does not make the prepositional phrase ‘for the sound wave’ club together. it can be interpreted that the child takes time to think the content for the circumstance. but, in fact, the child has anchored the information by attaching the preposition ‘for’ with participant + relational process ‘this is for’. english review: journal of english education issn 2301-7554 vol. 4, issue 2, june 2016 https://journal.uniku.ac.id/index.php/erjee 291 fig. 2: the child’s utterance ‘this is for the sound wave’ // this is for // the sound wave // the child does the same for another clause ‘well, everyone, thanks watching my tv’, i.e. two tone groups for the clause: // well everyone // thanks watching my tv // as exemplified in fig. 3. in the utterance, the child club ‘everyone’, functioning as vocative, neither together with mental process + participant ‘thanks watching my tv’ nor in a separate tone group. the child clubs it together with ‘well’, functioning as continuative, instead. fig. 3: the child’s utterance ‘well, everyone, thanks watching my tv’ // well everyone // thanks watching my tv // from the analysis, it is also examined if the child uses prosodic prominence for expressing information focus. the finding shows that it is noticeable and the child does as exemplified in fig. 4, 5, and 6. as seen in fig. 4, the focus is antenna in the utterance ‘it has antenna’ since the tonic syllable is on *ten. the tonic syllable is more salient than the other syllables referring to amplitude, duration and change of pitch. english review: journal of english education issn 2301-7554 vol. 4, issue 2, june 2016 https://journal.uniku.ac.id/index.php/erjee 292 fig. 4: the child’s utterance ‘it has antenna’ // it has an*tenna // (silence threshold (st) is 0.04; voicing threshold (vt) is 0.6 in praat settings) other examples also show that the child highlights the portions in utterances to indicate the prominence. see fig. 5 and 6 in which the foci are on *that and *this* respectively. the marked tonic syllables are in the determiners ‘that’ and ‘this’, which are non-lexical words. fig. 5: the child’s utterance ‘like that’ // like *that // (silence threshold (st) is 0.04; voicing threshold (vt) is 0.4 in praat settings) english review: journal of english education issn 2301-7554 vol. 4, issue 2, june 2016 https://journal.uniku.ac.id/index.php/erjee 293 fig. 6: the child’s utterance ‘like this for the fire’ // like *this for the fire // (silence threshold (st) is 0.04; voicing threshold (vt) is 0.5 in praat settings phonetic analyses demonstrate that the child reliably used prosodic cues to convey the meaning of the utterances. the child used prosodic phrases in terms of tone groups in uttering words as coherent and interpretable units. in addition, the child used prosodic prominence for expressing information focus. conclusion from the analysis of this case study, it can be concluded that the child uses prosodic phrases and intonational prominence. the prosodic phrase is to group words together into interpretable units coherently. meanwhile, the intonational prominence is to focus marking prosody. in other words, the child has used prosody in language acquisition especially in producing utterances. it supports the previous researches that children use prosody in their production of utterances and use various aspects of prosody. more specifically, it is on prosodic phrases and intonational prominence in the stream of running speech. further research will be conducted to see whether the child uses prosody for utterances to convey the intended meaning with disambiguating situational contexts. references boersma, p., & weenink, d. (2012). praat: doing phonetics by computer [computer program]. version 5.3.24, retrieved 9 september 2013 from http://www.praat.org/. ito, k. (2002). the interaction of focus and lexical pitch accent in speech production and dialogue comprehension: evidence from japanese and basque. phd dissertation, university of illinois at urbanachampaign. ito, k., & speer, s. r. (2006). using interactive tasks to elicit natural dialogue. in augurzky, p., and lenertova, d. (eds.). methods in empirical prosody research. leipzig: mouton de gruyter. halliday, m. a. k., & greaves, w. s. (2008). intonation in the grammar of english. london: equinox. english review: journal of english education issn 2301-7554 vol. 4, issue 2, june 2016 https://journal.uniku.ac.id/index.php/erjee 294 johnson, e., & jusczyk, p. w. (2001). word segmentation by 8 month olds: when speech cues count more than statistics. journal of memory & language 44(5), pp. 48 – 67. katz, w. f. et al. (1996). duration and fundamental frequency correlates of phrase boundaries in productions by children and adults. journal of the acoustical society of america 99, pp. 3179– 3191. mandel, d. r., jusczyk, p., & pisoni, d. (1995). infants’ recognition of the sound patterns of their own names. psychological science, 6, pp. 315–318. mehler, et al. (1988). a precursor of language acquisition in young infants. cognition 29.143 –78. morgan, j. l. (1996). a rhythmic bias in preverbal speech segmentation. journal of memory & language, 35, pp. 666 – 688. morgan, j. l., & saffran, j. r. (1995). emerging integration of sequential and suprasegmental information in preverbal speech segmentation. child development 66(9), pp. 11– 36. weber, a., braun, b., & crocker, m. w. (2006). finding referents in time: eyetracking evidence for the role of contrastive accents. language and speech 49(3), pp. 367– 92. english review: journal of english education issn 2301-7554 vol. 4, issue 2, june 2016 https://journal.uniku.ac.id/index.php/erjee 295 appendix 1: transcript of the child’s monologue. welcome to the adventure from below. now we are … let a closer look. the new … can you see? there’s a people on it for here and this is for … this is for scanning. ei… ya this is for the scanning. for scanning and we can inside. it has scannning for here body stuff. e... not much because this is for… this is inside of this is. now now now, it down because it broke. because it’s animal on it. that’s why because this is for a gun...wheeeeeuchchh. like this… like this for the fire...wheeeeeuchchh. like that. this is not fire lighting. we can see over it for this. like this... tiiing. this is antenna. this is for the sound wave… ding ding ding. die. it has antenna. well everyone thanks watching my tv. appendix 2: some screenshots when the child was explaining in english how his toy worked. assisting students to attack writing tasks on ielts test with “probing technique” tedi rohadi assisting students to attack writing tasks on ielts test with “probing technique” assisting students to attack writing tasks on ielts test with “probing technique” tedi rohadi department of english education state institute of islamic studies (iain) syekh nurjati cirebon, indonesia e-mail: triaincrbn@gmail.com apa citation: rohadi, t. (2015). assisting students to attack writing tasks on ielts test with “probing technique”. english review: journal of english education, 3(2),174-182 received: 11-03-2015 accepted: 22-04-2015 published: 01-06-2015 abstract: writing section on ielts test is commonly considered one of the most difficult parts of test. the test takers can’t even understand what to do with the tasks provided. they eventually write without clearly knowing the expected direction. therefore, there should be a fastest way to well equip students to successfully cope with such hindrances. this paper is an action research report of how to make students better understand and answer writing tasks on ielts test by employing probing techniques as one of test taking strategies. the paper will preliminarily elaborate the characteristics or nature of ielts test in general and writing section consisting two different tasks in particular including its indicators of what expected kind of writing the testees should be aware of. it will then discuss probing techniques in details. the attack strategies and their sequential implementation will afterward be discussed. the technique will assist students to respectively understand what and how to plan and write effectively on the test. keywords: ielts test, writing section, writing tasks, probing, attack strategies introduction writing section on ielts test is commonly considered one of the most difficult parts of test. the test takers can’t even understand what to do with the tasks provided. they eventually write without clearly knowing the expected direction (jakeman, 2007:23). there should deliberately be a fastest way to well equip students to successfully cope with such hindrances. probing offers a way out of providing a kind of scaffolding (derek and david: 78, 2006; brown, 1994a: 189) that can be used to prepare students to attack the writing tasks on ielts test in the pre-writing stage (brown, 1994a:156). when people really want to learn something, they ask questions. it is not surprising that for many, questioning is at the very heart of learning, the central skill in the teaching-learning process. questions can and have been used for a wide variety of educational purposes: reviewing previously read or studied material; diagnosing student abilities, preferences, and attitudes; stimulating critical thinking; managing student behavior; probing student thought process; stirring creative thinking; personalizing the curriculum; motivating students; and assessing student knowledge (http://changingminds.org/techniques /questioning/questioning.htm). one of the first directions for improving the quality of classroom questions was determining the intellectual level of teacher questions. in 1956 benjamin bloom developed the so english review: journal of english education issn 2301-7554 vol. 3, issue 2, june 2015 http://journal.uniku.ac.id/index.php/erjee called “taxonomies” that included three overlapping domains: the cognitive (intellectual), psychomotor (physical), and affective (attitudes and emotions). the taxonomies have recently been renewed to be three systems ,that is, cognitive systems (retrieval, comprehension, analysis, and knowledge utilization), metacognitive systems, and self-system (marzano and kendall, 2007:45). probing questions are follow-up questions asked after a student responds to the initial question. probing questions require a student to think deeper than the original response, and to integrate new materials. probing as a questioning strategy can also be called scaffolding (derek and david: 78, 2006; brown, 1994a: 189). in probing techniques, the types of questions used are those that belong to cognitive domain/system comprising of knowledge/retrieval, comprehension, and analysis (marzano and kendall, 2007: 34). the following brief definitions are followed by several sample verbs that reflect the appropriate intellectual activity: 1. knowledge: requires that students recognize or recall information. remembering is the key intellectual activity. (define, recall, memorize, name, duplicate, label, review, list, order, recognize, repeat, reproduce, state) 2. comprehension: requires that students demonstrate sufficient understanding to organize and arrange material mentally; demands a personal grasp of the material. (translate, explain, classify, compare, contrast, describe, discuss, express, restate in other words, review, select) 3. application: requires that students apply information, demonstrate principles or rules, and use what was learned. many, but not all, educators believe that this is the first of the higher-level thought processes. (apply, classify, solve, use, show, diagram, demonstrate, record, translate, illustrate, choose, dramatize, employ, operate, practice, schedule, sketch, write) 4. analysis: educators agree that this and all the following categories require higher-level thinking skills. analysis requires students to identify reasons, uncover evidence, and reach conclusions. (identify motives and causes, draw conclusions, determine evidence, support, analyze, deduce, categorize, compare, contrast, criticize, differentiate, justify, distinguish, examine, experiment) method this study is a classroom action research in nature. it is intended to overcome the students difficulties in writing section on ielts. the participants of the study are 15 students of ieduc english course in bandung. the activities involve repeated cycles consisting of planning, acting, observing, and reflecting. the result of one cycle is used to determine the need for the following cycle, until the problems get solved by the strategy (kemmis & mctaggert, 1988). results and discussion probing is selected as it is a technique that enables students to accommodate and construct their own knowledge. teachers do not need to explain or answer questions but invite students to probe the writing tasks by providing a series of questions as proposed by constructivism. from students’ point of view, they could tedi rohadi assisting students to attack writing tasks on ielts test with “probing technique” communicate directly to teachers as well as concentrate fully to prepare the answers of the questions delivered by the teachers. furthermore, the students cognitive aspects are trained by getting used to process their background knowledge, seeking the relationship one another, and applying them in explaining something new. on top of that, students think that they are given a trust to construct their own knowledge and guided to study independently (williams, m. & burden, r. 1997:65). in teaching and learning process in classroom, there are two major interrelated activities in probing: the students’ activities embracing physical and cognitive activities in which they endeavor to construct their knowledge and teacher’s activities who guides the students with probing techniques by employing a series of questions ranging from low level thinking order to higher level thinking order. the expected physical activities of students are observing (observing graph, identify graph variable, or predict the tendency), answering questions, clarifying and disagreeing, and the cognitive activities of students are assimilating, accommodating, and constructing a new knowledge. teacher’s activities in conditioning probing technique consist of seven following stages (wijaya, 1999:34): stage 1: expose the students with writing task 1 and writing task 2 stage 2: wait for 3-5 seconds to give opportunities to students to observe stage 3: probe the questions stage 4: wait for 3-4 seconds to give opportunities to students to formulate the answers. stage 5: point one of students to answer the question stage 6: if the first response from that student is correct and relevant, then ask other students to confirm that all students get involved. provide reward. if not, give subsequent questions related to the first response, guide them up to phase in which the students get the correct answer. stage 7: give the final question to different students to emphasize that all students could obtain new knowledge. those seven stages can be illustrated in the enclosed flowchart (see the appendix 1) ielts academic writing section consists of two writing tasks. in writing task 1, candidates may be asked to describe facts or figures presented in one or more graphs, charts or tables on a related topic; or they may be given a diagram of a machine, a device or a process and asked to explain how it works. this task assesses the candidate’s ability to identify the most important and relevant information and trends in a graph, chart, table or diagram, and to give a well-organised overview of it using language accurately in an academic register or style. in writing task 2, candidates are given a topic to write about. answers should be a discursive consideration of the relevant issues. candidates should make sure that they read the task carefully and provide a full and relevant response. this task assesses the candidate’s ability to present a clear, relevant, well-organised argument, giving evidence or examples to support english review: journal of english education issn 2301-7554 vol. 3, issue 2, june 2015 http://journal.uniku.ac.id/index.php/erjee their ideas, and to use language accurately. the probing strategy is preliminarily commenced by asking the students to analyze the task of writing task 1. the students are also requested to find out what form of facts or figures representation is used whether it is pie charts, graph, table, process diagram or flow chart. afterward the students are probed with a series of questions concerning facts and figures. if it is pie chart, graph, or table, probe with the following a series of questions that are intended to provide a general overview: what are the key words on this pie chart, graph, or table? what are the headings on this pie chart, graph, or table? what rates and measurement are used on this pie chart, graph, or table? what is the most important/significant trends on this pie chart, graph, or table? what is the best example for certain trend on this pie chart, graph, or table? what is the purpose of this pie chart, graph, or table? what changes have occurred over time? what is the most interesting feature on this pie chart, graph, or table? the aforementioned series of questions can also be followed up with more specific questions that are to lead students to outline their writing. the examples are as follows: example 1: pie chart the two graphs show the main sources of energy in the usa in the 1980s and the 1990s. write a report for a university lecturer describing the changes which occurred. write at least 150 words. probing questions: for first paragraph what do the two graphs show? what source of energies seem to remain the same? what source of energies seem to rise dramatically? for second paragraph which source of energy is the largest and how much? which source of energy is the second largest and how much? which source of energy remains constant and how much? which source of energy has the greatest change and how much? tedi rohadi assisting students to attack writing tasks on ielts test with “probing technique” example 2: graph the graph below shows the differences in wheat exports over three different areas. write a report for a university lecturer describing the information shown below. probing questions paragraph one what does the three line graphs of wheat exports each show? how? paragraph two what changes have occurred over time with australia exports? how much? what changes have occurred over time with canada exports? how much? what changes have occurred over time with european community exports? how much? example 3: table the table below give information about favorite pastimes in different countries. summarise the information by selecting and reporting the main features, and make comparisons where relevant. write at least 150 words. from 30 50 years old tv sport reading hobbies music beach sleep canada 60 22 15 40 3 0 2 france / / 30 20 4 / / england / / 30 21 4 / 20 australia 65 30 15 45 5 30 4 korea 22 21 60 45 2 2 4 china 15 25 60 50 0 5 5 usa 60 23 15 42 23 30 2 japan / / 62 / / / / english review: journal of english education issn 2301-7554 vol. 3, issue 2, june 2015 http://journal.uniku.ac.id/index.php/erjee probing questions paragraph one what does this table presents and compares? paragraph two what the comparison among countries based on favorite past times? how much paragraph three what factors might influence those past times? then if it is process diagrams or flow charts, probe with the following series of questions that are intended to provide a general overview: what are key words from task description? what labels and the order of steps can identify? how is the process step by step from the beginning to end? what is the purpose of this process? how does it work? how do you include alternative steps? what is the end result? example: flow chart the flowchart illustrates the production of coloured plastic paper clips in a small factory. write a report for a university tutor describing the production process. write at least 150 words. tedi rohadi assisting students to attack writing tasks on ielts test with “probing technique” the general overview series of questions can also be followed up with more specific questions that are to lead students to outline their writing. the examples are as follows: probing question: paragraph one how many stages are there? what are they? paragraph two how the sequential stages? paragraph three what is the end result?. the attack strategy is preliminarily commenced by asking the students to analyze the task of writing task 2. the students are also requested to find out the main essay types and what they have to do for each one. afterward the students are probed with a series of questions concerning the topic and the task. there are five common essay types that are given in ielts writing task 2 as shown on table 1 below: problem/solution, agree or disagree, two sides of argument, make choice and justify, and evaluate an argument. each of essay type can be identified by looking at the task words. the task requires certain kinds of essay frameworks. once the students misinterpret the task, they will accordingly lead to misleading essays in which the students fail to fulfill the task requirement. table1. essay type, task words, and meaning (adopted from slater, 2007:13) no. essay type task words this means 1 problem/ solution what can be done to solve…? how can this problem be addressed? what challenges…? what strategies…? explain 2 or 3 aspects of the issue (1 paragraph each) suggest solutions make recommendations 2 agree or disagree do you agree or disagree? why? explain your position justify your opinion take position defend it strongly. give several reasons to support your argument (1 paragraph each) it is useful to acknowledge the opposite view (counter argument) and say why you don’t accept it 3 two sides of an argument discuss compare/contrast advantages/disadvantages give a balanced presentation. this means you should write equally about both sides of the issues. in the conclusion you can indicate your position 4 make choice and justify from option a, b, c, d, e, etc. choose 3 most important justify your choice each of your choice becomes the topic of one paragraph give reasons for choosing in this order 5 evaluate an argument to what extent…? how important…? what do you think? you probably take a position which neither in total agreement (100%) nor total disagreement (0%), but somewhere in between. explain why, english review: journal of english education issn 2301-7554 vol. 3, issue 2, june 2015 http://journal.uniku.ac.id/index.php/erjee the probing questions towards ielts writing task 2 can be exemplified as follows: example of writing task 2 write about the following topic: as mass communication and transport continue to grow, societies are becoming more and more alike leading to a phenomenon known as globalization. some people fear that globalization will inevitably lead to the total loss of cultural identity. to what extent do you agree or disagree with this statement? give reasons for your answer and include any relevant examples from your own knowledge or experience. model probing questions: what is the task words of this essay? what are key words related to the topic? what are key words related to the task? so what type of essay does it belong to? what do you have to do with this kind of essay? what are you planning to write in paragraph 1, 2, 3, 4, or 5? despite the effectiveness of probing technique in assisting students to better understand the tasks and know what to do in answering the tasks, it still poses two major currently apparent weaknesses. first, they deal with the precise time planning since the answers given by students often do not meet the expected and planned answers. therefore, teachers leave the prepared ones and design a new series of question which eventually consumes additional time. then, the second weaknesses are the boredom that is resulted from overloaded series of questions and helplessness or even frustration due to their incapability in answering the questions to cope with those weaknesses, the number of questions should be prepared in such a way that they can still anticipate the unanticipated events in line with the time allocated. in addition, teachers need to be more relaxed and humorous to reduce the tense and fear of being questioned. conclusion probing technique has made students better understand what to do with the tasks provided. they can eventually write with clearly knowing the expected direction in the pre-writing stage. therefore, probing technique becomes the alternative fastest way not only to well equip students to successfully cope with writing tasks on writing section on ielts test but also to assist students to respectively understand what and how to write effectively on the test. in spite of its effectiveness, probing technique still deliberately requires a good time management, an exhaustive preparation, and a quality of teaching in a way that still provides a tedi rohadi assisting students to attack writing tasks on ielts test with “probing technique” space for fun and joy so as to get rid off students’ boredom and stress. references brown, h.d. (1994a). principles of language learning and teaching. 3rd ed. englewood cliffs, n.j.: prentice hall. ---------------. (1994b). teaching by principle: an interactive approach to language pedagogy. englewood cliffs, n.j.: prentice hall. bruner, j. s. (1960). the process of education. cambridge, mass.: harvard university press. holton, derek, and clark, david. (2006). scaffolding and metacognition. international journal of mathematical education in science and technology, 37, 127-143. http://changingminds.org/techniques/ques tioning/questioning.htm jakeman, vanessa and clara mcdowel. (2007). insight into ielts. cambridge university press, cambridge, uk kemmis, s., & mctaggert, m. (1988). the action research planner.(3rd edition). victoria: deakin university. http://www.stanys.org/rt/action%2 0research%20spiral.pdf. oxford, r. l. (1990). language learning strategies: what every teacher should know. boston: heinle & heinle. robert j. m. and kendall, j. (2007). the new taxonomy of educational objectives (second edition). corwin press. sage publication company. slater, s. (2007). ielts on tract. south wales: center for learning in university of new south wales. williams, m. & burden, r. (1997). psychology for language teachers: a social constructivist approach. cambridge: cambridge university press. willis, j. (1996). a framework for task-based learning. essex: longman. wijaya, m. (1999). pendidikan teknik probing dan pembelajaran benda tegar. unpublished thesis. bandung: upi. wu, b. 1998. towards an understanding of the dynamic process of l2 classroom interaction. system 26, 525-540. http://changingminds.org/techniques/questioning/questioning.htm english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 121 systematic literature review of a scientific journal: improving literacy in online classroom learning eska perdana prasetya english education department, faculty of teacher training and education, university of ibn khaldun bogor, indonesia e-mail: eska@uika-bogor.ac.id apa citation: prasetya, e. p. (2021). systematic literature review of a scientific journal: improving literacy in online classroom learning. english review: journal of english education, 10(1), pp. 121128. doi: https://doi.org/10.25134/erjee.v10i1.5362 received: 22-08-2021 accepted: 21-10-2021 published: 31-12-2021 introduction as we all know, starting in march 2020, president of republic of indonesia, jokowi announced the first case of corona in indonesia. starting from that announcement, we began to experience the covid pandemic in indonesia, many have started to be exposed to this corona virus. severe acute respiratory syndrome coronavirus (sars-cov-2), the first time from wuhan, china to cause severe acute respiratory syndrome that is widespread globally (di gennaro, pizzol, marotta, antunes, racalbuto, veronese, & smith, 2020). the virus spreads rapidly from person to person through respiratory droplets produced when coughing and sneezing (hafeez, ahmad, siddaqui, & mishra, 2020). the process of spreading this virus will generate an immune response from the host body consisting of natural and adaptive immune systems (setiawan, puspitasari, sunariani, & yudianto, 2020). this corona virus was first discovered in wuhan, china which causes severe acute respiratory syndrome which is globally popular throughout the world including indonesia. the viral process spreads very rapidly through coughing and sneezing from one individual to another and ultimately produces an immune response from the body which consists of a natural and adaptive immune system. since indonesia officially entered the covid-19 pandemic, all life arrangements have changed completely from offline to online for all areas of life in indonesia. the initial step of the government to implement large-scale social restrictions (psbb), this step is useful for limiting activities in the community to prevent the transmission of the corona virus, this system is arguably a small-scale lockdown. likewise in the world of education, starting from the kindergarten level to the college level everything changes from face-to-face learning to online learning. this requires teachers, students and parents to change their views and methods of learning. at first everyone must feel heavy on online learning, the main problems experienced are of course starting from the gadgets and internet quota needed at the time of learning. there are two main contributing factors in effectiveness online learning in the covid-19 pandemic is the support capacity of network access abstract: this research is a systematic literature review research that can provide a clear picture of what has been investigated and what gaps require further research, then aims to overcome this problem by identifying, critically evaluating, and integrating the findings of all studies, and aiming not to just to gather all the evidence on the research question; it is also intended to support the development of evidence-based guidelines for practitioners. this study uses ten main articles to find out how to improve literacy in online classrooms. this main article was taken because it is related to the main objective of this research, namely improving literacy in online classroom learning, which we all know that we are living in the era of the covid 19 pandemic, which forces us to change all the order of life including in the world of education. the result of this research is that there are seven things that can improve literacy in online classroom. there are scientific literacy and literacy learning opportunities, digital tools and using technology, students' creativity and creating new applications, online environments and content knowledge, teachers and students hold positive attitudes, teaching philosophy and pedagogical knowledge, and texts and resource's positive identity work. keywords: systematic literature review; literacy; classroom; online learning. eska perdana prasetya systematic literature review of a scientific journal: improving literacy in online classroom learning 122 and the ability of devices to access the internet (hamid, sentryo, & hasan, 2020). there are several psychological effects of online learning: frustration, fear, anxiety, apprehension, stress and depression (dhull & sakshi, 2017). in learning activity, smartphone is a tool to help students connected to be online (lekawael, 2017). in essence, online learning requires two things to support learning, namely an internet connection and gadgets. the connection here can use wifi or internet quota. however, there are several psychological effects of online learning: frustration, fear, anxiety, apprehension, stress and depression. from the psychological effect, this does not only happen to students, but also to teachers and parents of students. there are several incidents from several online media which tell about a father who was forced to steal a smartphone for his child to study online, there were even students who committed suicide which was predicted due to pressure in online learning, the pressure could be in the form of a large number of assignments given by the teacher. online learning as it is today is not only related to the covid 19 pandemic. however, online learning is closely related to today's digital era, an era that demands the speed of the internet to communicate, search for information, and anything related to globalization. some things that show how easy it is to live in today's digital era: it is easy to communicate, is mobile and flexible, the internet is more powerful than quota, it's easy to shop, doesn't need to be complicated, cashless, and if you want to be an artist you can do it with youtube. what is called literacy? in general, literacy itself is a person's ability and skills in reading, writing, speaking, calculating, as well as solving problems in everyday life. even unseco also provides an understanding of literacy, which is a set of real skills, especially one's cognitive skills in reading and writing which are influenced by competence in the academic field, national context, institutions, cultural values, and experiences. literacy is indispensable for the group or community effectively and relates to using reading, writing and calculation (keefe & copeland, 2011). it is widely accepted that literacy generally is simply defined as the ability to read and write (rintaningrum, 2019). literacy is something that one either has or does not have; people are either literate or illiterate, and those who are illiterate are deficient (perry, 2012). some of the benefits of literacy are as follows: increase one's vocabulary, optimize brain performance because it is often used for reading and writing activities, get various new insights and information and a person's interpersonal skills will be better. in essence, the literacy movement will lead to improving the quality of human resources, the benefits of literacy are increasing vocabulary, making the brain work more optimally, adding insight, sharpening oneself in capturing information from a reading, developing verbal skills, training thinking and analysing skills, focus and concentration and can write and compose words well. method this research method uses systematic literature review (slr). in general, slr is slr is a method that identifies, assesses, and interprets findings on a research topic to answer pre-determined research questions. the aim of an slr is not just to aggregate all existing evidence on a research question; it is also intended to support the development of evidencebased guidelines for practitioners (kitchenham, brereton, budgen, turner, bailey, & linkman, 2009). the method in this study has several process flows, namely: 1. research questions or research questions are made based on the needs of the selected topic; 2. the search process, its used to get relevant sources to answer the research question (rq) and other related references; 3. inclusion and exclusion criteria, this stage is carried out to decide whether the data found is suitable for use in slr research or not; 4. quality assessment, in slr research, the data found will be evaluated based on the question of quality assessment criteria; 5. data collection. at this stage, the data required in the research are collected for further analysis process; 6. data analysis, data that has been collected in the previous stage will be analyzed at this stage. the results that have been analyzed will answer the research question that has been previously determined; 7. documentation, at this stage the research results are written in paper according to the format provided. results and discussion english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 123 this study uses the systematic literature review method, the authors take from several articles in reputable and indexed journals on improving literacy in online classroom learning. below are the steps of the systematic literature review method: the following are research questions in this study, namely what can improve literacy in online learning? the search processes and inclusion and exclusion criteria the results of the search process and inclusion and exclusion criteria were only 10 journal papers that met the criteria, namely journal papers published in the 2020-2021 timeframe and had a discussion related to improving literacy in online learning. the following are the types of journals that have been successfully obtained: table 1. types of journals that have been obtained no name of journal author and year 1 computer assisted language learning marie webb & evelyn doman (2020) 2 journal of education for students placed at risk (jespar) kristin s. farley & shayne b. piasta (2020) 3 the clearing house: a journal of educational strategies, issues and ideas katie walker (2020) 4 international journal of evaluation and research in education (ijere) ningtyas orilina argawati & lilis suryani (2020) i5 international journal of evaluation and research in education (ijere) r. ahmad zaky el islami & prasart nuangchalerm (2020) 6 studies in english language and education (siele) aji budi rinekso, rojab siti rodliyah, & intan pertiwi (2020) 7 studies in english language and education (siele) titus terver udu (2020) 8 studies in english language and education (siele) budi waluyo & aisah apridayani (2020) 9 international journal of language education (ijole) salasiah ammade, murni mahmud, baso jabu & suradi tahmir (2020) 10 social semiotics janine knight, melinda dooly & elena barberà (2020) quality assessment results in slr research, the data found will be evaluated based on the following quality assessment criteria questions: (1) qa1. was the article published in 2020–2021? (2) qa2. does the article discuss improve literacy in online learning? the following is the result of the quality assessment: table 2. comparative study of scientific literacy: indonesian and thai pre-service science teachers report author/ year (el islami & nuangchalerm, 2020) q1 yes q2 yes result of q1 and q2 accepted table 3. digital literacy practices in tertiary education: a case of efl postgraduate students author/ year (rinekso, rodliyah, pertiwi, 2021) q1 yes q2 yes result of q1 accepted and q2 table 4. digital-based instruction: chances and challenges in english language teaching context author/ year (argawati & suryani, 2020) q1 yes q2 yes result of q1 and q2 accepted table 5. examining early childhood language and literacy learning opportunities in relation to maternal education and children’s initial skills author/ year (farley & piasta, 2020) q1 yes q2 yes result of q1 and q2 accepted table 6. getting smart: towards critical digital literacy pedagogies author/ year (knight, dooly, & barberà, 2020) q1 yes eska perdana prasetya systematic literature review of a scientific journal: improving literacy in online classroom learning 124 q2 yes result of q1 and q2 accepted table 7. impacts of flipped classrooms on learner attitudes towards technology-enhanced language learning author/ year (webb & doman, 2020) q1 yes q2 yes result of q1 and q2 accepted table 8. teachers’ and students’ attitudes towards reading and writing: do they correlate to students’ achievement in english? author/ year (udu, 2021) q1 yes q2 yes result of q1 and q2 accepted table 9. teachers’ beliefs and classroom practices on the use of video in english language teaching author/ year (waluyo % apridayani, 2021) q1 yes q2 yes result of q1 and q2 accepted table 10. the english language arts classroom as a multilingual literacy community author/ year (walker, 2020) q1 yes q2 yes result of q1 and q2 accepted table 11. tpack model based instruction in teaching writing: an analysis on tpack literacy author/ year (ammade, mahmud, jabu, & tahmir, 2020) q1 yes q2 yes result of q1 and q2 accepted data analysis in this section the data is analysed and the results will answer the research question (rq) that has been determined previously and in total there are 10 journals obtained through the search process. result of qa2: does the article discuss improve literacy in online learning? after the data is selected based on inclusion and exclusion criteria using the keyword "improve literacy in online learning", there are 10 journal articles which are then given a quality assessment (quality assessment). from the results of the quality assessment (qa), there are 10 relevant journal articles which are then grouped based on the techniques, strategies, approaches and methods used to answer the research question. these results answer rq1, which is shown in the table as follows: table 12. results of quality assessment no article title type 1 comparative study of scientific literacy: indonesian and thai pre-service science teachers report four components of scientific literacy: science content, science context, scientific process, and scientific attitudes based on local wisdom 2 digital literacy practices in tertiary education: a case of efl postgraduate students how the students used digital tools for academic/research and general purposes. 3 digital-based instruction: chances and challenges in english language teaching context. the findings showed that the chances of applying dbi cover activating students, elevating digital literacy, provoking students’ creativity, and creating new application. 4 examining early childhood language and literacy learning opportunities in relation to maternal education and children’s initial skills relations between children’s language and literacy learning opportunities, initial skills, and maternal education 5 getting smart: towards critical digital literacy pedagogies explores how different roles of human and non-human agents in an online environment can be made salient and how teachers can promote learner awareness of hidden agents at the layer of digital interfaces. 6 impacts of flipped classrooms on learner attitudes towards technology-enhanced language learning results showed that the usa experimental group showed a statistically significant difference in all selfreported attitudes in using technology for language learning overtime. 7 teachers’ and students’ attitudes towards reading and writing: do they correlate to learning would be facilitated if both teachers and students hold positive attitudes towards reading and english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 125 students’ achievement in english? writing, and this, in turn, could impact the students’ achievement in the english language. 8 teachers’ beliefs and classroom practices on the use of video in english language teaching four key factors which involved teaching philosophy, there are: teacher’s knowledge, skill, facility, and reading literature. 9 the english language arts classroom as a multilingual literacy community through texts, resources, and positive identity work, the english language arts (ela) classroom contains the building blocks for empowering multilingual literacy places and spaces. 10 tpack model-based instruction in teaching writing: an analysis on tpack literacy the main points on the survey were about technological knowledge (tk), pedagogical knowledge (pk), content knowledge (ck), and technological pedagogical and content knowledge (tpack) below are some keywords related to improve literacy in online learning based on ten research articles that were researched: table 13. some keywords related to improve literacy in online learning type article number: scientific literacy and literacy learning opportunities 1 and 4 digital tools and using technology 2, 6 and 10 students’ creativity and creating new application. 3 online environment and content knowledge 5 and 10 teachers and students hold positive attitudes 7 teaching philosophy and pedagogical knowledge 8 and 10 texts and resource’s positive identity work 9 by using the systematic literature review method, the authors get facts and data from ten articles related to improve literacy in online learning, namely: scientific literacy and literacy learning opportunities this section is divided into two, namely scientific literacy and literacy learning opportunities. for scientific literacy, the fourth category of scientific literacy, there are cultural scientific literacy, civic scientific literacy, scientific literacy practice, and aesthetic literacy and consumer science (drago & mih, 2015). when students have the opportunity to learn literacy, this opportunity also allows the student to become an agent who is engaged and ultimately excited to learn and study (loerts & heydon, 2016). the most important things for students of scientific literacy are culture, civic practice and an aesthetic that can make students as mobile agents and ultimately eager to learn and learn. digital tools and using technology in general, digital tools and technology are something that cannot be separated. a digital tool is a program, website, or online resource that can make tasks or communications easier to complete. while technology is the application of scientific knowledge that is useful for human life to be practical. the use of digital tools is recognized by teachers of all subjects and people in charge extracurricular activities, which will ultimately diversify learning activities in class ivaniuk, soroko, gritsenchuk, & kravchyna, 2020). the use of technology in the classroom is associated with test scores but the results will be positive if it is implemented in schools with a higher level of accuracy (gilakjani, 2017). students’ creativity and creating new application a student must have creative abilities, creative abilities are the ability to create innovative ideas, new theories, insights, and new objects for the reconstruction and development of various fields of science. because when students have creative abilities, they will be able to produce new applications for learning or other functions. student creativity is fostered when teachers minimize the use of assessments in making social comparisons (beghetto, 2005). the way to create an app is design, implementation, testing, and publishing (seymour, hussain, & reynolds, 2016). online environment and content knowledge eska perdana prasetya systematic literature review of a scientific journal: improving literacy in online classroom learning 126 the goal of an online environment is to challenge educators in their environment to approach and develop competent students' cultural awareness and skills (jacobsen & jacobsen, 2019). the main goal of an online environment is to challenge educators how to make competent students who are expected to produce knowledge content that has subject matter knowledge such as knowledge of language, mathematics, natural sciences and social sciences. teachers and students hold positive attitudes teachers’ positive attitudes have positively influence students’ personality as well as their life performances (ulug, ozden, & eryilmaz, 2011). teachers must have a polite character, knowledgeable and good moral character so as to create a favourable atmosphere for students when studying (gowder, 2016). teachers must have a polite character, knowledgeable and good moral character so as to create a favourable atmosphere for students when studying. teaching philosophy and pedagogical knowledge the statement of teaching philosophy is generally individual because it reflects the personal values and what the teacher has (faryadi, 2015). various pedagogical approaches and appropriate ways to use ict to support the development of their students’ 21st century skills (septiyanti, inderawati, & vianty, 2020). in increasing literacy, it must also be considered side 6. teaching philosophy and pedagogical knowledge, two things that are important to have by a teacher reflect personal values and what they have and a pedagogical approach and the right way to use ict. texts and resource’s positive identity work to create knowledge from textual in the form of offline and online resources, a student needs to be supported by the process from the start and during the learning process schmidt & skoog in (schmidt & skoog, 2020). the text must pay attention to the following things such as using language that is suitable for spelling, paying attention to punctuation, using appropriate capital letters and avoiding body language. the types of text have several sections such as; a. narrative text is a written work that tells or describes an event in detail based on a timeline, b. an exposition text is a written work that presents the author's ideas / opinions accompanied by facts and logical reasons, c. explanatory text is often used to write scientific texts, d. persuasion text is a written work in the form of an invitation or persuasion to the reader to do or follow the contents in the persuasion text that has been made, e. argumentation text is a written work in the form of paragraph development that aims to convince or persuade readers to have the same thoughts as the author, f. descriptive text is a writing whose content aims to give the reader a detailed and clear description of an object. conclusion this study uses a systematic literature review method using several steps to find out how to improve literacy in online learning. a systematic literature review can provide a clear picture of what has already been investigated and what existing gaps (tan, le, & xuan, 2020). this study using ten main articles, it is known that there are seven things that can influence literacy in online learning. there are scientific literacy and literacy learning opportunities, digital 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(2020). impacts of flipped classrooms on learner attitudes towards technology-enhanced language learning. computer assisted language learning, 33(3), 240–274. https://doi.org/10.1080/09588221.2018.1557692 an analysis of the translation of metaphors in the novel harry potter and english review: journal of english education issn 2301-7554 vol. 3, issue 2, june 2015 http://journal.uniku.ac.id/index.php/erjee the translation of metaphors in harry potter and the chamber of secrets from english to indonesian khairuddin department of medical record and health information health polytechnic of malang, indonesia e-mail: fadilkhairuddin@yahoo.com apa citation: khairuddin (2015). the translation of metaphors in harry potter and the chamber of secrets from english to indonesian, english review: journal of english education 3(2),201-209 received: 11-03-2015 accepted: 12-04-2015 published: 01-06-2015 abstract: translation is undoubtedly an important but at the same time difficult work. metaphors are among the potential areas of translation problem. this study aimed at describing how metaphors in the novel harry potter and the chamber of secrets are translated from english to indonesian, and evaluating the appropriateness of the translation results. findings showed certain strategies were applicable and determinant to the appropriateness of the english metaphor translation to indonesian: adoption or reproduction, adaptation or replacement with indonesian metaphors, conversion to simile, adoption plus sense, conversion to sense, and deletion. metaphor translation appropriateness shall be arrived if it qualifies referential and contextual accuracy. missing one or either two of the accuracy kinds may result in less and inappropriate metaphor translation respectively. keywords: translation, metaphorical expression, translation appropriateness, metaphor translation strategies . introduction that translation work is of great importance but at the same time difficult and complex is a two-face of a coin which most translators share a view. on the delighting face, there is a mouthful significant importance of translation in transmitting culture, revitalizing language, interpreting texts, disseminating knowledge, suggesting the relationship between thought and language, and contributing towards understanding between nations. it is also a unique source of knowledge and wisdom for mankind (newmark, 1988). it enriches the intellectual life in the target communities and introduces new linguistic structures or new genres into the target language and culture (stiffener in malkmajaer, 1988). on the discouraging face, it is an inconvenient and difficult work even before a translator begins his work, more difficult than a writer doing his own composition; because a translator is tightly possessed of the content of the source text. the difficulty is folded when the translator's source and target language mastery is not of an advanced level. the difficulties lie on making decision which principle to refer to; whether the translation should incline to the source or the target language, to be faithful or beautiful, literal or free, and whether to attempt to and struggle for the form or the content. mailto:fadilkhairuddin@yahoo.com khairuddin the translation of metaphors in harry potter and the chamber of secrets from english to indonesian translation is the reproducing in the receptor language or target language the closest natural equivalent of the source language message, first in terms of meaning and second in terms of style (nida and taber, 1982). in translating process, some areas may appear to be potential problems for a translator in transferring the content and the structural form of the source to the target text. among the commonest problem of content transfer in translation are idioms and figurative meanings (nida & taber, 1982). the translation of idioms and figurative meaning is more problematic since they contain metaphorical expressions. metaphor is an indirect speech act of word, expression or sentence whose meaning is what a speaker might utter it to mean, in a way that departs from what the word, the expression or the sentence actually means. in other words, a metaphorical meaning is made up of the speaker's meaning and the word or sentence meaning (searle in orthony 1982). the purpose of metaphor is to describe an entity, event or quality more comprehensively and concisely in a more complex way than is possible by using literal language, not just for the purpose of coloring language, but more important is of sharpening it in order to describe the life of the world or the mind accurately (newmark, 1988). because of its nature of using a figurative word to denote meaning, a metaphor or expression with metaphorical meaning is difficult to translate between languages. they are more difficult to translate compared with words with mere literal meanings. in fact, metaphor is at the center of all problems of translation (newmark, 1988). however, not rarely we have found that sentences are used in perfectly ordinary contexts with other than their literal meanings. indeed, almost every sentence produced by any human being contains importantly metaphorical or other figurative elements. we use or hear hundreds of metaphors in everyday speech, in slang, in news reporting, in novels, etc. (wales, 2001). in fact, (as stressed by de man, 1979 in wales, 2001), they are part of the fabric of language, even of thought. the translation of literary forms such as novels and short stories between languages are not easy to work out. even, the translation of novels and short stories is the second most difficult after the translation of poetry (newmark, 1988). this is truly so in greater part because the existence of metaphors in such writings is ubiquitous. in fact, metaphors in novels and short stories are often boldly translated to literal language, which thus unwittingly sacrifice their language features that function for coloring or sharpening the author's description in their writings. consequently, readers of the translated texts may not be able to have equal enjoyment as felt by the readers of the original novel or short story. to transfer successfully the equivalent metaphors from the source language to the target language text, it requires a translator to have knowledge to identify and interpret the metaphor itself. without such knowledge, it is difficult to work out the interpretation of the metaphor and to represent the metaphorical meanings in the source language text to the target language text. the blend of the above-mentioned importance of translation in nation development, the challenging problems of translation works, the power of metaphor, the difficulties of english review: journal of english education issn 2301-7554 vol. 3, issue 2, june 2015 http://journal.uniku.ac.id/index.php/erjee metaphor translation, and its ubiquity in novels were the attraction calling for this study. this study described the strategies of metaphor translation and evaluated the appropriateness of metaphor translation from english to indonesian as found in the novel harry potter and the chamber of secrets. method two types of textual data served as the data source: (1) the original j.k. rowling's novel harry potter and the chamber of secrets (2000), published by bloomsbury, in order to obtain the english metaphors and (2) the indonesian version of the novel, harry potter dan kamar rahasia (2000) published by gramedia pustaka utama jakarta. the researcher first read the original novel harpy potter and the chamber of secrets in order to figure out the intention of the writer, and the function and type of the text. then, he identified all the english metaphors in the original novel and their translation in the indonesian translation version. next, he made comparison of the english metaphors with the indonesian translation in order to describe and analyze the various strategies used by the translator. lastly, he performed an evaluation of the appropriateness of the translation of the english metaphors in the original novel to the indonesian translation concerning with the referential accuracy and the contextual accuracy. judgment or evaluation of the appropriateness of metaphor translation was based on the researcher-made standards referring to referential or semantic and contextual or pragmatic accuracy (newmark, 1988, p 188). the evaluation result is classified into appropriate, less appropriate and inappropriate metaphor translation. a metaphor translation is marked appropriate when it has both qualities of referential and contextual accuracy. referential accuracy bears the quality of faithfulness of the translation to the source language text, and contextual accuracy bears the smoothness, naturalness, thus, acceptability of the translation in the target language text. a metaphor translation is marked less appropriate when it has referential or semantic accuracy, but is lacking of contextual or pragmatic accuracy, which is necessary for making natural, and thus, acceptable translation in the tl context a metaphor translation is also marked less accurate when the translator drops or gives up the metaphorical image too easily, while actually there is still alternative attempt to be made for conveying both the image and the metaphorical meaning and the interpretive meaning of the metaphor to the target language. an english metaphor translation to indonesian is marked inappropriate if the translation is referentially or semantically defiant or corruptive which signals the unfaithfulness of the translation to the original text. this unfaithfulness may be due to inaccurate addition or subtraction of information, misinterpretation of the metaphorical meaning, or inaccurate deletion due to the translator's incompetence. results and discussion analysis and evaluation of the metaphor translation the novel harry potter and the chamber of secrets bears more saliently the expressive, emotive, creative and aesthetic functions of language, which takes serious imaginative literature text type. in such a text type, metaphor plays much a part to make strong expressive impression of the language. it is also the link between the expressive and aesthetic khairuddin the translation of metaphors in harry potter and the chamber of secrets from english to indonesian functions. through images, metaphors connect the extra-linguistic reality with the world of the mind through language. thus metaphor, being both an expressive and aesthetic component, has to be preserved intact in translation. therefore, the translator should strive to transfer the metaphorical expressions to the tl text in order to preserve the expressive and aesthetic components of the original. dropping or giving up the metaphorical images that exist in the original novel in the translation would mean lessening or corrupting the expressive and aesthetic functions which in turn would lessen the value of the novel translated. there are 224 metaphors identified in the 366 pages novel harry potter and the chamber of secrets. these english metaphors are translated to indonesian through various metaphors translation strategies (see table 1).the strategy taken by the translator determines the success or appropriateness of the metaphor translation. a suitable metaphor translation strategy may bring to appropriate metaphor translation. below are representative examples of the analysis and evaluation of the metaphor translation. appropriate metaphor translation a metaphor translation is marked appropriate when it has both qualities of referential and contextual accuracy. referential accuracy bears the quality of faithfulness of the translation to the source language text, and contextual accuracy bears the smoothness, naturalness, thus, acceptability of the translation in the target language text. the following are representative examples of appropriate english metaphor translation to indonesian. (1) 'they gave me a nice, shiny engraved trophy for my trouble and warned me to keep my mouth shut.' ("mereka memberiku trofi bagus, berkilau dan berukir, dan memperingatkan aku untuk tetap tutup mulut. ") the secondary meaning of this complex metaphor keep my mouth shut is to keep secret of something. it is translated tutup mulut in indonesian. in this strategy, the translator has reproduced the original image of the metaphor in the indonesian translation. the image tutup mulut is similarly a standard and popular metaphor in indonesian culture which the translation readers will not fail to understand. by adopting or reproducing the metaphor, he has maintained faithfulness to the original and has kept the figurative or metaphorical aspect in the indonesian translation. (2) he promised harry he would flay him within an inch of his life when the masons had left. (la mengancam akan menghajar harry sampai nyawanya tinggal seujung rambut.) the secondary or interpretive meaning of the metaphorical utterance flay him within an inch of his life is `to flay very severely.' the metaphor is translated to indonesian to menghajarnya sampai nyawanya tinggal seujung rambut. the english metaphor cannot be adopted or reproduced directly to indonesian to menghajarnya sampai setiap inci hidupnya, as it does not read smooth and natural, therefore not acceptable. dealing with this problem, the translator's strategy is to adapt or replace the english metaphorical image with the indonesian image which has similar interpretive meaning to the original. by replacing with the standard and popular metaphorical image in english review: journal of english education issn 2301-7554 vol. 3, issue 2, june 2015 http://journal.uniku.ac.id/index.php/erjee indonesian, the translation can be both faithful to the original and acceptable in the receptor's language. (3) `we've been here nearly four hours! i'd never have believed it-time has flown, hasn't it?' ("kita sudah disini hampir empat jam. aku tak percaya, waktu berlalu bagai terbang ya?”) the metaphor time has flown in the original text has the secondary or interpretive meaning `time has passed very fast.' the metaphor is translated to indonesian to waktu berlalu bagai terbang. the translator's strategy is to translate the english metaphor to a simile in indonesian. the translator may not adopt or reproduce the english metaphor to waktu telah terbang, as it will read strange and awkward. by translating it to a simile, it succeeds the referential and contextual accuracy for being faithful to the original and acceptable in indonesian context. (4) harry told them all about dobby. `very fishv. 'said fred finally. (harry menceritakan kepada mereka semua tentang dobby. "sangat mencurigakan, kata fred akhirnya.) the metaphor very fishy has the interpretive meaning `very suspicious' in the original text. it is translated to indonesian to a sense or literal language sangat mencurigakan. although the translation does not bear the metaphorical aspect of the english metaphor, its meaning is similar to the metaphor's interpretive meaning. the translator cannot adopt the metaphor to berbau ikan or berbau amis, as it will not be understood correctly by the tl text readers. therefore, she should literalize the translation. by literalizing it, the translator maintains the faithfulness of the translation to the interpretive meaning and enables the readers to understand the translation correctly and easily. less appropriate metaphor translation a metaphor translation is marked less appropriate when it has referential accuracy which qualifies faithfulness of the translation to the original primary meaning, but it lacks contextual accuracy which is requirement of acceptability of the translation in the tl context. a metaphor translation is also marked less appropriate when the translator drops or gives up the metaphorical image too easily, while actually there is still alternative attempt to be made for conveying both the image or the metaphorical meaning and the interpretive meaning of the metaphor to the target language. the following are some examples. (1) `harry! what d'yeh think yer doin down there? harry's heart leapt. ("harry !" sedang apa kau disini?jantung harry melompat.) the metaphorical utterance harry's heart leapt has the interpretive meaning `extremely shocked' in the original text. it is translated to indonesian to jantung harry melompat. the translator has adopted or reproduced the metaphor to indonesian. this strategy has made the translation faithful to the original, and therefore referentially accurate. however, it does not read smooth and natural in indonesian. in other words, it is not acceptable in indonesian, and therefore, contextually not accurate. it will be appropriate if the metaphorical utterance is replaced with an indonesian metaphor jantung harry mau copot in order to make it more acceptable in the tl context. (2) `why would anyone want to celebrate the day they died? ' said ron. `sounds dead depressing to me.' khairuddin the translation of metaphors in harry potter and the chamber of secrets from english to indonesian ("kenapa ada orang ingin merayakan hari kematian naereka? " tanya ron. "kedengarannya suram bagiku.”) the metaphor dead depressing in the original text has the interpretive meaning `extremely frightening and sad.' the metaphor is translated to suram inindonesian. this translation, not only that it has lessened the meaning of the english metaphor in the original text, but it also does not have clear meaning and may not be understood clearly in indonesian. the researcher suggested that it is translated to kedengarannya menyeramkan sekali, in order to make the meaning clear and understood by the tl text readers. (3) "yeh should've ignored him, arthur, 'said hagrid `rotten to the core the whole family, everyone knows.' ("ku seharusnya jangan acuhkan dia, arthur, ' kata hagrid. jahat sekali seluruh keluarga, semua tahu.“) the metaphorical utterance rotten to the core has the interpretive meaning `extremely or acutely bad or mean' in the original text. this metaphor is translated to a sense or literal language jahat sekali in indonesian. the translator has dropped or given up the original metaphorical image too easily in the indonesian translation. consequently, the translation has lost its self-expressive and aesthetic function. therefore, the researcher marks it as less appropriate translation. actually, in order to this metaphor can be translated sudah busuk sampai ke tulang seluruh keluarga itu in order to keep the metaphorical image and be more faithful to the original which is the suggestion to make appropriate translation. inappropriate metaphor translation the researcher marks an english metaphor translation to indonesian as inappropriate if the translation is not referentially accurate, which signals the unfaithfulness of the translation to the original text. this unfaithfulness may be due to inaccurate addition or subtraction of information, misinterpretation of the metaphorical meaning, or inaccurate deletion due to the translator's incompetence. for this inappropriateness, the translator suggests his own translation in order to fix the problem. the following are some examples. (1) ... as he allowed to be swept out of his office, leaving them alone with prof mcgonagall. (...sebelum dia keluar dari kantornya, meniggalkan mereka sendirian dengan prof mcgonagall.) the interpretive meaning of the metaphor to be swept out in the original text is to involuntarily leave, or to feel compelled to leave. the metaphor is translated to a literal language keluar in indonesian. the word keluar in indonesian is not adequately representative to the interpretive meaning of the original metaphor swept out. translated as such, not only the translation has given up the metaphorical aspect too easily, but also it has not been faithful to the original. it has not been successful to convey the interpretive meaning full in the indonesian translation; it has subtracted the meaning inaccurately. therefore, the researcher marks this translation as inappropriate. the researcher suggests that it be translated to sebelum dia harus terusir keluar dari kantornya in order to make an appropriate translation. (2) riddle watched him out of sight, and then, moving quickly, headed straight down the stone steps to the dungeons with harry in hot pursuit. (riddle menunggunya lenyap dari pandangan, dan kemudian bergerak english review: journal of english education issn 2301-7554 vol. 3, issue 2, june 2015 http://journal.uniku.ac.id/index.php/erjee cepat menuruni tangga batu menuju jeruang bawah tanah. harry mengejarnya.) the english metaphor in hot pursuit in the original text has the interpretive meaning `to follow curiously or eagerly.' it is translated to indonesian to mengejar. the translator has given up the metaphorical element hot in the translation. this metaphor actually has important meaning, i.e. to describe how harry, the subject, has run to follow riddle. hence, the deletion has corrupted the complete interpretive meaning of the metaphor. therefore, the researcher marks this metaphor translation inappropriate. to make it appropriate, the researcher suggests that it be translated to harry mengejarnya bersemangat. (see table 2 for translation evaluation result) table 1: metaphor translation strategies applied in the translation of english metaphors in harry potter and the chamber of secrets to indonesian table 2: percentage of evaluation result of english metaphor translation in harry potter and the chamber of secrets to indonesian conclusions from the data analysis and discussion, the research has reached some conclusions. the writer's intention for writing the novel is the realization of her self-expression, creative thinking, and imagination. the novel bears more saliently the expressive, emotive, creative and aesthetic functions of language, which takes serious imaginative literature text type. in such a text type, metaphor plays much a part to make strong expressive and aesthetic impression of the language. therefore, the translator should strive to transfer the metaphorical expressions to tl text for preserving the expressive and aesthetic component of the english metaphors in the original text. the metaphorical expressions in harry potter and the chamber of secrets are translated to indonesian through various metaphor translation strategies: (1) english metaphor is adopted or reproduced when it is also a common or popular metaphor in indonesian language or culture. (2) the english metaphor is adapted or replaced with indonesian metaphor if the metaphor cannot be appropriately reproduced, translator's strategies total percentage metaphor reproduced 69 31% metaphor replaced with tl metaphor 18 8% metaphor changed to simile 9 4% metaphor changed to simile plus sense 1 0.4% metaphor reproduced plus sense 3 1% metaphor converted to sense 118 53% metaphor deleted 6 2.6% total 224 100 % evaluation total percentage appropriate metaphor translation 194 85% less appropriate metaphor translation 25 12% inappropriate metaphor translation 5 3% total 224 100% khairuddin the translation of metaphors in harry potter and the chamber of secrets from english to indonesian and if the indonesian metaphor is not defiant or corruptive to the meaning of the sl metaphor. (3) the english metaphor is changed to simile in the indonesian translation to retain the metaphorical image of the original. (4) the english metaphor is reproduced and combined with sense or the interpretive meaning of the metaphor. (5) the english metaphor is also changed to simile and combined with sense or the interpretive meaning of the metaphor in its original text; in the specific englishindonesian metaphor translation case, the sense may come first before the simile. (6)the metaphor is converted to sense or translated to literal language. ((7) the english metaphor is deleted when the metaphorical meaning is redundant. the translation of english metaphors in harry potter and the chamber of secrets to indonesian has been done relatively successfully. this conclusion is inferred from the evaluation results which show that 85 % of the english metaphors are marked appropriate metaphor translation. only 12% and 3% are marked respectively less appropriate and inappropriate metaphor translation. these findings give hint that the translator is familiar with the metaphor translation strategies commonly found or written in translation textbooks or other translation references. familiarity or knowledge of the metaphor translation strategies has proven to help solve problems of metaphor translation from english to indonesian. although there are several word-forword translation when the metaphor is a simple or one-word metaphor, for most metaphor translation, word order or syntactical structures seem to be least considered when priority is focused on balancing referential or semantic and contextual or pragmatic accuracies of metaphor translation from english to indonesian. references ary, d., jacobs. l., & razavieh, a. (2002). introduction to research in education. belmont: wadsworth. bell, r. t. (1991). translation and translating: theory and practice. london: longman. brislin, r. w. (ed). (1976). translation application and research. new york: gardener press, inc. carford, j. c. (1974). a linguistics theory of translation. new york: oxford university press. ching, m k.l., haley, michael c., & lunsford, ronald f. 1980. linguistics perspectives on literature. london: routledge & kegan paul ltd. davidson, d. (1978). what metaphors mean. in martinich, a.p., 2001. the philosophy of language. new york: oxford university press. fraser, l. (2004). wawancara dengan j.k. rowling si pencipta harry potter. jakarta: penerbit gramedia pustaka utama. gibbs, raymond w., & steen, gerard j. 1999. metaphors in cognitive linguistics. amsterdam: john benjamin publishing company. lakoff, g. & johnson, m. (1980). metaphors we live by. chicago: university of chicago press. larson, m. n. (1984). meaning-based translation: a guide to cross language equivalence. boston: university press of america, inc. leezenberg, m. (2001). contexts of metaphor. amsterdam: elsevier science ltd. lycan, w. j. (2000). philosophy of language: a contemporary introduction. london: routledge. malkmkjer, k. (1998). translation and language teaching. manchester: st. jerome publishing. martinich, a.p. (1984). a theory of metaphor. in martinich a.p (pp. 447-457). 2001. the philosophy of language. new york: oxford university press martinich, english review: journal of english education issn 2301-7554 vol. 3, issue 2, june 2015 http://journal.uniku.ac.id/index.php/erjee a.p. 2001. the philosophy of language. new york: oxford university press. miles, m. b. & huberman, a.m. (1984). qualitative data analysis: a source of new methods. california: sage publication, inc. mooij, j. j.a. (1976). a study of metaphor. amsterdam: north-holland publishing company. murtadho, n. (1999). metafora dalam alqur'an dan terjemahannya dalam bahasa indonesia. unpublished dissertation. jakarta: graduate program university of indonesia. newmark, p. (1988). approaches to translation. london: prentice hall. newmark, p. (1988). a text book of translation. london: prentice hall. nida, e. a. & taber, charles r. (1982). the theory and practice of translation. leiden: e.j. brill nida, e. a. (2001). contexts in translating. amsterdam: john benjarnins publishing company. pedoman penulisan karya ilmiah. (2003). malang: universitas negeri malang. rowling, j.k. (2000). harry potter and the chamber of secrets. london: bloomsbury. rowling, j.k. (2000). harry potter dan kamar rahasia. (translation version). jakarta: gramedia pustaka utama. sadtono, e. (1985). pedoman penerjemahan. jakarta: depdikbud, pusat pembinaan dan pengembangan bahasa. schaffner, c. (1998). qualification for professional translators. inmalkmajaer, kirsten. (pp. 117-133). translation and language teaching. manchester: st. jerome publishing searle, j. (1982). metaphor. in orthony, andrew, metaphor and thought (pp. 92-123). cambridge: cambridge university press. suryawinata, z. & hariyanto, s. (2003). translation: bahasan teori dan penuntun praktis menerjemahkan. yogyakarta: penerbit kanisius. veale, tony. 1995. metaphor, memory and meaning: symbolic and connectionist issues in metaphor interpretation. dublin: ireland wahab, abdul. 1986. javanese metaphors in discourse analysis. unpublished dissertation. urbana: university of illinois. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 245 needs analysis of vocational high school textbook to local culture materials and the 21st century competencies rita inderawati language and art education department, faculty of teachers training and education, sriwijaya university, indonesia e-mail: rita_inderawati@fkip.unsri.ac.id ismail petrus language and art education department, faculty of teachers training and education, sriwijaya university, indonesia e-mail: ismailpetrus@yahoo.com eryansyah language and art education department, faculty of teachers training and education, sriwijaya university, indonesia e-mail: eryansyah@unsri.ac.id meilinda mathematics and science education department, faculty of teachers training and education, university of sriwijaya, indonesia e-mail: meilinda@fkip.unsri.ac.id apa citation: inderawati, r., petrus, i., eryansyah., & meilinda. (2021). needs analysis of vocational high school textbook to local culture materials and the 21st century competencies. english review: journal of english education, 9(2), pp. 245-252. https://doi.org/10.25134/erjee.v9i2.4349 received: 21-02-2021 accepted: 23-04-2021 published: 15-06-2021 introduction the importance of english in secondary vocational schools in the 21st century must not be overestablished; thus, student learning should be taught in a variety of ways depending on their major or study program. they must be prepared to compete for posts in indonesia or elsewhere after graduation. according to the oecd, the global economic market forces countries to be competitive in terms of goods and services quality. in addition, the oecd (2017) stated that if its abilities are closely aligned with industries' needs, countries may have a competitive edge in industries. the asean economic community (aec), according to aring (2015), exposes countries that participate in the organization to the risk of human resource rivalry by forcing them to develop their skills. this corresponds to one of the most important goals of 21st-century education: the growth of life and career skills. abstract: the needs to know local cultural materials and skills for the future of students in the 21st century motivated researchers to concentrate more on them. in this recent research, an english textbook developed with palembang local culture in mind and reviewed by students considers student needs. in smk negeri 3 palembang, the travel agent competency program had 35 graders who completed a questionnaire with 45 questions. questionnaires and semi-structured interviews were used to collect and quantitatively and qualitatively interpret the details. the findings showed: 1) english must be taught through technology to support students; (2) english is essential to students' future careers; (3) no existing english language education materials are included with local palembang culture; and (4) two main reasons for integrating local palembang culture into educational materials were to enhance the knowledge of students. due to the queries, learning resources such as blogs, twitter, video calls, and voice notes became important for the promotion of skills in the 21st century. keywords: needs analysis; textbook; vocational high school; local culture; 21st century competency https://doi.org/10.25134/erjee.v9i2.4349 rita inderawati, ismail petrus, eryansyah, & meilinda needs analysis of vocational high school textbook to local culture materials and the 21st century competencies 246 graduates of vocational high schools (vhs) should have skills that will help them succeed in their careers, regulation no. 20 for 2016 according to indonesia's national ministry of education. this means that english is not only treated by the schools as a subject but also as a material awareness skill, based on the students’ study program and the requirements of industry at the high school vocational level. as a result, the aims of teaching english at vhs should be to develop specific skills in students through practical exercises based on their study program, so that they can perform well in the workplace later. the vhs students should have access to materials which are similar to those used in the english for specific purposes (esp) course. according to hussin (2018), one trend in education 4.0 is to take into consideration industrial revolution 4.0’s needs when developing and upgrading the experience of students. curriculum designers will use their feedback to keep the curriculum and its contents informed, meaningful and useful, including their interests, characteristics, and perspectives. as a consequence, when planning, designing, and developing instructional materials, the teacher should promote skills that are suitable for the students' learning needs. according to many kinds of research, developing students’ reading comprehension, extending their awareness, and becoming more aware of their own culture could be achieved by the help of local culture reading materials (elviana, inderawati, & mirizon, 2020; fu, 2018; sopian, inderawati, & petrus, 2019; yousef, chatti, & schroeder, 2014). the majority of english reading materials textbooks, on the other hand, are restricted in terms of students' ethnicity or local culture. on the basis of their findings from three different textbooks, dehbozorgi, amalsaleh, and kafipour (2014) argued that the target population was more influential than the other cultural classes. as a result, it is important to integrate local values into teaching materials. since there are currently no teaching materials containing local culture content, the development of teaching materials containing local culture content is considered necessary (sari, 2016). as a result, creating or designing materials of reading for vhs tour agent students which provided their own local culture in english is critical. one vital thing and most significant step before designing materials is to conduct an assessment of the situation. it was discovered through informal interviews with vocational teachers who studied in the instructional materials writing and evaluation course at universitas sriwijaya's magister program in the faculty of education that most english teachers used government and commercial publishers' textbooks as their primary source of teaching at school. despite the fact that the books' contents are not directly relevant to their research program, they are still considered general. they lacked of unique content, such as culture, that is covered by a content syllabus. as a result, the textbooks used remain generic and devoid of culture, especially local culture. on the basis of the textbooks they use, english teachers acknowledge that further reading opportunities are needed to meet the needs of their students. experts discussed the need for students to learn english more directly in their fields, which led them to develop english teaching materials for vocational school students. numerous needs analysis studies have been conducted in indonesia, many of which are related to esp in terms of syllabus design or materials development for particular levels of education (sularti, dradjati & supriyadi, (2019); mahbub, 2018; rahamdina & sofyan, 2019; ratri & puspita, 2019; sari, 2016; yundayani, et al, 2017). other countries have also undertaken a variety of needs recognition studies (bedoya, et al, 2015; chetsadanuwat, 2018). these findings highlight the value of performing a needs review while developing standards, textbooks, or instructional materials. the needs analysis may explain students' challenges, the expertise or skills required, or the teaching strategies to be used— besides, the findings of the study of needs. the study will be the most relevant thing to consider to fulfil the needs of students. in addition, literacy on reading skill is one of the skills that need to be considered as well as emphasized. students can gain more information to explain their skills, such as being a guide, by reading. then there is the descriptive text that is widely used in english. it was suggested by rajabi and ketabi (2012) that tools for reading locality were able to be supplemented with insightful or descriptive texts, manners, and viewpoints, and genuine human interest texts from literature. additionally, the teacher of english expected to see several supplementary english reading material english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 247 dealing with locality, especially the culture of south sumatra. the following is an extract from article 8 of the southern sumatra provincial regulation no 4 of 2015: (1) participation of the group in the implementation of cultural protection measures is expected. (2) the preceding paragraph's definition of community responsibility shall be prioritized as follows: (a) to contribute to a list of cultural activities in the area; (b) to participate in activities such as learning about regional history and inventorying regional cultural properties; (c) to take part in programs aimed at preserving cultural heritage; (d) to engage in the social interaction and publication of the community's regional cultural values; (e) to engage in activities aimed at facilitating the improvement of the quality of human capital in the field of cultural preservation. local culture materials, in the form of procedure, narrative, and descriptive texts, may intensify the students’ encouragement to learn on the basis of their needs. they will learn and practice student skills related to their field of study and gain a better understanding of the content of their everyday lives. after completing the course, all knowledge and skills related to their local community can be transferred to their workplaces. as a result, it is necessary to develop reading materials that are culturally acceptable for students. this is in line with research that shows that using local culture as a reading material will help students increase their reading comprehension, broaden their knowledge, and gain a better understanding of their culture (deghan & sadighi, 2011; sopian, et al, 2019; elviana, et al; 2020; fu, 2018). accordingly, teachers face many difficulties in promoting student competence and encouraging them to read because of a shortage of opportunities that meet their needs and interests. as a result, students must have access to reading materials that are suitable for their subjects and interests. if the content does not meet the students' standards, the instructor will have to create new material (elviana, et al., 2020; mahbub, 2018; mukundan, et al., 2016). teachers must be able to design, modify, and adapt teaching materials based on teaching and learning objectives and student characteristics, as set out in national education regulation no. 16 of 2007, relating to teachers' professional competence. adapting or altering other items or tools can be used for the development of materials (tomlinson, 1999). by reducing, adding, replacing, modifying, and adding to the importance of the book for each student, curriculum adaptation improves the content to enhance or make it more suitable for certain types of learners. as a result, the authors have attempted to build reading materials for vocational students based on a variety of texts relating to local culture or tourism. students research several aspects of local culture in tourism content subjects that cover local culture and are enriched with 21st-century skills or skills for life. pursuant to regulation no 10 of the indonesian ministry of national education of 2014 and regulation no 5 of the indonesian government of 2017, this research examined a number of topics related to their material subjects and the curriculum, with a focus on the form of culture for preservation. informal interviews were conducted with some students in the travel agent competency program and english teachers at smkn 3 palembang for the purpose of this report. several findings need to be taken into account when teaching and learning english in that grade. first and foremost, english had to be incorporated with the subject matter. this means that the standard of materials written in english will help students in their academic endeavours. second, most english teachers used government-published books and two-course books from private publishers as their primary teaching tools. however, because the course books' content was not specifically applicable to students, they were still considered to be general. there was a lack of cultural materials, particularly from the local area. after that, one of the qualities that needed to be stressed was the ability to learn. to meet the needs of their students, the english teachers confessed that they entailed more reading opportunities. due to a shortage of english reading materials on palembang's local culture, it was proposed that some additional local culture based reading materials be made accessible to suit the students’ needs while remaining compatible with their english skills. before designing local culture english descriptive reading subjects for students of vhs in palembang, it is necessary to carry out a needs analysis study that is specific to students' needs. several similar previous studies have been rita inderawati, ismail petrus, eryansyah, & meilinda needs analysis of vocational high school textbook to local culture materials and the 21st century competencies 248 compared and contrasted in this paper. the study of the student needs analysis was a crucial similarity. the students' level, the focus on english skills, and the depth of the needs assessment were all different from previous studies. the main difference was the inclusion of a specific local population, namely the culture of palembang. tsa, deficiency analysis, psa, and strategy analysis were all used to determine student needs. the need study looked at students' needs as seen by students of the travel agent competency program, english teachers, and other school stakeholders. as a result, this study aimed to clarify the perspectives of students, teachers, and stakeholders on the needs of students in english reading materials based on their cultural context. method a total of 35 research participants took part in this study. there are 45-question questionnaire was given to tenth-grade students at smk 3 palembang's travel agent competency program. the questions were divided into four categories: tsa, deficiency analysis, psa, and strategy analysis with 20 items on the likert scale and 25 items on a multiple-choice scale. issue classifications included tsa, deficiency analysis, psa, and strategy analysis. the discussion was centred on teaching english at vhs, available english reading subjects, and the introduction of palembang culture into english reading subjects. to interpret the information gathered from the questionnaire, the data was evaluated quantitatively and qualitatively. in order to evaluate questionnaire data, the qualitative approach was employed to decipher and clarify the interview data. findings and discussion students' tsa, weakness analysis, psa, and strategy analysis criteria were related to the knowledge gathered from their point of view. this paper's data included the highest proportion of students' answers to each of the questionnaire's questions. target situation analysis (tsa) this section focused on the students' needs, goals, and aspirations in terms of learning english. table 1 shows the information gathered. table 1. the view of the students on tsa no question/ statement percentage 1. the significance of knowing english 69.6 % 2. expectations of learners when it comes to studying english 77.3% 3. the language used by students in their professional lives 83.6% 4. the degree of english proficiency needed for a student's future career. 68.2% the prominent argumentation for studying english was to advance their careers in tomorrow, as seen in table 1. (68.2 %). it was in keeping with the goals of vocational secondary school as seen in the 2013 english curriculum and in the 2016 regulation no 20 of the indonesian ministry of education. the students then needed to be able to communicate fluently in english in the future workplace through oral communication. the majority of them wished to learn english so that they could interact with co-workers or visitors (83.6%). that became the reason why, in order to help their career, their english proficiency had to be advanced (77.3%). table 2. technology based english content no question/ statement percentage 1. english must be taught with technology in the technological era to help me understand what my main tourism services need. 86.7% 2. in the dynamic global economy, countries increasingly need to cope with the characteristics of products and merits that enable me to improve life and professional skills. 83.2% 3. including tourism in the city of palembang in the english language textbook, i automatically learn the local culture through my later work environment. 86.5% 4. in response to demands of the world's financial contest, i need interactive, integrated english training with technologies such as blogs, twitter, video calls and voice notes. 86.6% 5. since english is incorporated into these technologies, the virtual english textbooks is necessary for me. 82.1% 6. the texts i learned included interactive, communicative, critical and artistic practices, in keeping with the needs of the industrial revolution 4.0. 79.2% english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 249 in the 21st century, english must be taught using technology to help students understand what is required according to the students' competence travel agent. countries are increasingly being challenged to compete on the quality of their products and services in today's competitive global economy, which allows the students to develop life and career skills. students will learn about the local culture as a result of their potential use of english if an english textbook includes a section on tourism in palembang. interactive and integrated english learning is needed using technologies such as blogs, youtube, video calls, and voice notes in order to meet the demands of global economic competition. therefore, virtual english textbooks were entailed these technologies due to the integration of english with these technologies. present situation analysis (psa) this section focused on the students' current english proficiency, the resources they had learned, and their local cultural awareness. table 3 shows the data on the students' perceptions of their english proficiency. table 3. the students’ english proficiency no question/ statement percentage 1. the new english level for students 81.5% 2. the students' recent level of comprehension of the reading text 60.3% from the table, it can be identified that almost all students (81.5%) recognized that their current level of english skills was beginner. 60.3% of students, therefore, felt that their current understanding of the reading text was sufficient. deficiency analysis table 4 displays the existing desires and needs of the students in terms of topics or reading suggestions. table 4. students' perspectives on current wants and needs no question/ statement percentage 1. learners want to hear about a specific topic while they're learning to read. 70.3% 2. students' preferred reading feedback. 60.7% 3. topics related to students' general knowledge were integrated into the reading study program. 61.6% 4. including topics for reading that 72.5%% were related to palembang's local culture. according to the results of the survey, 70.3% of students chose to incorporate their own cultural culture in reading materials. it is reasonable to think that the students thought this subject would help them with their studies. it was clear that 60.7% of students wanted tour and travel contexts based textbook. it was discovered that 65.7% of learners felt it was very important to integrate topics related to general knowledge into their reading study program. in addition, they needed information on palembang's local culture. 72.5% of students said it was extremely important, and the remaining students said it was very important. discussion students in the travel agent competency program had to have knowledge related to their study program in order to communicate orally, particularly to tourists. one of them dealt with palembang's history. one of their potential tasks will be to illustrate and show their own local culture to domestic visitors, including those from other countries. reading materials were one way of disseminating information about their local community. according to petrovska (2001), language learning and language learning will benefit from local culture, inspire students to provide familiar perspectives, and prepare students to communicate in foreign languages about their own culture. the main incentive for vhs students to learn english was to help them progress in their careers. this was consistent with the goals of vocational high school as outlined in the 2013 english curriculum and regulation 20 year 2016 of the indonesian national education ministry. the students then needed to be able to communicate fluently in english in the future workplace through oral communication. the majority of them wished to learn english so that they could interact with coworkers and visitors. that became the reason why, in order to help their career, their english proficiency had to be advanced. as a result, smk tourism majors needed to have knowledge of their study program, one of which was about their own local culture, in order to communicate orally, especially with tourists. one of their potential tasks will be to illustrate and show their own local culture to domestic visitors, including those from other rita inderawati, ismail petrus, eryansyah, & meilinda needs analysis of vocational high school textbook to local culture materials and the 21st century competencies 250 countries. reading materials were one way of disseminating information about their local community. additionally, students desired reading materials that contained details about their own neighbourhood. it is fair to believe that the students felt this subject would assist them in their academic endeavours. the majority of the students clearly desired to read texts about tourism. the students believed that integrating topics related to their general knowledge into their reading study program was extremely important. they also needed more knowledge about their local culture. the majority of students gave supportive responses, saying that learning it was crucial. it supports rahamdina, harahap, and sofyan's results (2019), which looked into the english specifications of a tour and travel study program at an smk in bengkulu. cultural tourism was discovered to be one of the most fascinating reading topics for the students. the existing reading materials are expected to help students improve their english proficiency, especially their reading skills, to the level needed to support their future careers, based on the information gathered. conclusion teachers and educators must conduct a need review in order to acquire a wealth of information about their students' needs, interests, academic shortcomings, and preferred learning styles. this type of information can be used to build learning materials that are well-founded. for example, english reading materials for tourism majors should be adapted to their particular requirements. based on the findings of the need report, it is suggested that learning materials be created that integrate the use of technology for learning as well as palembang's local culture, are compatible with students' english proficiency, and aid in their majoring. references aring, 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(2017). need analysis: the writing skill instructional material context for academic purposes. english review: journal of english education, 6(1). rita inderawati, ismail petrus, eryansyah, & meilinda needs analysis of vocational high school textbook to local culture materials and the 21st century competencies 252 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 957 practice assessment of english teachers in state madrasah school in mataram city pauzan english language education, faculty of education and teacher training, universitas islam negeri mataram, indonesia email: pauzanharis@uinmataram.ac.id ribahan english language education, faculty of education and teacher training, universitas islam negeri mataram, indonesia email: ribhansyah79@gmail.com apa citation: pauzan., & ribahan. (2022). practice assessment of english teachers in state madrasah school in mataram city. english review: journal of english education, 10(3), 957-964. http://doi.org/10.25134/erjee.v10i3.6819 received: 22-07-2022 accepted: 24-09-2022 published: 30-11-2022 introduction according to hafid (2017), assessment helps to collect information from students to make certain decisions. meanwhile, valenthine (2018) argues that assessment involves a wider domain, so teachers must consider various aspects in conducting assessments. in order to observe and improve student learning activities, lessons at school and the environment in which the learning takes place. cheng in kirkgoz et al. (2018) asserts that assessment helps to collect information from students to help in making decisions about the progress and development of students' language. thus, assessment is an important part that cannot be separated from learning activities and teachers are expected to not stop conducting assessments, either programmed or programmed incidentally. there are several important reasons why teachers should conduct assessments. in general, assessments are carried out by teachers to provide accountability for student learning outcomes and improve learning (lippmann et al., 2021). meanwhile, in the context of learning english, moremi (2021) suggests at least two main reasons teachers conduct assessments, namely to find out how many students can achieve learning objectives, anyone who has problems learning english and which techniques are useful to use in learning and to make decisions whether the learning program carried out should be continued or discontinued. furthermore, yuliandasari & kusriandi (2018) assert that teachers should conduct assessments in learning english to facilitate students in learning english and monitor the progress of their learning outcomes both through diagnostic tests and learning outcomes tests. in the school curriculum in indonesia, teachers are required to have the ability to assess their students' learning outcomes, both formative and summative. in this case, ahmet & mehmet (2018) state that a should own a literacy about assessment to understand what is essential to be assessed, how to assess, and what decisions must abstract: this study aims to describe the assessment practices carried out by english teachers of state madrasah schools in mataram city at the stages of planning, implementation, supervision, and recording. in this descriptive study, the researcher used qualitative and quantitative descriptive approaches. a total of 18 teachers from both state mts and ma in the city of mataram participated in the study. the data collection technique used a questionnaire in the form of a google form containing a number of statements related to the assessment practice at the four stages of the assessment with the answer format using a likert scale with a range of answers strongly disagree, disagree, not sure, agree, and strongly agree. the data were the results of the average calculation of each item was analyzed descriptively. the results of the study showed that (1) teachers were not sure to ask for parental approval before the assessment was carried out, (2) teachers agreed that the assessment was carried out within a certain time, according to the situation and conditions and accompanied by feedback, (3) teachers felt hesitant to share the findings of the assessment with fellow teachers and the involvement of parents in the assessment process, and (4) the teacher felt aware and responsible for recording or documenting the results of the assessment that were carried out. thus, assessment is an important part that cannot be separated from learning activities and teachers are expected to keep conducting assessments. keywords: assessment; implementation; madrasah teacher; planning; recording; supervision pauzan & ribahan practice assessment of english teachers in state madrasah school in mataram city 958 be made regarding the assessment results. however, many teachers face difficulties in implementing and realizing the assessment practices above. some of the reasons, according to fitriani (2019), it is due to the external and internal issue faced by the teachers. teachers' knowledge in indonesia about assessment is still low. this is because teachers are lacking in assessment training, and many teachers cannot attend training organized by the government even though routine training is very important and meaningful for improving their ability to practice assessment. based on the problems stated above, this article aims to examine the assessment practices of english teachers in public madrasah schools in mataram city, especially in learning english. according to santika et al. (2022), assessment helps to obtain information that is used as a basis for making decisions regarding students related to curriculum, learning program, and school policies. in addition, adnan et al. (2019) suggest that assessment is necessary to determine whether an activity program's process and results are in accordance with the goals or criteria set. cheng & fox (2017) explain that assessment involves two key points, namely (1) assessment involves teachers and students and (2) assessment can include classroom tests and daily assessments. furthermore, whiley et al. (2017) define assessment as an active process in which evidence of student learning is collected and analyzed to reach effective decisions. nimehchisalem & abdalla (2020) assert that assessment involves various activities that measure the extent to which students understand the curriculum material and achieve the instructional goals planned by the teacher. assessment has an equally important position with learning because it is impossible not to measure or assess the extent to which the learning we have implemented, in this case, whether they achieved the expected goals. the assessment results are significant to be used as a reference for better learning practices and become a benchmark for deciding whether a student can continue to the next level and program. assessment has a very important role in the learning process. tosuncuoglu (2018) asserts that assessment is an important tool that can be used to diagnose student weaknesses and strengths and provide feedback for teachers in designing teaching and learning activities that are relevant to the wishes. faber et al. (2017) add that assessment for teachers is very important to monitor student progress and as a basis for choosing the right method to achieve the desired results. through assessment, teachers can use various techniques in learning and set strategies for learning as well as help the student know the areas in which he or she must work hard to achieve the desired results. considering the importance of the role of assessment in the school curriculum in our country, teachers are required to have good skills in assessing learning activities in the form of the ability to carry out formative assessments. (kazemi, 2018) suggests that formative assessment collects and analyses the results or evidence obtained. from the assessment, determine the time and process and appropriate learning strategies to achieve learning objectives. meanwhile, in the case of student learning, the primary idea of summative assessment is to offer information on what learning has been accomplished at a specific moment (dolin et al., 2017). furthermore, manotumruksa et al. (2020) divide the assessment into five parts: summative assessment, diagnostic assessment, formative assessment, formal assessment, and informal assessment. assessment can also be classified into three types: self-assessment, peer research and teacher assessment (maba & mantra, 2017). next, nurhidayat et al. (2021) in their article describe three models or types of assessment, namely assessment of learning, assessment for learning, and assessment as learning. therefore, it is connected to the assessment of english teachers. cheng & chang (2017) showed that assessment requires teachers and bases their decisions on learning, assessment and reporting. teachers usually choose and apply certain models according to their needs and objectives in carrying out assessment activities. armstrong & harman (2019) suggest four stages in conducting classroom assessments: assigning assessment tasks to students, students performing assignments, assessing student work, and giving students feedback based on the results. this model represents what most teachers do when conducting assessments. black & wiliam (2018) added that regarding classroom assessment, critical component is the implementation of teachers' strategies and objectives in the classroom. according to zulaiha et al. (2020), teacher assessment model uses the planning stage, the assessment stage, the observation stage, the stage of giving special assignments, continuous review english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 959 stage, and level determination stage. the result show that the study's participants, which is teachers, reported being assessment-literate and knowledgeable about the fundamentals of classroom-based assessment. they also said they have implemented most of these concepts. from the two models above, xu & brown (2017) conclude that the processes and strategies in language learning assessment can be divided into four main stages, namely planning, implementation, monitoring, and recording. at the implementation stage, the teacher provides sufficient information about the assessment, including details such as time allocation and difficulty level, to ensure that students can clearly understand what they should do to meet the desired results. at the monitoring stage, the teacher conducts an assessment according to the criteria which have been set. criteria must be made and determined considering the assessment's objectives and the students' characteristics so that the assessment's validity and reliability can be developed. at the recording stage, the teacher carries out the process of taking the results of the assessments that have been carried out on students, both in written form and other forms that function to document the assessments that have been carried out so that if needed, the teacher can show them at any time. method the method should make readers able to reproduce the experiment. provide sufficient detail to allow the work to be reproduced. a reference should indicate methods already published; only relevant modifications should be described. do not repeat the details of established methods. the method section covers respondents, instruments, procedures, and data analysis. in this study, the researcher used qualitative and quantitative descriptive approaches. according to moedjiono et al. (2018), this approach focuses on understanding problems in social life based on holistic, complex, and detailed reality conditions. the type of research used was descriptive research. this study described the information or data obtained from the research subject so that it can provide a clear description of the assessment practices carried out by english teachers in state madrasah schools in the city of mataram in the four stages of assessment, namely planning, implementation, monitoring and recording. the data collection method used was the questionnaire method. the questionnaire contains statement items related to the assessment practices carried out by english teachers at state madrasah schools in the city of mataram by distributing questionnaires to provide answers to each statement item contained in the questionnaire. the answer format using a likert scale with a range of strongly disagree, disagree, not sure, agree, and strongly agree is provided to answer the questions in the questionnaire. likert scale is a form of scale that is used to collect data in order to find out or measure data that is both qualitative and quantitative. after the questionnaire was filled in, the researcher calculated based on the number of percentages and the average score of each statement item (meiryani et al., 2021). the data collected from the questionnaire were then analyzed descriptively. the average value of the teacher's answers as the answer to the problem in this study, namely the assessment practice carried out by english teachers in state madrasah schools in the city of mataram. results and discussion the following is a reference or guide to score interpretation and score criteria for answers to each statement given by the respondent. table 1. interpretation of scores and criteria average score criteria m = ≥4.50 strongly agree m = 3.50 -4.49 agree m = 2.50 -3.49 neutral (neither agree nor disagree) m = 1.50 -2.49 strongly disagree m = ≤1.49 disagree assessment practices at the planning stage carried out by english teachers in madrasah schools in mataram city we present and analyze the responses given by english teachers of state madrasah schools in mataram city in conducting assessment practices in the planning stage using descriptive statistical techniques. the data are presented in table 2 below. table 2. data on assessment practices at the planning stage no. statement average criteria 1 i first set goals when designing 4.80 strongly agree 2 i consider the objectives to be achieved in the curriculum when designing the assessment 4.65 strongly agree 3 i consider students' needs 4.35 agree pauzan & ribahan practice assessment of english teachers in state madrasah school in mataram city 960 when designing an assessment 4 i strike a balance between the assessment goals i want to achieve with the student's needs when designing the assessment 4.30 agree 5 i include the assessment specifications when conducting the assessment 4.30 agree 6 the assessment that i do is related to the subject matter that has actually been given to students in class 4.75 strongly agree 7 the assessments i do are meaningful to students 4.55 strongly agree 8 i design an assessment to obtain information about students' knowledge at a given time 4.60 strongly agree 9 i design an assessment to obtain information about a student's skills at a given time 4.45 agree 10 i design an assessment to obtain information about students' ability to use language effectively 4.45 agree 11 i ask for comments from colleagues or refer to existing assessment guidelines to check the accuracy of the assessment i do 4.25 agree 12 the assessment that i do is more focused on student progress and achievement than the comparison of students' abilities in class 4.05 agree 13 i announce in advance before the assessment is carried out so that students prepare themselves 4.55 strongly agree 14 i ask for the approval of students or parents before conducting an assessment 3.00 neutral 15 i respect student privacy and guarantee not to divulge 4.35 agree 16 i guarantee that all students have the same learning opportunities in the class 4.85 strongly agree 17 i ensure that the assessment results are not influenced by personal factors such as gender, appearance, social and economic background 4.70 strongly agree average total 4.40 agree table 2 shows that the respondents "strongly agree" with items 1, 2, 6, 7, 8, 13, 16, and 17. the only item or item where the teacher is not sure or chooses to be neutral with the assessment planning activities carried out is item fourteen (14), which has a correlation with teacher ethics in preparing and carrying out assessments, namely the approval of students or teachers before an assessment or assessment is carried out. indeed, in practice, this is not common, especially in the case of classroom-based assessments, where the teacher must ask or receive approval from the student or the student's parents before carrying out the assessment. even if this part must be implemented, then the student's consent is considered sufficient without having to strictly ask for the approval of the student's parents as well. furthermore, respondents agree with the statement item twelve (12), which this item is the statement that gets the lowest average score which indicates that the teacher believes in the nature of the assessment itself, which should be emphasized more on monitoring the progress or progress and achievements of students during learning activities, not solely to determine differences in student progress and achievement between one another. moreover, it is used as a measuring tool to compare one student with another. another interesting thing to consider regarding the first stage in this assessment is that there is not a single item out of all the existing statement items that get an average score which indicates the respondent's disagreement. assessment practices at the implementation stage carried out by english teachers at madrasah schools in mataram city respondents' answers to statements related to the assessment at the implementation stage are presented in table 3 below. table 3. data on assessment practices at the implementation stage no. statement average criteria 1 i tell students why they are rated 4.45 strongly agree 2 i give instructions on how to do assignments or tests that are given explicitly 4.50 strongly agree 3 students understand the expected results of the assignment or test done 4.30 agree 4 students are given support when they face problems in completing assigned 4.40 agree english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 961 assignments or tests 5 i immediately give feedback to students after they finish each assignment or test that is done 4.55 strongly agree 6 i carry out the assessment process with good timing and considering the existing situation and conditions 4.60 strongly agree average total 4.46 agree as shown by the data in table 3, the average teacher "strongly agrees" with the statement points related to the practice of assessment that should be carried out at the implementation stage. these items include statement items 1, 2, 5, and 6. specifically, the responses to each of the statements above show that the teacher strongly agrees (r = 4.45) to tell the students the reason for doing the assessment. the teacher really should convey at the beginning to students the purpose or reason for assessing so that students can prepare themselves, especially the competencies and materials to be assessed or tested. the teachers also strongly agree (r = 4.50) that students should be given clear instructions or orders to do the test so that students take the test as instructed and do not cause confusion. next, regarding feedback, the teachers also strongly agreed (r=4.55) to immediately complete the assessment of student assignments within a certain time and immediately provide feedback on what they had done based on the results of the assessment by the teacher. meanwhile, regarding the assessment's timing, the teachers strongly agreed (r=4.60) to carry out the assessment by considering the time, situation, and existing conditions. another result that is no less important than the data above is that the teacher agrees with the statement that students understand the expected results of the task or test being done (r=4.30). students are given support when they face problems completing the assigned task or test (4.40). assessment practices at the monitoring stage carried out by english teachers in madrasah schools in mataram city respondents' answers to statements related to the assessment at the monitoring stage are presented in table 4 below. table 4. data on assessment practices at the monitoring stage no. statement average criteria 1 i create a scoring system as part of the whole process 4.60 strongly agree 2 criteria for scoring are linked to assessment objectives and student characteristics in a particular context 4.15 agree 3 i provide detailed information to students about the scoring system used 4.05 agree 4 i rate student performance consistently 4.30 agree 5 i use the results of the assessment to improve my teaching 4.50 agree 6 i use the assessment results positively, not negatively 4.65 strongly agree 7 i make assessment a part of my teaching and learning process 4.65 strongly agree 8 i share the findings of the assessment with other teachers 3.55 neutral 9 overall feedback allows students to know how to improve their work and study activities going forward 4.45 agree 10 the whole assessment process is carried out consistently both in terms of procedures and administration 4.25 agree 11 the assessment process that i carried out was supported by the involvement of parents 3.50 agree 12 i monitor the abuse of all things that may occur in the assessment as a means of control 4.40 agree average total 4.40 agree according to the table above, teachers agree with almost all statement items related to assessment practices at the monitoring stage, including statement items for numbers 2,3, 4,5, 9,10,11, and 12. the highest average scores were recorded for items 1, 6, and 7 related to the scoring system (r= 4.60), utilization of assessment results (r= 4.65), and making an assessment as a part of learning and providing feedback for students to help them improve their skills (r= 4.65). on the other hand, there is one item that the respondent is unsure of, which is item 8 (sharing the assessment findings with other teachers). with the exception of this item, teachers seem to have a clear idea of the monitoring phase of the assessment. assessment practices at the recording stage conducted by english teachers at madrasah schools in mataram city pauzan & ribahan practice assessment of english teachers in state madrasah school in mataram city 962 at the recording stage, the data are presented in table 5 below. table 5. data on assessment practices at the recording stage no. statement average criteria 1 i respect students' rights as test takers; they will never be treated differently because of the results obtained 4.25 agree 2 i am aware and responsible for the work i do 4.65 strongly agree 3 a reporting system on student progress and achievement at either local or national level is in place 4.25 agree 4 my school has its own reporting system on student progress and achievement 4.25 agree 5 a formal review of student progress and achievement is reported to the local education office and the central government 4.10 agree average total 4.46 agree as shown in the table above, most teachers agreed with all items of the statement relating to the practice of assessment related to recording. the teachers show their awareness and responsibility in recording the assessment results. from the data above, it is known that teachers feel aware that they must report the results of the assessment in such a way while still paying attention and protecting student privacy so as not to have a negative impact and disturb students' emotions. among the statement items in the questionnaire, item 5 is a statement that obtained the lowest average score (r=4.10). in this regard, teacher assessment practice is understandable because making a formal review of a student's achievement, i.e. progress and achievement, is not very practical to teachers. according to büyükkarci (2019), the primary purpose of assessment is to educate and improve student learning and performance and improve teacher teaching based on the information obtained from the assessment. however, as shown by the data of this study, teachers are more concerned with the idea that students should be given equal opportunities in classroom learning or the same assessment treatment regardless of the personal and social background of students. another study result also shows that teachers feel less sure about the urgency of whether they should ask for or receive approval from students or parents about the assessment or assessment they will do. in this case, zulaiha et al. (2020) has the view that involving parents can be related to the practicality of the assessment itself and the heavy workload of teachers so that teachers do not have much time and attention for things that are considered technical and less practical. in line with the results related to the implementation of the assessment, the participants agreed that students should be given feedback on the results of their assignments and support, especially morally, if they have problems that hinder the completion of their assignments. concerning this, (lent & brown, 2019) suggests that at the implementation stage, teachers must consider the standards or achievement of targets outlined by the curriculum and student needs, balancing between the two. in addition, the teacher gives students advance notice before an assessment so that they can prepare themselves according to the schedule. the teacher also shares information about the goals and targets of achievement with the students being tested and designs assessment tasks. then, the teachers also agreed that students should be given clear instructions on how to do the assessment tasks given to them in order to be successful in following the assessment. explicit instructions on how students perform assessment tasks should receive primary attention in administering the assessment. an interesting finding in this study is that teachers do not seem to support each other and do not want to share with other teachers or fellow teachers about their respective assessment practices. some of the reasons that arise are maybe because teachers are worried that their peers will be ridiculed by their fellow teachers who are more experienced than them. zulaiha et al. (2020), feel ashamed of the assessment practice that has been carried out so far. specifically, regarding the involvement of parents, the reason is more on the issue of practicality because it takes time and strict coordination for efforts to involve other parties in a process, including the implementation of the assessment. teachers may also perceive themselves as having absolute power or authority in their work environment. the involvement of all parties or stakeholders in the school program is highly expected. in addition, the results of this study also show that teachers tend to support the idea that assessment results can be used to improve their teaching methods which is shown by their awareness that, in principle, assessment has a positive impact on the learning process. in the assessment process, ideally, teachers should report the results of the assessments that english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 963 have been carried out on their students, both to their students and parents of students, in order to convey progress or improvement in terms of student performance. according to lent & brown (2019), at the recording stage, the teacher carries out the process of recording the results of the assessments that have been carried out, both in written form and other forms that function to document the assessments that have been made to students so that if necessary, the teacher can use them at any time. related to this, archiving in the form of files or digitizing is a safe alternative. conclusion in the practice of assessment at the planning stage, teachers generally feel unsure whether getting a student or parental approval before carrying out the assessment is crucial. in the practice of assessment at the implementation stage, teachers agree that the assessment should be carried out within a certain time and consider the situation and conditions. students should be given support with feedback when they experience problems during the assessment task. in the practice of assessment at the monitoring stage, teachers expressed their doubts about sharing the assessment findings with fellow teachers or co-workers and involving parents in the assessment process because they considered the issue less common and impractical. in the practice of assessment at the recording or recording stage, teachers feel aware and responsible for recording or documenting the results of the assessments that have been carried out to find out the progress and achievements of students in participating in learning. references adnan, suwandi, s., nurkamto, j., & setiawan, b. 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(2020). an investigation into efl teachers’ assessment literacy: indonesian teachers’ perceptions and classroom practice. european journal of contemporary education, 9(1), 189-201. https://doi.org/10.13187/ejced.2020.1.189 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 153 flashcard media effectiveness in enriching students’ english vocabulary at vocational school bambang nur alamsyah lubis english department, faculty of teacher training and education, universitas muhammadiyah sumatera utara email: bambangnuralamsyah@umsu.ac.id rakhmat wahyudin sagala english department, faculty of teacher training and education, universitas muhammadiyah sumatera utara email: rakhmatwahyudin@umsu.ac.id khairun niswa english department, faculty of teacher training and education, universitas muhammadiyah sumatera utara email: khairunniswa@umsu.ac.id apa citation: lubis, b. n. a., sagala, r. w., & niswa, k. (2023). flashcard media effectiveness in enriching students’ english vocabulary at vocational school. english review: journal of english education, 11(1), 153-160. https://doi.org/10.25134/erjee.v11i1.6852 received: 19-10-2022 accepted: 17-12-2022 published: 28-02-2023 introduction english proficiency is one of the most essential skills that every student must master in school. there are many ways for teachers to increase their students’ english skills, such as by using media to help them present their learning material. english teachers are having a hard time right now because most students do not know how to speak english well. to teach students to speak english, teachers must have a high level of expertise. teachers should be creative and innovative in presenting materials, so that the materials are easily accepted by students and applied in daily activity. the students’ low interest in learning english makes teachers in difficult position; to make the student see that learning english is fun instead of scary but fun. teachers’ skills are tested and enhanced. the use of media is one of the most effective solutions for improving the english language skills of students. one of the media that is considered effective in improving the english vocabulary of students is the flashcard media. this is because flashcards media can be an effective media because students can immediately see the image of an object and the name of the object in english. the media should be one of the media platforms for teachers to improve the english language skills of students, in particular their vocabulary. teachers often use flashcard media to help students improve their english pronunciation. in this study, however, flashcards are used to improve students' english vocabulary, the foundation of their ability to write, read, and speak the language. this research contributes knowledge to school teaching effectively and creatively. many students struggle with english vocabulary, so it is a major focus for teachers in the classroom. english vocabulary becomes important thing to student to improve their english ability. vocabulary mastery is one of the most important things to make our communication fluent (lubis et al., 2022), vocabulary is one of the most essential abstract: this study aimed to describe the effectiveness of flashcard media in enriching student’s english vocabulary. the objective of the study referred to identify the effectiveness of flashcard media, and to evaluate flashcard media in enriching student english vocabulary. descriptive qualitative was used as a research method. the data of this study was a result of questionnaire and interview, and the source of the data was taken from students at smk swasta yapim biru-biru. the result of this study was that flashcard media were successfully effective in enriching students' vocabulary, and flashcard media must have more variety. for instance, the flashcard did not only show animal, school tool, and home furniture pictures; it could also show road signs, motorcycle and car spare parts, machine material, and computer material pictures, all of which were suitable for student vocational needs.flashcard media must be appropriated to students’ needs. its purpose, to make sure flashcard media was accepted and right on target. keyword: effectiveness; flashcard media; enriching; vocabulary. bambang nur alamsyah lubis, rakhmat wahyudin sagala, & khairun niswa flashcard media effectiveness in enriching students’ english vocabulary at vocational school 154 aspects of language acquisition (ha, 2022). vocabulary instruction is a crucial component of language instruction (cheng and matthews, 2018; dang, 2020). many people would like to speak english fluently, but their english vocabulary becomes their weakness (gyllstad et al., 2021). there was not much that can be conveyed without grammar, but nothing can be conveyed without vocabulary. knowing grammar was actually much needed in studying english, but remembering much vocabulary is the most important thing in learning english. vocabulary becomes basic knowledge to english learning (ha, 2021). in general, vocabulary is the knowledge of words and their meanings. nothing could be done if there was no vocabulary. someone cannot speak without vocabulary. someone cannot write without vocabulary. someone cannot interpret listening and reading without knowing vocabulary. vocabulary is needed to improve four skills in language, namely listening, speaking, reading and writing (lubis & syahputri 2022). therefore, mastering a lot of vocabulary is something important to master a language (lange & matthews, 2020). for instance, someone would like to master english. it means that someone should master a lot of english vocabulary. the primary component of a language is its vocabulary (nurmukhamedov, & sharakhimov, 2021; aryadoust & sayama, 2021). the formation of a phrase that communicates a concept relies on vocabulary. a rich vocabulary enables someone to communicate more ideas. understanding english will be difficult with a limited english vocabulary, because vocabulary becomes fundamental aspect in english language communication (stoeckel et al., 2021). decades of study have provided a solid basis for understanding the link between vocabulary knowledge and comprehension (nurmukhamedov and webb, 2019). lack of vocabulary accurately limits the speaker's ability to speak fluently, understand the interlocutor's language, and may lead to misunderstanding. vocabulary is the fundamental foundation for building language in communication (dang, 2020; nguyen, & boers, 2019). learning vocabulary is the very beginning step to learning second or foreign language (qian and lin, 2019; sun and dang, 2020). the acquisition of new vocabulary is a continuous process. it is because something changes in language and gives the language learner new experiences. there are many methods, techniques, approaches and media that are able to help people in acquire english vocabulary, but the most effective way to enrich students’ english vocabulary was through media. many teachers use media as their tools in english classroom (puspitarini & hanif, 2019; widodo, 2019). media give student new experience in learning english. therefore, teacher has to choose right media to teach english, especially teaching english vocabulary. teaching vocabulary is not as simple as imagination, it needs much creativity and energy because english is a foreign language in some developing countries, especially in indonesia. because media is anything that can be used to transmit a message from sender to receiver, media can stimulate students' thoughts, feelings, interests, and attention in such a way that it aids in the learning process (dwijayani, 2019). media is able to convey information that people wish to learn. educational media are indeed a tool for teaching and learning (myori et al., 2019; novita et al., 2019). everything that can be used for students' ideas, emotions, focus, and talents or skills to enhance the learning process, supporting the learning process, learning media is a component of the teaching delivery system. the utilization of learning media throughout the learning process has a significant impact on students' motivation and interest in learning. in the teaching and learning process, the usage of learning media may produce new needs and interests, generate motivation and stimulate learning activities, and even have psychological effects on pupils (romadhon et al., 2021). media also helps people understand something that is basically new or that they need to explore more than usual. there are numerous media that can assist people in carrying out activities. (atsani, 2020; sherley, ardian & kurnia, 2021). especially in this case, media is going to be used to transfer english learning activities to enrich students’ vocabulary. media is essential for english learning, particularly for young learners. teaching and learning english for children should be accompanied by using media, especially visual media. visual media helps children to focus in leaning (parede et al., 2022; di ronco, & allen-robertson, 2021). it is because children are able to see the media and how it works in teaching learning activities. there are many kinds of visual media that are able to use in teaching learning process, especially in enriching english vocabulary. flashcard is a special media that is able to be used as it should be. flashcards are one of the visual media that can be provided to students (aisyah et al., 2020). flash cards are small cards with images, text, or symbols that are used to remind or instruct students about anything english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 155 associated with images. one of the visual media types is flash card. significant study has been conducted on flashcard as a popular vocabulary teaching instrument, but digital flashcard has gotten far less attention (sage et al., 2020; pasaribu, hutasoit & sihombing, 2022). students may improve their verbal skills and test results with the use of flashcard (khairunnisa et al., 2022). according to students, flashcard media is useful for memorizing, convenience, self-testing, and repetition (sage et al., 2019; musyaffa, 2020). a flashcard is a card with information printed on both sides that is meant for memorizing purposes. on one side of each flashcard is a question, and on the other, the corresponding answer. flash cards are cards containing symbols, signs, images, words, and definitions intended to aid pupils in comprehending a learning content. however, flashcard may be harmful to learning for a variety of reasons, including their shallow learning method, their creation burden, and their inapplicability to specific subjects. the success of flashcard is also influenced by variables such as students' motivation and their perception of the task's importance. traditionally, flashcard are printed on paper, often index cards. typically, each independent word is printed on a separate card. a standard flashcard has a word or question on one side and a definition or answer on the other. paper flashcard includes simple information, such as a word and its corresponding picture (chen & chan, 2019). traditional flashcard can be utilized in numerous ways to enhance children's vocabulary acquisition, and numerous trials presented by researchers have proved the usefulness and utility of conventional paper flashcard for language acquisition. because conventional flashcard visuals are static, children's understanding of the language may be confined to a single viewpoint. due to their perspectives, they may not be able to change or extend the visual cues on the flashcard, which might restrict their engagement with typical paper flashcard. paper is preferred over digital cards for a variety of reasons, including technological difficulties and distractions. students often like utilizing flashcard for selfevaluation. they may associate the meaning of new words with simple images using flashcard (chen & chan, 2019; nalendra, et al., 2020). frequently, flashcard are used to remember vocabulary, historical dates, formulae, and any other topic that may be learnt via a question-andanswer format. flashcard are an application of the testing effect, which is the discovery that long-term memory is strengthened when a portion of the learning time is dedicated to recovering knowledge via testing with appropriate feedback. study habits influence the pace at which a flashcard user learns, and it has been shown that optimal spacing of flashcard enhances learning. flashcard could have positive effect on pupils' test performance (sage et al., 2020; fitriani et al., 2021). the use of flashcard as a learning tool for enhancing a language's vocabulary knowledge is a common practice. this is due to the fact that flashcard was visual aids that aid pupils in acquiring knowledge, especially in english vocabulary. flashcard was one method for teaching vocabulary. as a visual aid, flashcard was an engaging medium that may help children memorize words. the vibrant picture stimulates a student's desire to study (romadhon et al., 2021) method this study was conducted by applying descriptive qualitative as research method. the researcher is the key instrument. another instrument was supporting instrument that help researcher to find data, such as text (vocabulary test) and questionnaire sheet and interview. the data of this research was answer of students’ questionnaire and interview and the source of the data was taken from smk swasta yapim biru-biru. the technique of data analysis used interactive analysis. the purpose of technique analysis consist of three concurrent steps, they were: data condensations, the process of selecting, focusing, simplifying, abstracting and/or transforming the data that appeared in test, questionnaire sheet and interview that was taken from students at smk swasta yapim biru-biru. data display is the process of organizing the data. the researcher displayed the data to look at the whole test, questionnaires sheet and interview. it was applied to make sure all of data that was taken from students at smk swasta yapim birubiru was accurate and surely needed to organize the result of the study. drawing and verification conclusion were done through deciding meaning of data that was found in data condensation and data display. result and discussion students' vocabulary is successfully expanded through the use of flashcard media, particularly in vocational schools. students actually feel confused about much english vocabularies, because many teachers asked their students to open dictionary and find out what vocabulary in english they needed. actually, it was a traditional technique to enrich bambang nur alamsyah lubis, rakhmat wahyudin sagala, & khairun niswa flashcard media effectiveness in enriching students’ english vocabulary at vocational school 156 students’ vocabulary. there are many ways to enrich students’ vocabularies. this research served flashcard media effectiveness in enriching student vocabulary. as a result of students' participation in a test and questionnaire and the teacher's implementation of flashcard media in class, the effectiveness of flashcard media in enhancing students' vocabulary has been increased. after seeing students’ vocabulary test, 95% students had significant increased vocabularies, especially in animal name, school tools and home furniture. the rest 5% students did not follow the classroom or absent when flashcard media was applied. table 1 student’s range score average student’s score vocabulary before applying flashcard media after applying flashcard media 60-75 85-100 the table demonstrates that flashcard media actually enhances students' vocabulary. before using flashcard media, the student's range score was between 60 and 75. after the teacher implemented flashcard media, the student's score ranged from 85 to 100. this result was also supported by questionnaire result that has been concluded. the questionnaire was administered following classroom vocabulary testing. the questionnaire's content is based on students' reactions to the use of media flashcard in the classroom. there are ten statements in questionnaire that are needed to mark () by students. table 2. questionnaire sheet no statements sa a n da sda 1 flashcard media is very interesting to motivate me in learning 2 the picture displayed on flashcard media are able to increase my learning interest 3 flashcard media was not boring when it was applied in learning processes 4 the picture on flashcard media are very clear and colourful 5 the picture on media flashcard helps me to increase my english vocabulary 6 flashcard media is very helpful to enrich english vocabulary 7 pictures that are used on flashcard media are objects that i have never known in english 8 flashcard media helps me to know the names of nouns around me 9 flashcard media helps me to know the names of animal in english 10 flashcard media helps me to know about school tools which i used in english *notes: sa (score 5) : strongly agreed a (score 4) : agreed n (score 3) : neutral da (score 2) : disagree sda (score 1) : strongly disagree the result of the questionnaire that was applied can be seen below: the first statement “flashcard media is very interesting to motivate me in learning”, based on students’ marking on questionnaire sheet, there are 100% of students who strongly agreed (sa) about this statement. it can be seen from student’s range scores, following the use of flashcard media, students' vocabularies grew in depth. second statement “the picture displayed on flashcard media are able to increase my learning interest”, based on students’ marking on questionnaire sheet, there are 99% of students who strongly agreed (ss) and 1% of students who agree (s) with questionnaire statement. the proof of this statement can be seen from student’s range scores, 85-100. third statement “flashcard media was not boring when it was applied in learning processes”, there are 90% of students who strongly agreed (ss) with that statement and 10% of students who were neutral (n) about this statement. as a proof, not all of students got 100 for their scores. fourth statement “the picture on flashcard media are very clear and colourful”, there are 100% of students who strongly agreed (ss) about this statement. it can be demonstrated by the expansion of a student's vocabulary. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 157 fifth “the picture on media flashcard helps me to increase my english vocabulary”, based on the mark in questionnaire sheet, there are 95% of students who strongly agreed (ss) and 5% of students who were neutral (n). it can be seen from student’s range score, the range of the score 85100. this meant that not all students receive a score of 100. sixth statement “flashcard media is very helpful to enrich english vocabulary”, there are 100% of students who strongly agreed (ss) about this statement. it can be proofed based on student’s range scores after flashcard media is applied. seventh “pictures that are used on flashcard media are objects that i have never known in english”, there are 80% of students who strongly agreed (ss), 20% of students who agreed (s). this percentage can be utilized to determine the student's range scores. the scores after applying flashcard media were higher than before. eight statement “flashcard media helps me to know the names of nouns around me”, and there are 100% of students who strongly agreed (ss) about this statement. students had a rich vocabulary after flashcard media was applied in the classroom. ninth statement “flashcard media helps me to know the names of animal in english”, based on questionnaire sheet that has been collected, there were 75% of students who strongly agreed (ss) and 25% of students who agreed (s). the proof can be seen in student’s range scores. after using flashcard media, students' vocabulary increased. tenth statement “flashcard media helps me to know about school tools which i used in english”, 100% of students who strongly agreed (ss) about this statement. actually students have known the names of school tools in indonesia language, but they did not know them in english. based on that, 100% of students got help with flashcard media. it can be proofed based on student’s range scores. there are 85–100 students whose scores increase after flashcard media is applied. table 3. percentage of questionnaire point no statements sa a n da sda 1 flashcard media is very interesting to motivate me in learning 100% 2 the picture displayed on flashcard media are able to increase my 99% 1% learning interest 3 flashcard media was not boring when it was applied in learning processes 90% 10% 4 the picture on flashcard media are very clear and colourful 100% 5 the picture on media flashcard helps me to increase my english vocabulary 95% 5% 6 flashcard media is very helpful to enrich english vocabulary 100% 7 pictures that are used on flashcard media are objects that i have never known in english 80% 20% 8 flashcard media helps me to know the names of nouns around me 100% 9 flashcard media helps me to know the names of animal in english 75% 25% 10 flashcard media helps me to know about school tools which i used in english 100% table 3 explains that most of the students identified strongly agreed about the effectiveness of flashcard media in enriching students’ english vocabulary. flashcard media was proven to increase students' scores in english vocabulary, especially in animal names, school tools, and home furnishings. after identifying the results of the vocabulary test and questionnaire, the next action that had to be seen, it was about the result of the interview. the result of interview was used to evaluate the application of flashcard media in enriching bambang nur alamsyah lubis, rakhmat wahyudin sagala, & khairun niswa flashcard media effectiveness in enriching students’ english vocabulary at vocational school 158 students’ english vocabulary. based on whole interview recorder, there was still found weakness about flashcard media application especially at vocational school. smk swasta yapim biru-biru has an engineering and computer department, therefore, animal names, school tools, and home furniture did not need very much in their practice activities. actually this vocational school needed more specific vocabulary that increased their students’ vocabulary, such as road sign, bike and car spare part, machine material, computer material english vocabulary, those kinds of english vocabularies that were needed at smk swasta yapim biru-biru. consequently, the application of flashcard media must be evaluated before applying and must be specific to the department that has run in that school. the effectiveness of flashcard media in enriching students' english vocabulary at smk swasta yapim biru-biru was discovered through research. students' english vocabulary had significantly increased, and the use of flashcard media must be appropriate to the department of vocational itself. its goal was to ensure that the vocabulary that was increased, was applicable to the students' daily activities. conclusion the effectiveness of flashcard media accurately enriched students’ english vocabulary at smk swasta yapim biru-biru. student’s range score increased after flashcard media applied in english learning activity. flashcard media also built up students’ confident in memorizing english vocabulary. the application of flashcard media actually needs much evaluation, but specifically in this case, flashcard media should be applied based on student’s necessity. for instance, engineering student should be given flashcard media that support their english vocabulary. acknowledgment funded by apb universitas muhammadiyah sumatera utara in accordance with the assignment agreement in the context of the implementation of the beginner lecturer research program/basic research/applied research (adjusting to the skim that you and your mother won) apb umsu funds for the 2022 fiscal year. references aisyah, n., ridwan, r., huda, h., faisol, w., & muawanah. 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(2021). limitations of size and levels tests of written receptive vocabulary knowledge. studies in second language acquisition, 43(1), 181-203. sun, y., & dang, t. n. y. (2020). vocabulary in highschool efl textbooks: texts and learner knowledge. system, 93, 102279. widodo, s. a. (2018). selection of learning media mathematics for junior school students. turkish online journal of educational technologytojet, 17(1), 154-160. bambang nur alamsyah lubis, rakhmat wahyudin sagala, & khairun niswa flashcard media effectiveness in enriching students’ english vocabulary at vocational school 160 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 93 students’ perception on google meet video conferencing platform during english speaking class in pandemic era berita mambarasi nehe english study program, stkip setia budhi rangkasbitung email: itanehe81@gmail.com apa citation: nehe, b. m. (2021). students’ perception on google meet video conferencing platform during english speaking class in pandemic era. english review: journal of english education, 10(1), pp. 93-104. doi: https://doi.org/10.25134/erjee.v10i1.5359 received: 16-08-2021 accepted: 17-10-2021 published: 31-12-2021 introduction due to current covid-19 outbreak, all institutions and business area, and religious institutions do meeting events by using online meeting platform for the sustainable activities. electronic learning (e-learning) has been viewed as the most appropriate strategy to deal with the teaching and learning process. now almost all institutions hop on online meeting due to lockdowns related to coronavirus. in addition to these, all primary, junior, and senior high schools and all universities in indonesia also use online media to conduct distance teaching process (dave, 2020). during pandemic in indonesia, the elearning stages suggested by the government are rumah belajar platform created by the ministry of education and culture of indonesia and spad is created by the ministry of research, technology, and higher education for heis. rumah belajar is a free internet learning platform as an elective learning asset for teachers and students. the ministry of education and culture of indonesia joined forces with a few web-based learning applications, for example sekolahmu, mejakita, ganeca digital, kelas pintar, ruang guru, quipper school, cisco webex, zenius,, and google classroom (octaberlina & muslimin, 2020). while france-presse stated that some platform options that can be used are facebook, google meet, zoom, skype, etc. the using google meet is about six million organizations like manufacturing facilities and hospitals, banks, and warehouses (francepresse, 2020). a solution in teaching learning process nowadays is by using online-based platforms that can be undergone smoothly. virtual meetings through online applications have many benefits, especially on video conferencing that provides the abstract: the aim of the research was to investigate students’ perception while teaching learning process in 16 meeting by having google meet video conferencing. method of the research used qualitative research by focusing at descriptive analysis to explore students’ perception in english speaking class as it was followed by 13 english students at the second semester of english study program of stkip setia budhi rangkasbitung who join speaking lesson. instruments used were observation, questionnaire, and interview. the results of the research about students’ perception emphasized on interaction, teaching learning process, psychological aspects, and speaking skills. the researcher found that interaction showed that there were three patterns of interaction, they were interaction lecturer-students, students-lecturer, and students-students interaction. the three interactions happened well since the number of them was 100% and all students were involved in speaking activity. teaching learning process was done as usual like in a real classroom such as pre-activity, main activity, and post-activity. in the form of psychological aspects, students were happy, secure, confident, and brave. data showed 100%, it meant that they did not have any barriers during english speaking class with google meet video conference. speaking skills in the form of pronunciation, vocabulary, grammar, fluency, and comprehension. students kept having their right to learn about those aspects supported by the teacher in google meet. when students did some mistakes, lecturer explained directly in general at the end of class and this way was very helpful for students in learning speaking. from these findings, the conclusion was the usage of google meet video conferencing in the speaking class showed positive respond that students’ perception on google meet showed mostly perceive the advantages rather than disadvantages of google meet video conferencing provided. keywords: students’ perception; google meet video conference; english speaking. berita mambarasi nehe students’ perception on google meet video conferencing platform during english speaking class in pandemic era 94 learning process practical, safe, efficient (pratama, nor, azman, kassymova, & shakizat, 2020). through video conferencing, students can feel a sense of togetherness and have good interaction to communicate with friends and teacher interactively. besides, the features online applications make the learning process easier because users can send files during the learning process or use digital whiteboards in online application features. online learning is an alternative way which can be used as a learning tool during the pandemic. some studies recognized the shift towards online learning as vigorous, but this is important for learning process keep going (bao, 2020; halim, hashim, & yunus, 2020; hodges, moore, lockee, trust, & bond, 2020; zhu, chen, & avadhanam, 2020). all universities and colleges use some platform in shifting a group of virtual teaching environment to achieve certain successful results. when implementing the online learning, most english lecturer were not able to use various media or platforms as well as learning activities in online learning. lee & pyun said their digital literacy make could be the cause in that situation (lee, 2019). the process of teaching and learning tended to be monotonous (durriyah & zuhdi, 2018). thus, it led to the students’ boredom. consequently, this situation significantly affected the students’ motivation in learning english during the pandemic. moreover, the decrease of students’ efl learning motivation might lead to the decrease of their achievement owing to monotonous learning and having unable to understand the subject matter well. in several cases that the researcher found in the school, there were only 6 to 7 of 13 students joined the online classroom. the long run of this condition can trigger to students’ fear when dealing with english. this condition can’t be taken for granted if english teachers put high expectation towards better english mastery for indonesian learners (hidayati, 2016). the study of the use of google application for education and the enhancement of english communication skills among the learners should be run to investigate the students’ perceptions, experience, and attitudes towards the effectiveness of the google apps such as g suite (google drive, google form, google docs, gmail, google hangouts, google sheets, and google calendar) in an online setting. it is believed that the results of this research will be a good point for english teachers to apply a task-based learning approach along with the use of web 2.0 tools, particularly g suite, to serve the needs of the learners in the future online and blended learning contexts (chiablaem, 2021). google meet is one of video communication service which is very helpful, the interface provided by google meet allows users to meet face to face directly and effectively, but it is also very light and fast. management is not difficult and can be followed by many participants (singh & awasthi, 2020). according to fakhruddin (2019), the use of google meet as the teaching tool which is applied on english classroom of speaking activities was proven to be effective in improving the students’ speaking skills. using google meet video conferencing, students have more opportunities to interact with their friends and can expose and explore verbally their speaking skills (fakhruddin, 2019). some advantages of a google meet are easy to use, interesting display, white board is available there and you are free to write, free of charge, video display in high definition (hd), video encryption, share screen feature and available for 100 or 250 audience (sawitri, 2020). the easiness given by google meet make instructors easy to use this tool on every occasion whatever the lesson you want to teach to your students and there is no reason anymore that lecturer is difficult to teach online. face to face online can help lecturer as well to monitor students’ behavior during class running. students feel satisfied when get interaction in online classes by using a google meet video conference platform, teacher give motivation directly from teacher verbally, they see the teacher from beginning until the end class, students can get direct explanation when students do not understand with the material, adequate facilities, and so on. they have this when they use online learning media via video conferencing (baber, 2020). google meet video conference as one of alternative ways for online interaction as it helps speaking practice for groups of students and facilitates engagement among them to negotiate, interact, and communicate (vurdien, 2019). lecturer and students were like in real classroom, they can speak take in turn and practice speaking english together. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 95 google meet is a safe platform in operating because google has claimed that they operate all the products on a safe foundation, and they believe their product data users will keep exist and private. they also provide built-in protection by default that will keep users' meetings safe (john, 2020). since it has many various advantages as a video conferencing platform, many people in the education and business areas prefer to use google meet. users find it easy to use, so this creates a positive perception of this platform. and every day, google meet users are increasing significantly (purwanto & tannady, 2020). practically, the use of google meet video conferencing is very easy to use in a virtual speaking lesson, students practice speaking english with their friends as they practice like in a real classroom because the platform provides them a virtual room to speak face to face virtually. blasco and virto investigated about understanding the use of video conferencing, research revealed between interestingness of content and perceived playfulness that the most significant relationship; playfulness and intention is most significant linkage; and there is no effect between perceived ease of use and usefulness (blasco & virto, 2020). pyun and lim conduct the research via desktop videoconferencing on a group of korean students at a university in the us and their peers at a college in south korea, they highlighted that video conferencing sessions had contributed to the development of students’ listening and speaking skills, apart from broadening their cultural horizons through exposure to the views of the target language speakers (lim & pyun, 2016). coutinho investigated students in middle east could improve their linguistic skills through performing collaborative tasks with brazilian students in video conferencing. he found that video conferencing helped students in getting confidence and improved their communicative skills, their knowledge was broader and became more aware of the foreign culture (coutinho, 2016). putra (2021) found on his research where during this online learning many students lost their motivation to learn, as evidenced by most of students being proved by those who were late or reluctant to complete the assignment that the teacher had given. after using google meet, their motivation increased by 79.4%. this is evidenced by the results obtained that students were involved and participated actively. besides that, they also shared their ideas about the learning material at that time. in addition, their motivation was increased when doing their assignments according to what their teacher intends (putra, 2021). bailey & lee stated that conversation classes need corrective feedback and some activities were required during the class moreover when it focus pronunciation aspect and writing skill create the teachers’ hardship more than other online learning lessons (bailey & lee, 2020). students need more energy in learning speaking. don’t let students less motivation in learning during pandemic covid-19 because they deserve to have learning either in the classroom or online learning. and google meet video conferencing answer this challenge to support students keep learning speaking lesson. many studies showed the difficulty of mastering speaking skills. speaking is an interactive process of constructing meaning that involves the production, reception, and processing of information. some of the factors that cause problems in speaking to students, first are poor reading habits, unequal participation and practice of english both inside and outside the classroom, and confusion in the application of grammar rules (sayuri, 2016). student interaction plays an important role in the classroom because students can improve their speaking skills in a classroom setting. this analysis also confirms the important concern for the use of student interaction instruction in the development of speaking skills (saeed, khaksari, eng, & ghani, 2016). englishtina et.al investigated on students’ participation on speaking online class, there it was founded that students less interest in speaking through online (englishtina, al, dieni, mahardhika, & faculty, 2021). different from baron that audio visual element in learning gives benefits for mastery of speaking skills. moreover, nowadays the mobile phone features have been equipped with many applications that can be used to learn english speaking. zoom and google hangouts meet is a popular video application. the implication of study is to increase teacher’s creativity to use the online application (baron, 2020). adijaya and santosa investigated students’ perception in online learning about students’ interaction and learning environment. the data show that students face some problems to interact berita mambarasi nehe students’ perception on google meet video conferencing platform during english speaking class in pandemic era 96 not only with other students but also with the lecturer. on learning environment less support them in learning teaching process (adijaya & santosa, 2018). the creativity and innovative of using application make students interested in learning so lecturer must be clever in digital literacy.. while purnama investigated about students’ respond toward google meet implementation for speaking subject for daily context. she found that all students got high motivation in learning and involved actively during teaching learning (purnama, 2021). septantiningtyas, juhji, sutarman, rahman, sa’adah, & nawisa (2021) found that google meet give good influence on students’ interest in learning this is because the learners is very easy to implement, time flexible (septantiningtyas et al., 2021). nilayon and brahmakasikara found that the use of video conferencing showed outstanding improvement on lower level participants and most of the participant thought that the way of learning improved their english speaking skills and confidence (nilayon & brahmakasikara, 2018). from those previous studies above, it can be concluded that there were few researches that investigated deeply online english speaking class related to students’ perception on google meet video conferencing, here the researcher did research deeply to explore and focus on students’ perception on interaction, teaching learning process, psychological aspect, and speaking skills in speaking class in details. the current research aims to provide an understanding of the students’ perception of using the google meet video conferencing application in english speaking class. this understanding is expected to be a consideration for other lecturers who will use the same feature during the current outbreak. this online application can be a medium which improves students’ learning outcomes not only for speaking class but also for other subjects during this critical period. the use of google meet conference must be suit to students’ need and students’ condition to make the learning become meaningful. the way to teach in google meet platform especially on speaking class must be the same situation like in a real classroom, it means students are asked to speak actively even though in virtual room. method this paper is a report of a qualitative research by having descriptive analysis about students’ perception when they are learning through google meet video conferencing during speaking lesson. this research is done in a speaking class at the second semester in an english study program of stkip setia budhi rangkasbitung with 13 students. it is arranged to have 16 meeting during even semester 2021. data is taken through observation, questionnaire, and interview. the questionnaire has four indicators, they are about interaction, teaching learning process, psychological aspects, and speaking skills. throughout the semester students join google meet video conferencing practice their speaking skills. results and discussion results based on the research result conducted for 16 meetings in speaking class by using google meeting video conference covered interaction, teaching learning process, psychological aspects, speaking skills aspects. students’ perception in term of interaction student interaction plays an important role in the online class so that lecturer must set and use the platform well. the result can be seen at table 1 and diagram 1. table 1. perception analysis on interaction during speaking class using google meet through interview and observation no. pattern of classroom interaction number of interaction percentage 1 lecturer-students (ls) 13 100% 2 students-lecturer (sl) 13 100% 3 students-students (ss) 13 100% this table above could be drawn into a diagram as followed: english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 97 diagram 1. pattern of classroom interaction based on the interview and observation result that all students agreed that using google meet conference in speaking class keep having good interaction on verbal interaction between lecturer – students, students – lecturer, and students – students. the pattern of classroom interaction in google meet video conference in speaking class were ls was 100 %, sl was 100 %, ss was 100 %. it meant that the interaction of speaking activity in the google meet video conference was 100 %. the interaction happened very good in the platform because all students were involved well. students’ perception in term of teaching learning process the result of teaching learning process through questionnaire can be seen at table 2 and diagram 2 table 2. perception analysis on teaching learning process during speaking class using google meet through questionnaire teaching learning process yes no pre-activities share link  greeting  checking attendance list  apperception  main activities question answer  chain of speaking  discussion  summarizing the topic learnt  post-activities giving feedback  this table above could be drawn into a diagram as followed: diagram 2. students’ perception on teaching learning process berita mambarasi nehe students’ perception on google meet video conferencing platform during english speaking class in pandemic era 98 the table and diagram showed students perceive in positive in which lecturer did teaching learning process well by using google meet video conference. based on the questionnaire got from students, students put check “yes” for preactivities, main activities, and post activities. these meant that the lecturer taught the students used google meet video conferencing normatively as in the real classroom happened. students’ perception in term of speaking skills the result of speaking skills can be seen at table 3 and diagram 3 below table 3. analysis perception on speaking skills speaking skills p v g f c y n y n y n y n y n stud 13 13 13 13 13 13 13 13 13 13 p stands for pronunciation, v stands for vocabulary, g stands for grammar, f stands for fluency, c stands for comprehension, y stands for yes, and n stands for no. it can be drawn into diagram below: diagram 3. speaking skills from google meet video conference, students keep going study about pronunciation, vocabulary, grammar, fluency and comprehension between students and lecturer, and between students and students. these elements must be trained well to students. with this application audio visual help students train those elements. students’ perception in term of psychological aspects the result of psychological aspects can bee seen at 4 and diagram 4 below table 4. psychological aspects students aspects happy secured confident brave a-m yes yes yes yes it can be drawn into diagram below: diagram 4. psychological aspects english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 99 based on questionnaire given to students that 13 students answer happy when they engaged on google meet or = 100 % because they could see lecturer and friends there. 100% students were secure because they feel secure when they spoke and there were no friends laughed them, 100% students were confident to speak because nobody around them since learning only friends in a camera or virtual, even all students watched but it was different from real classroom. 100% they were brave to speak, they did not feel shy to express ideas and made conversation with lecturer and students. the rules were when lecturer spoke with one student or two students, the other must turn off microphone, in this case when something happen and make students laugh, the sound would not be heard by the other only capture smile and the students were in good feel condition. it can be written in table and drawn below: all students feel positive feeling in learning by using google meet video conference, it could be seen that all students or 100 % from four aspect proposed they answered yes. discussion interaction google meet video conference as one of an alternative way for online interaction as it helps speaking practice for groups of students and facilitates engagement among them to negotiate, interact, and communicate (vurdien, 2019). in this platform the students and lecturer interact verbally, no physical interaction at all. lecturer-student interaction is the interaction between the lecturer and students, the lecturer held an important role in this interaction. in this moment, lecturer explained the material to students, when the session was finished the lecturer gave some questions, then students answer the questions to increase students’ ability in speaking english. the interaction on google meet occurred when lecturers giving explanation, information, question, clarification, encouraging, and correct mistakes. see figure 1 below. figure 1. pattern of interaction with lecturer -student interaction the letters on the pattern were l and a-m. l was for lecturer and a-m were for students. from the figure above that there were 13 interactionhappened during teaching learning process engaged in the google meet video conference. students-lecturer interaction is to increase students’ speaking skill, lecturer had to give motivation and appreciation to make students having self-confidence to speak up in english. when the teacher explained about the material and the student do not understand then student asked to the teacher. the interaction happened when students ask questions related to topics, students argue about the topic explained, students expressed their thought, express their feeling. see figure 2 below. figure 2. pattern of interaction with studentlecturer interaction l a b c d e f g h i j k l m l a b c d e f g h i j k l m berita mambarasi nehe students’ perception on google meet video conferencing platform during english speaking class in pandemic era 100 from the figure above that there were 13 interaction happened during teaching learning process engaged in the google meet video conference. students-students interaction were more complex when they meet in google meet conference. the meeting would be more crowded since the sound from the microphone crush each other cause the situation on the platform disturbed. role of lecturer in this moment was instruct students to take in turn when they want to speak with friends or lecturer called two names of students to speak english. interaction in google meet of course quite different from classroom in which in the google meet all the students were not allowed to speak on the same time because it would be mass the learning. from the three interaction, lecturer and students must be wise in using the platform, make the platform more powerful in usage so between the party both lecturer and students were wise in taking turn to speak english. in the google meet, students as the role model on interaction and lecturer was as adviser. by working in peers, the students could exchange ideas and correcting each other’s mistakes. they had an opportunity to make dialogues and communicate among students. see figure 3 below. figure 3. pattern of interaction with students-students interaction from the figure above that there were 13 interaction happened during teaching learning process engaged in the google meet video conference. teaching learning process in teaching learning process used google mee video conference, it was basically the same as when we taught in real classroom. start from opening classroom, main activity, and close activity. when the lecturer wanted to start her lesson, she asked students to turn off microphone, and let lecturer speak by herself and they listen and watched. then she asked students to turn on camera to make sure that they were there. the lecture also must set the sound volume, speed, of speaking, her camera, of course her style performance must be formal. then she opened the class by greeting, gave motivation to students, and checked students’ attendance list by calling students’ name one by one. from opening, she went to main activity that was explaining the material, she must give clear explanation to help students understand well. when the students did not understand, the lecturer could open the session question answer. in this session, lecturer gave kind of exercise of speaking english by asking students to make conversation related to topics which is the content were free based on their thinking. when this session finished, the lecturer concluded the lesson and asked for more weather students truly understood or not and give the feedback. if there were students who did not understand, they could ask the material then the lecturer would explain again and the class closed when all students stated understood. this condition above had brought students in good condition online class, because speaking class need much practice in verbal so that google meeting support well without losing the essence of learning speaking. they practice during the class with lecturer and friends. speaking skills students joint for speaking class by applying google meet video conference. some aspects related to speaking skills were pronunciation, vocabulary, grammar, fluency, and comprehension. the lecturer kept paying attention to speaking skills aspects as one of ways to help them getting better in speaking. when the students made kind mistakes during learning, the lecturer evaluated them by not pointing to students who made the mistakes. it was done in general evaluation and students improved their weakness from lecturer’s evaluation. from here, students realized that google meet video conferencing provided them well in learning english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 101 speaking english in which the lecturer always help students to improve their speaking skills by speaking directly on the platform. psychological aspects starting point if you want to teach your students is making sure that your students’ psychology is safe from feeling bad. when they have a good mood, they will follow your class enthusiastic and ready to join the class whenever and wherever even offline or online class. in this research, students’ psychology was fine, they did not have any burden even the class was online. feeling happy make students focus following speaking class and they were not awkward when lecturer asked them to practice. feeling secure make them not afraid to make mistakes when they spoke up, the lecturer never underestimated at all. feeling confident make students feel free practice speaking and feeling brave make students practice speaking among friends well. from result and discussion above, we could see that when students gave positive perception on the usage of platform, it could be said that the lecturer had an intelligence in digital literacy well and vice versa. (lim and pyun, 2016) stated that lecturer must have good digital literacy to do online learning using certain application moreover the application by using video conference in this case was google meet, it must be packaged with interesting learning. moreover, durriyah and zuhdi stated that process of teaching and learning which was monotonous caused unsuccessful in online teaching and make students bored (durriyah & zuhdi, 2018). google meet video conferencing has a special feature for the lecturer who run the platform well make students feel good, safe and this application is very efficient and easy to use in my research. as pratama et.al stated that teaching through virtual meetings have many benefits for both party lecturer and students, especially on video conferencing which provides the learning process efficient, practical, and safe (pratama et al., 2020). conclusion google meet video conference was a tool to teach students during pandemic in an english speaking class. this platform was used to provide students felt like in the real classroom which is lecture and students can meet face to face even the fact was in virtual world but this tool help much to students in interaction, teaching learning process, psychological aspect, speaking skills. students did interaction in three ways, they were lecturerstudents interaction, studentslecture interaction, and students-students interaction. in teaching learning process, it was the same treatment as teaching in a real classroom such as opening activity, main activity, and closing activity. in psychological aspect, all students were happy, secure, confident, and brave to speak in front of camera facing their friends as like in a real class. and in speaking skills, lecturer helped them directly after the class finished by making evaluation about teaching learning process, make sure weather students truly understand or not and correct their pronunciation, vocabulary, grammar, fluency, and comprehension in general. acknowledgement i would like to say my thankful to stkip setia budhi rangkasbitung that had support me in funding for conducting the research. thanks to mr. dr. h. suherman, m.pd as the head of stkip setia budhi and p3mpmi who supported me much in doing this research. references adijaya, n., & santosa, l. p. 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(2020). reading and connecting: using social annotation in online classes. emerald insight. https://doi.org/10.1108/ils04-2020-0117 berita mambarasi nehe students’ perception on google meet video conferencing platform during english speaking class in pandemic era 104 english review: journal of english education volume 8, issue 1, december 2019 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 51 the practice and challenges of implementing critical thinking skills in efl teachers’ questioning behavior ahmad zainudin department of english language education, faculty of teacher training and education, sriwijaya university, indonesia email: ahmadzain04@gmail.com machdalena vianty (corresponding author) department of english language education, faculty of teacher training and education, sriwijaya university, indonesia email: vianty.unsri@gmail.com rita inderawati english language education, faculty of teacher training and education, sriwijaya university, indonesia email: ritarudisaid@yahoo.com apa citation: zainudin, a., vianty, m., & inderawati, r. (2019). the practice and challenges of implementing critical thinking skills in efl teachers’ questioning behavior. english review: journal of english education, 8(1), 51-58. doi: 10.25134/erjee.v8i1.2112. received: 14-09-2019 accepted: 11-11-2019 published: 01-12-2019 abstract: the development of critical thinking is closely related to the questions asked by teachers as the teachers’ higher-order questions are cognitively demanding to promote students’ critical thinking. the purposes of this study are to investigate how critical thinking was implemented in efl teachers’ questions in the classroom and the challenges faced by efl teachers in integrating critical thinking questions. in addition, this study also investigated students’ reasons for non-response to particular questions asked by teachers. applying mixed-method research design, the data were collected from classroom observation, interview, questionnaire and documentations. the research participants were two english teachers and 229 number of students of year 8. the results showed that the most dominant questions asked by the two english teachers were in lower-order questions (78,8%), while the higher-order questions were only (21,2%) questions. second, the challenges faced by teachers were students’ intelligence has yet to reach the level of higher-order thinking, unconducive-classroom environment, teachers’ creativity itself, parental involvement and students’ lack of vocabulary. third, dealing with the reason for students’ non-response in particular questions asked by teachers, there were some reasons, such as students are afraid of making mistakes, they could not put ideas into words, and lack of vocabularies. in conclusion, the teachers faced various challenges in implementing critical thinking questions in the classroom. keywords: critical thinking; critical thinking questions; lower-order questions; higher-order questions; the challenges; students’ non-response. introduction critical thinking is a significant topic in one of the primary goals of education in the 21st century. national education association of the united states (2012) reveals that teachers should prepare students for the new global society by incorporating the ‘four cs’, including critical thinking, communication, collaboration, and creativity. yet, this study was focused on critical thinking. national education association of the united (2012, p. 8) states, “teaching critical thinking and problem solving effectively in the classroom is vital for students. learning critical thinking leads students to develop other skills, such as a higher level of concentration, deeper analytical abilities, and improved thought processing.” the development of students’ critical thinking is related to the questions asked by teachers because the teachers’ questions are important features in the classroom. richards and schmidt (2010) state that questioning behavior is one of the most frequently used teaching techniques to encourage classroom interaction. moreover, bloom (1956) asserts that asking questions that are cognitively demanding is an effective means to enhance students’ critical thinking. in line with bloom’s theory, peraturan ahmad zainudin, machdalena vianty, & rita inderawati the practice and challenges of implementing critical thinking skills in efl teachers’ questioning behavior 52 menteri pendidikan dan kebudayaan indonesia no. 22 of 2016 about standard process states that 2013 curriculum also adopts a learning approach based on the taxonomic theory that includes three competency domains, namely affective, cognitive, and psychomotor (indonesia ministry of education, 2016). critical thinking is instilled in the 2013 curriculum that can be seen from the adoption of bloom’s theory from the least to most difficult cognitive domains as teachers need to promote critical thinking by asking questions in order to encourage students to produce creative and contextual work, both individually and in groups (indonesia ministry of education, 2016). the 2013 curriculum has also done efforts to answer the challenges of global citizenship education in which it is also associated with 21st century characteristics, namely critical thinking, since 2013 curriculum is implemented by using the scientific approach. in addition, scientific approach covers the following steps: (1) observing – identifying problem, (2) questioning – formulating the problems to develop critical thinking, (3) collecting – collecting materials or data in various learning ways, (4) associating – to analyze and make conclusions, and (5) communicating – developing students’ knowledge and skill in delivering ideas clearly (indonesia ministry of education, 2013). in line with the objectives of the indonesia national education, the government has also included critical thinking as a necessary skill in every level grade of education, especially for junior high school level (indonesia ministry of education, 2010). teachers are supposed to develop students to think critically, share an idea, and make better judgments. the accreditation instrument of public high school (ban s/m, 2017) clearly states in item no 41 the specific standards for teachers as follows: teachers should have pedagogical competence to which is in relation to promote critical thinking skills that include the rule of learning principles, the design and the implementation of learning, and communication skills with students. in addition, learning activities such as involving group discussion, reading articles or watching videos, then answering questions are designed to encourage the development of critical thinking and social skills by exploring values, supporting content knowledge and developing practical skills (unesco, 2015). in terms of teachers’ competency, indonesia government has already done uji kompetensi guru (ukg) in 2015. unfortunately, based on the ukg results, most teachers were still below standard required. mean score for pedagogical competence was 48.94, meanwhile, the passing grade should be 55 (indonesia ministry of education, 2015). by looking at the data, pedagogical competence needed to be updated by teachers towards content knowledge and skills. teachers might also join the seminar, in house training, mgmp (musyawarah guru mata pelajaran), or ppg (pendidikan profesi guru) in which these forums help teachers to discuss the latest issue of education system and as a place to share idea how to teach students in the 21st century, especially to promote critical thinking. based on the observation of one of the researchers (functioning as the teacher) in joining mgmp group 7 of junior high school of palembang, most of the teachers involved in mgmp group 7 got difficulties in promoting critical thinking through questioning. it could be seen from the lesson plan they made that they were a lack of knowledge to fulfill the indicator of higher-order thinking skills. they only fulfilled c2: comprehension. furthermore, based on the discussion during the training, most of the teachers claimed they had not applied higherorder questioning yet. it was assumed that teachers were still a lack of understanding to promote critical thinking in the classroom. similarly, there was a discrepancy between what should be done and what had been practiced teachers' questioning behaviors to promote critical thinking in the language classroom. some studies related to teachers' questions were conducted in indonesia context. for example, yuliawati, mahmud, and muliati (2016) found out in makasar that teachers mostly asked 85.18% knowledge questions and never asked synthesis and evaluation questions as higherorder thinking levels in the classroom. katemba and marie (2016) also did research in bandung with six different english teachers, reported that the most type of the questions that had been used is under lower-order questions with 67.3% and 46.53% belongs to knowledge level which teachers only asked about the definition of the topics, the meaning, and the translation. in terms of document analysis of lesson plan, purnawarman, ratnaningsih, and gunawan (2017) found out in bandung regency that teachers were lack of understanding to decide learning indicator, in the same way, they only fulfilled the indicators by using c2: comprehension. it was focused on lower-order english review: journal of english education volume 8, issue 1, december 2019 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 53 thinking might not give a contribution to the development of students' cognitive skill in analysis, synthesis, and evaluation. as a result, in classroom observation teachers kept asking related questions trying to have active learning and develop students' thinking skills but it was not achieved well. matra (2014) reported in pekalongan that students were faced with problems in understanding difficult words of questions, therefore, teachers needed to repeat their questions to clarify the meaning or translated it into bahasa indonesia. it is in line with international education company english first (ef, 2017) reports that indonesia students’ english proficiency were still low level. they found out that indonesia was in the 39th rank out of 80 countries participated in the survey. unfortunately, indonesia had fallen seven spots from the previous year, when it was ranked 32nd out of 72 countries. in relation to the explanation above, the aim of this study was to investigate how critical thinking was implemented in efl teachers' questions in the classroom and the challenges faced by efl teachers in integrating critical thinking questions. in addition, this study also investigated students' reasons for non-response to particular questions asked by teachers. method applying mixed-method research design, the research site was at smpn 20 palembang. the research participants were two english teachers who are the members of mgmp (musyawarah guru mata pelajaran) group 7. however, the two english teachers were selected based on the following criteria: first, the teachers who hold a master degree majoring in english education study program; second, the teachers who have been certified and graduated from s1 degree majoring in english education study program, and third, the teachers who have been teaching more than 10 years. this study also involved 229 number of eighth-grade students consisting of eight classes in academic year 2018/2019 where the english teachers as the participants in this study taught. the data were collected from classroom observation, interview, questionnaire and documentations. to investigate how critical thinking was implemented in efl teachers’ questions in the classroom, observation sheet given by wilen (1991) that consists of six levels of questions in the original bloom taxonomy which categorized based on four levels of questions classification; (1) level 1 of low order convergent in knowledge level, (2) level 2 of high order convergent in comprehension and application levels, (3) level 3 of low order divergent in analysis level, (4) level 4 of high order divergent in synthesis and evaluation levels. the convergent questions are to assess lower-order thinking process. while, divergent questions are to promote higher-order thinking process. the observation was recorded and the data was analyzed into percentages and interpreted descriptively. interview schedule face to face was constructed to the two english teachers. this study provided one prompt question to know the challenges faced by the english teachers in integrating critical thinking questions in the classroom. in addition, the questionnaire was distributed to the students to get information about the reasons why students did not respond to teachers' questions. the questionnaire was adopted from natthanan (2009) which were classified into three different categories, as follows: (1) the students understood teachers’ questions but they could not answer them, (2) the students understood teachers’ questions, knew the answers but they did not answer them, (3) the students did not understand teachers’ questions and they could not answer. the students were only required to select one category that matched their reason for their nonresponse, then the students were only required to answer one cause and write their comments to enhance discussion of the result of their reason for non-response within the category they selected. the data was analyzed into percentages and interpreted descriptively. to support the data, document checklist was used to be the available information in relation to critical thinking questions applied by the two english teachers. results and discussion the research findings showed that four levels of questions classification (wilen, 1991) appeared in questions asked by the two english teachers namely; level 1 of low order convergent (knowledge level), level 2 of high order convergent (comprehension and application levels), level 3 of low order divergent (analysis level), and level 4 of high order divergent (synthesis and evaluation levels). however, the percentages at each level of questions asked by the two english teachers are different. from the total of 405 questions, the ahmad zainudin, machdalena vianty, & rita inderawati the practice and challenges of implementing critical thinking skills in efl teachers’ questioning behavior 54 highest percentage is in lower-order questions (78,8%), while the higher-order questions were only (21,2%) questions. it can be concluded that the most dominant questions asked by the two english teachers were in lower-order questions. table 1 presents the findings in detail. table 1. the classification of teachers’ questions based on the observation no levels of lower-order questions total percentage 1 level 1 – low order convergent 199 49,13% 2 level 2 – high order convergent 120 29,62% total 319 78,8% no levels of higher-order questions total percentage 3 level 3 – low order divergent 56 13,82% 4 level 4 – high order divergent 30 7,40% total 86 21,2% total of all questions 405 100% in relation to the questions asked by the teachers in four levels of questions classification, the following data provides information about it: most dominant questions were in level 1 (49,13%) which refers to knowledge level questions. at this level, the students are expected to store and remember certain information in the learning process as presented in data 1. data 1: give an example of things that can be compared? he is tall, isn’t he? and the next? what did you do at 6 this morning? what is the meaning of the event? in addition, there were (29,62%) level 2 in comprehension and application levels questions. these levels require students to perform better understanding then apply the knowledge to the appropriate situation as presented in data 2. data 2: what is ‘tinggi' in english? indicate to pronounce words tall, taller, and tallest find the past tense in this text and underline the words! we have three dictionaries, make a sentence which one is ‘lebih tebal’ or ‘paling tebal’ i give you one verb ‘wake up’ find out the v2 and make sentence by using that verb for past tense lesson furthermore, there were (13,82%) level 3 in synthesis level questions that require students to analyze a problem, give reasoning and support the argument as presented in data 3. data 3: how do you explain the relationship between suffix –er and -est? what is the relationship between suffix –more and –most? classify the text based on daily activities in the form of past tense? the last, there were (7,40%) level 4 in evaluation and synthesis levels questions. this level demands students to come up with better solutions for certain problems then produce innovative ideas to act as presented in data 4. data 4: what would happen if the adjective had only three syllables, not two syllables? then, create the sentence to compare something in our school context give me the right form or what can we combine in making past tense with verb and be? please, create your activity yesterday in front of the class by using past tense? what do you think of the lesson today? give some summary or conclusion the finding of this research is similar to research conducted in indonesia by katemba and marie (2016) who did a research in bandung with six different junior high schools english teachers. they reported that the most type of the questions asked by english teachers grouped into lower-order questions (67.3%). moreover, khan and inamullah (2011) who conducted study in pakistan secondary school by involving twenty teachers also found that the ratio of higher-order questions asked by the teachers was very low (20%). the two english teachers still focused on lower-order questions because based on results of the interview, the teachers state that the level of students’ intelligence has yet to reach the level of higher-order thinking. teacher 1: “first student intelligence itself as initial input besides that there is another thing that is whether or not english is one of their favorite lessons.” teacher 2: “inviting students to think critically is difficult because there are only a few children who are smart and they like asking questions. most students are asked whether or not they understand, they answer yes. are there any questions? no. most of them.” english review: journal of english education volume 8, issue 1, december 2019 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 55 this finding coincides with the result of the study conducted by sholikhati, mardiyana, and saputro (2017), they found that high personal intelligence students can achieve analyzing thinking level, students with moderate personal intelligence being able to reach the level of applying thinking, and students with low personal intelligence able to reach understanding level. it can be assumed that most of students’ participants in this study were in moderate intelligence. however, the teachers still asked a higher-order question even if a little. this means that the teachers have already known and implemented higher-order questions although the percentage was very low. in terms of teachers’ implementation, the two english teachers started with the basic level of questions, for example, the definition of the lessons, the meaning of the words, translation and ended questions which can be simply answered by saying ‘yes’ or ‘no’ (see data 1 and data 2). most of the students were enthusiastic to answer questions even they were asked to open a dictionary because they did not need more explanation. as stated by bloom (1956) that lower cognitive questions represent the lowest level of understanding which required students to recall previous knowledge directly instead of any process of manipulating knowledge. however, it does not mean that the role of teachers' asking questions in lower-order thinking could not promote students' critical thinking, because it could drive students to think critically. teachers gave repetitive questions, feedback and promoted follow-up questions after they asked basic questions to lead students' critical thinking (see data 3 and data 4). it was also stated in an interview that the two english teachers firstly asked lower-order questions to check students' basic knowledge then lowerorder questions could lead to higher-order questions. as stated by wilen (2001) that lowerorder questions can prepare learners for higherorder questions. it is similar to a study conducted by sano (2014) who found that lower-order questions tended to be focused on basic questions while higher-order questions seemed to focus on follow-up questions. from the students’ point of view, based on observation students is silence when asked in higher-order questions because teachers invited students to have discussion to relate the material in deep and meaningful way. it is supported by the result of questionnaire that the cause of students’ silence because they were afraid of making mistakes (32,31%). the result of questionnaire is presented in table 2. table 2. the causes of students’ responses to the questionnaire n no why did not students respond to teachers’ questions? causes student’s response to questionnaire n percentage (%) 1 students understood teachers’ questions, knew the answers, but they did not answer students were afraid of making mistakes 74 32,31% students were shy 22 9,60% students were having difficulty concentrating in class or occupied with a personal problem 10 4,37% students waited for answers from the teachers 9 3,93% students did not like speaking english. 7 3,05% students did not like to talk in class 6 2,62% 2 students understood teacher’s questions, but they could not answer students could not put ideas into words. 31 13,53% students did not know the vocabulary. 17 7,42% students did not know the grammar. 13 5,7% students did not have the knowledge required by the questions. 9 3,93% the teachers did not give sufficient time to formulate the answer. 3 1,31% 3 students did not understand teachers’ questions, and they could not answer the content was too difficult and complex 20 8,73% the teacher used vocabulary that was too difficult 8 3,5% total 229 100% in relation to the students’ comments after indicating cause they chose, the result found that most of the students were not convinced of their answer. the students showed their friends instead of directly answer questions. it is also possible if the classroom-environment could lead them to be not confident with their english and fear to be joked by the other friends. based on the statements above, it could be pointed out that the lack of confidence could ahmad zainudin, machdalena vianty, & rita inderawati the practice and challenges of implementing critical thinking skills in efl teachers’ questioning behavior 56 affect students’ exposure to speak in the class that can lead thinking critically. the students must have an opportunity to talk without feeling afraid to do some mistakes. especially, they are in language class which encourages them to deliver what were on their mind. this can be done by building a good classroom-environment. it was supported by the interview, both teachers said that the unconducive-classroom environment was also a factor that influenced teachers to promote students’ critical thinking. therefore, a good classroom environment must be available to make the students feel positive emotions. the following are the statements from the teachers: teacher 1: “in promoting critical thinking also depends on the classroom environment. for example, the class that begins the lesson in afternoon 10.40-12.00, they have not been focus to study. therefore, the teacher plays a role to improve their mood, through work up activities to make them feel welcome in the class.” teacher 2: “actually, all the classes i teach are active, but there are two classes 8.8 and 8.7, they are rather noisy so i sometimes have to control the class.” according to slameto (2003), to achieve a good command in english for students is caused by two factors that can be divided into internal and external. internal usually comes from the students themselves like lack of self-confidence. while external comes from the classroom environment. the unconducive-classroom environment like being laughed by their friends who gave incorrect answers that this such atmosphere would make them afraid to answer the teachers’ questions. the researchers assumed that this can be associated with the culture of the city where this study conducted. this finding is in line with the result of study conducted by rahmi and diem (2014) who did research in palembang with 55 state junior high schools. they reported that classroom environment is correlated positively to students’ english achievement. therefore, a good classroom environment must be available in every school, especially for junior high schools whose students are in the age of growing not only physically but also psychologically, they are sometimes being confused about what they have to and not to do. this also can be supported by the way of the teacher to make the atmosphere more positive to argue something. teachers are supposed to make the english lesson more interesting, for example, use some media pictures or videos and raise questions that demand students to come up with problems and solutions. therefore, teacher’s creativity plays a role as stated in interview. teacher 1: “the most important thing is teacher’s creativity. how the teacher creates a good atmosphere. using facilities to support the use of digital, such as gadgets or the internet. it can also be through music or videos that students observe and how the teacher raises questions that lead students to think critically.” teacher 2: “some students are also quiet, understand or not, they are just being quiet. typical students like that we have to ask questions. if they are confused, we ask again. if they don't understand, we just explained. so it is important by giving them critical questions to make them open, from those who do not know to be aware and those who are not active become active.” it was also stated in an interview where the other challenges to promote critical thinking was parental involvement. as stated by both teachers, parents must establish good communication with children, be directly involved with their education by having efforts to communicate, behave openly and being democratic. the following are the statements from the teachers: teacher 1: “parental involvement has a very important role in influencing students from an early age so they can think critically in problem solving at home. if the father/mother behaves openly to communicate, hears complaints and the willingness of their child or the term is to be democratic. the child will get used to think critically otherwise, if dictatorial parents impose children’s will, they will not be able to grow critical thinking.” teacher 2: “parents must guide their children to be openminded towards anything so as to lead their children to ask questions about everything” if there was a problem at home, it caused that the students would have not been focus in the class and make their mood unpleasant. this situation where the role of parental involvement is very important. parents must establish good communication with children, and be directly involved with children's education. marzano (2003) claims that one of five key factors that influence school achievement is parental involvement. seeing parents involved in the education of their children is a good thing because it improves academic performance. students become more focused on their school work (kwatubana & makhalemele, 2015). the use of english and bahasa indonesia was english review: journal of english education volume 8, issue 1, december 2019 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 57 also applied in the process of teaching and learning. the teachers tended to use english in lower-order questions. while, if the teachers promoted higher-order questions they tended to switch from english into bahasa indonesia. based on the interview, the two english teachers also realized that lack of vocabulary of students as one of the challenges that they faced to promote students' critical thinking. the following are the statements from the teachers: teacher 1: "indeed the higher the level of the question the more students take time to answer the question. for example, students give a wrong example even though the aim of the teacher is to make students think. then they realize it is wrong mam, it should be like that. so, the process of learning cannot be just spoonfeeding.” teacher 2: “the students who are being frightened mostly scared to ask and answer critical questions. i do not have a problem if their answers are in indonesia or english, the important thing is for us as a teacher to translate it later. therefore, if the students’ english background is good, it is easy to ask and respond to teachers’ questions. it is hard if the students do not understand and not interested in english.” it was also supported by the result of questionnaire that the cause of students’ nonresponse was the students could not put ideas into words to answer the questions (13,53%) and thought the content of questions was too difficult and complex (8,73%). (see table 2) it could be inferred that students were confused to convey words correctly, especially if they were asked for higher-level questions because they needed to think deeply and they were a lack in a number of vocabularies in english to express their idea. moreover, based on the observation, the lessons taught were comparison degree and past tense which means asking students to know the correct vocabulary and grammar. it is in relation with study conducted by arjulayana and srikandi (2019) who state that the lack of mastery vocabulary is the obstacle by students to communicate by using english. the teachers knew that the problem is students were afraid to say because they were in lack number of vocabularies related to what level they should behave. efl school students would need an active vocabulary at least 3000 highfrequency words of english or an average rate of seven words per day (renandya, 2013). as a matter of fact, how could students elaborate answers that are cognitively demanding to enhance students’ critical thinking if students commonly got difficulties in vocabulary and considered vocabulary as difficult aspects. as we know that indonesia uses efl (english as foreign language), therefore, efl learners only practice english in the classroom not formed as natural behavior since primary school. the last due to observation was conducted in two lessons; comparison degree and past tense in 16 meetings, the researchers found out there was no relationship between the lessons teachers taught and the number of higher-order questions asked. therefore, no matter the material was, the two teachers remained higher-order questions to inject students’ critical thinking although only a few questions. to sum up, the fact that there were lowerorder questions and higher-order questions asked by the two english teachers although the percentage of higher-order questions was very low. this was understandable because the two english teachers in this study have been accomplished curriculum 13 training and hots (higher order thinking skills) training so they had been familiar with it. therefore, the teachers have already known which is lower-order questions and higher-order questions although during implementation at the observation the teachers asked dominantly lower-order questions because the teachers state that the level of students’ intelligence has yet to reach the level of higher-order thinking. however, from the students’ perspective, the causes why they did not answer the higher-order questions were they afraid of making mistakes and lack number of vocabularies in english. conclusion this study examined how critical thinking was implemented in the questions asked by english teachers, the challenges faced by the teachers in integrating critical thinking questions in the classroom, and the students’ reasons for nonresponse to questions asked by teachers. concerning the levels of questions adapted to bloom's taxonomy based on wilen (1991), the result indicated that two english teachers have promoted critical thinking although most of the questions asked by them were in lower-order questions. it does not mean much dominant lower-order questions could not facilitate students’ critical thinking, but it could lead students to think critically. dealing with the challenges faced by the two ahmad zainudin, machdalena vianty, & rita inderawati the practice and challenges of implementing critical thinking skills in efl teachers’ questioning behavior 58 english teachers in integrating critical thinking questions were students’ intelligence has yet to reach the level of higher-order thinking skills, unconducive-classroom environment, teachers’ creativity itself, parental involvement and students’ lack of vocabulary. in the reason for students' non-response in particular questions asked by teachers, there were some reasons behind it. such as students are afraid of making mistakes, they could not put ideas into words, and lack of vocabularies. references arjulayana, & srikandi, c. n. 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(2016). teacher’s questioning and students’ critical thinking in efl classroom interaction. elt worlwide, 3(2), 232-246. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 217 lecturers’ attitude toward and anxiety in writing english academic papers for international publications hartono hartono english education department of languages and communication faculty of university of islam sultan agung, semarang central java indonesia e-mail: hartono@unissula.ac.id ruseno arjanggi psychology department of psychology faculty university of islam sultan agung, semarang central java indonesia e-mail: ruseno@unissula.ac.id apa citation: hartono, h. & arjanggi, r. (2020). lecturers’ attitude toward and anxiety in writing english academic papers for international publications. english review: journal of english education, 9(1), 217-226. https://doi.org/10.25134/erjee.v9i1.3859 received: 20-08-2020 accepted: 15-10-2020 published: 30-12-2020 introduction over the past few years the indonesian government through the ministry of research, technology and higher education, which under the second term of mr. joko widodo’s (jokowi’s) presidency (2019-2024) is named ministry of education and culture, has been encouraging lecturers and researchers to write and publish academic papers in international journals. academic papers, also called scholarly papers, are papers submitted to academic journals in which prior to their publications, they must pass an academic quality assessment and be reviewed by researchers or reviewers working in the same field (www.defsa.org.za/what-academic-paper). two ambitious goals were set regarding this vision: dissemination of lecturers’ research findings and lecturers’ active involvement in scholarly discourses with lecturers and researchers at the international level. in this way, global networks and stronger academic reputations can be established. the number of international publications and citations, according to the government, contributes to the increase of the quality of the national products which in the long run can increase foreign exchanges for the country (kemristekdikti, 2016). year-by-year data show that there has been a significant increase of indonesian’s international publications in the last recent years. in all subject categories, scimago recorded there were 21,315 documents in 2017 and the number increased to 34,496 documents in 2018 or it grew by 68.84%. the increase continued as in 2019 there were 44,576 documents or it increased by 29.22%. in 2017, indonesia stood as the ninth country in asiatic regions, in 2018 it stood the sixth and finally it became the fifth in 2019. however, by referring to the cumulative documents from 1996 to 2019, in 2019 scimago journal & country ranks listed indonesian international publication the 11th among the countries in asiatic regions for all subject areas and categories, and the 4th among the asean countries. indonesia stood after abstract: this study was aimed at investigating attitude and anxiety of indonesian lecturers in writing english papers for international publications, together with the influence of gender and functional grades on them. it involved lecturers of a private university in semarang, central java, indonesia (n=62) who were attending a training on english academic writing especially designed to help them prepare manuscripts for international publications. data were collected by questionnaires and analyzed using t-test and anova. the study found that the attitude toward writing was positive. three aspects of attitude namely behavioral, cognitive, and affective were all positive. the anxiety in writing english papers was found to be moderate and somatic anxiety was the type of anxiety the lecturers suffered the most. there was no difference on the attitude and level of anxiety across gender but there was a difference on the level of anxiety across functional grades. as attitude and anxiety predict the success of writing efforts, which may then affect the success of publication, the issue of attitude and anxiety needs to be addressed in the effort of increasing the productivity of indonesian lecturers in making international publications. keywords: attitude; anxiety; indonesian lecturer; english academic papers; international publication mailto:hartono@unissula.ac.id mailto:ruseno@unissula.ac.id http://www.defsa.org.za/what-academic-paper hartono hartono & ruseno arjanggi lecturers’ attitude toward and anxiety in writing english academic papers for international publications 218 malaysia, singapore and thailand (www.scimagojr.com). this means that, despite the significant increase in the last recent years, there are still many things the indonesian lecturers and researchers need to do to make indonesia the country with the biggest number of publications, at least among the asean countries by taking over malaysia, singapore and thailand. this is very reasonable since, among the asean countries, indonesia is the biggest and the most populous country with the biggest number of universities (dikti, 2018; sukirno, 2017), and the biggest number of lecturers (ahmar, kurniasih, & irawan, 2018). although improving the quality of indonesian lecturers’ academic papers and increasing the number of publications particularly in reputable journals are important issues, studies on the issues are still very limited. among a few studies available mentioned that english language mastery is one among the factors leading to low productivity of indonesian lecturers and researchers in publishing scientific papers in international journals (alimi & rokhman, 2017). language problem is a serious problem. fundamental weakness in english has become the barriers for making international publications. according to the study, many english manuscripts submitted by indonesian writers were rejected because of being poorly written which consequently failed to fulfill the required standard. the paper of arsyad et al. suggested that low english mastery of indonesian lecturers has caused them problems either in reading english journals for references or in writing articles correctly and appropriately as required by well-established international journals. another cause of low productivity in scientific paper publication was the unfamiliarity of indonesian academics on rhetorical styles of academic papers, their similarities and differences between english scientific papers and the indonesian ones (arsyad, purwo, sukamto, & adnan, 2019). indonesian lecturers also encounter many types of language problems as grammar, syntax, vocabulary, spelling, paraphrasing and the likes (hartono, arjanggi, nugroho, & maerani, 2019). as language becomes a big problem for indonesian lecturers in writing and publishing papers in international journals, studies on the issue of improving lecturers’ competency in english language mastery become mandatory. for that purpose, the study was conducted. attitude and anxiety became the focus in this study because these two factors much contribute to the success of lecturers’ in writing english academic papers as english is a foreign language for the majority of them. attitude toward the target culture and target language significantly affects the level of success the learners will possibly achieve (gardner, 1985). attitude is a major determinant of behaviors (bohner & wänke, 2002), lecturers with positive attitudes toward learning and writing english papers for international publication will perceive every effort of learning and exercise as positive and enjoyable. on the contrary, those with negative attitude will perceive it as negative and discouraging. thus, attitude is linked to the person’s values and beliefs and promotes or discourages the choices he/she possibly makes in a certain realms of activity (mcgroarty, 1995). studies also found out that attitude represents one of the most important sets of variables for predicting learners’ efficiency and achievement since it intertwines with motivation. positive attitude will lead to stronger motivation (dörnyei & ushioda, 2009), therefore, leading to positive learning outcome (wesely, 2012), and in the case of language learning, it influences the level of proficiency in the target language (l2) (mckenzie, 2010). attitude is constructed from three different components namely affective, behavioral or conative, and cognitive. affective component is about the person’s feeling and emotion about a certain object, whether the person likes, dislikes, loves, is angry with or disgusted. it is an emotional response to an attitudinal object. behavioral or conative component is about a person’s actions or disposition to take up and practice the behavior in certain ways if he is in a certain situation. it is an overt action that a person is taking in relation to an attitudinal object. for example, a lecturer may attend or not attend an english writing training offered to him. cognitive component deals with person’s beliefs and thoughts as well as ideas about an object. people make beliefs by establishing associations or relationships between the attitude objects and various attributes resulted from an evaluation. in indonesian context up to the present, the topic on lecturers’ attitude toward writing english papers for international publication is under explored. there was a study conducted by arsyad (arsyad et al., 2019) on factors hindering indonesian lecturers from publishing articles in international reputable journals, which may serve as a starting point for further relevant studies, suggested that the lecturers attitude toward international publication is positive. besides the http://www.scimagojr.com/ english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 219 facts that indonesian lecturers mostly have been very busy with the activities of tridarma (three main jobs of lecturers) namely teaching, conducting research, and community services, they are still willing to work hard to write articles and submit them to international journals because of the benefits that they, and institutions, may obtain from the publications as credits for career promotion, institution credibility, selfsatisfaction/pride, and personal credibility. however, more studies are necessary to either verify the finding or develop greater understanding especially on the issue of writing since publication starts from writing activities. the second aspect of affect which is important to be researched dealing with writing in a second or foreign language is anxiety. it is a major obstacle faced by foreign language learners to overcome (horwitz, horwitz, & cope, 1986). studies have consistently proven that language anxiety negatively correlates with language achievement (macintyre & gardner, 1991; tran, moni, & baldauf jr., 2013). it negatively influences language learning both intuitively and logically (horwitz, 2001). studies also show that it interferes with many types of learning. as a part of affective factor, anxiety is also hypothesized to affect the success of learning (krashen, 2009). writing anxiety or writing apprehension is a situation and subject-specific anxiety in the form of a person’s tendencies whether to approach or to avoid potential writing tasks (daly & wilson, 1983). to measure the anxiety, a second language writing anxiety inventory (slwai) was proposed (cheng, 2004). it is a multidimensional scale which conforms to three conceptualizations of anxiety namely somatic anxiety, cognitive anxiety and avoidance behavior. somatic anxiety is someone’s perception of the psychological effects of anxiety. the increasing feeling of tension and nervousness are the symptoms of this kind of anxiety. cognitive anxiety is the cognitive aspect of anxiety experience which covers negative expectation, preoccupation with performance and concerns about others’ perception. the last dimension is a form of avoidance behavior which refers to behavioral aspect of anxiety. it occurs when someone intentionally searches ways to approach or to avoid writing tasks. previous research shows that writing anxiety negatively influences writing performance and is inversely correlated with writing motivation. there is even a correlation between academic procrastination and writing anxiety (onwugbuzie & collins, 2001). cheng (2002) also suggests that language learners with high level of writing anxiety tend to feel discouraged in writing, hold negative attitude towards writing tasks, and produce low quality papers. learners with high level of foreign language anxiety may have a mental block which affects their ability to process information in foreign language contexts (liu, 2006). they also write essays that receive lower evaluation (lee & krashen, 2002). a study by hassan (2001) found out that esl writing anxiety affected learners’ writing performance. low anxiety students could compose better quality and longer writing than the students with high anxiety. another study by cheng (2004) suggested that writing anxiety affect both writing process and writing behavior. using a timed english writing task as an index of participants’ writing performance, cheng concluded that there is a significant negative correlation between anxiety and learners’ performance. considering the effect of both attitude and anxiety in the success of writing in a foreign language and the fact that topic on attitude and anxiety of indonesian lecturers in writing english papers for international publications is obviously under explored, the present study was conducted. it aimed at: 1. analyzing the indonesian lecturers’ attitude toward writing english academic papers for international publications; 2. analyzing the indonesian lecturers’ anxiety in writing english academic papers for international publications; 3. finding out the influence of gender and functional grades on the levels of attitude and anxiety. method context and participants this research involved 62 lecturers attending an english academic writing training especially designed to help them prepare manuscripts for international journals. they were non-english subject lecturers of a university in semarang, indonesia. twenty-four people (38.71%) were male and 38 persons (61.29%) were female. the majority of them (80.30%) were master degree holders from either indonesian or overseas universities, while 19.70% were doctoral degree holders. they taught subjects other than english at different departments as civil engineering, electrical engineering, medicine, nursing, psychology, management, accounting, laws and education. based on their functional grades, hartono hartono & ruseno arjanggi lecturers’ attitude toward and anxiety in writing english academic papers for international publications 220 43.6% of them were teaching assistants, 30.6% was junior lecturers, and 25.80% was assistant professors. there were 4 associate professors joining the training program, however, they were excluded from the study because of representation basis. instrument a five-part questionnaire was used to collect data for this study. part 1 served as an introduction stating the purpose of the research and a request for consent from the participants, while part 2 elicited demographic information on them. part 3 collected self-reported information on participants’ english academic writing performance. the last two parts which were the main parts of the instrument collected information about the attitude toward and the anxiety in writing english academic papers for international publications. the attitude questionnaire consisted of 15 statements of indicators covering behavioral, cognitive, and affective components. the anxiety questionnaire also consisted of 15 statements of indicators which covered somatic aspect, cognitive aspect and avoidance behavior. the questionnaire was a likert-type form requiring the participants’ agreements in scales of 1 to 5. scale 1 represents “strongly disagree”, 2 represents for “disagree”, 3 is for “undecided”, 4 is for “agree”, and 5 is for “strongly agree.” negative statements were reversely scaled from “strongly agree” (scale 1) to “strongly disagree” (scale 5). the instruction and statements were written in indonesian as the participants’ mother tongue for the sake of clarity in meaning in order to avoid confusion and misleading. instrument validity was measured by pearson product moment correlation while the reliability was measured by the score of alpha cronbach. data collection and analysis participants were asked to complete the questionnaire before the training sessions. prior to doing the task, an explanation about the objectives of the research and the guidelines on how to complete the questionnaire were presented. data were then grouped and tabulated and were analyzed descriptively as well as inferentially by using spss software. finding and discussion academic writing performance the data on academic writing performance, particularly on the participants’ english writing competence and english publication performance is presented in table 1 below. table 1. participants’ self-reported academic writing performance no statements yes (%) no (%) 1 being able to write general english. 45 72.58 17 27.42 2 being able to write english academic or research papers. 41 66.13 21 33.87 3 having english paper(s) published in international journals. 18 29.03 44 70.97 4 getting translator’s service to help write journals. 24 38.71 38 61.29 the data in the table show that majority of the respondents reported that they could write both general english and english academic or research papers. however, the data show that the number of lecturers who are able to write english academic papers is lower than those who are able to write general english (66.13% compared to 72.58%). this reflects the fact that academic writing is more complicated than general type of writing. being someone who can write english does not always qualify him/her to write academic english. academic writing offers more challenges than general writing does as it requires, among others, the mastery of academic writing conventions, topic analysis, social identity construction, ability to research and apply knowledge across different contexts (pineteh, 2014). beginner academic writers very often also face difficulties due to lack of knowledge, inability to have a clear outline before drafting, and problems in avoiding plague words and phrases (fadda, 2012). in addition, they face linguistic, cognitive, and psychological problems (rahmatunisa, 2014) in their attempts to write. related to publishing english papers, lower number of respondents reported that they had successfully done it. there were only 18 respondents (29.03%) who had ever published papers in international journals. a wide gap between an ability to write and publication may indicate that there are other factors influencing or playing role in making lecturers publishing internationally. mastering the language and being able to write don’t necessarily mean that lecturers will write and publish papers in international journals. this finding validates previous studies english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 221 about major reasons lecturers not publish internationally namely feeling ashamed of having low quality articles, their predisposition that writing in reputable international journal is difficult, the absence of incentives for those who successfully published, low confidence, limited access to good research references, limited access to laboratory facilities, lack of research collaborations with international researchers, and lack of internationally reputable journals in indonesia (alimi & rokhman, 2017; arsyad et al., 2019; yusetyowati, 2015). the high number of lecturers getting translation services in writing english journal for international publications also serves as a strong indicator that language is a problem for lecturers to write (hartono et al., 2019). attitude toward writing english papers lecturers’ attitude toward writing academic papers for international publication was measured by 15 indicators covering affective, behavioral, and cognitive components. behavioral component was measured by 4 indicators namely the willingness to learn to write, to participate in a training if available, to keep trying even if difficult, and to read more english papers relevant to their topic of interest. cognitive component was measured by 6 indicators, 4 indicators were positive while the other 2 were negative. the positive indicators were their acknowledgement that english academic writing ability would help them 1) improve their performance as lecturers, 2) build networks with other researchers, and 3) develop their academic performance, and 4) that academic papers written in english have higher possibility to be accepted in scientific journals. the negative indicators were 1) their acknowledgement that writing english papers is more difficult, and 2) that they couldn’t develop their ideas if they had to write in english. affective component was measured by 5 indicators, three indicators were positive while the other two were negative. the positive indicators were 1) they think that writing english is enjoyable, 2) they would be very happy if they could finish writing, and 3) they would be very happy if their english paper were published in international journals. for the negative, 1) they didn’t have any interest to write articles in english, and 2) writing article in english would only make them depressed. the results were categorized into 3 groups of negative, neutral, and positive attitude. the categorization was based on hypothetical mean scores of the questionnaire in which participant’s total scores lower than or the same as 34.5 were categorized as having negative attitude, the participants whose scores were between 34.6 and 55.5 were categorized as having neutral attitude, and those with scores higher than 55.6 was categorized as having positive attitude. the result of the calculation is presented in table 2 below. table 2. descriptive statistics of attitude scores n min max mean sd attitude scores 62 46.00 75.00 61.48 7.03 valid n (listwise) 62 n no. of indicators min max calculated mean hypothetical mean behavioral component 62 4 12 20 17.23 12 cognitive component 62 6 19 30 24.06 18 affective component 62 5 13 25 20.19 15 the table shows that the mean score for the attitude in general is 61.48 (>55.5), the mean score for behavioral component is 17.23, and the one for cognitive component and affective component subsequently are 24.06 and 20.19. all those scores are higher than the hypothetical mean scores, therefore, it can be concluded that indonesian lecturers have positive attitude toward writing english papers for international publications behaviorally, cognitively as well as affectively. behaviorally, they would learn how to write in english, participate in a writing training, keep trying, and read english papers relevant to their topics of interests so that they can improve their writing. affectively, they found that writing english papers for international publications was enjoyable. cognitively, they believed that being able to write and publish english papers internationally would help them improve their performance and build networks with other lecturers and researchers. this finding is in line hartono hartono & ruseno arjanggi lecturers’ attitude toward and anxiety in writing english academic papers for international publications 222 with the study of arsyad which concludes that indonesian lecturers had positive attitude toward publishing in international journals. although they may be busy with their both academic and administrative works, they are still willing to work hard to write papers and submitted them in international journals (arsyad et al., 2019). as attitude intertwines with motivation (dörnyei & ushioda, 2009), correlates to learning outcome (wesely, 2012) and influences proficiency in target language (mckenzie, 2010), the indonesian lecturers have a high possibility to be able to write english papers and publish them in international journals. this possibility has even materialized in the last 3 years as the number of the indonesian international publications increased significantly (scimago journal & country rank at www.scimagojr.com). anxiety in writing english papers the next part of the study was concerned with the level of anxiety experienced by indonesian lecturers in writing english academic papers. it was measured by 15 indicators covering somatic aspect, cognitive aspect and avoidance behavior. in this study, somatic anxiety was indicated by the pounding of the heart, the blankness of mind, the jumbling or easy flowing ideas, and feeling of panic when required to write papers in english. cognitive anxiety was indicated by the occupation of negative thoughts about their english as the english terms and phrases used in writing were inappropriate, the english was worse than other lecturers’ english, other lecturers would deride his english paper, other lecturers would think about the paper; and the english paper would be rated poorly. avoidance behavior was indicated by the lecturers’ efforts to avoid or approach writing papers in english. a descriptive analysis was conducted. the result is presented in table 3 below. table 3. descriptive statistics of anxiety scores n min max mean sd anxiety 62 17.00 60.00 41.24 9.77 valid n (listwise) 62 freq % valid % cum. % valid low 14 22.6 22.6 22.6 moderate 42 67.7 67.7 90.3 high 6 9.7 9.7 100.0 total 62 100.0 100.0 types of anxiety n min max mean sd somatic 62 5.00 22.00 14.90 4.01 cognitive 62 5.00 20.00 13.71 3.20 avoidance 62 5.00 20.00 12.63 3.74 valid n (listwise) 62 the table shows the minimum score of anxiety is 17, the maximum is 60, and the mean score is 41.24. with the same method of analysis as the one applied in the analysis of attitude scores, it was decided that scores lower than or the same as 34.5 were categorized as low anxiety, scores between 34.6 and 55.5 were categorized as moderate anxiety, and finally scores higher than 55.6 were categorized as high anxiety. calculated mean score (41.24) lies between 34.6 and 55.5, therefore, it can be concluded that in general the participants in this study had a moderate level of anxiety. fourteen participants (22.6%) actually had low level of anxiety, while for high level of anxiety there were 6 participants (9.7%) analysis on the anxiety types shows that somatic anxiety has the highest mean score followed by cognitive anxiety and avoidance behavior. this means that when the case is writing english papers for international publications, indonesian lecturers suffered somatic anxiety the most. somatic anxiety is someone’s perception of the psychological effects of anxiety as the increasing feeling of tension and nervousness. someone who is suffering from this type of anxiety may get sweaty, trembling, high heart rate, headache etc. http://www.scimagojr.com/ english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 223 the finding that somatic anxiety was the one indonesian lecturers suffered most is aligned with the study conducted by min and rahmat (2014) which found that in the case of final year writing for university putra malaysia undergraduates, somatic anxiety was reported to be the dimension with the highest score. jebreil, azizifar, and gowhary (2015) also found that somatic anxiety was the most common type of anxiety in the case of english writing. a study of indonesian efl writing learners found that both male and female learners suffered somatic anxiety the most, followed by cognitive anxiety and avoidance behavior (rudiyanto, 2017). however, it should be noted that this finding is different from the one of cheng (2004) which revealed that writing learners were more anxious cognitively rather than somatically. the role of gender and functional grades to see whether there is a significant difference of attitude and anxiety across gender, t-test was conducted. the result shows that the mean scores of attitude were 62.58 for male and 60.79 for female, and sig (2-tailed) was 0.332. the mean scores for anxiety were 41.58 for male and 41.03 for female. an analysis using t-test to see whether there is a significance difference between male and female results in sig (2-tailed) 0.332 for attitude and 8.29 for anxiety. therefore, it can be concluded that gender affects neither attitude nor anxiety. there is no significant difference on the level of lecturers’ anxiety in writing english paper for international publications between male and female lecturers. previous studies found an inconclusive result on the correlation between gender and anxiety in writing. cheng (2002) in the study on 165 english majors found no significant influence of gender on writing anxiety. more recent study by latif (2015) on 132 universiti teknologi malaysia space students investigating english language anxiety among adult learners using three demographic factors of gender, age and years of learning english also found no significant correlation between gender and anxiety. while jebreil, et al. (2015) in their study of 45 efl learners (26 females and 19 males) found a significant difference of anxiety level between male and female, in which males had higher cognitive anxiety than females did. in addition, shang (2013) in a study on 146 juniors majoring in english at a private university in taiwan found similar finding. male students had higher level of anxiety because the students probably spent more efforts in writing to have a better achievement. in this study, the finding that male lecturers had the same level of anxiety as their female counterparts may be attributed to the fact that the demand of having international publications is equally applicable to all lecturers regardless of gender. both of them got the same supports and facilities from universities as well as the same opportunity. to see whether there is a difference on attitude and anxiety across functional grades, test of anova was conducted. the study involved only 3 groups of lecturers namely teaching assistants (ta), junior lecturers (jl) (asisten ahli) and assistant professors (ap) (lektor). the result is presented below: table 4. descriptive statistics of functional grade scores functional grades n mean scores standard dev. attitude anxiety attitude anxiety teaching assistant(ta) 27 62.30 37.48 6.52 9.52 junior lecturer (jl) 19 62.68 44.84 7.72 9.66 assistant professor(ap) 16 58.69 43.31 6.67 8.51 total 62 61.48 41.24 7.03 9.77 dependent variable (i) functional grades (j) functiona l grades mean difference (i-j) std. error sig. 95% confidence interval lower bound upper bound attitude ta jl -.388 2.079 .981 -5.387 4.611 ap 3.609 2.190 .234 -1.658 8.876 jl ta .388 2.079 .981 -4.611 5.387 ap 3.997 2.356 .215 -1.668 9.661 ap ta -3.609 2.190 .234 -8.876 1.658 hartono hartono & ruseno arjanggi lecturers’ attitude toward and anxiety in writing english academic papers for international publications 224 jl -3.997 2.356 .215 -9.661 1.668 anxiety ta jl -7.361* 2.790 .028 -14.070 -.650 ap -5.831 2.940 .125 -12.900 1.238 jl ta 7.361* 2.790 .028 .650 14.070 ap 1.530 3.162 .879 -6.073 9.132 ap ta 5.831 2.940 .125 -1.238 12.900 jl -1.530 3.162 .879 -9.132 6.073 *. the mean difference is significant at the 0.05 level. junior lecturer has the highest mean score both for attitude and anxiety, assistant professor has the lowest mean score of attitude, and teaching assistant has the lowest score of anxiety which may mean the lowest level of anxiety. when attitude is the case, however, those differences in mean scores are not significant (sig.> 0.05). this means that among the three groups, functional grade didn’t cause difference in attitude toward writing english journals for international publications. this is different from the anxiety. among the three groups, the anxiety mean score of teaching assistant is significantly different from the one of junior lecturer (sig. 0.028). in writing english journals for international publications, teaching assistant was less anxious than junior lecturer was. the absence of difference on attitude among the groups may be attributed to the fact that, besides most of them were young and energetic; publishing internationally perhaps has not been very pressuring. while professors and associate professors are required to have international publications on regular basis, junior lecturer and assistant professor aren’t. for performance evaluation (laporan beban kerja dosen) and grade promotion, they may use academic journals published in national journals. conclusion the study aimed at finding out the level of attitude and anxiety faced by indonesian lecturers in writing english academic papers for international publications, and the influence of gender and functional grades on them. the data and analysis found that indonesian lecturers were behaviorally, cognitively, and affectively positive about writing english academic papers for international publications and had a moderate level of anxiety. gender was proven to be an insignificant predictor for both attitude and anxiety since there was no significant difference in the attitude and level of anxiety across gender. for functional grade, while it didn’t bring different effect on attitude, this study found that the level of anxiety between teaching assistant and junior lecturer was significantly different, therefore, it was inferred that functional grade influenced the anxiety. since attitude and anxiety play important roles in the success of learning writing and publishing, any efforts by universities or the indonesian government in trying to encourage lecturers to prepare english academic papers for international publications should not neglect them. to increase productivity from the beginning of their academic careers, indonesian lecturers must be very confident to start writing. academic writing trainings should not only cover issues related to topics and how to write but also addresses the issue of affective factors. this study only involved lecturers from a university with a relatively small number, therefore, it is recommended that further studies involve lecturers from many different universities, both public and private. other factors such as infrastructure and funding that may potentially influence lecturers’ attitude toward and anxiety in writing papers for international publications may also be explored. references ahmar, a. s., kurniasih, n., & irawan, d. e. 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(2015). penggunaan bahasa inggris untuk penulisan artikel penelitian. orbith, 11(1), 19–23. hartono hartono & ruseno arjanggi lecturers’ attitude toward and anxiety in writing english academic papers for international publications 226 english review: journal of english education volume 8, issue 1, december 2019 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 91 integrating process-genre approach with project ibunka to improve students’ english writing elis homsini maolida department of english education, universitas suryakancana, cianjur, indonesia e-mail: elishomsini@unsur.ac.id vina aini salsabila department of english education, universitas suryakancana, cianjur, indonesia e-mail: vnsabila91@gmail.com apa citation: maolida, e. h., & salsabila, v. a. (2019). integrating process-genre approach with project ibunka to improve students‟ english writing. english review: journal of english education, 8(1), 91-100. doi: 10.25134/erjee.v8i1.2057. received: 22-10-2019 accepted: 19-11-2019 published: 01-12-2019 abstract: this study goes into how an integration of process-genre approach and project ibunka improves students‟ english writing. through process-genre approach, students put in writing essays by combining process and genre based writing. meanwhile, project ibunka as an online collaborative writing project is deployed as a means of publishing the students‟ writing to be read and commented by other students from various cultures and countries. in the context of this study, ibunka also provides sources used to explore the topic and as a writing model. this study is a classroom action research that involved 46 university students in two classes who learned to compose english essays in three learning cycles within twelve meetings. the integration of process-genre and project ibunka is implemented in four stages: introducing and exploring theme and topics of writing, modeling and determining genre, joint writing and independent writing. in joint and independent writing, the students go through several stages of writing process such as planning, drafting, writing, revising and editing. the result of essays scoring shows average score improvement in both classes from cycle 1 to cycle 2 and cycle 3. this students‟ writing improvement is also confirmed by students‟ positive responses revealed from observation, questionnaire and students interview. keywords: process-genre; project ibunka; writing; classroom action research. introduction writing is claimed as a challenging skill for learners (ali & ramana, 2016; cotos, link, & huffman, 2017) due to its complex processes (gonzales, 2010). the writing complexity arises from requirements to master multiple skills of writing (nyasimi, 2014) such as contribution of the writer‟s long-term memory, task environment, writing process (flower & tillema, 2013) and involvement of language knowledge, language contexts, and language usage skills (tudor, 2017) furthermore, this complexity seems to affect learners‟ writing ability. many learners encounter some obstacles in expressing ideas and thoughts in written text. these obstacles entails writer‟s block, low proficiency (maolida, 2015), inadequate content mastery, incorrect use of grammar, first language interference, limited vocabulary and insufficient teaching and learning resources (nyasimi, 2014). additionally, based on the result of direct observation, it is found that learners‟ writing ability tends to be the lowest comparing to other english skills. it is reflected in learners‟ difficulty to develop ideas and compose an organized and a cohesive text. the above issues appear to be worrying when contrasted with the primacy of mastering writing since writing skill is a beneficial tool for learning, communicating, self-expressing (khoeriah, 2018), assisting students in dealing with their academic demands and performing effectively in their professional contexts (nyasimi, 2014). in academic settings, the writing skill is required to keep and store both information and literary works (brindley, 2005). it is relevant to bailey (2004) who states that the writing skill is indispensable to the composition of essays used in most academic courses. in regard to the issues, teachers need to detect effective and innovative ways of teaching. one interesting way is by integrating teaching method of writing and technology. in this study, processgenre approach and project ibunka are integrated as the effort of conducting an effective and innovative way of teaching writing for tertiary level students. mailto:elishomsini@unsur.ac.id mailto:vnsabila91@gmail.com elis homsini maolida & vina aini salsabila integrating process-genre approach with project ibunka to improve students’ english writing 92 process-genre approach is the combination of process approach and genre-based approach. it is used since it facilitates students to “improve their knowledge of writing the genre, the structure, and the language features of a particular text, the social context (the purpose of the text), and the process of writing” (badger & white, 2000). this approach encourages students learn the relationship of purpose and form of particular genres. furthermore, process-genre approach also provides students to conduct processes of prewriting, drafting, revision, and editing in order to make them get familiar with various text types and composing process (saputra & marzulina, 2015). moreover, badger and white (2000) identify process-genre approach into six steps including preparation, modeling, planning, join constructing, independent constructing and revising and editing. these steps can be seen in figure 1. figure 1. process genre approach (badger & white, 2000) the first step of process-genre approach is preparation (badger & white, 2000). both process approach and genre-based approach begin the teaching steps by doing preparation (the term used in process approach) and background knowledge of the field (the term used in genrebased approach). in this step, the teacher provides the situation to be used as the topic (pujianto, emilia, & m.i., 2014) and puts it into a specific genre. furthermore, the teacher can also facilitate students to practice other language skills relevant to the topic such as listening exercises containing specific words in the genre, reading comprehension tasks, and discussing the topic to increase students‟ speaking skill and their knowledge regarding the topic in context (emilia, 2012). the next step of this approach is modelling in which students are introduced to genre type, grammatical and rhetorical features of the texts (hyland, 2007; pujianto et al., 2014). this phase also allows students to begin to identify the purpose of the text (badger and white, 2000) from myriad text sources and to understand of the organizational development of the text (pujianto et al., 2014; yan, 2005). the third step is planning. this step deals with brainstorming ideas of the text, discussing, and reading associated materials to help students develop their interest in the topic and relate it to their experience (yan, 2005).this is also the step for preparing students to get involved in the jointconstructing phase. the next step is joint-constructing which allows the teacher and students to start writing a text together. yan (2005) avows that the aim of this phase is “to produce a final draft which provides a model for students to refer to when they work on the individual compositions”. moreover, in this phase, the teacher introduces feedback towards writing to students (emilia, 2010, 2012). the activities might include brainstorming, revising, and editing. additionally, independent constructing is carried out as the continuation of the jointconstructing stage. in this step, students start to write their text individually through teacher‟s guidance. students also can decide the topic of their writing independently. this step can be conducted inside the classroom so that the teacher is “available to help, clarify, or consult with them individually during the process” (yan, 2005, p. 22) or it is also very likely to be used as home assignments. at the end of the activity, students can produce a draft of their writing (pujianto et al., 2014). english review: journal of english education volume 8, issue 1, december 2019 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 93 finally, revising and editing are conducted as the feedback on students‟ draft. the teacher can facilitate students to check, discuss, and evaluate their work with other students (peer feedback) (khoeriah, 2018). the teacher can also publish students‟ work for the sake of giving appreciation of students‟ achievement (belmekki & sekkal, 2018). in relation to the stages of process-genre based, project ibunka can be a medium for students to obtain information vis-à-vis the topic, the source of text in the modelling stage, and to publish their final draft of writing. project ibunka also provides chances for students to share their ideas through writing essays on this website. additionally, it is an internet-based collaborative project, initiated by professor watanabe, among students from various countries all over the world (watanabe, kasami, chung, & tsai, 2007). furthermore, watanabe et al. (2007) explain that project ibunka has three main features; 1) textbased bulletin board discussion, 2) chat sessions, and 3) video letter exchange. in this forum, students are able to freely write various topics of the text about three issues, i.e. school life, culture, and social issues. many studies show the strength of process genre approach in teaching writing as a study conducted by pujianto et al. (2014) who explore teaching steps of process genre approach to develop senior high studentss‟ writing skills. the result of this descriptive qualitative study indicates students‟ writing skill development after process genre approach implementation. the writing development specifically appears in the genre knowledge, writing process, and feedback from peers and teachers. another study was conducted by tuyen, osman, dan, and ahmad (2016) who implemented process genre approach to increase efl students‟ ability in writing research papers. this study is restricted only to the provision of teaching modules including theory, practice and assessment through the progress tests. the result of this study shows the stages of process genre approach can successfully be applied for designing research paper program in tertiary level. furthermore, a study of agesta (2016) also shows another strength of process genre approach implementation in teaching writing. this study aims to offer solutions in helping efl students to develop their writing ability by providing teaching scenarios using process genre approach. this study indicates that process genre approach can overcome students‟ writing obstacles. in addition, belmekki& sekkal (2018) strengthen the prominence of process genre approach as they applied this approach to improve students‟ achievement in writing business letters. this study is aimed at investigating the effect of process genre approach on esp students‟ writing achievement and to reveal students‟ responses to the use of process genre approach. this action research study reveals that there was a significant effect of process-genre approach on the students‟ writing achievement, covering four writing components: organization, vocabulary, grammar, and mechanics. regarding the study on project ibunka, watanabe et al. (2007) discuss the benefits of deploying project ibunka in developing students‟ writing ability and understanding culture, technology, and communication. another study of ayuningsih (2015) investigates the use of project ibunka in writing practice and the result indicates that students‟ writing skill has improved especially in the grammatical aspect. furthermore, maolida & mustika, (2018b) explore students‟ writing process in conducting project ibunka. this study highlights students‟ various sequence and strategies during writing process. additionally, maolida& mustika (2018a) discuss the benefits and challenges of writing in project ibunka. the result of this study indicated that students‟ challenges in writing were unstructured writing process and low proficiency. these obstacles become driving force to continue the research by integrating process-genre approach and project ibunka to improve students‟ writing ability. method this study employed three cycles of classroom action research (car) adapted from kemmis & mctaggart (1988) by involving 46 students who participated in two writing classes (class a and class b) for one semester. since each cycle consists of four meetings, this research is carried out in 12 weeks. the data were collected from classroom observation, questionnaire, interview and writing product (essays) scoring in each cycle. students‟ writing products published in project ibunka were scored to look into their writing improvement. in this case, students‟ writing product (essays) for theme 1 (my school life) was considered as students‟ writing product for cycle 1, students‟ writing (essays) for theme 2 (culture) was considered as the writing product elis homsini maolida & vina aini salsabila integrating process-genre approach with project ibunka to improve students’ english writing 94 for cycle 2, and students‟ writing (essays) for theme 3 (social issues) was considered as the writing product for cycle 3. the results of scoring were compared to denote students‟ writing progress. the observation was conducted to describe in detail how the integration of process-genre approach and project ibunka was implemented. the observation was focused not only on the learning process in the classrooms but also on students‟ writing interaction in project ibunka. in addition, the observation was also used to support the data from writing scores about students‟ development on their english writing. furthermore, the interview was administered and the questionnaire were distributed to support the data concerning the integration of process genre approach and project ibunka as well as students‟ perspectives on their english writing progress and improvement. results and discussion the findings of this study are divided into four sections: the activities during the integration of process-genre and project ibunka in the first cycle of car, the activities during the integration of process-genre and project ibunka in the second cycle of car, the activities during the integration of process-genre and project ibunka in the third cycle of car and students‟ writing improvement viewed from students‟ writing product scores in each cycle as well as students‟ responses from observation, questionnaire and interview. learning activities in the first cycle of processgenre integration and project ibunka in cycle 1, the integration of process-genre and project ibunka started. the implementation of learning stages can be seen in the following figure: figure 2. integration of process genre and project ibunka as depicted in the figure, the students underwent four stages of learning: introducing and exploring writing theme and topics, modeling and determining writing genre, joint writing and independent writing (badger & white, 2000). in the first meeting, the students were introduced to project ibunka and all of them were very excited for knowing that they had an opportunity to write essays and their writing would be read and commented by other students from different cultures and countries. in spite of their excitement, most of them were confused about what to write. even though ibunka determined the theme „my school life‟ for the first cycle, the students looked puzzled. then, the students explored the topics by reading various essays posted in previous project ibunka and other sources. this stage of exploration aimed to familiarize students with the topics (pujianto, emilia, & m.i., 2014; emilia, 2012). after that, they discussed the topics in small groups and the result of discussion was shared in a class discussion. at the end of the meeting, the students came up with several ideas about the topics they were going to write. in the second meeting, the students and the lecturer discussed and decided to write descriptive and recount texts about „my school life‟. then, a descriptive text and a recount text posted in previous project ibunka were used as writing models. in this case, the students discussed the texts, analyzed the generic structures and linguistic features of the texts to make the students comprehend the text english review: journal of english education volume 8, issue 1, december 2019 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 95 organization and its linguistic features (pujianto et al., 2014; yan, 2005). at the end of the meeting, the students were encouraged to think about their ideas of the topic and think about how their chosen topic would be written. in the third meeting, joint writing (it is already known as joint-constructing (yan, 2005; emilia, 2010, 2012) was conducted with the lecturer leading the process by writing the sentences on a whiteboard. in this case, the students and the lecturer discussed and decided a topic to be constructed together in the classroom. then, the students and the lecturer constructed a text together by going through the writing processes such as pre writing through brainstorming, drafting, revising and editing. through this stage, the students were expected to have prior experience of constructing a text using a specific genre. the last stage of process genre approach, independent writing to produce a writing draft (pujianto et al., 2014), was conducted outside the classroom with the students writing their first draft at home. in the fourth meeting, the first draft was brought to the writing class to be proofread, revised and edited by peer correction as suggested by khoeriah (2018) and lecturer‟s review. after the process of editing and revision, the final draft was published in project ibunka. in addition to posting their writing, the students also commented and gave feedback to essays posted by other ibunka participants. the result of evaluation and reflection from the first cycle collected from observation, interview and questionnaire reveals that most of students struggled with the ideas, not to mention common writing problems such as writing structure problems, grammatical obstacle and vocabulary limitation (maolida, 2015; nyasimi, 2014). some of them also admitted that they were anxious due to unfamiliarity with the system of project ibunka, the scoring system, the requirement to give and receive comments or feedback and insecurity toward other participants from other countries. in addition, few students experienced writer‟s block and they had not finished the draft in four meetings and were late in publishing their first essay. learning activities in the second cycle of process-genre integration and project ibunka the activities in the second cycle were arranged by considering the evaluation and reflection result of the first cycle. basically, the learning stages conducted in the second cycle were similar to those in the second cycle: introducing and exploring writing themes and topics, modeling and determining writing genres, joint writing and independent writing. however, several modifications were made as an effort to improve the students‟ writing. in exploring topics, as an example, small group brainstorming was skipped so the students directly brainstormed in a class discussion. each student then wrote their topic plan on the whiteboard. in the second stage of modeling and determining genres, explanation and procedure texts were added, reviewed, modeled and analyzed. the samples of the modeled texts were taken from texts posted in previous project ibunka. in addition, basic citing and referencing were introduced to avoid plagiarism. in joint writing, the students were urged to express their ideas to construct sentences and paragraphs together. compared to the stage of joint writing in the first cycle when the lecturer wrote the sentences on the whiteboard, the activity in cycle 2 was more student-centered since a student replaced the lecturer‟s role in conducting joint writing. however, the lecturer was there to give feedback towards writing to students (emilia, 2010, 2012). at the end of learning process, the students discussed their chosen topic and how the topic would be constructed in a specific type of genres. the modification was also made in drafting, revising and editing stage. in the second cycle, the students did not only write their first draft at home but also edit and revise their own draft. it was expected that they came to the class with better drafts. the revised draft was then brought to the class to be proofread and corrected by their partner who was considered as having higher degree of writing proficiency. however, several students insisted that their writing needed to be proofread by the lecturer. the results of evaluation and reflection in the second cycle yield that it was easier for several students in getting ideas of writing since they were more familiar with project ibunka so some students checked the topics in ibunka web prior to classroom discussion. besides, the theme of „culture‟ allowed them to explore a high variety of writing aspects. in addition, in the stage of classroom brainstorming and joint writing, the students were more active. most students participated in writing their topic plan and gave feedback to their friends‟ topic choice, and wrote their ideas on the whiteboard. however, some students still chose homogenous topics with elis homsini maolida & vina aini salsabila integrating process-genre approach with project ibunka to improve students’ english writing 96 traditional food and festivals as their favorite. some were also inconsistent with using grammatical form for their writing. in addition, few students copied and pasted some sources without giving any proper citations. learning activities in the third cycle of process-genre integration and project ibunka in the third cycle, the activities were carried out by taking into account the reflection results of cycle 1 and cycle 2. some adjustments were made to improve students‟ writing process and product. in pre writing stage, for instance, the students had independently searched and explored the theme and alternate topics given in ibunka website. as a result, when the students came to the class for the first meeting in third cycle, most of them had been well prepared with some samples of the text and the sources. it resulted in the brainstorming stage more interactive and interesting. moreover, the theme „social issues‟ made topics exploration more challenging since some topics such as terrorism, abortion, lgbt and other controversial issues offered various perspectives. in this stage, the students expressed ideas orally(emilia, 2012) by sharing their opinions supported with data. in determining genre and its modeling, exposition and discussion texts were reviewed, discussed and analyzed. different from cycle 1 and cycle 2 where the students discussed and analyzed the sample texts in terms of generic structures and linguistic features, in cycle 3 the students also critically discussed the texts in terms of its objectivity, its source validity and its conviction. the joint writing stage was also modified. previously, the students and the lecturer constructed the text on a whiteboard together. in the third cycle, an lcd projector was used to make it more efficient for students and the lecturer in constructing the text by providing supporting sources. in this stage, the students were also reminded about citation rules and were given practice of citing and referencing. as a preparation of the drafting stage, students were required to print the source they were going to cite to avoid plagiarism. so, when the students submitted their draft they also submitted the printed source that they used for their writing. after joint writing, the students made their own outline to write in the independent stage. in line with the independent writing stage in cycle 1 and cycle 2, the independent writing stage in cycle 3 was conducted outside the classroom with the students writing their text about „social issues‟, self-editing their text, selfrevising their text and asking their partner who was considered as a more proficient writer to proofread, edit and revise the text. the result of their writing and the printed sources were submitted in the last meeting of the third cycle. the lecturer checked and gave feedback to the draft, including the citing and referencing aspect. in the third cycle, the students showed more excitement and learning autonomy in exploring the topics and supporting sources. in addition, the students were more reflective and critical of the issues and became more critical of reading the sources for their writing. the students also showed more involvement during joint writing and had better preparation for their writing. the progress of students‟ writing result and process is discussed in the next section. students’ writing improvement the results of students‟ writing product average scores in cycle 1, cycle 2 and cycle 3 are illustrated in figure 3. in this case, the chart depicts two classes‟ average scores, class a and class b. as depicted in the chart, class a‟s average score was 78.09 in cycle 1, 79.27 in cycle 2 and 80.59 in cycle 3. the result of students‟ average score shows that the integration of process genre approach and project ibunka contributes to students‟ writing score improvement. this result is confirmed by the result of class b‟s average score of students‟ writing with the average score of 79.8 in cycle 1, 82.45 in cycle 2 and 83.05 in cycle 3. students‟ improved average score of writing in both classes corroborates the contribution of process genre and project ibunka integration in developing students‟ writing skills. this result confirms the positive influence of process-genre to students‟ writing in various contexts (pujianto et al., 2014; tuyen, osman, dan, & ahmad, 2016; agesta, 2016; belmekki & sekkal, 2018). english review: journal of english education volume 8, issue 1, december 2019 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 97 figure 3. the average score of students’ writing in each cycle in the first cycle, most of the students were excited yet confused about what to write. the result of the questionnaire reveals that in the beginning, many students admitted that it was hard for them to decide on what topics to write. in this case, they came up with homogeneous ideas such as subjects they learn, extracurricular activities and classroom atmospheres. on the other hands, several students said they had „too many ideas‟ but they were not focused in discussing the topic in their writing; they put and mixed several topics in an essay incoherently. in addition to those problems, common writing problems such as grammatical constraints and limited vocabularies(maolida, 2015; nyasimi, 2014) became two of other writing obstacles faced by the students. as a result, some students experienced writing anxiety that influences their writing quality as shared by one of the interviewed students: i was worried about everything, i knew about descriptive text or recount text but my problem was the ideas, i had so many things to write but i did not know which idea would make an interesting essay, i did not know how to put my ideas in my writing, my english was not good. i was also worried about the readers‟ reaction to my essay, especially the readers from other countries. #student11# the excerpt indicates a student‟s anxiety on various writing problems she faced in the first cycle. furthermore, the questionnaire reveals several students‟ reflection in the first cycle toward their writing obstacles in terms of vocabulary choice and intercultural knowledge, as stated by one of them: i should be more careful in composing my next essay. the students from different country misunderstood what i tried to say in my essay…i considered my story about my habit of borrowing pen to my classmates as funny since many students did that here but someone from another country considered this as a bad habit that would seriously influence people‟ trust on me. it did not only happen to me, my friend used a term „killer lecturer‟ in her writing and someone misunderstood the term. #student4# the excerpt reveals that the student received an unexpected comment from an audience who came from different country that made him more aware that the aspects accepted in his culture might not be accepted in another culture. it also reveals that the student learned from his and his friend‟s choice of vocabulary/term that was ambiguous to the audience from other culture who did not share similar background with him. it shows that project ibunka can be used not only to publish students‟ writing to appreciate students‟ achievement(belmekki & sekkal, 2018), but also to provide students with contextual feedback. in cycle 2, students‟ writing score improved with class a 78.09 in cycle 1 to 79.27 in cycle 2 and class b with 79.8 in cycle 1 to 82.45 in cycle 2. in this case, most students improved their writing in terms of content, language usage and mechanic. the improvement of their writing content was likely to result from the students‟ improved engagement in the topic exploring stage. the observation reveals that they had more awareness, more involvement, more autonomy in preparing, searching, and exploring the topic to develop their ideas in writing. meanwhile, the improvement of mechanic and language usage was likely generated from a more intensive revision process in which the students did selfediting and -revising before their writing was proofread, revised and edited by their more competent peer and the lecturer(see pujianto et al., 2014). the improvement was also recorded vis-à-vis learners‟ more awareness of structure and language feature of text type as stated by one of the students: in writing my second essay, i prepared it by reading some sources before discussing it in the class, it helped me to be more confident to write my draft. i wrote a report text about sundanese fruit salad „rujak‟so i made sure i used elis homsini maolida & vina aini salsabila integrating process-genre approach with project ibunka to improve students’ english writing 98 appropriate structure, i asked my friend who got good score in writing last semester to check my grammar …#student 3# it can be seen from the excerpt that the student was more aware of language features of her text choice. different from cycle 1 when the proofread and revision were done by a random partner in the class, in cycle 2 the students‟ writing was proofread and revised by a more proficient writer partner. however, many students in cycle 2 had not properly cited the sources in their writing due to lack of citing practice and experience. many also had not made coherent and logical sequencing in their essay. students‟ writing score improvement was also shown in cycle 3where class a‟s average score of 79.27 in cycle 2improved to 80.59 in cycle 3 and class b‟s average score of 82.45 in cycle 2 improved to 83.05 in cycle 3. even though the topic was considered as the most challenging topic by the students, they showed more excitement in exploring the ideas for their writing and they were aware that writing needs supporting valid and objective data. my first essay explored my personal life at campus then the second essay explored culture so i needed to broaden the coverage of discussion in my essay and searched for more information and the third essay discussed social and global issue that pushed me to further learned about various issues in detail. i wrote this not for myself, students from other countries probably read my essay, they could disagree with me, so i should see something from both sides #student 2# besides showing student‟s awareness of preparing the objective content and justifiable data, the excerpt also shows that the student had audience or reader orientation. in this case, he did not only write his ideas but also considered the potential readers. another student‟s perspective (student 22) well wrapped up the contribution of process genre and project ibunka toward students‟ writing improvement. this pushed me to write with purpose, like when i wrote a discussion essay i put perspectives from two sides. my writing also improved, i think, because it was checked and rechecked by me and my friends before i posted it in ibunka. i also tried to make interesting essays so i could get comments from other participants…#student 22# the excerpt reveals that genre approach helped the student to write her essay with clear purposes and with specific structure and language features. in the meantime, process approach facilitated her to improve her essay quality through writing process, especially editing and revising stage. in this case, the integration of both process and genre approach allows students to be more purposeful in composing and at the same time experience recursive writing process (deng, chen, & zhang in saputra & marzulina, 2015). meanwhile, project ibunka served as a means to publish students‟ writing and get comments as meaningful feedback to their writing. as a result, the students did not only get benefits of processgenre approach for their writing improvement but also utilized their writing to exchange ideas in a contextual way and got useful and meaningful response from real audience. conclusion this study discusses the integration of process genre with project ibunka to improve students‟ english writing. the results show that four stages of introducing and exploring theme and topics of writing, modeling and determining genre, joint writing and independent writing were implemented. in this case, writing process such as planning, drafting, writing, revising and editing were carried out by the students in joint writing stage and those steps were repeated in independent writing stage followed by the additional step to publish writing product in project ibunka. this integration results in students‟ writing improvement that is shown from the scoring results of students writing product published in project ibunka with class a‟s average score of78.09 in cycle 1, 79.27 in cycle 2 and 80.59 in cycle3 and class b‟s average score of 79.8 in cycle 1, 82.45 in cycle 2 and 83.05 in cycle 3. this improvement is confirmed by students‟ improved involvement and autonomy during their writing process and is also substantiated by students‟ responses revealing their writing improvement. acknowledgement we would like to extend our sincerest gratitude to direktorat riset dan pengabdian masyarakat (drpm), direktorat jenderal penguatan riset dan pengembangan – kementerian riset, teknologi dan pendidikan tinggi (ristekdikti) for funding this study under penelitian dosen pemula (pdp) category. references agesta, s. (2016). process-genre approach: breaking students‟ barriers in writing. international conference on education, (811–817). retrieved english review: journal of english education volume 8, issue 1, december 2019 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 99 from http://pasca.um.ac.id/conferences/index.php/ice/a rticle/view/107/104. ali, s. s., & ramana, d. v. l. (2016). academic writing challenges at universities in saudi arabia and solutions. international journal of english language, literature and humanities, iv(x), 291–298. ayuningsih, l. (2015). the use of online media to improve students’ writing skill: a case study in a senior high school in bandung. unpublished thesis, universitas pendidikan indonesia. badger, r., & white, g. (2000). a process genre approach to teaching writing. elt journal, 54(2). doi: 10.1093/elt/54.2.153. bailey, s. 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(2014). challenges students face in learning essay writing skills in english language in a secondary school in manga district, kenya. retrieved form: https://irlibrary.ku.ac.ke/handle/123456789/11907. pujianto, d., emilia, e., & m.i., s. (2014). a processgenre approach to teaching writing report text to senior high school students. indonesian journal of linguistics, 4(1), 99–110. doi: 10.17509/ijal.v4i1.603. saputra, h., & marzulina, l. (2015). teaching writing by using process genre approach to the eighth grade students of smp negeri 22 palembang. edukasi, 2(1), 1–12. tillema, m. (2013). writing in first and second language: empirical studies on text quality and writing processes. utrecht university. retrieved from https://dspace.library.uu.nl/handle/1874/241028. tudor, e. (2017). the process genre writing approach:  an alternative option for the modern classroom. eric, 1–8. retrieved from: https://eric.ed.gov/?id=ed571522. tuyen, k. t., osman, s., dan, t. c., & ahmad, n. s. (2016). developing research paper writing programs for efl/esl undergraduate students using process genre approach. higher education studies, 6(2), 19-3. doi: 10.5539/hes.v6n2p19. watanabe, m., kasami, n., chung, n. s., & tsai, s. h. (2007). project ibunka: an international collaborative online project. retrieved from www.jlet.org/~wcf/proceedings/e-004.pdf. yan, g. a. (2005). process-genre model for teaching writing. english teaching forum, 43(3), 18–26. https://ir-library.ku.ac.ke/handle/123456789/11907 https://ir-library.ku.ac.ke/handle/123456789/11907 https://eric.ed.gov/?id=ed571522 elis homsini maolida & vina aini salsabila integrating process-genre approach with project ibunka to improve students’ english writing 100 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 437 culture shock and campus program in elt for thai undergraduate students at university of islam sultan agung and university of ahmad dahlan didik murwantono english literature department, faculty of language and communication science, university of islam sultan agung semarang, central java, indonesia email :didik.m@unissula.ac.id rinawati medical department, medical faculty university of islam sultan agung semarang, central java, indonesia email : rinawati@unissula.ac.id apa citation: murwantono, d. & rinawati. (2021). culture shock and campus program in elt for thai undergraduate students at university of islam sultan agung and university of ahmad dahlan. english review: journal of english education, 9(2), pp.437-444. https://doi.org/10.25134/erjee.v9i2.4545 received: 27-02-2020 accepted: 26-04-2021 published: 15-06-2021 introduction culture shock often happened for the foreign students while they are getting an interaction with the new environment. it is a logical response, most foreign students, in the first week of class, find difficulties to adapt with language and to interact with other students. they felt sheer panic, --panic at the sudden realization that they did not know how to communicate what they needed or wanted. they did not know where to go, what to expect or what to do. it was the same experiences with thai students who enrolled in university of islam sultan agung semarang and university of ahmad dahlan yogyakarta. they struggled for encountering the several problem of cross culture such as language barriers, attitudes, and local traditions. the roles of campus is very significant to get a better solution by giving benefit policies for the students who study efl in this global era. global culture still exists in the industrial modern society right now. understanding in cultural diversities is greatly needed for getting a better communication of across culture. the concept of multiculturalism and cultural diversity should be accepted in a global society. it is not an easy task to cover the problems around cultural diversity. hence the roles from government along with all citizens are very necessary to filter the changing of the cultural landscape. and university can be a model for promoting the cultural awareness to its students. students were chosen in this phenomenon because of their great contributions as an agent of change in the globalization era. university of islam sultan agung semarang and university of abstract. the existence of culture shock is undeniably true for foreign students studying in other countries. this phenomenon becomes more common nowadays. it also happened with some thai students who are studying at university of islam sultan agung semarang and university of ahmad dahlan yogyakarta. the main objectives of this article are to find out the cultural transition and to analyze the influence of culture shock and campus programs in elt for thai students. this research was under a mix-method combined between qualitative and quantitative research by using purposive sampling. twentyfour (n=24) thai university students participated in the study. the analysis technique applied an exploratory mixed-method research design by separating the result both quantitative and qualitative. the online interview along with questionnaires was used to collect information from the students by using zoom and google form. data collection was performed from october to december 2020. based on the questionnaire and interview as the primary data collection, this mini research reveals two findings. firstly, shock culture and campus programs have a great contribution to the cultural transition in elt. secondly, the thai students coped with the shock by adapting their experiences in academic programs and campus traditions. campus programs also played a critical role in lessening culture shock. keywords: culture shock; across culture; campus program; elt. mailto:didik.m@unissula.ac.id mailto:rinawati@unissula.ac.id didik murwantono & rinawati culture shock and campus program in elt for thai undergraduate students at university of islam sultan agung and university of ahmad dahlan 438 ahmad dahlan yogyakarta have the same experiences in facing this situation. at least there are four points, such as growth, renewal, change, and continuity being prominent factors for filtering the issues of global culture. there is no any single culture which is immune toward the existence of the global era. the alienation toward the phenomenon will be alienated from the relationship among nations over the world. there are two views regarding the impact of globalization on culture. one is the homogenization and the other is hybridization of cultures (xu, 2013). garrett relates cultural homogenization with cultural imperialism, westernization or americanization (garrett, 2010). the artifacts of american culture have dominated in a free global market, mainly the product of american popular culture. meanwhile a hybrid culture shows that there is no any genuine culture. the contact of traditional culture and modern culture gives a new birth of culture. it is any kind of hybrid culture. for the students, the culture of education is an principal element in continuing traditions (wekke, 2015). it was through culture that a student gets experience and human development (frempong, reddy, and kanjee, 2011). it is to be the main duty for the lecturers that they must survey the students’ behaviors because of their differences each other. through the education culture, the students will continuously respond (felderhof, 2010) in elt, teaching for foreign students needs the responsiveness for the lectures to observe the students’ backgrounds (yong, 2011). by knowing the different backgrounds, the lectures can manage the situation in teaching and learning process because each student needs different treatment (boudreau, 2011). it is mainly for teaching cross cultural understanding. the term of cross cultural understanding is well-known for undergraduate students. it consists of three key words—cross, cultural, and understanding denoting to different meanings. ‘cross’ is closed with the meaning of crossing the boundaries of other cultures. ‘cultural’ issue is a matter of cultural aspects. and ‘understanding’ is on how we can get a better communication among cultures around us. to get mutual understanding of different cultures, it is necessary to focus on communication among different backgrounds. by having different multi-cultures, it is fragile to invoke some conflicts. the guidance or campus program is needed to minimize the trigger of conflict. at least, the program we need ought to accurate and suitable with our local condition or environment. university of islam sultan agung semarang is familiar with islamic academic culture and university of ahmad dahlan introduces the concept of islamic integrity. besides the campus program, a lecturer must be able in conditioning himself. he can trigger the students to take any strategy in facing the differences and the strategies that can be taken (murphy, 2011). the cultural perceptions, beliefs, values and traditions of each culture have a direct influence on the ways of communication of the individuals and society (ay, 2018) the environment of students does not only consist of the educational environment (zuber, christian, and pfohl, 2016). sometimes it combined with an activity inside or outside campus. a study finds that the students have more free time to make a social interaction with their friends (lubis & wekke, 2009); (paugh, & dudley-marling, 2011). it illustrates that interaction can give positive impacts to complete learning goals. culture shock as a condition where a person experiences stress because the differences of culture, role, norms that had been there in his / her life (chung, 2011). the foreign students do not know how the host culture works, as the result, they feel uncomfortable to the target culture. it effects their academic progresses and consequently, they are reluctant to join the class. it is also a major reason to conduct this research. brita mattew stated that as an english teacher, we are often in cross cultural context (mattew, 2013). teachers must have any strategy to conduct english subject in the classroom when the class has foreign students. they have to create english environment moreover english is a must in facing global culture. elt and globalization is like a piece of coin. it is difficult to be separated. english is no longer subject but has become a central tool for communication. unfortunately, english is taught in the class room without considering how it is introduced and promoted in certain ways depending on historical, political, socio-cultural, and economic considerations in each country’s particular context. as a result, elt teachers are more deskilled and are not necessarily informed about or given opportunities to discover how their particular teaching activities and behaviors, as well as practices (suryanto, 2015). in indonesia, english does not become a part of tradition yet. it is difficult to master speaking— an example. even after the students completed english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 439 their undergraduate program, they do not speak english. the cultural environment plays a key role in elt. the other activities by listening music, watching movie, and hearing news in english can trigger in mastering english well. in short, english cultural academic is greatly needed by elt teachers. one of lecturer’s duties is to communicate the different culture by understanding the cross culture. it is the main task for elt teachers. understanding in cultural diversities is greatly needed for getting a better communication of across culture. it is not an easy task to cover the problems around cultural diversity. the roles from lecturers along with all students are very necessary to communicate the different cultural background hence they can filter the changing of the cultural landscape. in fact, the responses from people who have contacted with other cultures, are change or resistance. moreover, changes and traditions are both inter-correlated issues in studying the encountering of new cultures. lecturer and students must be astute enough to know that the cultural landscape of this millennial era. at university of islam sultan agung and university of ahmad dahlan, they have learned the rhetoric of change, but they have not changed. they have gone through the motions of change, but their perspective on cultural diversities remain unchanged. hence, discusses on some essential cultural diversities correlated with multiculturalism and communication are greatly needed by some scholars marwick characterizes culture shock being cognitive, behavioral, phenomenological, and socio-psychological. physical reactions as well as the characteristics of loss of identity, familiar cues, and incongruence in personal communication are features that are inherent in culture shock (marwick, 2016). culture shock needs something that we are be willing to go through in order to fully understand and appropriate others and other cultures. most if not all descriptions of culture shock indicate a progression of attitudes regarding one’s self and others from a lower to a higher level of development (pederson, 1995). special studies on the culture shock for foreign students in indonesia have not been conducted yet, but there are some researches related to indonesian students studying overseas. ernofalina reviews about culture shocks experienced by indonesian students studying abroad (ernofalina, 2017). some are the effects of culture shock (ward, 2017); (akhtar, kamal, hayee, imtiaz, 2018) and their experiences on the foreigners studying in indonesia (sulaiman and saputri, 2019) however, the discussion of culture shock is still focused on the effects and the experiences for foreign students. this paper reveals cultural transition along with thai’s struggles to get a better acculturation and assimilation. finally, there is a need to examine culture shock and campus program correlated with the process of english learning and teaching in a class. does shock culture along with campus program give any influence towards the process of elt in a class? method this research was conducted by using mixmethod, where it was combined between a qualitative and a quantitative research. this method was applied because it needed two collaboration designs to find out the result of this research (leech & onwuegbuzie, 2007) explain that the mixed-method represents a research covering, such as collecting, analyzing, and interpreting qualitative and quantitative data in single research with investigating the underlying phenomenon. the main goal of the approach is to come at a sketch of the nature of the particular phenomenon (creswell, 2013). phenomenology is a qualitative analysis methodology that focuses on the study of an individual's experiences within the environment (neubauer, witkop, & varplo, 2019). meanwhile qualitative research is a method of research which gathers and works with non-numerical data and attempts to interpret meaning from these data by observing targeted communities or places to help explain social life (crossman, 2020). in other words, it can be said that qualitative is a detail description of events, situation, interaction and observed behavior. in contrast, a quantitative research method involves a numeric or statistical approach to research design. this research was held in the period from september 2020 until december 2020. population was thai students studying in a higher education in jawa tengah and yogyakarta. this research took the purposive sampling. there were twentyfour students from university of ahmad dahlan and two students from university of islam sultan agung, who followed the class of the odd semester 2020. online media was used to support the data gathering, such as whatsapp, zoom, and didik murwantono & rinawati culture shock and campus program in elt for thai undergraduate students at university of islam sultan agung and university of ahmad dahlan 440 google form as the instruments in this research. by using zoom, the researchers conducted the semi-structured interview in less formal types of freedom interaction. the students also had opportunities to explore their experiences dealing with culture shock during they were active in the campus for several previous semesters ago. interview is a qualitative analysis technique involving intensive individual interviews with a small number of respondents to examine their views on a certain concept, program or condition (harvey, 2019). zoom meet was a means for interviewing the students to collect the data. the questions were about academic shock and social shock. the questions were divided into some categories based on the main themes, shock culture, campus program, and elt. and then they were followed by subcategories of questions. another instrument was questionnaire through online media of google form. purposive sampling was used to point thai students who have studied both in university of islam sultan agung semarang and university of ahmad dahlan yogyakarta. the respondents were 24 thai students who took the class of cross cultural understanding in the odd semester 2020. the questionnaire had 11 questions dealing with some variables, such as shock culture, campus program, and elt. the questionnaire section was on the likert scale and was graded with values ranging from 1 to 5. the scores for this statement as follows: strongly agree (sa) = 5, agree (a) = 4, netral (n) = 3, disagree (da) = 2, and strongly disagree (sda) = 1. the analysis technique used was an exploratory mixed-method research design. because this analytical research was a sequential design method, so the implementation of qualitative data analysis and quantitative data analysis was separated. these analytical procedures were prepared for the type of the data analyzed, explore the data, analyze the data to answer research questions, display the data, and validate the data. results and discussion quantitative results the findings of research showed the validity and reliability of the questions in the questionnaire were valid and reliable. validity testing used the spss program with the pearson correlation method, where it correlated each item with the total score of the questionnaire items. the decision of making a validity test is as follow: ‘if r count > r table, the question item is declared valid.’ r table can be seen in the r statistic table. given the value of r table with df = n-2 or 24-2 = 22 and the 2-sided test is 0.404. and the variables x1, x2, and y in the question items related with the values of pearson correlation between each item and total scores were more that r table (0,404). thus it concluded that the items in the questionnaire for these variables were valid. the reliability testing method which is used in this study was cronbach’s alpha. according to priyatno, if cronbach’s alpha > 0.60 = accepted reliability(priyatno, 2013). see the table for all variables below table 1. table of cronbach alpha test variable alpha r limits decision shock culture (x1) 0,912 0,600 reliable campus program (x2) 0,854 0,600 reliable elt (y) 0,915 0,600 reliable the result of reliability test can be seen from the output reliability or score of cronbach alpha (more than 0,800). the scores of x1, x2, and y were upper 0,600. it concluded that the measurement of the questionnaire had been reliable. the data that the researchers have got them by giving questionnaires to the thai students, the researchers checked the data by using a heteroscedasticity test. it is a condition where there is an unequal variance from residual for all of the researches in the regression model. to detect the emergence or not of heteroscedasticity can be used by looking the pattern of points on scatterplots regression. if the points spread unclear patterns on above the number of 0 in the y axis, it can be said that there is no heteroscedasticity problem (ghozali, 2016). picture 1. scatteploty : elt english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 441 the heteroscedasticity test result can be seen in the output regression on the scatterplot of picture 1. it can be seen that the points spread with unclear patterns above and below the number 0 on the y axis. it is simply a random scattering of points. it means that nothing giving any indication that the assumptions of the model (picture 1) are false. hence it can be concluded that there is no heteroscedasticity problem in this regression model. it indicates that shock culture and campus program has any influence partially toward the process of elt in the class. the hypothesis test in this research was carried using simple regression analysis for the first and the second. simple regression linear is used to determine the effect of independent variable toward dependent variable. meanwhile, the third hypothesis used double regression analysis. it was used to formulate the regression equation and to find out the increasing values or decreasing in y variable over the change in variable x. y = b0 + b1x1 + b2x2 + e information: y = elt b0 = constant b1-2= regression coefficients x1 = shock culture x2 = campus program e = mistake factor (score 0) the result from the data with spss program shown in table 2. table 2. table of coefficients elt (y) model unstandardized coefficients b std. error 1 (constant) 19.02 3 5.511 culture shock -.082 .204 campus program .104 .300 a. dependent variable: elt (y) the regression equation is as follow: y=19.023 + (-.082)x1 + 0.104x2 the meaning of these number is as follows: a constant is 19.023. it means that if x, the value is 0, then the magnitude of y is 19.023. the value of elt outcomes is a constant, namely 19.023 scales without any influence from the two predictors. regression coefficient of variable x1 is -0.082; it means that each increases x1 of 1 unit, it will contribute to an increase in y by minus (-0.082) unit. it indicates if shock culture rises, elt activities will be breakdown. meanwhile the regression coefficient of variable x2 is 0.104. it means that each multiplies x2 of 1 unit, it will increase y by 0.104 unit. renan saylag similarly claims that foreign students had some major difficulties adjusting to academic requirements, particularly the demands of the english as foreign language program(saylag, 2014). it short that shock culture is still an obstacle for efl learners. qualitative results the researchers also read the transcribed text of interview several times to seek the aspects both shock culture and campus program. in this section, we have organized the answers in logs for the different questions to find an answer for the second research question: what is the relative impact of shock culture and campus program towards elt. the researchers mapped out two categories to categorize the students’ responses according to dominant themes. those themes were shock culture and campus program. then, the researchers created subcategories within each general category and give codes, ft=female thai student and mt = male thai student. finally, the thai students’ narrative responses were analyzed by using qualitative content analysis(lambert & lambert, 2012) two themes from the narrative data and categories along with corresponding data are presented as follows: category 1. the knowledge of shock culture this category is to know whether the thai students have already known about shock culture. the researchers made a cluster of the similar answers from the thai students’ narration. the subcategories questions were headed in aspects of shock culture, such as “are you comfortable interacting a group of people from different culture in a class?”; are you tense and nervous while interacting with people from different cultures in elt?”; “what could you do in facing shock culture in a class?”; “tell me, how do you feel about the influence of shock culture had on your educational experience?”; “how far did the impacts of the lessening and the rising of shock culture in elt.” the thai students stated their knowledge dealing with shock culture in elt as follows: “i understand, it’s logic to experience culture shock when living in a foreign country, indonesia is a unique one” (ft-6, mt-11, ft20)” didik murwantono & rinawati culture shock and campus program in elt for thai undergraduate students at university of islam sultan agung and university of ahmad dahlan 442 “i have no difficulty to find new friends because they are very welcome and friendly. and campus environment support me to be active freely” (ft-2, mt-15) “based on my experience, students here more active during the teaching and learning process. if they don’t understand the lesson, they are initiative to ask questions freely. it makes me be free to do the same ways” (ft-1, ft-4) “in here, the teachers use more english in class, but in thailand, they used to using thai. but sometimes i feel disappointed with the unprofessional lecturers who were often absent in the class” (ft-8, mt-12, ft-17) “i am more confidence, my elder classmates were used to interacting with native students and others in the host community.” (ft-18,ft23, ft-24) “learning to recognize the stages of culture shock helps me moving through the process of adapting” (ft-7, mt-13, ft-14) “i begin to learn more about and understand yogyakarta’s culture (mt-22) “everyone is different, has different behaviors in the class. it (the classroom atmosphere) is nice for me, sometimes i feel at a disadvantage. but i know that i have to accommodate with this situation.” (ft-9, ft-16) here, the students’ experiences highlighted on the impact of shock culture and their efforts to accommodate the differences of cultural behaviors. academic shock and social shock were also found in their experiences, mainly the using of english in teaching and the support of campus environment. these findings also emphasize shock culture as a variable which gives influences toward english learning and teaching, that is, the reduction of shock culture will maximize student learning. all students can personalize how they study for a cross cultural understanding subject in the class. this view is in line with brandie yale who asserts that the students may be active without tense and can minimize the barrier of conflicts.eventually, most individuals who spend a considerable length of time in a new culture, are no longer negatively affected by differences in culture and can participate in social interactions without difficulty (yale, 2017). moreover, joseph and baker found that caribbean students studying in the u.s. reported feeling less culture shock when the had other students from their home country to create a sense of community. it can cause the students to remain in their comfort zone (joseph & baker, 2012). category 2. campus program in this part, we interviewed thai students dealing with the atmosphere of campus. we reviewed the students’ experiences in joining the class of cross cultural understanding. campus program is to be one variable in line with running learning and teaching well. university of islam sultan agung has ‘siakad’ (information academic system) each faculty and university of ahmad dahlan adopts simeru (room management system) for the service of room for teaching. both of them have significant attributes of islam. the researchers also made a group of the students’s narration which had the similar perception. thenthe subcategories of campus program were reflected in the following questions: “does the campus give any training dealing with language both indonesian and english?”; “how do you adapt the campus tradition like islamic academic culture that is practiced in the class”; “do you agree with the system of simeru that it helps classroom organization well?” see the students’ narration aftermath the interviews as follows: “to the best of my knowledge, there is any organization called ‘upt’ cilad but it focuses on english course and toefl course. i myself agree with my friend, hasuna that by making friends we could easily adapt with the environment. we could also explore indonesian and its culture through the local peers.” (ft-1, ft-2) “i absolutely agree with the campus islamic program, but i was also surprised when i saw unmarried women and men walking together because in thailand it is not commonly done”. i was also shocked while shaking hands with the male lecturer” (ft-8, ft-19, ft-21) “for me, simeru is very helpful. i can ask the schedule or anything dealing with my academic issues. in thailand, a lecturer must fulfill his schedule for teaching without changing the course time table, but i see that my lecturer sometimes change the schedule of teaching suddenly and it is without any notification before.?” (ft-3, ft-5, ft-7) “i along with my friends were welcome in campus warmly. it is like a family. the tradition makes me happy to make a friendship with other students” (ft-4, ft-9, mt-11, mt-12) “i used to eat thailand food; later on, i adjusted with some thai food at uad food corner. it english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 443 helped me to adjust to the overall situation.” (mt-22, ft-24) “in campus, i work on my english and indonesian. it is much easier understand a culture when i can understand the language being used.” (ft-10, mt-13) the above narrations show that campus program was strongly help for reducing shock culture. in the class, the students would not stress as much about getting the course. they could concentrate on what the lecturers said. campus program creates affordances that support learning by facilitating accessibility of using program or activities to students. some students were shocked about the relationship between unmarried men and women, even though the campus has the characteristics of islamic tradition but they did not obey it. in thailand, the activity was taboo. in yogyakarta, it is any tradition for some young men and women hang out together in café or ‘wedangan’. the lectures along with campus program of simeru in uad are perceived as creating opportunities for efficient and personalized learning that balance opportunities for success, minimize undisciplined lecturers and students, and improve in-class focus. this view is also supported by andrew c. pelling who asserts that a demand for shock culture understanding is necessary by both teachers and educational institutions that deal with international students (pelling, 2000). conclusion as a conclusion to this research, it can be said that in the opinion of thai students both in university of islam sultan agung and university of ahmad dahlan, they felt comfortable in elt when there was a decline in shock culture as well as the increase of campus program, mainly in the students’ services both academic and social aspects. shock culture have a meaningful contribution or role to play in improving student learning outcomes in elt. if the shock culture increases, the learning and teaching can be uncomfortable atmosphere. and it reverses, if the shock culture declines, the process of elt leads to a positive one. it also shows that there is a partial influence of campus program to thai students’ behaviors in elt. even though, it is not significant influence, but at least, the thai students can manage their shock cultures wisely, mainly in the class. in addition, it is also necessary to stress on the importance of flexibility and the acceptance of linguistic differences in the classroom. a lecturer must have responsibility for shifting in the current socio-educational context from the conventional role to the intercultural mediator in elt. the concept of culture shock as a psychological construct can be an alternative issue for other researchers. acknowledgement the authors broaden their gratitude to the students who shared their experiences of working in global virtual. this research is supported by funding from lppm unissula. a bunch of great thanks is dedicated to lppm, my co-author, rinawati, s.s., m.hum and my students-mohammad yudha aprilialdo and muhammad farid who have given great contributions in this research. references akhtar, m., kamal, a., hayee, a.a., imtiaz, s. 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(2016). teaching international business without teaching international business: opportunities through considering the students’ international environment. in v. taras & m. a. gonzalezperez (eds.), the palgrave handbook of experiential learning in international business (pp. 1–900). u.s.: palgrave macmillan. https://doi.org/10.1057/9781137467720 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 475 investigating teachers’ belief and practices toward digital media of english learning during covid-19 pandemic berlinda mandasari english education department, faculty of arts and education, universitas teknokrat indonesia, indonesia email: berlinda@teknokrat.ac.id dyah aminatun english education department, faculty of arts and education, universitas teknokrat indonesia, indonesia email: dyah_aminatun@teknokrat.ac.id apa citation: mandasari, b., & aminatun, d. (2022). investigating teachers’ belief and practices toward digital media of english learning during covid-19 pandemic. english review: journal of english education, 10(2), 475-484. https://doi.org/10.25134/erjee.v10i2.6248 received: 21-02-2022 accepted: 26-04-2022 published: 30-06-2022 introduction the immense development of technology in the 21st era has been a big advancement in every life sector, including education. this brings enormous merits for the improvement of teaching and learning process for both teachers and students. kaharuddin (2020) stated that technology aids students’ english learning process and culture included in material content may attract students’ interest to learn english. it is clearly seen that technology or lately it is broadly called as ict (information and communication technologies) has led to the upgraded teaching techniques in the classroom. especially for teachers, the role of ict in teaching process will facilitate the educators in the process of teaching and learning as well as improve their professionalism (aminatun, 2019). the use of digital tools or media for teaching is really varied in many ways, including in teaching english since english is such a complex thing to learn. there are many applications that can be used to support english teaching and learning process and absolutely ease the teachers to teach. technology is such a vital part of human life, and used as an effort to elevate the efficacy of language learning activities (mckenney & voogt, 2017). digital media as one of the products of technology also has a big impact on the development of teaching english skills, and has attracted many educators to use and implement it. the inclusion of digital media in language teaching has resulted in teachers having to design new teaching strategies incorporating digital tools (de jager, rwodzi, & mpofu, 2020). this phenomenon has proved that the rapid growth of technology really matters on english teaching evolution. further, the reality that digital learning nowadays has become really popular for educators, has also influenced the way teachers think and do toward the impact of technology for teaching. abstract: the advancement of technology has made a lot of changes especially in educational field. online learning is one of teaching modes as the response to the educational changes. moreover, during covid-19 pandemic, online learning is not an alternative solution, but a compulsory one. in response to this, various kinds of online learning media do exist to use. this study aimed at exploring teachers’ beliefs toward digital media of english learning during covid-19 pandemic. this study uses qualitative design with participants coming from teachers teaching english at vocational school. observation and semi-structured interview are used to gain data about teachers’ beliefs. data were collected and analyzed by descriptively. the result of this research shows that google classroom, instagram, and whatsapp are preferable for conducting online learning. it shows the common digital media are preferred used by the teachers in order to enable the students to easily engage in the english learning process since the media are reachable and easy to access. keywords: beliefs; digital media; online learning. berlinda mandasari & dyah aminatun investigating teachers’ belief and practices toward digital media of english learning during covid-19 pandemic 476 whether the teachers want it or not, they are demanded to adjust their way of teaching to the era and to the development of technology since the students will always mostly come from new generation. therefore, teachers’ attitude toward the implementation of technology will change according to the era. the use of grammar translation method, teaching english using blackboard or whiteboard in the classroom, has evolved to something beyond than that. students as digital natives must be supported by teaching strategies that resonate and support their needs, that is by implementing new and developing digital technologies (kincey, farmer, wiltsher, mckenzie, & mbiza, 2019). many teachers are currently exposed to various digital media for teaching and implement them in their class. it is because the shifting of learning from conventional way to technology-based is really popular nowadays (mandasari & aminatun, 2020). besides its interesting sides, technologybased teaching tools also bring some merits for teachers. meidasari (2016) also found that the use of digital media boosts the english language proficiency and reduces the level of cultural stress, academic difficulties, and negative emotions. in addition, nugroho & mutiaraningrum (2020) also explained that digital technology and mobile devices can increase learners’ confidence and motivation, facilitate them to do more practices, trigger their learning autonomy, and have significant impacts on language learning. although, it also cannot be denied that there are still many teachers struggling with the use of abundant sophisticated technology because they lack of insight and experience in dealing with new technology. however, regardless of the negative impacts, the previous studies show that the use of technology and digital media brings positive effects to the process of teaching and learning if it can be used properly and wisely. the use of technology and digital media will always progress from day by day. educators, especially teachers cannot just stay quiet seeing this phenomenon. they are demanded to always study, enrich their professional skills and get familiar with the latest development since there are some conditions that cannot be predicted in the future. one of those conditions is the sudden coming of covid-19 as the global pandemic that has changed everything in almost every life sector, and education is one of the sectors that is significantly affected by this. even, it is stated by hermanto & srimulyani (2021) that this change is a challenge for indonesian education, which must also prepare students to adapt to face the challenges of the era of society 5.0. remote teaching and learning during covid-19 faced ongoing challenges, as does the need for teachers’ professional development (chin, ching, del castillo, wen, huang, del castillo, gungon, & trajera, 2022). teachers faced new and challenging environments, instructional approaches, and roles as educators (pressley, 2021). teaching and learning process that is usually done face to face must be avoided since this pandemic does not enable people to meet directly in order to decrease the dangerous effect of the virus. a government circular regarding to this matter was also issued considering the seriousness of this pandemic. no one is really ready for such condition, yet the fact demands all educational parties have to deal with it. there were actually several solutions proposed to keep teaching and learning process and the interaction among teachers and students run well. one of the solutions that makes sense and almost can be done by almost everyone in educational field is online learning. as it is stated before that the government, specifically the ministry of education and culture has obliged to close schools and replace classroom teaching learning process by distant learning. by implementing this, teaching has changed drastically with the distinctive rise of online learning, whereby teaching is embraced remotely and on computerized stages (famularsih, 2020). considering that online learning is actually not a new thing for many educational institutions in indonesia, this solution is the most likely to be implemented and has the highest effectiveness in carrying out the process of teaching and learning. it is also supported by research conducted by ulfia (2020) which found that the conditions of facilities and infrastructure by educators and students adequately illustrate the readiness of implementing online learning. since the implementation of online learning is strongly related to digital things, many digital media, like email, blog, chatting application, learning application, video, virtual conference or meeting platform, and e-learning management system are used to fulfill the need of distant learning. information and communication technologies (ict) tools, particularly digital teacher english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 477 competence and teacher education opportunities to learn digital competence, are instrumental in adapting to online teaching during covid-19 school closures (könig, jäger-biela, & glutsch, 2020). several studies related to the implementation of online learning during the pandemic of covid-19 had been conducted, and most of them show the positive results related to the implementation of online learning using digital media for teaching. fitria (2020) concluded that implementing online learning system during covid-19 pandemic has a potential to help the lecturers and students in the teaching and learning process. more, mardiah (2020) suggested that e-learning system is considered as the one and only relevant teachinglearning method in the time of pandemic because both teachers and students can access the e-learning application that has been approved by the institution from home. in accordance with those findings, suardi (2020) found that the implementation of elearning using zoom gives some advantages, such as learning process becomes more relaxed and both teacher and students, who are prospective teachers, can learn a new skill in teaching using digital platform. nevertheless, still, it cannot be neglected that there still be many problems and challenges in carrying out full online learning process using digital technology, especially during covid-19 pandemic, such as economic condition, students’ anxiety, government’s policy, the risk of user data security, and choosing appropriate and effective teaching and learning media (simamora, 2020). it also cannot be denied that the utilization of digital technology or digital media in online learning during the pandemic found pros and cons. this leads to the fact that teachers as learning managers certainly have a tendency to carry out their teaching activities. not all students have enough access to gain the facilities, such as the cost for buying internet data, mobile phone, and the reachable and stable signal for internet; therefore, teachers and students may require eligible infrastructures to run the class properly (amnan, 2020). as it has been stated previously that teachers’ belief and attitude toward the implementation of technology will change according to the era and condition. english teachers, especially, need to consider various teaching components during covid-19 pandemic since english is a complex language to be taught and every skill is integrated. digital learning of english as proposed by lee & drajati (2019) has been widely implemented in the learning process by employing a range of digital devices, for example, computer, tablet, web apps, and smartphones though they are still traditionally used. however, amid this pandemic, not all teachers have the same thought and treatment in utilizing digital media for teaching english. moreover, each school also has its own focus and goals for its students, such as vocational high schools. teaching english in vocational high school demands multiple knowledge of material, methods, and strategy since teaching english must refer to the program study of the students who are being taught (muliyah & aminatun, 2020). here, it is fascinating as well as necessary to know what teachers of vocational high school think about and perform their teaching and learning process equipped by digital media during the pandemic of covid-19. this becomes crucial because understanding teachers’ belief of digital technology use for language learning would be fruitful in improving the quality of technology integration practices (nugroho & mutiaraningrum, 2020). moreover, it can also become favorable information for other teachers and provision teachers in the future if they face such similar conditions. further, it can also be a profitable resource for designing teaching curriculum for hybrid or even full-online learning in the institutions. method this study aimed at investigating teachers’ beliefs and practices on english teaching media during pandemic covid-19. in order to gain the data on teachers’ beliefs, the researchers employ a qualitative design by adopting semi-structured interview and questionnaire. contextualization becomes the important aspect in selected research design (harding, 2018). the present study focuses on portraying, summarizing, and depicting an indepth understanding toward the issue. it limits the scope by concerning on the phenomenon gained from the data of indonesian efl teachers teaching on vocational high school. this study was conducted at a vocational private school in lampung province. the participants were two female english teachers; mrs. r (30 years old) and mrs. h (33 years old). these two teachers were selected and chosen based on the criteria on having experience on conducting distance learning during berlinda mandasari & dyah aminatun investigating teachers’ belief and practices toward digital media of english learning during covid-19 pandemic 478 covid-19 pandemic and having been teaching english for at least four years. both of them have experience in professional teacher training in undergraduate level. this study used questionnaire and semistructured interview as the instruments to collect the data. questionnaire is used to gain the data of respondents’ identity, teaching experience, training experience, and references toward some digital media. the instrument of questionnaire was distributed to the teachers via google form. the data gained from questionnaire were used to formulate their beliefs. these data were then being clarified through semi-structured interview. as pandemic covid-19 limits face-to-face interaction, interview was conducted via phone cell calls for 45 minutes. the data gained from questionnaire and semistructured interview were analyzed based on creswell (2013). data obtained were tabulated and coded. then, data were reduced based on the research objective. data were then analyzed and integrated as reflected from both participants. then, data were brought into conclusion drawing. as an effort of maintaining validity and reliability of the data, the researchers code the data independently. discussion between researchers were done to gain data that meet the research objective. results and discussion it is notified that both participants realized that digital media integration in efl learning contributes positive impact for learners. as the students taught nowadays are digital native, it is believed that digital media enables learners to learn fast. it also shapes learners to be independent, improves their motivation and interest. as stated by mrs. h, she shared her beliefs that digital media integration has benefits to improve students’ ability in communicating using target language. “anak-anak saya sekarang kan berasal dari genz yang notabennya pengguna media digital. mereka itu sudah pada bisa menggunakan media digital supaya bisa memperoleh informasi sebanyak mungkin missal, dengan menggunakan hp, aplikasi dan internet untuk berselancar di dunia maya. positifnya yakni anak-anak saya ini cepat memperoleh informasi, sumber belajar bahasa inggris, dan menggunakannya untuk saling komunikasi. artinya, media yang digunakan mereka itu sangat mendukung mereka untuk belajar.” (mrs. h) “my students are coming from gen-z which is most of them are digital native. they are literate with some digital devices that enables them to gain information as much as possible. mobile phone, mobile applications and internet connection are such best combination as media to surf on online world. the positive side of it is my students can get knowledge fast, gain a lot of english learning sources, and even make use of them to interact with others. in other words, this media might support students to learn better.” (mrs. h) on the other side, digital media is believed to boost the learners’ motivation and interest. the learners enjoyed studying by using digital technology. “saya biasanya mengajar menggunakan aplikasi google classroom dan whatsapp. siswa saya bisa membaca materi yang terunggah di aplikasi google classroom. mereka juga punya grup wa dimana mereka bisa diskusi terkait materi yang ada. di wa group, mereka bisa merespon pertanyaan saya, merespon pertanyaan teman lainnya, dan mengumpulkan tugas. semua siswa saya punya aplikasi whatsapp di hp mereka masing-masing. nampaknya, sih tidak sulit menggunakan aplikasi whatsapp tersebut” (mrs. h) “i usually teach online using google classroom and whatsapp application. my students can read the teaching materials on google classroom. then, they also can make a group discussion via whatsapp group. this whatsapp group enables them to response my questions, to response their friends’ questions, and share their works. all of my students have whatsapp application on their mobile phone. it is not hard to use it as learning tool.” (mrs. h) “saya biasanya menggunakan instagram sebagai media ajar. siswa saya senang pakai instagram karena mereka bisa mengunggah penampilan mereka saat praktik berbicara bahasa inggris di akun instagram dan memperoleh tanggapan dari teman lainnya” (mrs. r) “i usually use instagram as learning media. my students enjoy using instagram because they can post their speaking practice on it and get feedback from their friends.” (mrs. r) the teachers’ preference on using digital media on language learning efl teachers’ beliefs on digital media closely relates to the fact that most of the students are english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 479 digital native which means that the students have been familiar with selected digital media. therefore, teachers strongly believed that those digital media could affect the learners’ language performance. since the school did not provide an online learning platform that can be used by all teachers, whatsapp is the most preferred application as a tool to conduct online learning by the participant of this research. “saya lebih memilih pakai instagram dan whatsapp sebagai media ajar bagi siswa saya. aplikasi tersebut memberikan manfaat dari segi tamppilan, kegunaan dan kemudahan. di instagram, siswa saya bisa menulis sesuai dengan materi yang diajarkan dan menambahkan gambar yang mendukung tulisan mereka semenarik mungkin. selain itu, instagram juga ada fitur sukai, komen dan bagikan yang memungkinkan untuk menarik pengguna instagram untuk memberikan respon melalui fitur yang ada. kadang juga saya kasih tugas anak-anak untuk membuat kegiatan live di ig berbahasa inggris. biar siswa saya ini lebih percaya diri. saya yakin anak-anak ini punya akun instagram. jadi pastinya anak-anak ini bisa mengikuti instruksi yang diberikan. yang selanjutnya yakni saya menggunakan aplikasi whatsapp. di aplikasi ini, ada beberapa fitur untuk mengirimkan pesan teks, gambar, pesan suara dan video. saya juga punya grup whatsapp buat anak-anak sebagai wadah diskusi. jadi kedua aplikasi ini sangat mendukung saya dalam mengajar bahasa inggris. anak-anak juga terlihat aktif mengikuti pembelajaran online dan mereka pun bisa menggunakan kedua aplikasi ini dengan baik.” (mrs. r) “i prefer to use instagram and whatsapp as digital media used by my students. those applications bring benefits in terms of attractiveness, usefulness, and easiness. instagram enables my students to create an output of writing skill supported by relevant picture. the students could find out relevant picture and make it as interesting as possible. instagram provides like, comment and share features that may attract viewer to give response to the task. i sometimes assign my students to make a kind of live video via instagram using english. it is done in order that the students can be much more confident to talk in english. besides, i believe that all of my students have this instagram account on their mobile phone. therefore, i believe that my students can make use of it based on the instruction given. another digital media that i prefer is whatsapp. it provides some features that enable my students to send text, picture and voice notes and even make a video call. i provide whatsapp group for the class to facilitate classroom discussion. these two applications support me in teaching english. i found that my students are actively involved during online learning and could use those two applications well.” (mrs. r) “saya lebih suka menggunakan google classroom dan whatsapp selama pembelajaran online. kalau pakai google classroom, saya bisa posting materi, bisa minta anak-anak untuk mengumpulkan tugas disitu dan juga diskusi. tapi kadang diskusi dilakukan di whatsapp karena mereka bisa merespon diskusi dengan cepat. kalau di whatsapp ada fitur kirim pesan teks, kirim pesan suara dan video. kalau missal saya mau kasih tugas keterampilan membaca, saya biasanya akan menugaskan mereka membaca dan merekamnya lalu mengirim tugas tersebut menggunakan fitur pesan suara. lalu, siswa lainnya saya minta untuk memberikan tanggapan.” (mrs. h) “i prefer to use google classroom and whatsapp in conducting online learning. by using google classroom, i could post the learning materials, enable students to post the assignment, and make a discussion. however, discussion session is sometimes conducted via whatsapp. i prefer whatsapp to conduct discussion because the students could response my questions in real time. whatsapp provides not only chat feature but also voice note and video call. whenever i need to know my students’ progress on reading, i assigned them to send their voice note via group. then, i assigned other students to listen and give comment on their friends’ voice using chat feature.” (mrs. h) teachers’ challenges in using digital media in teaching english the participants believe that involving digital media nowadays is important. however, their beliefs implemented on the classroom practices encountered some challenges in terms of personal and conditional constrains. “kadang susah juga untuk mengontrol anak-anak kalau mneggunakan aplikasi whatsapp. di satu sisi, anak-anak senang dan terlihat mengikuti instruksi yang diberikan. namun di sisi lain, karena siswa saya banyak dan mereka merespon dalam waktu yang bersamaan, maka aka nada banyak sekali pesan yang menumpuk. jadinya saya harus scroll up dulu untuk baca pesan satu per satu dan itu butuh waktu.” (mrs. h) “i found that it is hard to control my students berlinda mandasari & dyah aminatun investigating teachers’ belief and practices toward digital media of english learning during covid-19 pandemic 480 when they are using whatsapp application. in one side, my students seem enjoying the learning process and follow the instruction given. on the other side, my students’ response at one time results a lot of chats. consequently, i need to scroll up to read the chat one by one. it takes time.” (mrs. h) internet connection becomes one of the challenges for teachers and students. the school is located in a suburb which only certain internet provider could be accessed by the students. “kadang anak-anak ini lama responnya. alasannya karena koneksi internet yang buruk. hal ini menyebabkan anak-anak ini tidak mengikuti diskusi dengan baik.” (mrs. h) “i found that some of my students give slow response during discussion. they said that they encounter bad internet connection access. it results the students could not participate the discussion well.” (mrs. h) teachers believe that the digital media can be helpful. however, they are not well equipped with proper trainings. the teaching technique they use is based on their personal adaptation. “saya rasa penggunaan teknologi dalam pembelajaran bahasa inggris akan sangat bermanfaat. namun, yang saya lakukan selama mengajar menggunakan instagram dan whatsapp hanya sebatas pengetahuan saya saja. nampaknya kalau ada training jauh lebih bagus supaya kita ngajarnya tidak ragu-ragu. kita sepertinya butuh best practice bagaimana cara memanfaatkan aplikasi di hp untuk belajar bahasa inggris.” (mrs. h) “i think utilizing technology in teaching english can be very useful. however, what i have done in teaching english using instagram and whatsapp is based on my personal adaptation. if there is such kind of professional training, it will be much better. we, as teacher, won’t be hesitant in teaching. we need some best practice in utilizing some mobile applications for english learning.” (mrs. h) lastly, the teachers suggested that the school must have one digital media that can accommodate all teachers at school to conduct online learning. professional development such as workshop is required. this workshop should accommodate teachers to prepare teaching materials, discussion forum, conduct synchronous and asynchronous learning, and prepare for assessment method. it is to ensure that all teachers could create classroom activities based on digital learning pedagogy. “sekolah kami ini tidak punya pelatihan atau workshop pemanfaatan media. kami sebenarnya membutuhkan pelatihan tersebut. setidaknya ada satu media/platform belajar yang bisa digunakan oleh semua guru seperti moodle atau yang lainnya. jadi, nantinya semua guru akan menggunakan platform yang sama. kalau aplikasi di hp ini jadi pendukung saja.” (mrs. h) “the school does not provide us with some training or workshop in utilizing digital media. we actually need that training. at least there is one main learning platform that can be used by all teachers such as moodle or something. therefore, all teachers will use the same online learning platform. mobile application can be used as supporting media.” (mrs. h) “saya kira semua proses pengajaran kudu dimonitor oleh pihak sekolah, termasuk kegiatan siswa-siswi. sebaiknya siyh sekolah pakai satu platform saja yang ada fitur-fitur yang lengkap yang nantinya memudahkan guru untuk menyiapkan materi, forum diskusi dan metode penilaian. jika demikian, saya yakin bahwa tujuan pembelajaran dapat tercapai. tujuan monitoring siswa dan guru adalah dala, rangka meningkatkan kemampuan mengajar guru.” (mrs. r) “i think all teaching process must be monitored by the school, including students’ activity. i can suggest that the school must decide to use one main online learning platform which provide complete features and enables teachers to prepare the materials, discussion forum and assessment method. if it is so, i believe that the learning objective can be achieved. teachers and students’ activities can be monitored as an attempt to improve the teachers’ pedagogical skills.” (mrs. r) this study uncovers that the teachers have strong beliefs on the digital media in efl teaching. teachers could provide teaching activities that grab students’ interest, improve students’ motivation, and lead students to be autonomous learners assisted by technology in efl practices. nevertheless, some personal and conditional challenges hamper the teaching practices. first, in indonesian context, it is notified that face-to-face learning is preferred rather than making use of digital technology to assist students’ english learning. however, pandemic covid-19 brings english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 481 changes in all aspects, including teaching mode. the ministry of education, culture and higher education of indonesia has made a policy to switch face-to-face learning into online learning as an effort to prevent the spread of virus. this policy brought a surprise for teachers, students and school since this kind of teaching mode is such a new teaching mode for them. however, this rapid change of teaching mode does not always match with teachers’ professional developments. it results the gap between teachers’ beliefs and practices (nugroho & mutiaraningrum, 2020). this also happened when teachers implement a new method of teaching, in this case is by integrating digital media in teaching english. as stated in the findings, digital media used in teaching english for efl students brings lots of benefits, such as boosting students’ autonomous learning, improving their motivation, and gaining students’ learning interest. the implementation of google classroom, whatsapp, and instagram has done a big contribution in bridging the gap among students. students with various learning types can do learning activities more confidently and independently. sari (2021) stated that using digital media makes students enjoy the learning process and feel relaxed; besides, it also elevates their creativity. learning motivation is also enhanced by implementing digital media during the process of teaching and learning using digital media. students were showing high involvement compared to conventional class without implementing digital media. it is also in line with lin & chen (2017) who stated that the implementation of digital learning which is also by applying digital media can present positive learning motivation and learning outcome better than the traditional class can. this also implies that the role of digital media can also enhance students’ engagement since digital media is really close with students nowadays. therefore, it is really important for teachers to know and understand the employment of technology and use current digital media that can engage students and improve students’ motivation in learning. moreover, in pandemic situation, nothing can bridge the distant learning process effectively, but technology. in teaching language especially, teachers need to be able to select an appropriate teaching medium in order to achieve learning goals that have been set. knowing students’ interest can also be a factor in managing the classroom setting. choosing teaching media which are relevant to the materials, to the assessment, and to the students are being an important thing to be considered. selecting and using appropriate and relevant learning applications and platforms could support the online teaching and learning process to take place (lusiyani & anindya, 2021). seeing the findings that have been explained previously, teachers chose some digital media to support teaching process during covid-19 pandemic and to enable students to be actively involved in learning process. google classroom became the main platform used by teachers to upload and share the materials. this medium is very useful for online teaching and learning, and can be obtained for free of charge and can be used on any device (alim, linda, gunawan, & saad, 2019). moreover, google classroom helps teachers to save their time, keep classes organized, and communicate better with students (azhar & iqbal, 2018). the features of google classroom are easy to operate and students get familiar with them fast. this platform is also really beneficial for teachers because it has large space to upload learning materials with big size. moreover, through this learning platform, teachers can assign the students’ assignment, give homework, and evaluate students’ work. it cannot be denied that google classroom has become the main learning management system chosen by many school and educational institutions to conduct teaching and learning process. however, google classroom is sometimes not enough to be the only learning tool in conducting teaching and learning process during pandemic. there were many cases when the students did not have sufficient mobile data or incompatible devices to access the complete materials. students sometimes also missed the class since they cannot see the reminder without accessing their mobile phone or laptop. therefore, another supporting medium was used to facilitate this. whatsapp was selected as the secondary digital medium employed by the teachers as a tool for communication. besides that, whatsapp was regarded as a practical application to support teaching process in a simpler way. whatsapp usage has enabled students to obtain learning-related information and get involved in learning discussions for the perceived usefulness aspect (mulyono, suryoputro, & jamil, 2020). in addition, all students knew how to use this berlinda mandasari & dyah aminatun investigating teachers’ belief and practices toward digital media of english learning during covid-19 pandemic 482 application and it was really practical for teachers to share materials or assignment that do not have large size. students with the teachers can create a whatsapp group and discuss the material that is being learned. teachers can also give feedback directly toward the students’ works and inform students the materials that have been uploaded on google classroom. kholis (2020) stated that whatsapp can support the language learning to be more effective and efficient for the reason that it is accessible for distant learning; moreover, the students were more responsive and enthusiastic in joining the class. after that, besides google classroom and whatsapp, in displaying students work, teachers also chose another digital medium, instagram as a place to show students’ assignment. instagram is also one of the applications in which students are really familiar with. this application can also be a choice for the teachers to boost students’ confidence and creativity. nevertheless, the implementation of digital media to support learning process during pandemic will always face some problems and challenges. bad internet connection became the main problem in conducting an online learning during covid-19 pandemic. zhong (2020) stated that the insufficient access, the availability of the internet, the lack of technology and students’ capacity to participate in digital learning and lack of proper interaction with instructors became the major effects in the implementation of online learning. these problems also happened during teaching and learning process in this research setting. therefore, teachers need to think clearly to overcome this kind of situations. guiding students patiently and having good communication with students were believed to help teachers and students keep in the same learning pace. besides that, not every teacher and student were trained to the employment of new technology, so that it led to several technical problems in operating the learning media. learning by doing from time to time was the only solution for this phenomenon. no one could not predict this pandemic, so this situation was possibly to happen. teachers then found out by themselves the ways to improve their professional development and distribute it to the students. although finally it could run properly with some obstacles, but systematic training initiatives should be provided to improve teachers’ and learners’ technological skills in relation to new emerging models and approaches encouraging the effective use of online learning (ferri, grifoni, & guzzo, 2020). conclusion the coming of covid-19 pandemic that hit many sectors in life including education has become a new trend in teaching. online learning is not only as a choice anymore, yet it is a necessity. every teacher, student, and school must conduct this kind of learning model regardless the setting they are currently at. digital media are tools needed to support this teaching system. this research digs english teachers’ belief and practices towards the use of digital media in conducting online teaching and learning process. some findings show that the use of digital media, such as google classroom, instagram, and whatsapp really helped teachers to do online learning. it shows the common digital media are preferred used by the teachers in order to enable the students to easily engage in the english learning process since the media are reachable and easy to access. although there must be some obstacles and problems happened in the process of implementing it, teachers and students could manage it well, so the learning objectives still can be achieved. this study is limited to the setting of online english learning in a private vocational high school. it is suggested for the next researchers to have different research setting and add other related variables to be observed. acknowledgment the writers want to acknowledge universitas teknokrat indonesia for the endless support in completing this article. references alim, n., linda, w., gunawan, f., & saad, m. s. m. 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(2020, march 17). the coronavirus exposes education’s digital divide. https://www.nytimes.com/2020/03/17/technology/ china-schools. https://doi.org/10.1016/j.heliyon.2021.e07853 http://dx.doi.org/10.30659/e.5.2.304-321 https://doi.org/10.3102%2f0013189x211004138 https://doi.org/10.24252/eternal.v72.2021.a8 https://doi.org/10.46627/silet.v1i2.38 https://www.nytimes.com/2020/03/17/technology/china-schools https://www.nytimes.com/2020/03/17/technology/china-schools english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 409 the efl students’ perceptions of the quality of the english language textbook arsen nahum pasaribu english department, faculty of language and arts, universitas hkbp nommensen, medan, indonesia email: arsen.pasaribu@uhn.ac.id apa citation: pasaribu, a. n. (2022). the efl students’ perceptions of the quality of the english language textbook. english review: journal of english education, 10(2), 409-420. https://doi.org/10.25134/erjee.v10i2.6242 received: 02-02-2022 accepted: 08-04-2022 published: 30-06-2022 introduction textbooks are essential and cannot be separated from the school-based learning process. a textbook is one of the key sources of learning materials used in the classroom by teachers (shahid, qasim, & iqbal, 2021). the textbook can then be utilized as a compass, guiding teachers and students through the teaching and learning process. along with a learning syllabus, teaching materials, and instructional methods, a textbook includes a learning evaluation that assesses students' mastery of the book's material as taught by the teacher. as a result, the textbook utilized must be of high quality in order to engage teachers to teach textbook material to students in class and to enhance student achievement of textbook material presented. the provision of high-quality textbooks is a priority that teachers, schools, and even the government must address. teachers are required to be able to select textbooks that meet appropriate criteria for classroom use. additionally, the school, in this case the principal, is urged to be more selective in procuring high-quality textbooks for classroom usage. book publishers are also critical to the production of high-quality textbooks. book publishers must adhere to book publishing standards in terms of content and layout in order to ensure the book's quality. meanwhile, the government is critical in enacting policies and regulations that enable access to high-quality textbooks. the collaboration of all parties involved in ensuring the existence of high-quality textbooks is crucial for implementation and improvement. the indonesian government has made a policy to provide textbooks for students in elementary (sd), junior high (smp), and high school (sma) levels issued by the indonesian ministry of education and culture in order to ensure the availability and quality of textbooks that teachers and students will use in the classroom. the government also recognizes the necessity of having inexpensive, high-quality books available for students who have limited access to good textbooks in the classroom. as a result, students can now obtain books in soft copy, which they can obtain via a website supplied by the indonesian ministry of education and culture. an english book used by class xi high school students entitled "bahasa inggris" is one of abstract: the purpose of this study is to elicit students' perceptions about the quality of english textbook used by indonesian efl students. although numerous teaching researchers have undertaken research on textbooks, it is still uncommon to conduct textbook research to ascertain students' perceptions on the quality of textbooks. this study employed a mixed-methods approach and gathered data from 300 senior high school students in grade eleven. they were chosen at random among 674 students. these students come from sma 12 medan and smk 3 parulian medan. each school was represented by 150 students in the eleventh grade. google forms were utilized to collect data. simple statistics are used to calculate the number and percentage in research data analysis, while interactive data analysis is used to examine qualitative data. the results of this study show that the textbook "bahasa inggris" meets the criteria for a textbook of appropriate quality in terms of external appearance, content quality, language or vocabulary used, scoring system, and positive impact. however, the quality of the textbook's look and content may be enhanced. the findings of this study provide a unique viewpoint on the difficulties studied in comparison to earlier textbook research. keywords: efl students’ perception; english textbook quality; high school. arsen nahum pasaribu the efl students’ perceptions of the quality of the english language textbook 410 the free textbooks in soft copy format that can be downloaded from the website provided by the government. cunningsworth proposed the following criteria for judging whether or not a textbook is of high quality (milarisa, 2021; jeong, 2019): 1) the textbook must cater to the needs of students and the learning program's objectives; 2) textbooks must assist students in effectively using language for their purposes; 3) textbooks must cater to the needs of students as students and facilitate the learning process without putting pressure on them to follow specific methods; 4) textbooks must cater to the needs of students as students and facilitate the learning process without putting pressure on them to follow specific methods; 5) textbooks must cater to the needs of students as students and facilitate the learning process without putting pressure on, and 6) textbooks must have a clear function in assisting teachers and students in the classroom teaching and learning process. based on the four criteria mentioned, it can be concluded that a good textbook may suit the needs of students while also assisting teachers in accomplishing the learning process' objectives. greene and petty (in ulumudin, mahdiansyah, & joko (2017) divided the criteria for a good textbook into ten categories, including the following: 1) the textbook must be attractive to students; 2) it must be able to motivate students; 3) it must provide attractive illustrations; 4) it must effectively use language (linguistic aspect); 5) it must be related to other lessons; 6) it must stimulate students' creativity and independent activities; 7) it must have clear and firm concepts; 8) it must have a point of view; 9) it must provide consolidation and emphasis on the values of children and adults; 10) can display respect for students' differences. of the ten criteria, we can summarize that the criteria for a good book must pay attention to aspects of the book's appearance, content, concepts, language, and its impact on students and other users. the ministry of education and culture's center for education and culture policy research in balitbang likewise divides hypothetical textbook criteria into four groups (ulumudin et al., 2017). 1) content feasibility; 2) learning support feasibility, such as displayed values and good attitudes; 3) learning support feasibility, such as the use of exact language; 4) presentation (layout) feasibility, such as an attractive picture display from the perspectives of the two experts above, as well as the formulation set forth by the center for policy studies on education and culture, mission of education and culture, it can be concluded that a good textbook must consider 1) the textbook's appearance; 2) the content or material contained in the textbook, including the evaluation system; and 3) the language used must be clear, without multiple interpretations, and have a positive impact on students. several scholars have conducted numerous studies on textbooks. jonathans (2018) examined image construction through the lens of the textbooks used by students in kupang, east nusa tenggara. the textbooks examined provide an accurate portrait of asian self-identity. suryani (2018) also delved into the contents of the textbook "when english rings the bell," which was produced by the indonesian ministry of education and culture and adheres to the ministry's requirements for a good textbook, which includes objectives, language use, content, and design. the findings indicated that the contents of the textbooks examined were of a high quality. additionally, agni, setyaningsih, & sarosa (2020), santosa (2020) and hendriwanto (2018) were interested in assessing textbook material in terms of gender representation. these studies demonstrate that the textbooks examined have a greater number of male characters than female ones. naturally, this conclusion demonstrates that the textbook's content has no beneficial effect on students' gender equality (greene and petty in ulumudin et al., 2017). rahmat & coxhead (2021) investigated the efl textbook quality in terms of vocabulary. it was a corpus-based study to explore the use of vocabulary in efl textbooks for senior high school students in indonesia. the findings of this study demonstrate that vocabularies in the efl textbooks influence the students’ comprensions of the textbooks. other studies examining textbook material in relation to its cultural setting have been conducted by several scholars (butar-butar & pasaribu, 2021; samsudin, ansas, & triarisanti, 2021; ariawan, 2020; kim & ma, 2018). butar-butar & pasaribu (2021) conducted a comparison of english textbooks published by domestic and international publishers in terms of the sort of culture and dimensions included in the two textbooks. according to this study, english textbooks issued english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 411 by international publishers have a greater amount of foreign cultural content than textbooks published by domestic publishers. the cultural elements included in the textbook will aid students in comprehending the textbook's meaning and substance. similarly, ariawan (2020) investigated the cultural dimension in efl textbook. moreover, kim & ma (2018) and samsudin et al. (2021) studied the cultural content of textbooks in south korea. he examined portrayals of american and south korean culture in korean high school textbooks. this study demonstrates how the textbook contributes to the formation of cultural stereotypes and the incorporation of a certain culture. other studies that attempt to elucidate additional facets of a textbook include the following. yolanda (2018), inderawati, petrus, eryansyah, & meilinda (2021), akbarjono, melati, martina, syafryadin (2021) and ali, javed, & murtaza (2020) used certain criteria to identify the strengths and limitations. additionally, miroud (2021) evaluated the reading material to ascertain the textbook's content. gho & pasaribu (2021) also used modality theory to analyse the content of textbooks in order to determine the semantic meaning of the language employed. in addition, sulistiyo, wulan, al arif, efriza, & anwar (2021) and darmayenti, besral, & yustina (2021) investigated content analysis of english textbooks in indonesia regarding cultural content and local wisdom. they found that the textbook contents were still lack of cultural information and context. all of the studies listed above focus on the textbook's content, language, appearance, cultural context, and meaning. meanwhile, other studies examine textbooks differently than the research above, and this study focuses on efl students' impressions of textbooks used in class. although there is a growing body of research on student perspectives of learning, particularly in the online teaching and learning process (ridho, 2020; nugroho, basari, suryaningtyas, & cahyono, 2020; rahman, 2020; lodhi, farman, ullah, gul, tahira, & saleem, 2019; bali & liu, 2018). there is still a dearth of study on student impressions of textbooks. wang & fan (2021) conducted a study in shanghai and england on secondary school students' perceptions of the use of mathematics books. they discovered substantial disparities in the role of textbooks used by students in shanghai and england using the mixed method. then morales & baker (2018) sought to elucidate how students' perspectives on open scientific textbooks differ. their research demonstrates that open textbooks can help students develop more positive attitudes and behaviors toward learning. jou (2017) also investigated undergraduate students' perceptions of writing textbooks. using the interview method, he discovered that the students had a favorable opinion of the textbook in question. nugraha, ratnawati, & surachmat (2019) did research on book perceptions in indonesia. this study differs from the previous one in that it looks at students' perceptions of the impact of utilizing edictionaries, rather than textbooks, on their vocabulary knowledge. the results of this study, which used a mixed method approach, show that the majority of students have favorable views about the usage of an electronic dictionary, such as google translate, in the translation process. from the aforementioned studies on students' opinions of textbook use, there are still several opportunities to investigate students' perspectives on the textbook they use in class from various angles. the quality of a textbook is one element that may not have been addressed or on which there has been relatively little investigation. as a result, the purpose of this research is to learn about students' impressions of the quality of their textbooks in class. the textbook under investigation is an english open textbook titled "bahasa inggris," which is used by indonesian eleventh-grade senior high school students. although there has been research on the quality of "bahasa inggris" books (sihotang, manik, & pasaribu, 2021), the focus of this research is solely on comparing the quality of the textbook's content to that of other textbooks, not on students' views of the book's quality. this study was considered critical to be arrayed to identify the problems or weaknesses of the textbook “bahasa inggris” that the students use in the eleventh grade of senior high school. the findings will enlighten the stakeholders (teachers, priciples, authors, publishers, and the government) who are involved in the production of the textbook to find the solutions for the improvement of the quality of the textbook method the purpose of this study is to examine efl students' impressions of the textbook "bahasa inggris," which was just issued by the minister of arsen nahum pasaribu the efl students’ perceptions of the quality of the english language textbook 412 education and culture. it was created for senior high school students in grade xi. the study adopted a mixed-methods approach (cresswell, 2014). a quantitative method in the form of a survey was used. it provides the number and percentage of students' perceptions based on the questions' parameters. meanwhile, a qualitative method was necessary to elicit additional descriptions of the students' perceptions via closed interviews conducted using google form. the research participants in this study were 300 senior high school students in grades 11 who were chosen at random from a group of 674 individuals. they are students from two separate medan schools. 150 students from each school's parallel grade 11 represented each school. sma 12 medan and smk 3 parulian medan were the schools that took part in this research. the school was chosen because both schools used the ministry of education and culture's "bahasa inggris" textbook as teaching material in english classes for class xi. another reason is because the two schools reflect the city of medan's public and private schools. the following google form was used to collect research data: https://forms.gle/qpg9kwhoyiprtwj19. on google forms, students were asked two types of questions. the first was a survey of students' attitudes of the "bahasa inggris" textbook they are currently studying in english classes. the question was multiple-choice, with the following options: very, standard, sufficient, and not/less. the three things in the questions are based on the criteria of an good textbook (milarisa, 2021; ulumudin et al., 2017). the criteria are: 1) the book's cover and content, 2) the material's feasibility, including the assessment method, and 3) the book's use of language and its impact. the second form of the question aims to elicit more information about what students think about the "bahasa inggris" textbook and what its benefits and drawbacks are. it is intended that by exhibiting these two forms of data, they will be able to demonstrate a thorough grasp of how students think about the "bahasa inggris" textbook they are using. the number and percentage of students' perception frequencies that appear were calculated using simple statistical procedures throughout the analysis of study data. in a pie chart format, the usage of google forms allows for automatic statistical analysis of the frequency of students' perceptions. then, using the interactive data analysis approach (miles & huberman, 1994), qualitative data in the form of words, phrases, and sentences shown by students in response to questions about what they believe about the "bahasa inggris" textbook was analyzed and also what benefits and drawbacks of the textbook the students had. results and discussion this study examines the perspectives of high school students in medan on the use of the indonesian ministry of education and culture's "bahasa inggris" textbook. the findings of this study will address the following research issues: how students perceive the textbook's external and internal look, whether the book's contents are easy to comprehend, and whether students find it easy to answer the textbook's practice questions. the view of the textbook a textbook's attractive design or layout, both on the cover and within the book, is one of the requirements for a good textbook. the value of a beautiful layout on the cover of this book is regarded a factor in students liking and reading their textbooks. the use of attractive imagery and a variety of colors to capture readers' attention, as well as the use of attractive fonts on the cover and throughout the book, are all factors to consider when determining whether students will be interested in reading a book. knowing the students' perspectives on the appearance of the "bahasa inggris" textbook is regarded necessary in order to evaluate the book's overall quality, including the cover and contents design, image selection, color scheme, font selection, and layout of the images and contents. the following pie chart illustrates students' perceptions of the appearance of this book. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 413 chart 1. students' perception of the layout of the book the perceptions of the textbook "bahasa inggris" are depicted in chart 1 by the images used, the color of the cover and contents of the book, the type and size of the letters used, and the layout of the contents or images in the book. a total of 101 students (33.7%) responded that the appearance of the book's cover and contents piqued their curiosity, and that the choice of photographs, colors, typefaces, and layout of the pictures and contents piqued their interest. the majority of the students, 45.5 % (136 students), claimed that the appearance of the textbook was all that mattered to them. meanwhile, 52 students (17.3 %) claimed they were very interested in the textbook's appearance. however, 11 students (3.7 %) admitted that the textbook's appearance did not appeal to them. this finding indicates that the majority of students found the book "bahasa inggris" appealing, however a minority percentage of students find the book's appearance unpleasant. in other words, this textbook is deemed to be of high quality in terms of aesthetics. the students stressed how the engaging illustrations and colors will entice them to study the textbook. this finding also aligns with (ulumudin et al., 2017) textbook standards, which suggest that the appearance or presentation of a textbook is a criterion for a high-quality book. jonathans (2018) and suryani (2018) research also reveals that beautiful images and photographs improve students' interest in textbook reading. increasing kids' interest in reading will surely help students' ability to meet the teacher's learning objectives (milarisa, 2021; jeong, 2019). the language used in the textbook using clear language in textbooks that students can understand is critical. several criteria for effective language use include the use of varied vocabulary that students can understand; the use of grammar that enables students to comprehend the book's reading text in its entirety; and the use of clear and easy-to-understand directions for students. these characteristics will aid students in comprehending the textbooks they use, as a good book is one that provides amazing convenience and benefit to students (milarisa, 2021). chart 2. students' perceptions of the language used in the textbook arsen nahum pasaribu the efl students’ perceptions of the quality of the english language textbook 414 students' impressions of the usage of language in the "bahasa inggris" textbook vary, as shown in chart 2. the most common comment from students was that the english textbook they were using was simple to grasp. this viewpoint was stated by 140 students (46.7%). furthermore, there were 76 students who thought that the textbook's usage of english was simple to comprehend (25.3 %). around 21.7 % of students indicated that the language utilized was relatively simple to understand (65 students). however, 6.3 % (19 students) believe they are unable to comprehend the language, syntax, and directions in this book. overall, the number of students who consider english in this book, the vocabulary used in the content and directions, and the usage of grammar is pretty good, ranging from 68.4 % to 69.4 % (205 students). however, 31.6 % of students believe that the textbook's use of language, including vocabulary, instructions, and grammar, is only somewhat easy, if not impossible to understand (95 students). the findings indicate that the textbook's language use, vocabulary selection, instructional language, and grammar still need to be evaluated and improved in order to reduce the number of students who do not grasp the language and grammar used in the book. the findings of this study contradict those of suryani, 2018), who asserts that textbooks issued by indonesia's ministry of education and culture are of high english quality and easy to understand. with regard to language use, some students, though fewer than 10% of all respondents, believed that a lack of understanding would impair students' comprehension of textbook material (morales & baker, 2018). the assessment in the textbook the assessment method employed in a textbook that is used by students during the learning process in the classroom is a vital component. the grading system is critical for determining students' comprehension of a textbook's material. as a result, it is critical to solicit students' feedback on the grading system employed in this "bahasa inggris" textbook, regardless of how difficult or easy it is to tackle. the assessment system in question is comprised of practice questions or sample exam questions found throughout this textbook. according to the survey results, the following graphic depicts students' impressions of the scoring system used in this book. chart 3. students’ perceptions of the assessment used in the textbook in chart three above, students' impressions of the grading method employed in the "bahasa inggris" textbook are depicted. 16.7% of students said the evaluation mechanism in the form of practice questions and sample tests in this book were simple to use (50 students). 122 students expressed the opinion that the exam questions in this book are simple to answer (40.7%). when compared to other perspectives, the number of people who hold this viewpoint is the highest. the students then reported that the questions in the textbook were pretty simple to complete. there were 106 students in all (35.3 %). finally, 7.3 % of people believe that the practice problems or examinations in this book are inaccessible or difficult to complete (22 students). there is a little variation in figures between the percentage of students who find it easy to answer practice problems in the book, 57.4 %, and the number of students who say the questions in the textbook are sufficient or tough to do, 42.6 %. these findings suggest that the assessment mechanism in this book, which includes practice english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 415 problems and tests, is difficult for students to understand. as a result, considering the varied levels of students' english skills, the form of questions, variations, and levels of difficulty of the questions in this book should be amended or enhanced. the findings of this study show that students' textbooks are still of poor quality in terms of the assessment system provided in the form of practice questions. this case contradicts cunnungsworth’s requirements (milarisa, 2021; jeong, 2019), which indicate that a textbook must help students in terms of content and have a good impact on them. as a result, the content of the textbook must be tailored to the teaching objectives and the needs of the students (miroud, 2021; inderawati, et al., 2021; akbarjono, et al., 2021). the strengths of the textbook each student is given the opportunity to express multiple points of view on the benefits of this book. "what are the benefits of this textbook?" is the question posed to students. this question was aimed to elicit further comments from students about english textbooks in addition to those already expressed in the previous questions. only 178 students out of 300 responded to the survey with their thoughts on the book. this question was not answered by the remaining 122 students. the table below illustrates the top five students' thoughts on the textbook's flaws. chart 4. students' perceptions of the strengths of the textbook the figure depicts students' perceptions of the textbook's benefits. the appealing appearance of the textbook is the most important element for determining the textbook's advantages. this view was given by a total of 154 students. additionally, 112 students stated that the book's material was simple to comprehend. a total of 107 students indicated that the book's vocabulary was adequate. a small number of students stated that the advantages of this textbook were that it contained an exciting text; for up to 25 students, this textbook was light and easy to carry; for 18 students, this textbook was light and easy to carry; and for 12 students, the advantages of this textbook were that it contained an accessible, practical, and opinionated text. this is in contrast to the criteria outlined in chart 1. according to the analysis findings, this textbook has an enthralling appearance. this study reveals that this book meets the aesthetic requirements for a quality book. ulumudin et al. (2017) asserted that a beautiful textbook would pique students' interest in reading. additionally, the textbook's appearance provides an overview of the textbook's contents (jonathans, 2018). the appearance of the textbook, both on the cover and within, must be a priority for the author or publisher. then again, this textbook is pretty adequate in terms of content. more than 30% of students indicated that the textbook's content was simple to comprehend. additionally, the terminology employed in this work is pretty adequate. this viewpoint is shared by more than 30% of students. according to the findings of this analysis, this textbook has a high level of substance and vocabulary. however, it still needs improvement in order to obtain the maximum amount of research from students that use it. the weaknesses of the textbook arsen nahum pasaribu the efl students’ perceptions of the quality of the english language textbook 416 each student is permitted to express multiple viewpoints on the book's strengths and flaws. only 145 of the 300 students questioned expressed an opinion regarding this book, and the majority of the remaining 155 students did not answer. the table below summarizes the five most significant weaknesses of this textbook as perceived by students. chart 5. students' perceptions of the weaknesses of the textbook students' perceptions of the limitations of this "bahasa inggris" textbook are depicted in bar chart 5. the following is a ranking of their perceived weaknesses with this book. it progresses from the most frequently reported criteria for the book's flaws to the least mentioned. to begin, this textbook's appearance is less appealing. this was the consensus of 112 students. additionally, 108 students stated that the book's material was difficult to comprehend. then 83 students stated that the information contained in this book was insufficient. 75 students indicated that the vocabulary employed in this textbook was difficult to comprehend. 27 students felt that the number of practice questions in this book was still insufficient. a tiny number of students voiced generalized comments that contradicted the criteria in chart two, such as the responses: there are no flaws, they are not good enough, and they are unqualified. several points stand out as a result of the data analysis above. the consequence of the analysis of this book's flaws is evident in its look. as a result of this result, we can see that the appearance of the book is also the most significant weakness of this textbook, despite the fact that the number of students who expressed this opinion is less, namely 112 students, compared to 154 students who stated that the appearance of the book was attractive. as a result of this comparison, we can conclude that while the appearance of this book is sufficient, the presentation quality may be improved. in other words, the appearance of textbooks is a major determinant for student attentiveness. as a result, authors and publishers alike must pay close attention to this issue. the textbook's content difficulty comes in second. this textbook was difficult to understand, according to a rather high score of 108 students. when contrasted to the 112 students who indicated that the contents of this textbook were easy to comprehend, we can conclude that some students found the contents of this textbook to be easy to understand, while others with almost the same number found it difficult to grasp. as a result, the criteria for the content of this textbook must be considered in delivering an explanation of the content that is easier for students to understand, particularly the practice questions in this textbook, which must be improved and added while taking into account the students' overall english skills (milarisa, 2021; ulumiddin, 2017). the inclusion of practice questions is expected to aid comprehension of the textbook's contents. this textbook information drew the next student's interest as well. they believe that the textbook's content is incomplete. although the textbook material is not covered in length, it is critical to supplement this textbook with more engaging and varied information to pique students' interest in using this book independently during english sessions. additionally, a textbook's use of terminology is critical. difficult-to-understand vocabulary, whether used in reading texts or instructions in textbooks, becomes a factor that students consider when evaluating a good textbook (rahmat & coxhead, 2021). according to the english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 417 results of this analysis, the textbook's usage of language is appropriate, however some students believe it may be improved. additionally, students cite the following elements as shortcomings of this textbook: the book's size is excessive, the quantity of pages is still insufficient, the need for new discussion topics, and other minor concerns that account for 7.6 % of students who expressed this opinion. the results of the data analysis and discussion above indicate that this research was able to determine the quality level of the "bahasa inggris" textbook based on three textbook criteria: 1) the appearance of the cover and content of the book, 2) the feasibility of the content, including the scoring system, and 3) the use of language and its impact. this textbook meets two of the three criteria, while changes are still needed in terms of cover and content, subject matter and additional practice questions, and the use of simple-to-understand language for all students. additionally, the majority of students stated that the "bahasa inggris" textbook benefited students studying english significantly. this conclusion is based on cunningsworth’s theory (milarisa, 2021) and ulumudin et al. (2017) assertions that a textbook is considered to be a good one when it gives positive benefits and influences for the students who use it. conclusion this study was undertaken to ascertain the "bahasa inggris" language's quality level "the ministry of education and culture released a textbook based on the perspectives of students in grade 11 who use it. through the use of quantitative and qualitative data collecting and analysis techniques, it was determined that the textbook "bahasa inggris" meets the criteria for a good textbook in terms of its exterior and internal look. however, some students believe that the textbook's appearance might be improved. in terms of the textbook's content and grading system, the majority of students believed that the textbook's content was adequate for students to use when learning english. however, numerous students felt that the textbook's content and practice questions needed to be expanded and enhanced in quality in light of the students' ability. finally, based on the language criteria, this textbook could be enhanced in terms of instruction and the use of vocabulary that is easily understood by all students. additionally, the majority of students indicated that this "bahasa inggris" "they had profited greatly from the textbook in terms of english acquisition. the educational implication of this study is that textbooks are a necessary component of teaching and learning. as a result, all parties involved in assessing the quality of textbooks must exercise due diligence to ensure that the textbooks used by students are appropriate for their skills and deliver significant advantages and positive outcomes. publishers and authors of textbooks must guarantee that the books they produce meet the criteria for a good book in terms of appearance, content, rating system, and language utilized, as well as having a positive influence. additionally, authors or publishers must change textbooks on a periodic basis to improve or enhance the quality of textbooks based on input from students regarding the findings of textbook research such as this. additionally, the school, both the principal and instructors, should exercise prudent judgment in selecting textbooks for classroom usage based on the criteria for textbooks stated above. the government, through the ministry of education and culture, can exercise its regulatory authority over education by promulgating regulations or policies governing textbook publication and establishing standards for textbook quality. this research continues to have flaws in terms of the data collection techniques used. the secure interview method places a cap on the amount of information that may be gleaned regarding students' thoughts about their textbooks. additionally, because the number of respondents in this survey is still relatively small, the quantity of data collected and the outcomes of data analysis will be impacted. thus, researchers interested in analyzing the quality of textbooks used by elementary, high school, and university students should pay close attention to these issues in order to provide more accurate research results. acknowledgment sincer gratitudes are addressed to the students and teachers that have participated in this research. references agni, z. a., setyaningsih, e., & sarosa, t. 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(2018). writing material analysis of office administration english textbook. in d. mulyadi, d. santoso, & d. hardiyanti (eds.), 2nd english language and literature international conference (vol. 2, issue 1, pp. 187–191). universitas muhammadiyah semarang. https://ellic.unimus.ac.id/2018/ arsen nahum pasaribu the efl students’ perceptions of the quality of the english language textbook 420 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 1 yemeni efl students’ perceptions and implementation of computer-assisted language learning sabri thabit saleh ahmed ph.d. scholar in english, s.m.d.m. college, dr. b.a.m. university & efl lecturer, department of english, university of aden email: sabri.thabt.edu.r@aden-univ.net bushra thabit ahmed salem ph.d. scholar in english, s.m.d.m. college, dr. b.a.m. university email: bushraahmed2018@outlook.com sunil v. pawar principal & professor in english, s.m.d.m. college, dr. b.a.m. university email: dr.pawarsunil@redifmail.com apa citation: ahmed, s. t. s., salem, b. t. a. & pawar, s. v. (2020). yemeni efl students’ perceptions and implementation of computer-assisted language learning. english review: journal of english education, 9(1), 1-12. https://doi.org/10.25134/erjee.v9i1.3822 received: 29-06-2020 accepted: 27-09-2020 published:11-12-2020 abstract: this study investigated how yemeni efl students perceive computer-assisted language learning, the extent to which call is implemented in their learning of english in and outside their faculties and the difficulties they encounter when implementing call. data were collected through a questionnaire that targeted 74 yemeni efl students and then analyzed by using spss 21st version. results revealed that the students who participated in this study perceive call positively (overall mean = 4.1144 out of 5) and believe in its effectiveness in developing their language skills and making their efl learning enjoyable and interesting. moreover, female students showed a higher overall positive attitude towards call as compared to their male counterparts and that was reflected in their implementation of call too. a significant correlation was also found between students’ perceptions of call and their computer competence in the favor of those students with higher computer competence while no significant correlation was found in relation to age. the results have also revealed that call’s implementation by many of the participants is still low. unavailability of internet and lack of call tools at their faculty; in addition to students’ lack of computer competence are viewed as the major barriers to call implementation by the yemeni efl students understudy. as per the results, the study recommends yemeni universities to provide call tools and internet for their efl classrooms and libraries and to train students to use technology for english learning purposes. it also recommends yemeni efl students to invest technology at hand for their efl learning. keywords: computer-assisted language learning (call); students’ perceptions; efl learning; aden university; yemeni efl students introduction nowadays, computer technology is used in many aspects of our life and one of these aspects is to assist language learning which is called call. it has an endless range of functionalities that are highly beneficial to language learners as it plays an effective role in developing language skills and enhancing students’ motivation and learning (eslit, 2014; gruba & hinkelman, 2012; ilter, 2009; lee, 2004; levy & stockwell, 2006; motteram, 2010). it is not only important for classroom learning and teaching process but it also helps learners to self-learning as technology and internet have provided learners with several online and offline resources for language learning (ahmed, qasem & pawar, 2020; saud, basri, ramly, abduh, & patak. (2020). call’s successful implementation in foreign language teaching and learning usually depends on three main factors: teachers, students, and schools/university infrastructures. according to teo (2006), students' attitudes towards computers have an influential role not only on the extent to which they accept to use the computer as a tool for their learning but also on their future behaviours towards computers such as using it for further study and vocational purposes. students' attitudes towards computers are considered as “a critical criterion in the evaluation of computer courses and in the development of computer-based curricula” (woodrow, 1991). teachers’ attitudes towards mailto:email:%20sabri.thabt.edu.r@aden-univ.net sabri thabit saleh ahmed, bushra thabit ahmed salem, & sunil v. pawar yemeni efl students’ perceptions and implementation of computer-assisted language learning 2 computer technology are also very important as lam (2000) argued that teachers’ personal beliefs about technology affect their decision in using it. that seems to be true as we do things better when we are interested in it. attitudes of both students and teachers towards technology are the criteria that tell us whether they are ready to implement technology in language learning or not. the term ‘call’ stands for computerassisted language learning that refers to the use of computer technology in language learning and teaching. levy (1997, p.1) has defined ‘call’ as “the search for and study of applications of the computer in language teaching and learning". egbert (2005) has also defined call as “using computers to support language teaching and learning in some way” (p. 4). these technological applications designed for language learning and teaching are numerous and ranged from traditional drills of the 1960s to recent web-based learning programs, mobile-assisted language learning applications, and online learning such as webinars. such learning tools provide opportunity for learning english from its native speakers and help in linking fl classroom with native speakers. anyway, call implementation and success in language learning and teaching depends on many factors such as learners’ perceptions of call, their computer competence, teachers’ computer competence, school infrastructures, etc. when all these factors are met, call implementation can lead to effective outcomes. there is no doubt that students’ attitudes towards technology as a teaching and learning tool play an important role in its successful implementation. lasagabaster and sierra (2003) have pointed out that learners are viewed as potential contributors to the development of language learning tools. therefore, researchers and educators should take learners’ perceptions in consideration when evaluating any learning tool as such perceptions are considered as an indicator of whether they are ready to use it in their learning or not. liaw, huang, and chen (2007) have also argued that "as individuals' attitudes on e-learning and computer-based learning become more positive, they will have greater behavioral intention to use it". so, such evaluations of students’ perceptions of call as learning tool will help language teachers to predict the effectiveness of using call tools and to cope with the problems and difficulties that they may encounter when implementing it in their classrooms. as far as technology as a learning tool is concerned, there are several studies that have addressed this topic (afshari, ghavifekr, siraj and jing, 2013; al-naqeeb, 2006; arishi, 2012; behroozian & sadeghoghli, 2017; buenoalastuey and lópez pérez, 2014; burrus, 2009; chamundeshwari and evelyn, 2017; garcíapeñalvo & casillas-martin, 2017; holmes, 1998; hsu, 2013; ilter, 2015; lodhi, fatima, ismail, amin, khalid, & siddiqa, 2019; navaz and sameem, 2013; pinto-llorente, sánchez-gómez, garci-penalvo & casillas martin, 2017; saeed and al-zayed, 2018;wiebe & kabata, 2010) and showed positive outcomes but there is still a gap in investigating call in the yemeni context that should be filled. these above-mentioned studies have shown positive attitudes in the part of students towards technology use in their language classrooms and these positive attitudes were somehow reflected in their utilization of technology in their learning as well. however, in some of these studies, there was a gap between students’ positive attitudes towards technology as a learning tool and their actual use of technology in their learning that was justified in some other factors such as students’ lack of computer competence, unavailability of call tools at their hands and teachers’ computer competence, and their attitudes towards technology in teaching. when gender variable was taken into consideration, studies have shown contradictory results. some studies have shown that female students tend to have more positive attitudes towards technology use in their learning than their male counterparts (hashim & mustapha, 2004; sabti & chachan, 2014) while other studies have shown that male students held higher positive attitudes (kay, 2008; lodhi, et. al., 2019; shashaani, 1997). however, it seems that gender does not represent a major variable in measuring students’ attitudes towards call as shown in the majority of the studies related to this area of research. as far as students’ computer competence variable is concerned, studies have shown that students with high computer competence held a higher positive attitude towards computer use in their learning than their low computer competence counterparts (divine, wilson & daubek, 1997; mitra, 1998; saparniene, merkys & saparnis, 2005; teo, 2006). only one study, according to our record, that showed that students’ experience with computer has no effect on their attitudes (kitchakarn, 2015). it seems clear here that those students who have good english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 3 experience with computers usually feel more comfortable to use it while those who are new to computers may feel anxious to use it in learning. call as a tool in language learning and teaching has proved a joyful use and effectiveness in developing students’ english (almekhlafi, 2006; al-shammari, 2007; jabir & omar, 2002; steven, 1991) and was highly recommended for efl classes as it facilitates language learning and enhances learners’ motivation. however, there are still some scholars who found that despite of students’ positive attitudes towards call in english classes, call should not be given priority over other skills (abalhassan, 2002; alkahtani, 2001; alrumaih, 2004). their main concern here was that students still need time to improve their computer skills and that will affect students’ learning of english. this could be a real problem for teachers especially in those contexts where students have no access to technology before joining english programs and teachers have to complete their syllabi within a limited period of time as planned by the educational authorities. therefore, this study hereby emphasizes the importance of setting a computer competence exam for students who want to join the tertiary efl programs in yemeni universities and to make computer competence one of the requirements of joining these programs. this will help teachers and students in coping with technology as a tool for their learning and save their times and efforts. it is for this reason that with applying computer-based language learning in our schools and universities in yemen, we need to know our students' attitudes towards computer-based learning and to correct any negative attitude they have. based on this discussion, this study aimed at achieving the following objectives: to examine yemeni efl learners’ perceptions of call. to investigate the extent to which call is implemented by yemeni efl students in their learning of english. to examine the effect of gender, age, and computer competence on students’ perceptions of call. to investigate the difficulties yemeni efl students encounter in call implementation. the study attempted to achieve these objectives with reference to the efl students of one of the yemeni facilities that utilizes to some extent icts tools in efl teaching. method this study is a descriptive survey that provides quantitative and qualitative results regarding yemeni efl students’ perceptions and implementation of computer-assisted language learning with the reference to the faculty of languages, aden. sample of the study the efl students of the faculty of languages aden were purposively selected as a sample for this study as it is one of the best faculties to implement icts in efl learning. the researchers aimed at targeting all the efl students of this faculty through a questionnaire that was distributed to more than 200 students in the form of hard copies in addition to sharing its google drive link with the students via their whatsapp groups. however, 74 efl students (n=74) responded to the questionnaire. 36 students were male and 38 students were female. their ages ranged between 21–40 years. data collection instruments the data of this study were collected through a questionnaire that was designed by the researchers. some items of the questionnaire were modified from vandewaetere and desmet (2009) to meet the objectives of the study. the questionnaire consists of four sections. the first section dealt with general details about participants such as age, gender, computer competence, etc. (independent variables). the second section consisted of 15 items and dealt with students' perceptions of call and its effectiveness in developing students' language skills and proficiency while the third section comprised 7 items that dealt with students’ implementation of call in and outside classroom and the types of technology programs and activities they utilize in their learning. the questionnaire ends with its fourth section containing open-ended questions that requested students to describe the extent to which call is implemented in their learning of english, technology programs they use in their language learning, and difficulties they encounter when using or trying to use call in their learning. validity of the questionnaire to measure its validity, the questionnaire was sent to five qualified professors in the field of teaching english as a foreign language. they were requested to give their opinions on its validity to achieve the objectives of the study. sabri thabit saleh ahmed, bushra thabit ahmed salem, & sunil v. pawar yemeni efl students’ perceptions and implementation of computer-assisted language learning 4 their comments and recommendations were taken into account in our revision of the last draft of the questionnaire. reliability of the questionnaire the questionnaire was piloted to 20 students of english departments at aden university and found reliable for measuring students’ perceptions of call and its effectiveness in english language learning. cronbach’s alpha was used to measure the internal consistency and the questionnaire was found reliable (r.= 0.780). statistical tools spss 21st version was used to get the frequencies, means, cronbach’s alpha, and anova. results and discussion results, as shown in table 1, reveal that 74 efl students participated in the questionnaire, 36 males and 38 females and their ages range between 21 and 40. 58 participants have computers at home while 16 students have no computer at homes. 60 participants are b.a. students and 14 m.a. students and their experience with computers range between 2 years to 17 years. 6 participants rated their computer skills as excellent, 25 good, 24 average, 12 poor, and 7 very poor. most of the poor and very poor students belong to the 16 students who said that they have no computers at home. table 1. general details about participants variables gender age program do you possess a computer at home? how long is your experience with the computer? how do you rate your competence in the computer? n total no. missing 74 74 74 74 74 0 m = 36 48.6% f = 38 51.4% 21-25yrs =60 26 -30 = 0 31-35 = 12 36-40 = 2 0 b.a.=60 m.a.=14 0 yes = 58 no=16 0 1 5 yrs = 34 6-10 yrs = 28 10 – 15 yrs =10 16 20 yrs = 2 0 very poor= 7 poor = 12 satisfactory=24 good= 25 excellent = 6 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 5 table 2. sudents’ perceptions of call items n mean std. deviation 1 using computer technology in the language classroom makes language learning more enjoyable. 74 4.4595 .55367 2 computer technology helps english language learners to develop their knowledge and skills. 74 4.5135 .60235 3 computer-assisted language learning is more effective than traditional teaching in which teachers explain lessons orally with the help of chalks and boards. 74 3.5676 1.15961 4 students who learn english by using the computer should be more proficient than those learning it through traditional teaching. 74 3.7297 1.11401 5 computer technology helps english as foreign language learners to develop their listening skills. 74 4.3514 .74819 6 computer technology helps english as foreign language learners to develop their speaking skills. 74 3.9595 .92809 7 computer technology helps english as foreign language learners to develop their reading skills. 74 4.0135 1.12862 8 computer technology helps english as foreign language learners to develop their writing skills. 74 3.9189 .78960 9 i am interested in learning english with the help of computer and ict tools. 74 4.2568 .79486 10 with computer technology, a language learner can easily do and submit his/her assignments. 74 4.4865 .60235 11 internet provides english as foreign language learners good and interesting opportunities for language learning. 74 4.3784 .67647 12 i think using computer technology in performing english language exams is better and more effective than using paper and pencil exams. 74 3.5135 1.27401 13 i feel motivated when english language learning is assisted by ict. 74 3.8649 .94106 14 i feel comfortable to use computer in my learning of english inside and outside classroom. 74 4.1622 .72200 15 computer and internet help me to develop my autonomy and self-competence as a learner of english. 74 4.5405 .60112 valid n (listwise) 74 4.1144 table 2 shows that the participants held positive perceptions of computer-assisted language learning as the majority of them agreed and strongly agreed that call makes language classroom more enjoyable and helps them to develop their proficiency in all language skills and competencies. they agreed and strongly agreed that call is more interesting and motivating and makes them comfortable to learn in classroom and outside classroom; it helps them to develop their autonomy and self-learning. such positive attitudes towards call are good predictors for students’ willingness to implement call in their learning and its potential success in promoting their learning. these results are in line with previous researches on call such as ayres (2002), al-shammari (2007), tunçok (2010), and arishi (2012). when students were asked whether call or traditional teaching is more effective in their efl learning, the majority of the participants agreed that call is more effective than traditional teaching and that students learn through call should be more proficient than those learning through traditional methods. however, there are still few participants who disagreed or showed neutral and negative attitudes towards the value of call in comparison to traditional teaching. such negative and neutral attitudes towards call’s effectiveness in comparison to traditional teaching can be explained in terms of their low experience with computer, difficulties sabri thabit saleh ahmed, bushra thabit ahmed salem, & sunil v. pawar yemeni efl students’ perceptions and implementation of computer-assisted language learning 6 they face in using it for learning purpose, in addition to their long-term experience with traditional learning that has become a part of their learning system and mentality. these attitudes should be corrected through providing training for them on how to use icts for english learning and building up their confidence in its implementation in their language learning. majority of the participants have also shown neutral attitudes towards using computers and technology in language exams to replace papers and pencils. these attitudes reflect students' fear of using the computer in exams as they used to conduct their exams via paper and pencil since they started learning. only a few students who have high computer competence have expressed positive attitudes towards using technology in language exams while those poor computer competence students expressed explicitly their negative attitudes toward using computers in language exams. as the majority of students expressed neutral attitudes, not negative, it means that they believe that computer technology is helpful and effective in language exams but they need some technical support to accept adapting it in their context. when comparing students' overall attitudes towards call to some variables such as students' gender, age, and computer competence as shown in the table 3, results revealed that female students held a higher overall positive attitude towards call than male students (pvalue = .007); and higher computer competence students showed higher positive attitude than their poor computer competence counterparts (pvalue = .016). no significant difference found that can be attributed to students’ age (p-value = .583). these results obtained confirm that gender and computer competence have a correlation to students’ perceptions of call. the study also investigated how call is implemented in the yemeni context in and outside classroom and the difficulties students encounter. students’ responses, as shown in table 4, revealed that efl teachers of the faculty understudy sometimes use ict tools in their teaching of english in b.a. classes while call is often implemented to m.a. classes. it seems that there is still a need for encouraging the implementation of call in b.a. and m.a. classes. students’ responses to the open questions showed that lack of icts and language laboratories at the faculty can be one of the factors affecting call implementation in their faculty. they also showed that teachers’ use of icts in their teaching is more limited to powerpoint presentation and listening activities. table 3. students’ overall attitude towards call in relation to their gender, age and computer competence table 4. how often do your teachers use ict tools in your classroom? program n minimum maximum mean std. deviation how often do your teachers use ict tools in your english classes? b.a. 60 1.00 4.00 2.5333 .81233 m.a. 14 3.00 5.00 3.4286 .64621 gender age computer competence male = 3.9815 out of 5 less than 25 = 4.1933 out of 5 poor and v. poor = 3.8982 out of 5 average competence = 4.1833 out of 5 female = 4.2404 out of 5 more than 30 = 4.1048 out of 5 good and excellent = 4.1935 out of 5 p-value (sig.) = .007 .583 .016 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 7 table 5. have you ever subscribed on online english lessons? frequ ency percent valid percent valid no 44 59.5 59.5 yes 30 40.5 40.5 total 74 100.0 100.0 from the table 5, it seems that 44 students have never subscribed on any online lessons while 30 students showed that they subscribed on online lessons. these lessons as shown in their responses to the open questions are youtube channels for teaching english. responses also revealed that among the students who subscribe to online lessons 80% are female students. table 6. how often do you use youtube for english learning purpose? frequ ency percent valid percent valid never 18 24.3 2.7 rarely 24 32.4 32.4 sometimes 22 29.7 29.7 often 8 10.8 24.3 very often 2 2.7 10.8 total 74 100.0 100.0 table 6 shows that 2 students very often use youtube for learning purpose, 8 students often use it, and 22 sometimes use it while 24 students rarely use and 18 students never use. responses revealed that those students who stated that they subscribed on online english lessons often, very often or sometimes use youtube, emphasizes their responses to the previous statement about their subscription on online lessons. it seems that youtube channels are employed by almost half of the participants in their learning of english when they are at home. on the other hand, there is still a high number of students (majority) who rarely use youtube on their learning. this, as shown in students’ responses to open questions, can be explained in terms of the unavailability of internet or its weakness. table 7. how often do you use social media accounts such as (facebook, what's up, email, twitter) for communicating with your classmates/ friends in english? frequ ency percent valid percent valid never 28 37.8 37.8 rarely 8 10.8 10.8 sometimes 19 25.7 25.7 often 10 13.5 13.5 very often 8 10.8 10.8 total 74 100.0 100.0 table 7 shows that 37.8% of the participants often and very often use social media in communicating with their classmates and friends in english while the majority (48.6%) never or rarely use social media for communicating in english. 25.7% of the participants sometimes use social media in their communication in english. table 8. do you participate in any whatsapp group or google classroom where you, your classmates and teachers share knowledge and have discussions? frequ ency percent valid percent valid no 28 37.8 37.8 yes 46 62.2 62.2 total 74 100.0 100.0 table 8 shows that 62.2% of the participants participate in whatsapp groups and google classroom where they and their teachers share knowledge and discussions in english and arabic while 37.8% of the students do not participate in such groups. some students showed that such groups are arabic-medium and their use of english is very rare. table 9. how often do you submit your assignment online? frequ ency percen t valid percent valid never 16 21.6 21.6 rarely 32 43.2 43.2 sometimes 10 13.5 13.5 often 14 18.9 18.9 very often 2 2.7 2.7 total 74 100.0 100.0 table 9 shows that 21.5% of the participants often and very often submit their assignments to their teachers online, 21.6% never use online service to submit their assignments, and 43.2% rarely use it. 13.5% of the participants showed that they sometimes submit their assignment online. most of those students who submit their sabri thabit saleh ahmed, bushra thabit ahmed salem, & sunil v. pawar yemeni efl students’ perceptions and implementation of computer-assisted language learning 8 assignment online are m.a. students. table 10. what is the approximate time do you spend on computer and internet for english language learning purpose? frequ ency perc ent valid percent valid never 2 2.7 2.7 less than 2 hours per week 42 56.8 56.8 3 5 hours per week 26 35.1 35.1 6 10hrs per week 2 2.7 2.7 more than 10hrs per week 2 2.7 2.7 total 74 100.0 100.0 the average time for using computer and internet to learn english seems to be low, as shown in the table 10, 2.7% of the participants never use computer and technology at all, 56.8% (the majority) use it for less than 2 hours per week, 35.1% use it for 3 to 5 hours per week, 2.7% use it for 6 – 10 hours, and only 2.7% who spend more than 10 hrs per week learning from computers and internet. it seems that for most students, computer and internet are not primary sources for learning as they spend only less than two hours per week on computer and internet and this has been supported by their responses to the open questions where they mentioned that due to low speed internet they depend on the hard notes and hard books given to them by their teachers. most of those students who spend more hours on internet and computer are m.a. students as they have assignments for which computer and internet are needed for searching and preparedness. participants were also requested to respond to three open questions regarding what icts they and their teachers use in the classroom, what programs they use for learning english outside classrooms, and the difficulties they face in using icts in and outside classrooms. their responses to the first question showed that m.a. teachers use powerpoint and data show for presenting their lectures while others use board and pens. b.a. students showed that most of their teachers do not use computer in their classroom and only a few teachers who use technology such as computers in presenting their lectures and cds and recorders in teaching listening skill activities. participants also mentioned that there is no complete language laboratory in their faculty as it was collapsed during the war and only few ict tools are available for teaching english right now. as far as call at home is concerned, students’ responses showed that students’ uses of computer and internet for learning english is still at its minimum level as only some students who use computers for learning while the majority only use dictionaries and translating programs. the most used call programs for learning english by the participants are smartphone online and offline dictionaries, translators like google translator, cat, and memoq, and microsoft office word for preparing assignments by m.a. students, google chrome, pdf books, and youtube. m.a. students mentioned that google chrome helps them a lot in getting information about any topic they want to understand while b.a. students rarely get access to google chrome for learning purpose as they usually depend on the notes provided by their teachers. youtube channels for learning english were also used by few students. students have also highlighted some barriers that interrupt their implementation of call in their classes such as unavailability of the internet, lack of ict tools, and lack of computer competence for some students. though most students have computers at home, computers and internet are not used too much in their learning of english due to low internet speed and high internet cost. this study, therefore, suggests the following for implementing call better in the faculty of languages –aden: a. faculty of language should provide icts and internet to its classrooms and library; b. language laboratories should also be equipped with english learning software and hardware materials; c. training and workshops should be conducted in the faculty of language to train students on computer skills and on how to use icts for english language learning purposes. it also recommends efl students of the faculty of language to exploit icts they have at their faculty and homes for their english language learning as that will make their learning more interesting and motivate them to develop their proficiency in english. these recommendations can be applied to all yemeni universities for implementing call in their efl programs. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 9 discussion this study has shown that students of the faculty of language held an overall high positive attitude towards call in their efl learning. this positive attitude towards call goes in line with several studies conducted in other places where english is learned as a foreign or second language (afshari, ghavifekr, siraj & jing, 2013; al-naqeeb, 2006; arishi, 2012; behroozian & sadeghoghli, 2017; bueno-alastuey and lópez pérez, 2014; burrus, 2009; chamundeshwari and evelyn, 2017; holmes, 1998; hsu, 2013; lodhi et al., 2019; ilter, 2015; navaz and sameem, 2013; nugroho & atmojo, 2020; pinto-llorente, sánchez-gómez, garcía-peñalvo, & casillasmartin, 2017; saeed and al-zayed, 2018; wiebe & kabata, 2010). these positive attitudes towards call can be considered as a good sign for call implementation in their learning as call implementation usually depends to a high extent on students’ attitudes towards call. however, having such a high positive attitude does not guarantee successful implementation of call as there are some other factors that might contribute to the matter. the study revealed a contrast between students’ attitudes towards call and their actual uses of call in their learning which can be attributed to some other factors. it has been revealed that a number of students lacks computer competence and this makes call implementation in language learning more difficult as there are some students who cannot deal with technology. another important factor is the lack of internet and technology in their learning environment. this makes call implementation very low and more limited to teachers’ personal interest in using their own technology available at hand in their learning. such variables affecting call implementation in efl classes of the faculty of language were also highlighted in other studies where call was used in efl learning (al-khaldi & al-jabri, 1998; al-naqeeb, 2006; arishi, 2012). though this study showed that both male and female students held high positive attitudes towards call, its results can be used as a support for those studies such as sabti & chachan (2014) whose results showed that female students have a higher positive attitude than their male counterparts. it somehow contrasts with those studies that found out that male students held a higher positive attitude and use computer technology in their language learning rather than their female counterparts (lodhi, et. al., 2019; shashaani, 1993). the study also revealed that the students with higher computer competence tend to have higher positive attitudes than their lower computer competence counterparts. this indicates that those who have good computer competence feel comfortable to learn through call while low computer competence students may feel uncomfortable to learn though call as they may face some difficulties. though many students with low computer competence expressed their high positive attitudes towards call, this study exhibited some correlations between students’ computer competence and the level of their attitudes towards call. this correlation between students’ perceptions of computer technology as a learning tool and their computer competence was also reflected in previous research (divine, wilson & daubek, 1997; mitra, 1998; saparniene, merkys & saparnis, 2005; teo, 2006). the results of this study indicated that call implementation can be effective in the yemen tertiary context as students recognize the significance of technology in their learning. what is left will be the responsibility of the education authorities to provide technology tools and internet to their classrooms and to train students on computer use. conclusion this study surveyed efl students' perceptions of call, their call implementation and barriers. it concluded that the yemeni efl learners studying in this faculty of languages aden held positive attitudes towards call and believe in its significance in developing their language skills and making language learning more motivating and enjoyable. however, it showed that call implementation by those concerned students is still at its minimum level due to many factors such as unavailability of the internet at the faculty, lack of ict tools, lack of training, and the poor internet connection at homes. this study recommends the yemeni universities to provide internet and technology tools to their classrooms, hold training to improve students’ computer competence, and make computer competence one of the requirements for 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(1991). a comparison of four computer attitude scales. journal of educational computing research, 7(2), 165187. https://doi.org/10.1080/10494820600616406 https://etd.lib.metu.edu.tr/upload/%2012612479/index.pdf https://etd.lib.metu.edu.tr/upload/%2012612479/index.pdf https://doi.org/10.1080/09588221.2010.486577 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 439 utilizing clustering technique to enhance students’ english writing performance erina ayu lestari english language education department, universitas teknologi yogyakarta, indonesia email: erinaayulestari14@gmail.com budiarti english language education department, universitas teknologi yogyakarta, indonesia email: budiarti@staff.uty.ac.id juhansar (corresponding author) informatics department, universitas teknologi yogyakarta, indonesia email: juhansar@uty.ac.id apa citation: lestari, e. a., budiarti., & juhansar. (2022). utilizing clustering technique to enhance students’ english writing performance. english review: journal of english education, 10(2), 439-452. https://doi.org/10.25134/erjee.v10i2.6245 received: 01-02-2022 accepted: 28-04-2022 published: 30-06-2022 introduction writing is one of the four language skills which difficult to learn for second and foreign language learners (manegre, 2021). the difficulties are not only in generating and organizing ideas but also in translating ideas into readable texts. writing is the most challenging skill to learn for students who regard english as a second language or the foreign language. it has brainstorming, planning, drafting, revision, editing, to proofreading process (fadhly, emzir, & lustyantie, 2018). writing is a form to produce language, the same as when you speak, but the writing needs more time to think about the subject and revise your work to achieve good sentences and paragraphs (hassanzadeh & fotoohnejad, 2021). writing takes more time to produce the language before it becomes good writing by determining the subject and revising it. writing is a process of expressing thoughts and ideas in a paragraph in which every sentence relates one to another (nemati, alavi, & mohebbi, 2019). writing in this research means putting words into sentences that relate to one another to build paragraphs in a descriptive text. descriptive text is one of the functional texts that students should master. descriptive text is a part of factual genres that functions to describe a particular person, place, or thing (potradinata, 2018). it means a factual genre of text that says what a person, a thing, or place is like to be described. besides, descriptive text is a text that helps the readers to imagine what they have read or abstract: this present study aims at exploring the utilization of the clustering technique to enrich students’ performance in writing a descriptive text in english, discovering students’ participation in learning-teaching descriptive text writing using the clustering technique, and finding out the improvement of students’ english writing performance using the clustering technique. this research implies a mixed-method action research design where researchers act as teachers. the respondents consisted of 30 vocational high school students. this research uses qualitative and quantitative data. the qualitative data were obtained by observing the learning-teaching process of writing descriptive text using the clustering technique and interviewing students. quantitative data were acquired through the pre-test, post-test i, and post-test ii. the results show that implementing the clustering technique in the learning-teaching process enriches students’ performance and attracts students’ participation, attention, activeness, motivation, and seriousness in learning english writing. pre-test and post-tests prove that the clustering technique enhances students’ english writing performance. the technique helps students to express ideas in english text writing. students gain 67.49 in the pre-test, up to 75 in the post-test i, and up to 79.87 in the post-test ii. the mean improvement percentage shows about 16.6% enhancement from the pre-test, 36.6% from the post-test i, and 86.6% from the post-test ii. keywords: clustering technique; learning-teaching; english writing; students’ performance. erina ayu lestari, budiarti, & juhansar utilizing clustering technique to enhance students’ english writing performance 440 helps the reader to visualize something of what they have read about something that has been described (sari, pulungan, & husein, 2020). the text gives the reader information about the physical appearance and the nature of the object described. it means the descriptive text is the text that gives the readers visualize to imagine what they read about the information of the physical appearance and the nature of the object described (hasanah & aziz, 2021). the definitions mentioned earlier show that descriptive text is a part of factual genres that helps the readers visualize something about the physical appearance and the nature of the object described. the social function describes a particular person, place, or thing. teachers have to use the appropriate technique to engage students’ involvement in the english writing learning-teaching process. the appropriate technique is used to accomplish the objectives with a consistent method and a harmony with an approach that the teacher uses, which takes place in a classroom. the technique is manifested by specific activity consistently, which is in harmony with an approach in the classroom (khoiriyah, waris, & juhansar, 2019). the technique is one specific activity that is very important in the learning-teaching process in the classroom in which the method is implemented or manifested consistently and in harmony with the approach to achieve the goal (anggraini, 2020). teaching descriptive text english writing needs effective techniques such as clustering to overcome students’ problems. the clustering technique is like diagramming or mapping ideas to visually generate material for a paragraph by making the lines, boxes, arrows, and circles to show the relationships among the ideas. the clustering technique is one strategy for expressing the relationship among facts and ideas that require preliminary preparation time to divide the topic broadly (herniyastuti & rahmi, 2020). in other words, the clustering technique is a preliminary preparation in writing and strategy to cluster the topic broadly through expressing the relationship of ideas and the facts that relate to one another using lines, boxes, arrows, and circles to generate the sentences into a good paragraph. so far, several studies related to clustering techniques and english writing have been conducted by scholars. first, some studies concerned the use of classroom action research (arifuddin, 2019; herniyastuti & rahmi, 2020) in exploring the clustering technique improves the students’ writing ability in descriptive text. these studies show that students understand more to make descriptive sentences and make the descriptive sentences into a descriptive text. the activity makes the student interested in describing the pictures or objects, and students are more active and more enthusiastic in the writing learning process. these studies conclude that the clustering technique can positively improve the students’ writing ability (megawati, 2019; sari & wahyuni, 2018; suryani & apriliani, 2021; widiyanti, fiki, susilawati, endang, rosnija, 2018). second, some other studies focus on the effect of the clustering technique to increase students’ ability in english writing. these studies were quasi-experiment (dewi & ayunisa, 2020; hanafiawi, muharam, & parmawati, 2020; sumartini, puspita, & zahrida, 2018). sumartini et al. (2018) showed that the clustering technique affects students’ writing ability. it shows that the tcount was 2.07 and the t-table was 2.01. the tcount of the organization was 2.56, the t-count of content was 3.62, and the t-count of coherent was 3.47. since the t-count was higher than the t-table, h1 was accepted. those aforementioned studies have similarities with this research in terms of research variables, dependent and independent variables, and significant differences with this current research, including research setting, respondents, data collecting and analysis techniques, and research design. the design of this research is different from other studies; classroom action research, quantitative research, and experimental research, whereas this present study uses the mixed methods action research design proposed by (ivankova & wingo, 2018) to see the implementation of the clustering technique to increase students’ performance in writing descriptive text; to discover students’ participation in learning-teaching descriptive text using clustering technique; to find out the improvement of students’ performance in writing descriptive text using the clustering technique. this current research is expected to enrich learners’ english writing performance by utilizing the clustering technique and offer novelty related to the implementation of the clustering technique in the learning-teaching process by discovering students’ participation and their performance scores improvement. the utilization of the clustering english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 441 technique in the learning-teaching process is required through an action research approach to explore holistically how students or learners are experiencing the technique implementation. therefore, this present study is also expected to bring constructive contribution both theoretically and practically to students, teachers, and further researchers. theoretically, this research provides information on utilizing the clustering technique in the english writing learning-teaching process, so teachers-students and further researchers have preliminary preparation and understanding before implementing and researching the technique. practically, this research could help students improve their english writing performance through clustering technique utilization. students-teachers could cluster words into boxes, arrows, and circles using lines to connect, build, organize, and generate ideas into good english sentences, paragraphs, or text. method this research relies on mixed methods action research (mmar) design proposed by ivankova & wingo (2018). it was used to give information on the changing of the classroom practices and the learning-teaching quality by diagnosing and solving the problems in the learning-teaching activity through need analysis in the pre-implementation techniques, planning and (re)planning, acting, observing, reflection, and creativity and innovation. the technique implementation was conducted in two cycles where every cycle has three meetings. this research design was used to seek the implementation of the clustering technique in the learning-teaching process and the results of the learning-teaching process itself, including students’ participation in the english writing learningteaching process using the clustering technique. the participants of this present study were 30 students of grade x fashion department students of vocational high school muhammadiyah berbah located in sleman regency, daerah istimewa yogyakarta (diy), indonesia. this school was appointed as the research setting since students have problems writing descriptive text in english. students find it difficult to express and explore ideas and experiences in written form using english. therefore, it is necessary to conduct research at this school using mixed methods action research (mmar) to solve the problems and to help students explore and express ideas and experiences through english writing using the clustering technique. this research has two kinds of data, qualitative and quantitative data. qualitative data are collected in words, pictures, and documentation (aspers & corte, 2019). quantitative data refer to numerical information that includes standardized test scores to measure educational outcomes (arias, arias, & rodríguez-medina, 2021). to collect qualitative data, the researchers use observation and interviews. meanwhile, english writing tests, pretest, and post-test, are used to collect quantitative data. qualitative data intend to discover the implementation of the clustering technique and students’ participation in the learning-teaching process using the clustering technique. quantitative data aim to determine students’ performance and improvement in writing descriptive text using the clustering technique. in analyzing the qualitative data, the researchers describe the observation and interview data findings by reviewing and exploring the data collected using the observation checklist and interview transcripts during the learning-teaching process using the clustering technique. in reviewing observation and interview data, the researchers describe the result of data into a descriptive explanation. furthermore, the researchers calculate quantitative data to see students’ performance and improvement in writing descriptive text in english using the clustering technique. the researchers analyze the results of quantitative data (pre-test, post-test i, and post-test ii) using holistic scoring rubrics. results and discussion pre-implementation before implementing the clustering technique using the mixed methods action research design in the learning-teaching process of english writing, the researchers conducted some stages. in the first stage, the researchers observed the learningteaching process to know students’ difficulties in english writing descriptive text learning-teaching. besides, the researchers also conduct a pre-test to measure students’ pre-understanding and english writing performance. it is conducted to seek how deep their understanding of the descriptive text is as a consideration in applying the clustering technique in the classroom action research. another aspect that becomes the consideration in applying the erina ayu lestari, budiarti, & juhansar utilizing clustering technique to enhance students’ english writing performance 442 technique is to know the result of students’ tests, i.e., writing components (content, organization, vocabulary, punctuation, grammatical), generic structures, and language features of descriptive text. the second stage is the researchers’ interview students and teacher(s) before preparing the lesson plan, the material, and the clustering technique in the learning-teaching process. the implementation of clustering technique: cycle i planning the researchers plan and prepare everything before conducting learning-teaching activities in this stage. in this stage, the researchers use the appropriate clustering technique, appropriate material, and media to be taught and used in the learning-teaching process based on the english syllabus of tenth-grade students of vocational high school muhammadiyah berbah. the researchers use descriptive text as the appropriate material, clustering technique as the appropriate technique, and powerpoint and pictures as the media to teach. besides, the researchers also make the lesson plan and consult it with the english teacher before applying it in the classroom. after getting the lesson plan ready, the researchers prepare the material of descriptive text and the clustering technique, including the research instruments for collecting the data. acting before conducting the first cycle, the researchers ask students to write the descriptive text to measure students’ pre-understanding and english writing performance levels. the researchers give the pretest before conducting the learning-teaching process. after giving a pre-test, the researchers conduct learning-teaching the next day in the classroom. one of the researchers acts as a teacher and explains the material of the descriptive text, starting with the definition of descriptive text to the generic structures using the clustering technique before asking them to write. the learning-teaching process is divided into three activities, i.e., preactivity, main activity, and post-activity. the researchers begin the learning-teaching process in the pre-activity by greeting the students. after greeting the students, the researchers ask them to pray together by asking the class chairman to lead the praying. furthermore, the researchers continued by starting to check the students’ attendance by calling the students’ names one by one. after that, the researchers also convey to the students the material learned. in the main activity, the researchers stimulate students by giving an example of descriptive text. then, ask questions to the students related to the example of the descriptive text before explaining the material. furthermore, the researchers measure students’ pre-understanding of descriptive text orally. the researchers engaged the students in the learning-teaching process by giving the stimulation; then, the researchers used powerpoint as the media to explain the descriptive text. after explaining the material, the researchers ask them about their understanding of the presented material. furthermore, the researchers explore another example of descriptive text for each student to analyze the difference between the new example of descriptive text and the previous one. after that, the researchers ask students individually about the differences between both examples of descriptive text. after the students understand and differentiate both the example of descriptive text, the researchers explain the material using the clustering technique. moreover, to relate the material and the clustering technique explained before, the researchers ask students to make the clustering before they write the descriptive text according to the question of the task individually. the researchers ask the students to write and practice english writing through the clustering technique on the piece of paper and then submit it to the researchers as teachers. to end the learning-teaching process in postactivity, the researchers evaluate students’ work and understanding by asking about their difficulties through the clustering technique. after that, the researchers return the students’ works and ask them to bring them to the next meeting. besides, the researchers summarize the material and then explain the next material to learn and discuss. moreover, the researchers ask students to prepare and learn for the post-test i in the next meeting. lastly, the researchers end the meeting by reciting thank you for students’ attention and cooperation. this first activity similarly is also conducted in the next meeting. observing in the first cycle, the learning-teaching process of descriptive text using clustering runs well. the implementation of the clustering technique engages english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 443 students’ interest in the learning-teaching process. although not all students are active in since they are still confused and ashamed to ask the researchers who act as teachers, some students are active in the learning-teaching process and curious about how to make clustering before writing descriptive text. students’ interest in clustering technique could be seen in the following quotation: student a : “sir, should i cluster the word based on its part of speech in english, e.g., verbs, nouns, adjectives, and so forth?” researcher(s) : “no, word(s) clustering may not be based on the part of speech. it is free, as long as the meaning connects one another.” furthermore, a student also asks about the identification and description of the descriptive text. some students have difficulties writing based on the generic structures of descriptive text. they are still confused to distinguish between writing identification and description of the descriptive text. a student asks researchers about some vocabularies related to the place they described when writing a descriptive text about the place. some students are still confused when describing a place because of many unfamiliar english words. one of the difficulties is described in the following quotation: student b : “mom, i don’t know what to write in the identification and description. sometimes, i cannot differentiate them.” researcher(s) : “in the identification, you should write the identified thing you are interested in. in the description section, you should explain it in more detail based on what you identified before. student c : mom, how to write in english “seni ukir” and “arca”?” researcher(s) : “the english for “seni ukir” or “seni pahat” is “sculpture,” and the english for “arca” is “statue.” please bring your dictionary to the next meeting.” reflecting the results of the cycle i show that students have a high interest in learning english writing descriptive text using the clustering technique. however, some students cannot be active in the learning-teaching process, even though others are active by asking questions during the learning-teaching process. it is in line with the study conducted by utami, pabbajah, & juhansar (2018), stated that some students are active and others are not in english writing using jumbled sentences. it proves that the implementation of the clustering technique in the learning-teaching process is not satisfactory since some students find it difficult to translate unfamiliar vocabularies when describing a place. furthermore, some students also struggle to differentiate between the identification and description in writing a descriptive text. it indicates that the researchers need to revise the planning creatively and innovatively to achieve better results in learningteaching descriptive text using the clustering technique and overcome students’ difficulties. creativity and innovation in the learning teaching process as a consequence of the cycle i result, the researchers revised the learning-teaching planning. the planning aspects should be revised in the learning-teaching process, such as students’ participation and understanding of descriptive text and clustering techniques. the researchers changed and modified the clustering technique from individual to group settings so that students could discuss together within the group to solve their problems and be more active in learning-teaching activities. besides, in the previous cycle, students found difficulties when the researchers ask them to describe a place. they do not know how to write in english. it challenges the researchers to change the “thing” identification from a “place” to a “person.” the implementation of clustering technique: cycle ii re-planning in line with the result of cycle i, the researchers revise the planning of the learning-teaching process creatively and innovatively. in this stage, the researchers also revise the lesson plan in cycle ii. in revising the lesson plan, the researchers changed the clustering technique’s implementation from individual to the group so that students could discuss, share ideas, and solve problems within the group. they could share their understanding of the material delivered in the learning-teaching process. besides, the researchers also explained more deeply the material in the learning-teaching process. furthermore, the researchers also change the “thing” to write, from a “place” to a “person.” erina ayu lestari, budiarti, & juhansar utilizing clustering technique to enhance students’ english writing performance 444 acting in this meeting, the researchers ask students about understanding the previous meetings’ material. after that, the researchers asked them to make a group so that students could discuss everything related to material delivered in the learningteaching process. the researchers not only ask students about their understanding of the material but also ask them about their difficulties in the posttest i. students’ responses show that they are still confused in identifying and describing the “thing” that they are writing about, as in the following quotations: student d : “sir, i am still confused in writing a “place” description in the identification part. i am still confused because i wrote a little information in this part and directly explained the detail.” researcher(s) : “you can try clustering the words maximally. the general information that you will write later becomes a part of the identification section. in clustering the words, you need to relate one word to another to get more ideas. in the identification part, you only explain the general information, not in detail, because the detailed information is explained in the description part.” the data above show how students are still confused in writing the identification part of descriptive text on “place.” therefore, the researchers explain the material more and give more exercises to students about “person” as a part of research creativity and innovation. in this session, the researchers divide the learning-teaching process into three sessions as in the previous cycle: preactivity, main activity, and post-activity. observing the observation in this cycle is related to creativity and innovation as the development activity from cycle i. in this cycle, the implementation of the clustering technique makes students more active than in the previous cycle. the following quotations prove it: student e : “mom, how to write the identification part in describing someone?” researcher(s) : “you can identify the general things in the identification part, for example, describing a singer artist. you can identify the general things like their name.” student f : “sir, is it free to cluster the words in every cycle?” researcher(s) : “yes, it is free as long as each word in the circle is related.” student g : “mom, may i write a descriptive text about a person, but i write about “where she or he was born” or “where she or he lives” before writing it in detail?” researcher(s) : “absolutely, you can. it should be so, from general to specific.” data above show that the students understand descriptive text in describing “person” and through clustering technique. guiding students in clustering the words to write descriptive text make them enjoy the learning-teaching process and be more active. as a result of the observation after implementing the creativity and innovation, most students are no longer confused to start writing descriptive using the clustering technique, including how to cluster the words, how to organize the sentences related to the generic structure of descriptive text than in cycle i. changing the implementation from individual to group proves that students enjoy the learning-teaching process and be more active than in cycle i since they can share and discuss ideas within group. reflecting the observation results show that students’ participation, understanding, and writing development of descriptive text using the clustering technique are better than previously. the students understand more about descriptive text and its generic structure and language features. furthermore, students enjoy the learning-teaching process through intensive guidance from the researchers. similarly, hanafiawi et al. (2020), sari, sutapa, & sada (2021); suryani & apriliani (2021); ullah & dharma (2019) also stated similar ideas as this present study results. it means that implementing the clustering technique in the learning-teaching process help students in organizing ideas into the sentences in a generic structure of a descriptive text, express the ideas in the sentences, and bringing up the ideas into a good and correct paragraph. the change of the instruction english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 445 command from “place” to “person” supports students to be easier in clustering words and writing descriptive text in english. the change implementation technique from individual to group makes students enjoy the learning-teaching process since they can share ideas and discuss within the group and be more active. besides, discussions within the group help students solve problems or difficulties in clustering words and writing descriptive text in english. students’ participation in the learning-teaching process using clustering technique using the clustering technique, the researchers use an observation checklist to discover students’ participation in the descriptive text english writing learning-teaching process. the results of the observation checklist can be seen in the following table 4: table 4. students’ participation in the learning-teaching process no point of observation cycle i cycle ii meeting 1 meeting 2 meeting 3 meeting 4 h m l h m l h m l h m l 1 the students’ participation in asking a question. √ √ √ √ 2 the students’ participation in suggesting ideas. √ √ √ √ 3 the students’ participation in responding to the question. √ √ √ √ 4 the students’ participation in accomplishing the task. √ √ √ √ 5 the students’ participation in being enthusiastic in implementing the clustering technique. √ √ √ √ 6 giving attention to the researchers’ explanation and instructions. √ √ √ √ 7 actively having discussions with the researchers. √ √ √ √ 8 making comments or asking questions about the explanation or instruction. √ √ √ √ 9 the students are easy to understand descriptive text and clustering. √ √ √ √ 10 the students use a dictionary to check unfamiliar english words. √ √ √ √ 11 the students enjoy making sentences. √ √ √ √ 12 students’ participation in the group: actively involved in a discussion. √ √ √ √ a. students’ participation in the group: b. helping their friends when they find difficulties or problems. √ √ √ √ c. students’ participation in the group: d. helping their friends to understand the instruction and material. √ √ √ √ note: h means high participation; m refers to medium participation; l means low participation accordingly, table 4 shows students’ participation in learning descriptive text using the clustering technique in cycles i and ii. the first point is about the students’ participation in asking questions during the learning-teaching process. students who ask questions are in low and medium levels in the first and second meetings. it is in line with the research conducted by jenkins (2021) who showed students participation in asking questions in the learning-teaching process. however, after the researchers changed the implementation setting from individual learning to group learning, students’ participation in asking questions increased significantly during the third and fourth meetings. it erina ayu lestari, budiarti, & juhansar utilizing clustering technique to enhance students’ english writing performance 446 shows that students become more active in the learning-teaching process in a group setting, and most if not all students are active in asking questions. in the second point, students still have low and medium participation in the first and second meetings. still, it changes to a high level in the third and fourth meetings. it proves a change in students’ participation in the third and fourth meetings. the third observation point shows a change in students’ participation in responding to the question. the first meeting is at the medium level. it is caused by students’ understanding of the material delivered in the learning-teaching process. in the second, third, and fourth meetings, after the researchers explained more about the material and asked students to make a group, most students responded to the question as seen in meeting two, three, and four. it indicates that students are more active and understand the materials explained by the researchers (teachers). the next point is about students’ participation in accomplishing the task at a high level from the first to the fourth meeting. all students are enthusiastic and serious about participating in the learning-teaching descriptive text using the clustering technique. besides, this point relates to point tenth on students use dictionaries to check unfamiliar english vocabulary. students’ enthusiasm and seriousness in implementing the clustering technique in writing descriptive text. point five shows that students tend to have a medium level in the first meeting since only half students understand the materials. besides, some students are still confused and not enthusiastic about giving questions about the clustering technique to the researchers. it is similar to the research conducted by iatrellis et al., (2021); makruf, lubna, khasanah, sulaeman, & harahap, (2020). furthermore, it is related to point nine about students understanding descriptive text easily because most students’ responses show that they understand the descriptive text and clustering easily. students’ participation was high in the second, third, and fourth meetings because most of them understood the material by asking the researchers (teachers) questions about the clustering implementation. point six is about giving attention to the teachers’ explanation and instruction. in the first meeting at this point, students’ participation was at a medium level, but it was at a high level in the second, third, and fourth meetings. it shows a change in students’ attention to the researchers’ explanation and instruction by paying attention and seeing the researchers in front of the class when the researchers give explanation and instruction. furthermore, it shows from the next point about making comments or asking questions on the explanation or instruction. it is related to one another. it shows that giving attention to the researchers’ explanation and instruction is proven by the next point of students’ participation in making comments or asking questions about the explanation and instruction. it means students give attention to the researchers’ explanation and instruction. point eight shows a change from the medium to the high level. it shows that most students are more active. besides, those two points are related to point seven, which students actively discuss with the researchers. those points above show that most students discuss with the researchers. the last point is about students’ participation in the group discussion. the students are actively involved in a group discussion with their friends; it is shown in the next point when their friends are having difficulties. others help them make their friends understand the materials or the instruction by explaining and discussing the materials and the instruction of the researchers (maranzano, bento, & manera, 2022. in short, the observation checklist points show that students are serious and more active in learning to write descriptive text in english using the clustering technique. the result of pre-test in conducting a pre-test, the researchers ask students to write a descriptive text about a place, i.e., the prambanan temple. the researchers conduct the research in 30 minutes in the classroom with 30 students. to understand the pre-test results clearly, the researchers provide the table to measure their pre-understanding related to descriptive text before implementing the clustering technique in the learning-teaching process. the following table 5 shows some aspects of descriptive text english writing, such as writing components (wc), generic structure (gs), and language features (lf). english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 447 table 5. the students’ scores of pre-test no students’ id score on each aspect total score pre-test score wc gs lf 1 student 1 67.2 100 66.5 233.7 77.9* 2 student 2 68.7 100 65 233.7 77.9* 3 student 3 74.5 50 75.3 199.8 66.6 4 student 4 78.8 50 65 193.8 64.6 5 student 5 100 50 89 239 79.6* 6 student 6 75.8 50 85 210.8 70.2 7 student 7 65 50 75 190 63.3 8 student 8 80 50 85 215 71.6 9 student 9 75.7 50 65 190.7 63.5 10 student 10 85.6 50 85 220.6 73.5 11 student 11 53 50 44 174 58 12 student 12 67.8 50 65 182.8 60.9 13 student 13 83.3 50 70 203.3 67.7 14 student 14 67.3 50 60 177.3 59.1 15 student 15 63 50 73 186 62 16 student 16 80 50 85 215 71.6 17 student 17 88 100 75 263 87.6* 18 student 18 75.7 50 67 192.7 64.2 19 student 19 75 50 65 190 63.3 20 student 20 67.8 50 65 183 61 21 student 21 65 50 66 181 60.3 22 student 22 75 50 85 210 70 23 student 23 65 50 67 182 60.6 24 student 24 75 50 70 195 65 25 student 25 75 50 65 190 63.3 26 student 26 67.3 50 60 177.3 59.1 27 student 27 78 50 70 198 66 28 student 28 75 50 70 195 65 29 student 29 73 50 75 198 66 30 student 30 78 100 78 256 85.3* amount 2.218.5 1.700 2.130.8 2.024.7 mean 73.95 56.66 71.02 67.49 note: symbol * refers to a student who passed the kkm the calculation data of the pre-test shows that the mean score of the pre-test is 67.49. only five students, or 16.6%, pass the score above the minimum mastery criterion (kkmkriteria ketuntasan minimal). meanwhile, the other 25 students were below the criterion. besides, the result of the pre-test about three aspects: writing components (wc) is 73.95, generic structure (gs) is 56.66, and language features (lf) is 71.02. furthermore, it shows that most students still have very low scores on each aspect of descriptive text writing in english. after analyzing the result of the preliminary study, the researchers conclude that most students have low skills in writing descriptive text and low understanding of writing skills performance. therefore, it needs to find out a solution to overcome this problem. thus, the researchers use the clustering technique to overcome the cycle i and cycle ii problem. the result of post-test i after calculating the pre-test result, the researchers found that students still have low performance in writing descriptive text and less understanding of descriptive text writing. therefore, the researchers conduct the post-test i to seek and increase the results of students’ performance in writing descriptive text, including students’ understanding of writing descriptive text in english. besides, the post-test i show an improvement in students’ performance in writing descriptive text using the clustering technique from pre-test to post-test i. post-test i is conducted after implementing the clustering technique in cycle i. the students are erina ayu lestari, budiarti, & juhansar utilizing clustering technique to enhance students’ english writing performance 448 asked to write a descriptive text about the borobudur temple. the following table 6 shows students’ scores on post-test i to discover students’ performance improvement from the pre-test to posttest i: table 6. the students’ score of post-test i no students’ id score on each aspect total score post-test i score wc gs lf 1 student 1 80 100 76 256 85.3* 2 student 2 63 100 70 233 77.6* 3 student 3 76 50 84.3 210.3 70.1 4 student 4 88.3 50 80 218.3 72.7 5 student 5 78.2 100 70 248.2 82.7* 6 student 6 83 50 87 220 73.3 7 student 7 85 50 85 215 71.6 8 student 8 85 50 85 215 71.6 9 student 9 85 50 88 223 74.3 10 student 10 75.3 100 65 240.3 80.1* 11 student 11 85 50 85 215 71.6 12 student 12 99.7 100 75 274.7 91.5* 13 student 13 85 50 86.3 221.3 73.7 14 student 14 74.2 50 75 199.2 66.4 15 student 15 75.8 50 85 210.8 70.2 16 student 16 70.3 50 76.5 196.8 65.6 17 student 17 88.7 100 76 264.7 88.2* 18 student 18 83 50 78 211 70.3 19 student 19 85.3 50 84.5 219.8 73.2 20 student 20 75 50 85 210 70 21 student 21 85.6 50 83.5 219.1 73 22 student 22 73.5 100 68.7 242.2 80.7* 23 student 23 65.3 100 60 225.3 75.1* 24 student 24 87.3 50 86.7 224 74.6 25 student 25 82.3 50 78.3 210.6 70.2 26 student 26 66.3 100 60 226.3 75.4* 27 student 27 80.5 50 85.6 216.1 72 28 student 28 78 50 83.5 211.5 70.5 29 student 29 88.6 50 86.5 225.1 75* 30 student 30 83.6 100 73 256.6 85.5* amount 2.411.8 2.000 2.362.4 2.252 mean 80.39 66.66 78.74 75 note: symbol *refers to a student who passed the kkm data above show that the mean score of post-test i is 75. eleven students, or 36.6%, get scores above the minimum mastery criterion (kkm). meanwhile, the other 19 students have scores below the criterion. after analyzing the result of 3 aspects: writing components (wc) score is 80.39, generic structure (gs) is 66.66, and the language features (lf) is 78.74, it implies that generic structure has not fulfilled the minimum mastery criterion (kkm). it has the lowest mean score, 66.66, below the criterion. although the mean score of the posttest i pass the kkm, the aspect of generic structure in the post-test i need creativity and innovation in the next cycle to make the performance improvement in every aspect. the result of post-test ii the result of the post-test i implies that one aspect has not fulfilled minimum mastery criterion (kkm). therefore, it needs creativity and innovation in the next cycle. the researchers give post-test ii as the last test to increase the better result of students’ english writing performance. students were asked to write a descriptive text about the artist “iqbal cjr” or another well-known person like “dilan” in the post-test ii. below is the table of students’ post-test ii results to see the english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 449 performance improvement from post-test i to posttest ii after implementing creativity and innovation in learning-teaching. table 7. students’ performance score in post-test ii no students’ id score on each aspect total score post-test ii score wc gs lf 1 student 1 84 100 80 264 88* 2 student 2 78.3 100 73.2 251.5 83.8* 3 student 3 85 50 100 235 78.3* 4 student 4 76 100 80 256 85.3* 5 student 5 88 100 78 266 88.6* 6 student 6 74.2 100 68.3 242.5 80.6* 7 student 7 85.3 50 86.3 221.6 73.8 8 student 8 78.3 100 64.2 242.5 80.8* 9 student 9 85 50 100 235 78.3* 10 student 10 75 100 67 242 80.6* 11 student 11 86.6 50 85.7 222.3 74.1 12 student 12 99.5 100 95 294.5 98.1* 13 student 13 92.5 50 100 242.5 80.8* 14 student 14 100 50 85 235 78.3* 15 student 15 62.5 100 63.5 226 75.3* 16 student 16 85 50 100 235 78.3* 17 student 17 95.2 100 75 270.2 90* 18 student 18 60.5 100 65 225.5 75.1* 19 student 19 100 50 85 235 78.3* 20 student 20 65.5 100 62 227.5 75.8* 21 student 21 64.8 100 62 226.8 75.6* 22 student 22 100 50 90.5 240.5 80.1* 23 student 23 88.7 50 86.5 225.2 75* 24 student 24 88 50 85.5 223.5 74.5 25 student 25 85.6 50 85 220.6 73.5 26 student 26 100 50 85 235 78.3* 27 student 27 78.5 100 62.5 241 80.3* 28 student 28 62 100 65.8 227.8 75.9* 29 student 29 88.7 50 86.8 225.5 75.1* 30 student 30 83.7 100 73.4 257.1 85.7* amount 2.412.6 2.300 2.396.2 2.396.2 mean 80.42 76.66 79.87 79.87 note: symbol * refers to students who passed the kkm table 7 shows that the mean score of post-test ii is 79.87. there are twenty-six students, or 86.6% of students get scores above the minimum mastery criterion. meanwhile, the other four students’ scores are below the criterion. from the post-test i up to post-test ii, there are better results than before, from 36.6% to 86.6%. in the post-test ii, the result of every aspect: the writing components (wc) is 80.42, the generic structure (gs) is 76.66, and the language features (lf) is 79.87. the analysis clustering technique implementation in the learning-teaching process the tests result, as mentioned previously, shows the improvement in students’ performance in writing descriptive text. implementing the clustering technique helps students enhance their english writing performance. students’ performance improvement mean percentage from the minimum mastery criterion (kkm) (75). there are five students above the kkm or 16.6% in the pre-test, in the post-test i, there are 11 students above the kkm or 36.6%, and in the post-test ii, there are26 students above the kkm (the minimum mastery criterion) or 86.6%. it indicates that students’ performance improved from the pre-test to the posttest i and ii. although there is performance erina ayu lestari, budiarti, & juhansar utilizing clustering technique to enhance students’ english writing performance 450 improvement in the pre-test up to post-test i from 67.49 up to 75, the performance improvement score has fulfilled the minimum mastery criterion. however, one aspect of writing descriptive text still has not been fulfilled. the mean aspect of generic structure is 66.66, which has not fulfilled the minimum mastery criterion. the minimum mastery criterion is 75. the researchers conduct the creativity and innovation in cycle ii to increase the students’ mean performance. based on the creativity and innovation result in cycle ii, there is a performance improvement in students’ mean on generic structure from 66.66 in the post-test i up to 76.66 in the post-test ii. it means that creativity and innovation have succeeded in cycle ii. besides, the clustering technique enhances students’ performance in writing descriptive text. the improvement percentage of students’ performance mean score calculation, from post-test i to post-test ii. the calculation of post-test i is 11%. in post-test ii, there is an improvement percentage up to 18.3%. the clustering technique helps the students improve their english writing performance. indeed, the implementation of the clustering technique helps students enhance their skills in writing descriptive text. to make it clear, the following table 8 becomes the comparison mean aspect of students’ english writing performance improvement: table 8. the improvement of students’ mean score performance in writing descriptive text of english no aspects mean pretest posttest i posttest ii 1 writing components 73.95 80.39 80.42 2 generic structures 56.66 66.66 76.66 3 language features 71.02 78.74 79.87 overall mean 67.21 75.26 78.98 % improvement 12% 18% table 8 shows the improvement of students’ mean score performance in writing the descriptive text in english. the table shows a 12% performance improvement from pre-test to post-test i and 18% from post-test i to post-test ii. in the column pretest, three aspects belong to the category that not fulfilled the kkm because all of the aspects, writing components (wc), generic structures (gs), and language features (lf), whereas the mean is less than 75. after implementing the clustering technique in the learning-teaching process, the researchers conduct a post-test i to measure the improvement of students’ performance in english writing, whether it is improving or not. after implementing the clustering technique, the researchers compare the pre-test and post-test results. based on the results, there is an improvement in students’ descriptive text writing. in table 9, one aspect still has not been fulfilled yet, the minimum mastery criterion in the post-test i. although the mean score of the post-test i have fulfilled the kkm, one of the mean aspects of writing descriptive text has still not fulfilled the kkm. the writing components in post-test i have mean aspect about 66.66. it means the post-test i still need the creativity and innovation in the learning-teaching process. furthermore, the researchers modify the process of learning-teaching creatively and innovatively in cycle ii to enhance students’ mean score performance. in cycle ii, the researchers conduct post-test ii to discover the usefulness of the clustering technique towards students’ performance in writing english text. the results of post-test ii show that no students get less than a 75 performance score. in other words, the use of the clustering technique is effective in helping students enhance their english writing performance. conclusion this research indicates that implementing the clustering technique in the learning-teaching process enhances students’ english writing performance, especially in writing descriptive text. the clustering technique makes students’ participation more active, serious, and motivated in the learning-teaching descriptive text, as seen in the results of the observation checklist. the clustering technique not only helps and attracts students’ attention and participation in the learning-teaching descriptive text but also shows the improvement of students’ performance in writing a descriptive text in english. furthermore, students’ performance means score percentage is 36.6% in the post-test i from the pre-test 16.6%. it proves that the students’ mean scores on the tests increased from 67.49 in the pre-test to 75 in the post-test i. although those results increase from pre-test to post-test i, they do not pass the minimum mastery criterion (kkm). one aspect of writing descriptive text has not english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 451 fulfilled the kkm. its score is 66.66. therefore, the researchers modify the learning-teaching process by having creativity and innovation in cycle ii to fulfill the minimum mastery criterion (kkm). the performance improvement in the post-test ii is 86.6% as the students’ mean percentage from the mean 79.87 and the aspects of generic structure increase up to 76.66. in line with the students’ performance mean score, the improvement in every test shows students’ performance mean score is 11% in post-test i up to 18.3% in the post-test ii. references anggraini, f. 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(2017). exploring the impact of free voluntary reading in upgrading university students‟ creative writing at al baha university. english review: journal of english education, 5(2), 189-196 received: 26-04-2017 accepted: 22-05-2017 published: 01-06-2017 abstract: the purpose of this study is to investigate the impact of free voluntary reading in upgrading university students' creative writing at al-baha university. it introduces the types of free voluntary reading that can be employed by the students. in order to achieve this, thirty students at al-baha university enrolling in the ba program in english department were chosen randomly. the descriptive analytic method then applied in this study. pre-test and post-test designed for the students and a questionnaire directed to the teachers were used as tools of collecting data. finally, the results revealed that free voluntary reading plays critical roles in upgrading the students‟ creative writing. also, the teachers highly appreciate the contributions of free voluntary reading materials in pushing forward the students' achievement. keywords: free voluntary reading, university students, ba program, creative writing introduction reading comprehension as general is the process of making meaning from text. the goal, therefore, is to have an access of what is described in the text rather than to obtain meaning from isolated words or sentences. it is a complex interaction among automatic and strategic cognitive processes that enables the reader to create a mental representation of the text (van den broek & espin, 2012). reading is the key of knowledge. the history of reading goes back to the invention of writing. reading is of great significance in human life, therefore, it is the main factor in the acquisition of expertise and knowledge. it is a translation of written symbols into spoken words and the relationship between the written symbol and meaning (al-jarf, 2007). reading and writing are integrated skills since the two skills occur in most situations mutually. butler and turbill (1987) argue that there is a broad consensus exists about the relationship between reading and writing. most experts agree that reading and writing are similar and equally supportive language processes. in line with this, shanahan (1980) states that strong readers and writers share many habits and practices indicates that there is a strong relationship between reading and writing, and research supports this premise. reading and writing are closely connected endeavors for these reasons: reading and writing require related-but distinct-cognitive processes. upper elementary students face similar challenges in reading and writing. writing can support reading. reading can support writing. reading and writing together support learning. writing creativity as a productive skill goes through different procedure before it comes into being. these steps let the writer to reach an artistic piece of writing that could be accepted by the reader. according https://doi.org/10.25134/erjee.v5i2.534 189 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 5, issue 2, june 2017 https://journal.uniku.ac.id/index.php/erjee to brown (1994), writing is a process where a writer puts his ideas on paper and transforms his thoughts into words. this is not an easy task, especially for an efl/esl writer because he has to write down something based on his knowledge of vocabulary and grammar rules as well as a prior knowledge of the topic. brown (1994) claims that writing is a two-step process; first, you figure out your meaning, and then you put it into language. krashen (1988) thinks that those who do more recreational reading show better development in reading, writing, grammar, and vocabulary. he sees that there is a positive relationship between the amount of free reading done and various aspects of second and foreign language competence. the question of whether creative writing can be assessed or not is a debatable issue. according to kantor (1972) and newman (2007), the argument bases on the common misconception that subjective criteria are the only source of estimating creativity in a piece of writing. similarly, mackey & gass (2005) as cited in newman (2007, p. 52) think that “the evaluation of works of art is purely subjective and thus cannot be codified.” on the other hand, may (2007) condemns the supposition and argues that to objectify evaluation, teachers should try to set standard criteria for evaluating creative works. in addition, blomer (2011) argues that rubrics or grading grids are the best ways to ensure objectivity in creativity assessment. accordingly, this study attempts to explore the impact of free voluntary reading in upgrading university students' creative writing at al-baha university. the term free voluntary reading (fvr) was firstly introduced by the famous american linguist stephen krashen in his book, the power of reading. it is a type of attractive reading that causes pleasure and enjoyment. according to day and bamford (2002), both free voluntary reading (fvr) and extensive reading (er) share the same characteristics in developing good reading habits, building up knowledge of vocabulary and structure, and encouraging reading for pleasure. krashen (1993) introduced sustained silent reading (ssr) and self-selected reading (sr) to assist the in-school fvr program. according to bader, veatch, & eldridge (1987), elley (1991), and jenkins (1957), several studies supported that students in the fvr program outperformed in the reading comprehension tests than ones in traditional skill-based reading instruction. in order to best understand the creative writing process, it is important to define creativity. the word creativity in english comes from the latin “creatus” which literally means to have grown. to be creative means having the ability or the power to create. webster‟s new collegiate dictionary (2009) describes creativity as “the ability to create inventions, produce works of art, or solve problems using an original, novel, or unconventional approach.” creativity, therefore, is strongly connected to the verb „create‟, which implies creation of any things or thoughts or acts. bastrukmen and lewis (2002) assert that the perception of success in creative writing is associated with self-expressions, the flow of ideas, outsider expectations, growing confidence, and enjoyment of academic writing. they believe that good writing involves the ability to express ideas clearly and confidently to readers. also, they stress that creative writing enables the students to express themselves more efficiently and with great confidence. therefore, this study highlights the three following research questions: is there a relationship between fvr and creative writing? do the students need to improve their writing abilities through reading? what are the teachers' point of view? the implication of the study will have a great value to the students who want to improve their writing skills and go further into creative writing. to achieve this, the 190 osama yousif ibrahim abualzain exploring the impact of free voluntary reading in upgrading university students' creative writing at al baha university students have to go through free voluntary reading process. for syllabus designers, they have to choose best attractive reading materials that face the needs and the interests of the students. method thirty male students at al-baha university enrolling in the ba program in english department were chosen randomly as the participants of this study. the students specialize in english language and literature. the students' age ranged from 19 to 21 years old and they have been learning english for ten years. this study was conducted in february 2017. questionnaire and tests were employed to collect data for the study. teachers' questionnaire to make authentic and reliable data, it is incumbent to introduce the english teachers' point of view. the feedback of the english teachers is highly recommended in this type of study. according to oxford & leaver (1996), questionnaires can give general assessments. they are effective, quick, and easy to administer and don‟t threaten the respondents. generally, through the questionnaire, the english teachers were asked whether the fvr helps pushing forward writing creativity among students or not. the questionnaire used in this study is shown below. table 1. teachers’ questionnaire no. statement answer sd d n a sa 1. students face difficulties in writing as general. 2. the existing reading materials in the syllabus do not satisfy the needs of the students. 3. fvr develops language proficiency. 4. fvr encourages students to read for pleasure. 5. there is a close relationship between fvr and creative writing. 6. fvr introduces students to good models of creative writing. 7. the styles of fvr develop different writing techniques. 8. fvr materials including fiction develops creative imagination. 9. attractive reading materials inspire writing creativity. 10. exposing students to different types of reading materials provide background for good writing. * sd stands for strongly disagree. * d stands for disagree. * n stands for neutral. * a stands for agree. * sa strongly agree. students' pre and postwriting tests pre and post-writing tests are the same tests. they were administered before and after the treatment of fvr. specifically, the pre-test took place at the beginning of the semester, while the post-test was held by the end of the semester. during the research, the students were divided into two groups, namely control group and experimental group. the control group does not go under any additional reading practice, whereas the experimental group goes through extra free voluntary reading materials which were chosen by the readers themselves. the aim behinds this procedure is to find out whether there is any significant difference between 191 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 5, issue 2, june 2017 https://journal.uniku.ac.id/index.php/erjee the performances of the two groups. the preand post-writing test results were documented in order to compare and analyze the students‟ performance. by the help of the creative writing rubric, the performance of the two groups is evaluated and measured. the creative writing rubric used in this study is shown in table 2. table 2. creative writing rubric 1. poor 2. fair 3. good 4. excellent criteria no use of significant details (sole use of abstractions, generalizations and judgments) minimal use of significant details (they are significantly less than abstractions, generalizations and judgments) several use of significant details (they are significantly more than abstractions, generalizations and judgments) maximal use of significant details (there is no or just 1 abstraction, generalization and judgment) image no use of characters' physical appearance, action, thought, symbol, etc. to reveal characters (complete direct characterization) minimal use of characters' physical appearance, action, thought, symbol, etc. to reveal characters several use of characters' physical appearance, action, thought, symbol, etc. to reveal characters maximal use of characters' physical appearance, action, thought, symbol, etc. to reveal characters (complete indirect characterization) characterization no use of images to make the voice appealing minimal use of images to make the voice appealing several use of images to make the voice appealing maximal use of images to make the voice appealing voice no use of narrative to convey purpose (purpose is conveyed through formal statement) the use of narrative to convey purpose. story results and discussion the study explored the impact of free voluntary reading in upgrading university students' creative writing at al-baha university. as stated previously, questionnaire and tests were used to collect the data needed. questionnaire was used to know whether or not the fvr helps pushing forward writing creativity among students. while the test was used to see the students‟ performance before and after the treatment. the analysis of the collected data is shown in the following sub-sections. students' pre -test the students were given a storytelling which is considered to be one of the most popular types of creative writing in the pre and post-test. storytelling lends itself to both fiction and nonfiction. popular forms include flash fiction and short stories. the pre-test was given to both the control and the experimental group before the treatment. the result of the students‟ pre-test is described below. 192 osama yousif ibrahim abualzain exploring the impact of free voluntary reading in upgrading university students' creative writing at al baha university table 3. the correlations between the students' score on pre-test students' score excellent good fair poor students' score pearson correlation 1 -.222.509 ** -.309.076 sig. (2-tailed) .239 .004 .097 .688 n 30 30 30 30 30 excellent pearson correlation -.2221 -.362 * -.106-.189 sig. (2-tailed) .239 .049 .576 .318 n 30 30 30 30 30 good pearson correlation .509 ** -.362 * 1 -.372 * -.144 sig. (2-tailed) .004 .049 .043 .447 n 30 30 30 30 30 fair pearson correlation -.309-.106-.372 * 1 -.731 ** sig. (2-tailed) .097 .576 .043 .000 n 30 30 30 30 30 poor pearson correlation .076 -.189-.144-.731 ** 1 sig. (2-tailed) .688 .318 .447 .000 n 30 30 30 30 30 **. correlation is significant at the 0.01 level (2-tailed). *. correlation is significant at the 0.05 level (2-tailed). graph 1. the performance of the control and the experimental group on pre-test *1 stands for the control group *2 stands for the experimental group from table 3, we can observe that the correlations between the performance of the students in both control and experimental group is significant (0.01). in addition, graph 1 introduces and compares the performance of each group. because the students attend the same classes and experience the same situation, no considerable differences between the achievements of the students appear. 193 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 5, issue 2, june 2017 https://journal.uniku.ac.id/index.php/erjee students' post-test the post-test took place after the experimental group had gone through fvr process whereas the control group enrolled into their normal course. the result of the students‟ post-test is described below. table 4. the correlations between the performance of the students on post-test studentsscore excellent good fair poor studentsscore pearson correlation 1 .781 ** .675 ** -.271-.753 ** sig. (2-tailed) .000 .000 .148 .000 n 30 30 30 30 30 excellent pearson correlation .781 ** 1 .284 -.321-.583 ** sig. (2-tailed) .000 .129 .083 .001 n 30 30 30 30 30 good pearson correlation .675 ** .284 1 -.242-.690 ** sig. (2-tailed) .000 .129 .198 .000 n 30 30 30 30 30 fair pearson correlation -.271-.321-.2421 -.262 sig. (2-tailed) .148 .083 .198 .162 n 30 30 30 30 30 poor pearson correlation -.753 ** -.583 ** -.690 ** -.2621 sig. (2-tailed) .000 .001 .000 .162 n 30 30 30 30 30 **. correlation is significant at the 0.01 level (2-tailed). graph 2. the performance of the control and the experimental group on post-test 194 osama yousif ibrahim abualzain exploring the impact of free voluntary reading in upgrading university students' creative writing at al baha university table 4 and graph 2 show the performance of the control and the experimental groups on post-test. it shows clearly that the achievement of the students in control group does not reflect a considerable progress and seems to be the same. this is due to the limitations of reading sources which do not give the progress towards the students' abilities in writing as general and creative writing in special case. on the other hand, the experimental group shows obvious improvement in creative writing. on pre-test, only 7.00% of the students in the experimental group who got excellent score in writing creativity, while the portion rises up to 12.46% which is considered as a remarkable progress on post-test. also, 13.67% of the students got good degree on pre-test, whereas the percentage goes up on post-test and reaches 15.78%. besides, the students who showed poor performance on pre-test were 16.33% whereas a considerable improvement takes place on post-test and the percentage falls down to 8.64%. teachers' questionnaire teachers' questioner is a very important resource and a reliable data. after the process of consulting and piloting of the questionnaire, twenty five english teachers were selected as respondents. the questionnaire consists of ten statements and follows likert scale which is the most widely used approach to scaling responses in survey research. the format of a typical five-level likert item, for example, could be: 1. strongly disagree 2. disagree 3. neither agree nor disagree (neutral) 4. agree 5. strongly agree table 5. descriptive statistics of the teachers' questionnaire n mean std. deviation variance statistic statistic std. error statistic statistic items 10 5.50 .957 3.028 9.167 sd 10 2.60 .306 .966 .933 d 10 3.40 .340 1.075 1.156 n 10 3.70 .423 1.337 1.789 a 10 8.00 .447 1.414 2.000 sa 10 7.30 .396 1.252 1.567 valid n (list wise) 10 graph 3. the teachers' response to the questionnaire 195 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 5, issue 2, june 2017 https://journal.uniku.ac.id/index.php/erjee table 5 and graph 3 show the responses of the teachers to the questionnaire. the researcher categorizes sa and a as positive responses that support the idea of employing fvr to upgrade the students‟ performance in creative writing. n's score is neglected, sd and d responses are listed as negative ones. table 5 shows that the mean of the positive responses is 7.3 for sa and 8.00 for a, while the mean of the negative responses is 2.6 for sd and 3.4 for d. this reveals that the majority of the teachers confirm the importance of fvr in pushing forward creative writing skills among university students. conclusion from the data analysis, it becomes clear that fvr plays a critical role in upgrading students' creative writing at albaha university. the findings of this study match the research questions. the research questions in this study are answered clearly and supported by the data analysis. the results show that when the students restore to fvr and choose the reading materials themselves, a remarkable improvement will take place in all language skills especially in writing creativity. the teachers‟ responses also reveal that there is a close relationship between fvr and creative writing. here, the teachers confirm the importance of fvr to upgrade the students' creative writing and think that attractive reading materials generate writing creativity in the students‟ writings. the teachers also criticize the existing reading materials in the syllabus that lack attractiveness to motivate the students and inspire them to write creatively. references al-jarf, r. (2007). developing reading and literacy skills in saudi arabia. retrieved from: ksu.edu.sa/jspui/handle/123456789/ 7709. bader, l., veatch, j., & eldridge, j. (1987). trade books or basal readers? reading improvement, 24, 62-67. bastrukmen, h., & lewis, m. (2002). learner perspectives of success in an eap writing course. assessing writing, 8(1), 31-46. retrieved from: http://dx.doi.org/10.1016/s10752935(02)00032-6 blomer, y. (2011). assessment in creative writing. wascana review, 43, 61-73. brown, h. d. (1994). principles of language learning and teaching (3rd ed.). englewood cliffs, nj: prentice hall regents. butler, a. & turbill, j. (1987). towards a readingwriting classroom. portsmouth, nh: heinemann. day, r., & bamford, j. (2002). top ten principles of teaching extensive reading. reading in a foreign language, 14, 136-141. elley, w. (1991). acquiring literacy in a second language: the effect of book-based programs. language learning, 41, 375-411. jenkins, m. (1957). self-selection in reading. reading teacher, 10, 84-90. kantor, k. (1972). evaluating creative writing: a different ball game. the english journal, 64, 72-74. krashen, s. (1988). do we learn to read by reading? the relationship between free reading and reading ability (pp. 269298). in d. tannen (ed.) linguistics in context: connecting observation and understanding. norwood, nj: ablex. mackey, a. & gass, s. (2005). second language research. new jersey: lawrence erlbaum associates. may, s. (2007). doing creative writing. new york: routledge. newman, j. (2007). the evaluation of creative writing at m.a. level (uk). in s. earnshaw (ed.), the handbook of teaching creative writing. edinburg: edinburg university press. oxford, r. l., & leaver, b. l (1996). a synthesis of strategy instruction for language learners. in r. l. oxford (ed.), language learning strategies around the world: cross cultural perspectives. manoa: university of hawaii press. shanahan, t. (1980). the impact of writing instruction on learning to read. reading world, 19(4), 357–368. van den broek, p., & espin, c. a. (2012). connecting cognitive theory and assessment: measuring individual differences in reading comprehension. school psychology review, 41(3), 315-325. webster's new world college dictionary (4th ed). (2009). longman dictionary of contemporary english for advanced learners. 196 osama yousif ibrahim abualzain exploring the impact of free voluntary reading in upgrading university students' creative writing at al baha university english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 1077 investigating the sundanese traditional cuisine proper names through cognitive linguistic study for sundanese language learning elvi citraresmana (corresponding author) linguistics department, faculty of cultural sciences, universitas padjadjaran, indonesia email: elvi.citraresmana@unpad.ac.id lusi susilawati doctoral student, faculty of cultural sciences universitas padjadjaran, indonesia email: lusi17001@mail.unpad.ac.id hermandra indonesian language and literature education, universitas riau, indonesia email: hermandra@lecturer.unri.ac.id apa citation: citraresmana, e., susilawati, l., & hermandra. (2022). investigating the sundanese traditional cuisine proper names through cognitive linguistic study for sundanese language learning. english review: journal of english education, 10(3), 1077-1084. http://doi.org/10.25134/erjee.v10i3.6725 received: 21-06-2022 accepted: 23-08-2022 published: 30-10-2022 introduction sundanese traditional cuisine is one among other traditional cuisines in indonesia. indonesian society inherited traditional cuisines as indigenous cultural sustainability. this article discusses the naming of sundanese traditional cuisine. west java, where sundanese people as the majority community, is famous for the local food. to attract tourists with the local food, sundanese people have a unique way of naming their food. as yoopetch & chaithanapat (2021) shows, product branding is vital in sales because it has selling power. in addition, product branding is necessary for the consumers, particularly in food naming, since it could increase the taste and result in buying the product. as fitrisia et al. (2020) studied that exciting food depends on naming, such as fictitious personality, main ingredients, color, cooking process, similar appearance, seasoning, taste, cookware, and onomatopoeia. this recent research investigates how the sundanese people name their food through the cognitive linguistics approach. therefore, the research on sundanese food naming is crucial to cultural civilization sustainability. previous research investigated indonesian traditional food studies. fitrisia et al. (2018) studied their research in traditional culinary using culinary linguistics as their theoretical approach. they argue that food and language are universal characteristics, and culinary linguistics could explore indigenous wisdom since culinary linguistics is interdisciplinary. wijaya (2019) discussed the mapping of indonesian food culture. she emphasized that traditional culinary contributes to promoting indonesian culinary tourism through sociocultural exploration since the abstract: this research investigated the sundanese traditional cuisine proper names. the purpose of this research is to find out how sundanese people name their food through the mental lexicon that appeared in the sundanese traditional cuisine proper name. the proper cuisine names are collected from sukabumi, garut, and bandung restaurants. the research method applied is a qualitative one. through a cognitive linguistic study, the researchers investigated the phonological sounds and morphological processes that appeared in the sundanese cuisine proper names. the research revealed that the two and three-vowel sound combinations appear in the proper sundanese food names through conceptualization in cognitive linguistics. furthermore, the acronym also happens in this food’s proper names, considering the sound that could produce the exciting names. the research results show that names from the javanese region experience changes. sundanese people add the morpheme into the first syllables since sundanese people are not familiar with two syllables. to conclude, sundanese people name their food based on how the body reacts to a specification. the form of sundanese food’s proper name comes from the vowel sounds, which experience a morphemic process—the vocal sounds result in the rhyme. the consonant also tends to form a conceptual meaning that needs further discussion. the resulting research is also beneficial for learning the sundanese language. keywords: cognitive linguistics; morphological process; proper names; sundanese traditional cuisine. elvi citraresmana, lusi susilawati, & hermandra investigating the sundanese traditional cuisine proper names through cognitive linguistic study for sundanese language learning 1078 factors of nature, history, and culture shape indonesian food culture. the study is related to kasni & budiarta (2020), who also researched traditional culinary, particularly in bali, that supports sustainable tourism. however, they analyzed it from the perspective of culinary linguistics, which identifies traditional culinary lexicons. the other researchers who analyzed traditional indonesian foods from linguistics are sari & martiwi (2020). the research result in construction blending from the point of view of linguistics and culinary reveals its region’s identity, as well as the traditional mixing of culture and modern foreign one. meanwhile, wiyana et al. (2021) focused on the onomastics and branding for the indonesian traditional food “soto.” their study analyzed the naming and identifying the branding strategy to develop a culinary business. the research result shows that creating a branding model for traditional culinary soto is related to the behavior, presentation, and name of the people who make it. similarly, rahmawati & mulyadi (2021) conducted the research entitled “naming culinary in mandailing society: a culinary linguistic approach.” they applied the triangle theory proposed by ogden and richard. their research primarily aimed to identify the concept, meaning, and symbol of culinary names in mandailing society using qualitative research. the result of their research showed eight culinary names in the mandailing community. indonesia has several ethnic groups, one of which is sundanese, located in west java province, indonesia. sundanese is famous for its various traditional foods. several researchers have observed sundanese traditional food from some regions. durahmana et al. (2022) described the naming of sundanese foods in the kuningan region. the result of the study showed that the naming of sundanese foods in the kuningan region has three lexical variations: phonological, morphological, and semantic. in the garut region, the traditional sundanese food was analyzed by heriyanto et al. (2021). they observed the sundanese food originating from garut based on linguistics, syntax and semantics, and extralinguistic features. it was found that there is a correlation between packaging, culture, and tourism in garut. the two studies above focus on analyzing sundanese food from a linguistic perspective. however, some researchers also consider sundanese traditional foods as food security. amalia & marta (2019) believe that sundanese food is well maintained by food security regionally and nationally. they argued that sundanese foods are an element of the nation’s cultural identity as the local wisdom and culinary philosophy. ghufar & suhandano (2022a) discussed the lexicon of sundanese traditional foods. he analyzed it from the perspective of anthropological linguistics. his study showed that there are 17 lingual units of word forms and ten attributive endocentric phrases, which were classified into four parts of attributive processes (processing methods, regional origin, essential ingredients, and processed form). similarly, ghufar & suhandano (2022b) focused on the semantic naming and cultural point of view of sundanese traditional foods. their study shows seven semantic naming classifications: distinctive characteristics, inventor and creator, place of origin, ingredients, similarity, and new naming creation. furthermore, from the cultural point of view, there are three functions: enjoyment, social, and ritual. the studies above show that the research differs from this article, focusing on the proper name of traditional cuisine based on cognitive linguistics. cognitive linguistics is the branch of linguistics employed in the three fields; cognitive psychology, neuropsychology, and linguistics (rao, 2021). cognitive linguistics investigates the connection between language and the human mind and seeks the role of language through conceptualization and categorization (rakhimov, 2020). cognitive linguistics views linguistic cognition as inseparable from general cognition, and this study attempts to find an explanation of linguistic phenomena in terms of general cognitive strategies. moreover, gambarova (2021) argued that cognitive linguistics investigates speech and communication and human cognitive activity patterns. similarly, turakhonova (2022) stated that cognitive linguistics focuses on the mental phenomenon related to language. one of the branches of cognitive linguistics is cognitive semantics. its core is to investigate the conceptual system. cognitive linguistics offers a new view to support semantic extension (lu et al., 2020). method this study applies a qualitative descriptive method. the data were the sundanese food names obtained by interviewing and observing the names of respondents who created the food. those techniques are based on ethnographic methods offered by spradly (2017). first, the researchers collected the data by portraying the names of sundanese foods in restaurants, market snacks, and english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 1079 mall centers in bandung, sukabumi, and garut. then, we classified the data based on the form of the name studied by morphological process analysis and the form of the sound studied by phonological process. both morphological processes and phonological processes are based on sundanese language theories. then, the next activity was interviewing the respondents by asking specific questions related to food naming. the respondents are eligible in sundanese expertise to have holistic information on the symbolic meanings revealed from the sounds and form. finally, descriptively discuss the data. the data discussion will conclude eventually. in analyzing the data, the researchers applied the content analysis offered by lester et al. (2020), offering seven steps in conducting qualitative analysis, namely preparing and organizing the data, transcribing the data, becoming familiar with the data corpus, memoing the data, coding the data, producing categories and themes from underlying passages, and making the analysis process transparent. the analysis was first conducted in this research by gathering all the interview data. the obtained data were then transcribed. afterward, the researchers coded the data by specific names of sundanese cuisine based on its area and categorized it based on morphological and phonological processes. results and discussion the captured data were around 170 sundanese traditional proper names. those data are classified into two categories; morphological and phonological processes. proper names based on morphological process the most exciting thing is that the name of sundanese proper names was based on morphology, which is the creation of a word, including the process, and rule of its internal structure (simatupang & supri, 2020). the morphological process that occurred in the data was reduplication. the process of word formation copies parts of words (klamer & saad, 2020). reduplication in any language could be different, such as in the indonesian and japanese languages. indonesian and japanese languages have different formulations of reduplication on the affix and consonant reduplication and its function (mangga, 2018). the sundanese reduplication is also different, particularly in the sundanese cuisine proper name. from the data, it is found two kinds of reduplications; entire reduplication and part reduplication. entire reduplication the entire reduplication occurs in the data of ongol-ongol, bala-bala, onde-onde, and gado-gado. in this reduplication, the words are copied entirely. however, in the sundanese food proper name, it shows that it is not only a morphological process that occurs in the naming, but vowel also plays a vital aspect in the form of repetition, which is shown in the following table: table 1. vowel aspects on entire reduplication of sundanese proper names sundanese food vowel aspect bala-bala /a/ /a/+ /a/ /a/ ongol-ongol /o//o/ + /o//o/ onde-onde /o//e/ + /o//e/ gado-gado /a//o/ + /a//o/ bala is derived from the adjective that means dirty, disorganized place. when the adjective bala experiences repetition, it becomes bala-bala (data 1), in which this adjective changes into a proper noun. the repetition means that food looks untidy but not necessarily messy because the ingredients are a mixture of several vegetables. ongol-ongol and onde-onde are a kind of snacks that could not be identified where this food came from. ongolongol is a snack made from starch and dried palm flour served with grated coconut. one piece of literature says ongol-ongol is from betawi; others say it is from west java. the word ongol refers to mongolians which historically the mongolian people came to west java. then, the people inspired the sundanese to name the food (ghufar & suhandano, 2022b). onde-onde is a food made from rice flour and glutinous rice flour, which is formed round and sprinkled with sesame seeds. it is usually contained with sweet green beans. onde-onde also is claimed by other regions as their origin food. however, the research will not argue about where this food comes from, but since this name appeared in the data repository, the research tried to investigate based on the name. unfortunately, the west java department of culture and tourism records the name ongolongol and onde-onde as indonesian food. as a result, those names were excluded from the investigation. however, the name gado-gado is fascinating. although, it is hard to find valid information about the original name, one food blogger mentioned that there were versions of the originated gado-gado. the exciting thing she described is that gado-gado is derived from the verb ‘digado’ (sundanese language), which means that one only eats this indonesian salad without elvi citraresmana, lusi susilawati, & hermandra investigating the sundanese traditional cuisine proper names through cognitive linguistic study for sundanese language learning 1080 rice. therefore, the explanation is reasonable enough since gado-gado only consists of salad without rice (fauziah, 2022). part reduplication part reduplication occurs when initial syllables are repeated and inserted into the basic word form. the followings are the data belong to part reduplication: table 2. part reduplication on sundanese proper names sundanese food basic word initial syllable reduplication inserted into basic word rarauan rawu ra + [ra] + wu + an gegeplak geplak ge + [ge] + plak gegetuk getuk ge + [ge] + tuk papais pais pa + [pa] + is the name rarauan is derived from the word rawu; in sundanese means taking something, usually food, using a palm hand. the form of repetition shows the derivational part of speech from the verb rawu and adds the suffix [an], resulting in [rawuan] as the instruction from the hearer to a speaker; for example, “rawuan eta runtah” means ‘ambil sampah itu!’ (grab the rubbish). this instruction [rawuan] adds the morpheme [ra] and suffix [-an], which forms the noun rarauan with a different meaning from the previous one. gegeplak is a food made from rice flour. the name gegeplak is derived from the primary word form geplak. geplak is polysemy since it has two meanings: the verb means to talk in plain terms/to the point, and as a noun, it means delicacy made of rice flour, sugar, and desiccated coconut. another meaning of ‘geplak’ is the sound of hitting with the flat of the hand. in this case, it is assumed that the name ‘gegeplak’ comes from how this food is cooked by hitting with the flat of the hand (geplak), then forming it into the food. the name gegetuk is derived from the noun getuk. getuk is sweet cassava steam cooked and then finely pounded. javanese people also have the same name for ‘getuk.’ however, sundanese people insert the morpheme [ge] into the basic word form ‘getuk,’ so they result in the name ‘gegetuk.’ the name papais is derived from the noun pais and then added morpheme [pa]. the noun pais refers to food prepared by wrapping it in banana leaves and then cooking it in hot ash. this pais also comes from the verb mais. so, mais means to cook something wrapped in banana leaves, the same as pais. furthermore, the noun papais has the same meaning as the basic name pais. however, this food is steamed in an aseupan (the traditional cookware to steam). there are two other proper names for the three vowel sounds, i.e., cocorot and jojorong. cocorot is made from rice flour and coconut milk wrapped with coconut leaves. however, it does not mean that cocorot is derived from the primary word corot. the name cocorot was created since the shape of the food wrapped in coconut leaves is similar to corong (the funnel). therefore, this name experiences an additional morpheme [co] + [corot]. this proper name also eliminates the nasal sound [ŋ] and changes it to ‘t’ in ‘corot.’the morphological process also happens in jojorong. jojorong is a food made from rice flour and coconut milk filled with palm sugar and served with coconut leaves, which are fastened using a toothpick. the name jojorong is formed from the initial syllable’s primary word, jorong + [jo]. the word jorong is because of the shape, like the ellipse, and jorong experiences change from dorong (push) into jorong. the analysis shows that the additional syllable on part reduplication of the sundanese proper name changes the meaning. this finding supports the theory offered by (nurhayati & mahdi, 2018) that the suffix inserted into the basic words changes the meaning in the sundanese language. proper names based on phonological process the sundanese food proper names were also created from the phonological process. it occurs on the three vowel syllables sounds. such creation is shown in the following table: table 3. three vowel syllable sounds on sundanese proper names sundanese food three vowel syllable sounds godeblag /o/ + /e/ + /a/ gorejag /o/ + /e/ + /a/ colenak /o/ + /e/ + /a/ batagor /a/ + /a/ + /o/ bapatong /a/ + /a/ + /o/ burayot /u/ + /a/+ /o/ karedok /a/ + /ɛ/ + /o/ surabi /u/ + /a/ + /i/ keremes /ɛ/ + /ɛ/ + /ɛ/ perkedel /ɛ/ + /ə/ + /ɛ/ paladang /a/ + /a/ + /a/ chocodot /o/ + /o/ + /o/ dorokdok /o/ + /o/ + /o/ cocorot /o/ + /o/ + /o/ jojorong /o/ + /o/ + /o/ english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 1081 in sundanese cuisines, there are two vowel syllable sounds and three vowel syllables sounds. these two and three-vowel syllable sounds occurred because the sundanese language has seven vocal phonemes. the combinations of three vowel syllables sound to produce the rhyme such as /o/+/ɛ/+/a/ see data (5), (6), (7), /a/+/a/+/o/ see data (8), and (9), /u/+/a/+/o/, /a/+/ɛ/+/o/, /u/+/a/+/i/ see data (10), (11), (12). the three same vocal syllable sounds also happen in /ɛ/+/ɛ/+/ɛ/, /ɛ/+/ə/+/ɛ/, /a/+/a/+/a/, and /o/+/o/+/o/, see data (13), (14), (15), (16), (17), (18), (19). the name perkedel has different sounds even though the phoneme /e/ is the same; however, it produces /ɛ/ and /ə/. sundanese proper names conceptualization in line with the cognitive semantics understanding, there are four guiding principles: conceptual structure is embodied, semantic structure is conceptual structure, meaning representation is encyclopedic, and meaning construction is conceptualization. for example, the proper name in sundanese traditional cuisine contains sounds that make the people easy to listen to and remember, such as bala-bala comes from the embodiment. bala means disorganized place, and usually, there is much dirt on the floor. so this bala-bala is named after the food because this food contains vegetables such as carrots, green onions, and shredded cabbage. they are mixed using flour and form a shape that is not very tidy. the sounds /o/+/e/+/a/ emerges in godeblag, gorejag, colenak. godeblag is snack food from tasikmalaya. it is a food made from cassava and flour fried in an oversized shape. the form looks like cireng (acronym: aci digoreng); the shape is more extensive than cireng. the name godeblag, based on the size, is derived from the word goblag (big, huge, giant—metaphorically). for example, “eta sapatu sagede goblag” means ‘those shoes are big.’ morpheme [de] is inserted into the first syllable goblag; it becomes [godeblag]. the name gorejag is the acronym. it is shortened from goreng jagung (fried corn). however, gorejag also has lexical meaning, i.e., when someone is in a lying position, and he suddenly wakes up and jumps out of bed. the name colenak is also the acronym. it is shortened from ‘dicocol enak’ (dipped into – food and tastes delicious) as a verb phrase. the combination sounds /u/ + /a/+ /o/, /a/ + /ɛ/ + /o/, /u/ + /a/ + /i/ happens in burayot, karedok, surabi. burayot means hanging (semantically plural) since the shape looks like something hanging (more than one). karedok is the raw vegetables with peanut butter poured into them. it is not easy to describe this food and mapped onto other entities since karedok is typical sundanese people who eat vegetables a lot in their daily lives. surabi is a snack that looks like a pancake in deutch. however, surabi does not contain eggs; it contains flour, rice flour, and coconut milk. similar sounds and the same sound appear in /ɛ/ + /ɛ/ + /ɛ/, /ɛ/ + /ə/ + /ɛ/, and /a/ + /a/ + /a/, /o/ + /o/ + /o/. the phoneme /e/ has different sounds, such as /ɛ/, /ə/, and /ĕ/. the sound /o/ usually happens in the javanese language; as a matter of fact, sundanese people also know the sound /o/ like in dorokdok and chocodot. the interesting story about the name dorokdok happens in the consonant /d/+/k/+/d/+/k/ with the /r/ in between. this name creates due to the sounds produced when one bites it since those consonants are the type of vibrated apicodental. the morphological process appears in the data. the morphological process comes from the imagery and the experiences of the people who create the name, for example, rarawuan. rarawuan comes from the experience when people take something with their bare hands and take as much as they want, and what they do is mapped onto the food, in which the chef takes the ingredients as much as he wants and then forms it into the food, the shape is not rounded, but it is shaped as it is. the name gegeplak also creates from the sounds when the ingredient is cooked. it sounds “geplak” based on their imagery; the sound “geplak” is caused by hitting with the flat of the hand. adding morpheme [ge] causes the activity happens over and over. this also happens in gegetuk. getuk is from javanese. sundanese people add morpheme [ge] since sundanese people know two syllables instead of one syllable. by adding the morpheme [ge], this name, getuk, images the repetition that this food is made repeatedly. it also happens in papais, which comes from pais, the name of food usually cooked, steamed, and wrapped in banana leaves; instead of using one syllable pais, sundanese people add morpheme [pa] to make it easy to produce. the above proper names of sundanese cuisine were created from the imagery of the cognitive knowledge transformed into food naming. cognitive knowledge benefits those who want to learn the sundanese language, which begins by introducing the closest thing (food) since humans think and learn based on what they see and experience. therefore, it is under cognitive linguistic comprehension. therefore, such a cognitive style positively affects the learning strategy tambi, murtadho, & rafli, (2019). elvi citraresmana, lusi susilawati, & hermandra investigating the sundanese traditional cuisine proper names through cognitive linguistic study for sundanese language learning 1082 conclusion the discussion above proves that the food’s proper names are one of the cultural sustainability. sundanese people produced the proper food names based on embodiment experiences. the sounds are produced by the available vowel sounds that sundanese people know. the combinations of sounds resulting from the phonological process create the rhyme. psychologically, people might hear and remember easily by listening to the rhyme. the repetition form appears in two and three vocal sounds, and the morphological process happens because sundanese people are unfamiliar with two syllables. however, they are familiar with three syllables. therefore, the investigation of acronyms needs to be analyzed further. the consonant combination also needs to be investigated. meanwhile, the cognitive linguistics of proper names can also be used to learn the sundanese language. acknowledgment the researchers are grateful to universitas padjadjaran, who has given us fully funded research under unpad internal research grant for lecturers. references amalia, r. m., & marta, d. c. v. m. 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(2021). tourist shopping of apparel products and brand loyalty. kasetsart journal of social sciences, 42(2), 269274. https://doi.org/10.34044/j.kjss.2021.42.2.08 elvi citraresmana, lusi susilawati, & hermandra investigating the sundanese traditional cuisine proper names through cognitive linguistic study for sundanese language learning 1084 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 8, issue 2, june 2020 https://journal.uniku.ac.id/index.php/erjee 337 the learning style of high achiever students of english department of iain samarinda umar fauzan iain samarinda, indonesia e-mail: umar.fauzan@iain-samarinda.ac.id rostanti toba iain samarinda, indonesia e-mail: rostantitoba@gmail.com nirmayana iain samarinda, indonesia e-mail: nirmayana1811@gmail.com apa citation: fauzan, u., toba, r., nirmayana. (2020). the learning style of high achiever students of english department of iain samarinda. english review: journal of english education, 8(2), 337-344. https://doi.org/10.25134/erjee.v8i2.4656 received: 12-04-2020 accepted: 05-05-2020 published: 01-06-2021 introduction learning style can be used by students to learn a language, including english. it can be described as the set of factors behavior and attitudes facilities learning for an individual in a given situation. learners can perceive and process information in a learning situation (amelia, 2018). in this case, the dominant factor that influences students’ learning is learning style. it is a factor that dominant the success of learning in order to understand that every individual has a unique style of learning whether visual, auditory, and kinesthetic, they are different from each other (gunawan, 2012a; 2012b). moreover, learning style is one dominant factor because learning style is influenced by our brain (winardi, 2010). it is the combination between brain domination of how people manage and deal with information and the modality of the easiest way how people deal with information (deporter & hernacki, 2005). the learning style is influenced by human brain because it has a big capacity to save memories or experiences of learning. some people have a different brain capacity to receive and understand things through the brain. additionally, human brain has a different capacity in the process of accumulating and managing information, while some of the human brains are capable of receiving and managing information quickly, some of the brains that process information slowly. learning style is happened naturally and goes by quite unnoticed in many cases. in psychology, the term learning styles refers to learner’s preferred general approach to learning, which includes the process of absorbing, processing, and retaining new information. in the process of second language acquisition, the term language learning style refers to language learners’ preferred approach to language acquisition. it is internally based characteristic often not perceived or used consciously, that are the basis for the intake and understanding of new information (reid, 1995; 1998; 1987). learning style has been defined as a consistent way of functioning that reflects the underlying causes of the learning behavior (keefe, 1987). learning style is both a characteristic that abstract: learning style is the method of a person to get solutions from problem-solving in process of learning. in this case, students’ learning styles have closely relation to their achievement. in this research, the researchers focus on the the type of learning styles of high achiever students of the english department at iain samarinda. this is a survey research where the researchers collected by usig the perceptual learning style preference questionnaire. the subject of this research is the high achiever students of the english department at iain samarinda that consists of twenty-two students from fifth and seventh semester students. this research found that all of learning styles exist in this research results where visual learning style become the highest percentage among others. students’ learning habits in everyday life also play important role in determining their learning style. research discussion and suggestion are provided further in this study. keywords: english language learning; high achiever students; learning style umar fauzan, rostanti toba, & nirmayana the learning style of high achiever students of english department of iain samarinda 338 indicates how a student learns and likes to learn, as well as instructional strategy informing the cognition, context and content of learning. to go further, learning style has some characteristic on which they are based. the first is that every person, student, and teacher alike has a learning style, learning strength, and weakness. teachers can use students’ learning style as a tool to develop their student learning. teachers can help students by understanding or knowing their students' preferred learning style (deporter & hernacki, 2005). in other words, a successful learning place teacher to boost students’ strength and build their capacity to learn in a range of style. thus, teachers need to have an understanding for different learning style within the class. moreover, learning style is characterized by the degree to which the learner emphasizes abstractness over concreteness in perceiving information and the degree to which he or she emphasizes action over reflection in processing information in a learning situation (kob et al., 2018). additionally, learning style is a term that describes the variation among learners in using one or more senses to understand, organize, and retain experience (dunn & dunn, 1998). then, it is also a learner’s consistent way of responding and using stimuli in the context of learning (claxton & ralston, 1978). the characteristic of learning style differs on learner from another, such as visual, auditory and kinesthetic. based on reid (1995; 1998; 1987), there are six fundamental characteristics of learning styles including 1) every person, student, and teacher alike, has a learning style and learning strengths and weaknesses; 2) learning styles exist on wide continuums, although they are described as opposites; 3) learning styles are value-neutral, that is, no one’s styles are better than others; 4) students must be encouraged to ‘stretch’ their learning styles so that they will be more empowered in a variety of learning situations; 5) often students’ learning strategies are linked to their learning styles; 6) teachers should allow their students to become aware of their learning strengths and weakness. furthermore, learning style is connected to learning strategies. in this case, direct learning strategies are useful to help students store and recover information (oxford, 1990). additionally, learning strategies can influence students’ success in learning. it means that learning strategies can help learners to produce language even when there is a knowledge gap, it can also help them to understand and use new language. learning strategies are specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations (oxford, 1990). in this case, learning strategies have twelve key features i.e 1) contribute to the main goal that is communicative competence; 2) allow learners to become more self-directed; 3) expand the role of teachers; 4) problem-oriented; 5) specific action was taken by the learner; 6) involve many aspects of the learner, not just the cognitive; 7) support learning both directly and indirectly; 8) not always observable; 9) often conscious 10) can be taught; 11) flexible; and 12) influenced by a variety of factors (oxford, 1990). learning strategies can assist students in facilitating everything in the learning process such as making it easier for students to complete assignments in their way without having to follow the directions given. it means students have different skills in answering and completing their assignments with the learning styles they have. identifying learning styles and strategies could be very beneficial both for students and for teachers. many specialists suggest to teachers of foreign languages not deal only with teaching a language but pay attention to learning strategies (amelia, 2018). concerning with high achievers students, they have different reasons in applying learning strategies when they get problems. therefore, there are several criteria of high achievers i.e high achiever students develop their own effective and efficient strategies that suit themselves in their learning process (mubarok et al., 2016), and high achievers who interested in learning and enjoying school (kingore, 2004). moreover, regarding with learning style, some experts said that there are three types of common learning styles i.e visual, auditory, and kinesthetic. yong (2010) said that visual learning style refers to a preference for learning through vision and visual learners rely on their sight to take the information. additonally, sadker & sadker (2005) stated that students learn the best seeing, students will find the information when it is explained by the aids of textbooks, charts, picture, course outlines, and graphics and visual learners like to keep their on the teacher by sitting in front of the class and watching the teacher closely. moreover, deporter & hernacki (2005) were covering that characteristic of visual learner are tidy and order, talk active, a good planner and manager, detail and attentive, good performing in english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 8, issue 2, june 2020 https://journal.uniku.ac.id/index.php/erjee 339 appearance and presentation, good speller, good at remembering what they see, good at memorizing using visual association, not easy to be disturbed by noisy, bad in memorizing verbal instruction, good in reading speed and diligent, good in learning by reading than listening to someone, need whole vision and objective, good in taking notes during in phone cell. different with visual learning style, auditory learning style is learning through hearing lectures or audiotapes (daiek & anter, 2004). additonally, daiek & anter (2004) elaborate features of auditory learners are listening to tapes, watching documentaries, speaking about the subject, sounding out words, using rhymes, having discussions, explaining notes, using word links, taping-recording studying, using oral direction, talking, and listening with a partner, using rhythmic sounds, listening carefully, talking to own selves and reading aloud. student can accurately remember details of information heard in conversation or lectures. according to deporter & hernacki (2005), they pointed that auditory learners talking to own self when working, getting easy to be disturbed by noise, speaking in a good rhythm, used to be a fluent speaker, listening to music rather than art, learning by listening and remembering what they discussed rather than seeing, speaking, discuss and telling a story completely, having a job problem which commits to visualization, spelling loudly rather than to write, making a joke than to read comic. regarding with the next learning style, kinesthetic learners will show a preference for demonstration and physical activity involving bodily movement (brown, 2007). this type of learner learns best by doing. they will catch the idea easily when it is explained by instructional aids of skits and role-play (brown, 2007). students learn best by using their hands “handson learning” or by full-body movement. deporter & hernacki (2005) claimed the characteristic of kinesthetic learners are speaking slowly, responding to physical gesture, touching people for getting their attention, standing closer when talking with someone else, orienting to physics and much made moving, learning through manipulation and practice, memorizing by walking while seeing, using fingers to point when reading, using body language intensively, never staying quiet for a long time, bad to remember geography, excluding if they have ever visited the place, using much action verbs, reading a book which oriented to the plot, having an untidy characteristic, tending to do everything, playing games much. everyone has a different learning style, but everyone has uniqueness (felder & silverman, 1988). if lecturers or instructors do not adjust teaching to students' learning styles, it will create discomfort and lack of attention from students (felder & silverman, 1988). students’ learning styles may be influenced by their reactions to personal life experiences and approaches to learning as well as their previous learning habits. additionally, students’ learning style is influenced by students’ personality, habits, and behaviour (kolb & kolb, 2013). in fact, people usually have just one dominant style (deporter, 1992). in other words, everyone has a different learning style from the others, but one of those styles will be dominant. researches concerning with students’ learning style (amchosihi, 2013; amelia, 2018; pramongkit, 2019; tabatabaei & mashayekhi, 2013; phantharakphong, 2012), learning strategies (mubarok et al., 2016), learning achievers (kob et al., 2018; salikin et al., 2017), as well as relationship between learning styles used by high, mid, and low achievers (samperio, 2019; kamarulzaman, 2012; violita, 2014; jahanbakhsh, 2012; khasanah, 2014), connectivity between teaching methods and learning styles to students’ achievement (munir et al., 2019) seems very fascinating and connected to each other. considering the importance of the topic chosen by the researchers, it is obvious that learning style which related to students’ achievement in english learning becomes very important. therefore, the researchers are intended to investigate the learning styles of high achiever students in learning english particularly in the context of higher education at iain samarinda, indonesia. method this research is a survey study (creswell, 2012b) where the intention of the researchers is to investiagte the learning style of high achiever students at english department at iain samarinda, indonesia. in terms of choosing the subject, the researchers relied on purposive sampling technique (bhatti & sundram, 2015; allen & yen, 1979) in order for the researchers to get apropriate subject who are suitable for this research. purposive sampling technique was done by seting up the criteria of high achiever students i.e those who got “a” grade for speaking course umar fauzan, rostanti toba, & nirmayana the learning style of high achiever students of english department of iain samarinda 340 and have atleast 3.5 for the gpa. thus, from three classes from fifth semester and two classes from seventh semester, the total number of subject selected was twenty-two students. moreover, the data in this research is divided into two types of data i.e primary and secondary data. in order to gain the primary data, the researchers used close-ended questionnaire (creswell, 2012; johnson & christensen, 2000) in the form of statements referring to learning styles so that the students can choose whetehr to strongly agree, agree, undecided, disagree, and strongly disagree. in this case, the questionnaire analysed by using likert-scale (creswell, 2014) in order to figure out the high achiever students’ types of learning styles. meanwhile, the secondary data were obtained from semistructured interview (cresswell, 2005; bernard, 2002; dörnyei, 2007) to those students which conducted online. the secondary data contained learning devices and habits of high achiever students in learning english. results & discussion findings data gained from questionnaire types of learning style table 1. types of learning style of high achiever students indicators stro ngly agre e % agree % unde cided % disa gree % stro ngly disa gree learning better by reading when the teacher writes on the whiteboard 0 0% 17 77% 2 9% 3 14% 0 remember better when reading the instructions 4 18% 11 50% 6 27 % 1 5% 0 understand better when reading the instructions 2 9% 17 77% 2 9% 1 5% 0 learn better by reading than by listening 4 18% 7 32% 6 27 % 5 23% 0 learning more by reading textbooks than listening lecture 2 9% 7 32% 9 41 % 4 18% 0 understand better when the teacher tells the instructions 4 18% 14 64% 2 9% 2 9% 0 learning better when someone told something 2 9% 13 59% 6 27 % 1 5% 0 remember things by learning, heard is better than reading 2 9% 14 64% 5 23 % 1 5% 0 learning better when the teacher gives a lecture 0 0% 14 64% 7 32 % 1 5% 0 learning better in class when listening to someone 1 5% 14 64% 4 18 % 3 14% 0 prefer to learn by doing something in class 2 9% 10 45% 6 27 % 3 14% 1 do something in class, learning make better 2 9% 12 55% 5 23 % 3 14% 0 enjoy learning in class by doing an experiment 6 27% 12 55% 4 18 % 0 0% 0 understand things better in class when participating in roleplaying 4 18% 12 55% 6 27 % 0 0% 0 learning best in class when can participate in related activities 5 23% 12 55% 5 23 % 0 0% 0 the most dominant learning style table 2. table of the most dominant learning style item frequency percentage i learn better by reading what the teacher writes on the whiteboard 17 77,3% english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 8, issue 2, june 2020 https://journal.uniku.ac.id/index.php/erjee 341 when i read instruction, i remember them better 11 50% i understand better when i read instructions 17 77,3% i learn better by reading than by listening to someone 7 31,8% i learn more by reading textbooks than by listening to lectures 9 40,9% when the teacher tells me the instruction i understand better 14 63,6% when someone tells me how to do something in class, i learn it better 13 59,1% i remember things i have heard in class better than things i have read 14 63,6% i learn better in class when the teacher gives a lecture 14 63,6% i learn better in class when i listen to someone 14 63,6% i prefer to learn by doing something in class 10 45,5% when i do things in class, i learn better 12 54,5% i enjoy learning in class by doing experiments 12 54,5% i understand things better in class when i participate in role-playing 12 54,5% i learn best in class when i can participate in related 12 54,5% data gained from interview this part of research findings, the researchers found high achiever students in terms of learning devices used as well as habits of learning style they used to do in daily life. in terms of communication, high achiever students actively use english in their daily lives e.g whatsapp application for long-range comunication by sending messages both in terms of chatting and voice call. other than that, in terms of using smartphones, all of them use english as the language used on their smartphone setting. the next fact showed that high achiever students often listen to english music and watch youtube on their smartphones. specifically, they use english music to learn english vocabulary and pronunciation through listening to the english songs as well as reading and pronouncing the lyrics provided online. in terms of the use of youtube, they often watch english movies with english subtitle, video of english songs, and english learning content from famous youtubers. other than that, some other social media also used as devices for learning english by the high achiever students i.e twitter, instagram, and facebook. in this case, they use those three platforms of social media to share their daily activities, thought, and feeling by using english. additionally, they use those social media to make a friend with foreign citizens so that they can practice to speak and write in english. moreover, the high achiever students also learn vocabulary through english quotes shared on the social media. not only regarding with english learning habits in daily life as well as devices they use in learning english. another fact showed that the high achiever students have certificate of merit from prestigious english competitions e.g english poetry and speech competitions. in this case, they said that by joining such english competitions, they can have memorable and reputable achievements in english. additionally, they can develop as well as invent their talent in english language area as well as training their mentality to perform in front of public. discussion from the research findings above, all of the three types of learning styles used by the high achiever students. in this case, major findings in this research is that most of high achiever students are considered as visual learners. it is indicated by the result where 77,3% students mentioned that they learn better by reading what the teacher writes on the whiteboard. additinally, 77,3% students noted that they have better understanding when they read instruction given by lecturers. it is supported by the result found from interview where most of the students use social media to read english quotes and information e.g from whatsapp, instagram, twitter, and facebook. this result is similar to the previous study conducted by pramongkit (2019) where visual learners are more dominant than the auditory and kinesthetic learners in class. this research also supported by kob et al. (2018) where visual is the highest percentage of students’ learning style among others. the second place of learning style used by high achiever students is auditory style. specifically, 63,6% students said that they remember lessons they heard better than what they see. in addition, 63,6% students pointed out that they understand better when they listen to lecturers’ explanation as well as when lecturers giving oral instruction. in this case, high achiever students who are considered as auditory students use social media for listening to english songs such as the use of spotify, joox, sound cloud, resso, and youtube. similar with this research, a research from phantharakphong (2012) found that auditory became the second learning style of the students. finally, kinesthetic becomes the lowest percentage of learning style of the high achiever umar fauzan, rostanti toba, & nirmayana the learning style of high achiever students of english department of iain samarinda 342 students. particularly, 45,5% students understand better when they are learning by doing such as having classroom experiments and role-playing. in this case, this type of students love watching english movies. in a research from phantharakphong (2012), it showed that kinesthetic is the most learning style having by students in learning. meanwhile, visual learning is the lowest percentage of learning of the students. it is also similar to a research from amchosihi (2013) where kinesthetic learning style became students’ learning style preference. the findings from this research indicate that none of the three learning styles whether visual, auditory, or kinesthetic always become the highest learning style. surely there is an influence from learning behavior and students’ personality (kolb & kolb, 2013). therefore, the students’ daily activity on learning and the way they use various types of learning devices contribute to the shaping of the students’ learning style. conclusion the findings of this research drive to two major results. the first is that all of the types of learning styles whether visual, auditory, or kinesthetic do exist in learning styles of english department students at iain samarinda. the second main result in this research is that from those three learning styles, it is found that most of the high achiever students of english department at iain samarinda is visual learning style. specifically, they have better understanding when they read instruction given by lecturers as well as see and read the display of explanation from the lecturers. the learning style of the high achiever students have closely relation to the learning habits in their daily lives. particularly in this research, the high achiever students use different platforms of social media to learn english e.g youtube, twitter, facebook, instagram and some others to search and share information in english. in conclusion, none of those learning styles become the most popular or better than others, but it really depends on the students’ personality and habits in learning. therefore, it is suggested to further researchers to dig deeper to efl students’ learning styles in relation to students’ behaviour and attitude that shape their learning styles. references allen, m. j., & yen, w. m. 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(2010). a study on cultural values, perceptual learning style and attitudes toward oracy skills of malaysian tertiary students. european journal of social sciences, 1. umar fauzan, rostanti toba, & nirmayana the learning style of high achiever students of english department of iain samarinda 344 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 9 analysis of motivation and non-cognitive personalities in english achievement and global competences: the case of agriculture students dian islami prasetyaningrum department of socio-economics, faculty of agriculture, universitas brawijaya, malang, indonesia email: dianislami@ub.ac.id hafida ruminar departement of plant pest disease, faculty of agriculture, universitas brawijaya, malang, indonesia email: hafidaruminar@ub.ac.id asihing kustanti department of socio-economics, faculty of agriculture, universitas brawijaya, malang, indonesia email: kustanti@ub.ac.id putra irwandi department of socio-economics, faculty of agriculture, university of brawijaya, veteran street, malang 65145, indonesia email: putrairwandi2000@gmail.com apa citation: prasetyaningrum, d. i., ruminar, h., kustanti, a., & irwandi, p. (2023). analysis of motivation and non-cognitive personalities in english achievement and global competences: the case of agriculture students. english review: journal of english education, 11(1), 9-16. https://doi.org/10.25134/erjee.v11i1.6805 received: 09-10-2022 accepted: 27-12-2022 published: 28-02-2023 introduction today, the ability to comprehend, be open to cultural diversity, and communicate effectively with people worldwide has led to global competence. according to oecd (2018), global competence also may be measured by the ability to examine local, global, and intercultural issues, to understand and appreciate the perspectives and worldviews of others, to engage in open, appropriate, and effective interactions with people from different cultures, and to act for collective well-being and sustainable development (schell, 2020). furthermore, parmigiani et al. (2022) state that global competence concerns knowledge and skills and the active engagement appropriate for the diverse societies for the world's sustainable future. global skills define global competence as more than just talking about how people may communicate using english as an international language. however, it also can engage with the abstract: the ability to speak english is essential to compete in global competition. as a provision in this competition, honing global competence must get attention. good english skills and the knowledge related to the capacity to identify cultural differences and willingness to interact with other people are also critical. the success of mastering these abilities cannot be separated from the role of individual personality and learning motivation as factors that influence the success of educational outcomes. this research wants to discover the influence of non-cognitive personality that will moderate students' motivation to learn english, which will also affect the achievement of english learning outcomes and global competence. the non-cognitive personalities are taken from goldberg's big five personality traits (1992), namely openness to new experiences, conscientiousness, enthusiasm for socializing (extraversion), agreeableness, and neuroticism). the research used an online survey of 304 first year faculty of agriculture students who took english courses. data analysis used descriptive qualitative study. the results obtained showed that extraversion personality dominantly influences the motivational variable. meanwhile, the global competence and skills variables are dominated by openness. lastly, the global knowledge variable is dominated by neuroticism. keywords: big five personality traits; english; global competence; non cognitive personality. mailto:dianislami@ub.ac.id dian islami prasetyaningrum, hafida ruminar, asihing kustanti, & putra irwandi analysis of motivation and non-cognitive personalities in english achievement and global competences: the case of agriculture students 10 world'sworld's society, talking about culture, issues, and many aspects to carry out sustainability in the world. as a global language for communicative purposes, english skills are essential in many aspects, namely individual lives, careers, and future professional success. fernandes (2018) stated that as english is a required skill, we can hear english almost everywhere: english can be your lifesaver language when traveling. as a student, english is mandatory (or becoming) one of the subjects. the success in mastering english as a tool of communication or educational outcomes is also related to the personality traits owned by an individual. in recent years, scholars have stressed the significance of comprehending the role of personality traits in achieving particular rather than overall achievement. meng et al. (2018) showed in their study that personality traits significantly influence global competence and english achievement, which largely determines effectiveness in the current globalized world. understanding individual personality differences in english language achievement can help identify the motivational processes that facilitate optimal academic outcomes and inform the design of interventions to improve student performance (cao & meng, 2020). as the basis for analyzing the relationship between personality and english achievement, this study uses the five big personality traits (big five personality traits) (goldberg, 1992 cited in rizvanović, 2018). the personality traits include openness to new experiences, conscientiousness, enthusiasm for socializing (extraversion), agreeableness, and mental stability (neuroticism). the term is generally shortened to ocean (openness, conscientiousness, extraversion, agreeableness, and neuroticism). mccrae & costa (2008, cited in lampropoulos et al., 2022) widely recognized that these five personality traits could capture most of the variation in behavior patterns and are appropriate for learning behavior and daily performance across multiple domains and contexts. previous research has discussed the relevance of individual personality to academic achievement, in which conscientiousness and neuroticism are the dominant personalities in determining students' academic success (baumann & harvey, 2021; ollfors & andersson, 2021). the association between the five big personalities and english achievement remains largely unexplored, particularly in esp (english for specific purposes) pupils need to be explored. unfortunately, many students have not achieved the desired english proficiency level due to a lack of individual educational goals and perspectives. therefore, this study aimed to fill the gap by analyzing the relationship between the role of learning motivation and five non-cognitive personality traits in english language achievement, especially for students of the faculty of agriculture at universitas brawijaya. education and training, especially those related to personality, are very much needed by educational institutions to improve the quality of resources. knowing the results of the analysis on student motivation and dominant personality that affects the achievement of english will be a significant investment in the quality of students to achieve global competence. this study was conducted objectively to determine the relationship between motivation and non-cognitive individual personality on english learning achievement and global competence and to find out the analysis results on student motivation and dominant personality that affect english language achievement and global competence. the influence of non-cognitive personalities to the foreign language achievement the big five personalities are promising approaches to conceptualizing and assessing the non-cognitive personality. among the five personalities, conscientiousness is highly correlated with successful academic achievement. conscientiousness is the measure of how thoughtful and organized an individual is. the goal-directed behavior and socially required impulse control and the individual's orderliness, thoroughness, and work ethic (lampropoulos et al., 2022). so, a conscientious individual is someone reliable, self-disciplined, and ambitious. the next trait is neuroticism, which refers to emotional control and stability. in this dimension, people with neuroticism personalities are described as worrying, anxious, nervous, insecure, and stressed. mental stability and thinking (neuroticism) are closely related to a person's anxiety (anxiety) in learning. students who experience mental and thinking instability show a lack of ability to control their emotions, which will undoubtedly affect their academic achievement because tani et al. (2019) mentioned in the study that there is a positive relationship between socioeconomic, psychological, and environmental factors and academic performance. these two traits are often used as an accurate english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 11 measurement of the success of students' academic achievement. the other three traits, openness, extraversion, and agreeableness, correlate with students' academic performance. according to a study conducted by palmisano (2021), openness to experience will determine an individual's level of curiosity, imagination, tendencies to seek compelling circumstances, and stimuli found to be significantly and positively associated with a student's effort exertion and academic performance. next is agreeableness, associated with a high level of emotional support and a caring attitude toward others. it is also related to the ability and quality of friendliness, politeness, cooperative behavior, and generosity. according to komarraju, karau, schmeck, and avdic (2011, cited in palmisano, 2021), agreeableness is correlated with academic achievement but not with the same strength as conscientiousness and openness to experience. meanwhile, enthusiasm in socializing (extraversion) describes a person's ability to interact socially and desire to talk or build communication with others; it is related to an extrovert personality. however, the ability to socialize will be helpful in contextual foreign language learning, which is somewhat different from the academic atmosphere. learning a foreign language needs many opportunities to practice and increase confidence in speaking and communicating using the language (wen, 2018). thus, the five traits in the big five personality traits need to be studied further in their influence on the achievement of foreign language learning, especially english. the influence of non-cognitive personalities on the global competence global competence in this study focused on three dimensions: knowledge, skills, and attitudes (meng et al., 2018). global competence is essential to master because it will significantly determine the ability to interact globally. global knowledge refers to knowledge of one's culture and foreign culture, which includes traditions, norms, and history to provide information in intercultural interactions. moulita (2019) states that global ability is closely related to intercultural communication. therefore, the global ability is defined as the ability to carry out various communication behaviors effectively and appropriately, combining one cultural identity with another or various identities in different cultural environments. meanwhile, the global attitude shows a positive attitude towards cultural differences and a desire to be involved in cultural diversity. in an academic environment, global competencies that include these three dimensions must be developed because not only international students but also domestic students are also expected to be able to compete globally. if it is associated with non-cognitive personality, the top five personal personalities also play a role in a person's ability to increase global competence. for example, a person with conscientiousness and neuroticism is reluctant to engage in cultural diversity. it is supported by research conducted by ramirez (2016) (cited in cao & meng, 2020) found a negative correlation between these two traits and an increase in global ability in multiculturalism. conscientious nature is associated with a conservative personality, while neuroticism is closely related to social anxiety (social anxiety), feelings of insecurity (insecurity), and moodiness. this personality will directly affect a person's desire to be involved in an intercultural context. other traits, openness, extraversion, and agreeableness, influence an individual's ability to communicate and build interpersonal relationships. a person's level of openness will significantly affect the perspective of cultural differences. the higher the nature of openness, the more open one's point of view is in seeing cultural differences as exciting and fun, and vice versa, to be more open to positive exposure to new cultures and people (cao & meng, 2020). extraversion, also known as extrovert personality, positively predicts the ability to build good communication and cross-cultural friendships due to the prototypical extravert being talkative, gregarious, prefers taking charge, expresses positive emotion, and enjoys stimulating activities (wilmot et al., 2019). meanwhile, agreeableness can be measured as a determinant of a person's ability to adapt to social situations in multicultural contexts. based on connolly and seva (2021), agreeable individuals tend to be empathic, warm, caring and trusting rather than distant, unfriendly, and uncooperative. the influence of motivation and foreign language achievement human motivation determines a person's desire to be actively involved and work on an activity or task. the theory directly conveys that motivation plays a significant role in a person's success in completing a given task so that it can be seen in dian islami prasetyaningrum, hafida ruminar, asihing kustanti, & putra irwandi analysis of motivation and non-cognitive personalities in english achievement and global competences: the case of agriculture students 12 performance. this study wants to show a positive relationship with one specific motivation in learning english. learning motivation becomes a critical moderator directly related to individual personality and successful english learning performance. it follows the opinion of rizvanovic (2018), who stated that the motivation to learn english provides a positive and solid relationship with learning achievement in english. learning motivation is an essential moderator because it has an effect as an attribute that can modify a complex relationship between personality and learning achievement, so research related to these three aspects is vital. human motivation determines a person's desire to be actively involved and work on an activity or task. the theory directly conveys that motivation plays a significant role in a person's success in completing a given task so that it can be seen in performance. uno (cited in mauliya et al. (2020)) believed that motivation is an internal and external force that pushes students who are learning to change their attitudes. according to the description given above, motivation is the emotion that drives someone to take action or accomplish a specific goal. dynamic components of motivation include things like emotions, attention, willingness, and others. in addition to coming from within the students, motivation can also come from others or the surroundings (mauliya et al., 2020). based on the theory of planned behavior (tpb), goals, motives, and learning objectives are closely related to persistence in achieving goals (londsdale, 2017). based on this, it is inevitable that someone with high motivation will spend more time trying to learn to get the best achievement. related to motivation in learning english, investing effort and time to get the best performance can be done by improving the ability to read english texts, honing the ability to listen to english programs, and practicing speaking with native speakers. these efforts to increase achievement will also indirectly add new sources of information on norms, values, and even foreign cultures. understanding and identifying foreign cultures also help improve intercultural communication skills, which will be very useful for increasing knowledge and abilities globally so that global competence will also increase (cao et al., 2018). method this research was conducted using a survey that analyzes individual non-cognitive personality and motivation to learn english, affecting learning achievement and global competence. respondents in this study were first-year students at the faculty of agriculture, universitas brawijaya (faub), with approximately 250 respondents with an age range of 17-19 years from three study programs, namely agribusiness, agroecotechnology, and forestry. it is based on considering the ease of access to data information and considering english courses taught in the first year of lectures. data analysis used descriptive qualitative to examine in-depth phenomena using online questionnaires via google form likert scale. results and discussion the characteristics of respondents characteristics of respondents are based on several aspects to obtain an overview of age, educational background, gender, and study program. respondents consist of 304 people aged 17-19 years who are faculty of agriculture, universitas brawijaya (fa ub) students taking english courses in the first year. the following are the characteristics of respondents based on several classifications: table 1. number of respondents no gender number % 1 male 114 37,5 % 2 female 190 62,5% total 304 100 % based on the table above, it can be seen that the number of respondents consisted of 304 people, with the most significant number of female students, 62.5%. in contrast, male respondents amounted to 114 people, with a percentage of 37.5%. the motivation of students in learning english motivation is a stimulus or stimulation to ensure the desired behavior is presented. existing motivation affects learning activities. someone with high motivation will be more active and get satisfactory results (balgies, 2018). motivation is the key if it has a dominant desire and a strong will following the motivational goals. the following table shows the average results of respondents' english learning motivation by gender category. based on the data above, the motivation to learn english based on the gender perspective shows the highest average by females, with an average value of 3.885. according to the female students' perspective, the sustainability indicator for continuing to study english after english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 13 graduation has the highest score, an average of 4.6, followed by respondents who answered similar statements. while the lowest average, answered by female respondents, was related to the indicator of taking a few hours to learn english. the relationship between motivation and the big five personalities that overall respondents have extraversion personality is often called surgency. extraversion is assessing the quantity and intensity of interpersonal interactions. individuals who score high on this dimension tend to be energetic, enthusiastic, dominant, friendly, and communicative. they are also fun, social, talkative, optimistic, and affectionate. on the other hand, individuals who score low on this dimension tend to be shy, insecure, submissive, and quiet. they are also usually introverted, aloof, restrained, discreet, and task-oriented. it is based on several factors, namely internal factors and external factors. simanullang (2021) explained that someone learning a foreign language is categorized into three factors, namely internal factors, including physical health, intelligence level, attitude, talent, and motivational interest. at the same time. several aspects, namely the surrounding environment, influence external factors. another influential factor is the application and approach of learning strategies that are carried out so that a person becomes more motivated in learning. the motivation that someone does in learning english varies. a person will learn a language when he considers the language necessary. in future projections of working in the international sector, understanding culture motivates learning foreign languages (westa, 2017). table 2. the motivation of the students in learning english (gender’s perspective) (source: primary data processed (2022)) indicator male female min max average min max average compared to my classmates, i think i study english diligently. 1 5 3.58 1 5 3.50 i often try to use words and ideas that i learn in my english class. 2 5 3.94 1 5 3.81 if english is not taught on campus, i will learn it myself. 1 5 4.07 2 5 4.21 i spend several hours a day learning english. 1 5 3.13 1 5 3.06 i am trying to learn english. 1 5 4.05 2 5 4.13 after i graduate, i will continue to study english and try to improve my english skills. 2 5 4.52 2 5 4.6 total 3.881 3.885 non-cognitive personality and global competence every individual must possess global competence to compete in the international realm. global competence requires a person to keep up with this era of globalization. global competence is a multidimensional ability to analyze local and even global issues (hidayah & salimi, 2017). global competence also means individual’s ability to analyze global-based and cross-cultural issues critically through from various perspectives, judgments, and ideas about oneself and others. it is open, appropriate, and effective. global competence possessed by individuals is essential to do. it is related to the improvement of their competence. table 3 shows the global student competencies based on a gender perspective. table 3. global competence in english from gender perspective (source: primary data processed (2022)) indicator male female min max average min max average i have a positive attitude toward cultural diversity 2 5 4.5 2 5 4.4 i realize that my view of the world and culture is not universal. 1 5 3.03 1 5 2.84 i am willing to learn and try to live in a culture other than my own. 1 5 4.13 2 5 4.1.3 i am willing to take risks in learning about crosscultural for personal development (selfdevelopment). 1 5 4.10 2 5 3.97 dian islami prasetyaningrum, hafida ruminar, asihing kustanti, & putra irwandi analysis of motivation and non-cognitive personalities in english achievement and global competences: the case of agriculture students 14 i take a non-judgmental reaction to cultural differences. 1 5 4.35 1 5 4.32 total 4.022 3.932 based on the table above, information is obtained that of the 304 respondents who answered, the global competencies possessed by men and women have different average values. the highest total mean shows in men, with a score of 4.022. the highest indicator can be seen from the average positive attitude towards cultural diversity, with an average score of 4.5 for men and 4.4 for women. at the same time, the lowest score lies in the non-universal self-view indicator. the relationship between global competence and the big five personalities that overall respondents are dominated by openness personality is often called culture or intellect, describing the breadth, depth, and complexity of individual mental and experimental life. individuals high in the openness dimension generally look imaginative, fun, creative, and artistic. he is usually creative, imaginative, and curious, has broad interests, and is always curious. in contrast, low individuals in this dimension are generally shallow, dull, or superficial. global competence possessed by men can be seen that men have a higher capacity to understand and deal with local, global, and even intercultural problems. in addition, global competence is also associated with efforts to understand and appreciate the perspectives and views of others and are open, appropriate, and effective in efforts to sustain development and global prosperity (oecd, 2018). global skills supporting personality global skills are related to an individual's psychomotor in doing something and having specific skills, potential, and expertise. skill means ease, speed, and accuracy in monitoring. global skills in supporting personality are closely related to aspects of a person's behavior that reflect a particular personality. it is also related to social and cross-cultural abilities in understanding global competition (pratama, 2022). good global social skills will help someone understand good decision-making, influence academic performance, develop attitudes and personality traits solid global interactions with the global environment. the following table shows respondents' global skills based on a gender perspective. table 4. global skills for learning english from a gender perspective (source: primary data processed (2022)) indicator male female min max average min max average i can identify cultural differences. 1 5 4.13 2 5 4.03 i can live comfortably outside my own culture. 1 5 3.71 2 5 3.46 i can adapt and participate in different sociocultural settings. 2 5 3.98 2 5 3.85 i can collaborate effectively across cultures 2 5 3.89 2 5 3.75 i successfully participate in activities or projects with people from other cultures 1 5 3.79 1 5 3.67 total 3.9 3.75 based on the table above, it can be seen that from a gender perspective, global skills have different averages, namely males are higher, with an average of 3.9, than females, which is only 3.75. in addition, the highest global skill indicator is the individual's ability to identify existing cultural differences, with an average indicator of 4.13 for men and 4.03 for women. the relationship between these indicators and the dominant personality of respondents who choose is openness personality. a highly curious person to learn about and try new things is said to have an openness to experience personality dimensions. these skills can identify new cultures that become personal values in self-development to compete in global competencies. this individual's advantages tend to be more creative, imaginative, intellectual, highly curiosity, and broad-minded. the opposite of the nature of openness to experience is individuals who tend to be conventional and comfortable with things that already exist and will cause anxiety if given new challenges (widodo, 2020). meanwhile, the lowest average indicates one's skills in living comfortably outside one's culture, with a score of 3.71. global knowledge supporting personality global knowledge is knowledge, views, and perspectives built into providing or receiving information related to global issues. global english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 15 knowledge also means a high curiosity for open global information, which is influenced by several factors. the knowledge in question is closely related to an individual's ability and personality to know, comprehend (understand), apply, analyze, synthesize (problem synthesis), and evaluate (evaluation). global knowledge is closely related to the definition of globalization. globalization means processes or events, decisions, and activities that are plural and easily known by all groups. the following is a table of respondents' global knowledge based on a global perspective. table 5. global knowledge of english from a gender perspective (source: primary data processed (2022)) indicator male female min max average min max average i understand the norms and expectations of indonesian culture. 2 5 4.07 2 5 3.52 i understand other people's cultural norms and expectations. 1 5 3.90 1 5 3.63 i know the current world events. 2 5 3.80 2 5 3.49 i know world history. 1 5 3.41 1 5 3.31 i understand the concept of globalization. 2 5 4.12 2 5 4.56 total 3.664 3.702 the global knowledge from the table above shows that the average comparison between men's and women's global knowledge is different. it can be seen that the mean global knowledge of women is higher, with a score of 3.702 compared to men's of 3.664. in addition, the table shows that the highest average indicator is knowledge related to understanding the concept of globalization, with a mean score of 4.12 for men and 4.56 for women. based on the table, the relationship between global knowledge and personality type is predominantly respondents who answered that they had a neuroticism personality. the neuroticism personality dimension is individuals who tend to be able to withstand pressure or stress (abood, 2019). the advantage of this dimension is that the emotions are stable, tend to be calm when facing problems, are confident, and have a firm stand. the opposite of neuroticism is an individual who is easily nervous, depressed, insecure, and quickly changes his mind. based on the table results, the ability to understand globalization means that someone has high knowledge of it. therefore, it makes an individual tends to have a personality to have controlled and stable emotions and is calmer in dealing with problems in arguments. conclusion english language skills possessed by a person are fundamental in the face of global competition and competence. not only good english language skills but also the knowledge and capacity to identify cultural differences and willingness to interact with other people also an ability that must be improved. the success of mastering these abilities cannot be separated from the role of individual personality and learning motivation as factors that influence the success of educational outcomes. based on the results of research conducted on 304 respondents, it was found that on the motivation variable, the dominant 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(2019). extraversion advantages at work: a quantitative review and synthesis of the meta-analytic evidence. journal of applied psychology, 104(12), 1447-1470. http://dx.doi.org/10.1037/apl0000415. https://doi.org/10.1080/00313831.2021.1983644 https://doi.org/10.1080/00313831.2021.1983644 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 83 critical review on a discourse analysis research: what novice writers can learn aldha williyan institut pendidikan dan bahasa invada, cirebon, indonesia email: alwilliyan@gmail.com sirniawati universitas muhammadiyah cirebon, cirebon, indonesia email: sirniawati@gmail.com tia nur istianah institut agama islam cirebon, cirebon, indonesia email: tianur.07@gmail.com mochamad guntur institut pendidikan dan bahasa invada, cirebon, indonesia email: gunturmath@gmail.com apa citation: williyan, a., sirniawati., istianah, t. n., & guntur, m. (2023). critical review on a discourse analysis research: what novice writers can learn. english review: journal of english education, 11(1), 83-90. https://doi.org/10.25134/erjee.v11i1.7195 received: 09-10-2022 accepted: 27-12-2022 published: 28-02-2023 introduction this present study is dedicated to provide assistance to novice writers, namely the efl learners who have just started their academic writing experience. this assistance is given through analyzing one selected research article. without prejudice to the authors, their article is analyzed and broken down to reveal its strengths and weaknesses. this is conducted for the sake of learning, especially to give insight and ideas on how to write a research article well and effectively. writing papers is a necessity for students because they frequently receive writing assignments from their lecturers to create texts for final assignments, group projects, midterm assignments, or just an individual project (bailey, 2006). they frequently receive writing projects to help teachers determine how well they comprehend a particular subject. many efl learners are still developing as writers, thus when given a writing task they may become confused (qasem & zayid, 2019). moreover, it is academic writing like research articles. this is typical since educational assignments do not require writing works. even while they do exist, classroom learning still hardly ever includes assignments that require composing papers. a research article is a written piece that includes knowledge and information that has been discovered via research both in the field and in the literature (bal-gezegin & baş, 2020). it is not only anticipated that it will benefit the writer, but abstract: efl learners inevitably will enter the world of academia, which makes it mandatory for them to write academic writings, especially in the form of research articles. they are obliged to broaden knowledge in the field of their interest by conducting research. unfortunately, academic writing has always been a serious challenge for them. writing research articles indeed requires them to be familiar with the writing guidelines, particularly about how the ideas are developed. this present study is therefore intended to assist efl learners, particularly those who have just started their academic writing experience. insight and ideas on how to write a research article are presented in this paper. to do that, a qualitative methodology on discourse analysis is employed. the data is taken from a research article focusing on discourse marker comparisons between academic and non-academic writings. the article is broken down in detail to provide a clear picture of how it is constructed by the authors. the analysis reveals that even though it contains some minor weaknesses, the research article overall is well-written and follows the author guidelines. this study allows efl learners to receive more explicit input and, hopefully, adapt and adopt the steps of how the article is written. keywords: critical review; novice writer; research article. aldha williyan, sirniawati, tia nur istianah, & mochamad guntur critical review on a discourse analysis research: what novice writers can learn 84 that it will also benefit the writer in some other way—for example, by enhancing the writer's knowledge or by allowing him or her to think more critically. it is important to trust scientific research and avoid manufactured research. the potential for producing high-caliber scientific work is greatest in the academic community (hanauer et al., 2019). not just lecturers but also students are a part of the academic community in question. in order to generate written works, including both scholarly writings like books and journals and more accessible scientific writings like research papers, students are required to be able to engage in writing activities as part of the academic environment. in spite of this, writing exercises are not as common among students as other proficiency tasks (ecarnot et al., 2015). students still inquire about what a research article is. because they lack experience producing research articles for their academic projects, students are forced to take the easy route by plagiarizing the work of others. the guidelines for writing research articles must therefore be taught to students as publications of research articles have emerged as a crucial component of academic activity in the modern era (banks, 2018). the rules for creating a research article typically give the authors a comparable framework for their articles, starting with the title and ending with references (saeed et al., 2020). the first and most important component of a text that draws in potential readers is its title. from there, readers determine whether the text is worthwhile reading or not (li & xu, 2019). it solely makes use of precise keywords that describe the research's key variables (kundu, 2018). the authors may also want to mention the site of the research. the abstract should then succinctly define the paper's content and scope, as well as its aims, methodology, findings, conclusions, and study implications (forero et al., 2020; tullu, 2019; heßler et al., 2020). it should contain three to five keywords associated with the article and be between 200 and 250 words long. in introduction, the writers should next explain why this research area is significant and back up their arguments with pertinent references (graulich et al., 2021). they should also include a review of relevant literature, which is composed of earlier studies in the same or a related topic and the underlying theories for the investigation. they are able to identify the gaps in the earlier study by doing this (dwivedi et al., 2022; paul & criado, 2020). the position of the research in regard to earlier studies should therefore be made clear. later on, writers should discuss the research's variables and explain why they think there is a relationship between them. last but not least, the authors should offer rational, scientific justifications for why they select particular study topics and back up their arguments with pertinent references. the research article's methods must also be written well. the authors should explain the research's methodology, whether it is qualitative, quantitative, or mixed. they must explain the research design, such as descriptive qualitative, content analysis, or another type, as well as the rationale behind their choice (busse & august, 2021). additionally, this part requires for relevant references, particularly those that back up the idea regarding the study design option. the authors must then define the data source for the study and give justifications for their choice. to present this idea, it is also required to explain the research's steps (ecarnot et al., 2015). last but not least, the authors should note that they took inspiration from one, two, or more references while deciding on the steps. composing the findings and discussions is the next and most crucial step in writing research articles. the findings ought to be short and obvious. instead of giving extensive data, it should provide a summary of scientific findings. it draws attention to variations between the findings or results and earlier works by other scholars (ecarnot et al., 2015). the discussion should then focus on the significance of the research's findings rather than just restating them. it is frequently useful to combine the results and discussion sections. the authors should refrain from using numerous citations and discussing published works (qayyum & afzal, 2018). it is the most crucial portion of the article when being discussed. here, the authors have the opportunity to market their data by correlating the discussion to the findings or outcomes while avoiding repetition (ecarnot et al., 2015). it should frequently start with a succinct review of the key scientific findings. every result or finding reported should have a scientific interpretation provided by the authors (behzadi & gajdács, 2021). they must also make it clear how the outcomes connect to the main issue or the goals mentioned in the introduction. the next step is to compose the conclusion and references, which can be difficult for novice authors. the research's objectives should be addressed in the conclusions (paltridge & starfield, 2007). the writers should explain how english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 85 their study expands on the current body of knowledge in the field. it is not advised for the authors to simply list the findings of experiments or to repeat the abstract (behzadi & gajdács, 2021). they should outline potential applications and extensions as well as a strong scientific explanation for your work. they should also make suggestions for new experiments and/or mention any that are already in progress (paul et al., 2021). in terms of references, they should ensure that all references may be tracked back (ecarnot et al., 2015). finally, the references should be arranged alphabetically by author. it can be seen that writing research article is not a simple matter. helping students become proficient in research writing and assisting them in making the transition from peripheral to active engagement in the intellectual discourse of their discipline is an important but difficult goal (cotos et al., 2020). this encourages this present study to be conducted with the purpose to assist efl learners, particularly those who have just started their academic writing experience. insight and ideas on how to write a research article are presented in this paper. it is inspired by some previous studies in the similar field. those are warren et al. (2021), weatherall (2018), zheng & yu (2019), that concern on providing clear pictures of how to write academic writing effectively. method in line with williyan (2020), the methodology used in this study is qualitative. with it, the findings are elaborated as detail as possible and presented in form of paragraph to give the target readers, namely the novice writers, a clear picture on how to write research articles. the data of this present study is a research article written by choemue & bram (2021) entitled “discourse markers in academic and non-academic writings of thai efl learners “. this research article is selected because it is published in 2021 by a journal indexed by scopus q1 and sinta 1. this piece of writing is a masterpiece that, ideally, is able to assist the novice writers to adapt or adopt the style of writing a research article. to do this, the process of analyzing is conducted thoroughly from the title until the references. each part of the articles is given constructive comments so that the readers can also take the positivity and avoid the weakness produced in this research article. results and discussion the summary of the research paper that is learned in this investigation opens this section. the discussion then moves on to explain the articles' strengths and weaknesses. this section is finally concluded with the justification of the indication of the findings. summary of the research article the research article is written by choemue & bram (2021) entitled “discourse markers in academic and non-academic writings of thai efl learners “. it is published in 2021 by a journal indexed by scopus q1 and sinta 1. the writers state that in order to express ideas and concepts in a variety of writing projects, including as academic papers and reflections, efl students at the university level need to be able to use discourse markers (dms) to make a text coherent and cohesive. they then point out that to have a better understanding about how dms are used by thai efl students in academic and non-academic writing, their study try to provide more information. investigating the types, general frequency, distinctions, and similarities of discourse markers in the two writing modes is the main goal. for the primary data, 60 essays are chosen, of which 20 are scholarly and 40 are not. the non-academic pieces are chosen from the xlc english newsletter, while the academic essays are chosen from the xavier learning community (xlc), thailand, critical reading and writing course. using fraser's taxonomy (2009), they evaluate the data. the findings reveal that 2.521 dms, which are divided into five types and found in 20 academic and 40 non-academic articles, are contrastive discourse, elaborative discourse, inferential discourse, temporal discourse, and spoken speech markers. elaborative discourse markers (edm), f=1,703, are the most frequently used dm. this study comes to the conclusion that increasing knowledge of dms will help thai efl learners create an efficient and logical piece of writing. the title there are three things writers should notice in formulating the title of their research articles. maximum 14 words are allowed in the title. it solely makes use of particular keywords that describe the research's key variables (paul & barari, 2022). optionally, the writers have included the place of the research. below is the title of the research article being studied in this current study. aldha williyan, sirniawati, tia nur istianah, & mochamad guntur critical review on a discourse analysis research: what novice writers can learn 86 figure 1. research title the title of this research consist of 11 words. it uses only specific key words telling variables involved in the research. the writers also have included the place of the research in the title (kundu, 2018). the novice writers can learn from this data about how to formulate the title of their research articles. the abstract the abstract should contain several main points of the research. the research's major findings should be summarized in the abstract. it must first express the purposes in full. second, an explanation of the research's methodology needs to be included in the abstract. it must then include the results and conclude with the conclusions. the document must also include the publication's scope and substance, as well as any implications of the study. it should contain three to five keywords related to writers’ content (murphy & bolderston, 2022), and be between 200 and 250 words long. below is the abstract of the research article studied and analyzed in this current study. figure 2. research abstract the writers have concisely describe the content and scope of the paper and identify the objectives, namely to provide greater insight into how thai efl learners use dms in their formal and informal writing. the primary goal of their study is to compare and contrast the discourse markers that are used in academic and informal writing. its methodology and its findings have been presented very well. a brief conclusion is used to wrap up the abstract. unfortunately, no explanation of the study's implications is given. the article is 205 words long and ends with five keywords that are pertinent to it (forero et al., 2020). the novice writers must take something away from this information. they must make sure that their abstract covers each of the aforementioned points. the introduction in introduction, the authors are required to consider some elements. they must explain the significance of the research field (paul & barari, 2022). they are also required to back up their idea with relevant references. review of pertinent literature, including theories guiding the study and earlier research in the same or a related topic, must also be included by the authors. they must identify any gaps in the earlier research. the authors need to make clear how the current research fits into the context of the earlier investigations. the research's variables must also be mentioned by the authors clearly. the authors should explain their reasoning for thinking that the relationship between the variables exists. the writers are required to give scientific justifications for their selection of particular study themes (macnab, 2022). the writers must provide appropriate sources to back up their ideas regarding the topic selection. the small piece of the introduction of the research article that is studied and analyzed in this current study is displayed below. figure 3. research introduction the authors have successfully deliver the introduction. the authors have explained the significance of this research field in the introduction section (graulich et al., 2021). they state that the findings of the study will help teaching and learning the english language, especially in writing classes, as it allows thai students to learn about different dms and use them in their writing. then, the notion has been backed up with pertinent references from the english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 87 authors. the authors have reviewed relevant literature, including earlier investigations in the same or a related subject and hypotheses supporting the study. the authors have identified any gaps in the earlier studies (dwivedi et al., 2022). they say that no research has looked into how dms are used by thai students in their academic and informal works. additionally, the writers have made clear how the latest research fits into relation to earlier investigations. the variables used in this study have been discussed by the authors. the authors have explained why they think there is a relationship between the variables. for their selection of particular subjects for this research, the authors have offered scientific justifications. the choice of subject was backed up by the authors' use of pertinent sources. the novice writers can definitely learn from this introduction. they can adapt the way the authors of this research article develop the introduction. the method in this section of the article, the authors need to make sure that their articles contain some main elements. the methodology section is where the authors describe the research's methodology, whether qualitative, quantitative, or mixed. the authors should also provide details on the research design, such as descriptive qualitative analysis, content analysis, or others, as well as the reasons. the authors must cite appropriate sources to back up their arguments for the study design they chose. the authors clearly state where the data for this study came from. the authors then need to give justifications for their decisions about the data sources they used. the number of research steps must also be mentioned by the authors in this section. lastly, the authors acknowledge that while choosing the stages, they used some references in their adoption or adaptation of the steps. below is the small piece of the method of the research article that is learned in this present study. figure 3. research method the authors have identified the source of the data used in the study. as the primary data, 60 essays are chosen, 20 of which are academic and 40 of which are not. the authors have also given justifications for their decision to use a particular source of data. the number of steps in this research have been given by the authors very clearly as well. the authors have disclosed that they adopted or modified the steps from several references in making their decisions (ecarnot et al., 2015). what the authors plan to do with the data they have collected has also already been stated. the authors have provided pertinent hypotheses and references to back up their ideas regarding the data analysis. unfortunately, the authors fail to specify the methodology employed for this study. despite the fact that the researchers do not directly declare it, this is obviously a discourse study (busse & august, 2021). in summary, the novice writers can learn about aspects that should be included in the methodology. the findings and discussion to present the findings and discussion of the research articles, the authors’ findings need to do some steps in order to be clear and concise. it should summarize scientific findings rather than providing data in great detail (mayyas & alzoubi, 2022). it also highlights differences between the findings and the previous publications by other researchers. the discussion furthermore should explore the significance of the results of the work, not repeat them. a combined findings and discussion section is often appropriate. in the discussion, the writers should avoid extensive citations and discussion of published literature. this section is the most important section of the article. here, the writers get the chance to sell their data and make the discussion corresponding to the results, but do not reiterate the results. often it should begin with a brief summary of the main scientific findings not experimental results. in addition, the discussion should also include the explanation about how the results relate to the original question or objectives outlined in the introduction section and how the writers provide interpretation scientifically for each of the results or findings presented. below is the small piece of the results/findings and discussion of the research article being studied in this current study. aldha williyan, sirniawati, tia nur istianah, & mochamad guntur critical review on a discourse analysis research: what novice writers can learn 88 figure 4. research results and discussion the writers have presented the findings clearly and concisely. they have summarized the scientific findings rather than providing data in great detail in the finding section. the analysis of the 20 academic and 40 non-academic writings reveals a total of 2.521 dms, split evenly across five categories, namely contrastive, elaborative, inferential, temporal, and spoken discourse markers. elaborative discourse markers (edms) are the most common type of dm, with a frequency of f=1,703. also, the differences between the results or findings and the previous publications by other researchers have been highlighted (yu & jiang, 2022). they also do not use extensive citations and discussion of published literature (qayyum & afzal, 2018). although, it is common to separate the sections of findings and discussion into two differences explanation, the writers of this article have combined results and discussion into one section. besides the strength mentioned previously, there are also several weaknesses that the novice writer can learn so that they can avoid to do the same things in their research article writing. the significance of the results of the work which should be explored in the discussion is not clear. the writers seems only describing the findings and what the findings indicate. in the results and discussion, the writers unfortunately do not clearly state how the results relate to the original question or objectives outlined in the introduction section. lastly, the writers also do not clearly state interpretation scientifically for each of the results or findings presented (behzadi & gajdács, 2021). in sum, the writers have successfully presented the findings and the discussion. the novice writers can definitely learn from these sections. they can adapt the way the authors of this research article develop the findings and discussions. the conclusion in conclusions, the writers must consider some standards. conclusions should answer the objectives of research. in this section, the writers tells how your work advances the field from the present state of knowledge. they are not suggested to only repeat the abstract, or just list experimental results. they then must provide a clear scientific justification for your work, and indicate possible applications and extensions. the writers state that their research find that informing thai efl students about dms will help students write better and more coherently lastly, the writers should also suggest future experiments and/or point out those that are underway. below is the small piece of the conclusion of the research article being studied in this current study. figure 5. resaerch conclusion the authors address the goals of the study in the conclusion and explain how their work expands upon the body of knowledge already known in the subject. they do not just list the outcomes of the experiment or reiterate the abstract (behzadi & gajdács, 2021). the authors have also identified potential applications and extensions as well as a clear scientific explanation for their study. last but not least, they mention any ongoing or upcoming experiments as well as offer suggestions for new ones (tabuena, 2020). the novice writers can definitely learn from this conclusion. in conclusion, the writers does a good job of presenting the findings and the discussion. they can adapt the way the authors of this research article formulate the conclusion. the references there are some elements that the writers should consider in writing the references. the authors should make sure that all citations can be tracked back. the references also must be arranged alphabetically. in this research, the authors have taken care to ensure that all references can be tracked back (ecarnot et al., 2015). additionally, they have ordered the references alphabetically. the quantity of references satisfies another english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 89 requirement of a research article. although there are other reference writing styles outside apa style, the authors of this study followed apa style correctly, and 90% of the references are also created within the last ten years. in conclusion, the references are well written by the authors. they can modify how the authors place the references in this study article. conclusion after all parts of the research article have been broken down, we can see clearly that the author has produced an extraordinary scientific paper. in writing a research article, the writers begins by formulating a title that can attract every reader, especially those who are fanatical about discourse studies. the abstract has been compiled very densely and is rich in information regarding the important points of their research. readers are very spoiled by the abstract because it has summarized all the important things from the research. then, in the introduction the author has explained very clearly the background of the study, the theories underpinning the study as well as the previous studies. the method is also written in full point by point so that readers, in this case novice writers, can later adapt the steps of this research. findings and discussion along with conclusions are presented in a very complete and clear manner. thus, readers can understand things about discourse markers and the differences between academic and non-academic writing. however, there are no perfect words in a piece of writing; there will undoubtedly be flaws, which have been described in this paper for the sake of learning. hopefully novice writers can take many positive points from this present study. hopefully novice writers can take many positive points from this present study. additionally, there are a lot of prospects for further research given by this current study. future research can first examine how to compose nonacademic writing, like a novel. second, they can explain the many text types—argumentative essays, narratives, descriptive texts, and so forth—and how to compose each one. third, academics can analyze specific text types to inform readers about the unified and coherent writing process. 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(2022). doctoral students’ engagement with journal reviewers’ feedback on academic writing. studies in continuing education, 44(1), 87–104. https://doi.org/10.1080/0158037x.2020.178161 0 zheng, y., & yu, s. (2019). what has been assessed in writing and how? empirical evidence from assessing writing (2000–2018). assessing writing, 42, 1–11. https://doi.org/10.1016/j.asw.2019.100421 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 325 assessing english teachers' digital literacy readiness for the smart society 5.0 anak agung putri maharani english language education study program, faculty of teacher training and education, universitas mahasaraswati denpasar, indonesia email: aamaharani@unmas.ac.id ni made wersi murtini english language education study program, faculty of teacher training and education, universitas mahasaraswati denpasar, indonesia email: wersimurtini@unmas.ac.id. anak agung putu arsana english language education study program, faculty of teacher training and education, universitas mahasaraswati denpasar, indonesia email: agungarsana@unmas.ac.id apa citation: maharani, a. a. p., murtini, n. m. w., & arsana, a. a. p. (2023). smart society 5.0: the digital literacy readiness of the english teachers. english review: journal of english education, 11(2), 325-334. https://doi.org/10.25134/erjee.v11i2.7319 received: 19-02-2023 accepted: 27-04-2023 published: 30-06-2023 introduction in the modern era of the 21st century, individuals are expected to possess a diverse range of skills that enable them to thrive in various contexts. these skills include critical and creative thinking, adaptability, a mindset of innovation, competitiveness, and problem-solving abilities. in order to meet the challenges of the 5.0 era, it is crucial to not only acknowledge but also master these aforementioned skills. society 5.0, a term popularized by the japanese, refers to a period aimed at creating a society centered around people. its objective is to address societal issues, stimulate economic growth, and ensure that individuals can live comfortably and actively (fukuyama, 2018). in 2022, statistics indicate that 62.5% of the global population are internet users, 92.1% use mobile phones to access the internet, and 58.4% are active social media users (we are social, 2022). considering these data, it is inevitable to ignore the impact of transformations and technological advancements. yaraş and öztürk (2022) emphasize the importance of analyzing the effects of shifting social structures within society 5.0 and preparing for transformation processes in various fields. in today's world, individuals need to develop a range of skills to thrive in the 5.0 era. society 5.0 aims to establish a people-centered society and address societal issues while embracing technological advancements. it is crucial to abstract: with the rapid advancement of technology in english language teaching, it is crucial for english teachers to be digitally literate. being digitally literate requires english teachers to possess both technical and pedagogical skills, enabling them to effectively incorporate digital technology into the teaching and learning process. this study aims to assess the level of digital literacy readiness among english teachers, explore potential differences between male and female teachers in their digital literacy readiness, and investigate the factors that influence their digital literacy readiness. the participants in this study consist of 33 english teachers from both public and private high schools in denpasar, bali. a mixed-method design was employed, utilizing an online questionnaire, virtual interview sessions, and virtual focus group discussions. descriptive statistical analysis was used to analyze the quantitative data, while qualitative analysis involved data collection, reduction, presentation, and conclusion drawing. the findings reveal that the digital literacy readiness level among english teachers is deemed adequate. furthermore, there were differences observed between male and female english teachers regarding their readiness. additionally, two major factors influencing their digital literacy readiness were identified. keywords: digital literacy, gender, readiness. anak agung putri maharani, ni made wersi murtini, & anak agung putu arsana smart society 5.0: the digital literacy readiness of the english teachers 326 understand the impact of these transformations and be prepared for the changes that lie ahead. one of the areas to concern is educational field. digital technology directly affects education which reshapes the educational approaches and educational institutions (yaraş & öztürk, 2022). it also has a an indispensable importance in education (özcan, 2022). therefore, to be equipped with these changes, teachers as the crucial roles in education must be digitally literate. being teachers in this 21st century is dissimilar with being teachers in the 20s in which teachers are required to be capable in innovating and creating innovate the infusion of digital technology as the conventional system of learning is no longer compatible for nowadays students (milawati & sholeh, 2020). communication and connection in the 21st century necessitate digital literacy. digital literacy is to locate, organize, analyze, interpret, evaluate, transmit, read and create digital texts as part of the process in creating information (akkoyunlu & soylu, 2010). a person who is digitally literate is one who is imaginative, creative, and capable of cooperating, communicating, thinking critically, solving problems, having decision-making skills, understanding technological concepts and using them in this context, and who can carry out their duties as a digital citizen (ocak & karakuş, 2018). teachers must own digital literacy. digital literacy skills enable them to utilize technology safely and effectively into the teaching learning process. these skills include basic computer tasks like starting and shutting down a computer, opening and using programs, typing, making changes to files, and saving them. they also involve sending and receiving emails and using web browsers. another ability is to make and keep friends online through websites like facebook. another skill is to find and use information from library websites and databases effectively (edeh et al., 2022). digital literacy, according to pangrazio (2016), can give students new ways of thinking, talking, and working that have an impact on their academic progress regardless of location or time constraints. if students know how to use digital tools, they can use those skills to do well in school, learn new things about themselves, and make useful things. furthermore, according to aslan (2021) digital literacy calls for the ability to apply technology to encourage the teaching learning processes as well as to access, produce, and share accurate information. it also calls for the proper use of various technologies. in incorporating ict to the teaching practices, teachers must obtain the technological and pedagogical knowledge and abilities required. to put it another way, based on almerich et al. (2016), if teachers are not technologically and pedagogically proficient with these tools, they will not be able to integrate them into their regular teaching practices. there are several things that can help with attempts to democratize education in a nation, especially digital literacy, like focusing on the caliber of teachers and evaluating the educational attainment of pupils in each generation (bahri et al., 2022). the majority of teachers worldwide lacked sufficient digital proficiency and experience with using technology and conducting online teaching and learning. furthermore, students and teachers still lack proficiency in using multimedia tools like power points and projectors in addition to internet connection. as a result, instruction is still traditional and usually one-way. this current investigation sought to characterize the teachers’ readiness in utilizing digital technology after a survey revealed that they were underprepared. specifically in indonesia, the citizens’ digital literacy was investigated by katadata insight center (2021). the survey engaged 10,000 respondents from 34 provinces. it was found that the digital literacy index showed a figure of 3.49 which categorized at the medium level. furthermore, the survey included four pillars as the aspects in estimating the digital literacy index. digital culture got the highest score represented by a figure of 3.90, followed by digital ethics represented by a figure of 3.55, digital skill represented by a figure of 3.44, and the lowest, digital safety represented by a figure of 3.10. these survey results indicate that indonesian citizens need to develop their digital literacy to survive in life. there are sundry factors why digital literacy of the indonesian citizens is far from adequacy. the ability to read, write, analyze, process, and distribute textual messages will affect how digital technology is used. a lack of early exposure to critical thinking education is also another factor contributing to people's poor levels of digital literacy. in this case, indonesian generations must be trained how to master digital literacy since their early age with the helps and efforts of teachers. to make it possible, the teachers themselves must be firstly digitally literate. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 327 in accordance with al-awidi & aldhafeeri (2016), teachers’ digital literacy readiness could be broken down into two sorts: pedagogical readiness and technical readiness. pedagogical readiness is concerned with teachers’ knowledge, skills, attitudes, and habits in order to effectively incorporate technology into learning. technical readiness means being ready and able to use technology for learning which includes teachers knowing how to explore and utilize digital tools. to be successful in their jobs, teachers need to be technologically literate in teaching and managing digital learning environments in schools (fuchs et al., 2022). in fact, digital literacy ownership is advocated for all instructors, regardless of gender. many researches produced enticing findings regarding gender differences in digital literacy. rizal et al. (2021) figured out that the male teachers had a higher digital literacy than female teachers. further, they argued that gender has gender exhibits different trends in terms of technological motivation and usage habits. then, fernández‑batanero et al. (2022) inspected that the male teachers were less knowledgeable than female teachers in regard to their competence levels of teachers which varied by gender. it is crucial that english teachers are prepared to learn digital literacy because english teachers in today’s schools are expected to encourage students to learn independently and to bloom their digital skills. in order to do this, they need to learn and use these skills first. english teachers need to use digital technologies when they teach english. the merits of using digital technologies in english classrooms such as to create effective learning through social network applications and to raise students’ motivation for learning (liza & andriyanti, 2020). thus, the aims of this research were to figure out the english teachers’ level of their digital literacy readiness, to figure out the divergences between male and female english teacher groups’ digital literacy readiness as well as to investigate the factors which affect the english teachers’ digital literacy readiness. method this research was designed and conducted to be mixed-method research in the attempt to meet and fulfill the research objectives. additionally, this research leaned heavily on the quantitative analysis. the quantitative data were gathered using an online questionnaire that addresses the respondents’ level of digital literacy readiness, and the disparities in the digital literacy readiness level of male and female group. furthermore, focus group discussion and interview were conducted to obtain the qualitative data about the factors affecting the digital literacy readiness of the respondents. a total of 33 english teachers were engaged as the participants of the current research. all of them work and teach in denpasar area especially in both public and private senior high schools. they were government employees and nongovernment employees. from 33 participants, they could be broken down into 2 cohorts; 21 female and 12 male english teachers. a summary of the respondents’ demographic information is visualized by the following table. table 1. demographics of the respondents aspects total gender female 21 male 12 status non-government employee 21 government employee 12 teaching experience duration under 5 years from 5-10 years above 10 and under 15 years 10 15 8 the research data had been categorized as quantitative data and qualitative data. to obtain the quantitative data, teacher’s readiness questionnaire was administered. this instrument was adapted and developed based on al-awidi & aldhafeeri (2016); situmorang et al. (2020). it consisted of 24 items where 23 items had been constructed in accordance with 2 dimensions; technical readiness and pedagogical readiness, and 1 item was about to dig the respondents’ points of views of the factors which influence the digital literacy readiness of the english teachers in teaching learning process synchronously and asynchronously. the 23 items have a 5-point likert scale type from “strongly agree or sa” (scored 5) and “strongly disagree or sd” (scored 1). furthermore, the items were not scored reversed. the questionnaire was afterwards administered online through google form to the respondents. furthermore, to gather the qualitative data, interview protocols and focus group discussion topic were prepared. these instruments were administered which aimed at obtaining deep understanding of the respondents about their digital literacy readiness. priorly, there were 8 anak agung putri maharani, ni made wersi murtini, & anak agung putu arsana smart society 5.0: the digital literacy readiness of the english teachers 328 respondents chosen and agreed to join the virtual interview and focus group discussion sessions. they were as the representatives of 4 denpasar districts (west, east, north and south denpasar). in one district, 2 english teachers representing public and private senior high schools were invited. one representative, however, was unable to participate since it was difficult to get in touch with the teacher and to schedule a time that worked for the data gathering sessions using virtual meeting. eventually, the researchers were able to involve only 7 respondents. during the virtual activities of interview session and focus group discussion, the respondents were encouraged to elaborate on their answers and provide details about how ready they were for digital literacy. the research instruments were evaluated in terms of their validity and reliability which judged by two experts. the expert judges graduated their doctorate degree and their specialist is in english language teaching and educational technology. they evaluated the instruments based on the relevancy of the items to the theories referred in the research. additionally, the appropriates of the items to the objectives was also highlighted followed by feedback on the items’ readability. first of all, the respondents completed the questionnaires which were delivered using the google form. the results of administering the online questionnaire were first categorized and examined by means of the formula of descriptive statistic. the results of the analysis were available in the forms of mean scores, standard deviation and percentages. the interview was done after the participants fulfilled the questionnaire, and they agreed to be involved in the online interview session. the researchers and the participants made an appointment especially dealing with the time dan date of interview. last, the focus group discussion was done online by engaging several representatives of the respondents at one time through zoom meeting. as mixed-method research design was employed, the obtained data were both analyzed quantitatively and qualitatively in the attempt to examine the obtained data. the quantitative analysis includes the computation of descriptive statistics (means, standard deviation, and percentage) to figure out the digital literacy readiness level and to examine the digital literacy readiness variances between male and female groups. in fact, the online questionnaire was administered to collect this information. furthermore, to delve deeper into the factors affect the respondents’ digital literacy readiness, the data were collected through interview and focus group discussion. thematic content was extracted from the transcripts of the interview as well as focus group discussion. then, the attained data were independently evaluated by the researchers to reduce biases and enhance the credibility and quality and of the research findings. to find the themes, the data were required to join the process of transcribing, coding, categorizing, and evaluating. results and discussion after administering the questionnaire which could be retrieved online and conducting the interview session and focus group discussion virtually, a plentiful set of research data were acquired. the research findings encompassed the digital literacy readiness level, the different digital literacy readiness between male and female english teachers and factors which affect their digital literacy readiness. the english teachers’ digital literacy readiness level in this section, the existing level of the english teachers’ digital literacy was presented through a table. table 1. the english teachers’ digital literacy readiness level no aspects a technical readiness means sd 1. i know what internet-connected mobile devices i can take with me wherever i go. 4.24 0.66 2. i am competent in working with email. 4.24 0.50 3. i understand the features in operating the software. 4.03 0.81 4. i understand how to download and upload files by using technological tools. 4.33 0.54 5. i understand how to use software like powerpoint. 4.42 0.50 6. i understand how 4.36 0.60 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 329 to use social media (whatsapp or instagram) to communicate with the students both synchronously and asynchronously. 7. i understand how to convert the activities in the curriculum into digital form. 4.18 0.64 8. i understand how to create online quizzes and apply them in teaching my class both synchronously and asynchronously. 4.18 0.68 9. i understand the way to implement online discussions in my class. 4.18 0.53 10. i understand how to publish my lessons and class activities on the web. 3.91 0.68 11. i understand how to use an lms (learning management system) to complement my teaching. 3.97 0.81 12. i understand how to develop elearning activities that encourage my students to become critical thinkers. 4.00 0.61 b pedagogical readiness means sd 13. i am capable to use information technology to support my teaching method. 4.24 0.50 14. i can integrate information technology into learning. 4.15 0.76 15. i strive to create high-quality learning experiences as a result of either face-to-face or non-face-to-face interaction with 4.12 0.65 students. 16. i support studentto-student interaction and collaborative activities as a means of digital teaching and learning. 4.24 0.44 17. i acknowledge that community building is a vital component of digital learning. 4.24 0.61 18. i incite the students to carry out life experiences into the classroom which properly used in creating activities. 4.09 0.63 19. i feel comfortable communicating online and feel able to convey my written messages. 3.94 0.66 20. i can manage my time well in information technology enriched classes. 4.12 0.55 21. i am flexible in dealing with students’ issues including assignment due dates or absences. 4.00 0.66 22. i am organized and like to plan ahead in information technology-based teaching. 4.15 0.57 23. i am able handle and monitor students studying in information technologyenriched classrooms. 4.09 0.58 the means of the items under the dimension of technical readiness (12 items) ranged from 3.91 (sd=0.68) to 4.42 (sd=0.50). the means of the items under the dimension of pedagogical readiness (11 items) ranged from 3.94 (sd=0.66) to 4.24 (sd=0.61). from the aforementioned findings, it can be obviously interpreted that the english teachers regard themselves be ready in digital literacy. anak agung putri maharani, ni made wersi murtini, & anak agung putu arsana smart society 5.0: the digital literacy readiness of the english teachers 330 this finding was supported by the research conducted by a research done by fuchs et al. (2022) figured out that the preservice teachers perceived themselves ready digitally in teaching and learning process. this study supported by another study which figured out that the digital literacy readiness of the research respondents were estimable (öngören, 2021). furthermore, milawati & sholeh (2020) investigated the readiness of the teachers in facing digital literacy era. the technical readiness of the respondents in using digital technology is rated as inadequate. although it is rated as inadequate, the revolutionary progress of digital technology has unavoidably come to an end. another research done by özcan (2022) which was accomplished by engaging 443 prospective teachers from the education faculty. the prospective teachers were majoring in 10 different fields and studying at the first, second, third, and fourth grade levels. based on the research findings, the positive and substantial association were identified between potential teachers’ levels of digital literacy and attitudes toward mobile learning, which are both at a moderate level. additionally, 35% of prospective teachers’ opinions toward mobile learning can be attributed to the respondents’ digital literacy level. the gender, grade level, and department variables all significantly affect prospective teachers' levels of digital literacy, and the department variable significantly affects their attitudes toward mobile learning. moreover, a study by liza & andriyanti (2020) investigated that the level of readiness among english teachers for integrating digital technologies into english classrooms— representing the four aspects of attitude, knowledge, perception, and ability—was strong. besides, 78% respondents of the study enunciated that they were prepared to infuse and inject digital technology into english classrooms. the differences between male and female english teachers’ digital literacy readiness in this section, the differences the gender-based english teacher groups’ digital literacy readiness were presented through a table below. the table shows the differences in relation to percentages of each likert scale. table 2. the differences between male and female english teachers’ digital literacy readiness no aspects percentages male female 1 technical readiness sa 35% 31% a 60% 65% n 5% 4% d 0% 0% sd 0% 0% total 100% 100% 2 pedagogical readiness sa 35% 25% a 56% 67% n 8% 6% d 1% 1% sd 0% 0% total 100% 100% table 2 presents that the male english teachers outperformed the female english teachers in technical readiness and pedagogical readiness aspects of digital literacy readiness on strongly agree scale. conversely, the female english teachers were superior on agree scale in 2 aspects of digital literacy readiness. the familiarity with digital technologies and the frequency of internet use among english teachers were two key indicators of their readiness for digital literacy. a similar study done by aslan (2021) figured out that the two gender-based pre-service teacher groups had different levels of confidence in using digital technology. the findings of this current research is also consistent with the findings of markauskaite (2005) figured out that male and female teachers were different. even though, the respondents had a substantial experience of ict use, males were more confidence about their capabilities in planning, finding information and selecting ict tools than females. additionally, males were also more confidence in autonomously mastering new applications. moreover, a study done by çam & kiyici (2017) acknowledged that in terms of visual literacy, male prospective teachers outperformed female ones. likewise, the male prospective teachers significantly had more computer literacy than the female prospective teachers. a study by ata & yıldırım (2019) revealed that a significant genre distinction was observed in favor of males’ perceptions regarding digital literacy who showed a stronger digital propensity; meanwhile, the female teachers had seen technology-related issues were more challenging. similarly, both parties both had highly favorable opinions of their digital literacy competency, indicating a greater level of confidence using their digital literacy skills. factors which affect their digital literacy readiness english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 331 in determining the factors that modify the digital literacy readiness of the english teachers in teaching learning process synchronously and asynchronously, virtual interview session and focus group discussion were conducted to obtain the data. the findings can be broken down into two cohorts; external factors and internal factors of the english teachers. external factors in relation to external factors which affect the english teachers’ digital literacy readiness, they reported 5 primary factors coming from the outside such as the outstanding technology development, e-rapport demand, the inadequacy of the facilities supporting digital technology and information into the classroom, the cost of infusing the digital technology into the class, and the students’ capabilities in utilizing the digital technology and information. first of all, the english teachers concurred that strengthening the english subject through the use of digital technology is effective. they also view technology as a useful instrument that can be utilized to provide materials as well as an open source of information. the rapid development of advanced technology definitely must be followed by the readiness of the english teachers in utilizing the advanced technology into class. even, the demand of nowadays education in which the recap of the students’ semester evaluation must be done through e-rapport influence the teachers in being equipped within digital literacy. however, even though, in education, the expenditure of technology-based application is demanded, it is weakened by the inadequate facilities to support and fulfil the demands. the english teachers argued that the facilities such as internet connection, computers, or lcd projectors were available, but they did not optimally support their teaching learning process. additionally, they disclosed that it was expensive to prepare suitable facilities, both in terms of number and quality, to support the teaching and learning process. they also often prepared the facilities independently in case the facilities provided by the schools where they work did not work properly or inadequate in their performances or numbers. lastly, another crucial external factor which is also taken into consideration is the students’ capabilities in using the digital technology and information to get immersed in classroom. according to mega (2022), digital literacy is prominent for students to conquer which is functioned to direct student-centered learning. it means that the success of teaching learning process infused by technology also be dependable on how good and literate the students know operating the technology. thus, students must therefore acquire specialized abilities for using both online and offline programs in conjunction with integrating digital media into their english learning (mudra, 2020). internal factors the factors coming from the inside of the english teachers that affect their digital literacy readiness were reported into two points. the english teachers mainly said that the factors were firstly related to their willingness to learn and master the digital technology and information and secondly related to their capabilities in utilizing the digital technology and information to be useful. the willingness to learn is significantly different which affected by in what generation that the english teachers belong to. teachers must now master and utilize technology in order to align with their students because of the rapid development of technology. this skill level should be gained slowly and consistently, by learning on their own and getting trained by ict professionals (sulasmi, 2022). in this current study, the english teachers in their 20s and 30s mostly stated that they tend to willingly learn and experiment new things in their class by using technological tools. they believed they were able to properly use the tools if they digitally literate. in contrast, the english teachers in their 40s and 50s argued that they hardly followed the development of technology. these findings are supported by suryana (2013) that the majority of senior teachers over the age of 53 who lacked ict literacy found it difficult to adjust to this new technology and continued to educate in the conventional manners. it was in line with alanoglu et al. (2022) that the teachers’ digital literacy level was affected by the traditional educational philosophies they gained in their pas school time. they were uninterested in learning ict media for teaching and learning. furthermore, it is obviously dissimilar with the young generation teacher who were always interested in learning new things about information technology and who followed the evolution of ict. saripudin et al. (2021) discovered that younger teachers exhibited upper digital literacy level than the more experienced ones, likely as a result of their greater exposure to digital technology. anak agung putri maharani, ni made wersi murtini, & anak agung putu arsana smart society 5.0: the digital literacy readiness of the english teachers 332 additionally, according to hidayat (2019), digital literacy can help students learn how to communicate safely both inside and outside of the classroom. it can also help them be creative and think about important issues happening in the world. digital literacy can also improve their problem-solving capabilities and teach them how to manage lots of information online. these benefits drive teachers to incorporate digital literacy into the english language classroom. it is due to the requirement that students be literate and capable of performing in ways that are relevant to others, instead of merely being able to use digital media. next, the english teachers’ capabilities to utilize the digital technology and information as the internal factor is in accordance with the findings of jara et al. (2015) that high performance of the teachers on digital skills is manly correlated to the access to computer at home. in other words, it is related to times they spent in using such technology. the results of the previous study also suggested that early exposure to technology could have a big positive impact on how well the respondents learn to use the digital tools. conclusion the english teachers were in the level of a sufficient in relation to their digital literacy readiness. they should be technically and pedagogically equipped to use technology and eager to incorporate it into the teaching learning process. there were external and internal factors that influenced the english teachers' digital literacy readiness, which they must maintain with the intention to optimally create meaningful teaching and learning processes to accomplish the twenty-first century demands and prepare the students to be members of smart society 5.0. acknowledgement this manuscript would have been conceivable with the perpetual expert backings and prompts from universitas mahasaraswati denpasar. we would also like to express our gratitude to everyone who participated in the peer review process for the manuscript. this manuscript is ready for publication and thanks to the professional assistance, encouragement, and support of all respected reviewers. additionally, we would like to express our gratitude to all participants who contributed during this research phase. references akkoyunlu, b., & soylu, m. y. 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(2022). primary school teachers’ digital literacy: an analysis on teachers’ skills in using technological devices. journal of innovation in educational and cultural research, 3(2), 140– 145. https://doi.org/10.46843/jiecr.v3i2.81 suryana, y. (2013). teachers’ perception on ictbased english teaching. english review: journal of english education, 2(1), 17–24. we are social. (2022). digital 2022: global overview report – global digital insights. data reportal yaraş, z., & öztürk, f. k. (2022). society 5.0 in human technology integration: digital transformation in educational organizations*. international journal of progressive education, 18(1), 458–474. https://doi.org/10.29329/ijpe.2022.426.26 anak agung putri maharani, ni made wersi murtini, & anak agung putu arsana smart society 5.0: the digital literacy readiness of the english teachers 334 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 371 the praxis of integrating virtual reality into vocabulary teaching to young learners nia kurniawati english study program, faculty of education and teacher training universitas suryakancana, cianjur indonesia email: nia@unsur.ac.id anisa sofarini english study program, faculty of education and teacher training universitas suryakancana, cianjur indonesia email: anisa.sofarini@unsur.ac.id elis homsini maolida english study program, faculty of education and teacher training universitas suryakancana, cianjur indonesia email: elishomsini@unsur.ac.id rahmat taufiq dwi jatmika international administration and business study program, faculty of applied science universitas suryakancana, cianjur, indonesia email: r.jatmika@unsur.ac.id apa citation: kurniawati, n., sofarini, a., maolida, e. h., & jatmika, r. t. d. (2022). the praxis of integrating virtual reality into vocabulary teaching to young learners. english review: journal of english education, 10(2), 371-380. https://doi.org/10.25134/erjee.v10i2.6238 received: 07-02-2022 accepted: 22-04-2022 published: 30-06-2022 introduction for the past few decades, teaching english to young learners has been a common practice all around the world (rixon, 2013) as evidenced by the growing number of policies that integrate english language learning in elementary schools. this policy is frequently driven by economic (chang, 2012) and political goals (kirkpatrick & liddicoat, 2017), with the belief that the more citizens who speak english for international engagement, the better for the economies and politics of the country. this study understands young learners as individuals under the age of 18 (ellis, 2014), approximately aged 5 to 10 years old (ersöz, 2007). in this case, many believe that they, to a certain extent, can learn foreign languages more effectively than adults (cook, 2008). this is why the policy on learning english earlier in elementary school level is highlighted. abstract: in this digital age, using technology to teach english has become commonplace. this study focuses on the integration of virtual reality (vr) into vocabulary teaching to young learners. the aims of the study are finding out the teacher's classroom practices, the challenges, and the young learners’ views of vr integration in learning vocabulary. in this study, a case study was applied in conjunction with observation, an open-ended questionnaire, and an interview to uncover the concerns. the respondents were an english teacher and 40 students of fifth grade at sdn 1 cipanas, cianjur. despite the fact that the teacher was able to incorporate vr into her english classroom, there are also some challenges discovered during the practice. school readiness in terms of device availability, teacher’s tpack level, workloads, teaching media, and classroom managerial skills became the primary issues in the language instruction using vr. furthermore, the proficiency, characteristics, and quantity of students in the classroom must also all be taken into account. to young learners, on the other hand, learning vocabulary using vr is engaging and entertaining, even if prolonged exposure to the vr lens causes headaches. it is recommended that policymakers pay greater attention to providing more supportive policies and improved facilities for teyl practice in indonesia. keywords: teyl; vocabulary; virtual reality; tpack; case study. nia kurniawati, anisa sofarini, & elis homsini maolida the praxis of integrating virtual reality into vocabulary teaching to young learners 372 in the context of indonesian eyl practice, the idea of bringing english, as one of the foreign languages, to elementary schools’ dates back to the 1980s. a survey revealed parents' strong belief in the importance of their children learning english, as well as the disappointing results of secondary students' english proficiency. the presidential decree number 28 of 1990 included english in the elementary school curriculum (kirkpatrick & liddicoat, 2017), and it was later upgraded to a local content topic by the ministry of education and culture's decree number 060 of 1993 (iskandar, 2018). the policy suggested that schools might opt to teach english to grades 4, 5, and 6, or teach other topics like arts, dance, music, or sports that were more suited to their socioeconomic and geographical condition and needs (zein, 2012). nevertheless, it is to note that young learners require extra pedagogical support to assist their english language acquisition in a formal setting. this is since formal language learning is influenced by social, individual, and environmental elements (copland and garton, 2014). in this case, kimsesiz, dolgunsöz, and konca (2017) elaborated that social factors such as sociocultural class and the status of english in society play a role in this scenario. in addition, learners' attitude toward the target language, as well as their motivation to learn, are individual aspects. meanwhile, the learner's parental background and attitudes toward language learning are environmental influences. regarding foreign language skills for young learners, it has been acknowledged that efl vocabulary learning is very important to learn at young ages. tomasello (2014) looked at this as a smaller linguistic lesson where objects are shown to young learners, then they must connect the term to what they hear and observe, also young learners relate the words to concrete entities. the young learners also map words onto concrete elements as another way of learning a word. in this case, young learners’ experience of l1 or first language (cameron, 2001) and the second language (l2)’s features and linguistic input, both are crucial (cook, 2008). while word frequency is a useful criterion for selecting vocabulary, the ease with which a word's meaning may be shown and its appropriateness are equally essential considerations. the development of a child's first language vocabulary is inextricably linked to their conceptual growth. children may link new words to equivalent terms in their l1 for l1 and l2 relationships. teaching vocabulary to young learners may not be the same as teaching vocabulary to adult learners. diptoadi, mindari, and tedjasuksmana (2018) explained that young learners have unique and interesting characteristics, thus teachers are required to have high creativity, make innovations and bring fresh ideas in teaching english at this level. they also highlight the importance of young learners’ motivation in learning that they tend to acquire new things while playing. that is why they need to be facilitated with an interactive learning technique and application. during this process of learning vocabulary, their verbal efforts should be encouraged and supported with language activities that are engaging, interesting and motivating such as by using interactive technology. the use of technology plays a major role in creating a more effective and innovative educational practice in the 21st century, known as the industry revolution 4.0 period (sadiyoko, 2017). this era has given full attention to learning management, which aids students in improving their english skills through the use of new technology (puncreobutr, 2016). as a result, students in indonesia require a new breakthrough learning medium that can assist them in integrating their skills and based on their alpha generation nature. in this case, the alpha generation tends to be visual learners who are primarily envisioning their material in order to aid them in retaining the information. moreover, visualizing the information will assist them in focusing and attracting their interest in learning (augusto, 2018). this rapid advancement in technological integration has provided a better pattern for identifying new instructional approaches (gilakjani, 2017), particularly in almost every language class (ahmadi, 2018). in a number of teaching and learning milieus, technology is now widely regarded as a crucial instructional and supportive tool (qizi, 2021). this is especially true when it comes to teaching english. in addition to teaching approaches, susikaran (2013) argued that fundamental changes in classrooms have occurred because the chalk-and-talk method is insufficient for efficiently teaching english. learners learn how to learn effectively in a well-planned classroom setting. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 373 moreover, technology provides a plethora of options for making teaching more engaging and beneficial in terms of advancement (patel, 2013). teachers in traditional classrooms stand in front of students and use a blackboard or whiteboard to deliver lectures, explanations, and instructions. with the advancement of technology, these methods must be modified. the use of multimedia texts in the classroom helps students learn new vocabulary and language structures (ahmadi, 2018), for instance. multimedia can be used to improve learners' linguistic knowledge by using print books, videos, and the internet. in response to this, arifah (2014) claimed that learners can acquire information and use a variety of tools for analyzing and interpreting language and settings when they use print, video, or the internet. in this sense, solanki and shyamlee (2012) also argued that learners' visual and aural senses are both satisfied by technology. the benefits of using technology in english language teaching and learning have been studied. however, the plus points of technology do not happen by accident; it is dependent on how teachers use it in their language classes (bransford, brown, & cocking, 2000). teachers should develop ways to employ technology as a beneficial learning instrument for their students, even if they have not studied technology and are not computer experts. as a result, a tech-savvy language instructor must constantly update and expand pedagogical and technological knowledge and skills to fulfill the current language instruction demand, particularly in teaching to young learners. given the rapid shift of new technologies, teacher education should focus on the three variables of content, pedagogy, and technology for teacher professional development. although teachers are aware of and understand pedagogy, material, and technology, there is still a lack of understanding on how to combine them in collaborative curriculum design (boschman, mckenney, & voogt, 2014; harrington, driskell, johnston, browning, & niess 2019). in order to support effective technology-enhanced education, the tpack framework presents a new technique and paradigm for global teacher knowledge (koehler & mishra, 2009). although tpack is not a novel paradigm for instructors to integrate technology, pedagogy, and content knowledge, putting it into practice is a challenge for teachers as professionals. teachers' three cores of knowledge, on the other hand, continue to be a concern. pre-service teachers should be aware of and comprehend this teaching and learning paradigm for future classrooms in different areas. mahdum (2015) conducted a tpack research study in pekanbaru, indonesia, utilizing a self-assessment questionnaire to explore the use of tpack among senior high school efl teachers. cahyono and kurnianti (2016) conducted another study that found that taking a tpackoriented teaching practice course can help indonesian efl teachers improve the quality of their efl instructional designs and practices. the idea of incorporating vr into language instruction is now gaining traction. many of the activities in vr are a perfect fit for language instruction, as they create the conditions necessary for real communication to take place. for instance, educators have used job simulator to focus on procedural instructions (bonner & murphy, 2018). while many of these vr applications seem perfectly suited for the creation of new and exciting lessons by teachers, there are still large hurdles that need to be overcome before more educational institutions can embrace vr in classrooms. the costs of implementation in classes, prolonged comfort, stability and continued availability of vr applications continue to be significant factors that work against the adoption of vr in education. a number of academics have expressed interests in using vr in language education. the first study discovered that vr enhanced the students' learning because it provided authentic learning in the classroom and can be used alongside traditional and online learning methodologies. the second discovered that using vr for learning activities is enjoyable for both students and teachers. furthermore, developers should be able to take a risk and do something essential by submitting prospective learning advantages (frazier, lege, & bonner, 2021). vr is a valuable tool for learning, however, there is a lack of education focused content for language learning needs. this article introduces the vr application analysis framework to assist educators in scaffolding existing commercial offthe-shelf (cots) applications for use in classroom activities through four key lenses: immersive capacity, cognitive load, purpose, and communicative capability. the framework is then nia kurniawati, anisa sofarini, & elis homsini maolida the praxis of integrating virtual reality into vocabulary teaching to young learners 374 used to analyze the strengths and weaknesses of an example cots vr application, tilt brush. this analysis, completed using the framework, is followed by three lesson plans for tilt brush that demonstrate how vr could be used in the language classroom (santosa, putra, banjar, & permana 2020). teaching english for young learners in indonesia still invites controversies among the educators and psycholinguists that concern learners' development in thinking and communication. because teaching english for young learners in indonesia seems to force them to know the rules and forms of the sentence. in addition, some of the teachers who teach english for young learners have not the appropriate educational background that can teach the younger as well as the objective wish. actually, there is not any regulation or decisions that obligate the school to teach english to young learners. it only depends on the school itself. in this paper, the writer would like to describe the teaching of english to young learners in indonesia on the side of its implementation and also the pros and cons based on the second language acquisition experts (nufus, 2019). another study discovered that english teachers in indonesian elementary schools (es) are divided into two groups: specialists and generalists. in indonesia, there are 103,667 specialist pets serving 147,536 elementary schools. the generalists, who are primarily homeroom teachers, substitute the position of english teachers due to insufficient number of those specialists. generalist teachers teach a variety of courses in addition to english, and they only teach english to learners in their class. they may regard other subjects to be more essential than english because it is not their primary focus. these teachers typically struggle with devising english learning tasks and activities, learning materials, and appropriate evaluation since they have a limited command of the english language. specialist teachers, on the other hand, typically have a broader range of english skills and teach english to students of all ages (zein, 2012). from the previous study it could be seen that not many studies conducted on the use of virtual reality in vocabulary teaching to young learners. therefore, this study focuses on three important issues, including the practice, the challenges, and how the students perceive the use of virtual reality in vocabulary teaching to young learners. method this case study follows a qualitative approach. qualitative approach is chosen since it gives the author wide room to interpret the data from the teaching of english to young learners in the site. this qualitative research is focusing on describing the process of something considered suitable for discovering the answers to the research questions of this research, which is to elaborate the process of teaching-learning (creswell, 2020). this is also a single instrumental case study where the researchers focus on an issue or concern, and then selects one bounded case to illustrate this issue (yin, 2012). this research was conducted in sdn 1 cipanas involving 40 students of fifth grade and one english teacher. the data were collected from observation, interview, and questionnaire. observation is the process of gathering firsthand information by observing people and places at the research site (creswell, 2009). the classroom observation was functioned to determine the aspects to be observed in the form of a checklist. the observation checklist follows the tpack framework to find out the teacher's praxis on the use of technology in her english classroom. the observation was also used in revealing the challenges the teacher and students face in the english classroom with the existence of vr in the learning process. the interview was utilized to expose the challenge as well as the advantages of using vr in the process of learning english to young learners at the site. the respondents in the interview were the teacher and five selected young learners. before using vr in her classroom, the teacher was interviewed. the students' interview was conducted following the second time they used vr in their english session. the interview was semi-guided mode with 5 questions. to get more in-depth data, the researcher also used an open-ended questionnaire sent to the teacher as well as the school’s headmaster to dig more information about the profile of the teacher at the site, english teaching on a daily basis at sdn 1 cipanas and the school's readiness for vr integration in learning process. this school was chosen since it is the one school in cipanas that lists english as a local content and assigned english teachers to handle the class. qualitative data analysis consists of three concurrent flows of activity: data reduction, data display, and conclusion drawing/verification (miles, english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 375 huberman, & saldana, 2014). therefore, after collecting the data through observation, open-ended questionnaire, and interview, then the data was reduced, displayed and concluded based on the tpack framework. results and discussion as previously stated, there are three issues that will be addressed in this study. the first is about the practice of incorporating vr into english vocabulary teaching to young learners. the second is the challenges, and the last is the students’ perceptions towards vr-supported vocabulary learning. the integration of vr into vocabulary teaching to young learners in answering the first issue, the researchers used observation as the main instrument. the observation followed the tpack framework to find out the practice of vocabulary learning to young learners using vr. the stages preparation from the observation it was found that the teacher has designed the lesson quite well. the topic she chose is things at home. she used the vr video entitled vr 360 nobita house tour 8k video quality. the time allotment was 35 minutes. she used drilling, tpr, and game as teaching techniques. she divided the teaching into three parts, pre-activity, main activity, and post-activity. practice observation #1: during the pre-activity, the teacher checked the students' understanding of the previous lesson and how it related to the lesson for that day. in checking students’ understanding, she used a song of things at home that the students had learned some times before. then, she taught the students to use the vr box. students were allowed to bring smartphones to school that day, which was a departure from the usual policy of not bringing smartphones to school. the students then were divided into four groups, and asked to name their group. then, the teacher asked the students to answer some questions about the topic. at the first observation, the topic was about things at home. the teacher asked the students to google the 360° video of nobita’s house. they explored nobita’s house via vr box in turn within the group. after they had finished observing the video, the teacher asked the students about the things they saw in nobita’s video. the teacher then made sure that the students comprehend the vocabularies that related to topic things at home such as door, wardrobe, window, pillow, etc. to give the students various activities, the teacher asked the students to name the objects. one of the members of the group became the writer and the rest helped him/her to write by mentioning the target vocabulary. at the end, the teacher would give them a sign to stop, then the teacher checked if their writing was correct, and the group with the most correct answer won. to assess the students’ vocabulary comprehension to the lesson, the students were given multiple choice vocabulary tests. the test result shows that the average score is 83,5 out of 100. it means that the students learn the vocabularies by using virtual reality quite well. observation#2: the teacher had a different topic. the topic was sea creatures. the steps of learning for the topic were similar. in pre-activity the students were asked about the previous lesson, and whether they have learned the vocabularies about sea creatures. then the teacher asked the students to repeat some words after her. after the students did the drilling, they were asked to browse the 360° video about sea creatures in turn. then they were asked to match the vocabulary with the pictures. to assess the students’ comprehension, the teacher gave the students vocabulary test, and the students’ average score is 89,3 out of 100. the techniques in teaching vocabulary using vr, the teacher tried to combine the vr with various techniques. the first technique is tpr. james asher's total physical response (tpr) is thought to be an appropriate and successful strategy for teaching and consolidating english vocabulary to young learners (ha & hue, 2020). this method is appropriate for beginners or young learners since it is based on the process of learning a new language through physical movement in response to a command (richards & rodgers, 1999). then, the teacher drilled students into the vocabulary about things at home and sea creatures. drilling is a technique for improving pronunciation nia kurniawati, anisa sofarini, & elis homsini maolida the praxis of integrating virtual reality into vocabulary teaching to young learners 376 that involves copying and repeating words, phrases, and even entire sentences (thornbury, 2006). from the observation, the teacher introduced a new word by constantly speaking it during the drilling phase. the kids finally remember the word after pronouncing it out loud multiple times. as a result, this exercise could be an appropriate approach to teach kids about foreign languages (ernawati, tsurayya, & ghani, 2019). a song was added in the teaching process by the teacher. song is a great approach to get students interested in developing their english skills. many prior studies have found that using music or song to give a lesson to children helps them develop strong practice habits, especially for those still in primary school (hadi, 2019). most efl learners find vocabulary learning to be time-consuming and demanding in terms of memorization and retention over a long period of time (namaziandost, alekasir, dehkordi, & tilwani, 2021; waluyo & bucol, 2021), and gamification may be an effective solution to address these issues and turn a tedious learning experience into a fun and enjoyable one (kingsley & grabnerhagen, 2018). this supports what the teacher in study has done during her teaching practices using vr. in using the vr specifically, the teacher asked the students to use their digital literacy by browsing the video that fit with the vr box, and of course using the vr box to observe the video of the lesson. the requirements integrating virtual reality into vocabulary teaching certainly needs lots of effort. in integrating virtual reality into teaching of course it requires the devices themselves, in this case the virtual reality box and compatible smartphone, internet connection, and the teacher’ tpack. it is similar to other uses of technology for education. the teacher’s pedagogical is crucial in selecting the suitable technique for teaching the content using any technology in education. the teacher is only required to handle technical things like how to use virtual reality, but also to select appropriate learning sources for teaching vocabulary in terms of students’ proficiency level and background, and also how to practice it in the classroom. the facts and the challenges there are some facts as well as challenges faced by both the teacher and students. they are categorized into three groups; the school, the teacher, and the students’ readiness. the school readiness the first is the challenge in integrating vr into vocabulary teaching. that is the school readiness in supplying vr headsets. the number of vr devices is not proportional to the number of students. one of the considerations that the school takes into account is the cost of the vr headsets. in regards to cost, such as google cardboard, which still requires a smartphone, vr remains a luxury product outside the budgets of most educators. while prices have dropped significantly over the past 5 years, the prospect of buying entire class sets of even the cheapest all-in-one headsets remains prohibitive. in 2018, the cheapest headset, the oculus go, which does not require a pc or smartphone, costs ¥23,800 (oculus.com/go/). while a capable device, surpassing cheaper smartphone powered headsets such as google cardboard, the oculus go has its drawbacks. without positional tracking these cheaper devices may result in discomfort or motion sickness. they also lend themselves more towards passive experiences such as watching 360° videos rather than active participation experiences that benefit from object and scene interactions. the facts and challenges about the teacher the teacher was interviewed before the class. some challenges were then discovered. the teacher admitted that teaching english at elementary level is very challenging. she should design her own syllabus and materials, and she used a worksheet from a certain publisher selected by the school as the guidance. moreover, time allotment and teaching media also become her main concerns. the time allotment is 35 minutes for one credit hour. english is allotted 2 credit hours in normal time per week, but since the pandemic time, the time allotment is only 35 minutes per week. the classroom is sufficient for children's study environment, but it lacks english exposure. there are many posters and realia for other subjects, but not for english. the other challenge the teacher is facing is the large class and students’ proficiency level. it almost happens in many schools in indonesia that the english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 377 english proficiency level varies. some students are fast learners while the others are slower ones. it is challenging for the english teacher to design material that would fit to all students. besides, the typical indonesian state school is big class. a class could have more than 40 students within. it requires the teacher to use her classroom managerial skill during the teaching. there are some astonishing facts about the teacher’s pedagogy and technology knowledge. the school has integrated computer use with english teaching. the students can learn english at a computer laboratory, and the teacher is used to gamifying the lesson assisted by technology. therefore, the teachers are not too surprised to use vr in their teaching. she only needed a short amount of time to adjust her teaching material with the use of vr. these findings actually have been estimated, since many studies have mentioned the fact that many elementary schools still list english lesson even though the curriculum does not put it as a priority to be taught at elementary level. the english teachers at the site mention that actually they expect the government to revise the policy and give place to english as it was in the previous curriculum. acknowledging the practice of teaching vocabulary in the classroom, the english teacher has demonstrated her tpack at the most basic level. it is seen from the way she executed the teaching and learning activities that were not wellarranged. however, she had no problem using technology, in this case vr, into her teaching. she could adapt the material with the vr. in observation 1, the lesson was about the things at home. she combined the 360° video with the printed material, and could guide the young learners to experience the virtual environment via vr box and smartphone to visualize the vocabularies they are learning. the students this study enlisted the participation of 40 fifthgraders, aged around 11. they are generally from the alpha generation, who grew up with technology at home. as a result, they have no trouble dealing with vr. they can simply control the devices and look for vr-based videos. nonetheless, as young learners, they have a short attention span and get easily bored when the teacher ignores their curiosity. in regards to young learners’ short attention period (scott & ytreberg, 1990), they can collaboratively and individually be involved in physical activities and experiments (diffily & sassman, 2002). vr integration is undoubtedly useful, but it necessitates the usage of cellphones, which the school cannot offer. students should be asked to bring their own smartphone from home as a solution. however, it is common knowledge that schools prevent kids from carrying smartphones to school, so it is a little ironic that students must rely on smartphones but are not permitted to bring them with them. as it has been highlighted previously that the young learners have a very short attention span, easily get bored, and easily get distracted. therefore, the english teacher should be very creative in designing different activities during the lesson. vr is very attractive but when the teacher has no creativity in using it in the learning process, it will be useless. the students’ views there are some points that the students show on their views towards the vr integration. the students perceived that learning vocabulary with vr is engaging and entertaining. they assumed that, by using vr, they could see the real objects taught by the teacher. simply speaking, it helps them visualize the vocabulary and as a result, it could ease them to memorize the vocabulary. notably, learning english using vr is something new to them. this meets young learners’ nature of fulfilling curiosity. the limited number of vr, in fact, did not distract the students' involvement in experiencing vr to learn english vocabulary. they were excited in taking turns to use vr, task sharing, and support one another in games created by the teacher. despite some merits perceived, there are complaints from some students. they felt headaches when they were exposed to the device lens for a longer time. conclusion there are some conclusions that can be taken from this current research. first, virtual reality could support the teaching of vocabulary to young learners. it helps students visualize the vocabulary, nia kurniawati, anisa sofarini, & elis homsini maolida the praxis of integrating virtual reality into vocabulary teaching to young learners 378 and gives them the sensation of being with the real objects. however, it needs lots of effort in terms of facilities. as the teacher’s tpack is at basic level, they need to improve their capacity (tpack) to keep up with technological advancement. acknowledgment we would extend our sincerest gratitude to kementerian pendidikan, kebudayaan, riset, dan teknologi for funding this research program on mbkm policy and research-based community service for private universities. we also would like to extend our appreciation to: (1) direktorat jenderal riset dan teknologi pendidikan tinggi. (2) dinas pendidikan kabupaten cianjur. (3) 15 elementary schools in cipanas kabupaten cianjur. (4) rector of universitas suryakancana. (5) vice rectors of universitas suryakancana. (6) sdn 1 cipanas. (7) academic community of universitas suryakancana. (8) research and community service team. (9) and all parties that could not be mentioned one by one for supporting this study. references ahmadi, m. r. (2018). the use of technology in english language learning: a literature review. international journal of research in english education, 3(2), 115-125. arifah, a. (2014). study on the use of technology in elt classroom: teachers’ perspective. m.a (thesis). department of english and humanities, brac university, dhaka, bangladesh. augusto, t. (2018). study on the alpha generation and the reflections of its behavior in the organizational environment. quest journals journal of research in humanities and social science, 6(1), 9–19. bonner, e., & murphy, p. 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(2012). use of technology in english language teaching and learning: an analysis. international conference on language, medias and culture ipedr vol. 33. iacsit press, singapore. 150-156. susikaran. (2013). the use of multimedia in english langage teaching. journal of technology for elt, 3(4). thornbury, s. (2006). az of elt. macmillan educ. tomasello, m. (2014). the new psychology of language: cognitive and functional approaches to language structure. (vol. 1). psychology press waluyo, b. & bucol, j. l. (2021). the impact of gamified vocabulary learning using quizlet on low-proficiency students. computer-assisted language learning electronic journal (callej), 22(1), 158-179. https://www.callej.org/journal/ 22-1/waluyobucol2021.pdf yin, r. k. (2012). a (very) brief refresher on the case study method. the applications of case study research. zein, s. (2012). the contexts of english language teaching at primary level in indonesia. journal of teaching and education, 1(3), 85–90. https://doi.org/10.4018/978-1-5225-7918-2.ch016 https://doi.org/10.4018/978-1-5225-7918-2.ch016 https://doi.org/10.2139/ssrn.3019248 https://doi.org/10.1017/s0261444817000027 https://doi.org/10.24853/elif.1.1.65-70 nia kurniawati, anisa sofarini, & elis homsini maolida the praxis of integrating virtual reality into vocabulary teaching to young learners 380 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 143 improving english students’ speaking skills through an action learning strategy kasmaini english education department, faculty of teacher training and education, universitas bengkulu, sumatera, indonesia email: kasmaini@unib.ac.id sudarwan danim english education department, faculty of teacher training and education, universitas bengkulu, sumatera, indonesia email: dansudarwan@gmail.com muhammad kristiawan english education department, faculty of teacher training and education, universitas bengkulu, sumatera, indonesia email: muhammadkristiawan@unib.ac.id zahrida english education department, faculty of teacher training and education, universitas bengkulu, sumatera, indonesia email: zahrida@unib.ac.id sufiyandi english education department, faculty of teacher training and education, universitas bengkulu, sumatera, indonesia email: sufiyandi@unib.ac.id dwi maharrani english education study program, faculty of teacher training and education, universitas sriwijaya, south sumatera selatan, indonesia email: dwimaharrani@unsri.ac.id apa citation: kasmaini., danim, s., kristiawan, m., zahrida., sufiyandi., & maharrini, d. (2023). improving english students’ speaking skills through an action learning strategy. english review: journal of english education, 11(1), 143-152. https://doi.org/10.25134/erjee.v11i1.7232 received: 19-10-2022 accepted: 17-12-2022 published: 28-02-2023 introduction speaking, reading, listening, and writing are the four skills that english students need to be proficient in, each of which has a different level of difficulty. speaking, however, is the most difficult skill for english students at the abstract: for students of english education, speaking skills are of paramount importance. however, in the context of english students at universitas bengkulu, many students seemed to still struggle with speaking skills. therefore, to cope with this problem, this classroom action research was conducted with the aim of improving the speaking skills of students who took english conversation course by applying action learning strategy (als) since this strategy was scientifically promising. two phases of the class action design were employed in this research project. the data were garnered using observations, interviews, and englishspeaking test. it was evident from the first phase of observation that almost all students recommended the als. the data from the interview revealed that a significant proportion of students had profited from this approach, and there were few students who spoke in front of the class. the first phase's precise decision how an average score of 74 was attained by the students. at the second phase, the observation and interview data showed that nearly all students actively participated during discussions and had good improvements of english-speaking skills. the result revealed that the implementation of als in the conversation course in semester 1 improves s1 students’ speaking skills. keywords: action learning strategy; english-speaking skills; university of bengkulu students. kasmaini, sudarwan danim, muhammad kristiawan, zahrida, sufiyandi, & dwi maharrani improving english students’ speaking skills through an action learning strategy 144 university of bengkulu. skills such as vocabulary, grammar, pronunciation, and fluency are required for this skill. as speaking is believed to be the most productive oral skill, students must perform their ideas in the speaking section in addition to having a theoretical understanding of the vocabulary and grammar that will be used. additionally, they must separate ideas into verbal and non-verbal forms (riswanto et al., 2022). using english in verbal communication is a problem for the english-speaking students at the university of bengkulu. it can be observed in a variety of situations, including daily interactions, discussions, and undergraduate thesis exams. the students use improper grammar and a mixture of indonesian and english to convey their ideas. in terms of coherence and vocabulary, there is also a context-related problem. indonesian and english are frequently mixed together because of their limited vocabulary. some studies have found that students' limited vocabulary is their main barrier to effective idea expression in speaking (khan et al., 2018; panjaitan et al., 2022; rullu & daburan, 2020). meanwhile, speaking is a crucial component if students want to complete their studies at the university of bengkulu. therefore, lecturers should give full attention to students struggling with performance or competence problems. based on the researcher's observations, the students’ speaking ability at the university of bengkulu needs to be improved as it is still poor. this is especially true for argumentative speaking and reasoned discussion. at this level, it is also essential to have fluency as well as a variety of vocabulary and pronunciations. tampubolon (2020) asserted that a large number of students struggle to express themselves in english, particularly during the debating and argumentation stages. the finding indicated that there is no connection between theory-based english materials and the practice. students are still required to comprehend and master a wide range of speaking skills, both in theory and in practice. while this prerequisite is an essential and unavoidable requirement as a requirement to become a skilled english teacher. the english language study program fkip unib has provided a variety of courses in this area, including conversation, speaking for discussion, and speaking for presentations. these three courses are developed to maximize students' communication skills. the implementation has not been used to its maximum potential, especially in upper-semester courses like conversation and speaking for presentations. implementing the action learning strategy (hereafter as als) is one way to make the most of conversation courses. this method includes six steps to boost speaking abilities: highlighting the issue, collaborating with others, posing questions, taking actions, committing to learn and scaffolding by mko (more knowledgeable person), such as coaches and trainers. the results of tracking literature reviews and research results that have been carried out by previous researchers regarding als both from online sources (open knowledge map) to determine research maps in the context of this als or offline found the fact that it has never been implemented by lecturers in particular in the english education study program, fkip unib. the studies that have been conducted regarding the improvement of speaking ability were detected, among others; kurniawan (2018) regarding the use of edmodo online learning media in the english class for discussion of students in the english study program. kurniawan (2019) on the application of google voice in the english for discussion course and kurniawan (2021) on the application of the integrated performance assessment (ipa) model in the class of students of the english education study program, fkip university of bengkulu. based on the results of the search and tracking of previous studies, it is concluded that there is a novelty in the use of strategies, especially the als. referring to the literature review, the experience of researchers during teaching and interacting with students as well as the results of the analysis and synthesis of the concepts, procedures and objectives of this strategy, als is very appropriate to be applied to improve the speaking skills of students of english education fkip unib. the speaking skills of undergraduate students of english education fkip bengkulu university were detected from their speaking activities using english from various forums and momentum both inside and outside the classroom. the results of the researcher's diagnosis, as well as the lecturer in conversation courses, concluded that the average ability of undergraduate students in english education at fkip was still relatively low. this is evidenced by the results of the empirical experience of the researchers themselves and supported by lecturers who are competent in speaking skills (speaking for discussion, speaking for presentations), so that models, approaches, methods, techniques, and strategies are needed english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 145 that can improve these speaking skills. this research is guided by the following research questions: first, how to improve students' speaking skills in conversation courses using als? second, what are students’ perceptions of the als? speaking is one way to convey messages to other people. this message can be in the form of thoughts, ideas, complaints, and criticisms either directly or indirectly. messages can be received well if the delivery can be understood by the recipient. for that, the messenger must have speaking skills. these skills include mastery of vocabulary, grammar, pronunciation, and fluency. the four speaking skills in questions are illustrated in figure 1 below. figure 1. the four speaking skills and their parts the first part is vocabulary mastery (vocabulary), which means that the speaker must understand diction, jargon and word forms (nouns, adjectives and verbs). in addition, afzal (2019) states that vocabulary has two forms: active and passive. in active vocabulary, students are taught words and they can use the words to express themselves verbally and in writing. meanwhile, passive vocabulary refers to the words that students are able to recognize and understand when a context is presented to them but cannot be produced spontaneously by the students in written or spoken form. the second part deals with pronunciation. in speaking, a person actually uses the correct pronunciation according to the standards of a native speaker, the intonation, stress and rhythm are right according to needs. an english learner does not have to have a pronunciation similar to that of native speakers (native like) because there is the influence of the mother tongue. in line with this, puspandari and basthomi (2022) "mother tongue (l1) has a clear influence on learning l2 pronunciation". but the most important thing is the correct pronunciation according to the standard or known as rp (receipt pronunciation) either british or american. some previous studies found that complexity in pronunciation causes difficulties for foreign learners which resulted in many errors of foreign language learners in terms of pronunciation (fabra, 2022; lestari et al., 2020) the third part is grammar. these language rules include sentence structure and elements forming phrases, clauses and sentences as well as main and subordinate clauses. a speaker must understand verbal, nominal, active and passive sentences with different tenses and how and when to use them. besides, the speaker also needs to understand about nouns, adjectives, adverbs and at the same time how to use them. according to wilang and vo (2018) “like many efl teachers, the researchers have found themselves in awkward situations where teacher-led interactions are frequently met with silence.” this means a situation where many students or students are just silent in class talking because of lack of grammar, especially what often happens in english classes where english is a foreign language. the fourth part is fluency. fluency in conveying ideas without stopping and hesitation even though grammar errors still appear here and there. the ability to express opinions fluently and clearly without much pause (fillers and repetition) is a very important skill. however, tavakoli and hunter's study (2018) found that fluency is often defined broadly by teachers, who often use it interchangeably with speaking ability. in addition, the majority of the activities reported by teachers were useful for improving speaking practice rather than fluency. fluency in speaking is a skill that needs to be trained continuously by communicating in real contexts such as discussions about a particular issue in english (fgd) in order to discuss a topic. in addition, study conducted by riadil (2020) revealed that the issues of english-speaking students are closely related to linguistic issues (grammar, lack of vocabulary, and poor pronunciation) and psychological issues (loss of self-confidence, insecurity, and nervousness). this is in line with the study conducted by hanifa (2018) which found that factors that cause students’ anxiety when learning speaking skills are cognitive factors (topics, genre, interlocutors, and processing demands), affective factors (feelings towards the topic and/or the participants, and selfconsciousness), and performance factors (mode, degree of collaboration, discourse control, planning and rehearsal time, time pressure and environmental conditions). kasmaini, sudarwan danim, muhammad kristiawan, zahrida, sufiyandi, & dwi maharrani improving english students’ speaking skills through an action learning strategy 146 concerning all those notions, the purpose of learning to speak is in order to build students' speaking skills with all components in speaking skills so as to cause changes in both cognitive, affective and psychomotor aspects. in this case, nur et al. (2021) elucidate that teaching methods should be treated as theories to be evaluated to decide which strategies function best in a particular second/foreign language classroom. therefore, we have to find the right strategy for the students we teach according to the context. als was first introduced by revans (1982: 626-627). he defined this strategy of as a means intellectual, emotional or physical development that requires subjects through responsible involvement in some real complex and stressful to achieve intended change to improve observable behavior henceforth in the problem field”. this strategy is oriented towards discovery learning which emphasizes the strength of groups and individuals to solve a problem. furthermore, zuber-skerritt (2002) argued that the success of an action learning strategy depends largely in these values: collaboration, trust, openness, team spirit and mutual respect, and tolerance of mistakes. the basic principles in this strategy are the group's efforts to solve a problem through discussion and reflection and action. waluyo and arsyad (2022) explained that students’ cohesiveness has a significant effect but is detrimental to students' grades. students must unite or cooperate but sometimes it is detrimental to their scores because group scores equal individual scores. in the process of carrying out group actions, people who are experts in their fields are assisted so that problem solving orientation is guided to the final goal to be achieved. this learning strategy is very democratic because every individual in the group has the right to speak, express opinions and at the same time provide criticism and suggestions for improvement. shimamoto (2022) elucidated that self-expression is a pillar of the communicative language classroom. in other words, the expression of each individual is the key in communicating or speaking in learning. this is the spirit of active learning and cooperative learning that emphasizes the activeness of students in learning. this is in line with the national education system law no. 20/2003 chapter 1 article 1 which reads “education is a conscious and planned effort to create a learning atmosphere and learning process so that students actively develop their potential to have religious spiritual strength, self-control, personality, intelligence, noble character, and skills needed by himself, society, nation and state. the following are the steps of als. the first step is to prepare problems. problems must be important, specific and can be solved in groups. in relation to the process of learning to speak, the themes raised are in accordance with general problems that all group members understand and can be traced from various literary sources, such as "how to avoid the omicron virus disease pandemic". the second step is forming a team/small group. the team formed should not be too big, for example 5-7 people. it is recommended that team members come from different backgrounds, so that they can provide diverse information. if this team is a student in the same class, then before the discussion each group is given time to enrich their scientific background about the theme to be discussed. students can read and analyze from various sources both online and offline. these learning resources should be in english. the third step is formulating questions. discussion group members should ask a lot of questions about the issues being discussed. the questions that arise will sharpen the argument. questions should start with the words "why and how". questions are meant to provoke dialectic and livelier discussion. all questions and answers are in english. the fourth step is the question process. the discussion is sharpened by questions, answers, rebuttals, and debates. all processions are carried out by using english. the fifth step is action taking. after a long discussion, the group then takes action to solve the problem according to the action plan. finally, the sixth step is coach guidance. the trainer's role is to guide and direct various problems that arise so that focus and discussion orientation is achieved as expected. als was invented and developed by revans in england in the mid of 20th century. this strategy was originally used as a strategy for the professional development of staff in british companies. then the strategy develops in the world of education and is used to increase the activeness of students in developing curiosity through the discussion process while looking for answers to the problems being discussed. this strategy relies on the strength of collaboration in analyzing and synthesizing as well as making decisions to carry out action plans. revans (1980, 1982 & 1998) as cited in ferkins & fleming (2010) has conducted a series of studies related to this strategy by means of combining the english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 147 theoretical concepts of cooperative learning, integrated learning and learning by doing. a couple of researchers, such as ferkins & fleming (2010) and pedler (2011), have continued to refine this strategy. studies related to this als have been carried out by researchers in indonesia. based on literature tracking, there are several researchers who have conducted studies, including shalihah (2020) who conducted research with als to improve students' speaking skills at mts limbung with a classroom action research design. the results of the research showed that the students' speaking skills increased in each research cycle. a similar study was also conducted by putra et al. (2022) with the tittle “action learning strategy to enhance students’ speaking skill: a classroom action research”. the study involved 28 students with a classroom action research approach of 2 cycles. the final result of the study showed that the students' speaking skills from cycle to cycle increased. another study was conducted by nurjannah and ruswiyani (2022) entitled “using action strategy in improving speaking skills in english language teaching”. their study was was conducted in smpn 3 soromandi kabupaten bima, ntb involving 40 students as the samples. the results showed that action learning strategy can improve the students' speaking skills in english language learning. method this research method is qualitative, and the research type is classroom action research. the kemmis and mctaggart’s (1990) model was adopted. figure 2 depicts the classroom action research model used in this study. figure 2. kemmis and mc taggart's (1990) cycle model this study was conducted in the conversation course of the english education department at unib. this study was carried out from the third week of june to the end of november 2022. the participants in this study were the third semester english education students taking english conversation courses. there were 35 students enrolled in this course. this study was conducted in two cycles. one cycle was made up of three meetings. therefore, six face-toface meetings were held. there were four phases of action research implemented in this study, in which they fell into planning, implementation, observation, and reflection. in terms of planning, the researchers prepared learning instruments in the form of semester learning plans (slp) and learning devices, such as media, instruments, observation checklists and interview forms. aside from that, the researchers designed and determined research schedules as well as indicators representing students’ success in learning. these indicators were tailored to the conversation course's learning outcomes and the speaking assessment rubric. in the implementation, the researchers used als to carry out learning activities. the slp was used as a guide in teaching by the researchers. scenarios were developed in advance. scenario changes could only be made at the implementation level, not at the strategy's core. according to a predetermined cycle, up to 6 slp were prepared. in terms of observations, members of the research team acted as the observers, observing the learning process. the processes that occurred during the study were recorded by the observers as guided by the observation check list. the findings of the observations were used to improve the learning process in the following cycle. in terms of reflection, the fourth phase was reflection. the researchers and observers re-observed what had been done, what was being done, and what would be done during this phase. during the learning process, reflection was accomplished by checking, analyzing, synthesizing, and formulating problems. the findings of this reflection were then used to improve the learning process in the following cycle. data were gathered from field notes, observations, and interviews, as well as evaluations conducted by observers during the research process. this data could be used to determine whether there was an increase in each cycle. observation sheets, speaking ability tests, and interviews were used as research instruments. data analysis was divided into two categories: qualitative data from observations and interviews and quantitative data from speaking test results. in this study, success was defined as: (1) at least 75% (27 students) were actively participating in discussions at the end of the cycle; and (2) at least 60% of students received an 80 (a-) on the speaking test results at the end of the cycle. kasmaini, sudarwan danim, muhammad kristiawan, zahrida, sufiyandi, & dwi maharrani improving english students’ speaking skills through an action learning strategy 148 results and discussion the results of this classroom action research showed that there was an increase in the ability or speaking skills of si students in english education at fkip unib by implementing an als. these results were obtained from two cycles and three instruments. cycle 1 the data of cycle 1 were gathered from observation, interviews, and english-speaking test as to see students’ english-speaking improvement. table 1 presents the observation results of cycle 1. table 1. observation results of cycle 1 no student asking student who answered student who are inactive cycle 1 12 10 13 the data were backed up by those garnered from interviews. after implementing the als, the researchers interviewed 10 students. most students perceived that they were helped by the implementation of als. the implementation of als was embodied in four steps which felt into planning, action, observation, and reflection. in terms of planning, planning was in accordance with the research scenario that had been prepared before taking action, namely providing alternative topics that were used as topics for group discussions consisting of 5 people. the first topic was “talking about the weather”. in terms of action, the implementation of the action in cycle 1 was in accordance with the steps of the als which consisted of six steps such as preparing problems, forming groups, compiling questions, questioning process, taking action and guiding the trainer (selected students). the researcher gave the students the freedom to choose their friends. then, the students looked for one person for each group of students who had more qualified in speaking skills among group members. in terms of observation, the observer paid attention to the attitudes, behavior, and activeness of students in learning. at the first meeting, the students seemed quite enthusiastic about participating in the lesson because they were given information about als. this provided a clear framework so that the discussion went well. in terms of reflection, the results of the reflection from cycle 1 provided an overview to researchers and observers about several weaknesses that must be corrected in the next cycle. as a whole, the weaknesses that could be seen from interview, observations, and test results demonstrated some points. first, students seemed less active during group discussion. this was due to the lack of distribution of active students in each group. second, during the classical discussion, some students still lacked confidence. third, the average value of the test in cycle 1 was 74. the score was the average of the three components of speaking assessment, namely pronunciation, vocabulary, and fluency. table 2 presents the test results at the end of cycle 1. table 2. test score of cycle 1 no students pronunciation vocabulary fluency score 1 mgfd 70 70 70 70 2 ja 75 74 76 75 3 hf 75 78 72 75 4 gan 75 80 80 78 5 sw 80 75 76 77 6 sf 75 70 71 72 7 anh 65 64 66 65 8 mrs 75 75 78 76 9 ia 70 73 76 73 10 anh 75 74 76 75 11 and 74 76 75 75 12 dasbs 80 81 79 80 13 iv 75 74 76 75 14 aar 75 78 75 76 15 saar 80 80 83 80 16 yo 75 74 76 75 17 du 70 73 70 71 18 rja 66 64 65 65 19 np 77 75 73 75 20 sa 66 65 67 66 21 ddp 75 72 75 74 22 la 77 80 88 78 23 ja 70 69 71 70 24 ac 80 76 78 78 25 rn 76 75 77 76 26 ra 78 77 79 78 27 zas 70 73 70 71 28 sp 77 70 72 73 29 smz 70 71 72 71 30 md 76 78 74 76 31 ovth 78 75 78 77 32 an 75 78 75 76 33 af 75 78 72 75 34 drf 78 74 70 74 35 ark 75 71 70 72 average 74 cycle 2 in a similar way, the data of cycle 2 were generated from observations, interviews, and english-speaking test as to see students’ englishspeaking improvement. table 3 presents the observation results of cycle 2. table 3. observation result of cycle 2 no student asking student who answered student who are inactive cycle 2 15 17 3 the observation data were backed up by those garnered from interviews. after applying the als, the researchers interviewed 10 students. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 149 almost all students perceived that they got help from the implementation of this als which consisted of six steps. in the same way as cycle 1, the implementation of als in cycle 2 was undertaken through four steps which felt into planning, action, observation, and reflection. in terms of planning, planning was in accordance with the research scenario that had been prepared before taking the action, namely determining the topic that was used for group discussions whose students consisted of 7 people. the second topic was “an afternoon in the kitchen”. in terms of action, the implementation of the action in cycle 2 was in accordance with the steps of the als which consisted of six steps, such as preparing problems, forming groups, compiling questions, questioning process, taking action, and guiding the trainer (selected students). here, the researchers determined who could be the leader and members of the group. the number of members of each group became larger, namely 6 people. this was done so that there could emerge more ideas and flexibility in larger groups before presentations in class groups. in terms of observation, at this stage, the observer paid attention to the attitudes, behavior and activeness of students in learning. at the second meeting, the students seemed very enthusiastic about taking lessons because they were already familiar with the steps of als. this gave a different spirit and experience from cycle 1. in terms of reflection, the results of the reflection from cycle 2 provided an overview to the researchers and observers that from the three existing instruments, namely observation, interviews and tests. it was known that the indicators set out in chapter 3 had been met, namely 75% of students were active in learning, and 60% of them got an 80 score. table 4 presents the test results. table 4. test score of cycle 2 no students pronunciation vocabulary fluency score 1 mgfd 80 80 80 80 2 ja 71 69 70 70 3 hf 75 78 72 75 4 gan 86 90 88 88 5 sw 80 85 81 82 6 sf 70 70 70 70 7 knh 65 64 66 65 8 mrs 85 82 88 85 9 ia 70 73 76 73 10 anh 90 88 86 88 11 and 90 86 88 88 12 dasbs 78 80 80 80 13 iv 83 80 86 83 14 aar 70 70 70 70 15 saar 90 88 92 90 16 yo 82 81 83 82 17 du 70 70 70 70 18 rja 80 85 75 80 19 np 80 77 83 80 20 sa 72 68 70 70 21 ddp 78 77 85 80 22 la 70 80 75 75 23 ja 71 69 70 70 24 ac 80 76 78 78 25 rn 83 85 87 85 26 ra 73 77 75 75 27 zas 90 88 83 87 28 sp 70 70 70 70 29 smz 75 76 75 75 30 md 76 80 84 80 31 ovth 76 85 79 80 32 an 89 91 90 90 33 af 80 78 82 80 34 drf 78 82 80 80 35 ark 80 80 80 80 average 79 to be discussed, cycle 1 was carried out from august 29, 2022 to september 12, 2022. from the observations, it was seen that there was a change in students during discussion activities when compared to the two previous meetings which had not implemented the als (als). at the first meeting of cycle 1, students were given a topic entitled "talking about the weather". after that, students were asked to sit in groups of 5 people. after that, the researchers chose one person for each group as the leader. in groups, they gathered and discussed questions for discussion or debate with other groups. after forming questions, the students tried to process questions by looking for answers to these questions. here, students also practiced questions and answers to the questions they had made. at the end of the als step, students with the guidance of researchers (trainers) solved problems in the form of questions and answers in class discussions. here, there was an argument against the questions and answers to the problems that had been made earlier. from the activities above, it could be seen that students did not hesitate to express their ideas. this was proven by many of those who asked, and some tried to answer the question. this is in line with shimamoto (2022) who highlighted that selfexpression is a pillar of the communicative language classroom. this si students of english education expressed their ideas in class discussions. they casually expressed their ideas in discussion. after their discussion in large groups throughout the class, the roles of the trainers (researchers and collaborators) were to provide direction and opinions about the things discussed, namely "talking about the weather". the group leader and members also improved their english pronunciation and grammar. most students were still not right in pronouncing some words. the kasmaini, sudarwan danim, muhammad kristiawan, zahrida, sufiyandi, & dwi maharrani improving english students’ speaking skills through an action learning strategy 150 accuracy of the use of some grammatical cases seemed to be problematic. they often did not correctly distinguish between verbal sentences and nominal sentences. these two tenses were often used in discussions on this topic because this topic talked about daily conversations among students in a country with four seasons. in the previous discussion, the researchers and their members also discussed students' knowledge of the outside world, such as what temperature the snow appeared. many of them answered correctly. they already understood the customs of subtropical countries. with existing knowledge or adequate background knowledge, the student became more confident in asking and answering questions. there was established a good collaboration among students. along with this, waluyo and arsyad (2022) emphasized that students’ cohesiveness has a significant effect. after completing the implementation of this als (als), the researchers and heir members conducted a speaking or conversation test. the results at the end of cycle 1 demonstrated that on average students got a score of 74. but some of them got a score of 75 to 80. this did not meet the research indicators that had been designed where 60% of students got a score of 80 (a-). this happened because the students were not used to discussing and the steps of this strategy. lack of speaking skills in this cycle could also be caused by the lack of maximum work of the group leader. here, the leader of the group was chosen at random. awkwardness could occur in small group discussions so that they were less than optimal in their performance in larger groups. interviews conducted at the end of cycle 1 showed that some students had been helped by this strategy. this happened because according to them, these strategic steps made them comfortable talking to their friends. they were not afraid of speaking because they had been prepared in groups of questions and possible answers. they also discussed in groups by using english. this occurred in steps 3, 4 and 5 of the als (als) namely formulating questions, questioning processes and taking action. because the indicators of success from the data in cycle 1 had not been achieved, the researchers and their members continued to cycle 2. the results of the observations in cycle 2 showed a sharp increase in students’ activities. almost all of them actively asked questions both in group discussions and during class discussions led by the researchers. because here before they sat in groups, they were told that each student must have had one question. the others had to answer one question each. here, there was a dependency between group members. they sought to collaborate with each other to generate questions. this collaboration also aimed to prevent the same questions to arise. in cycle 2 which was carried out from september 19th to october 3rd, the students were also asked to sit in small groups of 6 people. here, the number of them was added by one person so that they had more ideas in making questions and discussing the requested topic, namely "an afternoon in the kitchen". this conversation took place between a mother and her child one afternoon. they talked about things that usually happened in the kitchen, which was about cakes. cakes had become a hot topic in families from a background where bread was the main food. in this topic, students could also discuss a lot because they understood a lot about the types of text in english, and they also had direct experiences about the types of text discussed in the conversation earlier. this enhanced students’ active during discussions. they had an idea of what to talk about. their vocabulary came out by itself which could be helped by their friends in groups. from each group, there was selected one student who had less ability in terms of pronunciation, vocabulary, and grammar. the speaking test conducted at the end of cycle 2 showed significant progress. the distribution of values above 74 was more. where, there were the scores of 80 to 90. there were 21 people or had met the designed success indicators, namely 60% of the number of english education undergraduate students, namely 35 people. although there were still among them who got values of 65 to 73. only a small percentage of them received the values below 74. the tendency for individuals’ values increased from cycle 1 to cycle 2, but there were 2 or 3 students who still experienced a decrease in values. this could happen because the students were less focused and less active in group discussions. from the results of the interviews at the end of this cycle, it was observed that almost all of the students perceived that they were helped by this als. they thought that group discussions were very helpful because they could argue casually without fear of being blamed or laughed at by friends because those in the group had weaknesses. they could also help each other in ideas and vocabulary. they practiced asking and answering in group conversations to become a place of practice before the big class discussion. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 151 the results of the present study aligns with putra et al. (2022) study. their study involved 28 students with a classroom action research approach of 2 cycles. the final result of the study showed that the students' speaking skills from cycle to cycle increased. this also happened in the research conducted in the conversation class 1b. in this study there was an increase in three things, namely students' activeness in speaking, speaking skills in terms of pronunciation, vocabulary and fluency and students' perceptions of the application of this als. it can be concluded that the application of als can improve the speaking ability of undergraduate students of english education fkip bengkulu university. conclusion the classroom action research conducted in two cycles by applying the als in the conversation course in semester 1 improves s1 students’ speaking skills from english education faculty of teacher training and education, university of bengkulu. this increase occurs because the six steps of this strategy flex the tension in the classroom where students are usually given a topic and then asked to speak directly. in this strategy, students are given time and opportunity to practice and prepare the right ideas, vocabularies, and grammar before discussing in front of the class or large group. they are helped by the existence of coaches or trainers in this case the researchers and their members as commentators or guiding and directing various problems that arise so that focus and discussion orientation are achieved properly. at the end of this study, there is an increase in terms of motivation or activity, ability and good perception of the application of als in terms of improving speaking skills in english. references afzal, n. 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(2022). efl classroom learning environment at a thai university: what variables matter for low proficiency students? journal of applied linguistics and literature, 7 (2), 295-310. https://doi.org/10.33369/joall.v7i2 .21422 wilang, j. d. & vo, t. d. (2018). the complexity of speaking anxiety in a graduate efl classroom. the journal of asia tefl,15(3), 682-699. zuber-skerritt, o. (2002). the concept of action learning. the learning organization, 9(3), 114–124. https://doi.org/10.1108/096964702104 28831 https://ejournal.unib.ac.id/index.php/joall/article/view/20042/9576 https://ejournal.unib.ac.id/index.php/joall/article/view/20042/9576 https://digilibadmin.unismuh.ac.id/upload/10677-full_text.pdf https://digilibadmin.unismuh.ac.id/upload/10677-full_text.pdf https://doi.org/10.33369/joall.v7i2%20.21422 https://doi.org/10.33369/joall.v7i2%20.21422 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 1085 exploring pre-service teachers’ experiences towards synchronous online learning amidst the covid-19 pandemic fitria rahmawati english language education department, faculty of language education, universitas muhammadiyah yogyakarta, indonesia e-mail: fitriarahmawati@umy.ac.id apa citation: rahmawati, r. (2022). exploring pre-service teachers’ experiences towards synchronous online learning amidst the covid-19 pandemic. english review: journal of english education, 11(2), 1085-1094. https://doi.org/10.25134/erjee.v10i3.6256 received: 23-06-2022 accepted: 27-08-2022 published: 30-10-2022 introduction information, communication, and technology (ict) facilitate the learning process, especially in higher education. mobile computing, social networking, and open-source software have opened up new opportunities for building a learning environment in which self-learning is characterized by personalized learning and flexible scheduling (rahmawati, 2019). ict offers a range of advantages and opportunities, including convenience, adaptability, and the capacity to engage in collaboration and interaction with instructors and fellow students situated in diverse geographical locations. due to the covid-19 pandemic, students could not attend school. the only option was to switch from traditional education to online learning. according to langford and damşa (2020), academics, administrators, and ict support staffs were working nationwide to implement full online learning quickly. özüdoğru (2021) admitted the necessity for educational institutions and teachers to enable effective teaching and learning experiences in synchronous online settings. furthermore, farkhani, badiei, and rostami (2022) highlighted the necessity of providing teachers with training and support in creating successful classroom management practices for online teaching. a synchronous online learning is a suitable alternative to university classes. synchronous learning is similar to a traditional face-to-face class, yet, in a virtual form. according to bower et. al. (2017), images, audio, and video captured in the real world are projected like a mirror, and the virtual participant’s avatar is projected into the virtual world’s monitor screen. debbag and fiddan (2022) defined synchronous learning as an online learning environment by using new tools and approaches such as video conferencing platforms and digital resources. consequently, synchronous learning sessions facilitate students abstract: as a result of the covid-19 pandemic, learning systems all around the world have shifted from traditional classrooms to online learning. synchronous learning was developed to promote online learning interactions via audio, video, text chat, interactive whiteboards, and various app-sharing. this study examined the experiences of pre-service teachers enrolled in an english language education department (eled) as they engaged in synchronous online learning amidst the covid-19 pandemic. the participants involved in this study were six eled pre-service teachers. the research was carried out at an indonesian islamic private university. the research was carried out at an indonesian islamic private university, involving six eled pre-service teachers. a descriptive qualitative was adopted with an in-depth interview as the data gathering technique to generate information from the participants. the findings from the interview revealed that there were various synchronous online learning activities experienced by the preservice teachers, such as listening to lectures, doing a group discussion, doing an online presentation, and completing evaluations. in addition, various tools available made learning easier for them, such as screen sharing, recording, camera, and microphone features. regarding the perceptions of the eled pre-service teachers, this study identified positive and adverse effects resulted from a synchronous online learning. the perceived positive effects were flexibility in learning, various ways of learning, live interaction, and autonomous learning. meanwhile, its adverse effects were missed opportunity to participate in learning, lack of interaction, undelivered messages, and feeling isolated. keywords: covid-19 pandemic; efl learning; online learning; pre-service english teachers; synchronous learning. fitria rahmawati exploring pre-service teachers’ experiences towards synchronous online learning amidst the covid-19 pandemic 1086 the opportunity to articulate their thoughts, actively participate, and contribute their ideas in a manner akin to that of a conventional physical classroom environment. several studies have been conducted to investigate the adoption of synchronous online learning. wang et. al. (2018); shukri et. al. (2020); bower et. al. (2015) found that students could get benefit from the flexibility of blended synchronous learning environments, such as increased information accessibility, the convenience of attending lessons from remote locations via two-way video conferencing, and time savings. through synchronous online learning, students can learn without needing to meet in person or have physical contact with friends or lecturers. in addition, martin et. al. (2012), rahayu (2020), and zydney et. al. (2019) found that many elements, such as text chat and webcam facilitating interaction between the students and the instructor made online synchronous learning simple. despite its significances, eventually, teachers encountered a variety of obstacles in administering their synchronous learning sessions. maintaining student involvement and discipline, developing effective communication, and assuring technical reliability were among the obstacles (debbag & fiddan, 2022). teachers had to adjust their classroom management tactics to the online environment by using new tools and approaches such as video conferencing platforms and digital resources. in addition, a study conducted by rinekso and muslim (2020), bower et. al. (2015), romero-hall and vicentini (2017) discovered that poor internet access, auditory noise, and task confusion may have prevented the implementation of synchronous online learning. from pre-service teachers’ view, according to a study conducted by tarihoran, syafuri, and masykur (2021), pre-service teachers reported positive experiences and viewed online learning as flexible and convenient, others expressed concerns and difficulties. participants cited technological issues, lack of face-to-face interaction, difficulties in gaining access to resources, and limited participation as some of the most significant obstacles. meanwhile, merisi, emekako, legg-jack, mpundu, and lubombo (2022) argued that it promotes flexibility and convenience while addressing the challenges of restricted face-to-face connection and real-time feedback. those previous studies investigated synchronous online learning, such as the significances, the supporting features, and the drawbacks of synchronous online learning. this study aims to explore pre-service teachers’ experiences with synchronous online learning, particularly regarding meaningful activity, positive impact, and negative impact that synchronous online learning has on language acquisition during the covid-19 pandemic. then, following research questions were formulated as follows to make this research focused: (1) what educational activities were undertaken by pre-service teachers specializing in the english language education during synchronous online learning sessions? (2) what are the perceived positive effects of synchronous online learning among eled pre-service teachers? (3) what are the perceived adverse effects of synchronous online learning among eled pre-service teachers? method in this section, the researcher discusses the research methodology used in this study, including the research design, research participant, research instrument, data collection method, and data analysis. a descriptive qualitative was applied to understand in-depth about pre-service teachers’ experiences in participating in a synchronous online learning during the covid-19 pandemic. according to creswell (2012), descriptive qualitative is intended to investigate and comprehend the meaning attributed to individuals or groups in the context of social or human problems. as a result, it was appropriate for this study since it allows the researcher to collect data based on participants’ experiences, allowing to obtain a more in-depth information. six pre-service teachers from the english language education department of an islamic private university in indonesia voluntarily took part in this study. the researcher selected the preservice teachers from three different batches, including batch of 2017, 2018, and 2019. by involving students from diverse batches, the researcher expected to gain more detail and indepth information. the data for this study were gathered through interviews. an interview is a conversation in which questions and answers are used to collect information from willing participants who unconsciously recognize that they already have the required information creswell (2012). as a result, an interview was acceptable for this study since the participants were allowed to share their english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 1087 experiences, and the researcher could collect data based on their perceptions. the researcher conducted an open-ended and in-depth interview as how the research was planned. the researcher also asked follow-up questions to clarify the information provided with a limited number of questions to elicit the participants’ ideas and opinions (cohen et al., 2011). open-ended questions can help the researcher collect data by allowing participants to give their opinions or viewpoints in response to the research inquiries. the researcher collected indepth information regarding the experience of pre-service teachers engaged in a synchronous online learning during the covid-19 pandemic. the interview was performed utilizing synchronous applications, such as ms. teams and zoom, and also over the phone. after obtaining the data, the final stage was to analyze it. transcribing, member checking, and coding were the processes to analyze the data in this study. the explanation of each process is explained as follows. transcribing. transcribing is the initial step in the data analysis process. according to creswell (2012), the transcription process converts audio recordings or field notes into text data. all of the information from the previous interview was transcribed by the researcher. member checking. through member checking, the interview transcripts were clarified to determine the legitimacy of the interview. member checking was a procedure that allowed respondents to rectify factual inaccuracies, add extra information, or record interview data information (cohen et al., 2011). the researcher gave the participants the transcript and requested them to review it. coding. “coding” is defined as “the process of arranging data by bracketing pieces (or text or image segments) and adding a word in the margins that represent a category” (creswell, 2012, p. 219). the first step in coding was open coding. information was developed using open coding based on categories (creswell, 2012). the researcher generated conclusions from the responses of the participants to each question. the next was detailed analysis which was performed on a short textual segment but in a larger extract of the entire text. according to creswell (2012), axial coding picks one category and places it in a theoretical model. the researcher classified each statement item with the same meaning for all participants. the researcher then discovered and classified the key text data types that only answer study questions. the researcher used selective coding to tell stories about the connections between those categories (creswell, 2012). it was a procedure in which just the “key” categories and those that needed additional clarification were chosen, with the rest of the categories being filled in with descriptive information and addressing the research questions. results and discussion this study looked into the experiences of eled pre-service teachers who participated in synchronous online learning sessions. the research findings were revealed from interviewing six participants. relevant findings from previous studies and experts’ statements were also presented to discuss the findings. the first part discusses the pre-service teachers’ experiences in joining a synchronous learning mode during the covid-19 pandemic. the second part discusses their assessment on the perceived positive and negative effects of synchronous online learning. pre-service teachers’ experiences towards synchronous online learning based on the data collected, the researcher discovered information related to pre-service teachers’ experiences participating in a synchronous online learning. the findings on the experiences cover the educational activities the pre-service teachers engaged in and the features of the synchronous learning they found meaningful. educational activity engaged in synchronous learning sessions listening to the lecture. the finding revealed that the teachers designed an interactive presentation to be transmitted through video conferencing during the session. during the interview, jett and reyna stated that during the synchronous online learning session, the teachers presented and explained the learning materials being discussed. as in the face-to-face meeting, slide is used to explain the materials, during the synchronous session, interactive presentation slide was also prepared and used by the teachers. in addition to slide, short video was also used to deliver the materials. the pre-service teachers engaged in listening to lectures about the learning materials during the synchronous sessions. the teachers would lead the session by offering some notes while describing the topic and highlighting the major points by underlining the issue (pujasari, 2021). fitria rahmawati exploring pre-service teachers’ experiences towards synchronous online learning amidst the covid-19 pandemic 1088 as a result, even though the students and the teacher were separated, the implementation of synchronous learning mode facilitates the teachers to assist their students’ learning by explaining the topic and providing direction, like in a traditional classroom. having a group discussion. after the lecturer explained the topic, a group discussion was held based on the data collected. jett noted that the instructors used technologies like ms team, zoom, google meet, and others. activities like discussions were conducted via the zoom/ms. team during lectures. sky added that it might be between friends or students with the lecturer. raze also added that she discussed the content presented by the lecturer with friends. they discussed in the breakout room to discuss the tasks assigned, or the lecturer would ask them to discuss the material learned. furthermore, özüdoğru (2021) argued that the importance of a lecturer in online learning includes establishing rapport with learners in synchronous situations and creating a feeling of community, which means guiding and facilitating meaningful discussions and critical thinking. doing a presentation. after the pre-service teachers finished their group discussion, they did a group presentation. after hearing the lecturer’s perspective, the pre-service teachers were requested to share their thoughts on the subject. reyna stated, “sometimes i get assignments to do a presentation”. then the first participant, jett, also agreed to this idea. he mentioned, “through synchronous online learning tool, we can use sharing screens with each other with audiences, when there is a presentation task, we can immediately show our presentation”. raze explained, “we make media presentations in the form of videos, and it explains the material that would be taught or studied at the next meeting.” accordingly, the pre-service teachers were supposed to present their ideas in this activity. the activity undertaken by the participants in this study were similar with the study conducted by rapanta, et al., (2020). their study identified the activity in which the teacher asked each group to discuss significant questions, after which the replies from each student were gathered and organized, and lastly, each group must present the results of their discussion. doing an evaluation. quizzes or questions and answers at the end of the course might be used to assess the students. sky and reyna mentioned an evaluation at the end of the lesson. during the interview, sky explained, “there is a quiz every week”. furthermore, conducting quizzes might provide learning variety, ensuring it was not monotonous. sky said, “the rest of the activities are like quizzes using kahoot! or mentimeter or something like that. it’s more like an assignment, so students don’t get bored.” omen added, “the lecturer also gives questions and quizzes so that we don’t fall asleep”. doing a task through quizzes and questions and answers will give variety to learning and keep it from becoming monotonous. it also offers an assessment as an indicator of learning performance. ict can improve the assessment process by providing immediate feedback, generating self, peer, and group assessments, and using learning analytics to notify teachers and students about the learning process (rapanta et al., 2020). moreover, dada, alkali, and oyewola (2019) argued that synchronous online learning, which includes real-time interaction and immediate feedback, may contribute to improved learning outcomes. synchronous learning features that ease preservice teachers the findings revealed that various features that supported learning and made the process easier, such as sharing screen, recording, camera, and audio, were discovered to facilitate pre-service teachers learning and make the process easier. each characteristic will be discussed in detail in the following paragraph. share screen. omen, raze and reyna said that the most helpful tool, in their opinion, was the share screen, which is similar to a whiteboard and clarifies the material in better detail. based on the prior statement, the share screen performed the same function as a whiteboard for displaying all learning materials. according to park and bonk (2007), the shared screen feature allows users to upload various electronic materials to share a visual display during the presentation, while the breeze voice conference feature lets participants converse audibly. recording. the recording feature allows any activity in synchronous learning. raze said, “we can record any material in the course that day”. in addition, jett added, “the most useful feature is the video recorder, so all activities carried out in learning can be recorded so if we forget or miss a class, we can replay the material from its stored recording.” therefore, recording can help preservice teachers understand the subject by allowing them to replay it. carrington et al. (2010) found that students can use the recording english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 1089 to make up for missed classes or to study and strengthen their knowledge of the content. camera and microphone. synchronous online learning includes built-in video and audio for realtime communication. yoru explained, “with these features, i can interact in two directions, either by video call or voice.” camera and audio facilitate communication for asking and answering questions. according to mougiakou et al. (2020), the student could use the microphone or camera to ask the instructor questions or answer exercises. some participants also mentioned features that eased their synchronous learning process. raze mentioned, “the features that are commonly used in the application are share screen, chat, breakout rooms, and cloud memory to save material”. jett and omen also said they could use screen sharing and recorder, powerpoint, and microphone features. in addition, yoru said, “the features used during the learning process are video, green screen or backdrop and recording video, webcam, and others.” even though they were far apart, the qualities of online synchronous learning made it easier for them to communicate and learn. according to martin et al. (2012), students loved the direct response from instructors, the public and private chat options for interaction, the screen sharing tool, videos, and the ability to examine archived material. the positive effects of synchronous learning the second research question is regarding the positive effects of synchronous learning. preservice teachers benefit from the change from traditional face-to-face to online synchronous teaching methods because they have more flexibility in their learning, a greater variety of learning methodologies, live interaction, and more autonomy. each impact is explained in detail below. flexibility in learning synchronous online learning can be implemented in a variety of ways and can promote the emergence of independent learning. during the interview, jett and omen preferred online synchronous learning because they could use a laptop and the internet anywhere, so they did not have to go to campus. reyna also agreed with online synchronous learning’s convenience. sky also added, “for the positive effects so that we can complete all of our activities, so what is like college activities and my activities are also running well”. raze also mentioned, “with this synchronous learning, it can help me study with my lecturers and friends even though i don’t meet in person”. thus, online synchronous learning affected the lecturers’ flexibility for pre-service teachers, allowing them to continue their learning activities during the covid-19 pandemic. atmojo (2021) stated that the flexibility and convenience of online professional development allows them to participate in learning activities at their own pace and on their own timetable. merisi et al. (2022) stated the importance of flexibility, adaptation, and support to provide excellent learning experiences and promote the positive features of flexibility and convenience. meanwhile, mustopa and hidayat (2020) mentioned that students might communicate readily with synchronous learning applications regardless of distance, location, or time constraints. variety of ways of learning in various ways, synchronous learning provides wider access to more inclusive learning. jett and reyna mentioned previously that synchronous online learning applications eased their online learning. when pre-service teachers miss the material, students can review it again from the recording, even make presentations and discuss it with friends. synchronous learning is also linked to the internet, allowing pre-service teachers to access additional resources during the learning process. sky said, “if the teacher is explaining, we don’t know. we can search first through the internet.” in addition, omen and reyna said, “then the material delivered is also usually sent, so it is easier for us to get the source.” this statement implies that synchronous online learning provides more opportunities than face-toface learning. with more learning methods, such as live interaction, online learning resources, and sharing content, pre-service teachers can learn most conveniently. according to irvine and richards (2013), broad access learning empowers students to customize how they interact with their instructor and peers in a course. live interaction the lecturer could provide a direct explanation of the material to pre-service teachers. sky said, “then there are those who think the course is interesting because it looks like the explanation is only ten and fifteen minutes long”. it also included a camera so that everyone could see each other. reyna also mentioned, “usually when studying online; the students are told to go on cam fitria rahmawati exploring pre-service teachers’ experiences towards synchronous online learning amidst the covid-19 pandemic 1090 by the lecturer”. reyna and raze also said synchronous learning helped pre-service teachers learn so that during a pandemic, they could ask direct questions to lecturers, making it easier for them to ask questions about the material. pre-service teachers could interact directly with teachers and their friends using cameras and audio connected to the internet. it enables them to stay connected and engage in activities similar to traditional face-to-face learning. according to tarihoran, syafuri, and masykur (2021) online learning boosts technological readiness, designing effective online courses, and encouraging interaction and engagement. a study conducted by d'angelo et al.(2021) in the context of online teaching, the essential competencies of pedagogical skills are designing and facilitating online learning activities that foster engagement and interaction. furthermore, bondi et al. (2016) stated that synchronous learning allows for multifaceted collaboration, and it is simple to integrate into a learning management system. more autonomous learning pre-service teachers can benefit from synchronous learning since it allows for more personalized learning and a flexible involvement structure, making them feel more autonomous. yoru said, “online synchronous learning is more independent and more individual learning. the advantage is more self-study. this means that i am more able to explore knowledge independently.” thus, online synchronous learning allowed preservice teachers to be more autonomous and explore learning knowledge. when it comes to synchronous learning, autonomous learning is crucial. pre-service teachers are needed to plan, organize, and analyze their learning while maintaining their learning motivation. according to learner autonomy is a less visible feature of all teaching and learning, but it is an important component of transactional distance theory and student engagement in distant education (mcbrien et al., 2021). meanwhile, phelps and dimitrios (2020) revealed the increasing significance of synchronous learning in remote education, particularly as communication technologies that permit live interactions between facilitators and learners become more widely available. the adverse effects of synchronous learning though its significant contributions to foreign language learning, especially during the pandemic, the findings also revealed that synchronous learning had its adverse effects. all of the participants felt that during its early implementation, synchronous learning was difficult for them. every challenge perceived by pre-service teachers would eventually affect their learning. each effect is described in detail below. missing the learning activity when participating in an online synchronous learning, pre-service teachers’ major issue is on network connection. omen and raze admitted that the signal was sometimes lost while using wi-fi, not to mention when the power went out. they would not hear the explanation and could not keep up with the teachings. reyna stated, “the impact on me was that sometimes i’m confused about how to take online classes. as usually the wi-fi doesn’t work, then i would run out of the internet quota. so, not rarely, i must join the online lectures at a friend’s place.” furthermore, inadequate connections frequently result in application failures, which impact pre-service teachers’ learning. jett stated, “the bad thing about virtual classes was too hard to understand the material, it makes me sleepy too then sometimes the signal was lost, and the internet quota was also wasteful, so sometimes i go in and out of the learning room, so i sometimes miss material”. raze also added, “sometimes when we take a synchronous class, we are standby at home and listening to the lecturer’s explanation, but suddenly we are thrown out, whether it is before the signal or whatever, it became one of the problems so sometimes because of that we couldn’t keep up with the lessons that day.” therefore, pre-service teachers sometimes did not participate in learning because they must leave or could not enter due to internet interference. mustopa and hidayat (2020) revealed that students struggled to follow the lesson since not all locations had a good cellular connection. furthermore, according to atmojo (2021) students encounter challenges in online learning are gaining access to reliable internet connections and resources. as a result, they were less than optimum when online learning, acquiring lecture information and collecting college tasks. lack of interaction the findings revealed that synchronous learning’s lack of communication was a severe issue. sky said, “from the communication aspect, the english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 1091 obstacle i experienced was more when the lecturer explained that there was less communication between the lecturer and the student, for example, there was interaction in the learning, it was like explaining, the lecturer asked whether the students had understood the material or not, but no one answered.” reyna and yoru agreed that synchronous online was less interesting, but that was alright because of the situation; usually, not all students engaged, so teaching and learning activities were passive. pre-service teachers’ learning experience could be affected by a lack of interaction. less attractive learning materials may be one of the reasons, but technological restrictions may also be a factor. there was limited student interaction, and some expressed dissatisfaction with technology issues that affected their study (mcbrien et al., 2021). according to çamlÿbel and eveyik (2022) concerns have been raised about the absence of face-to-face engagement and the restrictions imposed by online platforms. undelivered message a considerable detrimental influence on learning in online synchronous learning, where audio was one of the supporting elements for two-way communication, also became an issue. raze said, “sometimes the lecturers can’t listen to the questions we ask so that what we want to ask was not answered.” since the message was not transmitted adequately, the phrase implied that low audio quality hurt communication. noise happens because of sound leakage from devices that do not support it or from not using headphones or a microphone. furthermore, huang and hsiao claimed that low audio quality could cause delays and interrupt a conversation and the transmission of learning content (as cited in chen et al., 2020). feeling isolated pre-service instructors were negatively affected by feelings of isolation. in addition, a lack of enthusiasm and laziness in participating in learning activities may result in poor teaching and learning outcomes. sky said, “online synchronous learning was less effective, not all students seem to pay attention to their lecturers, sometimes there are also lecturers on camera themselves, i mean, the students are even off camera, some even lie down or do other activities.” omen declared, “it was more boring because you just listen to people talking without meeting them and sometimes the material presented was not very clear.” sky stated, “online classes seem to be less effective for classroom learning; if we go online, we only see the laptop screen, and we have to be forced like we have to know and understand.” raze added, “others even like to fall asleep.” due to the long distance, the feelings of isolation also reduced pre-service teachers’ participation in online synchronous learning. yoru said that pre-service teachers could not apply and use their information directly, either in a practical way or through classroom teaching and learning activities. based on the findings, pre-service teachers who felt isolated were less likely to pay attention in class. according to romero-hall and vicentini (2017), pre-service teachers feel unable to network and form relationships because of the distance. conclusion the findings of this study revealed synchronous learning processes during the covid-19 outbreak. during synchronous online learning, the pre-service instructors used videoconferencing to listen to their powerpoint presentations. video and other assets used in videoconferencing were included in the materials. after listening to the material, the pre-service teacher participated in a group discussion session using ms teams, zoom, or google meet. pre-service teachers typically presented the results of group discussions either in a group or individually after conducting them. the pre-service teacher then completed an evaluation of the lecture before the class ended. during the covid-19 epidemic, the research found that pre-service english teachers positively influenced synchronous learning. participants believed synchronous learning could be done anywhere with an adequate internet connection. the participants stated that they still had live interactions with the professor and their peers during synchronous learning. synchronous learning involves both autonomous learnings. on the other hand, the researcher discovered a detrimental influence on pre-service english teachers. the participants mentioned several unfavorable impacts. a difficulty arose for several people who did not have stable internet connections. due to their unreliable internet connection, the participants did not participate in synchronous learning. the findings also indicated synchronous learning’s lack of communication. several students were unresponsive to what was going on in the classroom. hardware support affected synchronous learning as well. not every fitria rahmawati exploring pre-service teachers’ experiences towards synchronous online learning amidst the covid-19 pandemic 1092 participant had proper devices. audio noise, for example, could disrupt the teaching and learning process by preventing the message from being heard clearly. references atmojo, a. e. p. 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(2019). here or there instruction: lessons learned in implementing innovative approaches to blended synchronous learning. lessons learned in implementing innovative approaches to blended synchronous learning. techtrends, 63(2), 123-132. https://doi.org/10.1109/iisa50023.2020.9284341 https://doi.org/10.1109/iisa50023.2020.9284341 https://www.proquest.com/scholarly-journals/pre-service-teachers-perceptions-related-distance/docview/2712880336/se-2 https://www.proquest.com/scholarly-journals/pre-service-teachers-perceptions-related-distance/docview/2712880336/se-2 https://www.proquest.com/scholarly-journals/pre-service-teachers-perceptions-related-distance/docview/2712880336/se-2 http://jolt.merlot.org/vol3no3/park.htm https://doi.org/10.1007/s10639-019-09989-x https://utns.proceedings.id/index.php/utns https://doi.org/10.22236/jer https://doi.org/10.2991/icosihess-19.2019.9 https://doi.org/10.1007/s42438-020-00155-y https://doi.org/10.1007/s42438-020-00155-y https://doi.org/10.21070/jees.v5i2.646 https://doi.org/10.24059/olj.v21i4.1258 https://doi.org/10.31838/jcr.07.08.170 https://doi.org/10.14742/ajet.3404 fitria rahmawati exploring pre-service teachers’ experiences towards synchronous online learning amidst the covid-19 pandemic 1094 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 129 the implementation of google site as e-learning platform for teaching efl during covid-19 pandemic jusriati department of english education, faculty of teacher training and education, university of muhammadiyah palopo, south sulawesi, indonesia email: jusriati@umpalopo.ac.id nasriandi department of english education, faculty of teacher training and education, university of muhammadiyah palopo, south sulawesi, indonesia email: nasriandi@umpalopo.ac.id wisnu kurniadi department of informatics, faculty of computer engineering, university of cokroaminoto palopo, south sulawesi, indonesia. email: wisnukurniadi@uncp.ac.id ratna department of english education, faculty of teacher training and education university of muhammadiyah palopo, south sulawesi, indonesia email: ratnasyamsul01@gmail.com apa citation: jusriati., nasriandi., kurniadi, w., ratna. (2021). the implementation of google site as e-learning platform for teaching efl during covid-19 pandemic. english review: journal of english education, 10(1), pp. 129-138. doi: https://doi.org/10.25134/erjee.v10i1.5363. received: 29-08-2021 accepted: 24-10-2021 published: 31-12-2021 introduction the rate of covid-19 cases worldwide are now declining, including indonesia. however, it cannot be the reason for people to turn their guard down, especially with some new mutations of the covid19. thus, the government are trying their best in order to keep this rate or even going down. the presence of this virus was discovered for the first time in wuhan, china, and has spread to virtually every country in the world, and indonesia being one of them. the republic of indonesia's national disaster management authority has decided to extend the period of the disaster emergency caused by the covid-19 pandemic until may 29, 2020, and in fact even exceeded the stipulated time. because of that the minister of education and culture of republic indonesia decided policies that lead students to study from home and teachers to teach from home, too (syarifah & zainil, 2021). it absolutely replaces face-to-face learning in school room setting into online learning. it has become a significant challenge for both students and teachers to manage online learning. as has been experienced by almost all people so far, the covid-19 certainly has a very negative abstract: the aims of this study are to find out whether the implementation of google site is effective or not for teaching efl and to know the student’s perception toward the implementation of google site in teaching efl. the subject of the study will be english students education at university of muhammadiyah palopo. the samples of this study will be chosen randomly. the data will be from the efl test and interview and all documents use by the lecturer in their teaching and learning process. the efl test used to measure the students’ improvement after implementing the google sites and the interview used to investigate while the interview done to dig more information on how the students’ perception toward the implementation of google site in teaching efl. however, through the implementation of the media, it can be said to be effective and attract the attention of students in efl learning. keywords: google sites, efl, e-learning, covid-19. jusriati, nasriandi, wisnu kurniadi, & ratna the implementation of google site as e-learning platform for teaching efl during covid-19 pandemic 130 impact on all aspects of life such as the economy, social life, education and many more. for some time ago, the indonesian government has issued cautions and restrictions on people leaving their homes, working, and attending school. work from home and learn from home are two new phrases that have arisen. even today the caution is still ongoing. education is one of the important things in human life. during the covid-19 pandemic, it faces very high challenges. one of the most challenging things in the world of education today is the enactment of a learning from home policy that directly requires all relevant parties to implement virtual learning (broto, miarsyah, & ristanto, 2021). the implementation of virtual or online learning is one of the learning models carried out during the pandemic, this is motivated by the principle of education policy during the covid-19 pandemic is to prioritize the health and safety of students, educators, education staff, families, and society in general, in the context of fulfilling educational services during the pandemic. virtual learning is also usually synonymous with the application of e-learning. it is a method or idea of education that incorporates information technology into teaching and learning, with the learning process being supported by an electronic or computer system. discussing about computer systems, there are of course many things that can be used in the learning process such as the implementation of google site as a platform in the teaching and learning process. however, students must continue to study even if it is done online, there are many platform that the teachers can use as media on online teaching and according to some research result regarding to teaching using web material shows positive result,(waloyo, khoiriyah, & farah, 2021) stated that the teachers basically agreed that implementing clil using web-based teaching materials has comprehensive impact for students due to its dualfocus, content, and language learning despite of the teachers’ lack of english proficiency, lack of appropriate teaching materials, and lack of ict facilities. according to the 2020 kemdikbud pusdatin online article, with the outbreak of the covid-19 virus, physical restrictions have been imposed in various public environments including the educational environment. physical restrictions imposed in schools make face-to-face learning difficult due to the various limitations that students and teachers have. there are many ways that can be circumvented to improve student learning outcomes during a pandemic, such as through a google site module so as not to consume a lot of internet quota compared to video conference. most people have some experience with visiting websites, and the world wide web constitutes an incredible resource to use with your students. webbased learning media able to improve student learning outcomes, this is due to the learning process student-centered and with many sources, with a mix of several pictures and videos will make students more interested in learning as well as with there will be more student web-based media get the material studied because models made according to child development and technology (peprizal & syah, 2020). google sites is a platform on google that allows you to easily create websites. in addition (jubaidah & zulkarnain, 2020) state that google sites is one of the products from google as a tool for creating websites. users can take advantage of google sites because they are easy to create and manage by ordinary users. so that anyone can use or create google sites, especially a subject teacher who is currently conducting wfh (work form home) learning activities during the covid-19 pandemic. the present of covid-19 pandemic environment has offered language teachers with several possible possibilities to utilize online apps and tools to enhance learners' language competence, there are several applications that have been used in the efl learning process such as: the blackboard ultra, podcasting, vodcasting, video conference, etc. (hakim, 2020). several research results have also revealed that the use of technology in learning english as a foreign language has a very important role, such as: (au-yong-oliveira, gonçalves, martins, & branco 2018) who stated important issue about the raise awareness about technology integration to the learning process among learners and parents. next, access to internet connection without disruption and bandwidth limitations is another technical aspect to be dealt with and resolved as it potentially discourages efl teachers from implementing new technologies to online classrooms (yadov, gupta, & khetrapal, 2018). english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 131 adnan, ahmad, yusof, kamal, & kamal (2019), integration of vodcasting and podcasting into online classrooms was reported as successful. however, regardless of all the constructive steps taken and positive developments in language learning and teaching, there are certain issues that still need to be addressed. teaching english as a foreign language is not easy for several reasons. as we know that english is a foreign language, it certainly requires maximum effort in the teaching and learning process, especially during the current online learning period. for this reason, the process of selecting learning media is basically a very crucial thing. it must be done carefully so that it can be used and utilized properly, and in turn will be able to improve the quality of learning. the current learning model requires students to be able to learn independently. therefore, the learning process during the pandemic requires lecturers to be more interactive in choosing and implementing online learning media so that the material delivered is in accordance with learning outcomes. online learning can be implemented using an internet-based interactive model and a learning management system. for example, by using the google site this study aims to implement the google site as a learning platform in teaching english as a foreign language. method this research conducted on the basis of mixed method with central points on (1) the implementation of google site as learning platform for teaching efl, and (2) the extent the implementation of google site that facilitated students in learning english as foreign language. according to (creswell & creswell, 2018), a mixed method research is a procedure for collecting, analysing, and mixing both quantitative and qualitative methods in a single study or a series of studies to understand a research problem. therefore, the data were gathered from a combination of both quantitative and qualitative data namely open-ended interview. this research focused on 25 efl students of english education study program at universitas muhammadiyah palopo in academic year 2021/2022. the instruments used in this research namely: efl test that is used to find out the improvement of students’ ability in learning efl skill in pre-test and post-test, and interview that is used to find out the students’s perception toward the use of this google site in learning efl. the interview consisted of 6 open ended questions. next for techniques of collecting data in this preexperimental research namely efl test that is to find out the students’ the improvement of students’ ability in learning efl skill in pre-test and post-test. and then for the interview used to evaluate the students’ perception toward the use of this google site in learning efl. in analysing data, the researcher used both quantitative and qualitative. the data from efl test was analyzed quantitatively and the data from interview was analyzed qualitatively. results and discussion the first stage in this research before the implementation of the e-learning platform was development. the development of the efl teaching website was organized as follows: selection of topic in this research, the researcher preferred the topic academic writing. this is because the topic is a fairly complicated topic for students because they have to pay attention to several rules in its application so that something new and interesting is needed in the teaching process. through this research, the researcher tries to create something new for students in the writing course which so far has only been done in the conventional way, namely writing on a paper and then collecting it to the lecturer, which of course will make them bored. currently, with the development of this platform, researchers believe that it will create something different in terms of learning writing. developing the website after choosing a topic that is considered appropriate, the researcher then develops the learning media using the google site. the content in the google site was based on the outline as arranged in order as listed namely (1) home, (2) lesson plan, (3) teaching material, (4) middle and final test and (5) students project. jusriati, nasriandi, wisnu kurniadi, & ratna the implementation of google site as e-learning platform for teaching efl during covid-19 pandemic 132 figure 1. home page of the entire e-learning platform. the developed e-learning platform of academic writing has attracted the attention of students in its use. this e-learning platform utilize the students’ knowledge about academic writing. there several materials included in this platform such introduction of academic writing, the principles on it until the process and practices in writing. it can be seen in the following figure. figure 2. list of teaching materials not only that, this platform also displays a menu of projects or tasks that have been given to students. this certainly makes it easier for lecturers and students to control and check every project or task that has been done. the assignments or projects that have been collected can be checked via the url or link of each student that is loaded on the student project menu. it can be seen in the following figure. figure 3. list of students’ project after implementing the e-learning platform, the next step is calculating the students score in pre-test and post-test. however, the results show a difference. it can be seen in the following table about the distribution of students’ scores in english ability. where after conducting the treatment, the students’ english ability show an improvement. the mean score and standard deviation of the students’ english ability in pre-test and post-test are shown in table and figure below: table 1. students’ mean score and standard deviation of pre-test and post-test mean n std. deviation std. error mean pair 1 pre-test students 55.16 25 10.258 2.052 post-test students 70.52 25 8.856 1.771 table paired sample statistics above shows that the mean score of post-tests is higher than the mean score of pre-tests, (70.52 > 55.16). 70.52 is classified as good category. while,55.16 is classified as poor category. it means that by implementing google site in teaching efl is successful in improving the students’ english ability. the results of the students’ improvement in pre-test and post-test are shown in figure below: figure 4. students score in pre-test and post-test the pervious data associated with increasing student scores in the learning process as a result of this study is in line with the results stated by (broto et al., 2021) who found that the use of google site as a teaching material and media was very effective in its use. they can prove this by looking at the english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 133 comparison of the mean value in the experimental class which has increased by 3 points. the students’ perception toward the implementation of google site in teaching efl. the next steps in this research are measuring the students’ perception toward the implementation of google site in teaching efl to determine the level of students’ acceptance of that website. from the questionnaire submitted to 25 students, there were eleven item statements that were asked, namely the students’ perception toward the implementation of google site in teaching and learning process. the following are the questions that have been given to the students. students’ response on the question based on the results of research that has been carried out, it was found that by using google site as a platform in teaching and learning efl can increase effectiveness in the efl learning process during the covid-19 pandemic. this can be needed through increasing student scores in the pre-test and post-test. not only that, this can also be confirmed through our online interview quote with the following students. researchers : “do lecturers always use media in efl learning?” ss : “yes, they do.” researchers : “what types of media are used by lecturers in efl learning?” ss : “google site, whatsapp, google classroom, zoom, google meet, blog, etc.” based on the results of the interview above, it can be said that basically lecturers in teaching have implemented various kinds of media as mentioned above, including the google site. to get more information related to the use of the google site in the learning process, the researcher again asks questions such as the following: researchers : “have you known the media (google site) before? if so, since when and through whom?” s1 : “ya, melalui guru bahasa indonesia di sma.” (yes, through an indonesian teacher in high school) s2 : “iya, sejak kegiatan english camp dan melalui dosen.” (yes, since the english camp activities and through lecturers.) s3 : “ya, saya tahu tentang google site melalui dosen saya yang mengajarkan tentang writing dan dia menggunakan itu agar proses belajar lebih menarik.” (yes, i know about google site through my lecturer who teaches about writing and he uses it to make the learning process more interesting.) s4 : “sejak semester 4 melalui salah satu dosen menerapkannya saat proses perkuliahan daring dimulai di kala pandemi.” (since semester 4, one of the lecturers has implemented it when the online lecture process began during the pandemic.) based on some of the quotes from the answers described above, we can see that some of them have known about the google site before through different people. but some of them also admit that through this research this is the first time they use the google site. furthermore, because the students were based on different prior knowledge related to the google site, the researcher was then interested in exploring more detailed information related to their experiences related to implementing the media in the learning process they experienced. researchers : “what is your experience related to the use of the media?” s1 : “pengalaman saya menggunakan media tersebut ialah saya sangat dibantu dalam menyalurkan isi pikiran yang ingin saya tuangkan dan dapat dibaca oleh semua orang.” (my experience using these media is that i am greatly assisted in channeling the contents of my thoughts that i want to pour and can be read by everyone.) s2 : “yahh sangat menarik,karna kita bisa menuangkan segala ide dan pemikiran kita dalam media tersebut.” (well, it's very interesting, because we can pour all our ideas and thoughts into the media.) s3 : “experience and knowledge saya bertambah, seru juga belajar sambil menggunakan teknologi. pengalaman saya belajar untuk membuat website yang belum pernah saya tau sebelumnya.” (my experience and knowledge has increased, it's also fun to learn while using technology. my experience is learning to create a jusriati, nasriandi, wisnu kurniadi, & ratna the implementation of google site as e-learning platform for teaching efl during covid-19 pandemic 134 website that i have never known before) s4 : “awal menggunakan agak susah, namun sekarang sudah bisa dan ternyata memudahkan dalam pembelajaran.” (at first it was a bit difficult to use, but now you can and it turns out to be easier in learning.) from the previous quotes we can see that there several students who said that by using the google site as a learning medium, of course, we can subconsciously increase our knowledge related to the use of technology. this is in line with research from (roodt & villiers, 2012) that state that google site gives positive impact on the students because it can improve the students general computer knowledge. after listing some of the answers given by the students, the researcher then asked their views and interests regarding the use of the google site. answers related to this can be seen in the following interview results. researchers : “how do you feel about learning with the use of these media? are you interested in taking lessons if the lecturer uses the media? if yes, why?” s1 : “tentunya saya sangat senang dan sangat berterima kasih kepada dosen yang terkait telah memberikan kami kesempatan untuk menggunakan media tersebut. dan ya tentunya saya tertarik jika selama pebelajaran daring ini dosen menggunakan google site ini karena lebih praktis.” (of course, i am very happy and very grateful to the lecturers concerned for giving us the opportunity to use these media. and yes, of course i am interested if during this online learning the lecturer uses this google site because it is more practical) s2 : “saya sangat beresemangat dalam proses belajar, karena kita diperkenalkan dengan salah satu cara baru dalam proses belajar daring. iya sudah pasti saya tertarik karena tidak terlalu ribet dan kita memiliki pengalaman baru soal media baru.” (i am very excited about the learning process, because we are introduced to a new way of learning online. yes, i'm definitely interested because it's not too complicated and we have new experiences about new media.) s3 : “rasanya seru karena mengenal media baru dan sangat bermanfaat pastinya apalagi berkaitan dengan pemanfaatan teknologi. dan yaa, saya setuju dan tertarik dengan pemanfaatan media itu sebab media tersebut bisa dijangkau atau diakses oleh siapapun.” (it feels exciting because i know new media and it is very useful, of course, especially related to the use of technology. and yes, i agree and are interested in using the media because the media can be reached or accessed by anyone) s4 : “saya merasa sangat senang, karena saya dapat mengetahui dan mempelajari hal yang baru. pastinya saya ya saya tertarik karena dengan menggunakan media tersebut mahasiswa jadi lebih muda dalam mengerjakan tugas tanpa kita harus bertemu secara langsung.” (i feel very happy, because i can know and learn new things. of course, yes, i am interested because by using this media, students will be younger in doing assignments without us having to meet in person.) based on some of the answers described above, we can conclude that overall, the students had a pleasant experience and interest in using the media because almost all of them showed interest through the answers they gave. it relates with results research that has been conducted by (parmar, patond, rathod, & ninave, 2020) who found that most of students on their research both students and faculties have a positive feedback on the use of teaching module based google site. after knowing the students' views related to the use of the media, the researcher then tried to ask about the advantages and disadvantages of the media and what suggestions or input from them related to the use of these media for the next learning process. researchers : “in your opinion, what are the advantages and disadvantages of google site media compared to other learning platforms such as lms ump etc.?” english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 135 s1 : “bagus, loginnya mudah tidak ribet, cuma kekurangannya yaitu tidak terlalu bagus jika akan melakukan editing via handphone.” (good, the login is easy and not complicated, the only drawback is that it is not very good if you are going to do editing via handphone.) s2 : “media ini dapat dijangkau oleh banyak orang tidak hanya mahasiswa yang ada di perguruan tinggi kita saja. kekurangannya yaitu jika melakukan editing menggunakan handphone kurang maksimal hasilnya karena layarnya kecil.” (this media can be reached by many people, not only students at our higher education. the drawback is that if you are editing using a handphone, the results are not optimal because the screen is small.) s3 : “kalau google site mudah, tidak membingungan seperti lms yang lain. tapi di google site belum disediakan form untuk absen oleh dosennya.” (if google site is easy, it is not confusing like other lms. but the google site has not provided a form for absent by the lecturer.) s4 : “tidak berbelit-belit dalam penggunaanya. misalnya pada saat akan melakukan editing tugas itu sangat mudah. tidak hanya itu ada banyak fitur-fitur menarik yang tersedia di dalamnya. menurut saya belum ada kekurangan yg saya temukan dan saya juga masih belajar menggunakan google site.” (not complicated to use. for example, when it comes to editing the task is very easy. not only that there are many interesting features available in it. i don't think i've found any flaws and i'm also still learning to use the google site.) although there were some disadvantages expressed according to the students, some of them still gave suggestions so that the use of this media could be implemented in the next lesson. from the previous quotes some of student state that by using google site will make it easier for students to access it and this can also be seen by others widely. it is accordance with the previous results research from (roodt & villiers, 2012) who state that the use of google site can encourage collaborative learning. in addition (parmar et al., 2020) who state that by using web-based teaching via google site can be accessed by students anytime comparing with traditional classroom. besides that, it also can be explored in depth by another one. the previous data discuss about advantages of google site that give good impression for the students so they suggest to use that media at a later stage. this can be seen in the quote below: researchers : “what are your suggestions regarding the use of the media (google site)?” s1 : “sekarang kita hidup di era modern di mana informasi mudah di akses di situs atau sosial media dengan adanya google site kita bisa membuat informasi dapat diakses oleh orang yang membutuhkan. untuk itu penggunaan media ini sangat membantu mahasiswa dalam berbagi informasi tentang tugas tugas kuliah dan lain sebagainya.” (now we live in a modern era where information is easily accessible on sites or social media with the google sites, we can make information accessible to people in need. for this reason, the use of this media is very helpful for students in sharing information about course assignments and so on.) s2 : “saran saya kedepannya agar tugas yang diberikan lebih menantang siswa untuk memaketkan tulisan tangan dengan desain yang berkualitas. agar pembaca / pengunjung site tidak bosan dengan apa yang dipaparkan. dan dengan adanya tantangan tersebut siswa juga bisa resah, nah disitulah ada timbul dari dalam diri siswa tersebut untuk melakukan improvement.” (my suggestion in the future is that the assignments given are more challenging for students to package handwriting with quality designs. so that readers / site visitors do not get bored with what is presented. and with these challenges students can also be restless, so that's where there is something that arises from within the student to make improvements.) s3 : “akan lebih baik jika google site digunakan untuk hal-hal positif jusriati, nasriandi, wisnu kurniadi, & ratna the implementation of google site as e-learning platform for teaching efl during covid-19 pandemic 136 misalnya dalam proses pembelajaan, seperti membagikan tugas berup cerita pengalaman di universitas, sekolah, ataupun pengalaman bekerja. hal yang juga dapat bermanfaat bagi semua orang.” (it would be better if the google site was used for positive things, for example in the learning process, such as sharing assignments in the form of stories about experiences at university, school, or work experiences. it can also be useful for everyone.) s4 : “perbanyak memberikan latihan menggunakan google site dengan latihan-latihan sebelumya. penggunaan google site sebagai media pembelajaran menurut saya sudah bagus, krna mahasiswa dapat menggunakan media yang lebih variatif.” (give lots of practice using the google site with the previous exercises. the use of the google site as a learning medium in my opinion is good, because students can use more varied media.) from the quotes, it can be seen that most of students suggested that the implementation of the google site in learning should be continued because it is very interesting where with this website, they can share about the tasks that have been made not only limited to lecturers or colleagues in only the scope of the university can see it but many people. however, it is better to give more challenging assignments in order to improve students' abilities. for this reason, in the covid-19 pandemic era, the implementation of google site as an e-learning platform is very interesting and makes it easier for students.this is in accordance with what has been disclosed by (agad, pitonang, terrado, salic-hairulla, gomez, nabua, & yuenyong, 2019) on their research which states that developing teaching materials using the google site can attract the attention of learners and is certainly very helpful. conclusion through this research, we can draw a conclusion that by implementing google site as an e-learning platform in efl learning, it can increase students' ability in efl learning so that it can be said to be effective. furthermore, related to student perceptions, overall they are interested in implementing the platform and agree if it is still used in further learning. references adnan, a., ahmad, m., yusof, a., kamal, m. m., & kamal, n. m. (2019). english language simulations augmented with 360-degrees spherical videos (elsa 360°-videos): ‘virtual reality’ real life learning! international invention, innovative & creative conference (iniic series 1/2019). au-yong-oliveira, m., gonçalves, r., martins, j., & branco, f. (2018). the social impact of technology on millennials and consequences for higher education and leadership. telematics and informatics, 954-963. agad, l. m. l., pitonang, d. j. a., terrado, t. f., salichairulla, m. a., gomez, r. g., nabua, e. b., & yuenyong, c. (2019). development of webquest using google site in teaching circulatory system. journal of physics: conference series, 1340(1), 1–6. https://doi.org/10.1088/17426596/1340/1/012060 broto, a. h., miarsyah, m., & ristanto, r. h. (2021). gsite development as teaching materials and science learning media to improve junior high school student learning outcomes on plant structure materials. abjadia, 6(1), 20–29. https://doi.org/10.18860/abj.v6i1.11398 creswell, w. j., & creswell, j. d. (2018). research design: qualitative, quantitative and mixed methods approaches. in journal of chemical information and modeling (vol. 53, issue 9). hakim, b. (2020). technology integrated online classrooms and the challenges faced by the efl teachers in saudi arabia during the covid-19 pandemic. international journal of applied linguistics and english literature, 9(5), 33. https://doi.org/10.7575/aiac.ijalel.v.9n.5p.33 jubaidah, s., & zulkarnain, m. r. (2020). penggunaan google sites pada pembelajaran matematika materi pola bilangan smp kelas viii smpn 1 astambul. lentera: jurnal pendidikan, 15(2), 68– 73. https://jurnal.stkipbjm.ac.id/index.php/jpl/article/v iew/1183 parmar, p., patond, s., rathod, g., & ninave, s. (2020). google site as a tool for teaching undergraduate students in forensic medicine. indian journal of forensic medicine and toxicology, 14(4), 427– 431. https://doi.org/10.37506/ijfmt.v14i4.11512 peprizal, & syah, n. (2020). pengembangan media pembelajaran berbasis web pada mata kuliah english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 137 fisika modern. jurnal ilmiah pendidikan dan pembelajaran, 4(3), 455–467. http://repository.untad.ac.id/3668/ roodt, s., & villiers, c. de. (2012). using google sites as an innovative learning tool at undergraduate level in higher education. in ecis 2012 proceedings. syarifah, i., & zainil, y. (2021). teaching and learning challenges in efl classrooms during the pandemic era. proceedings of the ninth international conference on language and arts (icla 2020), 539(icla 2020), 111–115. https://doi.org/10.2991/assehr.k.210325.020 waloyo, a. a., khoiriyah, k., & farah, r. r. (2021). teachers’ perception to clil and web-based material implementation in a primary school. erjee, 9(2), 227–234. http://journal.uniku.ac.id/index.php/erjee/article /view/4347 jusriati, nasriandi, wisnu kurniadi, & ratna the implementation of google site as e-learning platform for teaching efl during covid-19 pandemic 138 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 413 lexical and contextual meanings in song lyrics “moana original soundtrack”: pedagodical implication sudar (corresponding author) english education program, faculty of teacher training and education, universitas muhammadiyah, purworejo, indonesia email: sudarbintang@umpwr.ac.id tusino english education program, faculty of teacher training and education, universitas muhammadiyah, purworejo, indonesia email: tusino82@umpwr.ac.id beta radish charica dewi english education program, faculty of teacher training and education, universitas muhammadiyah, purworejo, indonesia email: betaradish@gmail.com apa citation: sudar., tusino., & dewi, b. r. c. (2023). lexical and contextual meanings in song lyrics “moana original soundtrack”: pedagodical implication. english review: journal of english education, 11(2), 413-422. https://doi.org/10.25134/erjee.v11i2.6919 received: 19-02-2023 accepted: 27-04-2023 published: 30-06-2023 introduction lexical and contextual meaning of song lyrics are the main discussion of this study. the title of the song lyrics is "maona original soundtracks." word has different meaning between lexical and contextual. in the study of context, a word has a meaning that is inappropriate if it is interpreted lexically. the meaning of a word also depends on the context of the situation and also the context of culture (ardhyanti & supriyatiningsih, 2020; noviani & bram, 2021). this is often referred to as contextual meaning. in 2013 curriculum, senior high school students who take the english language and literature class will get additional material related to literature, one of which is to understand english song. to understand the information being transmitted in a song’s lyrics, all the words and phrases must be grasped (oktariani et al., 2018; yastanti & setiawati, 2018). contextual meaning is connected to song lyrics because singers occasionally employ terms that that different meanings from their dictionary definitions (mamun et al., 2022; ; miarsih et al., 2018; murodi et al., 2021), making them difficult to interpret (wijayanti et al., 2022) and can also create various meanings (pasisingi et al., 2022). abstract: this research aims to analyze song lyrics containing lexical and contextual meanings in the title of “moana original soundtrack.". there are three research questions such as; 1.what is the form of lexical meaning in the song lyrics? .2. what is the form of contextual meanings found in the song lyrics? 3. how is the implementation of lexical and contextual meanings for teaching purposes, particularly for teaching reading skills? researchers used a qualitative descriptive method to conduct the study. the data sources of this research were the song lyrics of "moana original soundtrack.”. researchers’ chose five lyrics taken from internet social media. procedures concerning to the data collection and organizations are such as; first, researchers read and comprehension of song lyrics. second, researchers identified the words, phrases, and sentences containing lexical and contextual meaning. the third, researchers conducted coding and interpreting lexical and contextual meaning found in the song lyrics of maona original soundtrck. the forth, researchers concluded the results of analysis based on findings. the results showed that there are thirty five words in the song lyrics of “moana original soundtrack” contained lexical and contextual meanings. there were twelve words found in how far i’ll go, six words found in i am “moana”, ten words found in where you are, three words found in shiny, and four words found in know who you are. furthermore, texts of song lyrics containing lexical and contextual meaning can be use as a teaching material for critical reading skills. keywords: contextual; lexical; meaning; pedagogical implication; song lyrics. sudar, tusino, & beta radish charica dewi lexical and contextual meanings in song lyrics” moana original soundtrack”: pedagodical implication 414 therefore, it is important for the students to know how to understand the meaning of words, especially song lyrics lexically and contextually. "moana" is a 3d animated, musical, fantasy adventure, and computerized film. it is from walt disney. the film is the story of a powerful, brave, and independent daughter of a chief in the polynesian tribe. this character is very close to the life teenager. besides moana's original soundtrack, the soundtrack contains five original songs. the title of the songs are; "how far i'll go," "shinny," “i’m moana," "where you are," and "know who you are." however, there are many words of song lyrics that provide meaningful interpretations for readers and listeners (zahira & wulandari, 2022). it also means that the writer composes the words with the grammatical meaning and composes logically and contextually related words by using poetic words. therefore, the teacher can use moana's original soundtrack as material to teach reading. based on the explanation above, researchers would like to conduct a research by analyzing song lyrics. researchers take some theories which are used as a foundation to run the sequence research. those are related to lexical and contextual meaning. as stated by nurfithri (2022), it will be simple to understand the overall meaning of the song by understanding the lexical meaning and contextual meaning of the words in the song lyrics. there were some previous studies conducted related to lexical and contextual meaning discussion. the first was the study conducted by chotimah and as sabiq (2021). they investigated contextual meaning written in the song lyrics of rex orange county’s album “pony” and its pedagogical implication. in this study, the researchers focused on analyzing the contextual meaning and its implication in pedagogic. they did not analyze lexical meaning written in the song lyrics. comparing to this study, this study would like to investigate the lexical and contextual meaning written in the song lyrics and also its pedagogical implication, particularly for teaching reading material. the second previous study was a research which was conducted by syahfitri, (2021). she investigated song lyrics of indonesian song in the title “terserah” composed by willy winarko. she analyzed lexical and contextual meanings in that song lyrics. on the other hand, she did not implement the results of lexical and contextual meanings interpretation for a teaching purpose. she only interpreted the different meaning between lexical and contextual meaning. the contextual meanings of song lyrics “ terserah” related to covid-19 pandemic. further, the research conducted by syahfitri (2021) was different from this study. the third previous study was conducted by, (yahya et al., 2018). they analyzed song lyrics in the title” michael learns to rock’s (mltr)” songs. they analyzed lexical and contextual meaning of those song lyrics, on the other sides; they did not implement the results of analysis for teaching purposes. they only identified the lexical meaning and contextual meaning found in that song lyrics, and then they interpreted to semantic point of view. further, their study research was different focuses from the discussion in this study. furthermore, the last previous study was conducted by hariyanto, (2017). he analyzed the figurative language used in the song lyrics of firework by katty perry, he also analyzed that figurative language based on the context to find out the meanings. referring to the purposes of analyzing of song lyrics in the title “firework” by katy perry, he did not analyze lexical and contextual meaning specifically. furthermore, he also did not implement the results of analysis for teaching purposes, and then his study was different from the focuses of this research. this research focused on analyzing the lexical and contextual meanings and its implementation for teaching purposes. based on those descriptions of previous studies, this research is different from those discussions. furthermore, the research questions of this study can be formulated as the following: (1) what is the form lexical meaning found in the song lyrics of “maona original soundtrack”? (2) what is the form of contextual meaning found in the song lyrics of “maona original soundtrack? (3) how is the implementation of lexical and contextual meanings analysis for teaching purposes, particularly for teaching reading skills? referring to those research questions, the researchers would like to explain the purposes of this study. the purposes of conducting this research are as the following; 1. to identify and to describe the lexical meanings found in the song lyrics of “maona original soundtrack. the second is to analyze contextual meanings found in the words, phrases, or sentences of song lyrics in the title” maona original soundtrack. furthermore, the last purpose of this study is to explain the implementation of the results analysis english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 415 of lexical and contextual meanings for teaching, particularly teaching reading skills. there are two meanings, namely, lexical and contextual meanings (hulu, 2023). jenney and lyons cited by hasanah and habibullah (2020), described lexical meaning as the meaning that can stand by itself. it means that lexical meaning is a meaning based on the definition written in the dictionary. lexical meaning is a meaning that never changes the core of its words, phrases, or sentences (kriz et al., 2018; sholihah & pratiwi, 2018). it relates with the real meaning (qurrata’ain & triyono, 2019). lexical meaning is a meaning taken from the original references (permana & winarta, 2021). furthermore, lexical meaning interpret the meaning originally without expanding and also without minimizing the value of that meaning. it is different from contextual meaning. contextual meaning is a meaning that depends on the context, at least based on context of culture and context of situation. in the following, researchers would like to described as deep as possible the contextual meaning. the following are many experts who argued about contextual meanings from different their point of view. parera and dash, cited by hasanah and habibullah (2020), stated contextual meaning was a meaning that cannot be separated from the context of culture and context of ecology. further, anindya cited in nguyen et al. (2020), he described that contextual meaning is a meaning which is inside the context. then, rifardi cited in sinaga and herman (2020), stated eleven components of meaning such as; gender, situation, purposes, formal and informal contexts in conversation, mood context of speaker or listener, time, place, the object of the context, the context of completeness, linguistics context, and the context of language itself. furthermore, according to chotimah & sabiq (2021), context refers to circumstances, such as the time, place, and environment in which language is employed. kreidler and pateda cited in tambunan et al.(2020), they stated that contextual meaning that is a meaning of a word inside the context. it was related to the situation, time, and environment. contextual meaning is a meaning referred to the context. furthermore, when a verbal expression cannot be comprehended immediately, contextual meaning refers to the act of an examining the context to reveal additional indications for the intended meaning (munthe et al., 2022). however, the contextual meaning could be regarded to the situation, where the time, the language usage environment. it is the meaning of a word or lexeme in relation to its surrounding context (belu & sari, 2021). that proves that the word will not be separated from the context of its use. therefore, context is indeed very important in terms of meaning analysis. asrifan et al. (2021) argued that the word cannot be used and meaningful for all contexts because that context will always be changed from one time to another. depraetere (2019) defines context as the ‘simple’ (formal) surroundings of a word or speech, that is, the linguistic and conversational qualities. syahfitri (2021) further explains that the meaning is not only limited to sentence units. there are units higher than sentence units. this unit is called the supra sentence unit or discourse unit. as a unity of meaning, discourse is read as a whole language because every part of the discourse is related to unity (sari & anindita, 2020). generally, discourse refers to a whole text (if possible), both in oral and written situations; it does not need to refer to rational and logical contents; a discourse can be submitted to any language purpose or any type of reality; for example, a poem, a conversation, a tragedy, a joke, a discussion at a seminar, a long history, a paper in a magazine, an interview, a sermon, and a tv interview. according to hutajalu et al. (2023), the situational and cultural contexts influence discourse. researchers often say that the meaning and information obtained and interpreted cannot be separated from the context in discourse and semantic analysis. the interaction referred to in discourse is language interaction. settings, including the time and place the situation occurred. activities are all behaviors that occur in verbal and nonverbal language interactions, including speakers' impressions, feelings, responses, and perceptions. relations, including the relationship between the participants of speaking, dash (2008) argued the meaning of context is related to the environment. the meaning of a word can be implicit with the neighboring of words. further, he classified the context itself into four namely; local context, sentential context, topical context, and global context. sudar, tusino, & beta radish charica dewi lexical and contextual meanings in song lyrics” moana original soundtrack”: pedagodical implication 416 figure 1. the conceptual layering of contexts of a word in a piece of text (dash, 2008, p. 26) the description of the figure 1.1 is the following; the first is a local context. it refers to the knowledge of words. the second is a sentential context. it refers immediately to the beyond meaning of local context. the third is a topical context. it refers to the wider of circle of meaning beyond the sentence. the last, it is a global context. it is the meaning of words which is larger and wider. method this research belongs to descriptive qualitative. researchers describe the data in form of song lyrics which are taken from the internet. researchers described the song lyrics by using theories of lexical and contextual meaning. the subjects of this research are five song lyrics in the title of “maona original soundtrack” taken from the internet. the focus of analysis is specifically in form of words, phrases, sentences, containing lexical and contextual meaning. bogdan and biklen cited in creswell (2018), stated that there are some techniques to collect the data in qualitative research; one of them is documentation which contains text (words) that have been recorded without researcher intervention. therefore, in this study, researchers used documentation as the technique of collecting data. the final written report has a flexible structure. the researchers used the following steps in collecting and analyzing the data: observing, identifying, coding, analyzing and interpreting, and describing the data. all steps were related to the application of lexical contextual meaning found in “moana original soundtrack." furthermore, drawing conclusions and suggestions were the final steps in the process of analyzing the data. results and discussions table 1. lexical and contextual meaning in moana original soundtrack no title of moana original soundtrack total 1 “ how far i will go” 12 2 “i am moana” 6 3 “where you are” 10 4 “shiny” 3 5 “know who you are” 4 total 35 researchers explained 35 words from five song lyrics of “moana original soundtrack” that contain lexical and contextual meaning. the sources of 35 words of lexical and contextual meaning are as the following; the first is 12 words found in how far i’ll go, the second is 6 words found in i am “moana”. further, there are 10 words of lexical and contextual meaning found in the songs of “where you are. then, there are 3 words of lexical and contextual meaning found in the song of “shiny”. the last words containing lexical and contextual meaning found in the song of “know who you are, it was 4 words. to understand the descriptions of findings, researchers explain each data containing of lexical and contextual meaning. the description of words containing lexical and contextual meaning is as follows; first is the song lyrics in the title of “how far i'll go” .words contain lexical and contextual meaning such as: table 2. words containing lexical and contextual meaning words taken from song lyrics lexical meaning hornby (2010) contextual meaning ” how far i’ll go” the first is the word perfect in the following sentence. “i wish i could be the perfect daughter (s1 & l3)”. having everything that is necessary; complete and without fault and weaknesses. “perfect” here means a daughter like what her father really wants. commonly father wants his daughter to be good children, children who are successful in her life and children are able to be surviving to overcome their life. it is the natural mission of father to her daughter. there is no father who wants his daughter to be fail in her life. the second is the word but, in the following sentence;” but i come back to the water, no matter how hard i try (s1 & l4)”. the meaning of that word is a liquid without color, smell and taste that falls as rain, is in lakes, rivers and seas and is used for drinking, washing, etc. “water” here reflects something that she really wants. her own choices and way of life. something in which she feels overwhelming and can be her own self. the third is the word place in the following sentence; “to the place i know, where i cannot go, where i that word has a meaning about a particular position, point or area. “place” it refers to the life goals that still cannot be achieved by moana. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 417 long to be (s1 &l7)”. the fourth is the word line in the following sentence; “see the line where the sky meets the sea? it calls me (s2 & l1)”. the meaning of that word is a long thin mark on a surface. “line” it indicates the restrictions or regulations made by moana's father which cannot be broken. the fifth is the word sky in the following sentence; “see the line where the sky meets the sea? it calls me (s2 & l1)”. the meaning of the word sky is the space above the earth that you can see when you look up, where clouds and the sun, moon and stars appear. “sky” it describes the wishes of moana’s father and ambitions along with all the rules that have been carried out so far and expected to be fulfilled and passed on by moana. the sixth the word sea in the following sentence;”see the line where the sky meets the sea? it calls me (s2 & l1)”. the word sea here means, the saltwater that covers most of the earth's surface and surrounds it continents and islands. “sea” it is pictures’ desire and ambition of moana who wants to be herself but it contrary to what her father has expected. the seventh is the word it in the following sentence; “and no one knows, how far it goes (s2 & l2). the word it here is used to refer to an animal or thing that has already been mentioned or that is being talked about now. “”refers to moana’s desire and effort to break the boundaries that made by her father. the eight is the word wind in the following sentence; “ if the wind in my sail on the sea stays behind me (s2 & l3)”. the word wind here it means an air that moves quickly as a result of natural forces. “wind” explaining the good fortune that will make moana's dreams come true. the ninth is the word sail in the following sentence; “ if the wind in my sail on the sea stays behind me (s2 & l3)”. the word sail means a boat of ship or the people on it to begin a journey on water. “sail ”it describes the moana’s struggle to achieve her dream and desire. the tenth is the word but in the following sentence; “but the voice inside sings a different song (s3 & l7)”. the meaning of the voice means the sound or sounds produced through the mouth by speaking or singing. “voice” it is the sound of maona’s desire in her heart that is eager to do things differently from her father and her people in the village. the eleventh is the word light in the following sentence; “see the light as it shines on the sea? it's blinding (s4 & l1)”. the energy from the sun, a lamp, etc. that makes it possible to see things. “light ”it indicating the chance for moana to be free to do what she wants and to be herself. the twelfth word is the word line in the following sentence;” and let me know, what's beyond that line, will i cross that line? (s4& l4)”. a long thin mark on surface. “line” for explaining the boundary from her father which has not been able to pass by moana. words taken from song lyrics: “i am moana”. lexical meaning contextual meaning the first is the word journey in the following sentence; “i have journeyed farther (s2 & l10)”. the word journeyed here means an act of travelling from one place to another, especially when they are far apart. “journeyed” it is the way of life that believed and chosen by moana herself. the second is the word call in the following sentence;” and the call isn't out there at all, it's inside me (s2 & l12)”. the word call here means to give somebody/something a particular name; to use a particular name or title when you are talking to sb. word “call” is the wishes, hopes and dreams of moana that are still buried deep in her heart and soul. the third is the word tide in the following sentence: “it's like the tide, always falling and rising (s2 & l13)”. the word tide has meaning of a regular rise and fall in the level of the sea, caused by the pull of the moon and sun; the flow of water. “tide” it is a confidence in moana's wishes, hopes and dreams, which is sometimes very optimistic and often pessimistic. the fourth is the word you in the following sentence:”i will carry you here in my heart you'll remind me (s2 & l14)”. the meaning word you here it is used as the subject of a verb or after a preposition to refer to the person or people being spoken or written to. “you” it is for describing someone who always supports moana’s dreams, and convinces her that she can achieve what she wants by being herself. the fifth is the word way in the following sentence:”i know the way(s2 & l16)”. a method, style or manner of doing something. “way ”it is a solution or step that will take by moana to reach her goals and break every problems or obstacles that she face. the sixth is the word song in the following sentence:”they dance to an ancient song(s2 & l2)”. the meaning of the word song here means a short piece of music with words that you sing. “song” it indicates traditions, customs and habits that are always practiced by people on the island and tend to be irreversible. words taken from song lyrics:“shiny”. lexical meaning contextual meaning sudar, tusino, & beta radish charica dewi lexical and contextual meanings in song lyrics” moana original soundtrack”: pedagodical implication 418 the first is the word shiny in the following sentence:”it is the shiny(s3 & l1)”. smooth and bright, reflecting the light. “shiny” to explain the perfect with all of the advantages. the second is the word glitters in the following sentence:” they chase anything that glitters (beginners!) (s5 & l3)”. to shine brightly with little flashes of light, like a diamond. “glitters” it is looks very attractive even though it is a deadly trap. the third is the word horizon in the following sentence:”i have crossed the horizon to find you (s1 & l1)”. the furthest that you can see, where the sky seems to meet the land or the sea. “horizon” it is explaining a limitation of moana’s father for not crossing the ocean that has been broken by moana. words taken from song lyrics: “know who you are”. lexical meaning contextual meaning the first is the word heart in the following sentence:”they have stolen the heart from inside you (s1 & l3)”. the word heart here means the organ in the chest that sends blood around the body, usually on the left in humans. “heart” it is the natural wealth which taken because of human greed. the second is the word this in the following sentence:”but this does not define you (s1 & l4)”. the word this here it is used to refer to a particular person, thing or event that is close to you, especially compared with another. “this” it refers to the anger and revenge filled with desires to destroy, like disasters that occur due to natural imbalances because of overexploitation. the third is the word you in the following sentence:”this is not who you are (s1 & l5)”. the pronoun you here means it is used as the subject or object of a verb or after a preposition to refer to the person or people being spoken or written to. “you” it is the nature which nurtures and gives life, guard and does not destroy. a peaceful place to live in. words taken from song lyrics: “where you are”. lexical meaning contextual meaning the first is the word song in the following sentence:”who needs a new song? this old one's all we need (s2 & l3)”. the word song here means a short piece of music with words that you sing. “song” it is the changing of traditions, customs and habits of the people on the island. the second is the word trip in the following sentence:”don't trip on the taro root (s3 & l3)”. the meaning of the trip here is a journey to a place and back again, especially a short one for a pleasure or a particular purpose. “trip” it refers to leaving the existing traditions and replace them with new traditions that are considered inappropriate. the third is the word root in the following sentence:”don't trip on the taro root (s3 & l3)”. the meaning of the word root here is a part of a plant that grows under the ground and absorbs water and minerals that it sends to the rest of the plant. “root”it describes the new traditions and life that are different from the old ones. the fourth is the word see in the following sentence:”i wanna see.”. the meaning of the see in that sentence means become aware of omebody/something by using your eyes. “see” it describes the trying to find new things that are outside the boundaries of existing traditions. the fifth is the word ground in the following sentence:”moana, stay on the ground now (s6 & l2)”. the solid surface of the earth. “ground” it indicates a place where all the old traditions and customs of the people in the island take place. the sixth is the word leaves in the following sentence:”and no one leaves (s11 & l1)”. the word leaves means to go away from a person or a place. “leaves” it is explaining the breaking of old traditions and habits to look for the new things outside the island by sailing across the sea. the seventh is the word did in the following sentence:”in time you'll learn just as i did (s13& l2)”. it is used to refer to actions that you do not mention by name or do not know about. “did” it describing the respect and carry on the existing traditions in order to get the comfort of life, wellbeing and happiness. the eighth the word voice in the following sentence:” you may hear a voice inside (s16 & l4). the meaning the voice here means the sound or sounds produced through the mouth by speaking or singing. “voice” it is to explain the desire to be free and be she. the ninth is the word farthest in the following sentence:”to follow the farthest star (s16 & l6)”. the meaning of the word farthest means at or to the greatest distance in space or time. “farthest” is the desire to do more, go further and find her true self. the tenth is the word hearth in the following sentence:”did your granny say listen to your heart (s2 & l1)”. the word heart has a meaning of an organ in the chest that sends blood around the body, usually on the left in humans. “heart” it to explain the moana’s desire to be herself. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 419 from all of the lexical and contextual meaning of words found in moana original soundtrack, it was stated that lexical meaning is different from contextual meaning. from this research, the researchers found that to understand the contextual meaning, the meaning of the words should be referred to who did say the words, what did the words about, to whom did the words refer to, when did the words use, where did the words produce, why were the words spoken and the sides were how did the speakers produce that words. it helps the researchers to interpret the lexical meaning and contextual meaning of the words taken from song lyrics of maona original soundtrack. on the other sides, lexical meaning is meaning which based on the dictionary (wardhana et al., 2022). lexical meaning has no other interpretations. lexical meaning, meaning that based on the definition of those words. researchers completing finish to analyze data, researchers would like to discuss the story of these lyrics from moana original soundtrack. the first data is about how far i’ll go by auli'i cravalho. the meaning of the original soundtrack, how far i'll go is about how far the character 'i' or moana in the song will try to findhis true identity. a young girl who has a different passion from general women in her home area. how her desires and interests are different from others on the island. demonstrate a love for the nautical and want to find something new from the traditions and habits that have been lived so far but all of her desire against by her father. according to researchers, the songwriter uses several words that are poetic or figurative words so that the word is not suitable if translated literally. the word contains other contextual meanings which have to be interpreted by the reader themselves according to the conditions described in the song. for example, the use of the word "water" to describe moana's desires and dreams. however, she tried to forget; she still couldn't. use the word "line" to show the boundaries of the father that moana cannot cross. the use of the word "sky" which seems to interpret his father's dreams and traditions that must also be followed by moana. besides, the word "wind" interprets the good fortune on moana's sideand her dreams. whereas the word "sail" can be likened to the effort and struggle of moana to find his true identity. the word "light" in the song can also be translated contextually as an opportunity or hope that moana has to be free and to be herself.the second data is i am moana by rachel house & auli'i cravalho. this song tells us about the return of courage and optimism from moana to continue her life journey. this section illustrates how eventually moana returns to believing in herself and standing as she really wants. moana's rise from despair is also inseparable from the role of her grandmother, who always supported her, which made her always believe that what she was trying she would get it. some words are used contextually to describe the atmosphere that occurs in the song. for example, the use of the word "quite" interprets the desires and dreams of moana that have not come true and are trapped in desperation. the word "tide" is used to describe moana's tidal desires because of being influenced by circumstances. there is a side where moana can be very optimistic about realizing her dreams, but there is also a side where moana can be pessimistic and feel that she has failed.the third data is where you are by lin-manuel miranda. this song portrays the peaceful and prosperous life of the motunui people with their customs and habits that are carried out in a sustainable manner. the use of the word "song" can be interpreted contextually as customs and regulations that have been adopted and implemented by them. the word "trip" can be interpreted that moana is not allowed to travel to discover new things outside the island.however, moana has her own desires and dreams to find other things outside the island by wading through the ocean. this is implied by the word "see" in the sentence i wanna see. however, no one has dared to "leave" or, in any other sense abandon existing traditions, rules, and customs to search for new things by sailing across the seas, as their ancestors once did.the fourth data is shiny by jemaine clement. this song shows the presence of tamatoa or a sea snail who has a hobby of collecting various sparkling objects in his shell so that he can participate in sparkling and becoming the center of attention. some words are written contextually or have implied and not true intentions. the word "shinny" describes the perfect situation with all of the advantages. it seems to be insinuating human behavior that likes luxury for the sake of existence. besides, the word "glitter" can also be interpreted as something that looks very attractive even though it is a deadly trap. like any sparkling or luxury that only makes people dazzled by the light. if not careful, humans can forget themselves. therefore, this song indirectly reminds us that as humans, we have to be able to control ourselves so as not to fall complacent. the last data is know who you are by auli'i cravalho. this song tells the moana's struggle to sudar, tusino, & beta radish charica dewi lexical and contextual meanings in song lyrics” moana original soundtrack”: pedagodical implication 420 restore te fiti's heart. some words used by the writer in this song contain contextual meaning. among them, the word "horizon" is used to interpret moana's efforts and struggle to cross the boundaries that had been made by her father. moana has successfully sailed the ocean to restore te fiti's heart. te fiti is described as the mother of the earth and the creator of all life. the word "heart" in this song describes the power to produce what is needed by humans who have been stolen or destroyed by human greed itself. human's greed finally only brings damage to the earth and ends in misery for humans themselves. te fiti, whose heart was stolen, turned into a monster. the lands became dry and arid; the marine products were no longer abundant, even so were disappointing agricultural products. this is all because of the greed of the person who wants to rule life. texts of song lyrics of” maona original soundtrack" is as an alternative reading skill material. analyzing reading texts of song lyric is one of the activities of reading skill. it needs critical thinking to analyze the meaning of song lyrics. song lyrics of mana original soundtrack can be used as material for developing student's critical thinking. it is because song lyrics have not only lexical meaning but also contextual meaning. in this study, researchers write scenario of using song lyrics as material for teaching and learning critical reading skills. song lyrics are easy to be downloaded by students from internet. teachers and students make a commitment of activities concerning to interpreting contextual meaning taken from song lyrics. students work in groups, then they learn and understand the philosophy of contextual meaning. students should have good knowledge of contextual meaning. further, students are in collaboration with their classmates to investigate contextual meaning found in the words of song lyrics. teacher supervised student's activities, while teachers themselves should be ready to explain and clarify contextual meaning. furthermore, teachers let students to discuss collaboratively finding and interpreting contextual meaning taken from words of song lyrics. then teachers encourage students to perform for explaining the results of their finding about words having lexical contextual meaning from song lyrics. students are free to explore lexical and contextual meaning from many different sides of angles. it is stated lexical meaning is different from contextual meaning, because contextual meaning is influenced by place, time, situation, interpretation, pragmatics, society, culture, and ethnology. by presenting the results of lexical and contextual meaning interpretation, students get wide knowledge of word meanings. meanings of words can be investigated not only from lexical meaning but also contextual meaning. interpreting contextual meaning caused students to be critical thinking. furthermore, teachers and students elaborated texts of song lyrics as material for developing students' critical reading skills. that is a scenario of using texts of song lyrics as material for reading skill particularly it is critical reading. conclusion meanings of words can be categorized into two classifications, such as lexical and contextual meaning. the lexical meaning of a word is easy to be understood by any readers of texts. on the other side, contextual meaning is influenced by place, time, situation, interpretation, pragmatics, society, culture, and ethnology. interpreting contextual meaning needs high understanding philosophy of contextual meaning itself. words of song lyrics of "maona original soundtrack” have lexical and contextual meaning. in this study, researchers interpreted lexical meanings and also contextual meanings. contextual meanings of words taken from song lyrics are interesting to be investigated. it is useful to develop student's critical reading skills. song lyrics is challenging alternative and appealing material for encouraging student's creativities and their motivation. furthermore, contextual meaning taken from words of song lyrics is useful and beneficial material for learning meanings of words. then words are flexible to be interpreted, it depends on the context of culture and context of situation. acknowledgement this research was completely funded by purworejo muhammadiyah university. researchers would like to thank to the rector, the dean of teacher training and education faculty. further, researchers also would like to thank to the head of english language education who supported to complete this study. references ardhyanti, s. v., & supriyatiningsih, s. 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(2022). a figurative language analysis on a song lyrics found in the night visions (deluxe version) album by imagine dragons. jurnal kabastra, 2(1), 15-21. person deixis in usa presidential nanda anggarani putri & eri kurniawan person deixis in usapresidential campaign speeches person deixis in usa presidential campaign speeches nanda anggarani putri study program of english language and literature, faculty of language and literature education, indonesia university of education, indonesia e-mail: nanda.anggarani@student.upi.edu eri kurniawan department of english education, faculty of language and literature education, indonesia university of education, indonesia email: eri_kurniawan@upi.edu apa citation: putri, n.a. & kurniawan, e. (2015). person deixis in usa presidential campaign speeches. english review: journal of english education, 3(2), 190-200 received: 10-08-2014 accepted: 03-02-2015 published: 01-06-2015 abstract: this study investigates the use of person deixis in presidential campaign speeches. this study is important because the use of person deixis in political speeches has been proved by many studies to give significant effects to the audience. the study largely employs a descriptive qualitative method. however, it also employs a simple quantitative method in calculating the number of personal pronouns used in the speeches and their percentages. the data for the study were collected from the transcriptions of six presidential campaign speeches of barack obama and mitt romney during the campaign rally in various places across the united states of america in july, september, and november 2012. the results of this study show that the presidential candidates make the best use of pronouns as a way to promote themselves and to attack their opponents. the results also suggest that the use of pronouns in the speeches enables the candidates to construct positive identity and reality, which are favorable to them and make them appear more eligible for the position. keywords: person deixis, presidential campaign speeches, barack obama, mitt romney introduction during the election year in a country, especially during the time to elect a new president of the country, the candidates for the presidential election will try to campaign in order to introduce as well as to promote themselves to the public. many ways can be used to do political or election campaign, one of them is through political campaign speeches. political campaign speeches can be an effective tool to achieve particular goals in an election. in addition, political campaign speeches can also be a way for bridging the gap between the speaker, or in this case the presidential candidates, and the audience or the electorate. furthermore, political campaign speeches can also be used to create particular effects, shared feelings, or connections between the speaker and the audience. the main aim of political campaign speeches is to persuade people to vote for a particular party or a presidential candidate (beard, 2000, p. 57). to achieve this goal, a politician or a presidential candidate usually tries to create a positive self-image by presenting himself positively and his opponents negatively (allen, 2007, p. 2). besides, the way the politician or the candidate refers to the audience can also be a very effective tool english review: journal of english education issn 2301-7554 vol. 3, issue 2, june 2015 http://journal.uniku.ac.id/index.php/erjee to achieve this goal (pearce, 2001, cited in allen, 2007, p. 2). related to this, a variety of ways can be used by the politician in order to present his identities by referring to himself, his opponents, and his audience. one of the ways is by carefully choosing person deixis that the politician or the candidate will use in their political campaign speeches. in political campaign speeches, person deixis plays a very important role. it can be used to represent the speaker’s identity through the way the speaker refers to himself, his opponent, and his audience. furthermore, person deixis can also be used to assign any positive aspect to oneself and negative aspect to the other which results in “positive selfpresentation and negative otherpresentation” or “the polarization of us versus them” (van dijk, 1995). therefore, person deixis can be a significant part of the speech and can have persuasive as well as strategic political functions. among the researchers who investigated the use of person deixis in political discourse are allen (2007), brozin (2010), gocheco (2012), inigomora (2013), and jarjeis (2006). they have found that politicians manipulate their use of person deixis or pronominal choice based on the context and the topic of their speeches, as well as their intentions or goals that they want to achieve through their speeches. the politicians manipulate the use of pronouns to create good effects on the audience, such as to highlight their achievements, to shorten the distance with the audience, to deny or distance themselves from the responsibility for particular political action, and to encourage solidarity. in understanding utterances, it is important to see the relationship between the language used and the context in which the utterances occur. by looking at the language used and the context in which utterances occur, people can understand the meaning of a particular utterance when they are communicating with each other. one of the examples which reflects the relationship between language and context is through the phenomenon of deixis. the term ‘deixis’ comes from the greek word deiktikos which means ‘pointing’ or ‘indicating’. deixis is one of the most basic things that people do with their utterances (yule, 1996). richards & schmidt (2002) defines deixis as a term for a word or phrase that enables language users to ‘point’, refer or relate their utterance to a particular time, place, or person (p. 147). in the same vein, finnegan (1992) defines deixis as “the marking of the orientation or position of objects and events with respect to certain contextual points of reference” (p. 140). according to those definitions, deixis may be understood as any linguistic form that enables language users to point, refer, relate, or anchor their utterances to a particular time, place, or person. according to grundy (2008), there are three fundamental criteria of deixis that are an essential part of every context of people experience: person, place, and time deixis. person deixis may be understood as any linguistic forms that can be used to identify the participants or other persons involved or mentioned in an interactive situation (strazny, 2005, p. 260). place deixis indicates the location of an entity referred to in an utterance relative to a particular point of reference in the context in which that utterance occurs. time deixis may be understood as “the orientation or position of actions and events in time” (finnegan, 1992, p. 144). the main focus of this study is person deixis. therefore, person deixis will be further elaborated in the following section. nanda anggarani putri & eri kurniawan person deixis in usapresidential campaign speeches person deixis is most commonly conveyed through personal pronoun. the most basic distinction in person deixis involves the distinction between the speaker, known as the first person (i), the addressee, known as the second person (you), and other important participants in the speech situation, neither the speaker nor the hearer, known as the third person (he, she, it, they) (cruse, 2000; yule, 1996). pronouns that refer to the speaker or to a group of people that includes the speaker, for example i and we, are called first person pronoun. meanwhile, pronouns that refer to the addressee or to a group of people that includes the addressee, for example you, are called second person pronoun. pronouns which refer to an entity other than the speaker and the addressee, for example pronoun he, she, it, and they, are called third person pronoun. first person plural pronoun which is represented by pronoun we often times has vague meaning. that’s why, most researchers and linguists made a distinction between exclusive we and inclusive we (see o'keeffe, clancy, & adolphs, 2011; yule, 1996). exclusive we is a first person pronoun which does not include the person being spoken or written to (richards & schmidt, 2002, p. 190). in contrast, inclusive we is used to refer to the first person plural pronoun which includes the persons who are being addressed (richards & schmidt, 2002, p. 190). the present study aims to investigate the use of person deixis in the presidential campaign speeches of two presidential candidates for 2012 u.s. presidential election: barack obama and mitt romney. method the study employs a descriptive qualitative method because the nature of this study is to unearth how person deixis is used in presidential campaign speeches and what indications or effects it has on the audience. however, this study also incorporates a simple quantitative method to calculate the number of each type of person deixis and its percentages. the data for the study were collected from the transcription of six presidential campaign speeches of barack obama and mitt romney during the campaign rally in various places across the united states of america in july, september, and november 2012. there are three speeches for each candidate. the full texts or the transcriptions of the speeches were downloaded from the website of the american presidency project, http://www.presidency.ucsb.edu. table 1 below shows the list of the speeches which were investigated in this study: table 1 the list of the speeches presidential candidate title of the speech date label barack obama remarks at a campaign rally in sandusky, ohio july 5, 2012 speech 1a remarks at a campaign rally in boulder, colorado september 2, 2012 speech 2a remarks at a campaign rally in lima, ohio november 2, 2012 speech 3a mitt romney remarks at the naacp convention in houston texas july 11, 2012 speech 1b remarks to the u.s. hispanic chamber of commerce 33rd annual convention in los angeles, california september 17, 2012 speech 2b remarksinwest allis,wisconsin:“realchangefromday one” november 2, 2012 speech 3b english review: journal of english education issn 2301-7554 vol. 3, issue 2, june 2015 http://journal.uniku.ac.id/index.php/erjee obama and romney did their campaign rally simultaneously in july until november 2012. those three speeches are chosen as the samples in this study representing the beginning, middle, and the end of the campaign rally. those three speeches chosen as the samples are the first speeches which were delivered in each month during the campaign rally. the data are in the form of person deixis found in the speeches conveyed through the use of pronouns referring to obama, romney, and their respective parties. pronouns that were analyzed in this study are only pronouns indicating the subject of a sentence. the collected data are then calculated using some elements of quantitative methodology. the calculation includes the numbers of each person deixis and its percentages. then, each occurrence of person deixis is analyzed in order to see the indications behind its use by the presidential candidates. results and discussion person deixis in obama’s speeches table 2 below shows the frequency and the percentage of each type of person deixis found in obama’s presidential campaign speeches. table 2. the frequency and percentage of each type of person deixis found in obama’s speeches pronoun speech 1 speech 2 speech 3 total i 97 (55.75%) 66 (35.3%) 70 (44.3%) 233 we 73 (41.95%) 89 (47.6%) 77 (48.7%) 239 they 4 (2.3%) 20 (10.7%) 5 (3.2%) 29 he 0 12 (6.4%) 6 (3.8%) 18 total 174 (100%) 187 (100%) 158 (100%) 519 from the table, it is shown that obama mostly uses pronoun we in his speeches even though the frequency of the use of pronoun we is just slightly higher from the frequency of the use of pronoun i. based on this fact, it may be inferred that obama uses pronoun i and we in a quite balanced way. obama uses pronoun i and we to refer to himself, his family, his party, his campaign team, his administration during his first term as the president of the united states of america, the audience, and the whole nation of the united states of america. on the other hand, obama uses pronoun they and he to refer to his opponent, mitt romney, and his party. pronoun i mostly collocates with the verb want in obama’s speeches. in general, obama uses pronoun i to show his desires to make the country better as the presidential candidate in the election. obama tries to persuade the audience or the public that he is eligible to be the president for the second term by showing his sincerity which is implied in the statement of his desires. here are some examples of the use of pronoun i that indicates such meaning. 1. it's the reason that i'm running again for president, because i want to keep on fighting for families all across america .... (speech 1a, line 67-69) 2. i'm running because i want to make sure that every child gets a high-quality education, and that means i want to hire new teachers in our classrooms, especially in math and science. (speech 1a, line 124-125) 3. and i want to give 2 million more people the opportunity to get trained at a community college for jobs .... (speech 1a, line 125-127) 4. and i want to make college more affordable for every young person .... (speech 1a, line 127-129) nanda anggarani putri & eri kurniawan person deixis in usapresidential campaign speeches 5. that's why i want to cut the growth of tuition in half over the next 10 years. (speech 3a, line 125) 6. that's why i want to recruit 100,000 math and science teachers so our kids don't fall behind the rest of the world. (speech 3a, line 125-126) 7. i want to train 2 million americans at our community colleges with the skills that businesses are looking for right now. (speech 3a, line 126-128) meanwhile, the domination of the use of pronoun we shows that obama uses pronoun we with either exclusive or inclusive sense. obama uses exclusive we, which refers to himself and his administration during his first term as the president of the united states of america, in order to show that he and his administration have done the good deeds in the last four years. by employing exclusive we, obama wants to highlight his achievements in his first term as the president. it can be seen from the examples below. 1. i'm running because the health care law that we passed was the right thing to do. (speech 1a, line 146) 2. and you know what, we fought so hard to make that happen, and now the supreme court has ruled. (speech 1a, line 152) 3. we know families aren't going to be better off if we undo wall street reform that we fought so hard to pass, and that can prevent another financial crisis. (speech 2a, line 59-60) 4. governor romney wants to end the tax credit that we created to help families save up to $10,000 over 4 years on their college tuition. (speech 2a, line 116117) 5. we fought to pass that law for families like ryan's. (speech 2a, line 146) however, such use of exclusive we as seen in the examples above may also indicate that obama wants to share the responsibility of the actions that have been done with his administration during his first term as the president. the use of exclusive we that implies such meaning is mostly found when obama talks about some actions regarding the health care law and the tax law. obama uses pronoun we instead of pronoun i when talking about those things because he wants to state that the decisions regarding the health care and the tax were based on a consensus in his administration. he does not want to take the blame by himself if there is anything wrong with these issues because these issues are the issues that have been the debate between obama and romney. in addition, these issues are always being the main topics in the speeches of obama and romney during the campaign rally, and romney often uses these issues to attack obama in his speeches. meanwhile, obama uses pronoun we with inclusive meaning when he wants to refer to and include the audience and the americans in general in his speeches. in the inclusive sense, pronoun we is mostly used to indicate that there are many things, problems or challenges that should be done and solved, and that the americans can do, solve or achieve these things if they work together. in this sense, obama wants to act as the spokesman of america and wants to unite the people to achieve their shared goals. besides, he also wants to convince the audience that if he is elected president, he and the audience can work together to make the country better. here are some examples of the use of inclusive we in obama’s speeches. 1. but for all the progress we've made, we've still got a long way to go. (speech 1a, line 81) 2. but we've got to start working on it right now. (speech 1a, line 87) english review: journal of english education issn 2301-7554 vol. 3, issue 2, june 2015 http://journal.uniku.ac.id/index.php/erjee 3. we've got to move on that right now. (speech 1a, line 87-88) 4. that's the challenge we face. (speech 1a, line 88) 5. …, there are some things we have to do together. (speech 1a, line 122) 6. we could rebuild our roads, our bridges, our schools, renovate our buildings so that they're more energy efficient, …… (speech 1a, line 137-139) 7. we've got more good jobs to create. (speech 2a, line 207) 8. we've got more homegrown energy to generate. (speech 2a, line 207-208) in his speeches obama also talks about his opponent in the 2012 presidential election, mitt romney. obama uses pronoun they and he to refer to romney and his party. obama employs pronoun they and he to attribute negative things to romney and his party. here are some examples of the use of pronoun they and he found in obama’s speeches. 1. they have tried to sell us this tired, trickle-down, you're-on-your-own snake oil before. (speech 2a, line 65-66) 2. they spent millions to try to stop us from reforming health care, …. (speech 3a, line 176) 3. they engineered a strategy of gridlock in congress, refusing to compromise even on ideas that they used to support. (speech 3a, line 178-179) 4. governor romney promised that on his first day of office, he's going to sit right down and grab a pen and end obamacare. (speech 2a, line 140-141) 5. now, what that means is right away, he'd kick nearly 7 million young people off their parent's plan. (speech 2a, line 143-144)) 6. he'd take hope away from tens of millions of americans with preexisting conditions by repealing reform. (speech 2a, line 144-145) 7. yes, he hasn't offered a plan for the 33,000 troops who will have come home from this war by the end of this month. (speech 2a, line 168-169) overall, the analysis of person deixis in obama’s speeches has found that pronoun we is the pronoun which is mostly used even though there is only a slight difference in the frequency of the use of pronoun we and i. obama consistently uses pronoun i, we, they and he throughout all of his speeches in order to show his sincerity by explaining his desires or his future plans if he is elected president, and to attribute positive things to himself and his administration during his first term as well as to attribute negative things to his opponent, romney and his party. person deixis in romney’s speeches table 3 below shows the frequency and the percentage of each type of person deixis found in romney’s presidential campaign speeches. table 3. the frequency and percentage of each type of person deixis found in romney’s speeches pronoun speech 1 speech 2 speech 3 total i 71 (74.7%) 69 (57%) 64 (42.4%) 204 we 19 (20%) 41 (33.9%) 40 (26.5%) 100 they 0 0 1 (0.7%) 1 he 5 (5.3%) 11 (9.1%) 46 (30.4%) 62 total 95 (100%) 121 (100%) 151 (100%) 367 from the table, it can be seen that pronoun i is the pronoun which is mostly used in romney’s presidential campaign speeches with 204 occurrences. unlike the slight difference in the frequency of the use of pronoun i and we nanda anggarani putri & eri kurniawan person deixis in usapresidential campaign speeches in obama’s speeches, the frequency of the use of pronoun i and we in romney’s speeches shows a significant difference. there are 100 occurrences of pronoun i in the speeches or only a half of the frequency of pronoun we. romney uses pronoun i and we to refer to himself, his campaign team, his administration when he was governor of massachusetts, the audience, and the whole nation of the united states of america. in addition, romney also uses pronoun he to refer to his opponent, barack obama. there are 62 occurrences of pronoun he which refers to obama found in the speeches. there is also one occurrence of pronoun they which is also used to refer to obama and his party. romney uses pronoun i with two main purposes. first, romney wants to show what he has done when he was governor of massachusetts. he wants to attribute positive things to himself by showing that he has done plenty of good deeds when he was governor. besides, he also wants to highlight his achievements when he was governor in his speeches. by doing so, it may be understood that romney wants to brag that it is he who has done plenty of good deeds and therefore he wants to emphasize that he will do the same things if he is elected president, and this is related to the second purpose of the use of pronoun i which will be explained later. the examples below show the use of pronoun i which is used to indicate the good deeds romney has done when he was governor. 1. i promoted math and science excellence in schools, and proposed paying bonuses to our best teachers. (speech 1b, line 130-131) 2. … — i added a science requirement as well. (speech 1b, line 133) 3. and i put in place a merit scholarship for those students who excelled: … (speech 1b, line 133-134) 4. as governor, i vetoed the bill blocking charter schools. (speech 1b, line 149150) 5. so i joined with the black legislative caucus, and their votes helped preserve my veto, … (speech 1b,, line 151-152) 6. i helped put an olympics back on track. (speech 3b, line 45) 7. i helped turn my state from deficit to surplus, from job losses to job growth, and from higher taxes to higher takehome pay. (speech 3b, line 46-47) 8. accomplishing real change is not something i just talk about--it is something i have done. (speech 3b, line 49-50) second, romney uses pronoun i to reveal his future plans if he is elected president. romney states that he will do the same things as he did when he was governor if he is elected president. in this sense, romney often uses sentences with the pattern if i am elected president…, as president…, and when i am elected…. the examples below show the use of pronoun i to indicate such meaning. 1. as president, i will promote strong families — and i will defend traditional marriage. (speech 1b, line 80) 2. as president, i will show the good things that can happen when we have more — … (speech 1b, line 89-90) 3. on day one, i will begin turning this economy around with a plan for the middle class. (speech 1b, line 92) 4. should i be elected president, i'll lead as i did when i was governor. (speech 4, line 163) 5. from day one, i will go to work to help americans get back to work. (speech 3b, line 57) 6. on day one, i will act to increase the number of leases and permits to drill on federal lands. (speech 3b, line 59-60) english review: journal of english education issn 2301-7554 vol. 3, issue 2, june 2015 http://journal.uniku.ac.id/index.php/erjee 7. when i am elected, i will work with republicans and democrats in congress. (speech 3b, line 89) just like obama, romney also uses pronoun we with either exclusive or inclusive sense. romney uses pronoun we exclusively to refer to himself and his administration when he was a governor of massachusetts. romney uses exclusive we to highlight the achievements when he was governor. here it can be seen that pronoun we is, again, used to attribute positive things or qualities to the presidential candidate. here are some examples of the use of exclusive we found in romney’s speeches. 1. when i was governor, not only did test scores improve — we also narrowed the achievement gap. (speech 1b, line 137) 2. a significant achievement gap between students of different races remained. so we set out to close it. (speech 1b, line 128-129) 3. we balanced our budget in my business and at the olympics and every year i was in my state. (speech 2b, line 88-89) besides to refer to himself and his administration when he was governor, romney also uses pronoun we exclusively to refer to his campaign team. in this sense, romney uses pronoun we to ask the audience to stay with him and his campaign team, and to trust them in this campaign. here are some examples of the use of exclusive we which refers to romney and his campaign team. 1. we have to make our case to every voter. (speech 1b, line 11-12) 2. we don't count anybody out, and we sure don't make a habit of presuming anyone's support. (speech 1b, line 12) 3. we are so very grateful to you and to people across the country, for all that you have given of yourselves to this campaign. (speech 3b, line 8-9) 4. we thank you, and we ask you to stay at it all the way — all the way to victory on tuesday night. (speech 3b, line 1011) 5. we ask you to look beyond the speeches and the attacks and the ads. (speech 3b, line 16) in contrast, romney uses inclusive we to refer to himself, the audience, and the whole nation of america. romney uses inclusive we to encourage the audience that together they can make the country better. the examples below show the use of pronoun we to indicate this meaning. 1. let me note, if we do those five things, if we take advantage of our energy resources in full and we fix our schools and we open more trade and we cut the deficit and we truly champion small business, our economy is going to come roaring back. (speech 2b, line 142-144) 2. we can do better than this lackluster economy. (speech 2b, line 144) 3. we can create 12 million jobs and rising takehome pay again. (speech 2b, line 144-145) 4. together, we will put the nation on track to a balanced budget, .... (speech 3b, line 91-93) 5. we can do anything. (speech 3b, line 142) 6. four more days and we can get to work rebuilding our country,.... (speech 3b, line 153-154) romney also refers to his opponent, barack obama, in his speeches by using pronoun he. when using pronoun he, romney attributes negative things or aspects to his opponent, obama. romney associates pronoun he that refers to obama with some negative things, such as the ‘bad’ things obama did and the promises that obama could not fulfill during his first term as the president. the use of pronoun he to attribute negative things to obama is mostly found in the third sample of the speech of mitt romney which was delivered in nanda anggarani putri & eri kurniawan person deixis in usapresidential campaign speeches november 2, 2012. it may be understood as one of the ways for romney to attack his opponent and to convince the audience to vote for him since the speech was delivered just four days away from the election. here are some examples of the use of pronoun he which is used to serve this purpose. 1. he said he was going to cut the federal deficit by half; then he doubled it. (speech 3b, line 23) 2. he did not; rather, he raided $716 billion from medicare for his vaunted obamacare. (speech 3b, line 27-28) 3. he has not met on the economy, or on the budget, or on jobs, with either the republican leader of the house or the senate since july. (speech 3b, line 3132) 4. instead of bridging the divide, he has made it wider. (speech 3b, line 33) 5. in part, it is because he has never led, never worked across the aisle, never truly understood how jobs are created in the economy. (speech 3b, line 34-35) 6. he will send billions more dollars to his favorite solar and wind companies. (speech 3b, line 95) 7. he's offering excuses, i've got a plan. (speech 3b, line 148) the analysis of person deixis in romney’s speeches has shown that romney mostly uses pronoun i in his speeches. romney uses pronoun i to attribute positive things by highlighting the good deeds and achievements that he has done when he was governor of massachusetts. he also uses pronoun we as a way to attribute positive things to himself and his administration when he was governor. romney also makes the best use of pronoun they and he as a way to attack his opponent and to attribute negative things to him. comparison of obama’s and romney’s speeches from the analysis of person deixis in the speeches of obama and romney, it can be seen that the most noticeable difference lies on the type of person deixis which is mostly used in the speeches. obama mostly uses pronoun we, while romney mostly uses pronoun i. this is related to the different ways of highlighting their achievements and revealing their plans to the audience. in highlighting his achievements, obama uses exclusive we which refers to obama and his administration during his first term as the president. he does not claim that the achievements and the good deeds that have been done are the results of his works alone. he attributes the good and positive things not only to himself but also to his administration in his first term. this also indicates that obama strategically uses pronoun we in order to spread the responsibility of the works that have been done. he wants to share the responsibility if something goes wrong with the decisions or the works that have been done with his administration. in revealing his plans, obama mostly uses inclusive we which includes the audience and the whole nation of america. he wants to encourage the audience to work with him to make the country better. this use of inclusive we may make the audience feel that they can contribute to making their country a better place. it may also make the audience feel that obama appreciates their contribution to make the country better. therefore, obama may get more respect and sympathy from the audience and the whole nation of america, and this may contribute to obama’s victory in the election. english review: journal of english education issn 2301-7554 vol. 3, issue 2, june 2015 http://journal.uniku.ac.id/index.php/erjee in contrast, romney mostly uses pronoun i to highlight the achievements that he has done when he was governor of massachusetts. romney wants to claim the achievements as the results of his works alone. he also wants to attributes positive things only for himself. in addition, romney also uses pronoun i to reveal his future plans if he is elected president. in this sense, romney uses pronoun i to state that he will work to make the country better if he is elected president. it makes him appear as if he did not need the help of the audience or the whole nation to make the country better. the domination of the use of pronoun i in romney’s speeches makes romney appear as an egotistic politician, who only thinks about himself. conclusion this study has shown that the presidential candidates make the best use of pronouns as a way to promote themselves and to attack their opponents. this study also shows how pronouns enable the candidates to construct positive identity and reality favorable to them and make them appear more eligible for the position. in addition, the use of person deixis can also be used to reveal the candidates’ attitude towards particular issues. furthermore, the way the candidates shift the use of pronouns according to the context in which they are used may serve as a way to appeal to various audiences and helps their ability to persuade the audience to vote for them. references allen, w. (2007). australian political discourse: pronominal choice in campaign speeches. in m. l. mushin. (ed.), conference of the australian linguistic society., (pp. 1-13). beard, a. (2000). the language of politics. london, england: routledge. brozin, m. (2010). the intentions behind barack obama's strategic use of personal pronouns. cruse, a. (2000). meaning in language: an introduction to semantics and pragmatics. oxford, england: oxford university press. finnegan, e. a. (1992). language: its structure and use, australian edition. australia: hartcourt brace jovanovich. gerhard, p., & woolley, j. t. (2012, september 2). barack obama: "remarks at a campaign rally in boulder, colorado". retrieved january 20, 2014, from the american presidency project: http://www.presidency.ucsb.edu/ws/? pid=102004. gerhard, p., & woolley, j. t. (2012, november 2). barack obama: "remarks at a campaign rally in lima, ohio". retrieved january 20, 2014, from the american presidency project: http://www.presidency.ucsb.edu/ws/? pid=102593. gerhard, p., & woolley, j. t. (2012, july 5). barack obama: "remarks at a campaign rally in sandusky, ohio". retrieved january 20, 2014, from the american presidency project: http://www.presidency.ucsb.edu/ws/? pid=101323. gerhard, p., & woolley, j. t. (2012, july 11). mitt romney: "remarks at the naacp convention in houston, texas". retrieved january 20, 2014, from the american presidency project: http://www.presidency.ucsb.edu/ws/? pid=101443. gerhard, p., & woolley, j. t. (2012, november 2). mitt romney: "remarks in west allis, wisconsin: "real change from day one". retrieved january 20, 2014, from the american presidency project: http://www.presidency.ucsb.edu/ws/? pid=103104. gerhard, p., & woolley, j. t. (2012, september 17). mitt romney: "remarks to the u.s. hispanic chamber of commerce 33rd annual convention in los angeles, nanda anggarani putri & eri kurniawan person deixis in usapresidential campaign speeches california". retrieved january 20, 2014, from the american presidency project: http://www.presidency.ucsb.edu/ws/? pid=102451. gocheco, p. m. (2012). pronominal choice: a reflection of culture and persuasion in philippine political campaign discourse. philippine esl journal, 4-25. grundy, p. (2008). doing pragmatics. london, england: hodder education. inigo-mora, i. (2013). pronominal choice as an interpersonal strategy. american international journal of contemporary research, 22-37. jarjeis, s. m. (2006). the distribution of pronominal selection of political speeches: pragmatic implications . college of basic education researchers journal, 254-282. o'keeffe, a., clancy, b., & adolphs, s. (2011). introducing pragmatics in use. london, england: routledge. richards, j. c., & schmidt, r. (2002). dictionary of language teaching & applied linguistics (3rd ed.). london, england: pearson education. strazny, p. (2005). encyclopedia of linguistics (vol. i). new york, ny: fitzroy dearborn. van dijk, t. a. (1995). what is political discourse analysis? in j. blommaert, & c. bulcaen (eds.), political linguistics (pp. 11-52). amsterdam, netherlands: benjamins. yule, g. (1996). pragmatics. oxford, england: oxford university press. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 891 the correlation of text, co-text, and context in the solo pos daily newspaper edition 2021 sri budiyono (corresponding author) teacher traning and education faculty universitas widya dharma, klaten, jawa tengah, indonesia email: sribudiyono@unwidha.ac.id erry pranawa teacher traning and education faculty universitas widya dharma, klaten, jawa tengah, indonesia email: errypranawa@unwidha.ac.id gunawan budi santoso teacher traning and education faculty universitas widya dharma, klaten, jawa tengah, indonesia email: gunawanbudisantoso@unwidha.ac.id apa citation: budiyono, s., pranawa, e., & santoso, g. b. (2022). the correlation of text, co-text, and context in the solo pos daily news paper edition 2021. english review: journal of english education, 10(3), 891-900. https://doi.org/10.25134/erjee.v10i3.6794 received: 09-06-2022 accepted: 27-08-2022 published: 30-10-2022 introduction language is an activity that involves the linguistic ability of the user as a whole. language is a form of communicative action. the degree of communicativeness is determined by the ability to use language to capture ideas in the form of language. to meet the demands of language, it is necessary to obey the language of the language used the fulfillment of these demands opens up two language possibilities, namely language accuracy and language errors (nuryanto et al.,2018; wabdaron & reba, 2020). in order to meet the accuracy of language required a language skill. language skills are the most important skills. aspects of language skills include listening, reading, speaking, and writing (hermanto, 2017; budiyono et al., 2019; 2021). in relation to the above statement, (yundayani, et al., 2017; rahmat, y. n., & coxhead, a., 2021) states that skilled in reading is an advanced reading term (as opposed to beginning reading). he stated that reading comprehension is: (1) an effort to build a bridge between what is known and what is already known; (2) the process of understanding the meaning implied in words, sentences, and connecting texts; (3) in understanding the content of the text, the reader typically uses background knowledge, vocabulary, and grammatical knowledge, using certain strategies; (4) understanding is active and not passive; (5) comprehension is not just a matter of literally recording and reporting what one has read; (6) understanding constitutes a large number of decision-making; and (7) abstract: this study aims to describe how are the results of the correlation analysis of text, co-text, and context in the solo pos daily newspaper, 2021 edition; whether the correlation of text, context, and context in the 2021 edition of the solo pos daily newspaper is cohesive and coherent. this study used descriptive qualitative method. the object of this research is the correlation of text, context, and context in the 2021 edition of the solo pos daily newspaper. this study used descriptive qualitative analysis the results of the study show that in general (almost all) of the discourses in the 2021 edition of the solo pos daily newspaper, the structure has paid attention to the relationship between sentences so that they can establish linkages and coherence between these sentences. meanwhile, in terms of form, it can be called a complete discourse. there is only one data that happens to be the way to understand it must look at the sentence before and after it. in short, all sentence structures presented in the solo pos daily newspaper are grammatical, in the sense that they are grammatically arranged. the order of the language and the pattern of the arrangement is correct, it is in accordance with the grammar so that it can be concluded that the grammar is correct. keyword: context; co-text; solo pos daily newspaper; text. sri budiyono, erry pranawa, & gunawan budi santoso the correlation of text, co-text, and context in the solo pos daily news paper edition 2021 892 understanding is a dialogue between the writer and the reader. language is an activity that involves the linguistic ability of the user as a whole. language is a form of communicative action. the degree of communicativeness is determined by the ability to use language to capture ideas in the form of language. to meet the demands of language, it is necessary to obey the language of the language used. the fulfillment of these demands opens up two language possibilities, namely language accuracy and language errors (muhtarom, 2020; maulana et al, 2019). in order to meet the accuracy of language required a language skill. language skills are the most important skills. aspects of language skills include listening, reading, speaking, and writing (suparlan, 2019; budiyanti, y. & damayanti, n., 2017; akbarjono, a., et al, 2021; aker, m., et al, 2018; diasa & karim, 2018). in relation to the above statement, maulana et al. (2019) states that skilled in reading is an advanced reading term (as opposed to beginning reading). he stated that reading comprehension is: (1) an effort to build a bridge between what is known and what is already known; (2) the process of understanding the meaning implied in words, sentences, and connecting texts; (3) in understanding the content of the text, the reader typically uses background knowledge, vocabulary, and grammatical knowledge, using certain strategies; (4) understanding is active and not passive; (5) comprehension is not just a matter of literally recording and reporting what one has read; (6) understanding constitutes a large number of decision-making; and (7) understanding is a dialogue between the writer and the reader. based on the above considerations, this study aims to analyze the texts in the solo pos daily newspaper, 2021 edition. questions and statements that arise whether the text that accompanies other texts has a relationship and parallels with other texts and also does the meaning contained in the text refer to the existing text or is it outside the existing text? how are the three of them related? these problems will be studied in this research. for this reason, this research takes the title correlation of text, cotext, and context, in the 2021 edition of the solo pos daily newspaper. in general and simple, correlation means relationship. however, when it is developed further, it turns out that the meaning of correlation can not only be understood in this sense. in the exact world, correlation is one of the statistical analysis techniques used to find the relationship between two quantitative variables. the relationship between the two variables can occur because of a causal relationship or can also occur just by chance. the two variables are said to be correlated if changes in one variable will be followed by changes in the other variables regularly in the same direction (positive correlation) or opposite, which is often referred to as negative correlation (rohaman & mukhibat, 2017; koutchadé, i.s., 2017; wu, y., & pei, z., 2018). different exact, different language. although the meaning of correlation is that it cannot be separated from "relationship", but in terms of language, it contains different studies. maulana et al (2021; kim, s., & ma, t., 2018; milarisa, s., 2021; ) state that there are three main things concerning the problem of understanding correlation. the three main points include: 1) the relationship between opposing sounds in a series, for example: a series of voiceless sounds: [p, t, k. f] and a series of voiced sounds: [b, d, g, v], each of which has a voice and no sound correlation; 2) the relationship between language symbols and language sounds; when the symbol changes, the function will change; when the function changes, the symbol changes too; 3) syntactic typology; the similarity of characteristics of several language sectors in one language of a certain type, for example: vo type languages usually have prepositions, while ov type languages have post-positions, in this case there is a correlation between clause structure and phrase structure (muhtarom, 2020; milarisa, s., 2021: mimeau et al, 2019; miroud, s., 2021). based on the above problems, correlation in this case is correlation in the context of the use of one of the analytical techniques in linguistics which is used to find, analyze, parse the relationship between two cohesive and coherent variables in the news discourse in the solo pos daily newspaper 2021 edition. conceptually, a good discourse is a discourse whose structure pays attention to the relationship between sentences so that it can establish a relationship and coherence between these sentences. meanwhile, discourse is called a complete discourse if it contains complete concepts, ideas, thoughts, and ideas that can be understood by the reader (if it is written discourse) or by listeners (if the discourse is in the form of oral discourse). discourse is said to be the highest in structure or the largest because english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 893 discourse is formed from sentences or sentences that meet grammatical requirements and other discursive requirements (cohesion and coherence). in line with the above view (isodarus, p.b., 2017; riyadi, 2019; budiyono et al, 2018) state that language consists of form and meaning. meanwhile, the relationship in discourse can be divided into two types, namely the relationship of form called cohesion and the relationship of meaning or semantic relationship called coherence. from the statement above, it can be concluded that cohesion is the relationship of form (structure of birth) in a discourse. this outward structure is what he also calls the grammatical aspect of discourse. coherence is the relationship of meaning or semantic relationship in a discourse (isobarus, p.b., 2017; diasa, l.n., & karim, a., 2018; hermanto, 2017). isobarus further stated that in discourse analysis, the aspect of form or structure of discourse is called the grammatical aspect of discourse, while the inner structure of discourse is called the lexical aspect of discourse. in line with the statement above, tomlinson, b., & masuhara, h. (2018; tyas et al, 2019; razak a et al, 2021 ) state that "coherence is how the meaning of sentences in a discourse hung together". the statement implies that coherence is how the meaning of a sentence in a discourse establishes a coherent relationship. she further said: "a text can be said to be coherent when each successive sentence can be assigned wholly and without difficulty to one of the relationships". from the statement above, it can be concluded that a text can be said to be coherent if each successive sentence can be understood as a whole easily and without difficulty in each understanding. as long as it is easy to understand, understandable, there is a woven sentence, that is coherent. supriyadi, et al, 2022 say that text is a language unit that is mediated in writing or orally with a certain organizational structure to express meaning in a certain context. on the other hand, (budiyono et al, 2018; 2021) says that the text is a complete expression of the human mind in which there is a situation and context. isodarus, p.b. (1982) state that “text is: 1) the wording of something written or printed; 2) the main body a book or page, etc; as distinct illustration or notes; 3) a sentence from scripture used as the subject of a sermon or discussion; 4) a book or play etc, prescribe for study”. the opinion above is not much different from the opinion of isobarus, p.b. (2017) who states that text is 1) an abstract language unit; 2) a series of sentences, words, and so on, which make up speech; 3) written form of language; script; 4) utterances produced in human interaction. in connection with the above statement, (nuryanto et al, 2018; supriyadi, et al., 2022; suherdi et al, 2020; hambali, m., et al, 2021; inderawati, r., et al, 2021) state the text as follows. “text are always produced in context. while texts are produced by indivuals, indivuals always produce those texts as social subjects., in particular, social environment. in ather word, text are never completely individual or original, they always relate to social environment and to other text”. the above statement implies that the text is always produced in context. while texts are produced by individuals, individuals always produce texts as social subjects, especially social environments. in other words, texts are never truly individual or original, they are always related to the social environment and other texts from the statement above, it can be concluded that the text is a unit of language that can be mediated in writing or orally arranged systematically to express the meaning used in a particular context. method the subject in this study is the correlation of text, co-text, and context in the solo pos daily newspaper 2021. the elements related to the study of discourse in the news or information in the solo pos daily newspaper include text, cotext, and context. in this study, we will discuss the meaning and relationship between the three. the limitation of the study of these three elements is limited to the 2021 edition. in a newspaper or in other terms, a newspaper, solo pos, of course, cannot be separated from the existence of discourse. the discourse contained in the presentation, of course in it in the form of written news, contains the latest information, which is being discussed by the public; on the other hand can be in the form of opinions, short stories, poems, editorial comments, and others. in the discourse there is text, context, and context. these three things are the supporters of the discourse. the student book is designed to help students have a handbook that students can use in the learning process. in other words, the student book contains learning materials that sri budiyono, erry pranawa, & gunawan budi santoso the correlation of text, co-text, and context in the solo pos daily news paper edition 2021 894 students can learn as a source of learning. the design of the student book contains student assignments or activities that aim to encourage the enthusiasm of students to learn, especially in finding and obtaining important information related to teaching materials. the structures contained in the student book design includes introduction, about student books, table of contents, teaching materials and reading list. this research used a qualitative approach with content analysis method. the data in this study is a discourse that exists in the 2021 edition of the solo pos daily. the data was collected by means of a documentation study and the results of this study were analyzed descriptively and qualitatively. basically data collection is done to obtain the information needed in order to achieve the research objectives. before conducting research, a researcher usually has a guess based on the theory he uses, this assumption is called a hypothesis. however, temporary assumptions that do not need to be proven true are called basic assumptions. conceptually, data collection techniques can be done by 1) interviews. interviews are data collection techniques that are carried out through face-to-face and direct questions and answers between researchers and resource persons; 2) observation, which is a complex data collection method because it involves various factors in its implementation; 3) questionnaire; and 4) the last is the document study. because this research is a literature study, the data collected is only focused on document studies. data analysis is the process of systematically searching and compiling the data obtained by using various data collection techniques such as interviews, questionnaires, observations, and documentation such as video/audio recordings by organizing the data and choosing which ones are important and studied, and making conclusions, so that easy to understand by yourself and others. the data analysis technique used in qualitative analysis has four stages, namely data collection, data reduction, data presentation, and the last step is drawing conclusions and verification. after the data is collected, reduced, presented, then analyzed descriptively qualitatively. qualitative descriptive analysis method is to analyze, describe, describe, and summarize various conditions, situations from various data collected in the form of interviews or observations about the problems studied that occur in the field. results and discussion the results of the research taken from a daily newspaper solo pos are marked with a code that is formed in a special code which means that the data is what number data (column 1), what newspaper (column 2) day and what market (column 3), what page (column 4), what day and month (column 5), and what year (column 6). for more details will be presented as follows. table 1. fifteenth data from solo pos, tuesday wage, first page, december 14th, 2021 15 sp sw 1 14 des 2021 pemilik dalem-dalem (rumah) pangeran di lingkungan keraton solo didorong mengembangkan aset tersebut secara kreatif dan inovatif. rencana renovasi aset terkadang terkendala masalah prosedur hingga konflik internal. owners of princely dalem (houses) in the solo palace are encouraged to develop these assets creatively and innovatively. asset renovation plans are sometimes constrained by procedural problems to internal conflicts. from the data above, it can be explained that the data is data number 15, taken from the solo pos daily newspaper, on tuesday wage, page 1, december 14, 2021. the first column clearly states the number of data. the second column means the name of the newspaper, the daily solo pos. however, the third column states that there are six days, namely monday (senin abbreviated s), tuesday (selasa abbreviated sl), wednesday (rabu abbreviated rb), thursday (kamis abbreviated as km), friday (jumat abbreviated jm), saturday (sabtu abbreviated sb), and sunday (minggu abbreviated m). meanwhile, the javanese daily (javanese market) stated that the pon market (abbreviated p), wage market (abbreviated w), kliwon market (abbreviated k), legi market (abbreviated l), and pahing market. (abbreviated as p). furthermore, the third column represents the page. as in the example above, the third column contains the number 1; this indicates that the data is on the third page. meanwhile, the fourth column contains “dec 14”, which states that the daily was published on december 14. the last column (fifth column) is “2021”, stating that the edition of the daily will be published in 2021. on the other hand, with regard to the abbreviation of the month names, it is stated as follows. january is abbreviated as “jan”; february is abbreviated as “feb”; march is abbreviated as “mrt”; april is abbreviated as english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 895 “app”; the month of may is abbreviated as “may” (without the abbreviation); the month of june is abbreviated as “jun”; july is abbreviated as “jul”; august is abbreviated as “agt”; september is abbreviated as “sep”; october is abbreviated as “oct”; november is abbreviated as "nov", and the last month is december which is abbreviated as "dec". meanwhile, for the mention of the year's name, it is enough to write it directly, without abbreviating it. for example, 2020 is still written in 2020. likewise for the following years. so, to write down data taken from 2021, it is enough to just write 2021. after understanding the meaning in the data code, the next step is to display the data that has been collected in this study. this collected data is referred to as pid or an abbreviation of pernyataan identifikasi data (data identification statement). the pids that have been collected will only discuss the basics. for data that has been sorted and selected, which is then used as the main material for analysis, it is called udaut (unit data utama/main data unit). this udaut is used as the main data to be used as evidence for analysis and discussion. udaut is an abbreviation of the term unit data utama (main data unit). the following is data that is still in the form of raw data, hereinafter referred to as a data identification statement. there are some data taken from several editions. the results of the discussion of each data were analyzed one by one. however, what needs to be known is that there are limitations to the themes that exist in each data. this study only analyzes data with a political theme. be it the policy of goods or prices, domestic or foreign politics. the content of the theme does not make the problem, the most important thing is the discussion in this study. what is more important is whether there is a match between the meanings in the text, the relationship between the meanings in the sentence, as well as the situation and conditions that underlie the text. in detail the language looks like the following below. table 2. first data from solo pos, tuesday wage, first page, november 11, 2021 1 sp sw 1 11 nov 2021 "kami segera mengumumkan keputusan itu. kami penginnya mempersingkat liburan sekolah, juga untuk aparatur sipil negara (asn) agar mereka tak pulang kampung. regulasi ini juga dimuat dalam instruksi menteri dalam negeri, kami tinggal melaksanakan. draf se juga sudah disusun, tinggal saya tandatangani," kata dia kepada wartawan, senin (29/11/2021). "we will immediately announce the decision. we want to shorten school holidays, as well as for state civil servants (aparatur sipil negara/asn) so that they do not return home. this regulation is also contained in the instruction of the minister of home affairs, we just have to implement it. the draft se has also been prepared, i just need to sign it ," he told reporters on monday (11/29/2021). from data 1, which was published on tuesday wage, first page, november 11, 2021, the word "we" will be difficult to interpret without looking at the previous sentence and the following sentences at the same time. the word "we" here refers to the "city government" even though in fact, the perpetrator, the speaker, is gibran rakabuming raka. however, it should be noted that the individual's name does not refer to himself, but to the mayor of surakarta. on the other hand there is the word “they”. the word "they" in the text does not mean the third person plural. however, the word "they" refers to the meaning of civil servants or better known in general as the state civil apparatus (aparatus sipil negara/ asn). next is the word “regulation”. indeed, in general, "regulation" means laws or regulations. however, in context, the word "regulation" more accurately refers to a statement regarding the explanation of shortening school holidays and asn so that they do not return home, all of which the mayor (gibran rakabuming raka) has realized. se (surat edaran/sircular letter) which regulates the question of the implementation of community activity restrictions (penerapan pembatasa kegioatan masyarakat/ppkm) for level 2 and level 3. next is the word "he" in the sentence he said to reporters, monday (29/11/2021). the word "he" in the sentence does not mean third person singular, but refers to him, as the mayor of surakarta (gigran rakabuming raka). table 3. second data from solo pos, tuesday wage, first page, november 11, 2021 2 sp sw 1 11 nov 2021 "ini sudah tertuang di se baru nanti, baik untuk se ppkm level 2 maupun se ppkm level 3 di akhir bulannya. kami tinggal sri budiyono, erry pranawa, & gunawan budi santoso the correlation of text, co-text, and context in the solo pos daily news paper edition 2021 896 melaksanakan. intinya kami tidak pengen ada lonjaksn kasus pasca-natal dan tahun baru," ucap gibran. "this has been stated in the new se later, both for se ppkm level 2 and se ppkm level 3 at the end of the month. we just have to carry out. the point is we don't want there to be a spike in cases post-christmas and new years," said gibran. in data 2, solo pos, monday wage, column 1, november 11th, 2021, there is the term “se.”. the word "se" does not mean just a "circular letter". however, more than that is the decree of the mayor of surakarta which regulates policies regarding ppkm (penerapan pembatasan kegiatan masyarakat/the implementation of community activity restrictions) level 2 and ppkm level 3. without seeing or following the previous and following sentences, the meaning of the circular will still be biased. in a sense it is not clear what is meant by the speaker and listener. table 4. third data from solo pos, tuesday wage, first page, november 11, 2021 3 sp sw 1 11 nov 2021 la kemudian meminta lagi masyarakat agar tidak bepergian saat libur natal dan tahun baru. "ya di rumah saja. kalau keluar seperlunya saja. jangan pulang kampung, hindari dululah berpergian di akhir tahun dan tahun baru ini. soal apakah libur sekolah setelah pembatasan itu? ya nanti dululah, sinau sik wis prei suwe rong tahun kok (ya nanti dulu, belajar dulu saja kan sudah libur dua tahun lebih)," kata dia. he then again asked the public not to travel during the christmas and new year holidays. "yes, just stay at home. if you go out as needed. don't go home, avoid traveling at the end of the year and this new year. what about school holidays after this restriction? , study first, it's been more than two years," he said. “he” in the data number 3 mentions (referrs) to the name gibran rakabuming raka. meanwhile, the restrictions refer to the implementation of level 2 and level 3 community activity restrictions (ppkm). here the word “he” has the same meaning as the word “ia” at the beginning of the sentence, which refers to gibran rakabuming raka. table 5. fourth data from solo pos, tuesday wage, first page, november 11, 2021 4 sp sw 1 11 nov 2021 "kami sudah sosialisasi untuk rencana penerapan level 3 nanti. dan yang paling ditekankan, batasan tutup usaha rencananya pukul 21.00 wib sejak 24 desember hingga 2 januari 2022," ucapnya. "we have socialized the plan for the implementation of level 3 later. and what is most emphasized is that the business closing limit is planned at 21.00 wib from december 24 to january 2, 2022," he said. the word "we" refers to the surakarta city civil service police unit (satpol pp). furthermore, the statement "he said" refers to the head of the solo city satpol pp, arif darmawan. in the context of "we are just implementing" in paragraph three the word "implementing" refers to the circular letter regarding the implementation of restrictions on community activities (ppkm). furthermore, the sentence "the point is we don't want a spike in cases post-christmas and new year", in paragraph three what is meant by a spike in cases refers to a spike in covid-19 cases. "we have socialized the level 3 implementation plan later." the word "level 3" refers to the implementation of restrictions on community activities (ppkm). table 6. the fifth data from solo pos, tuesday wage, first page, november 29, 2021 5 sp sw 1 29 nov 2021 langkah penutupan dilakukan seiring merebaknya varian omicron yang dikhawatirkan memicu gelombang baru covid 19 di berbagai negara. the closure was carried out in line with the outbreak of the omicron variant which is feared to trigger a new wave of covid-19 in various countries. the meaning of the word "wave" in data number 5 above means the emergence of a new virus covid 19 which refers to the more virulent omiron variant that comes on a large scale. this causes panic among residents, both from government officials and local residents where they live. caution is of course highly expected. wherever they are, of course, keep their distance, avoid crowds, always wash their hands, reduce mobility, and always maintain health. this step is the safest and most convenient way to deal with the new covid-19 variant. in terms of meaning in context, there is no problem in data number 5 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 897 yet. table 7. the sixth data from solo pos, tuesday wage, first page, november 29, 2021 6 sp sw 1 29 nov 2021 penerbitan sp se ini secara khusus dilakukan dalam rangka pencegahan penyebaran varian baru sarscov 2 penyebab covid -19, yaitu b.1.1.c29 atau omicron. the issuance of sp se (warrant –circular letter) was specifically carried out in order to prevent the spread of the new variant of sarscov 2 the cause of covid-19, namely b.1.1.c29 or omicron. data number 6 shows that in understanding the meaning or intent of the statement, it is necessary to understand the previous and following sentences. readers or speech partners will not know the meaning of sp se. they (readers / speech partners) will understand the meaning after knowing the government. both local and central government. sp se (warrant – circular letter) turns out to contain the meaning of a warrant addressed to its citizens in the form of a circular. table 8. seventh data from solo pos, tuesday wage, first page, december 13, 2021 7 sp sw 1 13 dec 2021 “perlu komitmen untuk menghidupkan aktivitas di dalem pangeran lewat sejumlah kreativitas. banyak jalan untuk itu apabila pemilik punya itikad baik,” ujar bambang saat berbincang dengan espos, senin (13/12/2021). “it takes a commitment to revive activities in the prince's palace through some creativity. there are many ways to do that if the owner has good intentions," said bambang when talking to espos, monday (12/13/2021). data number 7 shows that there are several terms that need special understanding, such as: “commitment”, “dalem pangeran”, and “espos”. the "commitment" in data number 7 means that ideally there is an agreement between the palace and its citizens and even the courtiers who must know, understand, respect, and at the same time comply with what has been decided through a mutually agreed decision. while the term "dalem prince" refers to everything that is in the princely environment, be it the rules, agreements, and even decisions. lastly, in terms of context, the term “espos” refers to a solo pos daily newspaper. table 9. eight data from solo pos, tuesday wage, first page, december 13, 2021 8 sp sw 1 13 dec 2021 bambang mencontohkan dalem purwohamijayan yang kini semakin mentereng setelah direnovasi oleh pemiliknya. selain berfungsi untuk edukasi sejarah, bangunan yang dulu bernama dalem brotodiningrat itu menjadi gedung resepsi serta penginapan. bambang gave the example of dalem purwohamijayan, which is now more classy after being renovated by the owner. in addition to functioning for historical education, the building, which was formerly known as dalem brotodiningrat, became a reception and lodging building. the word "dalem purwohamijayan" is a place to live as well as a building that can be used for anything, including wedding ceremonies. the building was formerly called “dalem brotodiningrat”. besides functioning as a “reception building”, the building can also function as “historical education”, in the sense that it can be used as a place for education about history. table 10. ninth data from solo pos, tuesday wage, first page, december 13, 2021 9 sp sw 1 13 dec 2021 bambang tidak meminta pengelola dalem pangeran lain menjiplak konsep purwohamijayan. menurut dia, pengelola perlu menggali karakter bangunan, serta unsur kebaruan dalam pemberdayaan fungsi dalem pangeran. bambang did not ask other princes' courtiers to copy purwohamijayan's concept. according to him, managers need to explore the character of the building, as well as elements of novelty in empowering the functions of the prince's palace. the building manager "dalem purwohamijayan" (mr. bambang) does not expect the building manager to imitate or imitate the activities or things related to the activities carried out at the "purwohamijayan building". “he” (mr. bambang) hopes that other edung managers can be creative on their own, innovate on their own, and develop their own management concepts based on their own creativity. table 11. tenth data from solo pos, tuesday wage, first page, december 13, 2021 sri budiyono, erry pranawa, & gunawan budi santoso the correlation of text, co-text, and context in the solo pos daily news paper edition 2021 898 10 sp sw 1 13 dec 2021 “seperti dalem suryohamijayan itu, infonya akan berfungsi sebagai museum setelah selesai renovasi tahun depan. bukan tak mungkin dalem-dalem pangeran nantinya bisa menjadi galeri seni, kafe, atau wedangan yang khas. pengembangan fungsi ini penting agar dalem pangeran bisa tetap lestari.” “like dalem suryohamijayan, the information will function as a museum after the renovation is complete next year. it is not impossible that the prince's palaces will later become art galleries, cafes, or special wedangan. the development of this function is important so that the prince's palace can remain sustainable”. data 10 explains that “dalem suryohamijayan” will reportedly also function as a museum, after the dalem is renovated. this shows the creativity of other managers, which allows them to play the function of the dalem (building) in other positive things, such as: art galleries, cafes, and even wedangan with a unique menu or concept, which is different from other wedangan (traditional food stall). conclusion there are two main statements that answer the two questions in this study. the first is 1) what are the results of the text, context, and context correlation analysis in the 2021 edition of the solo pos daily newspaper? and 2) is the correlation of text, context, and context in the 2021 edition of the solo pos daily newspaper sufficiently cohesive and coherent? in general (almost all) of the discourse in the 2021 edition of solo pos daily, the structure has paid attention to the relationships between sentences so that links and coherence can be established between these sentences. meanwhile, in terms of form, it can be called a complete discourse. it is said to be a complete discourse because it contains complete concepts, ideas, thoughts and ideas that can be understood by readers (which happens to be written discourse) or listeners (if the discourse is oral discourse). all structures are grammatical, in the sense that they are arranged grammatically. from the correct arrangement of language, the pattern of arrangement is correct, according to the grammar so that it can be concluded that the grammar is correct. what is the impact if the speech is not coherent and cohesive? cohesion and coherence have a role, namely to maintain the interrelationships between sentences, so that the discourse becomes cohesive, not just a set of sentences where each sentence contains a different topic of discussion, but one element in the text which must state the concept of bonding. furthermore, from the side of coherence. in line with the statement maulana (2019) states that "coherence is how the meaning of sentences in a discourse hung together". the statement implies that coherence is how the meaning of a sentence in a discourse establishes a coherent relationship. furthermore, he also said that "a text can be said to be coherent when each successive sentence can be assigned wholly and without difficulty to one of the relationships". this statement can be said that a text can be said to be coherent when each successive sentence can be given/understood as a whole and without difficulty in any of the relationships. based on the statement above, it can be concluded that a text can be said to be coherent if each successive sentence can be understood as a whole easily and without difficulty in each understanding. as long as it is easy to understand, understandable, there is a woven sentence, that is coherent. almost all the speeches/statements in the 2021 edition of the solo pos daily newspaper, are all easy to understand, sequence, support each other, and more importantly support one concept. indeed there are small parts that are difficult to understand or understand. this requires understanding the situation and culture. this statement is proven in data number 1, solo pos newspaper, which was published on monday wage, page 1, november 11, 2021. data that reads as follows below will make it difficult for readers, listeners, and speech partners. "we will announce the decision immediately. we want to shorten school holidays, as well as for state civil servants (asn) so that they do not return home. this regulation is also contained in the instruction of the minister of home affairs, we just have to implement it. the draft se has also been prepared, i just need to sign it ," he told reporters on monday (11/29/2021). to facilitate understanding related to the word "we" (which means mayor of surakarta (gibran rakabuming raka), "state civil apparatus" (civil servants), "draft se" (a draft containing the solo/surakarta city government policy circular, and the word “dia” which means the mayor of surakarta (gibran rakabuming raka), of course, all of them, both the speaker, the interlocutor/partner, and at the same time the english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 899 reader, must know the situation and conditions, and even if necessary the cultural pattern. that is why, in linguistics (especially the sociolinguistic branch of science) you must know mackey's concept of "who speaks, what language, to whom, and when?". who is speaking, to whom the conversation is addressed, in what language, and where. this is what makes understanding easy, communication directed, and meaningful. references akbarjono, a., melati, p., martina, f., syafryadin. 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(2017). need analysis: the writing skill instructional material context for academic purposes. english review: journal of english education, 6(1), 59–70. https://www.asjp.cerist.dz/en/presentationrevue https://www.asjp.cerist.dz/en/presentationrevue https://doi.org/10.17509/ijal.v10i3.31768 http://dx.doi.org/1033578/pjr.v5i3.8272 https://www.kajianpustaka.com/2019/10/pengertian-fungsi-karakteristik-dan-jenis-surat-kabar.html https://www.kajianpustaka.com/2019/10/pengertian-fungsi-karakteristik-dan-jenis-surat-kabar.html https://www.kajianpustaka.com/2019/10/pengertian-fungsi-karakteristik-dan-jenis-surat-kabar.html https://ejournal.stitpn.ac.id/index.php/fondatia https://ejournal.stitpn.ac.id/index.php/fondatia https://doi.org/10.17509/ijal.v10i1.24989 an investigation of academic writing problems level faced by undergraduate students at al imam al mahdi universitysudan amin ali al mubarak department of english, university of al imam al mahdi, sudan e-mail: amino.last25@gmail.com apa citation: al mubarak, a. a. (2017). an investigation of academic writing problems level faced by undergraduate students at al imam al mahdi university sudan. english review: journal of english education, 5(2), 175-188 received: 16-04-2017 accepted: 19-05-2017 published: 01-06-2017 abstract: academic writing skills mostly involve the linguistic competence development of the students which many english second language learners may identify it as a challenging task. the main objective of this study is to look into various challenges encountered by english second language students in academic writing in ordinary graduation project in the context of universities. specifically, this research focuses on identifying the problems faced by the arts colleges within the university of al imam al mahdi, sudan. the researcher used the student‟s project graduation to investigate the problems encountered by the students when they used their academic writing skills. to state the obstacles recognized by the examined students in academic writing skills, the researcher employed a descriptive method. the findings of this research revealed the most problematic area faced by the students. finally, the results of this research may help the scholars to reflect on teaching practices and urge the goverment to help teachers‟ attempts to enhance the academic writing skills of their students at the university of al imam al mahdi, sudan. keywords: academic writing, students, problems. introduction nowadays, english plays an essential part in educational activities. students are relied on to impart mostly in the universities where english is the means of teaching. learners confront the task of grasping content area in subjects such as mathematics, social studies, science, and business which are taught in english. in such cases, instructing and learning of english can help the students to bargain effectively with their academic requirements and to function productively in their disciplines and learned contexts (adams & keene, 2000). writing appears to be one of the most important, yet challenging, academic skills for university students to learn. this is particularly the case of foreign or second language learners. academic writing plays an indispensable part in learning a foreign language. nonnative english speakers ought to be acquainted with writing procedures, components, and elements like the convention, objectivity, and unpredictability to utilize the language precisely and accurately. ismail (2011) pointed out that english writing bears chances for students to think critically and gives the inspiration to learn certain parts of academic writing like utilizing powerful word expressions and a great vocabulary. also, academic writing includes certain components like basic deduction and self-expression that understudies ought to get amid the courses they attend. there are different parts of academic writing which must be studied and grasped such as arranging paragraphs by utilizing robust style of word structures, paraphrasing, and appropriate conjunctions. https://doi.org/10.25134/erjee.v5i2.533 175 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 5, issue 2, june 2017 https://journal.uniku.ac.id/index.php/erjee academic writing is commonly characterized as scientific writing which is portrayed as organized research practiced and utilized by researchers at higher education level. dynamic and quality research have dependably been the keystone of higher education. research is primarily integrated with academic writing as genrebased pedagogies acknowledge the writing procedure as a necessary arranged with social and cultural response to specific contexts and communities. by applying different linguistics and rhetorical options to achieve important tasks in diverse settings, novice writers may allow themselves to accomplish their writing tasks after careful examination of the complicated variable in composition texts (johns, 2008). writing abilities are a critical part of communication for the students all through their academic life since it permits them to arrange their sentiments and thoughts obviously and additionally to pass on significance through well developed content. academic writing appears to be one of the most important, yet a problematic academic ability for university students to learn. this is predominantly evident with second language learners (negari, 2011). students confronted problems in various areas ranging from spelling words correctly to how to develop an argument in one‟s essay. considerable number of research has recommended that writing in a second language learning context is a difficult and demanding task. alsamadani (2010) pointed out that the “difficulty and complexity of academic writing arise from the fact that writing includes discovering a thesis, developing support for it, organizing, revising, and finally editing it to ensure an effective, error-free piece of writing.” moreover, musa (2010) stated that writing is considered as a difficult skill to learn because it includes several components, for instance, grasp on spellings and punctuation, a comprehensive command of grammar, grasp on spellings and punctuation, use of appropriate vocabulary, suitable style to meet the expected readers‟ expectations and organizational skills. yiu (2009) said that much research had offered valuable insights into the fact that this trend “...led to the exponential growth of research in second language writing over the last decade and a half.” chou (2011) expressed that however there has been an expanded enthusiasm for writing yet there has been a lack of research in this field in english as second language settings as a significant portion of research studies identified related to writing skills has been done in the english as second language contexts such as australia, canada, england, new zealand, and america. he has additionally clarified that the announced research in this field can be separated into four classifications. the first group research studies explored the faculty standpoint concerning the academic writing for instance, zhu (2004) and casanave & hubbard (1992). the second type examined the students for instance, grami (2010) and yiu (2009). the third class investigated the students writing sample for example, ezza (2010) and tahaineh (2010), and the last group tried to examine the discernments of the students against the academic advisors for instance, bacha and bahous (2008) and myles and cheng (2003). moreover, it has also been stated that much of the research in the past two eras has mainly concentrated on either product, process or both” (yiu, 2009). various studies have been carried out to distinguish the issues of english as second language learners that faced in their writing. for instance, has expressed that arab students‟ blunders in academic writing mostly fall in the classification of grammar and syntax. while, noor (1996) who explored and analysed various of studies carried out on english as second language learners‟ syntactic mistakes and expressed that the students‟ blunders can be sorted in seven 176 amin ali al mubarak an investigation of academic writing problems level faced by undergraduate students at al imam al mahdi university – sudan syntactic subcategories: verbs, prepositions, conjunctions, articles, relative clauses, sentence structure and adverbial clauses. next, mahmoud (2005) explored english as second language learners syntactic blunders also found out that verbs and prepositions are the most challenging areas in this regard. regarding the problems of academic writing, khan (2011) who recently conducted a study to explore the problems of saudi university students, has mentioned that they face numerous difficulties in phoneme clusters, spellings, grammar, mistakes due to first structure, doubling of subjects, language interference, doubling of preposition, articles, tenses, appropriate vocabulary, wrong use of prefixes, and suffixes. khan (2011) reviewed a number of studies in this respect and concluded that arab learners‟ difficulties are caused by the shortage in the english language curricula obtainable by some schools and universities, dreadful teaching methodology and the problems with appropriate language environments and the lack of personal motivation on the part of the students. al murshidi (2014) pointed out that the low of the language proficiency might also obstruct academic writing. as determined by al-khairy (2013), the subject of his study affirmed that their main difficulties encompass the inappropriate choice of vocabulary, grammatical errors, incorrect punctuation, and spelling irregular verbs. other causes that could lead to the problem in academic writing are first language interference, insufficiency of views, and unclear guidance of the task. saddler, moran, graham, & harris (2004) said that academic writing skill ought to start at elementary and secondary education so that when the learners are at univesity level, they should not battle with academic writing. besides, they recommend a few rules in avoiding writing problems, namely: to provide exemplary writing instruction to all the students from the start, beginning in university level, and to offer early supplementary writing instruction aimed at avoiding or at least alleviating later writing difficulties. further, lea and street (1998) utilized an ethnographic qualitative approach which incorporated semistructured interviews with the teachers and the learners, respondents observations, models of student‟s writing, and written feedback on students. they found that the learners experienced problems with writing, mainly with conflicting, distinct and implicit requirements for writing in various courses. in addition, gambell (1991) finds that the students discernments toward their own writing and how they go about academic writing found that even fruitful learners are awkward with their own university-level writing and that writing is challenging and distressing to a hefty portion of them. furthermore, lee and tajino (2008) pointed out that a number of researchers explored english as second langauge student discernments and they all approve that it is significant to include the students‟ recommendations in developing academic writing programmes. some found that the students consider that interaction with native speakers will resolve their writing problems finally, the previous studies endeavored to give answers to the challenge of students in academic writing in english as second language contexts. as a result, research input various previous studies in academic writing. the research continues to explore ways in which english as second language students can be developed academic writing. however, academic writing will continue to posing a challenge to these students due to several factors. accordingly, this study is based on the following questions: 1. what are the academic writing problems encountered by english second language earners? 2. what are the factors that may cause difficulties academic writing problems? 177 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 5, issue 2, june 2017 https://journal.uniku.ac.id/index.php/erjee method the present study intends to investigate the issues of writing problems faced by postgraduate students at al imam al mahdi university in sudan. besides, this paper reacts to the inadequacy of research in this particular area at the university level. currently, there is limited research that addresses the issues under scrutiny. it is aimed that the outcomes of this study could assist the administrative authorities to enhance the level of translation skill at the university level. the data for the present study were collected from 15 graduation project for the year 2017. the collect data was used in identifying the issues of academic writing for english as second language at al imam al mahdi university in sudan. a quantitative method was used in collecting the data: 15 b.a. graduation project checked in order to identify the issues of academic writing for english as a second language in sudan. the number of the graduation project involved in this study was 15, and their identity was kept confidential. apart from that, the researcher believes that the respondent‟s project demography and gender, have no impact on the analysis of this study. results and discussion the analysis was carried out in order to find out about the potential isuues of academic writing in english as a second language for the learners in sudan. the result of gradution project that analysised were listed below issues of the first student graduation project figure 1 shows the frequency of issues in the first grdaution project. seven percent of the of the first student project found having problems with the use of articles and forty two percent of the same project show weakness in the use of punctuation. only nine percent of the first student projectdisplayed difficulties in employing theprepositions. similarly, four percent of the first student project found have problem with use of irregular verbs and eighteen percent of same project found have problems used poor expressions. moreover, only twopercent of first student project faced problems in consistency and twenty-four percent of same project found have problems with used of paralleled structure. finally, tweleve percent of first student project found have problems with used of verb tense. figure 1 issues of the second student graduation project figure 2 shows the frequency of issues in the second grdaution project. seven percent of the of the second students projectshows problems with the use of articles and twentyeight percent of the same project do have weakness in the utilization of 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 178 amin ali al mubarak an investigation of academic writing problems level faced by undergraduate students at al imam al mahdi university – sudan 0% 5% 10% 15% 20% 25% punctuation. only tweleve percent of the second student project have difficulties in employing the prepositions. similarly, fifteen percent of the second students project found have problem with usage of irregular verbs and eighteen percent of the same project found have problems used poor expressions. additionally, only seven percent of the second student project have problems in consistency and nine percent of the same project found have problems with used of paralleled structure. finally, four percent of the second student project found have problems with used of verb tense. figure 2 issues of the third student graduation project figure 3 shows the frequency of issues in the third grdaution project. two percent of the of the third students project have difficulties with the use of articles and twentytwo percent of the same project do have weakness in the utilization of punctuation. only twenty-five percent of the third student projection have problems in using the prepositions. similarly, seven percent of the same project found have difficult with usage of irregular verbs and tweleve percent of the third student project show poor expressions. additionally, only four percent of the same project faced problems in consistency and ten percent of the third student project found having problems with used of paralleled structure. finally, eighteen percent of the same project found having problems with used of verb tense. figure 3 0% 10% 20% 30% 179 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 5, issue 2, june 2017 https://journal.uniku.ac.id/index.php/erjee issues of the fourth student graduation project figure 4 shows the frequency of issues in the fourth grdaution project. eight percent of the of the fourth students project have difficulties with the use of articles and twenty percent of the same project do have weakness in the utilization of punctuation. only thrity-two percent of the fourth student project have problems in using the prepositions. similarly, twleve percent of the same project found have difficult with usage of irregular verbs and twenty-five percent of the fourth student project show poor expressions. additionally, only four percent of the same project faced problems in consistency and six percent of the fourth student project found having problems with used of paralleled structure. finally, three percent of the same project found having problems with used of verb tense figure 4 issues of the fifth student graduation project figure 5 shows the frequency of issues in the fifth grdaution project. ninteen percent of the of the fifth students project reveals the difficulties with the use of articles and twenty-eight percent of the same project show the weakness in the utilization of punctuation. only eighteen percent of the fifth student project reveals problems in using the prepositions. similarly, only two percent of the same project found have difficult with usage of irregular verbs and thirteen percent of the fifth student project show poor expressions. additionally, eighteen percent of the same project reveals the problems in consistency and one percent of the fifth student project found having problems with used of paralleled structure. finally, only one percent of the same project show problems with used of verb tense figure 5 0% 10% 20% 30% 40% 0% 5% 10% 15% 20% 25% 30% 180 amin ali al mubarak an investigation of academic writing problems level faced by undergraduate students at al imam al mahdi university – sudan issues of the sixth student graduation project figure 6 shows the frequency of issues in the sixth grdaution project. four percent of the of the sixth students project depicted the difficulties with the use of articles and fortyfive percent of the same project show the weakness in the utilization of punctuation. only thirty percent of the sixth student project reveals problems in using the prepositions. similarly, only five percent of the same project found have difficult with usage of irregular verbs and ten percent of the sixth student project show poor expressions. additionally, four percent of the same project reveals the problems in consistency and one percent of the sixth student project found having problems with used of paralleled structure. finally, only one percent of the same project show problems with used of verb tense. figure 6 issues of the seventh student graduation project figure 7 shows the frequency of issues in the seventh grdaution project. one percent of the of the seventh students project represented the difficulties with the use of articles and fifty-three percent of the same project display the weakness in the utilization of punctuation. only twenty-two percent of the seventh student project discloses problems in using the prepositions. similarly, only one percent of the same project found have difficult with usage of irregular verbs and eight percent of the seventh student project indicates poor expressions. additionally, tweleve percent of the same project reveals the problems in consistency and one percent of the seventh student project found having problems with used of paralleled structure. finally, only two percent of the same project show problems with used of verb tense. figure 7 0% 10% 20% 30% 40% 50% 0% 10% 20% 30% 40% 50% 60% 181 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 5, issue 2, june 2017 https://journal.uniku.ac.id/index.php/erjee issues of the eighth student graduation project figure 8 shows the frequency of issues in the eighth grdaution project. one percent of the of the eighth students project signified the problems with the use of articles and tweleve percent of the same project show the debility in the utilization of punctuation. only eighteen percent of the eighth student project reveals problems in using the prepositions. similarly, only one percent of the same project found have difficult with usage of irregular verbs and seven percent of the eighth student project specifies poor expressions. additionally, tweleve percent of the same project reveals the problems in consistency and one percent of the eighth student project found having problems with used of paralleled structure. finally, fortyeight percent of the same project display problems with used of verb tense. figure 8 issues of the ninth student graduation project figure 9 shows the frequency of issues in the ninth grdaution project. three percent of the of the ninth students project showed difficulties with the use of articles and twenty-seven percent of the same project display the feebleness in the utilization of punctuation. twentyfive percent of the ninth student project show problems in using the prepositions. similarly, only four percent of the same project found have difficult with usage of irregular verbs and nine percent of the ninth student project specifies poor expressions. additionally, tweleve percent of the same project reveals the problems in consistency and three percent of the ninth student project found having problems with used of paralleled structure. finally, seventeen percent of the same project display problems with used of verb tense. figure 9 0% 50% 0% 5% 10% 15% 20% 25% 30% 182 amin ali al mubarak an investigation of academic writing problems level faced by undergraduate students at al imam al mahdi university – sudan issues of the tenth student graduation project figure 10 shows the frequency of issues in the tenth grdaution project. three percent of the of the tenth students project showed problems with the use of articles and nine percent of the same project display the feebleness in the utilization of punctuation. threeteen percents of the tenth student project show problems in using the prepositions. similarly, only four percent of the same project found have difficult with usage of irregular verbs and nine percent of the tenth student project specifies poor expressions. additionally, tweleve percent of the same project reveals the problems in consistency and five percent of the tenth student project found having problems with used of paralleled structure. finally, forty percent of the same project display problems with used of verb tense. figure 10 issues of the eleventh student graduation project figure 11 shows the frequency of issues in the eleventh grdaution project. six percent of the of the eleventh students project showed problems with the use of articles and nine percent of the same project display the feebleness in the utilization of punctuation. ten percents of the eleventh student project show problems in using the prepositions. similarly, only four percent of the same project found have difficult with usage of irregular verbs and thrity-four percent of the eleventh student project specifies poor expressions. additionally, sixteen percent of the same project reveals the problems in consistency and five percent of the eleventh student project found having problems with used of paralleled structure. finally, tweleve percent of the same project display problems with used of verb tense. figure 11 0% 20% 40% 0% 10% 20% 30% 40% 183 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 5, issue 2, june 2017 https://journal.uniku.ac.id/index.php/erjee issues of the twelfth student graduation project figure 12 shows the frequency of issues in the tweleveth grdaution project. six percent of the of the tweleveth students project showed problems with the use of articles and thrity-seven percent of the same project display the feebleness in the utilization of punctuation. seventeen percents of the tweleveth student project show problems in using the prepositions. similarly, only six percent of the same project found have difficult with usage of irregular verbs and fourteen percent of the tweleveth student project specifies poor expressions. additionally, thriteen percent of the same project reveals the problems in consistency and only two percent of the tweleveth student project found having problems with used of paralleled structure. finally, five percent of the same project display problems with used of verb tense. figure 12 issues of the thirteenth student graduation project figure 13 shows the frequency of issues in the thirteenth grdaution project. two percent of the of the thirteenth students project showed problems with the use of articles and seven percent of the same project display the feebleness in the utilization of punctuation. forty percents of the thirteenth student project show problems in using theprepositions. similarly, only three percent of the same project found have difficult with usage of irregular verbs and eighteen percent of the thirteenth student project specifies poor expressions. additionally, ten percent of the same project reveals the problems in consistency and only nine percent of the thirteenth student project found having problems with used of paralleled structure. finally, eleven percent of the same project display problems with used of verb tense. figure 13 0% 10% 20% 30% 40% 0% 20% 40% 184 amin ali al mubarak an investigation of academic writing problems level faced by undergraduate students at al imam al mahdi university – sudan issues of the fourteen student graduation project figure 14 shows the frequency of issues in the fourteen grdaution project. four percent of the of the fourteen students project showed problems with the use of articles and tweleve percent of the same project display the feebleness in the utilization of punctuation. ten percents of the fourteen student project show problems in using the prepositions. similarly, only two percent of the same project found have difficult with usage of irregular verbs and twelev percent of the fourteen student project specifies poor expressions. additionally, fifty-two of the same project reveals the problems in consistency and only three percent of the fourteen student project found having problems with used of paralleled structure. finally, five percent of the same project display problems with used of verb tense. figure 14 issues of the fifteenth student graduation project figure 15 shows the frequency of issues in the fifteenth grdaution project. three percent of the of the fifteenth students project showed problems with the use of articles and tweleve percent of the same project display the feebleness in the utilization of punctuation. ten percents of the fifteenth student project show problems in using the prepositions. similarly, only two percent of the same project found have difficult with usage of irregular verbs and sixteen percent of the fifteenth student project specifies poor expressions. additionally, threeteen of the same project reveals the problems in consistency and twenty-eight percent of the fifteenth student project found having problems with used of paralleled structure. finally, eighteen percent of the same project display problems with used of verb tense. figure 15 0% 10% 20% 30% 40% 50% 60% 0% 10% 20% 30% 185 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 5, issue 2, june 2017 https://journal.uniku.ac.id/index.php/erjee over all fifteen student graduation project assessment for academic writing figure 16 shows the frequency issues of fifteen student graduation project assessment for academic writing. thirteen percent of the fifteen students graduation project showed problems with the use of articles and forty-five percent of the same project display the feebleness in the utilization of punctuation. thirty-six percents of the fifteen students project show problems in using the prepositions. similarly, only nine percent of the same project found that the students have difficult with usage of irregular verbs and twentyseven percent of fifteen students graduation project specifies poor expressions. additionally, twenty-three of the same project reveals the problems in consistency and thirteen percent of the fifteen students graduation project found having problems with used of paralleled structure. finally, fourteen percent of the same project display problems in using of verb tense. figure 16 the primary intention of this study was to investigate the challenges of academic writing which a group of english as the second language learners undergraduate project had to encounter. one interesting finding which came to light through the present study is the significant role played by academic writing towards the students‟ overall english language learning experiences. therefore, a broad investigation has been carried out on the difficulties of academic writing that faced undergraduate learners.the outcomes of this research revealed that students encountered various obstacles used academic writing. it is indisputable evidence that the knowledge of the grammar is necessary, and as it is said that leaning academic writing as the flesh of the language and grammar is the skeleton. an analysis of the students‟ graduation project revealed that various kinds of mistakes made by the students writing weak. by examining the academic writing samples of the students, it can be presumed that a significant number of the students face academic writing problems. while writing, they show more concern for language related problems.the findings of the study revealed some issues that the students encountered in academic writing, for instance, the use of articles, punctuation, the use of prepositions, the use of irregular verbs, weak expressions, singular and plural, unparalleled structure, consistency and verb tense. moreover, the study findings indicating that using relevant articles is the one of the problems that they face in their academic writing at the university level. this finding is also in line with the (alkhasawneh & maher, 2010) who informed that the students are unable to use articles appropriately in their writings due to their limited grammar. furthermore, the findings of the current study revealed that the 0% 10% 20% 30% 40% 50% 186 amin ali al mubarak an investigation of academic writing problems level faced by undergraduate students at al imam al mahdi university – sudan students face difficulties in using punctuation which is extremely significant in academic writing. this finding inline with hutchinson & waters (1987) who also strongly suggested that it is important to to acquaint the learners with use of punctuation for smooth progression in academic writing. the „use of irregular verbs‟ is another difficult area for the undergraduates which represented the use of past and past participle forms of irregular verbs. the findings also, revealed the problems in using appropriate prepositions and stand as problematic areas in academic writing tasks for the students which had been confirming in of numerous studies which reported that use of inappropriate prepositions is a major kind of error found in the academic writings of the arab students (al-khairy, 2013). the students may need to enhance their consistency and connect words to their personal experience they may have to be motivated to write words frequently and consistently and attempt to paraphrase the meanings. the findings also indicate that the most common beliefs in the difficulty among students in academic writing are about paralleled structure. the findings from the present study are consistent with some previous findings which claimed that the esl learners are inclined poor expressions than novice learners which is also the case in the present context. as has been reported in related studies, this is more so if the students are not familiar or lack experience, which in turn may fail to make metacognitive connection with.the study also revealed that the attitude of students towards academic writing with unique characteristics can be considered as a crucial factor in making academic writing more helpful for all students. findings show that intervening strategies in using academic writing reveals the linguistics problems. conclusion the present study shows that the students faced numerous challenges relating to academic writing at university level. successful academic writing is considered of utmost importance to the academic accomplishment of the english as second language students, especially in content areas in the contexts of tertiary levels. the present study investigated the challenging aspects of academic writing encountered by the students at the al-imam al mahdi university in sudan. the significant results from this research revealed that students sampled were not familiar with the academic writing strategies. it is noteworthy that academic writing is reportedly considered as the most common activity at the university level. unfortunately, related studies have discovered that the students are not always aware of the potential benefits of both the conscious and continuous use of academic writing which may help expedite and make the writing process more efficient. in answering the first research question of the study, i.e., what the academic writing problems encountered by english second language learners are, it was discovered that many challenges about academic writing experienced by the students while writing, they were articles, punctuation, prepositions, irregular verbs, poor expressions, consistency paralleled structure, and used of verb tense. in answering the second research question of the study, i.e., what the factors that may cause difficulties academic writing problems are, a considerable number of the project that was examined reported that they faced problems regardless of their language level proficiency when using morphology and syntactic properties to understand the meanings of words. references adams, k. h., & keene, m. (2000). research and writing across the disciplines. new york: mcgraw hill. al-khairy, m. a. (2013). saudi english-major undergraduates' academic writing problems: a taif university perspective. english language teaching, 6(6). al-khairy, m. h. (2013). english as a foreign language learning demotivational factors as 187 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 5, issue 2, june 2017 https://journal.uniku.ac.id/index.php/erjee perceived by saudi undergraduates. european scientific journal, 9(32). al-khasawneh, f., & maher, s. (2010). writing for academic purposes: problems faced by arab postgraduate students of the college of business, uum. esp world, 9(2), 1-23. al murshidi, g. (2014). uae university male students‟ interests impact on reading and writing performance and improvement. english language teaching, 7(9), 57. alsamadani, h. a. (2010). the relationship between saudi efl students‟ writing competence, l1 writing proficiency, and self-regulation. european journal of social sciences, 16(1), 53-63. bacha, n. n., & bahous, r. (2008). contrasting views of business students‟ writing needs in an efl environment. english for specific purposes, 27(1), 74-93. casanave, c. p, & hubbard, p. (1992). the writing assignments and writing problems of doctoral students: faculty perceptions, pedagogical issues, and needed research. english for specific purposes, 11(1), 33-49. chou, l. (2011). an investigation of taiwanese doctoral students' academic writing at a us university. higher education studies, 1(2), 47-60. ezza, e. (2010). arab efl learners‟ writing dilemma at tertiary level. english language teaching, 3(4), 33. gambell, t. j. (1991). university education students' self-perceptions of writing. canadian journal of education/revue canadienne de l'éducation, 420-433. grami, m. a. (2010). the effects of integrating peer feedback into university-level esl writing curriculum: a comparative study in a saudi context (unpublished doctoral dissertation). hutchinson, t., & waters, a. (1987). english for specific purposes. cambridge: cambridge university press. ismail, s. a. a. (2011). exploring students' perceptions of esl writing. english language teaching, 4(2), 73. johns, a. m. (2008). genre awareness for the novice academic student: an ongoing quest. language teaching, 41(2), 237. khan, i. a. (2011). learning difficulties in english: diagnosis and pedagogy in saudi arabia. educational research, 2(7), 1248-1257. lea, m. r., & street, b. v. (1998). student writing in higher education: an academic literacies approach. studies in higher education, 23(2), 157-172. lee, s. n., & tajino, a. (2008). understanding students' perceptions of difficulty with academic writing for teacher development: a case study of the university of tokyo writing program. mahmoud, a. (2005). collocation errors made by arab learners of english. asian efl journal, 5, 1-9. musa, f. (2010). teaching writing to post-secondary students: procedure and technicalities in an efl classroom. paper presented at the first national conference on english language teaching, al-quds open university, palestine. retrieved from http://www.qou.edu/english/ conferences/firstnationalconference/pdffiles/ farouqmusa. pdf. myles, j., & cheng, l.. (2003). the social and cultural life of non-native english speaking international graduate students at a canadian university. journal of english for academic purposes, 2(3), 247-263. negari, g. m. (2011). a study on strategy instruction and efl learners' writing skill. international journal of english linguistics, 1(2), 299. noor, h. h. (1996). english syntactic errors by arabic speaking learners: reviewed. retrieved from: files.eric.ed.gov/fulltext/ed423660.pdf saddler, b., moran, s., graham, s., & harris, k. r. (2004). preventing writing difficulties: the effects of planning strategy instruction on the writing performance of struggling writers. exceptionality, 12(1), 3-17. tahaineh, y. s. (2010). arab efl university students‟ errors in the use of prepositions. modern journal of applied linguistics, 1(6), 76-112. yiu, r. h. h. (2009). disciplinary writing: a case study of hong kong undergraduates undertaking their writing tasks. university of leicester. zhu, w. (2004). writing in business courses: an analysis of assignment types, their characteristics, and required skills. english for specific purposes, 23(2), 111-135. 188 amin ali al mubarak an investigation of academic writing problems level faced by undergraduate students at al imam al mahdi university – sudan english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 509 the realization of task-based language teaching to foster students’ speaking fluency in vocational school context eline rozaliya winarto english education department, faculty of teacher training and education, universitas muhammadiyah cirebon, indonesia email: eline.rozalia@umc.ac.id fitri aprianti english education department, faculty of teacher training and education, universitas muhammadiyah cirebon, indonesia email: aprianti_fitri22@gmail.com apa citation: winarto, e. r., & aprianti, f. (2022). the realization of task-based language teaching to foster students’ speaking fluency in vocational school context. english review: journal of english education, 11(1), 509-520. https://doi.org/10.25134/erjee.v10i2.6251 received: 06-02-2022 accepted: 28-04-2022 published: 30-06-2022 introduction task-based language teaching (henceforth tblt) is one of the alternative strategies employed by the teacher to attain students’ confidence and motivation in english as foreign language (hereinafter efl) speaking classroom. tblt has altered with regard to the restrictions of the oldstyle ppp (presentation, practice, and performance) approach (ellis, 2003). this sort of approach offers students a tangible chance to communicate language use through tasks (douglas & kim, 2015; lin & wu, 2012; thanh & huan, 2012). hence, it can be elucidated that language learning is an evolving process that can foster students’ communication and interaction instead of acquiring language by practicing language items, and that students are able to utilize language when exposed to activities in a meaningful and natural way. moreover, this bandwagon has evolved into a practical framework for the communicative classroom wherein the students employ task-based activities through the cycles of pre-task preparation, task performance, and post-task feedback (skehan, 1996, 2014; elis, 2003; willis & willis, 2007; willis, 1996). according to ellis (2003), tblt has been acknowledged in recent years from different standpoints emphasizing on meaning, real-world language use, and communicative-based activities to incorporate four language skills specifically speaking skill. hence, it is fundamental in teaching and learning process to offer different activities to foster students’ interaction in efl speaking abstract: the present study aims at scrutinizing the realization of task-based language teaching in fostering students’ speaking fluency in vocational school context. four diverse tasks are administered to the students particularly: sequencing task, picture narration task, question and answer task, and problem-solving task. twenty-eight eleventh grade students in one vocational school in cirebon were selected as the participants. from twenty-eight students, six participants were chosen as the representatives whose speaking performance were scrutinized by considering at several linguistic aspects namely segmental errors, speech rate, and grammatical accuracy. the findings indicated that task-based language teaching fosters students’ speaking fluency. there was an improvement in terms of students’ speech production specifically rhythm, segmental, and speech rate aspect. the students also showed positive responses throughout the realization of task-based language teaching in respect of the various aspect of english pronunciation awareness. furthermore, the result of observation in each meeting and students’ interview revealed that students’ participation in interacting in english was enhanced. this study suggests that the students need to be exposed and learn the different aspects of pronunciation to further enhance their speaking performance. keywords: task-based language teaching; speaking fluency; benefit and problem in the realization of taskbased language teaching method. mailto:eline.rozalia@umc.ac.id%201 mailto:aprianti_fitri22@gmail.com eline rozaliya winarto & fitri aprianti the realization of task-based language teaching to foster students’ speaking fluency in vocational school context 510 classroom. in english as a foreign language (efl) context, speaking skill is deemed as the most fundamental skill to be mastered by the students concerning its prominence for academic, social, and professional purposes (aleksandrzak, 2011; hasan, 2014; tuyen & an, 2019). furthermore, since speaking skill requires courage as a psychological factor as well as a proper preparation to produce english as a target language (malihah, 2010; bashir, azeem, & dogar, 2016; oradee, 2013), it is also regarded as a complex and difficult skill to master despite its importance. furthermore, most students tend to be reluctant to speak and require more time to deliver their speech (aleksandrzak, 2011; bashir et al, 2016; samaranayake, 2016). this situation might lead to the poor improvement of their englishspeaking skills and affect the accuracy and fluency in their speech production. therefore, due to its complexity students’ proficiency may not become practical as expected. a variety of language teaching methods have been implemented to provide the betterment on improving students’ speaking skill. currently, communicative language teaching (clt) is considered the most dominant method employed in many schools all around the globe. communicative language teaching (clt) possesses several varieties in which tblt is one of them. previous studies have been stressing the strategies the efl students may employ to overcome their speaking problem (aleksandrzak, 2011; malihah, 2010; bashir et al, 2016; oradee, 2013). in indonesian context, there have been several studies concerning the implementation of tblt in speaking skill context. adiantika and purnomo (2018), in their study, investigated the implementation of tblt in efl teaching speaking skill comprising the advantages and shortcomings faced by the students and teachers in implementing tblt particularly in teaching speaking skill. this study employed a qualitative approach by using a case study design. the findings indicated that tblt resulted in several advantages (i.e., fostering students’ engagement in speaking classroom interaction and enhancing students’ speaking skill) and shortcomings (i.e., teacher’s ability, time constraints, and different students’ proficiency level). another study regarding the implementation of tblt in efl teaching speaking skill was conducted by munirah and muhsin (2015). this study stressed students’ speaking improvement in respect of their speaking fluency after the students were taught with tblt. the study utilized classroom action research wherein the students’ speaking improvement was measured and investigated throughout the cycles. the indicator for students’ fluency was based on their self-confidence in each cycle. furthermore, according to crowther, trofimovich, isaacs, & saito (2015), tblt can potentially improve efl students’ speech comprehensibility. this study put an emphasis on examining the effect of speaking tasks to measure efl students’ speech based on several linguistics domains particularly pronunciation, fluency, lexis, grammar, and discourse. with respect to the fluency aspect, the study emphasized the segmental, word stress, rhythm, and speech rate categories as one of the measurements. therefore, tblt is deemed as the best alternative to facilitate students obtaining their speaking proficiency specifically fluency. in addition, tblt can improve students’ confidence enhance students’ fluency in four english language skills (chou, 2017; halici page & mede, 2018; kafipour, mahmoudi, & khojasteh, 2018a; tavakoli, lotfi, biria, & wang, 2019) particularly speaking skill (ellis, 2003; nunan, 2004. one of the pertinent tasks that can be utilized as a tool to foster students’ speaking fluency is picture description task (albino, 2017; samaranayake, 2016). according to the previous studies as aforementioned, this study is intended to foster students’ speaking proficiency through the realization of tblt. this study will employ a number of tasks which put an emphasis on pedagogical purposes as proposed by skehan (1996; 2014), willis and willis (2007) and willis (1996). moreover, this study will also scrutinize students’ responses and speaking fluency improvement during the teaching and learning process. the previous empirical studies as aforesaid have examined the realization of tbi in fostering students’ speaking fluency by scrutinizing several linguistic domains namely fluency (particularly segmental, word stress, rhythm, and speech rate) and grammatical accuracy through each task. however, the realization of tblt in teaching speaking skill in vocational school context is still rarely conducted. most of them are conducted at junior high school, senior high school, and university level. therefore, this study attempts to english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 511 examine students’ speaking improvement and their responses towards tblt method in one vocational school in cirebon. method the present study employed qualitative research paradigm since this study was aimed to obtain a comprehensive data in a classroom as a natural setting in qualitative research paradigm through multiple data instruments namely open-ended interview, observations, and document analysis. it is relevant with the characteristics of qualitative research in which it emphases on gathering an indepth information through a number of research instruments (creswell, 2018). hence, the selection of qualitative study is relevant with the intention of portraying a more thorough description concerning the problem being investigated. case study was selected as the design in this study since this study was intended to obtain a variety of data in a certain period of time or in other words this design is restricted by time and activity (creswell, 2018). therefore, this design is considered pertinent for this study as it emphasizes on how students can improve their speaking fluency through the realization of tblt in a certain time period inside the classroom as a natural setting of the research. this study was carried out in one classroom of eleventh grade students in one vocational school in cirebon. the selection was based on the accessibility in terms of permission and location. this study involved 28 students in one class where they had attended four sessions in the second semester. since this study employed case study design, there were seven students who were chosen to see their improvement in speaking fluency. the students’ presentation of each task was subsequently recorded in each session. due to data collection technique, several techniques were sequentially initiated to obtain an in-depth and comprehensive data namely observation, students’ document, and open-ended interview. in conducting the observation, observation sheet and field notes were utilized during the teaching and learning process. furthermore, the students’ document for instance students’ audio-recording transcription of the four tasks were scrutinized and analyzed. interview session was initiated through a set of open-ended in which the students’ answers were transcribed and analyzed to enrich the findings. there were four sessions initiated in this study in order to perceive and observe the students. the researcher played a role as both a teacher and also a participant observer where it is in line with creswell (2018) that participant observer is tangled during the process of perceiving and observing the situation and the participant. hence, it is crucial for the researcher as a participant observer to actively play a part in the activities the researcher attempts to investigate. throughout the observation, the researcher highlighted on the realization of tblt stages. the students’ interaction, activities, and participation were underlined and thoroughly recorded. in addition, the researcher also carried out transcripts on the whole learning process and noted crucial aspects for reflection purpose in each meeting. a number of tools or instruments were utilized to obtain the detailed data such as video, camera, and teacher’s field notes. subsequently, the data obtained from video and field notes were analyzed to crosscheck the whole learning process as an information concerning the improvement of students’ speaking fluency through tblt. the document employed in this study was students’ fluency transcription. firstly, the students’ speech in each task was recorded and their speech was subsequently transcribed by classifying it inti varied linguistic aspects particularly the number of segmental and word stress errors, rhythm, speech rate, and grammatical accuracy. in order to obtain more comprehensive and holistic data based on participants’ perspectives, the questions were employed through open-ended questions. it is relevant with creswell (2018) that open-ended questions allow the participants to share their idea without any restrictions. semi-structured interview was also carried out by considering the research questions formulated in this study. there were six students chosen as the representatives of the class. the data obtained from the interview were subsequently transcribed and analyzed to crosscheck the participants’ fluency improvement and their perspectives concerning the speaking tasks. the analysis technique carried out in this study was based on the study conducted by crowther et al (2015). the present study emphasized on qualitative description analysis despite diverse method employed in the previous studies in analyzing the data. there are several steps initiated in this study eline rozaliya winarto & fitri aprianti the realization of task-based language teaching to foster students’ speaking fluency in vocational school context 512 to analyze the data. the first step was collecting the recording of four meetings teaching-learning process as well as teacher’s field notes. the recording obtained from each session was transcribed to recognize students’ engagement amidst the realization of tblt. the aspects investigated to observe the data was scrutinized by focusing on the stages of tblt particularly pretask, task cycle, and language focus based on the framework proposed by skehan (1996; 2014), elis (2003) willis & willis (2007) and willis (1996). the second stage was initiated by analyzing the transcribed data of students’ recording in each session. the transcribed data were subsequently analyzed by emphasizing on the segmental and word stress errors, rhythm, speech rate, and grammatical accuracy to explore students’ performance in each session. students’ interview was sequentially analyzed to decipher their perspectives concerning the realization of tblt. results and discussion in the present study, the findings showed that the realization of tblt was successful to foster students’ speaking fluency and generate an expressive learning process in the classroom. these positive teaching-learning occurrences were indicated by the data gathered from multiple data collection techniques namely observation, document analysis, and interview. according to the result of observation and interview, tblt was deemed indispensable to facilitate students in practicing their speaking skill. it is relevant with (adiantika & purnomo, 2018) that the realization of meaningful and focused task can potentially increase students’ active engagement. in addition, the variability of tasks employed in teachinglearning process are considered effective to encourage students’ interaction using their target language (liu, mishan, & chambers, 2021; xu & fan, 2021). in the present study, the students were deemed active to perform their speaking skill through the realization of tblt despite their lack of improvement in terms of students’ speech production in each session. hence, in order to deliver a clear understanding of the research findings, the discussion as follows puts an emphasis on the students’ speaking fluency performance by focusing on the segmental errors, word stress errors, rhythm, speech rate, and grammatical accuracy faced by the students. these students’ speaking fluency aspects as aforesaid were subsequently crosschecked by the students’ perspectives towards the realization of tblt in their speaking fluency. the improvement of students’ speaking fluency the findings exposed that the students’ fluency improvement was considered not actually substantial. the students’ performance observed from four sessions indicated slight improvement in certain aspects specifically in word pronunciation, word stress, and grammatical accuracy. despite the lacks as stated earlier, some students also committed a progress in several aspects namely speech rate and rhythm. it is relevant with the study conducted by samaranayake (2016) that students’ improvement mostly emerged in respect of speech rate after realizing tblt in english speaking class. however, the improvement related to the aforementioned aspects should be necessarily exposed in a frequent way to uphold sustainability (aleksandrzak, 2011; crowther et al., 2015; bashir, 2016). put together from the observation and students’ speech analysis in four teaching-learning sessions, it was found that the segmental errors in students’ speech were considered the most frequently issue in this study. generally, the shortcomings faced by the students were still concerned with the pronunciation of the specific vocabularies the students could not find in bahasa indonesia. the illustration of the segmental errors can be identified through the table 1 as follows: table 1. example of segmental errors student’s speech the current coronavirus (covid-19) pandemic is having a profound impact, not only on people’s health, but also on how they learn, work and live. among the most important challenges created by covid-19 is how to adapt a system of education built around physical schools. phonetic transcription ðiː ˈkʌrənt kəˈrəʊnəˌvairəs pænˈdemɪk ɪz hæv eɪ prəˈfaʊnd ˈɪmpækt, nɒt ˈəʊnli ɒn ˈpiːp(ə)l helθ, bʌt ˈɔːlsəʊ ɒn haʊ ðeɪ lɜː(r)n, wɜː(r)k ænd lɪv. əˈmʌŋ ðiː məʊst ɪmˈpɔː(r)t(ə)nt ˈtʃæləndʒ kriˈeɪt english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 513 baɪ kəʊvɪd naɪnˈtin ɪz haʊ tuː əˈdæpt eɪ sɪstəm əv ˌedjʊˈkeɪʃ(ə)n bɪlt əˈraʊnd ˈfɪzɪk(ə)l skuːl segmental errors ðiː ˈkʌrənt koronaˌvirus pandemɪk ɪs hæv eɪ proˈfoʊnd ˈɪmpækt, nɒt ˈonli ɒn ˈpiːp(ə)l helt, bʌt ˈaːlso ɒn haʊ ðeɪ lɜː(r)n, wɜː(r)k ænd lɪv. əˈmʌŋ ðiː məʊst ɪmˈpɔː(r)t(ə)nt ˈtʃæləndʒ kriˈeɪt baɪ kəʊvɪd naɪnˈtin ɪs haʊ tuː aˈdapt eɪ sɪstəm əv ˌedukes(ə)n bɪlt əˈraʊnd ˈfɪzɪk(ə)l skuːl based on the aforementioned table, the highlighted words in segmental errors column are the mispronounced words uttered by the students. they found it difficult to pronounce certain words in the table 1. for example, the word virus was mispronounced as /virus/ instead of /vairəs/. from the example as stated earlier, it can be inferred that the students were not aware with the english sound [ə] which in result caused them to produce the sound [u]. the subsequent error is exemplified by the use of word pandemic. the students inclined to mispronounce this word as /pandemik/ rather than /pænˈdemɪk/. in other words, it can be stated that the students were unacquainted with the english sounds such as [æ] and [ɪ]. yet they were not alert with the stress placed in the word pandemic (illustrated as [pæn]ˈ[demɪk]) pronounced as /pænˈdemɪk/. further mispronounced words are demonstrated by the word education and health. there was a propensity that the students mispronounced those words as /ˌedukes(ə)n/ and /həlt/ instead of /ˌedjʊˈkeɪʃ(ə)n/ and /helθ/. from the example as stated earlier, the students were not conversant with the english sounds [jʊ] and [θ] which resulted them to pronounce and speak as the way it is written without considering how they are pronounced in english sounds. in other words, the students seemed to neglect the difference between oral form and written form of the word in english since they were still strongly attached with bahasa indonesia as their source language (sl). it is relevant with derakhshan (2015) and jabu and salija (2012) that the students incline to put words in sentences or spoken in structure relevant with their sl when their language background of the target language (tl) is insufficient. moreover, adiantika and purnomo (2018) delineates that since oral and written form of english words are different from one another, indonesian efl students have a tendency to struggle in producing sounds which are unavailable in bahasa indonesia. the reason behind this occurrence is due to students’ lack of exposure concerning the ways the words produced and pronounced in english sound. this occurrence can negatively influence the clarity of the students’ speech. therefore, it is fundamental to tackle this negative occurrence by cultivating the students to practice more on foreign language particularly english to avoid misunderstanding hence the clarity and the comprehensibility are assured (crowther et al., 2015; maijala, 2020; samaranayake, 2016). furthermore, since students’ awareness in terms of pronouncing appropriate correct words in english sound was considered to be problematic, this issue should be necessarily overcome by improving the practice allotment during teachinglearning process. the findings indicated that only few students who correctly pronounced the english words before the presentation in the planning stage of tblt as most of them did not prepare for the presentation earlier. consequently, during students’ presentation in the classroom, they found it difficult when they encountered unfamiliar english words. therefore, in order to overcome this issue, it is very prominent to robustly exposed them to the certain english words in the learning process. it is pertinent with aleksandrzak (2011), nunan (2006), and xu and fan (2021) that initiating a well-planned activity plays a crucial role to accomplish the learning outcomes. nevertheless, due to time constraint in this study, it can be elucidated that students’ improvement regarding word pronunciation of uncommon english words was not really significant despite the use of tblt that could improve students’ speaking performance in general. the quantity of words uttered by the students, however, cannot be merely utilized as an assessment to measure students’ fluency improvement since the result of students’ spoken report are different in each session based on the tasks implemented in this study. therefore, the emergence of dysfluency indicators particularly hesitation, repetition, filled and unfilled pauses is more prioritized to assess their fluency improvement (malihah, 2010). according to the result of students’ document analysis, there was an improvement in respect of repetition and pauses production. they inclined to produce an eline rozaliya winarto & fitri aprianti the realization of task-based language teaching to foster students’ speaking fluency in vocational school context 514 unnecessary repetition and improperly positioned the pauses in their speech. it is relevant with (namaziandost, homayouni, & rahmani, 2020) that this occurrence commonly takes place since there is a difference of the pauses placement between non-native speaker and native speaker. furthermore, it can be elucidated that fluency refers to a skill to smoothly speak in respect of speech flow with fewer pauses (hasan, 2014; tuyen & an, 2019). table 2. speech frequency in sequential task s #1 67 words per minute s #2 80 words per minute s #3 110 words per minute s #4 101 words per minute s #5 100 words per minute s #6 105 words per minute due to grammatical accuracy, it is revealed that the students made a slight improvement. the aspect of grammatical accuracy cannot be simply employed to measure speaking fluency. nonetheless, speaking fluency and grammatical accuracy should be equivalently produced by the speakers to create comprehensible speech to be clearly grasped by the listeners (lin & wu, 2012; liu et al., 2021; namaziandost et al., 2020; samaranayake, 2016). therefore, it can be elucidated that the aspect of grammatical accuracy should be taken into account to improve students’ more comprehensible speech. furthermore, students’ problems concerning the production of target language could potentially affect their speech fluency and comprehensibility. most students who were struggling in producing and pronouncing particular words could not recognize the essential meaning of their own speech. consequently, when the students crossed path with any unfamiliar words, they inclined to produce and pronounce the words which are unavailable in english or indonesian. additionally, the lexical and grammatical errors made by the students could also influence the students’ speech performance, hence, these problems affect the way the listeners acquire the meaning of the students’ speech. since it is fundamental for the students to deliver the meaning of the their speech to realize comprehensibility, hence, they have to be emphasized more on pronunciation practices, word stress, and grammatical accuracy in teachinglearning process by offering them a comprehensive instruction and enhancing their confidence in speaking english (liu et al., 2021; namaziandost et al., 2020; shabani & ghasemian, 2017). students’ responses towards tblt with regard to students’ responses towards tblt, it was revealed that the students indicated positive responses due to meaningful and interesting teaching-learning process. the positive responses in this study were demonstrated as: (1) escalating and enhancing students’ speaking skill; (2) promoting students’ active engagement in teaching-learning process; (3) intensifying students’ collaborative skill and shaping their critical thinking ability. conversely, the negative responses were due to several shortcomings during the teaching-learning process such as: (1) time constraints; diverse students’ proficiency level; (3) the occurrence of practical problem. these findings are relevant with adiantika and purnomo (2018) that the implementation of task-based language teaching could positively contribute students’ engagement/active participation in teachinglearning process and also intensify their speaking skill. nonetheless, despite the positive responses towards the realization of tblt revealed by the students, the students’ speaking performance is still compulsory to be enhanced. escalating and enhancing students’ speaking skill according to the result of the students’ interview, it was revealed that the realization of tblt contributed to escalate and enhance students’ speaking skill. the entire seven students entirely thought that tblt was beneficial to advance their speaking skill. in addition, they entirely asserted that their speaking performance was enhanced through the realization of tblt. this finding occurrence was indicated by the interview excerpts as follows: excerpt#1 “penerapan tblt dalam pembelajaran bahasa inggris membuat pembelajaran menjadi menarik dan tidak monoton. sehingga saya sangat menikmati proses pembelajaran dari awal sampai akhir. saya merasa kemampuan speaking saya sedikit demi sedikit meningkat karena terus didorong untuk praktek berdasarkan tugas-tugas yang menarik dalam tblt.” (s3) (the implementation of tblt creates a meaningful teaching-learning process in english lesson, hence, i can entirely enjoy the classroom thoroughly. i also believe that my speaking english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 515 performance gradually increases due to the fascinating tasks based on tblt). excerpt#2 “guru selalu memberikan sesuatu yang baru melalui tblt baik itu berupa kosa-kata baru dan tugas-tugas yang variatif sehingga atmosfir belajar menjadi sangat komunikatif dan interaktif. kepercayaan diri dan kemampuan speaking dalam bahasa inggris saya pun perlahan meningkat dibandingkan sebelum-sebelumnya.” (s1) (teacher continuously offers something new concerning vocabulary and interesting tasks to create a communicative and interactive classroom atmosphere. both my confidence as well as my speaking ability progressively improve compared to previous circumstances). according to the excerpt #2, it can be elucidated that the realization of tblt in particular vocabulary and different meaningful tasks could enhance students’ speaking ability. moreover, it also positively contributed to students’ englishspeaking confidence in which they tend to be convinced to enthusiastically speak english. in the meantime, excerpt #1 indicated that the realization of tblt could create their speaking performance due to interactive tasks provided in teachinglearning process. in other words, the lesson was deemed meaningful instead of monotonous. those findings are pertinent with the statements that tblt can foster students’ target language development, give students to increase their motivation to speak, and enhance students’ ability to speak fluently and accurately (adiantika & purnomo, 2018; liu et al., 2021; namaziandost et al., 2020; shabani & ghasemian, 2017). promoting students’ active engagement in teachinglearning process in line with the result of students’ interview, it was found that the realization of tblt in efl classroom was useful to offer students an opportunity to interactively and communicatively engage them in every single activity. the tasks, based on tblt stages, provided in each session encouraged students to practice more in speaking. on this occasion, they were allowed to easily share their thoughts during the class discussion. this finding emergence can be scrutinized in the interview excerpts as follows: excerpt #3 “dalam pembelajaran bahasa inggris melalui tblt, saya selalu ingin aktif berinteraksi baik dalam menjawab pertanyaan maupun mengemukakan pendapat secara bebas. tidak hanya itu, dalam sesi dialog praktek speaking pun saya sangat termotivasi untuk terus aktif terlibat dalam setiap aktifitasnya.” (s5) (throughout the realization of tblt, i am always willing to actively interact either in answering question or sharing perspectives freely. besides that, i am always excited to actively take part in every single dialogue session using tblt). excerpt #4 “metode tblt memungkinkan saya cenderung lebih aktif baik dalam bekerja secara individu, berpasangan, atau berkelompok. pembelajaran melalui tugas-tugasnya yang menarik juga sangat menyenangkan.” (s7) (through tblt, i tend to be more active either to work individually, in pair, or group. the teachinglearning process through meaningful tasks is simply exciting). from the excerpt #3, student 5 asserted that she could really articulate her perspectives easily in a group discussion session and she tended to be more actively engaged in every single task through the implementation of tblt. on the other hand, student 7 in excerpt #4 stated that she could actively participate in any kind of sessions (individual, in pair, group). in other words, it can be inferred that tblt can facilitate some spaces for students to interact by using the target language (oradee, 2013; xu & fan, 2021). those occurrences are harmonized with the statements that tblt can offer an opportunity for the students to be more active and practice their linguistic knowledge through the learning process (chou, 2017; halici page & mede, 2018; kafipour, mahmoudi, & khojasteh, 2018b; tavakoli et al., 2019). intensifying students’ collaborative skill and shaping their critical ability the implementation of varied tasks in each session enabled students to shape their critical thinking ability to accomplish the task. the findings indicated that the students were eager to figure out the solution towards the problems being discoursed in each session. therefore, it can be stated that the different tasks in each session were beneficial to the way the students respond and accomplish the task. eline rozaliya winarto & fitri aprianti the realization of task-based language teaching to foster students’ speaking fluency in vocational school context 516 as in third meeting, the students were supposed to share their experience concerning ‘the use of gadget at school for educational purpose’. on this occasion, the students appeared to be interested in discussing the tasks since it related with the fact they usually encountered on a regular basis. besides problem-solving task, the other tasks were considered useful to shape students’ critical thinking ability. this occurrence can be observed from the excerpt #5 as follows: excerpt #5 “tugasnya teh bagus karena bisa membuat kita berfikir terhadap suatu masalah secara kritis sesuai dengan apa yang kita yakini. apalagi masalah ini teh menjadi perbincangan diantara kita siswa-siswa. intinya mah tugasnya bagus dan menarik jadi tidak melulu ke buku dan sebagainya.” (s4) (the task is good as it enables us to think critically based on what we believe towards the problem or issue being exposed. additionally, this problem remains debatable among the students like us. importantly, the task is good and interesting since it does not merely depend on textbook and so on). according to the excerpt #5, students 4 emphasize that he is able to critically respond the problem being delivered (the use of gadget at school for educational purpose) through problemsolving task. thus, through the realization of tblt, student 4 can really enhance his knowledge regarding the topic and decipher the solution towards the problem being discussed the use of gadget at school for educational purpose). this emergence is relevant with the studies conducted by bao and du (2015) and tuyen and an (2019) that the utilization of tblt can potentially promote students’ critical thinking ability towards the issue being scrutinized. in line with the result of students’ interview, it is indicated that the students are more interactive in accomplishing the tasks as they can collaboratively work with their team. they tend to be more dynamic in finishing the tasks since they are able to initially discuss with their friends. in other words, it can be elucidated that the students can frequently practice their speaking skill with their group. during the task learning, the students also obtain feedback from other students not merely from the teacher. consequently, the students can attain many advantages from the group discussion particularly in accomplishing the tasks. it can be seen from the excerpt #6 as follows: excerpt #6 “melalu diskusi grup, pembelajaran bahasa inggris menjadi lebih menarik dan lebih mudah. untuk pengerjaan tugasnya pun tidak melulu secara individu namun bisa dilakukan secara berkelompok sehingga lebih cepat dan efektif tentunya.” (s6) (using group discussion, english learning becomes more meaningful and easier. for tasks accomplishment, it can also be done in group despite individually hence it could be faster and more effective). from the aforesaid students’ interview result, student 6 in excerpt #6 underline that the effectiveness is assured since they can work together with their partners in group. this finding is pertinent with the statement that tblt, consisting of diverse tasks, can empower students to work collaboratively with their partners and intensify their engagement in learning the target language (douglas & kim, 2015; hasan, 2014; maijala, 2020; oradee, 2013). time constraint from the result of students’ interview, it is found that the students also highlight negative response due to several shortcomings towards the realization of tblt. the shortcoming asserted by the students is initially due to time constraint. the studentrespondents entirely admit that they have inadequate time to accomplish tasks or instruction in tblt. this issue can be seen from the excerpt #7, excerpt #8, and excerpt #9 below: excerpt #7 “pembelajaran bahasa inggris melalui tblt yang berhubungan dengan kosa-kata, pronunciation, dan grammar sebetulnya sangat menarik. hanya saja, waktu yang tidak banyak membuat siswa tidak semuanya mengerti.” (s7) (the realization of tblt in efl classroom regarding vocabulary, pronunciation, and grammar is actually interesting. however, not all students can comprehend it as the implementation requires a plenty of time). excerpt #8 “instruksi-instruksi yang diberikan memang bervariasi dan sangat menarik tetapi membutuhkan waktu yang relative lama untuk memahami dan menyelesaikannya.” (s2) (the instructions given to the students are varied english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 517 and meaningful, nonetheless, it needs a lot of time to understand and accomplish the tasks). excerpt #9 “tblt membutuhkan waktu yang relatif lama untuk bisa dimengerti oleh siswa karena banyak sekali hal-hal yang harus siswa fahami dan kerjakan.” (s5) (tblt necessitates a relatively long time for the students to understand and finish the tasks or instructions). from the excerpt above, it can be elucidated that the students require more time to really grasp certain materials specifically vocabulary, pronunciation, and grammar. this occurrence is due to a condition that students tend to emphasize more on grammatical rules, spelling/pronunciation, and vocabulary mastery. therefore, in consonant with the time constraint, the present study puts an emphasis on students’ awareness to communicate. it is relevant with adiantika and purnomo (2018) and aleksandrzak (2011) that time availability plays a fundamental role in implementing tblt to empower students’ communicative competence. diverse students’ proficiency level another shortcoming revealed in this study is due to diverse students’ proficiency level. four students out of 7 students-participants acknowledge that they possess inadequate english language proficiency. in other words, they tend to struggle in speaking english due to lack of pronunciation, vocabulary mastery, and also grammar. this drawback is identified in the excerpt #10, excerpt #11, and excerpt #12 as follows: excerpt #10 “jujur, saya kurang bisa memahami pembelajaran secara keseluruhan karena guru selalu menggunakan bahasa inggris ketika mengajar. sehingga terkadang saya tidak bisa memahami bahkan menjawab pertanyaan yang diberikan oleh guru.” (s4) (honestly, i can really understand the learning thoroughly since teacher always speaks english during the teaching-learning process. somehow, i cannot understand even answer the question given by the teacher). excerpt #11 “meskipun pembelajarannya menarik namun saya terkadang kurang mengerti apa yang disampaikan oleh guru karena beliau selalu menggunakan bahasa inggris ketika mengajar. mungkin ini karena kosa-kata yang miliki masih sangat sedikit.” (s6) (despite meaningful teaching-learning, i sometime cannot comprehend what the teacher says due to the frequent use of english in teaching-learning process. probably, it is because my low vocabulary mastery). excerpt #12 “materi-materi maupun instruksi-instruksinya semuanya dalam bahasa inggris. mungkin jika ada versi terjemahan bahasa indonesianya, siswa yang kurang mengerti seperti saya bisa terbantu.” (s5) (both the materials and instructions are in english. i believe if the indonesian version are available, it could be really helpful for the student like me). according to the excerpts as aforementioned, the students mostly use indonesian as their first language (l1). it is pertinent with derakhshan (2015) and jabu and salija (2012) that the students tend to use indonesian as their l1 rather than english as their target language (tl). in addition, it can be inferred that not all students can fluently respond even answer teacher’s question by using english since they possess diverse english proficiency level particularly lack of pronunciation, vocabulary mastery, and grammar. therefore, it is essential for the teacher to accommodate students with appropriate materials in consort with the suitable lesson plans to completely cover students’ proficiency level starting from low proficiency, middle proficiency, and eventually high proficiency. the occurrence of practical problem the last shortcoming identified in this study is owing to the occurrence of practical problem. from the students’ interview, it is revealed that the students show their negative response regarding the realization of tblt through the incorporation of multimedia carried out in the fourth meeting specifically. in addition, the integration of multimedia seems to be a little problematic due to the poor internet connection and students’ insufficient multimedia possession. this shortcoming can be seen from the excerpts below: excerpt #13 “beberapa sumber pembelajaran yang diberikan guru bersifat daring ketika diakses sedangkan internet di sekolah kita tidak terlalu bagus. hal eline rozaliya winarto & fitri aprianti the realization of task-based language teaching to foster students’ speaking fluency in vocational school context 518 ini terkadang menjadi masalah dan tidak semua siswa bisa mengaksesnya dengan mudah.” (s2) (several learning sources offered by the teachers are accessible when connected to the internet but our internet connection here is not really good. somehow it leads to difficulty for students to easily access them). excerpt #14 “jaringan internetnya teh kurang bagus ditambah lagi tidak semua dari kita memiliki hp atau perangkat yang memang support untuk mengakses materi yang diberikan.” (s5) (the internet connection is not really good, yet, not all students have sophisticated gadgets to facilitate us accessing the materials given). based on the abovementioned excerpts, it can be stated that poor internet connection and students’ insufficient multimedia possession become the concrete shortcomings in terms of practical problem faced by the students. in other words, the realization of tblt combined with the incorporation of multimedia does not decently work since there is still an issue regarding practical problem. those findings are relevant with the statement that lack of technological infrastructure in language learning particularly in efl classroom may cause some difficulties for the students to really grasp and comprehend the target language (altun, 2015; floris, 2014; özdemir, 2017). therefore, the enhancement of technological infrastructure in efl classroom is crucial to really assist the students to effectively acquire english as a target language in efl/esl classroom (cuhadar, 2018; park & son, 2020). conclusion tblt is deemed to be able to foster students’ active engagement in teaching-learning process. tblt is also beneficial to facilitate students an opportunity to exercise their speaking and enhance their linguistic aspects. furthermore, the realization of tblt is considered beneficial to escalate and enhance students’ confidence in speaking english throughout the variability of the tasks implemented in each session. regardless the slight improvement indicated in students’ speech performance, the students express positive responses due to the advantages of tblt realization. through the realization of tblt, the students are able to escalate and enhance their speaking skill, promote their active engagement in teaching-learning process, and intensifying students’ collaborative skill and shaping their critical thinking ability. according to the findings in the present study, there are implications for the teachers and students. for teachers, this study is expected to contribute current knowledge concerning the realization of tasks variability in teaching-learning process. this study is also expected to reassure the teachers to conduct relevant meaningful tasks in order to enhance students’ speaking ability. furthermore, the realization of tblt in teaching-learning process can encourage students’ interest and active engagement in efl speaking context. the teachers can also offer more opportunity for the students to emphasize more on pronunciation, word stress, and language structure for the sake of their students’ speaking skill performance. meanwhile, for students, they are expected to keep practicing their english with other students throughout interaction and discussion in order to accomplish the speaking skill’s expected outcomes. since all data was simply obtained from seven students in one vocational school in indonesia, the findings of this study are limited by the small sample size. hence, it is suggested for the impending study to broaden the study with more participants in different contexts to scrutinize what factors enhancing and improving the students’ speaking fluency. acknowledgement we acknowledge the financial support received from the education and culture ministry of indonesia. in addition, this research also has been supported by institute of research and community service (lppm) universitas muhammadiyah cirebon. references adiantika, h. n., & purnomo, h. 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(2021). finding success with the implementation of task-based language teaching: the role of teacher agency. language, culture and curriculum, 1–18. https://doi.org/10.1080/07908318.2021.1906268 a multimodal discourse analysis of selected advertisement of malaria drugs ayodeji olowu & susan olajoke akinkurolere a multimodal discourse analysis of selected advertisement of malaria drugs a multimodal discourse analysis of selected advertisement of malaria drugs ayodeji olowu department of languages, rufus giwa polytechnic, owo, ondo state, nigeria e-mail: olowu@gmail.com susan olajoke akinkurolere department of english, obafemi awolowo university, ile-ife, osun state, nigeria e-mail: olujoke2126@yahoo.com. apa citation: olowu, a. & akinkurolere, s. o. (2015). a multimodal discourse analysis of selected advertisement of malaria drugs. english review:journal of english education, 3(2), 166-173 received: 11-04-2015 accepted: 25-04-2015 published: 01-06-2015 abstract: this study identified and analyzed the visual and linguistic components associated with the selected advertisement of malaria drugs. this was with a view to describing the essential communication devices the advertisers of such drugs have employed. data for the study were drawn from both primary and secondary sources. the primary source for the study comprised 4 purposively selected posters, stickers and drugs literature advertisement on malaria. analysis of the data followed the framework of kress and leeuwen’s multimodal discourse analysis. the results showed that such visual resources as colour, pictures, symbols and icons, gaze and posture enhance the semantic quality of the advertisement. in the whole, the study emphasizes the vitality of visual and linguistic elements as important communication devices in advertising. keywords: multimodal discourse analysis, visual elements, communication devices, visual grammar. introduction new drugs are released almost on weekly basis. when these drugs come, the manufacturers will engage in massive advertisement. the reason is to impress the drugs into the consciousness of the people. advertisement of drugs can take a number of forms which include advocacy, comparative, cooperative, informational, direct-mail, outdoor advertisement, persuasive, etc. this type of advertising is commercial. it is basically consumer advertising which pervades our society because it involves the promotion of such drugs to potential buyers. drugs are advertised through several media which include television, radio, print media such as magazines, leaflets, flyers, handbills and periodic reports. other media include billboards, workshops, seminars and other health books television stations usually enjoy much patronage from drug marketers. pharmaceutical companies rely so much on television advertisement to promote their drugs. the reason for this is not farfetched. television is multimodal in nature in that it relies on multiple semiotic modes or resources (language, visual imagery, gesture, movement, colour, music, sounds and so on). woods (2006) describes television advertising as the form of multimodal communication par excellence (i.e communication through various and multiple semiotic modes and resources). it establishes a mailto:olujoke2126@yahoo.com english review: journal of english education issn 2301-7554 vol. 3, issue 2, june 2015 http://journal.uniku.ac.id/index.php/erjee double communicative connection: one between the people represented in the advert, also called represented participants (kress and leeuwen 2006), and one between the sender, that is the advertisement makers or copywriters and the receiver (the viewer) of the advertising message. essentially, we are considering new malaria drugs which have enjoyed heavy advertisement recently. these are coatal tamether, artrin, arenax plus, artecxin, palaxin, camosunate, pemametre, lufart, amalar plus, amatem and lonart. a detailed multimodal analysis of these advertisement will be carried out. visual images: a general overview in every imaginable public space, visuals are presented for viewer’s consumption. the young and old alike are bombarded by a cacophony of imagery in traditional print, books, magazines and newspapers, through totalizing mass media formats and inside the expanding e-work of the internet. on almost every public space available, images confront viewers. kress and leeuwen (2006) assert that: images are produced in the context of real social institutions, in order to play a very real role in social life-in order to do certain things to or for their readers, and in order to communicate attitudes towards aspectsof social life and towards people who participate in them, whether authors and readers are consciously aware of them or not (p. 115). in “rhetorics of the image”, roland barthes writes that “the viewer of the image receives at one and the same time the perceptual message and the cultural message” (barthes 1977: 36). he then explains that the “confusion in reading” stemming from this corresponds to the function and the communicative power of the mass image. this ultimately suggests that images are never innocent. however, their messages often are naturalized by being associated with a given perceptual object. in analyzing images, then, it is necessary to account not only for their cultural norms, but also for their perceptual qualities. visual texts differ from verbal texts because they are communicative across cultural codes while also carrying culturally specific meaning. roland barthes (1977) uses a linguistic approach for the study of visual communication, claiming that visual signification can be articulated into the two separate levels of denotation and connotation. the level of denotation corresponds to the literal meaning of an image, the immediate meaning relating to what is objectively represented by the image. the level of connotation corresponds to the symbolic or ideological meaning of an image, which corresponds to the meaning – or range of possible meanings – inscribed by cultural codes. the same denotative meaning can be associated with different connotative meanings according to the historical, and cultural contexts in which the message is produced and interpreted. theo van leeuwen and gunther kress are pioneers in the analysis of the visual dimension of printed texts. they consider texts from “a multimodal perspective” to include semiotic modes that accompany language or through which language is realized (harrett and bell in fairclough 1995:14). textual analysis must describe the interplay between the verbal and the visual, and effectively analyse visually exposed meaning (kress and van leeuwen 1996:186-7). the trend towards a multimodal appreciation of meaning making centres around two issues: first, the de-centering of language as favoured meaning making; and second, the revisiting and blurring of traditional ayodeji olowu & susan olajoke akinkurolere a multimodal discourse analysis of selected advertisement of malaria drugs boundaries between the roles allocated to language, image, page layout, document design etc. (iedema 2003:58). according to jewitt and oyama (2001:134), who draw heavily on the work of kress and van leeuwen, “social semiotics of visual communication involves the description of semiotic resources, what can be said and done with images (and other visual means of communication) and how the things people say and do with images can be interpreted”. meanwhile, with the late 20th century’s explosion of imaging and visualizing technologies (digitization, satellite imaging, new forms of medical imaging, virtual reality etc.), it is suggested that everyday life has become “visual culture” (lister & wells 2001:62). still on the proliferation of images, castwright & sturken (2001) assert that our modern condition is often characterized as an image saturated society with an intense image flow. indeed, visual components are often more influential than words. messaris and abraham (2001) argue this point: viewers may be less aware of the process of framing when it occurs visually than when it takes place through words. consequently, visual image may have the capacity of conveying messages that would meet with greater resistance if put in words, but which are received more readily in visual form (p. 125) . as a cultural creation, images are often utilized to praise cultural values. michael griffin (1999) explains that images are “celebrated on a more abstract plane as broader symbols of national valour, human courage, etc. (p. 131). hariman and lucaites (2007) note the emotional act of images: the photo’s combination of emotional display and visual interpellation creates a strong sense of moral crises, a point at which the audience must decide where it stands (p. 143). the intensity of emotion within images adds rhetorical richness to texts, resulting in added power within the overall meaning of a text. hence advertisers of drugs make generous use of images to capture audience’s attention. they struggle to minimize the use of words. though most of the advertisment come with verbal anchorages, the images are the centre of attraction and they carry more messages than the verbal expressions. method multimodal discourse analysis (mda) is ‘an emerging paradigm in discourse studies which extends the study of language to the study of language in combination with other resources, such as images, colours, scientific symbolism, gestures, action, music and sound’ (o’halloran 2011:1). multimodal discourse analysis is the study of the ‘intersection and interdependence of various modalities of communication within a given context’ (snyder 2009:1). researchers in this area seek to ‘identify the influence of mode on meaning within a given context, focusing on co-occurrence interaction between multiple semiotic system’ (baldry and thibault 2006:31). multimodal discourse analysis is essentially concerned with the theory and analysis of semiotic resources and the semantic expansions which occur as semiotic choices combined in multicultural phenomena. the ‘‘intersemiotic’ relations arising from the interaction of semiotic choices, known as intersemiosis, is a central area of english review: journal of english education issn 2301-7554 vol. 3, issue 2, june 2015 http://journal.uniku.ac.id/index.php/erjee multimodal research (jewitt 2009:14). multimodal discourse analysis is also concerned with the design, production and distribution of multimodal resources in social settings (leeuwen 2008:32). the theory is also concerned with the concept of ‘visual modality’. in bell’s second variable based on the work of kress and van leeuwen (1996), it can be defined as “the represented realism of an image” (bell 2001:30). it concerns also whether an image is portrayed as realistic and lifelike, or as something that can be classified as either a fantasy or caricature. the term ‘modality’ is a linguistic one and refers to the value or credibility of statements about the world. modality is interpersonal rather than ideational in that it does not express absolute truth or falsehoods, it produces shared truths aligning readers and viewers with what they hold to be true for themselves, while distancing from others whose values they do not share (kress and van leeuwen 1996:160). in terms of visual modality, visuals can represent people, places and things as though they are real. here too, modality judgements are social and dependent upon what is considered real in the social group for which the representation is primarily intended. according to kress and van leeuwen (1996:256) modality results from: ......the degree to which certain means of pictorial expressions (colour, representational detail, depth, tonal shades, etc.) are used. each of these dimensions can be seen as a scale running from the absence of any rendition of detail to maximal representation of details or from the absence of any rendition of depth to maximally deep perspective. reality is based upon the frequency of these factors within a specific image, the less they appear the more “abstract” the image, while the more prevalent they are, the more realistic the image can be said to be. however, kress and van leeuwen (1996:256) argue that “modality is context dependent.” the domains they distinguish include scientific/technological, abstract, naturalistic and sensory. this theory is therefore suitable in the analysis of these colour advertisement. result & discussion text a in this image, there is a monsterlike picture of a mosquito. the picture covers substantial part of the image. below the picture, there is a picture of a drug which is being advertised. here the picture of the mosquito is a signifier. it is deliberately presented like a monster. this is also significant. scientists believe that malaria is mainly caused by female anopheles mosquitoes. hence, the picture of the mosquito signifies malaria disease. the picture presents malaria as a deadly monster which can cause death if not attacked. consequently, the image sees artrin as a remedy to the malaria monster. ayodeji olowu & susan olajoke akinkurolere a multimodal discourse analysis of selected advertisement of malaria drugs text b this image has a picture of three people; a woman, a man and a young girl who look like a family. the man appears to carry the girl. this ostensibly shows that the represented participants are a family. below them are the different pictures of the drug being advertised. from the advert, we can see the various presentations of the drug. it is presented as tablets, syrup suspension and drops for infants. above the represented participants, we see the word malaria written on the red background. also, there is a drawing of a mosquito encapsulated in a ‘stopped’ sign. the family presented here looks healthy and happy. it is assumed that they have taken pamametre as their family malaria drug. the advertisers of the drug want us to see the effect of the drug in this family. it is significant that the drawing of the mosquito is encapsulated in a ‘stopped’ sign. the message here is very clear. pemametre stops mosquitoes. if it does, it consequently stops malaria since mosquito is the major cause of malaria fever. text c in text c, there is a picture of some children embedded in a map of africa. the name of the drug is written in bolded letters above them. below the map, we see the picture of the drug. it is significant that these children are embedded in the map of africa. this means that the continent that is worst hit by malaria fever is africa. also, the category of people suffering most from the disease is children. this is very true in consideration of report of world health organisation (who) on the malaria scourge in africa. it is estimated that about 7 million children die of malaria in africa yearly. consequently, who established the programme “roll back malaria in africa”. this project is aimed at eradicating malaria fever in the continent and jointly founded by who and the nations of african continent. the children on our image represent the bulk of several million children who are victims of malaria disease in africa. these children are spread all over the underdeveloped nations of africa. most of these nations cannot boast of adequate health facilities to combat malaria scourge. they lack adequate systems in terms of facilities, infrastructure and english review: journal of english education issn 2301-7554 vol. 3, issue 2, june 2015 http://journal.uniku.ac.id/index.php/erjee trained personnel. hence, they feel highly incapacitated as malaria continues to wreak havoc especially among children. it is also worth of note that the advertisers catch on the programme of who in this advertisement by using the phrase ‘roll back malaria’ adequate health systems in terms of facilities, infrastructure and trained personnel. text d this advert features a woman who is as a celebrity. the woman in the image is patience ozokwo who has held sway many years as an enviable actress in nollywood movies. she holds a packet of the drug advertised, ‘coatal’ in her left hand and thumbs up with the right hand. the use of ozokwo in the advert is intentional. she is well known and admired by millions of nollywood lovers across the globe. the advertiser intends to give real popularity to their advertisement. it is certain that the advertisement will catch the fancies of many people with the picture of this woman in it. moreso, a close look at this image shows that the woman gives her approval to the effectiveness of the drug in combating the malaria scourge analysis of other visual elements colour in text a, the word ‘malaria’ in this advert is written in red colour. this is highly significant. red colour in this part of world means danger. hence, the intention of the advertiser is to present malaria disease as a dangerous phenomenon. in text b, the lexical item, ‘malaria’ is written against a red colour background. also, the ‘stop’ sign is in red colour. as stated earlier, colour red means danger. this ultimately means that malaria is a danger which must not be allowed. in text c, the visible colours in this image are red, green and white. the use of green and white colours in the image is significant. the map of africa is coated in green and white colours. also, the lexical item ‘africa’ is written in green colour. this shows that although the map is that of african continent, the advertisers are particular about nigeria. the colours of nigerian flag are white, green and white. this is highly connoted in the use of colour in this image. it is apparent that the words ‘weapon’ and ‘malaria’ are written in red colour. the red colour, as stated earlier means danger in this part of the world. a weapon is an instrument used either in the defence or offence against enemies. the red colour brings out the semantics of the lexical item. in this case as dangerous as malaria is, artecxin drug is presented as dangerous weapon to attack it. graphology according to olaosun (2001), the graphological features of written texts are carriers of their phonological information of meaning. hence, some aspects of linguistics in the verbal anchorages shall be foregrounded in this section with the aim of seeing how they ayodeji olowu & susan olajoke akinkurolere a multimodal discourse analysis of selected advertisement of malaria drugs have been employed by the advertisers to communicate their messages to the viewing/reading audience. in text d, it is observed that the whole sentence “win the malaria war” is written in block letters. meanwhile, there is semantic importance attached to this sentence. the viewer is made to believe that malaria has declared a war on its victims. hence, if we must win the malaria war, coatal is highly indispensable. the word ‘act’ is written in block letters. this is to lay emphasis on the semantics of the word. also, the name of the drug, artrin is bolded. this is also for emphasis. the whole advertisement centres on the drug. the use of rhetorics is also noticeable in this advert. there is a question mark on the word ’malaria’. the import of this is quite interesting. the advertisers are asking a question which can literally be expressed thus ‘is malaria your problem?’ if it is, you don’t need to worry, just ‘ask’ for pemametre. this message is clear. with pemametre, malaria is no longer a problem. use of compound sentence the advertiser use compound sentence ‘malaria begins with a bite but ends with artrin’. the use of the conjunction ‘but’ which joins the negative part of the sentence with the positive part. the advertisers technically direct the attention of the reader/viewer to the latter part of the compound sentence. posture/gaze: the picture of the mosquito in text a is fearful and dreaded. this signifies the nature of malaria disease. it is presented as a dreaded and destructive disease. in text b, it is deliberate that the participants are gazing directly into the audience. this is to bring the reader\viewer into active participation in the advert. the central image here is this family. the interpersonal system of centrality functioning at the level of relation between sections established the integrity of the image. kress and van leeuwen (1996:206) when discussing the issue of centrality of image suggest that ‘for something to be presented as the central means that it is presented as the nucleus of the information which all other elements are in some sense subservient’. this is true of text a and b. in text d, the posture of mrs patience okonkwo in this advert calls for attention. she really succeeds in involving the audience in this job through her smile. okonkwo’s gaze as the only participant in this advert demands something from the viewer. it demands that the viewer enters into some kind of imaginary relation with her. conclusion multimodal discourse analysis has made it possible to account for visual and linguistic components of this study. this is made possible by the theoretical framework we have used in this study. however it is instructive to note that interpretation of images is by its very nature subjective, and an image can carry multiple messages depending upon the nature of the visually interpreting culture. just as kress and van leeuwen suggest that “……social interactions and social relations can be encoded in images so that we are instructed silently regarding a set of implicit norms” (kress and van leuuwen 1996:153). in all, we hope that this study has contributed to an array of scholarly works in media discourse in nigeria. the study emphasizes the vitality of visual elements as important devices in advertising. it reveals the deployment of various visual resources such as colours, english review: journal of english education issn 2301-7554 vol. 3, issue 2, june 2015 http://journal.uniku.ac.id/index.php/erjee gaze, posture, etc. in impressing the messages of the advertisers into the consciousness of readers/viewers and convincing them of the potency and efficacy of the advertised drugs. also, this study reveals very strongly and establishes the potentials of visual images to convey meaning beyond the verbal language in any human society. references ariyo, k. s. (2014). multimodal discourse analysis of panorama pictures in selected editions of tell news magazine. an unpublished ph.d thesis, department of english studies, adekunle ajasin university, akungbaakoko. baldry, a.p. & thibault, p.j (2006). multimodal transcription and text analysis. oakville, ct: equinox publishing. bignell, j. (1997). media semiotics, an introduction. manchester: manchester university press. chandler, d. (2002). semiotics: the basics. london: routledge. davies, s. (2000). semiotic analysis of teenage magazine front covers. retrieved on 20 december 2015 from www.aber.ac.uk/media/students/sid9 901.html. el rafaie, e. (2003). understanding visual metaphor: the example of newspaper cartoons in visual communication. london: sage publication. kress, g. & van leeuwen, t. van (1996). reading images: the grammar of visual design. london/ny: routledge. kress, g. & van leeuwen, t. (2001). multimodal discourse :the modes and media of contemporary communications. london: arnold. kress, g. & van leeuwen, t. (2007). colour as semiotic mode: notes for a grammar of colour. visual communication. 1(3), 343-368. retrieved from www.visculture.files.wordpress.com/2 007/02. 2011. retrieved 12/07/2011 mustafa, r. o. (2001). easier approach to pharmacology. ilorin: adewunmi printing press. olowu, a (2012). a multimodal discourse analysis of christian women mirror magazine. an unpublished m. a. thesis, department of english, obafemi awolowo university, ile-ife, nigeria. http://www.aber.ac/ http://www.visculture.files.wordpress.com/2007/02. 2011. retrieved 12/07/2011 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 69 the correlations among critical thinking skills, critical reading skills, and reading comprehension mawaddah hidayati english language education, faculty of teacher training and education, sriwijaya university, indonesia email: mawaddahhidayati2@gmail.com rita inderawati (corresponding author) english language education, faculty of teacher training and education, sriwijaya university, indonesia email: ritarudisaid@yahoo.com bambang loeneto english language education, faculty of teacher training and education, sriwijaya university, indonesia email: loenetobambang@gmail.com apa citation: hidayati, m., inderawati, r., & loeneto, b. (2020). the correlations among critical thinking skills, critical reading skills, and reading comprehension. english review: journal of english education, 9(1), 69-80. https://doi.org/10.25134/erjee.v9i1.3780 received: 27-06-2020 accepted: 29-09-2020 published:11-12-2020 introduction in education, critical thinking skills cannot be separated from language learners. they are constantly exposed to different types of information from what they have to see and read which require them to be able to investigate as well as critical thinking skills simultaneously. critical thinking skills cannot develop naturally and automatically. the skills must be practiced to increase students’ engagement to have the potential effect. they need to be taught, learned, and practiced (hammond, flook, harvey, barron, & osher, 2020; ghanizadeh, hoorie, & jahedizadeh, 2020; trinidad, ngo, nevada, & morales, 2020). the practice of critical thinking should be integrated in classrooms through questioning and reasoning. the students should be encouraged to question all information they got and they must also have reasons for their beliefs and actions. a study is conducted by saleh (2019) that it is a must that students’ critical thinking must be stimulated. it is relevant to pnevmatikos, christodoulou, & georgiadou (2019) that students’ critical thinking skills must be promoted. they argued an instructional approach that is values and knowledge education (vake) to apply. meanwhile, the teachers has good perspectives toward the integration of teaching critical thinking in the classroom since this skill can be an intellectual stimuli to facilitate abstract: critical thinking skills, critical reading skills, and reading comprehension were the most crucial life skills that should be mastered by the students, especially for university students. the objectives of this study were: (1) to find out whether or not there was a significant correlation among students critical thinking skills and reading comprehension, (2) to find out whether or not there was a significant correlation among critical reading skills and reading comprehension, and (3) to find out whether or not there was a significant correlation among the predictor variables (critical thinking skills and critical reading skills) and the criterion variable (reading comprehension) of english education study program students of uin raden fatah palembang. in this study, 90 undergraduate english education study program of uin raden fatah palembang in the academic year 2018/2019 in the fourth semester were chosen as a sample by means of purposive sampling. this study conducted correlational research design. the data were collected by using tests. pearson product moment correlation and regression were used to analyzed the data. based on the data collected and analyses applied in this study, the findings revealed that (1) there was a significant correlation among critical thinking skills and reading comprehension with r-value 0.810, (2) there was a significant correlation among critical reading skills and reading comprehension with r-value 0.844, (3) there was a significant correlation among predictor variables (critical thinking skills and critical reading skills) gave 71.3% contribution to criterion variable (reading comprehension). keywords: critical thinking; critical reading; reading comprehension mailto:ritarudisaid@yahoo.com mailto:loenetobambang@gmail.com https://doi.org/10.25134/erjee.v9i1.3780 mawaddah hidayati, rita inderawati, & bambang loeneto the correlations among critical thinking skills, critical reading skills and reading comprehension 70 student’s learning. therefore, education for now on should pay close attention to the development of student’s thinking skills. curriculum and implementation in relation to critical thinking must be designed (bezanilla, nogueira, poblete, & dominguez, 2019). the cultivation of thinking skill has been the focus of education for years. it is one of the most life skills that should be possessed by all people in order to survive in the future life (unesco, 2011). beside critical thinking skills, good at reading literacy is also important because it can help students to engage with the progress of information in the global era. reading is not only the way to share ideas between the writer and the readers, but also a very common way used by most of people in order to get information and enrich their knowledge. reading is a receptive skill, but it practically involves an active process of thinking and has cognitive consequences for the readers. according to yamasaki, mcgregor, & booth (2020), one of the categories in reading skills is critical reading skills. critical reading skills are skills that will help students be able to analyze, synthesize, and evaluate what is read as it represents a cognitive skill that is academically has high relevancy. when teachers expose students to critical reading skills, they will also make students see the cause – and – effect or comparing relationships in the text, or adopting critical stance toward the text. in other words, when teachers teach critical reading skills to students, they will develop students to be critical thinkers as well because when they do critical reading it will lead to critical thinking (critical reading will come first before critical thinking). it means that, students need to have fully understood a text where they would analyze, synthesize, and evaluate it, then only they would think critically about the text – choose or reject the ideas put forward, agree or disagree with the issues, and most important of all they know the reasons why they do it. moreover, reading comprehension is related close to critical thinking skills and critical reading skills. reading comprehension itself is a cognitive process of making meaning from text. the goal, therefore, is to gain an overall understanding of what is described in the text rather than to obtain meaning from isolated words or sentences (woolley, 2011). it means that, reading comprehension is the ability to process text, understanding its meaning, and to integrate with what the readers already knows. it is clear that the process involves analytic thinking and evaluating what one reads that requires to the higher order comprehension (cognitive skills) such as making inferences, reasoning and judging. these skills are important in order to infer, compare, distinguish between fact and opinion, and identify the author’s intention. in this information era, students must have critical thinking skills, critical reading skills, and reading comprehension ability. critical thinking skills will help students and graduates to achieve higher levels in their study and profession. critical thinking skills will help create students become leaders and professionals that are selfgoverning. then, critical reading skills will help students to not only know how to convert orthographic symbols to language (word attack skills), use context and knowledge to comprehend what is read (comprehension skills), or see larger sentences as wholes, but also it can help students to read fluently (fluency skills). further, if students have critical reading skills, they would definitely have good reading comprehension skills and could be successful in schools or universities. students with good reading comprehension skills could perform well in any subject or course because they have developed the critical reading skills to not only understand but analyze any text given to them. this will also help them to score better in any tests or exams they have to take in schools. the more crucial goal here is that teachers will prepare them to be better students if they embark in any program at the tertiary education (hudson, 2007). in the faculty of teacher training and education of uin raden fatah palembang, the students were practiced and taught to be a teacher. ideally, a teacher should be good at thinking and reading skills. for english majoring, thinking skills and reading skills was taught from semester 1 to semester 3. the writer assumed that critical thinking skills, critical reading skills and reading comprehension were practiced in integrative during reading classes. based on this assumed, this study attempted to know (1) whether or not there was any correlation between critical thinking skills and reading comprehension, (2) whether or not there was any correlation between critical reading skills and reading comprehension, (3) whether or not there was any correlation between predictor variables (critical thinking skills and critical reading skills) and criterion variable (reading comprehension) of english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 71 english education program students of uin raden fatah palembang. method method of the study in this study, the writer used a quantitative research approach with a correlational research design. creswell (2012, p. 338) stated that a correlation is a statistical test to determine the tendency or pattern for two or more variables or two sets of data to vary consistently. in this study, the writer has found that there was a significant correlation between variables: critical thinking skills, critical reading skills and reading comprehension of english education study program students of uin raden fatah palembang. site and participant in this study, the total number of the population were 270 students of english education study program students of uin raden fatah palembang in the academic years 2018/2019. moreover, in the process of taking samples, the writer used a purposive sampling. according to johnson and christensen (2012, p. 231) purposive sampling is the way of researcher specifies the characteristics of a population of interest and then tries to locate individuals who have those characteristics. it is a nonrandom sampling technique in which researcher solicits persons with specific characteristics to participate in a research study. since this study aimed at seeing the correlations among critical thinking skills, critical reading skills and reading comprehension, only students who had taken all the reading courses (reading i, reading ii, reading iii and intensive reading) were taken as the sample. because the fourth-grade students had already taken and passed all the reading classes, they were considered as the sample. a purposive sampling was used in this study to take 90 samples from 270 undergraduate students of english education study program of uin raden fatah palembang in the academic year 2018/2019. technique for collecting the data the data were collected by using tests which measured student’s critical thinking skills, critical reading skills and reading comprehension. student’s critical thinking skills measured by using collegiate assessment of academic proficiency (caap) critical thinking test that designed by american college testing (act) program in 2008. the test comprised 32 items of multiple choices that measured the students’ skills in analyzing, evaluating, and extending (creating) arguments. then, for the students’ critical reading skills measured by using a readymade test of the sat for critical reading published by peterson’s in 2005. the test consists of 20 items of multiple choices that measured the student’s skills in evaluating an argument, analyzing an argument, analyzing the limitation of the study and concluding an argument. moreover, for students’ reading comprehension measured by using toefl preparation test from heinemann in 1996. the total questions of the reading comprehension test were 50 questions in form of multiple choices that measured the student’s skills in analyzing main idea, analyzing detail, analyzing cause-effect, analyzing inference, evaluating vocabulary, evaluating sequence, and analyzing the author’s tone. technique for analyzing the data the data collected were analyzed using descriptive and inferential analysis. results and discussion the descriptive analysis of the test results this analysis summarized the general information about the students’ test results of critical thinking skills, critical reading skills and reading comprehension. therefore, this analysis included; (1) the results of critical thinking test, (2) critical reading test, and (3) reading comprehension test. mawaddah hidayati, rita inderawati, & bambang loeneto the correlations among critical thinking skills, critical reading skills and reading comprehension 72 table 1. descriptive statistics of variables measured n minimum maximum mean std. deviation critical thinking 90 19 78 59.28 17.021 critical reading 90 20 75 46.17 14.727 reading comprehension 90 26 80 46.76 13.646 valid n (listwise) 90 based on the statistical analyses, the results showed critical thinking minimum score was 19, maximum score was 78, mean score was 59.28 and the standard derivation was 17.021. next, the results showed critical reading minimum score was 20, maximum score was 75, mean score was 46.17, and the standard derivation was 14.727. then, the results showed reading comprehension minimum score was 26, maximum score was 80, mean score was 46.76 and the standard derivation was 13.646. table 2. score distribution of critical thinking level of critical thinking score interval number of students percent (%) very good 64 – 80 8 8.8 good 48 – 63 44 48.8 average 32 – 47 19 21.1 poor 16 – 31 19 21.1 very poor 0 – 15 0 0 based on the descriptive data above, there were 8.8 % students who had very good in critical thinking, 48.8 % had good in critical thinking, 21.1 % had average in critical thinking, 21.1 % had poor in critical thinking, and 0 % had very poor in critical thinking. table 3. score distribution of critical reading level of critical reading score interval number of students percent (%) excellent 80.00 – 100.00 0 0 good 70.00 79.99 50 55.5 average 60.00 – 69.99 19 21.1 poor 50.00 – 59.99 12 13.4 very poor 0.10 – 49.99 9 10 from the result above, it found that there were 0 % students who had excellent level of critical reading, 55.5 % students had good level of critical reading, 21.1 % had average level of critical reading, 13.4 % had poor level of critical reading, 10 % had very poor level of critical reading, and 0 % had failed in critical reading. table 4. score distribution of reading comprehension level of reading comprehension score interval number of students percent (%) excellent 80.00 – 100.00 1 1.1 good 70.00 79.99 56 62.2 average 60.00 – 69.99 20 22.2 poor 50.00 – 59.99 9 9.9 very poor 0.10 – 49.99 4 4.4 from the data, it can be seen that there were 1.1 % students who had an excellent reading comprehension, 62.2 % had good reading comprehension, 22.2 % had average reading comprehension, 9.9 % had poor reading comprehension, 4.4 % had very poor reading comprehension, and 0 % had failed in reading comprehension. the results of normality, homogeneity, and linearity tests before analyzing all of the results statistically, it should be ensured that the data were normal, homogeneous, and linear. the data were obtained from the results of the tests. the results showed that the data of critical thinking, critical reading and reading comprehension tests were normal, english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 73 homogeneous, and linear since the significance value were higher than 0.05. the results were presented in the following table: table 5. the results of normality variables kolmogorov smirnov sig. critical thinking 0.086 .099 critical reading 0.088 .079 reading comprehension 0.089 .077 table 6. the results of homogeneity (n=90) variables levene statistic sig. critical thinking & reading comprehension 1.185 .296 critical reading & reading comprehension 0.986 .490 table 7. the results of linearity (n=90) variables f sig. critical thinking & reading comprehension 0.847 .667 critical reading & reading comprehension 1.295 .205 the inferential analysis of the test results this analysis included; (1) the correlations among critical thinking and reading comprehension, (2) the correlations among critical reading and reading comprehension, and (3) the correlations among predictor variables (critical thinking and critical reading) and criterion variable (reading comprehension). table 8. the correlation among students’ critical thinking and their reading comprehension the correlations among students’ critical thinking skills (x1) and reading comprehension (y) pearson product moment correlation coefficient explain how well two sets of continues data correlate to each other. the value can fall between 0.00 (no correlation) and 1.00 (perfect correlation). alpha level (p-value) is as determiner to see whether there is significant correlation or not. generally, p-value lower 0.05 are considered significant. after conducting pearson product correlation between the outcome of the whole critical thinking categories scores and the reading scores, the result revealed that pearson correlation value was 0.810 for sample of n=90, and the significance was .000 which is lower than 0.05 and that was considered significant. the pearson’s correlation coefficient r indicates that there was a strong significant correlation between students’ critical thinking and their reading comprehension. table 9. correlation between critical thinking skills and reading comprehension correlations reading comprehension critical thinking pearson correlation .810** sig. (2-tailed) .000 n 90 critical thinking skills reading comprehension analyzing argument pearson correlation .170 sig. (2-tailed) .093 n 90 evaluating an argument pearson correlation .233 sig. (2-tailed) .020 n 90 extending an argument pearson correlation .177 sig. (2-tailed) .080 n 90 mawaddah hidayati, rita inderawati, & bambang loeneto the correlations among critical thinking skills, critical reading skills and reading comprehension 74 correlation between critical thinking skills and its aspects to reading comprehension based on table 9, the result of the correlation analyses for each aspect of students’ critical thinking and students’ reading comprehension show that the correlation coefficient of analyzing argument and reading comprehension was 0.170 with the significance value was .093. the correlation coefficient of evaluating argument and reading comprehension was 0.233 with the significance value was .020. the correlation coefficient of extending argument and reading comprehension was 0.177 with the significance value was .080. it means that among three aspects of critical thinking, only one aspect had significant correlation with reading comprehension. it was evaluating an argument. table 10. contribution critical thinking skills and its aspects and reading comprehension based on the regression analysis using stepwise method, from three aspects of critical thinking, only evaluating an argument contribute to reading comprehension, used enter method, the contribution of aspect of critical thinking was 5,4%. table 11. the correlation among critical thinking skills and aspects of reading comprehension reading comprehension critical thinking skills main idea pearson correlation 1 sig. (2-tailed) n 90 detail pearson correlation .993** sig. (2-tailed) .000 n 90 cause effect pearson correlation .957** sig. (2-tailed) .003 n 90 inference pearson correlation .969** sig. (2-tailed) .001 n 90 vocabulary pearson correlation .968** sig. (2-tailed) .002 n 90 sequence pearson correlation .976** sig. (2-tailed) .001 n 90 author tone pearson correlation .970* sig. (2-tailed) .030 n 90 based on table 11, the result of the correlation analyses for each aspect of students’ critical thinking and students’ reading comprehension aspects show that the correlation coefficient of main idea and critical thinking was 1 with the significance value was (-). the correlation coefficient of detail and reading comprehension was 0.993 with the significance value was .000. the correlation coefficient of cause-effect and reading comprehension was 0.957 with the significance value was .003. the correlation coefficient of inference and reading comprehension was 0.969 with the significance value was .001. the correlation coefficient of vocabulary and reading comprehension was 0.968 with the significance value was .002. the correlation coefficient of sequence and reading comprehension was 0.976 with the significance value was .001. the correlation coefficient of author’s tone and reading comprehension was 0.970 with the significance value was .030. it means that among seven aspects of reading model summary model r change statistics r square change f change sig. f change 1 .233a .054 5.550 .020 a. predictors: (constant), evaluating an argument english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 75 comprehension, only one aspect had no significant correlation with critical thinking. it was main idea. table 12. contribution critical thinking skills and its aspects and reading comprehension model summary model r change statistics r square change f change sig. f change 1 .987a .975 78.370 .013 a. predictors: (constant), vocabulary based on the regression analysis in table 12 showed that the contribution of vocabulary was 97,5% to reading comprehension of english education study program of uin raden fatah. table 13. the correlation among students’ critical reading skills and their reading comprehension the correlations among students’ critical reading skills (x2) and reading comprehension (y) the result showed there was a significant correlation between critical reading and reading comprehension, since the p-value .000 was lower than 0.05 and the pearson correlation value was r=0.844. it meant that the strength of correlation between critical reading and reading comprehension was in strong level. table 14. correlation between critical reading skills and reading comprehension critical reading skills reading comprehension evaluating an argument pearson correlation -.240 sig. (2-tailed) .004 n 90 analyzing an argument pearson correlation -.331 sig. (2-tailed) .011 n 90 analyzing the limitation of the study pearson correlation .391 sig. (2-tailed) .443 n 90 concluding an argument pearson correlation .106 sig. (2-tailed) .822 n 90 correlation between critical reading skills and its aspects to reading comprehension based on table 14, the result of the correlation analyses for each aspect of students’ critical reading and students’ reading comprehension show that the correlation coefficient of evaluating argument and reading comprehension was -0.240 with the significance value was .004. the correlation coefficient of analyzing argument and reading comprehension was -0.331 with the significance value was .011. the correlation coefficient of analyzing the limitation of the study and reading comprehension was 0.391 with the significance value was .0443. the correlation coefficient of concluding argument and reading comprehension was 0.106 with the significance value was .0822. it means that among fourth aspects of critical reading, only two aspects had significant correlation with reading comprehension. it was evaluating an argument and analyzing argument. correlations reading comprehension critical reading pearson correlation .844** sig. (2-tailed) .000 n 90 mawaddah hidayati, rita inderawati, & bambang loeneto the correlations among critical thinking skills, critical reading skills and reading comprehension 76 table 15. contribution critical reading skills and its aspects and reading comprehension model summary model r change statistics r square change f change sig. f change 1 2 .286a .377b .082 .142 8.669 6.735 .004 .011 a. predictors: (constant), evaluating argument b. predictors: (constant), evaluating argument, analyzing argument table 16. correlation between critical reading skills and aspects of reading comprehension reading comprehension critical reading main idea pearson correlation .985* sig. (2-tailed) .015 n 90 detail pearson correlation .957* sig. (2-tailed) .043 n 90 cause effect pearson correlation .933 sig. (2-tailed) .067 n 90 inference pearson correlation .991** sig. (2-tailed) .009 n 90 vocabulary pearson correlation .965* sig. (2-tailed) .035 n 90 sequence pearson correlation .947 sig. (2-tailed) .053 n 90 author tone pearson correlation .978* sig. (2-tailed) .022 n 90 in addition, the writer also conducted to see the correlation between critical reading and each aspect of reading comprehension. as showed in table 16, it was found that the correlation between main idea and critical reading was 0.985 with the significance value was 0.015. the correlation coefficient of detail and critical reading was 0.957 with the significance value was .043. the correlation coefficient of causeeffect and critical reading was 0.933 with the significance value was .067. the correlation coefficient of inference and critical reading was 0.991 with the significance value was .009. the correlation coefficient of vocabulary and critical reading was 0.965 with the significance value was .035. the correlation coefficient of sequence and critical reading was 0.947 with the significance value was .053. the correlation coefficient of author’s tone and critical reading was 0.978 with the significance value was .022. it means that among seven aspects of reading comprehension, there were two aspects had no significant correlation with critical reading. they are cause-effect and sequence. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 77 table 17. contribution reading comprehension and students’ critical reading model summary model r change statistics r square change f change sig. f change 1 2 3 4 5 .985a .957b .991c .965d .978e .953 .926 .983 .958 .965 101.443 112.324 114.573 102.654 111.785 .015 .043 .009 .035 .022 a. predictors: (constant), main idea b. predictors: (constant), detail c. predictors: (constant), inference d. predictors: (constant), vocabulary e. predictors: (constant), author tone the writers also found the contribution aspects of reading comprehension and critical reading. table 17 showed the result of regression analysis of each aspect of reading comprehension to critical reading using stepwise method. it showed that main idea, detail, inference, vocabulary and author tone had contribution from the seven aspects of reading comprehension to critical reading. the contribution was 95, 3% for main idea, 92,6% for detail, 98,3% for inference, 95,8% for vocabulary and 96,5% for author tone. regression analysis regression analysis by using stepwise method was applied to find out the contribution of critical thinking and critical reading to reading comprehension, to find out the contribution of critical thinking concept and its aspects to reading comprehension, and to find out the contribution of critical reading and its aspects to reading comprehension to english education student of uin raden fatah palembang. table 18. the correlations among predictor variables (critical thinking and critical reading) and criterion variable (reading comprehension) variable r r square f sig. predictor variable and criterion variable .844 .713 218.809 .000 the result showed that the correlation coefficient between predictor variables total and criterion variable total was .844 with significance value was .000. it means that there was a significant correlation between predictor variables and criterion variable. moreover, the contribution of predictor variables (critical thinking and critical reading) to criterion variable (reading comprehension) was 71,3%. table 18 presents the result of regression analysis among critical thinking and critical reading to reading comprehension. discussion the result of the tests showed that the fourth semester students of uin raden fatah palembang were in good level in terms of critical thinking. it can be seen from the table 2. they can think in clearly and rationally. they have a skill to engaged in reflective and independent thinking; they can decide what to do or what to believe. it was in accordance with what ennis (2011) state that critical thinking was the ability to think clearly and rationally. it included the ability to engaged in reflective and independent thinking; the ability to decided what to did or what to believed. meanwhile, because of they were students of the higher education, it was easy to do critical thinking. they have the greatest experiences to think critically. this was in accordance with akyuz and samsa (2009) claimed that taught students critical thinking skills was the aim of higher education. they believe that one of the greatest experiences for students in higher education was to think critically and to challenge other students’ ideas with those of their own. thinking skills were crucial for educated persons and by these skills they could cope with a rapidly changing world and deal with reality in a reasonable and independent manner. mawaddah hidayati, rita inderawati, & bambang loeneto the correlations among critical thinking skills, critical reading skills and reading comprehension 78 from the data distribution showed that students were in good level in terms of critical reading. this finding was the same as the study conducted by dianti (2013) that the critical and analytical reading skills of the english education study program students of sriwijaya university were at good level despite their high academic achievement. this might happen because the students can comprehend what they were reading, not only literal meaning but also implied meaning. it was in line with what pirozzi (2003) state that a critical reading was as very-high level comprehension of written material requiring interpretation and evaluation skill and it also entails using reference to go beyond what was stated explicitly, filling in informational gaps and coming to logical conclusions. moreover, critical reading refers to a careful, active, reflective and analytic reading (kurland, 2006). moreover, the data distribution of reading comprehension showed that most of the fourth semester students of uin raden fatah palembang was in good level. it can be seen from the table 11. it could happen since they had already completed their reading courses, so they have enough knowledge and skills in reading comprehension questions. however, there was no one in excellent level of reading comprehension. this might happen due to many factors involving in comprehension. as stated by baier (2005) that is reading comprehension is a skill that is critical in the educational success of all individuals. without adequate reading comprehension skills, students could struggle in many subject areas. in addition, hansen (2016) also stated that reading is often described as an interactive process, where comprehension is a result of joint efforts from the author and the reader. the author has to formulate the content so that it is interpretable, whereas the reader must mobilize the skills and knowledge needed to comprehend the text – a joint venture. however, the reader is the one most likely to spoil the process; fail to understand, give in, and stop reading. hence, the reader is considered to be the one most responsible for gaining comprehension. it might be that the students did not engage fully during the test, or they had low motivation to do the test. besides, their interest and ability in thinking critically also influences their achievement in reading comprehension. the correlation analysis between critical thinking and reading comprehension showed that there was a significant correlation. this finding was in accordance with what commeyras (1990, p. 201) stated that critical thinking is closely related to reading comprehension. it was similar to the view that reasoning was an integral part of reading. critical thinking which involved reasoning, was the process the reader used to determine which interpretations were consistent with textual evidence and background knowledge. furthermore, there is a connection between critical thinking and reading comprehension. readers must have the inferential and reasoning skills to establish meaningful connections between information in the text and relevant background knowledge. central to these skills is knowing what constitutes an inferential or causal/logical relation and being able to recognize or construct one when need in order to form a coherent mental representation of the text (broek & kremer, 2000, pp. 11-12). there was a significant correlation between critical reading and reading comprehension. this finding was in accordance with what cleveland state university (2017) mentioned that a critical reading means that a reader applies certain processes, models, questions, and theories that result in enchanced clarity and comprehension. in line with that, reading comprehension could be utilized by a set of related concepts, such as: critical thinking, prior knowledge, inferencemaking, and meta-cognitive skills (zabit, 2010). besides, shanahan (2006) supports that one of the components that could influence the readers to read effectively was comprehension. comprehension was the only reason for reading. without comprehension, it meant that someone just read for word calling exercise. by comprehending the meaning of the text deeply, someone could enrich their knowledge, skills, and experiences. last, the answers to the three questions can be seen from the results of statistical analyses showing that there were significant correlations among predictor variables (critical thinking and critical reading) and criterion variable (reading comprehension achievement). it can be concluded that students’ critical thinking and critical reading had effect on their reading comprehension. it could happen since critical thinking becomes the starting point to involve in the way students gain the information especially in a reading activity, and the critical reading helps the students process and connect their prior knowledge and the new knowledge they get while reading. critical reading ability was largely explainable through fluent execution of critical thinking skills in that reading and thinking were two interdependent skills and the reading process could not take place english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 79 without active use of thinking activities (zin, eng & galea, 2014). critical reading was related to critical thinking in that engaging critically in reading meant employing critical thinking skills while reading. these included the analysis and inference skills. reading critically differed from other forms of reading in that the reading act goes beyond the literal meaning by questioning the functions and purposes of the text. reading with awareness of similarities and differences between what the reader has already seen and what he was seeing in the text he is reading. it was clear that the process involves analytic thinking and evaluating what one reads i.e. it required higher order cognitive skills and comprehension skills such as making inferences, reasoning and judging. these skills were important in order to inferred, compared, distinguished between fact and opinion, and identify the author’s intention. conclusion based on the basis of the interpretation of this study, the following conclusions can be drawn. first, the students’ critical thinking was significantly correlated with their reading comprehension. in other words, the more students’ critical thinking in reading, the better their reading comprehension. second, the students’ critical reading was significantly correlated with their reading comprehension. therefore, it can be said that the more students’ critical read, the better their reading comprehension. third, the students’ critical thinking, critical reading, and reading comprehension were significantly correlated. in conclusion, students’ success in reading comprehension was significantly affected by their critical thinking and critical reading. references akyuz, h. i., & samsa, s. 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(2017). critical reading. retrieved from https://www.csuohio.edu/writing-center/criticalreading-what-critical-reading-and-why-do-ineed-do-it. collegiate assessment of academic proficiency (caap) critical thinking sample test questions booklet. (2008). american college testing program: act. http://www.act.org/ commeyras, m. (1990). analyzing a critical-thinking reading lesson. journal of teaching and teacher education. 6(3), 201-214. dianti, r. (2013). the correlation between critical thinking skills and critical reading skills of english education study program students of sriwijaya university (magister’s thesis, sriwijaya university, palembang, indonesia). ennis, r. h. (2011, january 10). what is critical thinking. retrieved from http://www.criticalthinking.net/definition.html ghanizadeh, a., hoorie, a.h., & jahedizadeh, s. 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(2019). promoting critical thinking in higher education through the values and knowledge education (vake) method. studies in higher education. 44(5). saleh, s.e. (2019). critical thinking as a 21st century skill: conceptions, implementation, and challenges in the efl classroom. european journal of foreign language teaching, 4(1), 116. shanahan, t. (2006). the national reading panel report: practical advice for teachers. university of illinois, chicago. trinidad, j.e., ngo, g.r., nevada, a.m., & morales, j.a. (2020). engaging and/or effective? students’ evaluation of pedagogical practices in higher education. college teaching journal, 68(4), 161-171. unesco. (2011). world data on education. (7thed.). retrieved from http://www.ibe.unesco.or.id woolley, g. (2011). reading comprehension: assisting children with learning difficulties. springer science + business media. doi 10.1007/978-94-007-1174-7 2. zabit, m. n. (2010). problem-based learning on students’ critical thinking skills in teaching business education in malaysia: a literature review. american journal of business education, 3(6), 19-32. zin, z. m., eng, w. b., & galea, s. r. (2014). critical reading ability and its relation to l2 proficiency of malaysian esl learners. 3l: the southeast asian journal of english language studies, 20(2), 43-54. http://dx.doi.org/10.17576/3l2014-2002-0 http://www.ibe.unesco.or.id/ english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 61 abstracts: one among many considerations that should be taken into consideration when moving a conventional face-to-face course to a web-based course is learners' needs, which are transformed into a research-informed blueprint. this study addressed the process of blueprint design resulting from the needs analysis process of design-based research. the objective is to describe the designed blueprint set for a web-based english writing course for nursing students in indonesia. the blueprint consists of designs of learning approach, performance goals, learning tasks and feedback, instructional strategies, and web design modules and interface. the descriptive statistics were used to test 37 items scored by experts of esp and writing about the blueprint. the results of expert judgments showed that all items obtained mean at the ‘good’ categories. it means that the blueprint can be used in conducting the next stage, which is website development. keywords: blueprint design; esp; english writing instruction; web-based learning a web-based english instruction blueprint design: an application of esp writing course risa arroyyani nursing department, institute of health science surya global yogyakarta, indonesia email: rissa.arroyyan@gmail.com lusi nurhayati english education department, yogyakarta state university, indonesia email: tehlusi@yahoo.com apa citation: arroyyani, r., & nurhayati, l. (2021). a web-based english instruction blueprint design: an application of asp writing course. english review: journal of english education, 10(1), 6174. doi: https://doi.org/10.25134/erjee.v10i1.5355 received: 13-08-2021 accepted: 16-10-2021 published: 31-12-2021 introduction esp is growing very rapidly due to the high demand for english in various fields (woźniak, 2017). esp is a bridge that connects general english with the specific needs of students related to their academic fields so that esp is a part of the eap (english for academic purposes), which is designed to equip students with language skills closely related to their current and future profession, the language they need (gestanti, mufanti, & nimasari, 2019; hui, 2017; hutchinson & waters, 1987). esp for nursing is one kind of esp that has been growing up to facilitate nursing students to master english for their future needs. the instruction of esp for nursing is not only given face to face but also involves the technology use, for example, webbased learning. web-based english learning is currently becoming an important matter due to the rapid development of science and ict (information, communication, and technology). teaching through the web has developed in many institutions in various parts of the world, which shows that it has a positive impact both to provide new learning experiences and to improve students' linguistic abilities (liu, traphagan, huh, koh, choi, & mcgregor, 2018; simich-dudgeon, 1998; suriaman, rahman, & noni, 2018). the emergence of the covid-19 pandemic further emphasizes the importance of the existence of websites for learning english following the context/situation of the learners/students. since a learning website cannot be created without adequate planning, there is a need to design the blueprint as the basis for webbased instruction. a blueprint is “a specification of plan of action in any given endeavor or task” (adelodun, 2010, p.69) to achieve the goals. it is like maps and specifications for an assessment program, ensuring that all aspects of the curriculum and educational domain are covered. unlike the syllabus, a statement of plans for a part of the curriculum excluding the elements of curriculum evaluation itself, a blueprint is defined as a plan that the teacher makes to be transformed into a reality of classroom interactions (sabbah, 2018). in simple terms, blueprints link assessment with learning objectives (pichholiya, yadav, gupta, kamlekar, & risa arroyyani & lusi nurhayati a web-based english instruction blueprint design: an application of asp writing course 62 singh, 2021). blueprints are also used to examine the weaknesses of existing materials as a basis for designing new materials (mahardika, 2018; patil, hashilkar, & hungund, 2014). in the context of the materials development, it is crucial since it provides detailed planning in terms of the form, learning objectives, and assessment system so that it does not complicate the process of implementing and evaluating learning. the blueprint development for web-based esp (english for general purposes) learning is still under-research. research on blueprint development is mostly carried out at the level of general english (ge) learning, in terms of objectives, activities, and assessment (godwin-jones, 2018; brand, favazza, & dalton, 2012; villarroel, bloxham, bruna, bruna, & herrera-seda, 2018). therefore, developing blueprint involving the use of technology is crucial to be done. in designing blueprints, especially esp webbased instruction, several principles are considered, including pedagogy, technology, and social (berge, 1998). the pedagogy principle is related to the purpose of each activate, level, and type of social and instructional activity, the levels of teachercontrol and student-control, the density of content, which should be inversely related to the amount of synchronous communication within the web-based educational learning environment. regarding technological support, it needs to consider using the easiest media as text and graphics, technological minimalism, and adequate technical support and training for students and instructors. finally, regarding social principle, it is necessary to ensure trust among students and the instructor and the balancing of the use of synchronous and asynchronous communication. a web-based esp instruction should promote active and collaborative learning, provide various perspectives, build knowledge, and encourage teachers' active involvement as student partners (chen, lin, yeh, & lou, 2013; woźniak, 2017). it should also reflect learners’ needs and unique characteristics, provide the types of task which emphasize flexibility, convenience, reliability, and practicality in scoring (hemmati & ghaderi, 2014; sudha & amutha, 2015), provide appropriate feedback to show intended learning achievement, involvement and web-system appropriateness (katerina, nicolaos, & charalampos, 2014; narciss, 2013). thus, blueprint design can be started by determining the appropriate approach to determine the next design steps. recently, teaching english for nursing students is mostly given with a theme-based approach, but not many use other approaches, such as a situation approach. theme-based instruction itself can be used to help the learners form the concepts of decision making, in which the course is arranged based on a theme or a topic instead of a subject. meanwhile, situation-based learning encourages the students learn something new when they face different situation (suhaebar & isrokatun, 2019; yao & hung, 2020). by using a combination of approaches in developing web-based english teaching blueprints for nursing students, learning activities will be more varied. in a combination of theme and situation approaches, the teachers compile a set of language learning activities (christiawati & darsana, 2020) based on simulations of certain situations. by doing this, they will be able to see, understand, solve and apply known understandings through certain themes to analyze and solve the problems they face through web-based media (cheng, yeh, chao, lin, & chang, 2020; yao & hung, 2020) to maximize the potential that students have, involve them personally in the learning process, connect to life experiences, interests, and their knowledge base students, creating a focus for students that open relationships between areas of knowledge, encourage positive student attitudes, and increases student success and achievement (ramdan, hanifah, & isrokatun, 2019; tessier & tessier, 2015; yao & hung, 2020). this theme and situation will determine the learning objectives to be achieved, related to what language skills the students need to master, and how learning activities, exercises, and feedback will be given to the students to assess the understanding and knowledge. regarding learning writing, themebased instruction can help connect different skill areas in which it avoids fragmentation and unconnected skill exercise. the teachers then are able to provide various activities which are integrated around meaningful context including writing activities (fatmawaty & haryani, 2017). with the lack of blueprint development research on web-based teaching in esp and various aspects that need to be considered in designing the ideal web-based teaching, this article only focuses on writing language skills as the first step in blueprint english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 63 design. therefore, this article aims to (1) describe the blueprint design process of web-based english instruction in writing for nursing students and (2) describe the blueprint of web-based english instruction in writing for nursing students itself with the score obtained from the experts. what is discussed in this article is essential for teachers since the article contains empirical experiences in developing blueprints for writing programs through web-based learning specifically aimed at esp learners, especially nursing, which has not been widely practiced, especially in indonesia. method this study is the second part of design-based research (dbr) that uses the dick & carey addie model (analysis, design, development, implementation, and evaluation). the blueprint was developed based on the results of needs analysis done in the “analysis” stage, involving several nursing students from multiple academic years, esp teachers, and it experts. the design stage consists of determining a learning approach, determining performance goals, developing learning task items and feedback, determining web-based learning methods, strategies, and materials, and conducting content validity. three experts were involved in assessing the content and format of the blueprint. the criteria of experts are professional esp teachers (medical and nursing). they gave scores in five aspects, namely general aspect, content, task, feedback, and instructional procedures of 37 items. the ranges of the score were 5 for the highest and 1 for the lowest. the scores were then tested using descriptive statistics to determine the mean value and converted into scales interval of mean value categories, as shown in the following table. table 1. data conversion scales interval of mean value categories mean value categories 2.00 ≤ x̅ ≤ 2.60 2.61 ≤ x̅ ≤ 3.21 3.22 ≤ x̅ ≤ 3.82 3.83 ≤ x̅ ≤ 4.43 x̅ ≥ 4.44 very poor poor fair good very good results and discussion determining learning approach an approach refers to the general assumptions about what language is and how learning a language occurs (richards & rodgers, 2014). this blueprint design combines theme-based and situation-based approaches in which themes are presented in a situation to lead students to think about what language they need. with context thematically familiarized, students are more prepared to deal with ‘the cognitive demands of the english systemic features’. the theme-based approach supports the content use and teaching without neglecting the language which is its most important objective (padilla de la cerda, 2016). the topic chosen in the blueprint design in this study is "patient's history." table 2 shows a detailed example. table 2. learning approach of blueprint lesson title/topic patient's history theme dealing with the patient's medical history, both current and past illnesses, drug history, and family medical history. situation the situation created for students to imagine is that as a nurse, before the doctor conducts a physical examination of the patient, the nurse first gives patients several questions to be validated with their medical history data. the nurse needs to provide some notes that will be given to the doctor as a basis for the patient's physical examination and as nursing documentation. from the table, it can be seen that the blueprint design starts from choosing the topic, followed by determining the theme and designing a situation that becomes the basis for deciding what sub-skills students must master in achieving their learning targets according to that topic. by using a combination of theme-based and situation-based approaches, teachers can direct students to imagine what language skills they should be good at on this topic in a particular context. the teacher will describe this situation in the learning material before providing other materials. determining performance goals the topics and situations should be relevant to the learning goals. in determining the performance goals, or learning objectives, some existing criteria and rubrics were considered. they are aryadoust's risa arroyyani & lusi nurhayati a web-based english instruction blueprint design: an application of asp writing course 64 criterion and description, assess and score writing sample and the common framework of reference (cfr) grid on the secondary a.2.2 writing global scale (aryadoust, 2010; government of saskatchewan ministry of education, 2012). the first consists of arrangement of ideas and examples (aie), communicative quality (cq), or coherence and cohesion (cc), and sentence structure vocabulary (ssv) as a guide for the sub-skills the students must master, as a guide in determining student learning objectives based on these sub-skills. the last, the global cfr scale, is an internationally recognized language level chart highlighting observable language behavior in a social or academic context (i.e., learners will…). the statement describes proficiency concerning student performance in a 'real world' context. the basis for choosing the two guides is that each has items and a detailed description of what skills the students must master and their application related to writing on predetermined topics. of course, not all items were selected; only certain items were chosen according to the lesson titles, themes, and situations created previously. table 3 contains details of the sub-skills and course objectives of “patient's history.” table 3. learning sub-skills and objectives of blueprint learning sub-skill & objectives sub-skills objectives indicator present the ideas and information about the patient's medical history obtained from the form. (aie) can write down information and brief descriptions explaining what, where, and when based on the patient's medical history form in a simple sentence, using correct grammar structure of prepositions, transitional words, and appropriate conjunctions regarding facts and terminology related to the topics. can write down information and brief descriptions explaining what, where, and when based on the patient's medical history form as part of a patient examination procedure. can write simple descriptions of the patient’s medical history using correct grammar structures use the right transitional words/phrases when moving the discussion (cq), use appropriate pronouns and conjunctions to connect ideas or sentences (cq), use the correct vocabularies which are appropriate to the topic (ssv) can use transitional words and appropriate conjunctions in writing descriptive reports from patient medical history data can fill in information gaps regarding facts, and terminology, as well as a description of the patient's medical history data. use proper spelling, punctuation, and capitalization. (ssv) can write simple descriptions of the patient’s medical history using correct grammar structures use the correct syntax/verb tense. (ssv) can write simple descriptions of the patient’s medical history using correct grammar structures from the table above, it is clear that both the determination of sub-skills writing and students' learning objectives directly follow the theme and situation previously determined. mastering subskills writing is related to how students can express ideas and information from the medical history form in descriptive form by using the correct tenses for each part of the description, writing, vocabulary, pronouns and conjunctions and transitions, and correct punctuation. by determining detailed subskills and course objectives such as the table above, it is easier to determine the right exercises to achieve learning objectives and compile feedback rubrics for each given exercise. developing learning task and feedback the next step in web-based english writing blueprints for nursing students was determining types of web-based tasks to achieve learning objectives and feedback types on each task. the following table explains the types of tasks and materials under the sub-skills and learning objectives in the lesson entitled “patient's history”. table 4. learning tasks and feedback of blueprint learning tasks & feedback input text types of tasks examples of question types of feedback type of text: descriptive text to describe the patient's medical history, both previous and current medical history, to explain the patient's symptoms. multiple choice based on the patient's past complaints on the form, lights could make his complaint … a. better b. worse when did the patient do the last screening test based on the patient's history form? a. two months ago b. two years ago. automatic knowledge of results feedback (immediate) form: the notification of “congratulations, your answer is correct” or “sorry, your answer is incorrect. please try again” when the students click the "submit" or "check" option. the short explanation about the correct answer such as: "on the form, the patient wrote ‘light’ in the column of aggravating factor, it means that the light made his complaint worse". form of the patient’s medical history and example of describing the form into sentences. text constructions based on the patient’s history form, write a descriptive report using correct grammar and tenses. don't forget to put a tick on the rubrics before submitting your report. knowledge of correct response feedback through rubrics and informative-tutoring feedback through manual teacher’s comments (delayed) form: feedback rubrics items are based on the can-do statements scale derived from the criterion of sub-skills and indicators. feedback is formed in rubrics in which the students can put a tick in each statement and manual feedback given by the teacher to the students' writing. vocabulary: adjectives, nouns, verbs, prepositions. multiple choice based on the information on the patient's family history, his elder brother died ....his forties. a. on b. in he found that he was ....to the medicine. a. allergy b. allergic automatic knowledge of results feedback (immediate) form: the notification of “congratulations, your answer is correct” or “sorry, your answer is incorrect. please try again” when the students click the "submit" or "check" option. the short explanation about the correct answer such as: "to describe age, preposition 'in' is used". the terminology used in describing a patient’s medical history based on the information on the patient's history, he took a (an) … for his allergy. a. otc b. homeopathy remedy risa arroyyani & lusi nurhayati a web-based english instruction blueprint design: an application of asp writing course 66 structure: simple sentences in describing health history matching match the description to the category based on the patient’s health history.the patient had a severe attack of central chest pain.the pain got worse when doing jogging. answers: [aggravating factors] [sites of pain] automatic knowledge of results feedback (immediate) form: the notification of “congratulations, your answer is correct” or “sorry, your answer is incorrect. please try again” when the students click the "submit" or "check" option. grammar: simple past tense multiple choice which is the correct use of tenses to describe the patient's health history? a. his elder brother is died because of a heart attack. b. the light made the patient vomit. which one is the correct conclusion of the patient's social and personal history based on the form? a. he smoked cigarettes almost every day. b. he drank alcohol. c. he didn’t take regular exercises. automatic knowledge of results feedback (immediate) form: the notification of “congratulations, your answer is correct” or “sorry, your answer is incorrect. please try again” when the students click the "submit" or "check" option. the short explanation about the correct answer such as: "on the form, the patient put a tick on ‘alcohol’. it means that the patient drank alcohol". the table above shows the types of texts and tasks given to achieve learning objectives based on the sub-skills the students need to master. some types of tasks resemble the forms of activities a nurse might need to do in their professional context (e.g., selecting/choosing specific indicators). types of vocabulary are related to the topic; they include the meaning, parts of speech, and spelling. grammar materials focus on sentence making and types of tenses according to the topics, themes, and situations. some materials will be included in the discussion of topics; however, other materials, for example, grammar and basic sentence writing, will be given separately due to its complexity and the different needs that learners might. besides, the table also describes the types of feedback given according to the task. feedback is needed as an important step to encourage learning. the web-based instruction designer must plan how to obtain feedback (kusairi, 2020). the type of feedback provided in this web-based instruction design is knowledge of results feedback (immediate feedback) for training in the form of multiplechoice, matching, or sentence completion (cloze test/gap-fill exercise). this type of feedback is a simple verification that provides information to students about correct/incorrect responses. immediate feedback means that feedback is given to students as quickly as possible by computer hardware and software during instruction. in this blueprint design, the type of immediate feedback is in the form of the item, which means that students do the task one by one, and the feedback will be immediately given as soon as the exercise item is submitted. feedback is a significant aspect of interaction as it could be motivating. meanwhile, for the type of text construction task, the feedback given is knowledge of correct response feedback through rubrics and informativetutoring feedback through manual teacher's comments that entered delayed feedback. it provides important information to complete the task but does not immediately offer the correct solution, and also, because of its delayed nature, the feedback is given to students after a certain program delay interval on the web that is specified during english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 67 instruction or testing. in this blueprint design, delayed feedback was in the form of manual comments by the teacher on students' writing results within 1-24 hours or 1-7 days (vasilyeva, puuronen, pechenizkiy, & rasanen, 2007). meanwhile, rubrics as a form of feedback on text construction tasks were prepared based on the cfr can do statements scale (cfr). determining learning strategies and methods after determining the types of tasks, supporting materials, and also the feedback, the blueprint design focused on choosing methods and selecting learning strategies and materials. the three of them cannot be separated from each other so that in this blueprint design, they are put into the same stage. the learning activities provided were in the form of questions for their understanding of the reading/chart displaying the patient's medical history information and filling in sentences with missing words (gaps in sentence practice) for both terminology and grammar-related (for example, prepositions) and paragraphed writing. in the other hands, in designing the learning strategy in this blueprint, there were several stages, namely (a) strategy for organizing learning content, (b) strategy for delivering the learning (c) strategy for learning management. meanwhile, from the three patterns of learning material selection by dick and carey (aji, 2016) including (a) the teacher designs individual learning materials, all stages of learning are included in the material except the pretest and posttest, (b) the teacher selects and changes existing materials to suit the learning strategy, (c) the teacher does not use materials but delivers all learning. according to the learning strategy that he has compiled, the blueprint designer chose the second pattern, where the teaching materials were adjusted to the previously prepared learning strategies. table 5 presents the details of the learning strategies used. table 5. learning strategy and methods of blueprint learning strategy & methods materials website modules method of delivering materials on website instructional procedures type of text: descriptive text to describe the patient's medical history, both previous and current medical history, to explain the patient's symptoms. delivered in the category “patient's history” in the topics module. accessed directly by the students (webusers) by clicking on the category. if the users want to save it, they can click on the download option. activities on the website: 1. the students visit the website page and sign in (for non-student visitors, they cannot sign in). 2. for the students who have not registered, they are directed to register first. 3. the students visit the topics page and select the sub-topic patient's history. 4. the students download a hand out on one of the categories in patient's history and visit the “materials review” page. 5. the students study the materials review page, which contains the learning objectives of patient's history, the introduction of vocabularies, terms, phrases, and examples of describing patient's history form. implementation of ppp: (ppp1) target language set up (ppp2) vocabulary pre teach 6. the students visit other category pages in patient's history to do some types of tasks and determine what language function is used through those tasks. implementation of ppp: (ppp3)context building form of the patient’s medical history and example of describing the form into sentences. vocabulary: adjectives, nouns, verbs, prepositions. vocabularies regarding parts of speech are given in the category "parts of speech" of supporting modules. accessed directly by the students (webusers) by clicking on the category. there is no download facility for this category. the terminology used in describing a patient’s medical history vocabularies related to terminology of topics are provided in the category “patient's history” risa arroyyani & lusi nurhayati a web-based english instruction blueprint design: an application of asp writing course 68 in the topics module. (ppp4) elicitation 7. the students can visit supporting materials pages while doing the tasks if they want to check the theory of punctuation, tenses, and sentence writing as part of independent learning. implementation of ppp: (ppp5) standardization, individual, finger error correction. 8. after completing the tasks, the students check the answers to get feedback. if they make mistakes in doing the tasks, they then students do the tasks until they really understand. implementation of ppp: (ppp5) standardization, individual, finger error correction. 9. the students have to do the last task that is text constructions by typing paragraphs according to the instructions in the space provided and filling in the rubrics checklist then submitting the task (only the students who have signed up and approved by the admin). implementation of ppp: (ppp1) board stage. 10. if the students find difficulties in the tasks for writing sentences or paragraphs or just reevaluate what they have written previously, they can visit the home page which contains basic categories of grammar and the basics of writing sentences and paragraphs. structure: simple sentences in describing health history delivered in the category "basic sentence writing" of supporting modules accessed directly by the students (webusers) by clicking on the category. there is no download facility for this category. grammar: simple past tense delivered in the category “tenses” of supporting modules accessed directly by the students (webusers) by clicking on the category. there is no download facility for this category. the table above illustrates the strategies and learning materials designed in this blueprint. in terms of the instructional procedures, this blueprint implemented the ppp or presentation, practice, and production stages with some adjustments due to the suitability of the stages with the objectives of this blueprint design, especially in this blueprint, students learned grammar structures, new vocabularies, and tenses related to the topic, so that ppp is considered the most appropriate. the stages in ppp used in this blueprint were” the application of presentation practice production method” including: (1) target language set/ppp1 to determine the function of the target language to be taught, (2) vocabulary pre-teach/ ppp2 to introduce vocabulary or terms needed by students related to the material and function of the language being studied, (3) context building / ppp3 to determine the context or situation to the students. the teacher has a role in introducing the situation, (4) elicitation/ppp4, where the students can guess the topic's language function. one way of elicitation is displaying images or media, (5) standardization, choral, individual, finger error correction, in which in writing learning, the standard is to make sure students write the terms or sentences correctly, and (6) board stage, that is about writing language functions as the final stage in the ppp stage series (ihsan, 2020). designing website design modules & interface based on the instructional procedures as part of developing web-based learning english writing for nursing students with a web as a final result, planning website modules and website user interface is crucial before conducting further stage. website modules are website components used to create pages including images, text, buttons, etc. while user interface is the visual appearance of a website that bridges the system with the user in the form of shape, color, and writing or how the appearance of a website is seen by the user. the english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 69 website interface provides an overview of what the visitor will see. there are several aspects in the user interface consisting of layout, logo image, color selection, typography, and other aspects. the user interface in this web design is designed with some criteria including clear, concise, responsive, structured, consistent, and attractive. the learning content must be structured to avoid the information displayed overlap, making it easier for students to explore the web. the table below illustrates the plans for teaching english writing website modules for nursing students. table 6. website modules planning content/modules features layout design title of website title & logo of the website header menu color: blue background color: white header color: blue footer color: black typography: typeface, typestyle, font weight, font width, padding, margin, font size, font variation, angle, line height, paragraph spacing. font: roboto & sans serif main modules (nursing materials) topics top menu tasks (multiple choice, matching, text construction sub menu feedback feedback of tasks pop up supporting modules (grammar, tenses) parts of speech, punctuation, capitalization, tenses, basic writing side bar list content exercise menu bar additional modules about, login/register top menu website description, address, contact us, copyright footer the table above describes the type of module plans that will be displayed on the website. the main modules shown here are only related to nursing materials including theory and terminology which can be read through the website and can be downloaded, as well as tasks according to their type. this module is placed on the top menu under the header. meanwhile, the supporting modules are materials that support learning the main materials such as parts of speech, punctuation, capitalization, tenses, and basic writing. the module is equipped with exercises to deepen students' english skills and is placed on the left side bar. the website will use blue color as the header and module buttons, black color as the footer, and white color as the background color. in terms of typography, this website uses common typography designs namely ‘roboto’ and ‘sans serif’. the detailed design of the website will be conducted in the next stage that is web development. the users (visitors) can access web pages according to the following figure 1. figure 1. use case diagram website planning when accessing the website, the users do not need to register because this website is designed to be accessible by anyone, however, when the user is intended to download the materials or to do text construction tasks, he or she must first sign up. the user registration consists of full name, affiliation, study program, and student number. the admin then will approve the registration application. the instructional procedures on how to use the web for learning can be seen in table 5 (learning strategy and methods of blueprint). the following figure describe the web interface. figure 2. user interface planning figure 2 is the website interface on the main page (home) which consists of a header, top menu (home, topics, exercise, about), side bar (categories grammar and tenses), list content categories, and footer. the design will be developed on the further stages including the interface of each module, feedback, and form of task. experts judgment on the blueprint design the experts scored five aspects of blueprint validity. the following are the detailed results of each aspect. table 7. general aspect items n m category 1. the learning objectives statements are available. 3 4.33 good 2. the learning objectives are clear and suitable for the goals of materials development (writing) 3 4.00 good 3. the indicators of achieving learning objectives are available 3 4.33 good 4. the indicators and learning objectives are suitable 3 4.00 good 5. the tasks are suitable for the indicators and learning objectives 3 4.00 good table 7 above showed that all items get mean more than 4.00 but less than 4.44. it can be concluded that all items of general aspect were good. table 8. content aspect items n m category 1. the content is suitable for students’ career needs. 3 4.33 good 2. the content is suitable for learning theories. 3 4.00 good 3. the content is suitable for students’ language needs. 3 4.33 good english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 71 4. the content is developed from easy to difficult 3 4.33 good 5. the content is suitable for students’ level of thinking. 3 4.00 good 6. the content is suitable for students’ language proficiency. 3 4.00 good table 8 above showed that all items get mean more than 4.00 but less than 4.44. it can be concluded that all items of the content aspect were good. table 9. task aspect items n m category 1. the tasks designed are suitable for learning topics. 3 4.00 good 2. the tasks designed are suitable for writing sub-skills. 3 4.00 good 3. the tasks designed are varied. 3 4.00 good 4. the tasks designed provide students to explore the internet. 3 4.00 good 5. the tasks are designed to build students’ autonomous learning. 3 4.33 good 6. the tasks are designed to support media/internet literacy. 3 4.00 good 7. the tasks selected do not make students’ confused. 3 4.00 good table 9 above showed that all items get mean more than 4.00 but less than 4.44. it can be concluded that all items of the task aspect were good. table 10. feedback aspect items n m category 1. the feedback is suitable for learning topic 3 4.00 good 2. the feedback is suitable for learning objectives. 3 4.00 good 3. the feedback is suitable for learning indicators. 3 4.00 good 4. the feedback is suitable for the tasks given. 3 4.00 good 5. the feedback is suitable to monitor students’ learning progress. 3 4.00 good 6. the feedback is suitable for learning through the website. 3 4.00 good 7. the feedback facilitates students’ autonomous learning. 3 4.00 good 8. the feedback motivates students to do self-evaluation. 3 4.00 good 9. there is final learning feedback. 3 4.00 good table 10 above showed that all items get mean more than 4.00 but less than 4.44. it can be concluded that all items of the feedback aspect were good. table 11. instructional procedures aspect items n m category 1. the instructional procedures are suitable for learning topics. 3 4.33 good 2. the introduction in instructional procedures contains related competency taught. 3 4.33 good 3. the instructional procedures are designed in detail. 3 4.33 good 4. the main learning designed is focused on the students. 3 4.00 good 5. the main learning provides an opportunity for the students to interact/explore the internet/website. 3 4.00 good 6. there are pre-activities in the instructional procedures. 3 4.00 good 7. there are while-activities in the instructional procedures. 3 4.00 good 8. there are post-activities in the instructional procedures. 3 4.00 good 9. the instructional procedures are suitable with the learning objectives and indicators 3 4.00 good 10. the instructional procedures are suitable for the tasks given. 3 4.00 good risa arroyyani & lusi nurhayati a web-based english instruction blueprint design: an application of asp writing course 72 table 11 above showed that all items get mean more than 4.00 but less than 4.44. it can be concluded that all items of instructional procedures aspect were good. the experts' descriptive analysis results showed that all the 37 items have a mean in the ‘good’ category. based on this score, all items are feasible and can be used as a basis to continue to the next stage (web development). by reflecting on the design process, some crucial aspects can be determined to improve the blueprint category; it includes the focus of language skills in a unit, the website interface description, and a simple short explanation of automatic feedback. the blueprint is expected to get the perfect category by conducting some revisions before the further development stage. the designed blueprint could be used as an alternative to develop the esp webbased instruction. this design is expected to encourage esp teachers, especially those planning web-based learning, to provide an overview of building web learning. the constraint so far is that there is a limited innovation of the teaching of esp related to the development of learning characters in each institution involving technology. this blueprint has the advantage which emphasizes student interaction with the internet as a part of cybergogy, due to the demands of learning change every time, especially after the covid-19 pandemic. however, there are some challenges that appear, including a lack of inadequate learning design due to limited it support skills so that further research can accommodate this with more supportive it. conclusion designing a blueprint is one stage in developing overall teaching materials, particularly in webbased learning development. the blueprint design for web-based english instruction in writing for nursing students using a combination of themebased and situational-based approaches is arranged through a series of stages. these stages are carried out sequentially by the blueprint designers to obtain an overview of how web-based english instruction in writing for nursing students will be created and developed. the blueprints have been designed to provide an overview of how learning will be done through the website, including the form of the task, feedback, and instructional procedures. the ‘good’ categories are based on the scores given by the experts from both english for specific purpose and writing subjects, the blueprint obtains assessments and suggestions that can be used to proceed to the next stage that is website development. acknowledgements the researchers wish to acknowledge the ministry of higher education, research and technology of republic of indonesia for the grant or funding that has supported our work here. references adelodun, g. a. 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(2020). to kill or not to kill: a theme-based instruction in decision making for military english learning. international journal of multidisciplinary and current educational research (ijmcer), 2(5), 270–289. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 993 evaluation of contextual clues: efl proficiency in reading comprehension margaret stevani faculty of english education, universitas pembinaan masyarakat indonesia email: margaretstevani19@gmail.com meikardo samuel prayuda faculty of english education, universitas katolik santo thomas sumatera utara email: meichardohanon@gmail.com dyan wulan sari faculty of school teacher education, universitas katolik santo thomas sumatera utara email: wulansdyan@ust.ac.id sumarlin mangandar marianus faculty of school teacher education, universitas katolik santo thomas sumatera utara email: sumarlinmm.sinaga@gmail.com karisma erikson tarigan faculty of english education, universitas katolik santo thomas sumatera utara email:erick_tarigan2006@yahoo.com apa citation: stevani, m., prayuda, m. s., sari, d. w., marianus, s. m., & tarigan, k. e. (2022). evaluation of contextual clues: efl proficiency in reading comprehension. english review: journal of english education, 10(3), 993-1002. http://doi.org/10.25134/erjee.v10i3.7076 received: 19-06-2022 accepted: 23-08-2022 published: 30-10-2022 introduction the growing number of non-native english students learning to read prove that the curriculum should emphasize students' ability to construct knowledge, think critically, and process information. students' literacy at all levels is characterized by the ability to use prior knowledge and to use effective reading strategies that focus on meaning, and this behavior enables them to become proficient readers (taufan, 2020). a good reader is an active reader who is clear about what they intend to accomplish through their reading and continuously evaluates whether they are achieving their goal. selective readers constantly make decisions regarding what to read carefully, what not to read, and what to reread. as they read, they construct, revise, and question meaning since comprehension issues can arise at various levels, such as the word level, sentence level, sentence-to-sentence level, and sentence-tosubject level (jaelani et al., 2022). besides the context-based strategies in reading comprehension, students also rely on using prior knowledge. by having enough background knowledge, readers can integrate the words they have read into their existing framework of knowledge or schema, resulting in constructing meanings of some unknown words in the text. students who engage in wide reading will develop extensive vocabulary. the more a learner reads, the more unfamiliar words someone will be confronted with through the use of prior abstract: the present research evaluated efl perspectives about contextual clues in reading comprehension at different proficiency levels. the data analysis using qualitative descriptions with frequencies and percentages was employed for 38 intermediate-level students and 25 advanced-level students in the university level through teaching contextual clues in reading comprehension with an experimental design. the results proved that students' proficiency in reading ability could be demonstrated by their use of idiomatic expressions, indirect language, direct language, series of words, comparison, synonym, tone, situation, mood, reference, restatement, preposition, cause-effect, modification, and example. advanced students with a high level of vocabulary, grammar, and decoding skills were better able to utilize many contextual clues than intermediate students. thus, reading ability was strongly correlated with the ability to infer word meaning from contextual clues. keywords: contextual clues; english proficiency; reading comprehension. mailto:margaretstevani19246@gmail.com mailto:meichardohanon@gmail.com mailto:wulansdyan@ust.ac.id mailto:erick_tarigan2006@yahoo.com margaret stevani, meikardo samuel prayuda, dyan wulan sari, sumarlin mangandar marianus, & karisma erikson tarigan evaluation of contextual clues: efl proficiency in reading comprehension 994 knowledge because comprehension is the process of making sense of words, sentences and connected text (salant & berant, 2018; stevani & tarigan, 2022). researchers have acknowledged that students need a specific set of word-learning strategies to unlock the meaning of the unknown words and this promotes deep exploration of texts during interpretation. different previous studies also stress the importance of contextual clues if students want to become skillful and proficient in obtaining meaning from their reading material, such as the contribution of grammatical knowledge to enhance the students' guessing ability (oclarit & casinillo, 2021); to improve understanding of new words in locating appositives, searching for explicit definitions and using prior knowledge (ilter, 2019), and to predict the outstanding scores in the vocabulary size test and the english college test (jaelani et al., 2022). based on the researchers’ observation, several english teachers claim that many teachers waste lesson time by asking students to read a passage silently. these weak students are unable to identify and use the contextual clue, signal, and reading strategy because their background knowledge and decoding skills are low. in the case of an unfamiliar word, many students look up its meaning immediately using an electronic dictionary. additionally, some words have multiple meanings, so students choose the wrong one, resulting in misunderstandings. consequently, most students cannot follow the flow of ideas provided in printed materials, such as finding the main idea, making predictions, using background knowledge, creating mental images, asking questions, drawing inferences, and summarizing information. increasing evidence suggests that students are failing to make progress with reading because of a lack of vocabulary. they have difficulty reading fluently due to their lack of vocabulary, and tabdulhis results in difficulties with comprehension because inferring or deducing word meanings from the context accounts for 75% to 90% of comprehension (abdulmalik, 2020; zamani et al., 2022). students who cannot overcome vocabulary difficulties while reading experience frustration and can lose focus on context because understanding the content requires inferring meaning, which is the essence of comprehension development, especially in the long-reading text. the first previous research shows that being unable to handle long and complex sentences and failing to grasp the main idea are the main causes of not achieving high scores when students take the reading test for english major, as the requirement of management business for english major (ahmad et al., 2018). the second previous research identified students’ reading problems such as small vocabulary size, slow reading speed, and inadequate background knowledge (ficzere et al., 2021). the third previous research pointed out that efl in indonesia have similar reading problems and they also lack decoding skills and effective reading strategies (ilahude et al., 2021). however, the ability to use context clues among the intermediate and advanced level of english education students has been little studied. instead, most researchers have focused solely on the effectiveness of teaching the context clue strategy in the classroom using various approaches. whereas not much attention was given to vocabulary instruction in reading comprehension by using contextual clues and the students’ perspectives about the way to select the contextual information based on a reading passage. therefore, in this research, the student's ability to use context clues in reading passages and how to identify context clue types based on english reading tests, and the correlation between reading comprehension and the students’ opinions regarding the context clue strategy to derive the meaning of unfamiliar words will be investigated. generally, the most common contextual clues were classified into: (1) restatement: stated the word in simpler terms; (2) synonyms: the similar meaning of one or two words; (3) antonyms: opposite meaning of the word; (4) definitions: the clear statement that defined the meaning of the word; (5) explanation: the same ideas that could be found in the sentence before or in the sentence following the word to explained the difficult word; and (6) relationships: the clue of the difficult word and something the author had stated in the text which required reader’s thinking process (fudhla et al., 2020; inal, 2021). thus, the main objectives of the study are: (a) to investigate the effect of contextual clues types to improve the reading comprehension of different texts, and (b) to examine the students’ perspectives when using the types of contextual clues which require students to guess the meaning of unfamiliar vocabularies in the text quickly. method the research design in this study was an experimental study aiming to achieve 98-95% lexical coverage for successful reading english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 995 comprehension (razaq et al., 2022; hassanzadeh et al., 2020). based on their scores on the vocabulary levels test and word associates test in reading comprehension tests, the students were divided into two groups: 38 intermediate level students and 25 advanced level students majoring in english education program in north sumatra to ensure that the target words and text topics were familiar to their level of proficiency (wulandari, 2017). in the pre-test of vocabulary levels test and word associates test, each student was required to read the texts and sentences and infer the meaning of the underlined words (50 words in total). every correctly inferred word received one point, resulting in a maximum score of 30 for single sentences and 20 for longer text. the research process was described as follows: first, after taking the pre-test, the students in the experimental group were taught how to use contextual clues without referring to a dictionary, such as definitions, synonyms, antonyms, comparisons, associations, and cause and effect. in administering the context clues, the researchers explained the purpose of context clues and demonstrated how to locate them by displaying a passage with unfamiliar words highlighted and surrounding context clues highlighted. second, four long expository texts were given to students with contextual clues containing 15-20 target words per text (50 in total) chosen based on their reading proficiency level. the third step was for students to clarify some questions about the reading passage by spending approximately 40 minutes going back through the text to find the words they did not know and guess the meaning from the context, as well as stating their confidence regarding their strategy to infer the types of the unknown words. fourth, the students had to rely solely on text contextual clues during the word identification and comprehension task, since they were not allowed to consult a dictionary or ask their classmates or researchers for help. fifth, the students were able to verify the accurate meaning of the words by using a bilingual dictionary and the researchers asked the students in each experimental group to present their results to the entire group. sixth, a questionnaire was administered after all treatments to assess the students' opinions on contextual clues for determining unfamiliar words' meanings. in data analysis, qualitative descriptions with frequencies and percentages were used to describe the nature and characteristics of contextual clues in reading comprehension and it was observed by two researchers in the field of english education by using a checklist of teaching procedures. the checklist included direct classroom features, such as the process of using contextual clues, items of reading passage tests, and classroom observation. the checklist included using responses to agree and disagree with classroom observation (boonchum, 2018). a content validity test and a face validity test were used to establish the validity of pre-test and post-test. a test's content validity measured the variety of reading passages covered all vocabulary words discussed over the past month, including synonyms, antonyms, comparisons and contrasts, associations, and cause and effect. the face validity was conducted by asking four english teachers to analyze and review the pre-test and post-test to assess the degree to which the test looked valid. according to four english teachers, the test and the reading passage were good comprehensive tests since it was included the most types of vocabulary questions according to intermediate and advanced level students (haerazi et al., 2019). results and discussion the analysis of contextual clues on students’ reading comprehension test the main concern of this section was to answer problem 1, which was the analysis of contextual clues types and what type of contextual clues that the students used in the process of the unfamiliar word investigation. table 1. the classification of contextual clues in reading comprehension contextual clue types frequency and percentage of students’ level examples idiomatic expressions advanced: 18 (72%) intermediate: 21 (55%) he had a good personality to prove that he was easily able to get along with everyone he knew. a. manage c. give up b. be friendly d. move on [the answer was (b) because get along with was similar to be friendly]. indirect language advanced: 19 (76%) intermediate: especially well-suited for those who should not take aspirin products. dosage for adults: 1 to 2 tablets 4 times daily. based on the instruction, what is the maximum dosage per day for an adult? margaret stevani, meikardo samuel prayuda, dyan wulan sari, sumarlin mangandar marianus, & karisma erikson tarigan evaluation of contextual clues: efl proficiency in reading comprehension 996 25 (65%) a. 8 tablets c. 3 tablets b. 4 tablets d. 2 tablets [the answer was (d) because “3 tablets four times daily” would be equal to three times four, or twelve tablets every twenty-four hours. choice (a) referred to the dose per time, not to the total dose for four times daily. choice (b) referred to the number per day, not to the number of tablets. choice (c) referred to the minimum, not the maximum dosage]. direct language advanced: 17 (68%) intermediate: 26 (68%) based on the passage, the title below that best expressed the ideas in this passage was ……. a. invitation c. questionnaire b. notice d. application [the answer is (b) because the passage provided information without subjective commentary. choice (a) referred to the notice of an occasion with a time, date, and place mentioned. choice (c) referred to a series of questions. choice (d) referred to a form with personal and professional information on it]. series of words advanced: 16 (64%) intermediate: 28 (73%) although we always send a representative to the airport to welcome new international students, very often they do not arrive on the flights that we expect them to. a. show over c. show down b. show out d. show up [the answer is (d) because the word is a phrasal verb as a synonym]. comparison/contrast advanced: 19 (76%) intermediate: 22 (57%) according to the department of energy, 1 percent of the nation’s electricity will be generated from solar cells at the enormous cost of one billion dollars a year. the text might be inferred that….. a. solar energy was popular. b. less than 1 percent of our energy sources were from solar cells. c. the department of energy supported a complete solar electricity plan. d. the cost of solar energy was cheap. [the answer was (b). choice (a) contradicted the fact that less than 1 percent was available. choice (c) contradicted the fact that the percentage projected for the future was only 1 percent. choice (d) contradicted the fact that the cost of one billion dollars a year was enormous. synonym advanced: 16 (64%) intermediate: 16 (42%) seeds are contained in the core of fleshy fruit, such as apples and pears. a. nature c. surface b. center d. top [the answer was (b). choice (a), choice (b), choice (c), and choice (d) was not synonym of the word core]. tone, situation, mood advanced: 15 (60%) intermediate: 17 (44%) the second leading cause of death in this country, cancer claimed the lives of over 420,000 americans every year. based on the statement, how many conditions rank above cancer as a cause of death? a. one c. three b. two d. none [the answer was (a) because since cancer was the second leading cause, it must be concluded that there was one condition that ranked above it. choice (b) referred to the rank of cancer, not the rank above cancer. choices (c) and (d) were not mentioned and might not be concluded from information in the passage]. reference advanced: 22 (88%) intermediate: 22 (57%) in the year 2001, 1 percent of the nation’s electricity will be generated from solar cells at the enormous cost of one billion dollars a year. based on the statement, how much solar electricity will be generated in the future? a. 1 percent of the nation’s total electricity. b. 2000 solar cells. c. 10 percent of the total electricity for the country. d. one billion solar cells per year. [the answer was (a). choice (b) referred to the year, not to solar cells. choice (d) referred to the cost in dollars, not to solar cells. choice (c) was not mentioned and might not be concluded from the information in the sentence. restatement advanced: 20 (80%) intermediate: 23 (60%) the manager could force them to leave the apartment. a. the manager could be forced to leave. b. they could leave because the manager was forced to. c. they could be forced to leave by the manager. d. both the manager and they were forced to leave. [the answer was (c) because it was a restatement of the given sentence. choice (a) was not the same because in the original sentence they, not the manager, leave. choice (b) was not the same because in the original sentence they, not the manager, were forced. choice (d) was not the same because in the original sentence they, not the manager and they, were forced]. preposition advanced: 23 (92%) intermediate: 22 (58%) they forgot about ……… to join us for lunch. a. us to ask c. our asking b. us asking d. we asking [the answer was (c) because the –ing form asking was used after the verb phrase forgot about, and the possessive pronoun our was used to modify the –ing form asking]. cause/effect advanced: 20 (80%) intermediate: if oxford university had a degree program in education, the students could have stayed here. a. the students could not stay here. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 997 22 (58%) b. the students stayed at oxford university. c. the students studied education at oxford university. d. the students could study education at oxford university. [the answer was (a). choices (b) and (c) were not the same because in the original sentence the students could have stayed here if there had been a program but did not stay because there was no program for them. choice (d) was not the same because in the original sentence oxford university did not have an education program. modification advanced: 15 (60%) intermediate: 16 (42%) she moved from the dormitory ……. the noise. a. because of c. because b. cause d. caused from [the answer was (a). because of was used before the noun the noise to express cause. because it was noisy would also be correct]. example advanced: 18 (72%) intermediate: 24 (63%) based on the passage, we could infer that a student who had completed 160 quarter hours would be a……. a. freshman c. junior b. sophomore d. senior [the answer was (d) because since 156 hours were required to graduate, it must be concluded that the student who had completed 160 hours would be in his or her last year, that was, the senior year. choices (a), (b), and (c) were the first, second, and third years]. based on this result, the students were required to identify contextual clues types when guessing the meaning of unknown words. readers with more proficiency could shift attention to more abstract and conceptual ideas by using background knowledge to confirm and predict what was being said in the text only as much information as was needed (mutmainnah, 2020). consequently, co-references, logical implications, and cause-and-effect relationships were useful for highly proficient language users when integrating propositional units (ebrahimain & nabifar, 2015). the result of this research showed that advanced students used guessing strategies more frequently than intermediate students because advanced students preferred to use english as their first language to describe their strategies. some intermediate students always linked words or ideas by using conjunctions to guess the meaning of the text. most intermediate students used a list of words and memorized them based on a dictionary while advanced students used the word as the identification of another unknown word to interpret a whole text. overall, contextual clues were generally regarded positively by students when determining the meaning of unfamiliar words. as a result, they accepted that contextual clues strategy was fundamental to learn in the classroom, as well as to increase their reading speed. the students’ objectives to use contextual clues in reading comprehension the main concern of this section was to answer problem 2, which was the effectiveness of contextual clues according to the student’s objectives in reading comprehension. table 2. goals of reading comprehension by using contextual clues statements reading level frequency percentage i could comprehend, critique, and assess the veracity of the claims made as well as the soundness of the arguments made. advanced 20 80% intermediate 26 68% i could offer oral analyses or interpretations of texts based on specific evidence. advanced 19 76% intermediate 27 71% i could select the communication goals by understanding the strengths and limitations given in the text. advanced 18 72% intermediate 24 63% i read and listened actively to gain a deeper understanding of other cultures and perspectives. my ability to communicate effectively with people of diverse backgrounds was also enhanced. advanced 23 92% intermediate 26 68% i could effectively communicate intricate or multifaceted information. advanced 20 80% intermediate 25 65% i could build on others' ideas, express their ideas, and confirm their understanding of those ideas. advanced 23 92% intermediate 24 63% i could demonstrate command of standard english when they used a wide range of vocabulary. advanced 17 68% intermediate 20 52% by identifying when and why the meaning of the text was unclear, i could determine what needed to be clarified. advanced 18 72% intermediate 23 60% the unfolding text information provided the opportunity to evaluate the existing ideas. advanced 20 80% intermediate 22 60% i exhibited independence in my work. advanced 19 76% intermediate 18 47% table 3. standard competence in contextual clues statements reading level frequency percentage margaret stevani, meikardo samuel prayuda, dyan wulan sari, sumarlin mangandar marianus, & karisma erikson tarigan evaluation of contextual clues: efl proficiency in reading comprehension 998 used specific textual evidence to support conclusions drawn from a text. advanced 20 80% intermediate 25 65% read to state explicitly and make logical inferences from the text. advanced 18 72% intermediate 24 63% analyzed the development of a text's central ideas or themes. advanced 18 72% intermediate 24 63% the development and interaction of individuals, events, and ideas in a text must be examined. advanced 17 68% intermediate 23 60% determining technical, connotative, and figurative meanings of words and phrases used in a text, as well as how specific word choices affected meaning. advanced 16 64% intermediate 20 52% identified the relationship of specific sentences, paragraphs, and larger portions of a text were fitted together. advanced 16 64% intermediate 18 47% examined how point of view or purpose influenced a text's content and style. advanced 17 68% intermediate 17 45% evaluated the relevance and sufficiency of the evidence, as well as the logic of the argument in a text. advanced 17 68% intermediate 32 84% learned how two or more texts address the same themes or topics to build knowledge or compared how the authors approached the topics. advanced 19 76% intermediate 27 71% displayed an understanding of figurative language, word relationships, and word meaning nuances. advanced 20 80% intermediate 26 68% explained how key details could support the text's main idea. advanced 21 84% intermediate 25 66% provided relevant facts, definitions, concrete details, quotations, and other examples and information about the topic. advanced 22 88% intermediate 24 63% used a variety of transitional words, phrases, and clauses to manage sequence. advanced 23 92% intermediate 20 53% the act of reading did not simply involve picking up information word by word from the page. as an active process of comprehension, it was rather characterized as a selective process (wongwiwattana & watanapokakul, 2021). most students had difficulties understanding the words as a result in not knowing many words for expressing themselves during speaking and writing because they did not know many words. concerning this statement, students might read the text to gain an overall understanding, but they might interpret each sentence differently, as the text might not be interpreted identically. as well as the author's messages, reading also had a relation to what the reader found out based on their level of language proficiency (kaivanpanah, 2020). based on this result, some of the students found that the length of a text influenced their ability to identify the meaning of technical words in the text and the quality of their knowledge of these words. as the words were not used often in the text, most intermediate students categorized them as low and high-frequency words, assuming that the rare words were best learned with vocabulary instruction. nevertheless, since advanced students had previous experience with these words, they accepted high-frequency vocabulary as their core vocabulary in any text given. overall, the students achieved some clear objectives regarding how to construct the meaning using context clues, as it was sensible to reveal the knowledge from the text, such as word recognition, fluency, lexical knowledge, and preexisting knowledge. the classroom observation procedures when using contextual clues the main concern of this section was to answer problem 2, which was the effectiveness of contextual clues according to the students’ perspectives in reading comprehension to guess the meaning of unfamiliar vocabulary in the text quickly. table 4. students’ strategies when using contextual clues statements reading level frequency percentage the word had to be read twice. advanced 16 64% intermediate 22 60% noticed the letter or sound that starts the sentence. advanced 17 68% intermediate 20 52% checked the illustrations around the text for more information. advanced 17 68% intermediate 18 47% words should be broken up. advanced 15 60% intermediate 18 47% saying the words out loud. advanced 14 56% intermediate 18 47% the word should be chopped into syllables. advanced 16 64% intermediate 22 60% noticed the word's ending. advanced 17 68% english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 999 intermediate 26 68% checked the word's length. advanced 18 72% intermediate 24 63% identified a family of words. advanced 15 60% intermediate 18 47% identified smaller words within the word. advanced 17 68% intermediate 19 50% checked out the headings in the text. advanced 14 56% intermediate 26 68% analyzed the text for its features advanced 14 56% intermediate 27 71% broke the text up by chunking it. advanced 17 68% intermediate 23 60% taking notes while reading. advanced 15 60% intermediate 26 68% the use of unfamiliar words should be accompanied by a question. advanced 16 64% intermediate 19 50% the word could be used to describe different kinds of texts. advanced 15 60% intermediate 22 60% connected the words to as many situations as possible. advanced 23 92% intermediate 20 52% the words needed to be illustrated by a classmate. advanced 13 52% intermediate 26 68% discussed synonyms, antonyms, and other words related to the word. advanced 18 72% intermediate 24 63% table 5. students’ behavioral when practicing contextual clues statements reading level frequency percentage whenever i read a passage, i read it from beginning to end. advanced 22 88% intermediate 27 71% reading was usually something i did in my head. advanced 18 72% intermediate 26 68% my mind often wondered what was going to happen next in the text. advanced 17 68% intermediate 23 60% it was interesting to exchange ideas with other readers and discussed how they interpreted the texts. advanced 16 64% intermediate 23 60% my friends' reading habits had been a source of reflection for me. advanced 15 60% intermediate 22 60% a good book sometimes changed my mind about something i thought i knew. advanced 13 52% intermediate 24 63% reading was a voluntary activity that i chose to engage in. advanced 14 56% intermediate 25 65% i was regularly monitored and reviewed regarding my reading comprehension skills. advanced 15 60% intermediate 22 60% my role was to initiate dialogue, debate, or discussion about the meaning of a text. advanced 20 80% intermediate 23 60% my daily reading was influenced by university literacy activities. advanced 17 68% intermediate 16 42% reading outside of the university had been an encouraging and supportive experience for me. advanced 16 64% intermediate 18 47% reading comprehension is useful in a variety of english content areas based on my experience. advanced 16 64% intermediate 19 50% table 6. skill categories in reading comprehension through contextual clues skill category in contextual clues description the students’ comment determining the meaning of words (word meaning) determined the meaning of words in context while recognizing familiar words and tied them to prior vocabulary knowledge. before learning a new word's meaning, i could not understand it in different contexts. my contextual awareness improved since then, which allowed me to better comprehend the multiple meanings of a word. pronounced words, searched for related words with similar meanings, and analyzed prefixes, roots, and suffixes. to improve an understanding of unknown words, i tended to focus on roots, prefixes, and suffixes. we sometimes used quizlet to practice the words and add images to get a broader understanding. understanding the content, form, and function of sentences (sentence meaning) determined the meaning of the sentence based on a sense of words and phrases. after using the chunk-by-chunk reading method, i could have a good grasp of the general idea rather than reading a sentence by using word by word. analyzed sentence structures to understand the meaning of a sentence. i used the main idea of the passage when guessing, no matter if the word was common or rare to be used. comprehend a sentence based on personal experience and general knowledge of the world. i thought guessed meanings were better remembered than given meanings because unclear words had a low possibility to be remembered later on in other contexts. margaret stevani, meikardo samuel prayuda, dyan wulan sari, sumarlin mangandar marianus, & karisma erikson tarigan evaluation of contextual clues: efl proficiency in reading comprehension 1000 understanding the situation implied by a text imagined mental models of characters, settings, actions, ideas, and events. as i looked closely at the unknown word, i then reviewed the clause containing the unknown word, and finally, i reviewed the whole clause against other clauses, sentences, and paragraphs to guess its meaning. selected the most important points and details in a text with evidence. as an active reader, i had to think about the ideas of those words and obtained knowledge from those words and sentences since i could easily get overwhelmed by a long string of ideas or events. ignoring words from the text was not a good idea because their meanings were crucial to understanding. utilized personal experience and knowledge of the world to fill in the situation implied by the text by inferring cause-and-effect relationships between actions and events. utilizing contextual clues would help me expand my knowledge by focusing on what i had already known rather than what i did not know before. understanding the content, form, and function of larger sections of text (global text meaning) synthesized meaning from multiple sentences to comprehend longer sections of texts. through contextual clues, i figured out the word's meaning without reading the whole text or remembering the previous paragraphs. recognized the organizational structure of a text and used it as a guide while reading. when reading an english text, it would be easier to comprehend each new word rather than just focusing on the word without the assistance of a teacher or a dictionary. evaluated what had been read against information from other sources and interpreted information critically. using passage comprehension as a starting point, i wanted to think like an expert on words and come up with hypotheses. i found it easier to guess the meanings of unfamiliar words when i read a text with rich context. identified the main point, summarizing, characterizing, or evaluating them. i could make predictions about the events occurring in the text based on the word relationship and at the same time, i could also ignore unknown words when reading the text. recognized implications in a text, concluded it and identify underlying assumptions. to identify the passage, we previewed the headings and section titles of all types of reading tasks in groups. following that, we skimmed and scanned the text and made predictions about content and vocabulary. from there, we started guessing based on the context. using dictionaries was time-consuming, so i considered ways to save time and proceed with reading comprehension without them. analyzing authors’ purposes, goals, and strategies (pragmatic meaning) determined the target audience and the purpose of the writing. it was always dependent on the context of the text and whether i had background knowledge about the subject and the situation. so, i was able to specify the learning objective. analyzed the choices made by an author in terms of content, organization, style, and genre. since english words often had different meanings depending on the context, it would be better to guess their meanings from the context rather than relying on a dictionary. explained an author's choice of words and phrases supported the author's message. in texts that english teachers read, i often encountered difficult words no matter how proficient i was at reading. using inference and contextual clues to guess the meanings of unfamiliar words was a strategy worth developing to keep your interest as you read. strategic use of contextual words could also be effective in promoting independent reading because efl teachers might not have to teach every single unfamiliar word in a time-consuming reading passage (mirza, 2011). moreover, when the students had deduced the meaning of a word, they often used a combination of strategies rather than a single strategy. the improvement of students’ vocabulary retention and reading comprehension when using contextual clues could be attributed to several reasons, such as fostering students’ ability to find information, predicting unfamiliar words in context, and determining the meaning of unfamiliar words while reading (wongwiwattana & watanapokakul, 2021; stevani & tarigan, 2022). based on this result, the students gave different reasons why they stopped reading whenever they encountered a new word. most intermediate students translated the words in the sentence word into indonesian. however, most advanced students were familiar with the words but had difficulty remembering where and when the word was seen or learned because they preferred to use their background knowledge to guess the word on english tests. some advanced students chose selfanswer questions to guess the word on english tests. based on the observation, the reasons of the students used contextual clues to answer reading comprehension test were: (1) failed to determine which option in reading comprehension test was appropriate for the reading text because the options were so similar, (2) unfamiliarity with the vocabulary in the options, regardless of whether they understood the information in the reading text, (3) there were two similar and tricky answers to identify the correct answer in reading comprehension tests, (4) the main idea in the text did not match the options in reading comprehension tests, so they should read the whole text twice, (5) some students should answer the synonym of the vocabulary given based on the context in the text, (6) some students english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 1001 did not understand what the paragraphs in the reading text meant, but if they were able to find the correct answer in the options, they could guess the meaning of the question offered, (7) some students took more time to read the question due to the length and complexity of the text, so they chose the context to minimize the time, (8) the students who had experience with the given reading text chose their answer based on the context, (9) students who noticed the first paragraph in the reading text wanted to clarify the next paragraph using the clues from the first paragraph, (10) some students avoided the options that were too specific or too broad by using contextual clues, (11) some students always made the best educated guess by choosing the options that seemed consistent with the main idea, (12) some students ignored text details and chose contextual clues to predict where the author's arguments were leading, (13) some students chose to read the question first because the reading text was lengthy, and (14) some students recalled some of the sentences and they removed information based on context in the option choices to find the correct answer. overall, the students’ perspectives based on classroom observation indicated that there were no significant differences in strategies used between intermediate students and advanced students because some of the students could not match their previous knowledge of english or indonesian language since the reading text might have different linguistic abilities. conclusion to conclude, readers who possessed a high level of vocabulary, grammar, and decoding skills were better able to utilize many types of contextual clues than readers who possessed a lower level of literacy and language competence. the results of this research indicated that reading ability and the ability to infer word meaning from context clues were strongly correlated. this research also led to some suggestions regarding its results. teaching context clues chronologically from easiest to most difficult should be the goal of english teachers. by taking notes about the clues that helped students guess the unknown words in reading texts, students would be encouraged to investigate their guessing words-in-context strategies. occasionally, teachers would check students' notes on the clues they had used during five to ten-minute intervals. as a result of this analysis, the researchers proved that students' proficiency in reading ability could be demonstrated by their use of idiomatic expressions, indirect language, direct language, series of words, comparison, synonym, tone, situation, mood, reference, restatement, preposition, cause-effect, modification, and example. as a limitation, this research was the lack of consideration of the contextual factor as well as the frequency of word exposures. accordingly, this research merely showed that the students scored higher on words found in an expository text because the context contained more information. references abdulmalik a., m. (2020). investigation of vocabulary learning strategies to identify word meanings for saudi efl students in reading context. arab world english journal, 11(3), 149–169. https://doi.org/10.24093/awej/vol11no3.9 ahmad, s. n., muhammad, a. m., & kasim, a. a. m. (2018). contextual clues vocabulary strategies choice among business management students. english language teaching, 11(4), 107. https://doi.org/10.5539/elt.v11n4p107 boonchum, p. (2018). english reading efficiency of non-english-major students via context clues reading drills. journal of community development research (humanities and social sciences), 11(4), 118–125. ebrahimain, a., & nabifar, n. (2015). the effect of three vocabulary learning strategies of wordpart, word-card and context-clue on iranian high school students’ immediate and delayed english vocabulary learning and retention. the journal of applied linguistics, 8(17), 42–63. ficzere, a., stranovska, e., & gadusova, z. (2021). foreign language reading comprehension in the context of internet use. tem journal, 10(4), 1983–1991. https://doi.org/10.18421/tem10464 fudhla, n., solusia, c., & oktoviandry, r. (2020). context clues as a vocabulary learning strategy: a view of its implementation in efl classroom. 411(icoelt 2019), 83–87. https://doi.org/10.2991/assehr.k.200306.014 haerazi, h., prayati, z., & vikasari, r. m. (2019). practicing contextual teaching and learning (ctl) approach to improve students' reading comprehension in relation to motivation. english review: journal of english education, 8(1), 139. https://doi.org/10.25134/erjee.v8i1.2011 hassanzadeh, z., tamjid, n. h., & ahanghari, s. (2020). lexical inferencing strategy instruction and the development of reading comprehension: the case of iranian efl learners. journal of english language pedagogy and practice, 13(27), 1–25. http://jal.iaut.ac.ir/article_679373.html ilahude, f. f., fatsah, h., luwiti, s. r., & otoluwa, m. margaret stevani, meikardo samuel prayuda, dyan wulan sari, sumarlin mangandar marianus, & karisma erikson tarigan evaluation of contextual clues: efl proficiency in reading comprehension 1002 h. (2021). the influence of the use of context clues strategy on reading comprehension. international journal of education and social science research, 4(6), 166–180. https://doi.org/10.37500/ijessr.2021.4613 ilter, ii̇. (2019). the efficacy of context clue strategy instruction on middle grades students’ vocabulary development. rmle online, 42(1), 1–15. https://doi.org/10.1080/19404476.2018.155452 2 inal, s. (2021). the effect of contextual guessing strategy on identifying the meaning of lowfrequency words and behaviours of turkish efl students in identifying the meaning of unknown words. european journal of foreign language teaching, 5(3), 118–137. https://doi.org/10.46827/ejfl.v5i3.3625 jaelani, s. r., wathoni, h., purnama, b., harianto, h., & wadi, s. (2022). the students’ ability in reading comprehension of toefl test for the efl learners. jshp : jurnal sosial humaniora dan pendidikan, 6(1), 60–66. https://doi.org/10.32487/jshp.v6i1.1296 kaivanpanah, s. (2020). the effect of contextual clues and topic familiarity on l2 lexical inferencing and retention. porta linguarum revista interuniversitaria de didáctica de las lenguas extranjeras, 47–61. https://doi.org/10.30827/digibug.53951 mirza, a. a. (2011). the effects of contextual meaning aspects on reading comprehension. journal on english as a foreign language, 1(2), 79. https://doi.org/10.23971/jefl.v1i2.192 mutmainnah, m. (2020). implementing context clues strategy to improve students’ reading comprehension. 1(1), 1–107. https://digilibadmin.unismuh.ac.id/upload/1869 6-full_text.pdf oclarit, r. p., & casinillo, l. f. (2021). strengthening the reading comprehension of students using a context clue. journal of education research and evaluation, 5(3), 373–379. https://doi.org/10.23887/jere.v5i3.34772 razaq, y., amiruddin, a., inayah, n., a, m., & khas, s. a. (2022). development of the context clues method to improve the reading skills of preservice teachers. jurnal pengabdian masyarakat, 1(3), 148–154. salant, s., & berant, j. (2018). contextualized word representations for reading comprehension. naacl hlt 2018 2018 conference of the north american chapter of the association for computational linguistics: human language technologies: proceedings of the conference, 2(1), 554–559. https://doi.org/10.18653/v1/n182088 stevani, m., & tarigan, k. e. (2022). evaluating english textbooks by using bloom’s taxonomy to analyze reading comprehension question. salee: study of applied linguistics and english education, 4(1), 1–18. https://doi.org/10.35961/salee.v0i0.526 stevani, m., & tarigan, k. e. (2022). need analysis of dyslexia students in english reading comprehension instructions. jeels (journal of english education and linguistics studies), 9(2), 327–352. https://doi.org/10.30762/jeels.v9i2.520 taufan, m. y. (2020). improving students’ vocational vocabulary mastery through context clues technique. edumaspul: jurnal pendidikan, 4(2), 347–354. wongwiwattana, s., & watanapokakul, s. (2021). types of context clues and vocabulary meaning inference: abilities and perceptions of english major undergraduate students. reflections, 28(3), 357–380. wulandari, f. (2017). the use of context clues in improving students’ reading ability. jurnal pendidikan bahasa, 6(2), 144–155. zamani, m., nematzadeh, e., & alikhademi, a. (2022). investigating the impact of iranian efl learners (elementary, intermediate, advanced) use of contextual clues on their knowledge of unknown vocabularies. international journal of english language teaching, 10(3), 15–23. https://doi.org/10.37745/ijelt.13/vol10no2pp.1523 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 37 an alternative digital feedback through screencast: blended learning practices on academic writing syifa khuriyatuz zahro english education department, faculty of teacher training and education, universitas islam darul ulum, lamongan, indonesia email: syifazahro@unisda.ac.id apa citation: zahro, s. k. (2023). alternative feedback through screencast: action research practices and perception on academic writing classroom. english review: journal of english education, 11(1), 37-46. https://doi.org/10.25134/erjee.v11i1.6886 received: 21-08-2022 accepted: 25-12-2022 published: 28-02-2023 introduction english writing ability has become more prominent to master to get success in schools, workplaces, and daily life matters (graham, 2019). moreover, the technological advance throughout this digital era urges people to reflect on english writing ability as the only written communication option to choose from in most document-needed-based fields (selvaraj & aziz, 2019). most people in particular fields are required to master how to write any letters, or documents in english so well that they must have learned it in schools or colleges. jusun and yunus (2018) point out that writing in english has been regarded as the most challenging skill to teach and learn by people whose english is their foreign language. as a mandatory skill to teach in efl classes, the process of teaching english writing is therefore required a big thoughtfulness portion of their writing skill enhancement bound for achieving high-quality writing for efl students. in classroom practice, copious problems have been found experienced by teachers during teaching english writing in efl blended-learning classes. academic writing class owns a number of teaching and learning problems. the preliminary study on writing class problems has shown that 85% of them found that understanding text feedback by the teachers through the microsoft word© comments feature on their drafts was somehow problematic. in response to questions about the learning practice of academic writing class, 70% of students admitted that the problem was getting themselves disciplined either in writing drafts or revision processes. on the contrary, the teachers believed that blended learning in writing classes is dependent on students’ revision results which are built essentially from their understanding of the feedback provided by the teachers. understanding the feedback affects how students write the revision. those who do not completely understand the teachers’ feedback possibly will write the revised version of their draft solely based on what they understand which can result in inappropriateness. the inappropriate revision not only wastes the time in revision and abstract: aiming at elucidating screencast use as alternative digital feedback in the academic writing class throughout blended learning, screencast was alternative digital feedback that was investigated in classroom action research with three cycles. the three cycles were performed with three diverse styles of feedback; using text feedback, using screencast feedback without the teacher’s appearance, and using screencast feedback with the teacher’s appearance. each cycle was done in four stages; planning, implementation, observation, and reflection of each type of feedback. in every cycle, data were collected through participant observation, documentation, and survey techniques. the obtained data from the observation and documentation were analyzed by descriptive qualitative technique, while the survey results were first analyzed using the percentage formula, then interpreted descriptively. all the analysis results were triangulated. the results discovered that screencast feedback was successfully implemented and evidenced to enhance students' writing skills. the success was proved by the higher number of students who passed the passing score as competent writers. given screencast feedback, students found it was helpful, clear, and easy. also, they felt an increased teacher-student interpersonal relation, improved teacher praise, and a conversation-like atmosphere during screencast feedback with an additional teacher’s visual presence. several teachers’ reflections from each cycle were also discussed further. in conclusion, screencast was implemented successfully in academic writing courses and was able to enhance students’ scientific article writing. keywords: academic writing; blended learning; screencast feedback. syifa khuriyatuz zahro alternative feedback through screencast: action research practices and perception on academic writing classroom 38 editing stages but also influences feedback ineffectiveness. the fact that the selection of appropriate feedback affects the feedback quality (carless & boud, 2018), and reduces students' difficulties in understanding the feedback is unquestionably essential. appropriate feedback also affects students’ revision which enhances and yields a better-quality of their scientific article. the problem of students' inability to accurately understand teachers’ text feedback was rooted in a single type of feedback selection. integrating text feedback with audio-visual feedback during the teachers’ review process is one of the solutions. electronic feedback over screencast is one digital video or audio-visual feedback type that allows teachers to join text, audio, and video feedback to show how students can revise appropriately and improve their writing quality. creating screencasts as video form feedback is employed through various software like screencast-o-matic (mota & vivancos, 2018). mota and vivancos (2018) further revealed that utilizing screencasts during teaching which is discovered as brief, userfriendly, and ideal technology revealed to be useful to explain concepts and procedures and potentially help students to conquer the material (savaşçı & akçor, 2022). as a result, screencast feedback is evidenced to be beneficial in teaching and learning. past studies examining screencast feedback in writing mostly resulted in a positive response to its implementation (bakla, 2020; cunningham, 2019; cunningham & link, 2021; ghosn-chelala & al-chibani, 2018; kim, 2018; maharani & santosa, 2021; zubaidi, 2021), proved to be able to enhance students writing performance and progress since it encouraged better comprehension, user-friendly, engagement, and active listening (cunningham, 2019; ghosnchelala & al-chibani, 2018; kim, 2018; maharani & santosa, 2021), provided boundless for teacher-students social relationship (cunningham & link, 2021) and audio-visual feedback provision evidenced to be more effective to decrease students procrastination in doing the revisions (nourinezhad et al., 2021). in terms of methodological use, past studies on screencast in writing were dominated by an experimental study (cunningham & link, 2021; nourinezhad et al., 2021), a descriptive qualitative method (maharani & santosa, 2021), a mixed method (bakla, 2020; kim, 2018), a case study (ghosn-chelala & al-chibani, 2018; irwin, 2019) and perceptions toward screencast feedback (cunningham, 2019; zubaidi, 2021). literature studies on the screencast feedback overview on writing have also been done by a lot of researchers up to nowadays (bakla, 2018; mali & santosa, 2021; pachuashvili, 2021). however, classroom action research investigating screencast feedback was found to enhance students' reflection on the microteaching course (odo, 2022) and to enhance students’ intelligence of their verbal linguistics (hasanudin & fitrianingsih, 2018). accordingly, no research on screencast was found to relate to the writing class as a solution to the encountered problem during the writing class. it is observable that past studies do not talk about how screencast feedback served as solving problems implemented in writing classes designed for classroom action research as two irregularities were found between the teachers' perception and their actual practices of screencast feedback (zubaidi, 2021). another hole found from a past study that students inconsistently preferred one of the three feedback modes (written, audio, and screencast feedback) but they emphasized the potential benefits of each mode since the comparison of three feedback modes (written, audio, and screencast feedback) resulted in no difference to students’ revision (bakla, 2020). screencasts in this research are directed to enhance teachers’ feedback clarity and quality to enhance students’ scientific article writing within an academic writing course. academic writing is a two-credit course aimed at training students on how to write a scientific article in a wellorganized, precise structured, full-content, and up-to-date and avoid plagiarism practices. by selecting and applying screencast feedback, it is expected that students take advantage of the audio-visual technology for their articles to get better continuously. for that reason, this research works to solve students’ problems in understanding teachers’ feedback and enhance students’ scientific article writing using screencast feedback as video feedback. the aforementioned problems and offered solutions lead to generating one grand research question to answer; “how screencast feedback practices in academic writing through blended learning classes can enhance students’ scientific article writing?” for that reason, current research is targeted to explicate the practices and perceptions on screencasts as video feedback in an academic writing course to enhance students’ english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 39 skills in scientific article writing. method the research was designed in a classroom action research where the researcher plans, teaches, observes, does a self-reflection of the teaching process as well as evaluates the whole by trying to offer the solution in the teaching process concurrently to enhance students’ learning experience (meesuk et al., 2020) in accordance to the encountered problems. in this research, problems were found in a preliminary observation of an academic writing course with blended learning circumstances. students got difficulties revising their writing because of the inadequate feedback selection applied to comment on their drafts in earlier classes. the second-year students from english education program study in universitas islam darul ‘ulum lamongan who enrolled academic writing course were involved as participants in the research. a total of 25 students enrolled in academic writing courses who have passed essay writing and paragraph writing courses in earlier terms as pre-requisite courses. since the course requires students to use a productive skill in writing, a combination of theory delivery and its practice. to get better results from the practice, feedback is essential to apply. various kinds of feedback were executed during the process of practice. the design of classroom action research by kemmis (2021) as a central base underlying this research method was implemented in three cycles with three diverse styles of feedback done in four stages; planning, implementation, observation, and reflection of each type of feedback (eilks, 2018). the first cycle was using text feedback given by commenting on students’ first drafts of their documents files. cycles 2 and 3 were using screencast feedback in the form of video screencasts. in cycle 2, the teacher used a screencast by combining oral comments (audio) and actions in the form of a typed comment on the screen (video) to show how students can revise appropriately their drafts. cycle 3 was implemented screencast with the additional use of a webcam to show the teacher's appearance during the screencasting. the screencast software used was "screencast-o-matic", a software that can easily record and edit videos that have already been extensively applied in blended learning education and are currently popular because of its ease and communicative ability (pachuashvili, 2021). screencast-o-matic is a screen capture tool that allows users to add a webcam or narration so that they can personalize the videos such as adding text, shapes, or images (pachuashvili, 2021). in july 2021, pachuashvili (2021) further evaluated based on the screencast website that screencasto-matic was used in 190 countries with more than 60,000,000 screens already taken. in addition, two kinds of data and data sources were obtained in this classroom action research. the data and the data sources obtained along with the instruments used in this research can be seen as depicted in table 1 below. table 1. research data, data source, and instrument data data sources instrument the practice of each type of feedback students’ drafts before and after feedback giving documents, field notes the perceptions toward each type of feedback students' responses to each type of feedback questionnair e in every cycle, data were collected through participant observation, documentation, and survey techniques. the observation was performed by field notes based on each kind of feedback. the documentation was also employed by collecting students’ scientific article writing in the form of a first draft, several revisions, and a final paper in all cycles. once the implementation of each cycle was completed along with the teacher’s observation, students filled out a survey questionnaire to identify their problems, obstacles, and perceptions related to the experience of using the feedback type to improve their scientific article writing skills. the result of each cycle survey functioned as guidance for ensuing cycles. the whole obtained data from the observation and documentation were analyzed by descriptive qualitative technique. moreover, the survey results were first analyzed using the percentage formula, then were interpreted descriptively consistent with the percentage results. all the analysis results were triangulated so that the data were related to each other to explain the overall results. at the end of each cycle, the evaluation of students’ writing progress was assessed through a writing analytical scoring rubric to obtain students' writing scores. to state the implementation of screencast feedback as a success, minimally 70% of students’ writing syifa khuriyatuz zahro alternative feedback through screencast: action research practices and perception on academic writing classroom 40 scores are equal to or higher than 70 which is categorized as competent writers. furthermore, competent writers who obtained equal to or higher than 90 are classified as very competent writers. those whose scores were under 70 were categorized as moderate writers if their scores were above 50, while students who got lower than 50 were considered incompetent writers. results and discussion as written in the semester learning plan of academic writing course under the research, it proposes one grand learning outcome that students are expected to be able to master language principles and systems of writing a scientific article and apply them honestly and with full of responsibility. to reach the learning outcome, students have to master five subexpected learning outcomes; 1) mastering the basic concept of a scientific article, 2) mastering language principles of scientific article writing, 3) mastering the organization of scientific article writing 4) applying systems of scientific article writing, 5) producing a good scientific article. to master the learning outcomes, students were informed about the concept of a scientific article and subsequently trained to master the language principles ability of scientific article writing to quote directly, paraphrase, summarize, select reporting verbs, and list references as well as trained to organize scientific article ideas before starting to write during four weeks online and offline learning. in week five, students started to select a topic and write a draft of an introduction. the introduction was further given comments in the form of hand-written feedback accompanied by oral feedback through face-toface consultation sessions and typed-comment feedback through microsoft office word comments in online mode. the revision of their first draft of the introduction was submitted in week 7 and provided a similar to previous feedback. students' second revision of their introduction writing was submitted as their midterm project in week 8. the weeks after the mid-term were the introduction and implementation of the screencast. the first screencast feedback was given on students’ second revision of the introduction handed in during week 9. in the following week, they had to write the article body along subsequently another screencast feedback was provided. after students handed in the first revision of the article body, another screencast feedback was presented in week 11. the submission of the second revision of the article body was given screencast feedback with an additional teacher’s presence on the video. additionally, the last part of the article writing is the conclusion writing submitted in week 13 and was given screencast feedback with the teacher’s appearance on the video. after submitting students’ revision of the conclusion writing along with the screencast feedback in week 14, they were ought to submit all section of their article in week 15 and was given screencast feedback before the final submission of their article. week 16 was the due-date submission of their final article involving the introduction, body, and conclusion. throughout 16 weeks of meeting both online and face-to-face modes of academic writing courses, observation, documents, and a survey revealed numerous vital motives of screencast feedback preference to text feedback for students. the subsequent are the details of each cycle's findings. text feedback practices in academic writing class during (cycle 1) after learning the language principle’s ability of scientific article writing, students were required to write a draft of an introduction on a certain topic which consists of the article's background, and its objective. in general, most of them addressed a good topic but missed particular points for instance paragraph organization and topic relevance. in cycle 1 completed in 2 week-meetings, the teacher gave hand-written comments on students' printed drafts where some students and teachers were engaged in face-to-face consultation sessions during offline learning. in addition, due to the time limitation in offline learning, another type of feedback was further applied during online learning mode by giving feedback on some of the students’ drafts by providing commentary on their document using microsoft office word comments and track changes features. the result of comments in both modes was used as students’ references to revise the draft. during the face-to-face consultation session, students asked several questions in response to hand-written comments they do not understand well. most of the questions were related to global issues including topic focus, organization, and topic appropriateness. the teacher gave explanations and suggestions orally to reorganize their ideas based on their selected topics. some english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 41 topics that were too broad were recommended to find a more specific and narrow topic to focus on. others needed to reorganize their paragraphs to be structurally coherent. the typed feedback through microsoft office word comments also addressed a similar issue. most of the feedback was related to paragraph organization, topic relevance, and focus. though most of the issues that arose were global issues, their revision was mostly not satisfied with only 23% of the global issues commented on being successfully revised. on the other hand, local issues addressing diction, grammar, and punctuation were significantly better with 81% revision success since the teacher merely gave corrections. as an attempt to reflect both hand-written and typed feedback implemented in cycle 1, students’ perceptions of both feedback modes were documented through questionnaires. despite the effectiveness of direct written feedback in certain elements like error type and students’ level of writing ability as proposed by al harrasi (2019), the result of the survey indicated a significant issue in offline consultation sessions that 75% of them were unsuccessful to remember what the teacher had explained and suggested writing in their revision. for this reason, they preferred typed feedback to hand-written comments. additionally, although text feedback through typed word comments was considered suitable to use toward writing issues at a local level (mao & crosthwaite, 2019), it also created another problem where 85% of them found understanding and comprehending some typed feedback was complicated. the inadequate comprehension and understanding of the typed comment feedback led to problems in the revision writing. the result of the students’ writing assessment showed that only 40% of the students were detected as competent writers whose scores were equal to and or higher than 70, another 40% were regarded as moderate writers and 20% of them were observed as incompetent writers. the teacher reflected on the result of the document study of students’ revision that most of them failed to revise the commented part both given orally during face-to-face consultation or written and typed comments on their draft. some students seemed not to focus during face-to-face consultation sessions so they may fail to recall the comments during their revision writing and leading to being unsuccessful in writing the revision. for the unsuccessful revision and to accommodate the found problems of the ineffectiveness of text feedback in both offline and online modes, an alternative feedback type must be sought and implemented further. screencasts feedback practices in academic writing class (cycle 2) the alternative feedback provided by the teacher was screencast, digital video feedback recording anything commented orally and textually on screen and saved to a device minimizing the problem of failure to recall and comprehend the feedback commented. screencast feedback was planned and implemented to be alternative feedback used for the rest of the meetings. the implementation of the screencast as digital video feedback was accomplished in two cycles. the first cycle was completed by combining the teacher’s oral feedback through audio and her written feedback by adding text comments through microsoft office word comments. students’ second revision as a final revision of introduction writing was the first screencast feedback implemented in cycle 2. accomplished in three weeks' meetings, the second and third screencasts in cycle two were provided as feedback on students’ draft of body writing and its first revision. students’ first response to the first screencast feedback they received was positive as they were enthusiastic and interested in it during the faceto-face meeting discussing a general overview of their writing progress. the positive perception of screencast compared to written feedback was in line with harper et al. (2018), kim (2018), and bush (2021) who also found that screencast was perceived positively to be more enjoyable than written feedback. furthermore, screencast feedback was believed to be helpful, clear, and easy as revealed from the survey of screencast feedback in cycle 2. the majority of students (92%) perceived screencast feedback as able to help them to lead their revision writing in ideas reformation, draft reorganization, and revision points direction. in other words, screencast was able to assist students to address inquiries on what, how, and where to revise because they were provided explanations on the reasons certain points were written inaccurately. recorded oral along with text feedback shared on the video screen was considered to be the source of the helpfulness. this perceived helpfulness was supported by cheng and li (2020) as well as cunningham (2019) who also found that screencast was helpful. a further student’s positive perception of screencast feedback was it was clear. they syifa khuriyatuz zahro alternative feedback through screencast: action research practices and perception on academic writing classroom 42 assessed screencast feedback as clear for the reason that the given explanation, suggestions, and examples were perceived by 80% of the students to influence them to understand clearly the points to revise. students’ writing errors were exposed on the screen while the teacher was giving an oral explanation, and suggestions to write in the revision. both exposures to the errors and direct-oral explanation given on screencast led to them stating screencast feedback as clear which supported cunningham's (2019) statement about screencast as clear. screencast was also measured as a feedback type that is easy to trace, understand, and access (84%). students felt that the screencast was easy to trace backward and forward points by clicking particular points evaluated as being able to minimize the failure to recall the comments so that they found it was also easy to understand in facilitating their revision writing. both easy-totrace and easy-understand screencasts were consistent with cunningham (2019) who found students’ perception of screencast feedback as easy. an additional easiness perception found in this research was easy to access where they could access it through the phone. however, two arising issues were nearly half of the students and the teacher assessed it as time-consuming and the teachers reflected the absence of teacher visual presence. one problem found during the first screencast feedback giving was the long duration of the video which was weighed as time-consuming in some way. few students (20%) agreed that screencast was timeconsuming, half of them responded neutrally for screencast was time-consuming (52%) and only 28% of them disagreed with the statement that screencast was time-consuming. the timeconsuming issue is critically found contradictory to what cheng and li (2020) claimed that most of the students assessed screencast feedback did not consume their time because they revise less time. furthermore, the reflection made by the teacher from the screencast videos was that a few of the screencast video length was 20 minutes which is in accordance with zijden et al. (2021) finding that teachers’ negative experience with screencast feedback was rooted in their view of its uneasiness and inefficiency. to solve the long screencast video given at the early phase in the second cycle when the teacher was still new to working with screencast-o-matic, subsequent screencast videos given at the second and third phases of the cycle had shorter duration as the teacher had already accustomed to using it. therefore, the second screencast feedback video provided was limited to 8 minutes in maximal so that students worrying about the long duration was expected to be resolved. in cycle 2, the number of competent writers has increased. a number of 16 students with a percentage of 64% were observed gaining scores equal to and or higher than 70. furthermore, 2 of them got scores above 90 indicating very competent writers. on the other hand, incompetent writers were seen to decrease where only 12% of the students got a score under 50. the rest 24% of them were moderate writers which were reduced by 16% from the previous cycle. another emerging issue was the teacher’s visual presence. in the second cycle, the screencast videos contained audio as the teacher’s oral feedback and screen exposure as the teacher’s written feedback without the additional visual presence of the teacher. cheng and li (2020) believed that the teacher’s visual presence was proven to improve social and personal values among the teacher and students which can motivate them to revise their manuscript writing. therefore, the next cycle must be implemented with the additional teacher’s visual presence to encourage them to rewrite their article. screencasts feedback practices with teacher’s visual presence in academic writing class (cycle 3) in cycle three, screencast feedback given to the students was similar to the former cycle with an additional teacher’s visual presence via webcam. the implementation of a webcam as an additional teacher’s visual presence during screencast feedback was expected to strengthen the teacher’s and student's social and personal relations (cheng & li, 2020) and to give more encouragement to the students to write an accurate revision of commented manuscripts. four screencast videos were provided to the students where one screencast video feedback on their second revision of the article body, two screencast videos toward their conclusion draft and its final revision, and one screencast video feedback to cover the overall part of each student’s article. the final revision of the article was assessed as their final exam grade which was used to evaluate the implementation of screencast feedback with additional teachers’ visual presence. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 43 after observing and comparing documents between screencasts in the second cycle and the third with the additional teacher’s visual appearance, it was noticeable that both of them have successfully directed students’ accurate revision on both local and global issues of writing. more noticeably, comparing global issues commented on through text feedback, screencast feedback more significantly engaged students to write the revision successfully with around 75% of the global issues being correctly revised. however, a few local issues commented on through screencast feedback without any text feedback have no change indicating that a few of the commented local issues were ignored without any revision. from this result, the teacher needs to carefully address the local issue by including text feedback. even though screencast can cover overall feedback on both local and global issues, the teachers were required to give appropriate portions of text and screencast feedback to obtain the accurate result of students’ revisions. global issues like content and organization were recommended to be commented on through screencast feedback as students found it difficult to understand the text feedback on global issues (cheng & li, 2020). the survey in the third cycle addressed the additional feature use of a webcam for the teacher’s visual appearance on the video. as predicted, 92% of students favored screencasts with the teacher’s presence since it was considered to have enhanced student-teacher interpersonal relations, improved teacher praise, and a conversation-like atmosphere. most of the students (88%) assessed screencast with the teacher’s visual presence enhancing studentteacher interpersonal connection. they declared that watching video feedback with the teacher’s appearance gave them a touch of a synchronouslearning experience where the teacher was virtually present and commented on their writing. such experience upgraded interpersonal relations between the teacher and the student which aligns with cunningham (2019) and cheng and li (2020) who found an interpersonal improvement to contribute to students’ positive perception of screencast feedback. another result of the survey was the improvement in teacher praise. around 76% of the students reflected that four given videos of screencast feedback with the teacher’s presence gained more teacher praise where the teacher was satisfied with the some of students' revision results which were assessed as successful revision. the improved teacher praise perception towards students' revision results after having commented through screencast feedback supported killingback et al. (2019) finding which noted the improvement of teacher praise perception affected students’ work. the reflection about the improved praise was that the points given feedback through screencast were mostly successfully revised accurately. accurate revisions made by students led the teacher to give more prises when doing screencast feedback. one more perception of students toward screencast feedback with the teacher’s visual presence was a feeling of a conversation-like atmosphere. most of the students, precisely around 80% of them felt comfortable listening to the screencast video feedback since the explanation provided turned out to be a conversation rather than comments. the teacher reflected that a total of seven videos of screencast feedback resulted in the teachers’ custom to practice it and eventually changed the way the teacher gave the feedback especially when the teacher visually appeared in the screencast video. the conversation-like atmosphere perception during screencast feedback with the teacher’s visual presence accords with mahoney et al. (2019), wood (2022), and mohammed and alharbi (2022) who found that through video feedback, a conversation can be obtained rather than text comments. the final result of the writer category was obtained after the students' final article was assessed. the percentage of competent writers was 72% where 18 out of 25 students got a score higher than 70. among those competent writers, 3 of them gained a score of more than 90 considered very competent writers. furthermore, moderate writers were found in 4 out of 25 students with a percentage of 16%, a decrease of 8% compared to the previous cycle (24%). similar to the previous cycle, incompetent writers were 3 out of 25 students who had a score under 50. based on the final evaluation above, it can be stated that the implementation of screencast feedback was successfully practiced as alternative feedback due to the 72% accomplishment of students' scores above 70. therefore, writing teachers are recommended to take advantage of screencasts to provide video feedback on students writing. conclusion the implementation of screencast feedback in academic writing classes proved to be successful and was able to enhance students’ scientific syifa khuriyatuz zahro alternative feedback through screencast: action research practices and perception on academic writing classroom 44 article writing skills. students measured it positively for its helpfulness in guiding revision writing, its clarity in understanding the comments, and its easiness of access. at first, the teacher did not accustom to using screencast was a source of their long duration and negative perception, the limitation of video feedback duration then solved the problem. an added teacher’s visual presence via webcam during screencast feedback also increased teacherstudent interpersonal relations and teacher praise, as well as gave a conversation-like atmosphere. as to minimize the time-consuming problem, the teacher must get himself accustomed to it by practicing it more often. since this study was limited to the implementation of screencasts without considering participants’ external, internal, or psychological factors, upcoming research on screencasts may investigate those factors to contribute to the practice and success of article writing. further research may also include students practicing peer feedback by using screencast to see the difference between the teacher's and students' screencast feedback practices. acknowledgment with gratitude, we are inclined to acknowledge diktiristek indonesia for providing us with financial support through the research grants for the accomplishment of this classroom action research. references al harrasi, s. n. m. 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(2019). systematic review: approaches in teaching writing skill in esl classrooms. international journal of academic research in progressive education and development, 8(4), 450–473. https://doi.org/10.6007/ijarped/v8-i4/6564 wood, j. (2022). making peer feedback work: the contribution of technology-mediated dialogic peer feedback to feedback uptake and literacy. assessment & evaluation in higher education, 47(3), 327–346. https://doi.org/https://doi.org/10.1080/0260293 8.2021.1914544 zijden, j. van der, scheerens, j., & wijsman, l. (2021). experiences and understanding of screencast feedback on written reports in the bachelor pharmacy. transformative dialogues: teaching and learning journal, 14(1), 46–67. zubaidi, n. (2021). efl lecturers’ perception and practice of screencast feedback. jeels (journal of english education and linguistics studies), 8(1), 1–25. syifa khuriyatuz zahro alternative feedback through screencast: action research practices and perception on academic writing classroom 46 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 105 content analysis of speaking activities in english textbook based on 2013 curriculum for the first grade students at senior high school ali akbarjono english education program, tarbiyah and tadris, state islamic institute of bengkulu email: aliakbarj250975@gmail.com pipit melati english education program, tarbiyah and tadris, state islamic institute of bengkulu email: melatipipit98@gmail.com feny martina english education program, tarbiyah and tadris, state islamic institute of bengkulu email: feny@iainbengkulu.ac.id syafryadin university of bengkulu email: syafryadin@unib.ac.id apa citation: akbarjono, a., melati, p., martina, f., & syafryadin. (2021). content analysis of speaking activities in english textbook based on 2013 curriculum for the first grade students at senior high school. english review: journal of english education, 10(1), pp. 105-112. doi: https://doi.org/10.25134/erjee.v10i1.5360 received: 26-08-2021 accepted: 27-10-2021 published: 31-12-2021 introduction speaking skill is one of the language abilities that are greatly essential to promote further verbal communication. speaking is an oral communication between a speaker and listener which includes productive skills, competence and understanding (thornburry, 2009; renandya & widodo, 2016). speaking is an interactive real-time activity to express our ideas to interact with others that is unplanned and just continues based on the situation. for that reason, the teaching of speaking tends to use the activities that consist of real situations. then, to make sure the students achieve speaking skill, they have to focus on studying and doing practice during the learning process. although speaking skill is the most complicated skill to promote, but it is really essential to assist oral communication. abstract: this research is focused on speaking activities in two versions of english textbooks published by the government/kemendikbud and published by private publications/erlangga based on the 2013 curriculum syllabus, and this research is also to find out which books meet the good category to help student learning activities. this research is very important for the academic world to make it easier for a student and teacher to choose a good textbook to meet their speaking needs. the method used in this research is content analysis. the researcher used two analysis matrixes in collecting data. the first analysis matrix will show the suitability of the speaking activities in the two versions of the textbook with the 2013 curriculum syllabus. the second analysis matrix will show the percentage scores of the two versions of the english textbook based on the guidelines evaluation. as for the results of data analysis, the first matrix shows that speaking activities in the two versions of the english textbook are in accordance with the 2013 curriculum syllabus, and the second matrix al so shows that the two versions of the english textbook are in the "good" and “fair” category, which is the textbook published by the government/kemendikbud has an average percentage of 93%(good) and textbooks published by private publications/erlangga have an average percentage of 73% (fair). in conclusion, both versions of english textbooks published by the government/kemendikbud and published by private publishers/erlangga are good and fair categories for students in carrying out the teaching and learning process. keywords: speaking activities; textbook; 2013 curriculum. ali akbarjono, pipit melati, feny martina, & syafryadin content analysis of speaking activities in english textbook based on 2013 curriculum for the first grade students at senior high school 106 however, in reality most of students in indonesia cannot speak english fluently. english speaking skill is usually studied by students in the classroom that uses a textbook or media as a learning resource. in english speaking the student can practise and do improvisation to find out their potentials in communications (widiana, 2018). besides that, the teacher’s role becomes important because the teacher plans the materials that are needed by students during the learning process. the material that is commonly used in our education system is the textbook as a simple design for success in teaching and learning process. choosing the correct textbook becomes a challenge for the teacher, so that can make it easier for students or learners to know the material better. in support of the learning process, using media such as a textbook will help learners to learn easier, clearer, faster, and better. the textbooks also help teachers to do their job better, easier and organized. as a media in the learning process, the textbook is capable of contributing what teachers illustrate to learners. on the other hand, the textbooks are media and learning resources that have been designed to meet educational standards in a simple form to simplify the teaching-learning process at schools, and the most important things are if the contents, materials, and activities in the english textbook are have to suitable with the curriculum in force which is in the teaching-learning process our curriculum design is expected to create active learning, creative, fun and character. talking about curriculum has a relation in all aspects in education system because all learning processes are based on the curriculum established by the ministry of education and culture. and of course, the teaching and learning process cannot be separated from the curriculum both of them have relevance for each other. according to the government regulation number 20 year 2003 section 1 letter 19, curriculum means a set of plans and regulations about the aims, content and material of lessons and the method employed as the guidelines for the implementation of learning activities to achieve given education objectives. the education system in our country uses the 2013 curriculum (k13), which is the 2013 curriculum is a curriculum that is more focused on developing student character values and also focuses more on practical activities rather than theory, and it has several aspects including attitudes, knowledge, and skills competencies (kurniasih, imas & sani, 2014; poerwanti, and amri, 2013). based on the pre-observation conducted by researcher on tuesday, march 4, 2021. the researcher was able to collect data at sman 5 lebong. the researcher observed the english teacher and student of the first grade during the learning process, with identified problems including: first, the teacher is still dominating in the speaking class. second, students are a passive learner, and it is difficult to speak in front of their classmate. third, students are not confident to speak and afraid of making mistakes. fourth, students have low vocabulary of english. fifth, the teacher just uses the english textbook without knowing which textbook in the category is the good one. and the students claimed that the most difficult basic skill was speaking skills because the students were really scared of making mistakes and did not have the confidence to speak (lisa, 2016). they also had difficulty in delivering their opinions and ideas verbally. in addition, the students still have trouble with pronouncing particular words in english. then, the english teachers also claimed that students have difficulties in sharing their ideas to speak in english during the lesson, it is proven by the students' speaking scores which are still below average. besides that, for make sure to students master in speaking skill they certainly need a good textbook or material to support the learning process, but due to the many versions of textbooks, it will be difficult for teachers to choose the right textbook that has good criteria related to the syllabus and the teachers are also often confused about which textbook is more in line with the 2013 curriculum syllabus. using the correct textbook will be an important reference for teachers to provide opportunities for students to learn to speak, and it is important to give students as many opportunities to speak as possible. furthermore, several studies were conducted about speaking activities in textbook, but they just analyzed speaking activities in textbook of elementary school and junior high school and whether or not speaking activities belong to communicative competence (lesmana, 2015; kartini, 2015; ayu, 2017; fitri, 2019, and ariska, 2020). considering the above statement, by looking at the condition that speaking skills are a skill that is difficult for students to understand, besides that english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 107 teachers also certainly need good references in learning, so as to help with these problems and make it easier for teachers and students to choose good english textbooks, especially content speaking activities that should be in accordance with the syllabus curriculum used at the school, namely the 2013 curriculum. then, to find out which english textbook is in the good category, the researcher wants to analyze some textbooks that are commonly used by teachers as learning resources for students in learning, and they will certainly be measured, with the criteria in choosing a good textbook, according to experts. in addition, seeing the many versions of textbooks available in schools, especially schools where researchers conducted research at sman 5 lebong, researchers compared two versions of english textbooks published by the government (kemendikbud) and english textbooks published by private publications (erlangga) for the first grade student. method the design of this research will be a content analysis. content analysis is a research technique for making replicable and valid inferences from data to their context (krippendorf, 2013; ary, jacobs, & sorensen, 2010; creswell, 2014). it means that in doing content analysis, the researcher tended to describe the source texts into inference meaning in order to be more understandable by the readers for implicit meaning stated in it based on its context of use in society. it indicated that this kind of research is more than a counting process, as the goal is to link the results to their context or to the environment in which they were produced. on the other hand, content or document analysis is a method that is applied for written or visual data with the purpose of identifying specific characteristic of materials. the materials can be taken from textbook, newspaper, television program, advertisements, musical composition, or any of a host of other types of documents (donald et. al., 2010, p. 457). in this research, content analysis will use to analyze the content of speaking activities of the two versions of english textbooks which are based on textbook evaluation criteria and both of them are based on the 2013 curriculum for the first grade student at senior high school. this research which focus on two versions of english textbooks published by government/ kemendikbud and published by private publications/ erlangga. the instruments used were two analysis matrixes, the first analysis matrix will use to explain how does the suitability of speaking activities in the english textbook of first grade student published by the government/ kemendikbud and private publications/ erlangga fulfill the content aspects suggested in the syllabus of the 2013 curriculum? then, the second analysis matrix will shows the percentage score in the textbook evaluation criteria which aim to find out which textbooks meet the content aspects better suggested by materials evaluation. in collecting the data, the researchers used two versions of english textbooks that are used at the senior high school it refers to a technique of collecting data by gathering speaking activities in english textbook and analyzing documents, while a document is a communicable material used to explain some attributes of an object, systems or procedures (sewagegn, 2020). it means that the qualitative data which is drawn with words and sentences, clustered following its category to gain conclusion. as for several steps that will be taken by the researcher, they are: first, researcher chose the school that has already implemented the 2013 curriculum. after the permission from the school to collect the data had been given, checking and asking the syllabus for their first grade students and the textbook which is used by the teacher and student in doing the learning process. furthermore, copying the syllabus and collecting english textbooks, especially more focus on speaking activities, into the table that the researcher has made to collect data. this table is to find out the suitability of english textbook with the syllabus of the 2013 curriculum. second steps are followed by designing the textbook evaluation criteria checklist containing a set of standard criteria for evaluating english textbooks which will be derived from the guidelines materials evaluation, this guidelines checklist is to know which english textbook is the good one (balachandra, 2014). third, to strengthen data and avoid information bias, researchers will also conduct interviews with english teachers about how they think about english textbooks commonly used in teaching and learning activities in class. this interview is only additional information for researchers in describing the data that has been collected. ali akbarjono, pipit melati, feny martina, & syafryadin content analysis of speaking activities in english textbook based on 2013 curriculum for the first grade students at senior high school 108 then, to find the percentage score of two versions of the textbooks, the researcher will use the formula: p = f x 100% n note: p = percentage f = frequency of fulfilled aspect criteria each unit. n = the total number of criteria in each aspect. the above formula was used to decide the results of data analysis as a final calculation was classified into one of four criteria proposed by pusat perbukuan (arikunto, 2016). table 1. the conversion of fulfilment range of fulfillment score category 80%-100% good 60%-79% fair 50%-59% sufficient 0%-50% poor results and discussion results the result of this research was divided into two parts. the first result shows the coverage of speaking activities contents in two versions of english textbooks published by the government (kemendikbud) and private publications (erlangga) for the first grade students of senior high school in line with the 2013 curriculum syllabus. the second result shows the percentage of which textbook is the good one between the two versions of english textbooks published by government and private publications by guideline material evaluation. there are 15 chapters of english material in the english textbook both published by government and private publications. the extent to which the textbook entitled “bahasa inggris” published by government suitable with the 2013 curriculum syllabus the material and activities in the textbook published by the government are already relatively easy to understand, especially for students who have not been able to understand english before. then, the language use in the textbook that was published by the government above is relatively good to help in improving students’ speaking. as shown in the table above, speaking activities in the textbook published by the government use the common or general language and correspond with our learning culture. on the other hand, the explanations and directions presented in speaking activities are also very clear, even though without instructions from the subject teacher, students can practise independently by using textbooks as their reference material in learning, and it is very necessary for students to avoid difficulties in learning, because basically students often feel less directed and do not know what to do understand english better. furthermore, the table above also shown if material and speaking activities in the textbook published by the government are already suitable with the syllabus of the 2013 curriculum, which focuses on standard competence such as core competence and basic competence that includes in explain about elements of precommunication and communication activities about vocabulary, structure, pronunciation, spelling, communicative expressions, role play, and simulation. the extent to which the textbook entitle “pathway to english” published by private publications suitable with the 2013 curriculum syllabus based on the table of researcher analyze about the textbook published by private publications above, the researcher capable of describing if that textbook is difficult to understand for student who don’t has the ability about english before. then, speaking contents on the textbook published by private publications has the high level of language, as we know our education system has been remove the english subject at school, it will show that if students are not really enough to learn english. futhermore, because of this textbook are published by private publication, it has been suitable enough with the syllabus of 2013 curriculum. the result shows the percentage of which textbook is the good one between the two versions of english textbooks published by government and private publications by guideline material evaluation the percentages of materials evaluation in two versions of english textbook published by the government and textbook published by private publications for the first grade students of senior high school based on the 2013 curriculum. there are 15 questions and every checklist for every english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 109 question was valuable 1 score. in the textbook 1 (published by government) there is valuable 14 score and in the textbook 2 (published by private publications) there is valuable 11 score. then, to find the total score of the instrument, the researcher will use the formulation below. textbook 1 (published by government/ kemendikbud) p = f x 100% n p = 14 x 100% 15 p = 93% note : p = percentage f = frequency of fulfilled aspect criteria each unit n = the total number of criteria in each aspect therefore, it can be concluded that the percentages of the textbook that published by government are 93%, based on the results, the researcher stated that “basaha inggris” textbook published by government/ kemendikud/ textbook 1 was categorized as “good” with an average score 93%. this statement was according to pusat perbukuan. textbook 2 (published by private publications/ erlangga) p = f x 100% n p = 11 x 100% 15 p = 73% note: p = percentage f = frequency of fulfilled aspect criteria each unit n = the total number of criteria in each aspect therefore, it can be concluded that the percentages of the textbook that published by private publications are 73%, based on the results, the researcher stated that “pathway to english” textbook published by private publications/ erlangga/ textbook 2 was categorized as “fair” with an average score 73%. this statement was according to pusat perbukuan. discussion the textbook is one of the determinants educations: success and failure of the quality of education depends on the textbook itself. the textbook is a course book which is used in the teaching-learning process based on curriculum recommended for a teacher and student. the majority of teachers in indonesia use textbooks as the main guideline for curriculum and learning resources, so that textbooks can support what teachers explain to students in the teaching and learning process. many textbooks do not contain enough speaking skill, which may be the reason why many students have difficulty with speaking and are very deficient in speaking skill (lee, 2012). textbooks are books prepared by experienced and qualified individuals and that the material contained in the reading materials is generally deliberately attempted in pilot concentration in the actual performance state prior to publication (cunningsworth, 1984). the textbook provides ready-made teaching texts and learning tasks. moreover, a textbook is an easily and cheaply way of preparing learning materials. such a tom hutchinson and eunice torres (1994, p. 319) state that only a textbook is capable of showing as much as possible what is actually going to be done in the lesson. textbook published by government textbook had 15 chapters. there were 15 lessons about interpersonal texts both oral and written. they were talking about self in chapter 1, congratulating and complimenting others in chapter 2, what are you going to do today? in chapter 3, which one is your best gateway? in chapter 4, let’s visit niagara falls in chapter 5, giving announcement in chapter 6, the wright brothers in chapter 7, my idol in chapter 8, the battle of surabaya in chapter 9, b.j. habibie in chapter 10, cut nyak dhien in chapter 11, issumboshi in chapter 12, malin kundang in chapter 13, strong wind in chapter 14, and you’ve got a friend in chapter 15. from the analysis, it can be concluded that the author of the textbook had tried to arrange this book as perfect as possible, but as human being short of lack still appeared in this textbook. the author also had been trying to provide the activities which related to the context, but there are not always acceptable for students. then, this textbook also has been suitable with the syllabus of 2013 curriculum it showed by matrix analysis that the researcher have been made. the textbook that published by government were classified as “good” category based on guidelines ali akbarjono, pipit melati, feny martina, & syafryadin content analysis of speaking activities in english textbook based on 2013 curriculum for the first grade students at senior high school 110 material evaluation. on the other hand, this textbook are really help students in learning, actually for students that really difficult to understand about english before. all content in the textbook are really useful and easy to understand, it will be good facilitated students in learning. each chapters in the textbook that published by government/ kemendikbud is in a good category because it have suitabilities with the documentary checklist which is in the textbook that published by government/ kemendikbud the interpersonal text can be found in some of the chapters which correspond with student daily life. it includes about the topic expression for introduction, where the student will talk about himself or herself. on page 29, there are any activities that make students understand about congratulating. on page 32, it explains about complimenting. and on page 40, it explains about the expressing intention. the transactional text in the textbook that published by government/ kemendikbud can be found in some of the chapters that explain that topic. on page 16, there are any activities that explain giving instruction to make students learn about guessing ‘who am i?’. on page 39, there is a topic that makes students explain their opinion about some of the places. and on page 47, there are any activities that explain the topic about plans. the functional text that be found in the textbook that published by government/ kemendikbud. on page 81, there are any topic that explain about giving announcement. on page 110, 123, 134, and145, it explains about recount text. on page 157, 172, and 183, it explains about narrative text. there is so many of presentational text found in the textbook that published by government/kemendikbud such as a person who told in the book, communication act, and illustration. on page 17, it shows that illustration that explains the topic about introducing. on page 27, there are any pictures that explain about activities for complete the blank. on page 34, there are any the illustration that expresses the topic about complimenting. on page 39, it explains about pictures that showing some place. on page 81, there are any illustrations about giving announcement. on page 120, 132, 143, 157, and 170, it shows some of the pictures of expert and types of recount and narrative text. in textbook that published by government/kemendikbud, it can be found some of the text such as transactional, interpersonal, descriptive, narrative, and recount text. some of the page are explains about particular type of text in explain about exposure. then, in the textbook that published by government/kemendikbud almost all of unit is include social function, generic structure, and linguistic features. on page 10 and 11, it explains about text structure and grammar review. on page 16, it shows that the language feature of content. in the textbook that published by government/ kemendikbud, actual production can be found almost in all of the chapters that explain about grammar review and text structure. on page 11, 43, 61, 89, 115, 127, 139, 151, 164, 176, and 188, it explains about grammar review on the content. besides that, the textbook that published by government/ kemendikbud is coverage the syllabus and the learners can be absent of the class because the material explain is same topic. on page 108, 132, 143, and 169 are explain the topic about recount text and narrative text. then, all of chapters in textbook that published by government/ kemendikbud is include the task, all of chapters is explain about grammar/part of speech, and all of chapters is explain about vocabulary and pronunciation. textbook published by private publications textbook had 15 chapters. there were 15 lessons about interpersonal texts both oral and written. they were let’s do it! in chapter 1, would you fill out this form, please? in chapter 2, i’m sorry to hear that in chapter 3, what should i do? in chapter 4, too hot, too cold in chapter 5, products on discount! in chapter 6, it was memorable event in chapter 7, a story to remember in chapter 8, whatever will be, will be in chapter 9, because of you in chapter 10, why does it occur? in chapter 11, both you and i in chapter 12, what’s the difference? in chapter 13, why is water like a horse? in chapter 14, and make a peaceful world through a songs in chapter 15. the textbook published by private publications is already suitable with the syllabus, it showed that from the lesson that usually develop interpersonal in each chapter. but, textbooks are usually difficult to understand for students who do not understand english previously. based on the guidelines english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 111 evaluation, this textbook categorized as “fair” based on percentages from pusat perbukuan. in the textbook published by private publications/ erlangga that can be found some of the text that relate with short interpersonal text such as making invitations, showing symphty, advice, and etc. on page 9, it explains about invitation. on page 38, it explains the topic about words of symphty. on the page 55, it explains about advice. on page 78, there are any activities that follow the situation. in the textbook published by private publications/ erlangga also can be found some of the text in the textbook is relate with the indicator such as discussing possibilities to do something. on page 5, it explains about instruction offering to do something. and on page 55 and 255, it explains about advice. some of the unit in the textbook published by private publications/ erlangga can be found is offering an invitation, advertisement, recount text, report, narrative, explanation text and etc. on page 11, there are any topic that explains about offering an invitation. on page 82, it shows that the topic about advertisement. on page 108, it explains the topic about recount text. on page 125 and 209, it explains about report. and on page 134, it explains about narrative text. there are so many of presentational text found in the textbook published by private publications/ erlangga such as a person who told in the book, communication act, and illustration. on page 3, 8, 67, 82, 89, 104,106, 132, and 221, there are any picture of activities. on page 7, 38, 52, 69, 217, and 219, there are any illustrations that showing about communication act. in the textbook published by private publications/ erlangga, it can be found many types of text such as recount text, report, narrative, and explanation text. on page 108, there are explains about recount text. on page 125 and 209, it explains about report. in the textbook published by private publications/ erlangga almost all of unit is include social function, generic structure, and linguistic features. on page 11, it explains about the structure in offering invitation. on page 53, it explains about the use of sentence ‘should have done’ on page 127, there are explain about the structure of report text. on page 130, it explains the structure of recount text. and on page 161, it explains about the generic structure of narrative text. in the textbook published by private publications/ erlangga, actual production can be found almost in all of the chapters that explain about grammar review and text structure. on page 11, 53, 127, 130, and 161, there are explains about the generic structure of the text, and the textbook published by private publications/ erlangga is coverage the syllabus. besides that, all of chapters in the textbook published by private publications/ erlangga is include the task, and all of chapters in the textbook published by private publications/ erlangga is explain about grammar/part of speech. conclusion first, based on the study of analyzing the english textbook published by government/ kemendikbud, the researcher concluded that the textbook was good to be used for the first grade of senior high school that has started using 2013 curriculum. this book fulfilled all the aspects of competence of 2013 curriculum, and this textbook is suitable with the syllabus of 2013 curriculum. on the other hand, this textbook is also categorized as “good” with the percentages 93% based on the guidelines evaluation and the percentages from pusat perbukuan. then, this textbook is really useful and helpful to students in order to be easier to understand english with basic knowledge about english. secondly, based on the study in analyzing the english textbook published by private publications/ erlangga, the researcher can concluded that the textbook was good enough to be used for the first grade of senior high school that started using the 2013 curriculum. this textbook was also suitable with the syllabus. even though the researcher said this textbook is good enough for learning, but this textbook is not suitable for students who do not have basic competence about english. on the other hand, this textbook is categorized as “fair” with the percentages 73% based on the guidelines evaluation and the percentages from pusat perbukuan. as the result, both of the textbooks that analyze above are categorized as good and fair, and they have differences in scores, which the textbook published by government/ kemendikbud/ textbook 1 has the average percentages of 93% ali akbarjono, pipit melati, feny martina, & syafryadin content analysis of speaking activities in english textbook based on 2013 curriculum for the first grade students at senior high school 112 and the textbook published by private publications/ erlangga/ textbook 2 has the average percentages of 73%. references arikunto, s. (2016). prosedur penelitian suatu pendekatan praktik. jakarta: rineka cipta. ariska, s. (2020). analysis of speaking activities on textbook (unpublished thesis). uin ar-raniry, aceh. ary, d., jacobs, l. c., & sorensen, c. (2010). introduction to research in. education. usa: wadsworth ayu, h. i. (2017). a content analysis of “when english rings a bell” english textbook in 2013 curriculum for the seventh grade student of junior high school published by kementrian pendidikan dan kebudayaan republik indonesia (unpublished thesis). iain surakarta. balachandra, d. (2014). criteria-based post-use evaluation of english textbooks. ijellh (international journal of english language, literature and humanities), 2(5). creswell, j. w. (2014). research design: qualitative, quantitative and mixed methods. approaches: fourth edition. thousand oaks, ca: sage publications. cunningsworth, a. (1984). evaluating and selecting efl teaching materials. great britain: biddles ltd. fitri, w.a. (2019). an analysis of english speaking activities found in the textbook “bahasa inggris untuk siswa sma-ma/smk-mak kelas x”. journal of english language teaching, 8(1). hutchinson, t. and torres, e. (1994). the textbook as agent of change. elt journal, 48(4). kartini. (2015). a content analysis on speaking materials and activities written on english alive i textbook (unpublished thesis). uin syarif hidayatullah. krippendorf, k. (2013). content analysis: an introduction to its methodology (3rd ed.). los angeles: sage publications inc. kurniasih, i., & sani, b. (2014). implementasi kurikulum 2013 konsep & penerapan. surabaya: kata pena. lesmana, s. i. (2015). the analysis of english speaking activity in students’ textbook entitled when english rings a bel used by seventh graders in 2013 curriculum. retain, 3(3). lisa, o. (2016). a framework for textbook analysis. an international journal of education, 12(4). poerwanti, l. e. and amri, s. (2013). panduan memahami kurikulum 2013. jakarta: pt. prestasi pustakaraya. renandya, w. a., & widodo, h. p. (eds.). (2016). english language & teaching today: linking theory and practice (vol. 5). springer. salinan permendikbud ri nomor 36 tahun 2018 tentang perubahan atas peraturan menteri pendidikan dan kebudayaan nomor 59 tahun 2014 tentang kurikulum 2013 sekolah menengah atas/madrasah aliyah. sewagegn, a. a., & diale, b. m. (2020). authentic assessment as a tool to enhance student learning in a higher education institution: implication for student competency. in assessment, testing, and measurement strategies in global higher education (pp. 256-271). igi global. thornburry, s. (2009). how to teach speaking. new york: pearson education ltd. widiana, i. w. (2018). the effectiveness of communication learning activities based on tradisional game toward the cognitive process dimension. jurnal cakrawala pendidikan, 37(2). english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 445 english teacher professional development to education 4.0 during the covid-19 pandemic muhammad anjar nugraha english education study program faculty of teachers training and education, subang university, indonesia e-mail: anjarnugraha@ymail.com ida maulida english education study program faculty of teachers training and education, subang university, indonesia e-mail: izdamaulida@gmail.com apa citation: nugraha, m. a. & maulida, i. (2021). english teacher professional development to education 4.0 during the covid-19 pandemic. english review: journal of english education, 9(2), pp.445-452. https://doi.org/10.25134/erjee.v9i2.4546 received: 22-02-2020 accepted: 24-04-2021 published: 15-06-2021 introduction the pandemic of coronavirus disease 2019 (covid 19) has impacted all aspects of human existence. one of the areas affected by the covid19 epidemic is education. closing schools and moving to online learning is one of the government’s policies. many educators working with in-service and pre-service teachers are having trouble planning for online or blended learning (hartshorne, baumgartner, rakowski, & ferdig, 2020; muhayimana, 2020). despite the fact that this condition is in line with the vision and mission of future learning in the industrial revolution (ir) 4.0 era, it nevertheless has advantages and disadvantages (abidah, hidaayatullaah, simamora, fehabutar, & mutakinati, 2020). professional development (pd) acts as a fundamental and crucial to guarantee or real contribution to students learning (marcelo, 2009; mizell, 2010). pd can be defined as the educators’ effort to strengthen their practices and experiences throughout their careers. they assume that teacher professional development refers to a variety of both formal and informal experiences of an individual or collective process that should be accomplished by the teachers. professional development is not only referred to as a formal process such as a conference, seminar, workshop, course, college, but it also occurs in informal contexts such as independent reading, peer discussion, or group discussion (mizell, 2010). tanang & abu (2014) claim that a real contribution to students' learning is a commitment to do the self-improvement. policymakers, scholars, and educators around the world agree that promoting the pd of teachers is one of the keys to success in the globalized world changes (bautista & oretga-ruiz, 2015). lisnawati (2019) argues that the professional development of indonesian teachers consists of three demands: (1) having pedagogic, personality, personality, and social competence, (2) implementing a current curriculum for language teaching and learning, (3) producing graduates with 21st-century skills. abstract: teachers' professional development (pd) is one of the solutions to make the teachers always improve their skills and adapt to current issues. one of the challenges that teachers have to face nowadays is industrial revolution 4.0 (ir 4.0). furthermore, skills development in the time pandemic is required. this study aims at investigating english teachers' professional development to the 4.0 education era during the covid 19 pandemic. this research was conducted on a member of the english teachers support group (mgmp) in subang, west java. to collect the data of the research, the questionnaire and semi-structured interview have administered to the participants. the data analysis found that the participants have a positive perspective towards pd to 4.0 education era with five factors (time, funding, time, school principal, colleague influence, and school culture); courses or workshop is the most helpful in pd activity; last, availability of facilities is the most challenge in using technology in the classroom. furthermore, it is known that young teacher from public school has a wide chance to join pd activities; age, colleague and school principal influence the participation of mgmp event; determining teaching content is a the most challenge in implement the education 4.0 during the covid-19 pandemic. keywords: professional development; education 4.0; teacher support group (mgmp) mailto:anjarnugraha@ymail.com mailto:izdamaulida@gmail.com muhammad anjar nugraha & ida maulida english teacher professional development to education 4.0 during the covid-19 pandemic 446 many programs have been implemented by the government to professionalize more than 2.7 million indonesian teachers such as conducting teacher certification programs, facilitating their undergraduate's degrees, conducting teacher competency test (ukg), providing kinds of training and workshops, and conducting teacher education program (ppg) (afrianto, 2018). he claims that the challenges of becoming a professional teacher are not easier. one of the challenges that teachers have to face nowadays is industrial revolution 4.0 (ir 4.0). industrial revolution 4.0 seems a current issue to be discussed among practitioners and academics in many countries including indonesia. technologies and broad-based innovation emerge much faster and more widely in ir 4.0 that has impacted society, economy, business, and also education (schwab, 2016; fisk, 2017). historically, industrial 1.0 was indicated at the end of the 18th century by the influence of production mechanization to the effectiveness and efficiency of human activities; industry 2.0 is started in the early 20th century indicated by mass production and quality standardization; robotbased manufacturing was characterized as industry 3.0; however, industry 4.0 goes beyond manufacturing collaboration that caused by the information technology revolution (hermann, otto, & pentek, 2015). there are nine trends of education 4.0: (1) learning can be taken anytime and anywhere, (2) learning refers to student-centered, (3) students can determine what and how they learn, (4) project-based will enhance students learning, (5) exposing students to more hands-on learning, (6) exposing students in data interpretation, (7) students’ factual knowledge can be assessed during the learning process, (8) students opinion plays as the input to the curriculum designersupdate and usefulness, and (9) students will learn independently ( fisk, 2017). english teachers should adapt to education 4.0. it means they have to develop their professionalism. learners’ achievement depends on the readiness of the teacher’s skill itself. the teacher must make the graduates have the skills that ir 4.0 needed. teachers professionalism development (pd) is one of the solutions to make the teachers always improve their skills and adapt to current issues. (lokita, utami, & prestridge, 2018) researched how english teachers learn in indonesia. they focused on the tension between policy-driven and self-driven professional development. the findings show that the participants learn through pd events such as attending the seminar, workshop, and training. besides, these teachers as well do online professional learning (pl) which was selfdirected such as web-browsing, reading articles, and downloading. besides, they mentioned that they preferred to share with their colleagues at their school site. a variety of online platforms are used to aid in the teaching and learning process. as a result, technological skills are essential for both teachers and students since it has become an important role in the online learning implementation during covid-19 pandemic (al kodri, 2020; nugraha & yulianto, 2020). reimers, schleicher, saavedra, & tuominen (2020) have identified the efforts or alternative methods for students and teachers to continue with their lessons during this pandemic. they investigate online educational resources that 333 participants from 99 countries had found helpful in supporting education continuity. the resources are divided into three categories based on their intended use, they are curriculum resources, professional development resources, and tools resources. it can be concluded that the teachers or the educators realized the common curriculum should be transformed to covid-19 curriculum. that is why the minister of education in several countries design the emergency curriculum under pandemic circumstances, including indonesia. the ministry of education, culture, research, and technology provides the courses, online workshops, webinars to participate. that played as the aid for indonesian teachers to develop teaching and learning skills. moreover, the government also cooperates with some learning management systems to enrich the use of digitalization in the online learning process. hence, this study aims at answering three research questions: first, what are the teachers’ perspectives towards professional development in education 4.0 during covid-19 pandemic? second, what are the activities of pd that have been enrolled to improve the skill of education 4.0 during covid-19 pandemic? last, what are the challenges to involve education 4.0 during covid19 pandemic? method this research was conducted on a member of the teacher support group (mgmp) in subang, west java. subang decided to be the place for this research was because the researcher is one of the lecturers of universitas subang which is located in the same town. even though subang is english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 447 near bandung, most academicians are rarely given attention. the participants of this research are the member of teacher support group (mgmp) of english subject. the reason why the researcher only took mgmp of high school because most of the graduates of high schools refer to apply for the job rather than continue their study to the university. high school teachers must prepare graduates for a future life with any unpredictable situation. they have to face education 4.0 and 21st-century abilities. to collect the data of the research, the researcher administered both close-ended and open-ended questionnaires to the participants. the questionnaire is adapted from (bayar, 2013). the questionnaires cover internal (personal) factors and external (environmental) factors. the former consists of teachers’ attitudes toward professional development and teachers’ self-efficacy. the latter consists of time, funding, principal influence, colleagues’ influence, and school culture. malik, r.s. & hamied, f. a (2014) state that the questionnaire helps the researcher to get and collect large data relatively for a short time. semi-interviewed data was taken as secondary data to support the data from the questionnaire. three participants were chosen to be interviewed. the collected valid qualitative and quantitative data were systematically transcribed, organized, coded, looked for patterns, thematically categorized, synthesized, interpreted, and concluded to answer the research questions (gay et al., 2009; fraenkel et al., 2012). results and discussion this part is started by establishing participants’ demographics. seventy-eight english teachers participated in distributing the questionnaire. the data can be shown in the table below: table 1. participants’ demographics gender male: 56 participants female: 22 participants age under 25: 0 25-29: 12 participants 30-39: 11 participants 40-59: 55 participants 60 more: 0 teaching experience under 25: 61 participants 25-29: 5 participants 30-39: 11 participants 40-59: 1 participant 60 more: 0 level of formal education d3: 0 s1: 54 participants s2: 24 participants s3: 0 regarding the table 1, it is known that: most of the participants is male; most of the participants are male between 40-59 years old; most of the participants have a teaching experience under 25 years; and most of them got a bachelor degree of level of formal education. after delivering the questionnaire, the researcher interviewed three participants to enrich the primary data. the researcher selected participants with various backgrounds. the information can be seen as follow. table 2. participants in the interview t#1 t#2 t#3 age 40-59 30-39 30-39 teaching experinece 30-39 under 25 under 25 school public private public rq#1 what is the teachers’ perspective on professional development? to answer the first question, this study divides the questionnaire data into two factors: internal and external factors. the internal factor refers to the participants’ attitudes of self-efficacy. it means how their attitude, behavior, and cognitive view towards pd in education 4.0 during the covid-19 pandemic. meanwhile, the external factor refers to how the environment affects them in conducting professional development. the external factor includes time, funding, principal influence, colleague, and school culture. hence, this study will not only find either a positive or negative perspective but also investigate to what extent the teachers claim it. the findings of internal factors can be seen from the table below. internal factor table 3. internal factors no. statements neg. n. pos. sd d n a sa 1. professional development activities are necessary for teachers. 2 30 46 2. professional development activities help teachers to develop their instructional skills 2 1 38 37 3. professional development activities are valuable enough to justify the time spent. 2 1 7 56 12 muhammad anjar nugraha & ida maulida english teacher professional development to education 4.0 during the covid-19 pandemic 448 4. participating in professional development activities makes me feel better about myself. 1 46 31 5. the best way for teachers to learn more is to participate in professional development activities 9 47 24 6. i enjoy participating in professional development activities. 3 54 21 neg: negative, n: neutral, pos: positive sd: strongly disagree, d: disagree, n: neutral, a: agree, sa: strongly agree the data from table 3 shows that almost all the participants agreed with the six statements above. they agree that pd is necessary, helps them to develop the instructional skills, is valuable enough to justify the time spent, makes them feel better about themselves, the best way for them to learn more enjoys in participating in it. thus, the teachers have a positive attitude towards professional development. however, how effective their belief, as the internal factor, influences the consistency in continuing pd. in contrast, the study from hürsen (2012) found that pd activities are unstable. it is influenced by age, gender, and teaching experience. women teachers, younger teachers, and less experience have positive attitudes towards pd. however, teachers’ motivation and commitment play key factors for professional development to deal with a high-demand workload condition (kusmaryani, siregar, widjaja, & jatnika, 2016). it is in line with teachers’ challenges in the new normal. teachers have to adapt to the internet of things (iot). we can conclude that even though the participants claim that pd activities are demanded for them, they have to show their commitment to developing their skills. this study will find out as well how the external factors influence their commitment. the data will be explained in the following sub-topics. external factors time figure 1. time the findings show that 61.5% agreed that they have time to regularly attend offered pd activities. in contrast, 3.9% disagreed about it and 34.6% is neutral. it can be concluded that almost half of the participants are having doubt either they can attend professional development activities or not. the research from (mascher, 2016) found that time was the biggest factor impacting the decision whether or not to participate in pd activities, followed by a lack of incentives and scheduling. besides, the data demonstrate that the main reason why the participants want to spend time on pd is for improving their skills followed by getting their knowledge. the findings can be seen in the chart below. chart 1. the reason to spend on pd it can be inferred that the participants are willing to spend their time developing their skills. webinars and online workshop are the examples of pd common activities during the pandemic. the teachers can choose and attend the webinar with any topic they want. spending time to participate in those activities will be very possible since it has conducted online. in another word, the teacher can attend the event at any time from almost anywhere via the internet. however, not all indonesian areas are covered with stable internet connection. some major regions facing slow internet connections, some other regions have no internet. funding funding, in this case, is divided into two parts: first, funding to pay the additional teacher to cover the classes; second, funding to support the salary supplements during pd activities. the data can be seen in the table below. table 4. funding statements pos. neut. neg. lack of funding for an additional person to cover classes prevents me from participating in 48.7% 25.6% 25.7% english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 449 professional development activities. salary supplements would encourage me to participate in professional development activities. 66.6% 23.1% 10.3% pos: positive, neut: neutral, neg: negative regarding the first statement, almost half of the participants agreed that they have to find an extended person to be in charge of school activities. the school has to prepare for an extra teacher to replace the teacher who attends pd activities. meanwhile, due to the pandemic situation, most courses, workshops, seminars, group discussions are conducted online. so, the teachers do not need to leave the school to attend those events. furthermore, teachers will have extra motivation or willingness if they get salary supplements to encourage them in participating pd activities. hence, school principals should be able not only to encourage but also to fund support the teachers. it conforms to the first statement, even though the teachers do not need to come to the event venue, they need to pay a registration fee (if it is not free) and for internet data. school principal influence figure 2. principle influence the data in the figure 2 shows that 83.3% of participants claimed that their school principal boost them to participate in pd activities. it is known that the principal of each school gives a huge chance for his/her staff or teacher to improve skills in pd activities. it is because the school principal gives a significant influence and a substantial impact on teacher professional development. these roles are: first, as the instructional leader and teacher; second, as the learning environment creation; third, as the direct involvement of design, delivery, and content; last, the assessment of professional development (bredeson & johansson, 2000). it is supported by the research findings from (hilton, hilton, dole, & goos, 2015) that the impact of the school principals’ participation in teacher professional development give a positive influence on the capacity for teacher to enact and reflect on new knowledge and practices, and the professional growth of the principals themselves. colleague influence several studies have identified the importance of the influence of colleagues in teachers’ participation in pd activities. (drossel & eickelmann (2017) discovered in their study that the teacher systematically collaborates with colleagues to develop information and communication technology (ict). teachers who participate in professional development are more likely to utilize computers, place a greater focus on teaching ict skills, and have a stronger sense of ict. horn, garner, chen, & frank (2020) found that teachers' participation in learning-rich, in-depth sessions was revealed to be a strong predictor of the creation of new advice-seeking ties. the table below shows the participants’ responses to three statements of colleague influence on pd activities. table 5. colleague influence statements p neutral n my colleagues encourage me to participate in professional development activities. 84.6% 14.1% 1.3% my colleagues and i share common values related to professional development activities. 92.3% 7.7% my colleagues and i participate in professional development activities together. 85.9% 14.1% it can be seen from table 5 that almost all the participants have a positive response towards the three statements above. they get encouragement in pd activities (84.6%); they do sharing, and they do pd together. therefore, colleague influence is one of the external factors that affect to increase in the participants of pd activities. the research from (park, steve oliver, star johnson, graham, & oppong, 2007) found that the nature of interaction among teachers in national board certification can be described in several ways: (a) enhancing reflection on teaching practice; (b) establishing a professional discourse community; (c) raising the standard for teaching performance, and (d) facilitating collaboration. muhammad anjar nugraha & ida maulida english teacher professional development to education 4.0 during the covid-19 pandemic 450 school culture school culture is one of the factors affecting teachers’ participation in professional development. professional school culture refers to a school environment that has learning communities among all the stakeholders through training, mentoring, research, and communication (khalil & abiodullah, 2013). the sociodemographic situation is strongly linked to the teaching site. parental engagement, working environment, income, personal growth, and family environment are all five problems mentioned by rural school instructors (ling, na, yan-li, & sriyanto, 2020). further, they suggested educational beliefs, cooperation relationships, and teacher self-training as the three primary techniques utilized for pd. the figure below will establish the availability of pd activities in the participants' workplaces. figure 3. school culture figure 3 above stated 90.4 of participants agreed that their school environment has a good school culture. rq#2 what are the activities of pd that have been enrolled to improve the skill of education 4.0 during pandemic? the second question is to investigate pd activities that have been attended by the participants. the findings showed that courses and workshops are the most helpful in pd (76.9%). courses here refer to continuing study. meanwhile, a workshop refers to a small activity rather than a conference to discuss a specific theme. it complies with continuing professional development (cpd) program that has a purpose to develop and enhance teachers’ abilities. they need a workshop certificate that has a credit score. in other words, they will select which pd activities that can give a credit score as much as they can. most workshop events offer a course with a minimum of 32 hours. because the teachers will get a credit when score when an event offers at least 30 hours. the findings can be seen in chart 2 below. chart 2. pd activities however, there was a surprising finding of pd activities that have attended by the participants a year back. the data can be seen as follows. chart 3. pd courses that have attended regarding the data in chart 3, it is known that 27 teachers did not attend any pd activities a year back. most of them were able to attend 1 until 3 times pd activities. then, only 20 teachers attended pd activities more than 3 times in a year back. from the data as well, it is known that the participants are keeping up with pd activities during the pandemic by (a) joining the webinar or workshop; (b) individual research from google and books; (c) learning and discussing with colleagues; (d) whatsapp group. the questionnaire data is supported by the interview data. this study has interviewed three teachers who have different teaching experiences and school statuses. the teachers were asked about their experience in attending a seminar, course, or webinar about education 4.0. it is known that t#3 got the skill to improve education 4.0 during participation in the teacher professionalism training program (ppg). meanwhile, t#1 and t#2 said that they have never participated in any pd focusing on education 4.0. it can be seen from the excerpt below. t#3: i have ever learned about education in the industrial revolution era 4.0 during mgmp and ppg daljab 2020. t#1: never followed q#2: so far i have never attended which is focused on education 4.0 the expert above shows that the teacher who is 30-39 years old and in public school seems to have an easy access to get current information. it is proven by the participants who claimed that english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 451 most of young teachers from public schools have a big chance to join the mgmp event. however, the private teacher has a tight schedule to join the event. q#1 i've ever heard, but i didn't attend this activity. i’ve another business. the young teachers who were usually attended. q#2 maybe there were other events that i couldn't attend because it coincided with my teaching schedule. rq#3 what are the challenges to involve education 4.0 during covid-19 pandemic? education 4.0 demands teachers to adapt to technology. due to this pandemic, teachers must conduct e-learning. the data found that the availability of facilities is the most chosen by the participants, followed by students’ involvement, and self-readiness. the facilities here are not only the devices that belong to teacher but also students. not all students have their gadget as their learning tools. it influences their involvement in the teaching and learning process. particularly, both teachers and students are struggling with online learning. the table below will demonstrate the challenges to involve in education 4.0 chart 4. the challenges to involve education 4.0 the data from the questionnaire is in line with the interview data. the participants claimed that sometimes they need more time to prepare the material to be implemented during the pandemic, less institutional support and colleague, and the content to support education 4.0 as can be seen in the excerpt below: t#1: the difficulty is when i have to prepare contextual material, especially during this pandemic. because the school is in the rural area, we face lack of school facilities. t#2: it will be very difficult when there is no support from the school and there is no cooperation with colleagues. t#3: maybe it's more about what content should be taught to answer the challenges in education 4.0 the findings above conform with tafazoli (2021) who claims that teachers’ expectation of pd activities during the covid-19 pandemic can be divided into six categories, they are technological knowledge, pedagogical knowledge, content knowledge, technological pedagogical knowledge, technological content knowledge, and pedagogical content knowledge. conclusion this study investigates teachers professional development (pd) to 4.0 education era during covid-19 pandemic. it can be concluded into three main points regarding research questions. first, the participants have a positive perspective towards pd to 4.0 education era during covid-19 pandemic with five factors (time, funding, school principal, colleague influence, and school culture). second, courses or workshop is the most helpful in pd activity. most of the participants attend once to three times of pd activities this year. last, the availability of facilities is the most challenge in using technology in the classroom. furthermore, it is known that young teacher from public school has a wide chance to join pd activities; age, colleague and school principal influence the participation of mgmp event; determining teaching content is a challenge to implement education 4.0. acknowledgement we are grateful to all related institutions, participants, especially ministry of research and technology for funding support. references abidah, a., hidaayatullaah, h. n., simamora, r. m., fehabutar, d., & mutakinati, l. 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(2014). teacher professionalism and professional development practices in south sulawesi, indonesia. journal of curriculum and teaching, 3(2), 25–42. https://doi.org/10.5430/jct.v3n2p25 multimedia-based activity in young learners’ english class: implementation and outcome ida zuraida supri multimedia-based activity in young learners’ english class: implementation and outcome multimedia-based activity in young learners’ english class: implementation and outcome ida zuraida supri department of english, widyatama university, indonesia email: ida.zuraida@widyatama.ac.id apa citation: supri, i. z. (2015). multimedia-based activity in young learners’ english class: implementation and outcome. english review: journal of english education, 3(2), 210-222 received: 10-03-2015 accepted: 27-04-2015 published: 01-06-2015 abstract: this research aims at investigating how multimedia facilitates young learners’ learning english. the study utilized a descriptive method. this comprised observing, collecting data, classifying data, and analyzing data. observation to the multimedia is carried out to seek for steps of lessons and the steps are facilitating young learners leaning. the subjects in this study were series of multimedia programs. the results showed that the multimedia programs have presented to five young learners’ learning traits in designing the lessons. those traits were transferred in terms of activities presented into stages, time allotment/duration, having specific topic, providing songs and funny cartoon characters and scenes, and materials recycling in the lessons. thus, it can be concluded that the use of multimedia program is beneficial and recommended either in a classroom as a supplementary activity, at home for home learning or watch for fun. keywords: multimedia, young learners, learning traits introduction young learners are categorized into generation who are aware of technology at a very young age. in learning english, then, it is obvious that multimedia such as computer, internet and video are advantageous to be used in children classroom. on the other hand, english mastery is important in preparing learners for better achievement in all levels of education and future career. this has made educators both in formal and non-formal schools try to facilitate the best way of teaching and learning english. in some big cities in indonesia, english has been introduced to young learners starting elementary level of education. many parents send their children to english courses to learn english. they do this with the assumption that if their children are introduced to english since early stage of life they will get sufficient exposure (mustafa, 2002). with sufficient exposure they are expected to be successful language users in the future. of course, this can be realized if the children get good quality of exposure, such as good pronunciation; and sufficient frequency and volume of contact with the target language (mustafa, 2002). the challenges above should be well observed and solved. they may be solved by providing young learners suitable, good and interesting materials. in accordance with good and interesting material, using multimedia in teaching young learners are beneficial (harmer, 2002; ellis and brewster, 2002; stempliski, 1990). therefore, the present study seeks to explore whether multimedia program, 210 mailto:ida.zuraida@widyatama.ac.id english review: journal of english education issn 2301-7554 vol. 3, issue 2, june 2015 http://journal.uniku.ac.id/index.php/erjee specifically me were designed by attending to young learners’ learning traits and also to find young learner’s response towards them. following are young learners’ learning traits that are synthesized from different sources. according to brown (2002) and shin (2006) another characteristic which should be noted is that young learners have limited attention span; unless activity are extremely engaging they can easily get bored, losing interest after several minutes of the activity. because they are centered to here and now, on the functional purposes of language, activities should be designed to capture their immediate interest (brown, 2000). shin (2006) emphasizes, “one way to capture their attention and keep them engaged in activities is to supplement the activities with lots of brightly colored visual, toys, puppet, or objects to match the one used in stories that you tell or songs that you sings”. young learners learn best when learning is kept whole (whole language approach), meaningful, interesting and functional; as opposed to adult who learn from parts to whole; they learn words, phrases, sentence constructing, (brown, 2002). in line with brown’s words, musthafa (2002) also states that they tend to learn things holistically in the form of script (such as going to a market, going to school, family, etc.). building on this theory, in the case of learning english as a foreign language, children will find it easy if it is embedded in play, such as story lines, or real life conversation. providing them video may be useful because generally they are presented in topic (ishihara and chi, 2004, ambrose, 2002). young learners are able to deal with one thing at a time without much difficulty. teaching or presenting a lot of things to them at once may cause frustration and failure, both to the children and the teachers. sinaga (1997) in his article proposes when teaching ‘likes and dislikes’, for example, a teacher does not have to use all the subjects at once as it is possible to be done in adult classes. he should limit based on their timely need (i and you first then next session followed by he and she). shin (2006) highly recommended teach the lessons in themes. it is obvious that young learners pick up new things easily and quickly, but at the same time forget them quickly. this is because they have a relatively weak long-term memory. to facilitate this learning character, shin (2006, p. 4) proposed: “moving from one activity to others that are related in content and language helps to recycle the language and reinforce students’ understanding and use of it”. this is in line with sinaga (1997) that lesson should be recycled and children should be reminded frequently of what they have learned. well (1997) as quoted by ashworth and wakefield (2005), also stated that knowledge cannot be transmitted in isolation, but must be reinvented as the learner brings to each new situation his own previous experience and background and interprets new information from that perspective. moreover, young learners’ learning is a process, not merely a product. the process of learning can be accelerated or enhanced by breaking learning into stages and providing building blocks which connect these together (bruner, 1983 as cited from ellis and brewster, 2002) young learners cannot be expected to sit down and do a certain activity for a long time. activities should be designed 211 ida zuraida supri multimedia-based activity in young learners’ english class: implementation and outcome to capture their interest, short, and varied to allow a change of mood on the part of the children. according to ellis and brewster (2002, p. 162) song is an ideal vehicle for language learning because young learners love songs and sing songs are fun for them. they also added that letting young learners watch video or film also is another way to vary activities in order to capture and maintain their interest. on the other hand, instructional materials play an important role in english learning. appropriate instructional materials should be carefully selected based on the instructional objectives and children‘s interest. teachers may choose book appropriate for the children. suyanto (1997) writes that there are various kinds of materials, which can be used for children in english program, such as songs, stories, games, flashcards, and reading texts. as mentioned earlier that learner learns better through fun activities. teaching techniques for them should vary so that they will not feel bored. clapping hands, playing games, chanting rhymes, singing, and drawing real objects can also be done to create fun atmosphere english class. the role of instructional media is very important in a foreign class. according to richards (1988) as cited from suyanto (1997) good instructional media should have, at least, three roles i.e. attentional role, communicational role and retentional role. using media, particularly multimedia, is to attract children’s attention and heighten their curiosity while the teacher is delivering the message. in this case, using pictures, and realia are very helpful for teacher to do his activity. this is in line with wright (1989, p. 23) who stated “… pictures are not just an aspect of method but through their representation of places, objects, and people, they are an essential part of the overall experiences which we must help our students to cope with”. it does not only provide them the sound of the language but also facial expression and gesture which can give them better overall understanding of the use of the language in particular context. another benefit is it allows children to look at situation far beyond their classroom, for example, in greeting besides shaking hands, people can also greet by taking off their hat or nodding their head a little. from video, children can also learn food eaten or apparel worn by people in other countries. in terms of motivation, children show an increased level of interest when they have a chance to see language in use as well as hear it, and if this is coupled with interesting tasks. as quoted from harmer (2002) one of the main advantages of video is that learners do not just hear the language, they see it too. this greatly aids comprehension, as for example, in actuality general meaning and moods are often conveyed through expression, gesture and other visual clues. it does not only provide them the sound of the language but also facial expression and gesture which can give them better overall understanding of the use of the language in particular context. another benefit is it allows children to look at situation far beyond their classroom, for example, in greeting besides shaking hands, people can also greet by taking off their hat or nodding their head a little. from video, children can also learn food eaten or apparel worn by people in other countries. in terms of motivation, children show an increased level of 212 english review: journal of english education issn 2301-7554 vol. 3, issue 2, june 2015 http://journal.uniku.ac.id/index.php/erjee interest when they have a chance to see language in use as well as hear it, and if this is coupled with interesting tasks .thus, children observe how intonation can match facial expressions. stempleski (1990) also adds that the introduction of the moving picture component as a language teaching aid is a crucial addition to the teacher’s resources. through video children feel their interest quicken when language is experienced in a lively way. the combination of moving picture and sound can present language more comprehensively than any other teaching medium. video can take students into the lives and experiences of others. the use of video sequence in class makes students more ready to communicate in target language. ellis and brewster (2002, p. 205-206) also state that there are three main reasons for viewing. the first is global viewing or viewing for general understanding. this means young learners need to see a whole video sequence or extract shown straight to the first so that they can follow and understand the global meaning. after that the teacher may go back over the sequence or extract and exploit it in order to focus on particular aspects of language and content. the second is viewing for detail. this usually requires young learners to focus on something very specific and they may require a physical response such as putting up a hand each time they see a specific item or hear a specific word or structure. the third is viewing for pleasure. young learners are given opportunities to absorb language presented and practiced through the video in order to accomplish particular tasks assigned, like comparing information, writing instructions or recipes, questionnaires, etc. after completing their tasks, they are rewarded by viewing the video again for pleasure. gersten and tlustý (1998) cited in amato (2003) found out that the use of video program would have a positive effect on their students’ performance and participation. interviews with students afterwards revealed that they had all found the experience helpful in developing english proficiency and in using english to communicate. amato (2003) also adds that the use of interactive multimedia program in the classroom serve as an excellent tool for developing communicative skills in a language. it can be concluded that armed with the knowledge of the reasons of video viewing, teachers can be highly assisted in designing kinds of activities in the class in which video are used. teachers may confidently decide what pre and post viewing activities given. using multimedia in teaching english is beneficial. since it is audio visual, young learners can see and listen the use of language displayed. therefore, they have an opportunity to get exposed the target language used in context and performed by native speakers. there have been numerous studies on the use of multimedia in teaching english language (mayora, 2006 and ishihara and chi, 2004) in informing how useful the use of multimedia in teaching english. although these studies are different in terms of participant, the studies are considered relevant. mayora (2006) conducted a research on integrating multimedia technology in high school efl program in caracas, venezuela. the results show that all those students felt that it provided them with substantial opportunities to listen to 213 ida zuraida supri multimedia-based activity in young learners’ english class: implementation and outcome authentic language, which is a key element for the acquisition of english. a large majority of the students also felt positive about the opportunities the multimedia provided to increase their vocabulary and practice grammar. in addition, most students indicated that computerand video-based activities had a positive effect on their process of learning english. it can be said that the results indicates that the students regard the use of multimedia, particularly computerand video-based, in general as motivating, productive and advanced way to learn english. from the elaboration above it can be seen that studies on the use of multimedia in teaching english with different participants have had positive responses and outcome. the use of multimedia indicates many benefits (mayora, 2006), such as it is more appealing and entertaining; it exposes students to authentic language in natural situations; it provides a situational and visual context to language interactions; and it exposes students to authentic nonverbal (body language, cultural tradition) and verbal (register, colloquial speech) elements of language. me released by the walt disney to provide children with an interesting way in learning english through multimedia, which is called magic english. table 1.topics in me series 1. hello 2. family 3. happy houses 4. friends 5. animal friends 6. it’s delicious 7. happy birthday 8. tick tock time 9. night and day 10. let’s play 11. numbers 12. at home 13. my body 14. party time 15. cooking 16. the forest 17. the sea 18. let’s travel 19. colors 20. wild animals 21. funny faces 22. country life 23. music 24. mountains method this study aimed at unearthing young learners’ learning traits attended to by me and how those characteristic are presented in me. strauss and corbin (1990, p. 75) state that “it was largely qualitative which could be used to uncover and understand what lies behind any phenomenon about which little is yet known”. to gather the data, observation is conducted to me. there are three series under focus: happy birthday, tic toc time, and night and day. observation on the above series is to see the flow of the lessons in each series. this activity essential to see whether me’s contents attended to young learners’ learning traits or not. descriptive inductive analytical approach is applied in this study. the general patterns of data analysis were a simultaneous action during the data collection stage. in the observation method it is suggested that the analysis is carried out as soon as the observation finishes (maxwell, 1996), otherwise it will lose visual details that might be important and they might be forgotten if it waits to be analyzed at a later time. since this study applies largely qualitative, so the findings would only be true to the subjects involved in it. therefore, there will not be an attempt of generalization because there might be other possible interpretation to the issues raised in this study. 214 english review: journal of english education issn 2301-7554 vol. 3, issue 2, june 2015 http://journal.uniku.ac.id/index.php/erjee results and discussion data from observations reveal that me series have presented to five young learners’ learning traits. they were learn when kept as a whole, limited attention span, one thing at a time, fun learning, and learn fast forget quickly characteristic. this can be indicated by having its own topic; almost the same; duration: around twenty five minutes; presenting the topic into stages with different kinds of activities the flow; and focusing on one topic in each series. the flow of lessons of me is summarized into a table (see table 2). table 2. flow of lessons series#1 series#2 series#3 stages duration stages duration stages duration opening 1.50 opening 1.50 opening 1.50 presentation 1 6.05 presentation 1 2.51 presentation 1 5.24 practice 1 1.19 song 1.29 song 1.16 song 0.46 practice 1 1.02 presentation 2 6.13 presentation 2 5.24 presentation 2 2.18 practice 1 0.34 practice 2 1.24 practice 2 2.20 presentation 3 1.26 presentation 3 5.32 presentation 3 2.32 practice 2 5.04 practice 3 1.34 practice 3 1.23 presentation 4 2.32 closing 2.29 presentation 4 4.11 practice 3 2.11 practice 4 4.18 closing 2.24 closing 2.08 total 25.03 total 25.02 total 25.10 * duration is in minute. * opening and closing are presented through a song entitled magic english. * presentations are stages where the materials of the lesson are explained. * practices are stages where viewers should do exercises, such as repeating words or expressions, answering questions. * song is a song related to the topic is presented. viewers are invited to sing along. the first young learners’ learning characteristic facilitated by me is limited attention span. young learners find it difficult to stay focus on a lesson discussed in a long period of time unless the activities are really engaging. they can easily get bored and lose their interest after several minutes of activities. me try to facilitate the above characteristic. it was observed in terms of activities presented and time allotted. in terms of activities, looking at the table presented earlier on the flow of lessons of me (table2) shows that each series applies similar flow of lesson; opened by a song me followed by several presentations and practices, a song related to the topic is also inserted, then closing. it can be inferred that the flow of lesson in me facilitates young learners to focus on the show and to follow what is given easily. with the nature of young learners which cannot stand doing one activity for a long time, the design of the lesson of me may engage them to keep watching because it is not monotonous. the activity changed; from presentation, in which they should listen, watch, and understand what is presented, then they should actively involve with the practice activities, such as repeating some words or expressions, answering questions and singing. furthermore, the appearance of 215 ida zuraida supri multimedia-based activity in young learners’ english class: implementation and outcome popular cartoon characters that they may already know helps to draw and maintain their attention to keep watching until the end of the show. in terms of time, it was observed that the duration of each series is around twenty five minutes; series#1 25.03 minutes, series#2 25.02 minutes, and series#3 25.10 minutes. . it is quite short for a show. the duration of each stage ranges from two to five minutes. it relates to the characteristic of limited attention span mentioned by brown (2002), and shin (2006). furthermore, the duration of each series is approximately twenty five minutes which are divided into several stages of presentations and practices allow learners to maintain their attention during the watching. the explanation above is in line with what is stated by holden (1980) quoted by brewster (1991) quoted by sinaga (1997) to limit one activity to ten minutes maximum. it can be interpreted that with the flow of lesson of me learners may have no chance to do other activities but watch. the appearance of disney’s cartoon characters may keep them watch and enjoy slides of stories or films presented on the screen. even tough, the stages in the multimedia follow the same patterns. in accordance with the characteristic of young learners, who respond easily to particular theme they have already known, this pattern helps them to predict what they are going to find in the next stage. however, there is an element of surprise since the song is not inserted in the same sequence. sometimes it comes right after presentation 1 like in series#2 and series#3 or after practice, like in series#1. therefore, it can be concluded that the flow of the lesson facilitates the limited attention span characteristic. secondly, me facilitates young learners whose learning traits is holistic learning. they learn best when learning is kept whole (whole language approach), meaningful, interesting and functional; as opposed to adult who learn from parts to whole; they learn words, phrases, sentence constructing, (brown, 2002). in line with brown’s words, musthafa (2002) also states that young learners tend to learn things holistically in the form of script (such as going to a market, going to school, family, etc). this characteristic is facilitated in me. it can be observed in terms of having specific topic in each series. ; series#1 happy birthday,series#2 tic toc time, and series#3 night and day. packed in a specific topic, the series facilitates young learners whose learning characteristic is learning holistically to learn better. since the lesson is kept as a whole, they may find it meaningful, functional and interesting. slides of pictures and stories/films related to the topic help learners to understand what is being presented. words and expressions are not only presented in verbal form but also in written form. therefore, learners can listen how the words and expressions are pronounced and also see the spellings. it can be said that when young learners find the lesson meaningful to them they would be interested to pay attention to what is given in the show. when attention is obtained, the process of learning is expected to take place. as mentioned earlier that words and expressions were given either in written or spoken. this is good because they are not only exposed to the spelling of the word but how the native speakers of the 216 english review: journal of english education issn 2301-7554 vol. 3, issue 2, june 2015 http://journal.uniku.ac.id/index.php/erjee language pronounce them. this relates to what is stated by ashworth and wakefield (2005, [p. 4) young learners need to hear the language model. furthermore, since in this stage of life they experience what brown (1991, p. 12) called “critical period” for language acquisition, they are expected to be able to absorb a lot of simple vocabulary, say and write them correctly. hopefully, in the future they will be good language users. moreover, slides of pictures and stories or films related to the topic help learners to understand what is being presented. this condition is in line with what is stated by stempleski (1990) that children feel their interest quicken when language is experienced in a lively way. the combination of moving picture and sound can present language more comprehensively than any other teaching medium. in addition to that, the availability of slides of stories or films greatly aid comprehension, as for example, in actuality general meaning and moods are often conveyed through expression, gesture and other visual clues. thus, children observe how intonation can match facial expressions (harmer, 2002). words and expressions are not only presented in verbal form but also in written form. this way, learners not only can listen how the words and expressions are pronounced but also see the spellings. because english words are spelled and pronounced differently from that of indonesian, this is quite difficult to handle for most indonesian students. the display of the spelling of the words or expressions may help them recognize and remember them. moreover, the words and expressions presented in each topic is meaningful and functional, for example in series#1 cake, presents, party, birthday party, singing, dancing are things and activities that they commonly encountered in birthday party. the word birthday is something that learners may know. they celebrate their birthdays and sometimes are invited to birthday parties. and in birthday party they sing happy birthday. therefore it can be said the vocabulary in this topic is meaningful and functional to them. in series#2, the following expressions such as what time is it? it’s eight o’clock, wake up!, seven o’clock, breakfast, it’s breakfast time, school, it’s school time, it’s lunch time, it’s play time, it’s dinner time, it’s bed time are things and activities that they routinely do. since the words and expressions are presented with slides of stories and pictures, learners may find it easy to understand. for instance, they can understand wake up from the movement of the cartoon character and the background of the picture. the cartoon character is in bed sleeping then the clock is ringing and he opens his eyes. then a voice says wake up! seeing this fragment, it is expected that the learners understand the meaning of the expressions. series#3 which discusses day and night is also presented in the same way. words and expressions like: the moon. look at the moon. the stars. look at the stars. it’s morning. good morning. what a beautiful morning! the sun. it’s a new day. what a beautiful day! it’s night. what a beautiful night! the above vocabulary would be meaningful to them because they are parts of their daily life. they are presented in slides of stories or films which help them understand the meaning of words and expressions 217 ida zuraida supri multimedia-based activity in young learners’ english class: implementation and outcome written on the screen. in presenting the moon, a picture of a moon in a dark night is displayed. by looking at the picture, learners are facilitated to understand the word. judging from the discussion on the topics presented, we can see that it has catered the principle of learn when kept as a whole principle. fun learning is the third traits attended to by me. young learners’ willingness to learn emerges when the lessons are presented in interesting ways (brown, 2000; shin, 2006). this characteristic can be observed in terms of providing songs and funny cartoon characters and scenes. each series was opened by a song titled magic english. the song is relatively easy and interesting to listen to and to follow. it is not long; the duration is around one minute fifty seconds. the lyric of the song is about activities that students can participate during watching the series. the following is the song: magic english, magic english magic english, magic english have fun with disney every day, have fun with disney everyday come along and discover english listen well, watch carefully you can singyou can play and you can have fun with disney magic english, magic english look and speak and sing and play magic english, magic english have fun with disney everyday have fun with disney everyday look! when you see this, it’s your turn to play play time! if you see this ♪it’s your turn to sing play time! if you see this ☺ it’s your turn to repeat play time! if you see this?it’s your turn to answer besides me song which can be found as the opening in each series, there is also one song related to the topic presented in each series; series#1 happy birthday song, series#2 tic toc time song, and series#3 night and day song. it can be said that fun learning characteristic is attended because of the availability of the songs. this relates to ellis and brewster (2002) who mentioned that song is an ideal vehicle for language learning. young learners love songs and sing songs are fun for them. me multimedia provide songs in each series. if what is preferred by young learners is facilitated, they are expected to learn better. ellis and brewster (2000) also mention the benefits of songs in language learning, such as they allow new language to be introduced and structures and vocabulary to be reinforced and recycled and are motivating and fun to help develop positive attitudes toward the target language. therefore when they listen to the song they are exposed to how words in english are said. when it comes to their turn to sing, their pronunciation skill is being trained. the song uses certain terms in asking students to do activities while watching it. instead of using a term “do exercises”, it invites students to do exercise by saying “play time”. it can be inferred that the instruction is given that way to attract students’ interest because play is something fun. play is children’s part of life. from the last verse of the lyric of the song it is clear that the exercises or “play time” involve singing, repeating and answering questions. not only do the songs make the multimedia fun but also the display of disney’s cartoon characters, which young learners may know or recognize in some funny scenes such as, donald 218 english review: journal of english education issn 2301-7554 vol. 3, issue 2, june 2015 http://journal.uniku.ac.id/index.php/erjee and daisy duck, mickey and minnie mouse, snow white, and others may attract them to watch and listen to it. for instance, when explaining how to ask someone’s age and how to respond to it a funny scene below is presented: a smiling cute baby only wearing a diaper crawls in a cute way. then, a voice asks “how old is she?”. there is pause for few seconds, then that voice responds “she is one year old”. after that, a character of an old fat man with long white beard looks like a santa clause, walks in a funny way. again a voice asks, “how old is he?” the response is “he is a hundred years old”. the above evidence shows what ellis and brewster (2002) propose that the advantage of using multimedia is because it combines sound and vision and provide a full context for language so children see language in use making it more accessible and memorable. furthermore, it shows all factors of communication, including non-verbal communication. therefore, young learners may find the content of the multimedia meaningful. me also facilitated young learners in terms of learning traits is to learn fast but to forget quickly. this is observed in terms of presenting the lessons into stages and recycle. it is obvious that young learners’ learning is a process, not merely a product. bruner (1983) as cited from ellis and brewster: (2002) mentioned that the process of learning can be accelerated or enhanced by breaking learning into stages and providing building blocks which connect these together. in terms of presenting the lessons into stages, looking at the flow of lesson previously presented in table 4.1, the presentations are given in several stages. some vocabulary given in presentation 1 may reappear in the next presentations, for example #1, in presentation 1 vocabulary like present, surprise, party, cake, a dress are reappeared in presentation 2 . in #2 words and expressions like, what time is it?, wake up!, it’s breakfast time, it’s school time, etc are presented in presentation 1 and practice 1 are reused in practice 2, presentation 3 and practice 3. recycle of material is also found in #3. for instance, the use of yes/no questions and how to respond to them related to the topic night and day can be found practice 1, presentation 3, and practice 3. following are some examples, is it night? yes, it’s night; is it day?, no, it’s night; what a beautiful day. so, it is clear that the multimedia recycle materials of the lesson. the above examples show that the materials taught are not only divided into stages but also recycled. it can be concluded, the flow of lesson, which is divided into stages, interprets the scaffolding of learning. the series have applied the theory mentioned by bruner (1983) to accelerate students’ learning. reappearance of vocabulary presented in the earlier presentation in the next presentation is a method to recycle the materials. in practice stage, vocabulary to be repeated and questions to be answered by learners are those which appear in presentations stages. therefore, learners may find practice stages fun because the questions given are things that they have heard, seen, and they are not overwhelming. in short, young learners, whose learning characteristic is learn fast and forget quickly, are facilitated. this may help them to learn better. young learners learn one thing at a time is also catered by me. it can be 219 ida zuraida supri multimedia-based activity in young learners’ english class: implementation and outcome observed in terms of giving specific topic to discuss in each series. topic of #1 is happy birthday. it discusses things and activities related to a birthday. #2, tic toc time, discusses time; how to ask and tell the time, activities done in particular point of time, like in the morning, the activity is breakfast time, school time, etc. in #3, night and day is the topic. since each has its own topic, it can be said that the design of me adopted one thing at a time principle. young learners learn one thing from each series. this may help them deal with the materials presented. they may not find the materials overwhelming because they learn specific thing at a time. having a specific topic in each series, me multimedia has adopted the one thing at a time principle. each series focuses on one thing or one topic. learners are exposed to expressions, and activities related to a birthday in #1. they learn how to say happy birthday and to tell the age. they also learn words, expressions and activities related to a birthday party, like presents, cake, sing, and, dance. therefore, the adoption of one thing at a time principle may facilitate learners to learn the target language easier as mentioned by brown (2000), and harmer (2000) who state that young learners are able to deal with one thing at a time without much difficulty. teaching or presenting several things at once may cause frustration and failure, both to the learners and teachers. from the discussions above, it can be concluded that since five traits of young learners learning have been attended to, they may be facilitated when learning english using me multimedia. the lessons were designed to assist children’s learning characteristic. therefore, this may result in positive learning outcome. conclusions this research is completed as the answers to the two questions posted earlier were obtained. based on the findings and discussions in the previous chapter, it can be concluded that firstly, this multimedia programs facilitate young learners’ to learn english. apparently, the making of them were carefully designed. this can be observed in terms of attending to five young learners’ learning traits in designing the series of multimedia. those traits were limited attention span, learn when kept as a whole, fun learning, learn fast forget quickly, and one thing at a time. those traits can be observed in terms of presenting activities into stages and allotting relatively short time, having specific topic, providing songs, funny cartoon character and scenes, and recycling materials in the lessons. secondly, with respect to young learners’ responses, all data obtained indicate that in general all multimedia under focus gained positive responses. this can be observed from their positive attitude when they watched them and their willingness to actively take part in the activities provided, namely repeating some words or vocabulary, answering questions, and singing. positive responses were obtained because multimedia alone is interesting for young learners and when it is designed in an interesting way it may obtain positive responses. in addition, in terms of young learners’ traits the affective factor is also noticeable in me. so, through the use of me warm, supportive and safe atmosphere in learning the language may be created and this may lead to 220 english review: journal of english education issn 2301-7554 vol. 3, issue 2, june 2015 http://journal.uniku.ac.id/index.php/erjee lessen the above potential barriers in learning. the efforts can be observed in the multimedia from the availability of cartoon characters, colorful pictures, funny show fragments, and interesting songs. finally, it provides authentic and meaningful language. the topics discussed in each series are within young learners’ world. happy birthday, night and day, family, and so on (see table 3.1). therefore, they may be willing to learn the language if it can be used for here and now. because the series were designed by attending to some young learners’ learning traits, the use of them in young learners’ classes would be recommended. it is useful to use as a supplementary lesson in the class. since young learners are easily get bored, giving them as a variation of learning english would be fun and enjoyable. they would find learning english is fun not monotonous. before the it is played, teachers need to explain what learners are going to watch, and what they have to do during the watching, especially, when they watch it for the first time. they might not know what the teachers expect them to do. by doing so, they will not feel confused what to do and they may feel ready with the watching activity. however, as it is mentioned earlier that they can be used as supplements. teachers still hold the important roles in a class room. multimedia could not replace teachers’ roles. there may be some questions or comments from learners after watching them that teachers should answer or explain. finally, the series can be given to the class as pre or post activity. when it is given as pre activity, learners should get the core explanation from the teacher after watching them. if it is given as post activity, teachers should have explained the lesson before they watch them. by doing so, they aid learners to focus on what they are learning. to summarize, the use of multimedia programs as supplementary activity is recommended because their lessons are designed by attending several young learners’ learning traits. this can vary the learning activity so that learners may find learning english is fun and enjoyable. however, multimedia cannot replace teachers’ roles. teachers still have to explain when learners ask question after watching. references alwasilah, a. c. (2002). pokoknya kualitatif. bandung: pustaka jaya. ashworth, m. & patricia, w. (2005). teaching the world’s children esl for ages three to seven. english teaching forum, 43(1), 2-7. brown, h. d. 2000. teaching by principles: an interactive approach to language pedagogy. new york: longman creswell, j. w. (1994). research design: qualitative & quantitative approaches. california: sage publication, inc. fillmore, l. w.& catherine, s. (2000). what early childhood teachers need to know about language. retrieved on 23 february 2015 from http www.ericdigests.org/20013/early.htm harmer, j. (2002). the practice of english language teaching. kualalumpur: longman klein, k. (2012). teaching young learners. english teaching forum, 31 (2) retrieved on 23 february 2015 from http//exchanges.stategov/forum/vol2/ vol31/no2/pg14/htm. latha, r. h. (2005). a reading program for elementary schools. english teaching forum, 43(1), 18-23. maxwell, j. a. (1996). qualitative research design: an interactive approach. california: sage publication, inc. 221 ida zuraida supri multimedia-based activity in young learners’ english class: implementation and outcome musthafa, b. (2002) efl for young learners. bandung: crest. musthafa, b. & wachyu, s. (1993). teaching efl learners sociolinguistics concepts for intercultural understanding. retrieved on 23 february 2015 from files.eric.ed.gov/fulltext/ed397661.pdf. paton, j. (2002). fostering second language development in young children. esl articles collection. retrieved on 10 may 2015 from http://www.1-language.com pinter, a. 2006. teaching young language learners. oxford: oxford university press. suyanto, k, k. e. (1999). teaching english to young learners in indonesia (p. 164-171). presented in national seminar: the development of tefl in indonesia. 1999. shin, j. k. (2006). ten helpful ideas for teaching english to young learners. english teaching forum, 44 (2). sinaga, m. (1994). teaching english to children (as opposed to adults) (p.173-178) presented in national seminar: the development of tefl in indonesia, 23 1994 strauss, a & corbin j. (1990). basic qualitative research: grounded theory procedures and techniques. new york: sage publication. amato, r. & patricia, a. (2003). making it happen: from interactive to participatory language teaching. new york: longman stempliski, s & barry, t. (1990). video in action: recipes for using video in language teaching. london: prentice hall. 222 references english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 21 bangka-culture-based descriptive reading materials for tour and travel in smk: students’ needs analysis nur azizah smkn 1 simpangkatis bangka tengah, bangka belitung province, indonesia e-mail: kanizatiara@gmail.com rita inderawati department of english language education, faculty of teacher training and education, sriwijaya university, indonesia e-mail: rita_inderawati@fkip.unsri.ac.id machdalena vianty department of english language education, faculty of teacher training and education, sriwijaya university, indonesia e-mail: vianty.unsri@gmail.com correspondence authors: rita inderawati and machdalena vianty corresponding e-mail: rita_inderawati@fkip.unsri.ac.id and vianty.unsri@gmail.com apa citation: azizah, n., inderawati, r. & vianty, m. (2020). bangka-culture-based descriptive reading materials for tour and travel in smk: students’ needs analysis. english review: journal of english education, 9(1), 21-34. https://doi.org/10.25134/erjee.v9i1.3776 received: 29-06-2020 accepted: 30-09-2020 published:11-12-2020 introduction one of the characteristics of teaching english at vocational high school (smk) is the specification of the materials taught. this is due to the materials provided for smk students have the same purpose as english for specific purposes (esp) courses. materials provided aim to meet the students' specific language needs. mcdonough, shaw, and masuhara (2013) explain that as the need for social, economic, and technological communication increases at the global level, teaching english becomes diverse, for example, esp which taught for specific purposes of the certain areas studied to support a job. it can be assumed that the approach of teaching english in smk can refer to the esp approach that meets the students' needs to learn the language which is referred to the specific fields. as one of the skills in english learning, it cannot be denied that reading is the important one especially for the students who need to read english abstract: this research aimed to find out the vocational high school (smk) students' needs in english reading materials development based on bangka local culture reviewed by students', teachers', and stakeholders' views. the data were obtained through the use of a questionnaire and semi-structured interviews. the data were analyzed both quantitatively and qualitatively. the result of the need analysis showed that: 1) english was important for the students mostly to support their future carrier, 2) students’ english proficiency was in the beginner level, 3) students still had some difficulties in reading comprehension, 4) the kind of text needed was a descriptive text, 5) the forms of questions mostly suggested were multiple choice and essay, 6) there was a need of integrating english reading materials with the materials of the content subjects, 7) students still lacked knowledge about bangka local culture, 8) there were no existing english reading materials which were integrated with bangka local culture, 9) two main reasons of integrating bangka local culture in reading, were enhancing the students’ knowledge about bangka culture, and promoting their skills in their study program, 10) the aspects of bangka local culture needed to be integrated into english reading materials were about arts, customs, foods, traditional clothes, traditional equipment, folklores, and historical places. due to the needs, it was necessary to develop supplementary descriptive reading materials by integrating bangka local culture which matched the students’ english proficiency and could support their study program. keywords: english reading materials in smk; local culture; need analysis. mailto:kanizatiara@gmail.com mailto:rita_inderawati@fkip.unsri.ac.id mailto:vianty.unsri@gmail.com mailto:rita_inderawati@fkip.unsri.ac.id mailto:vianty.unsri@gmail.com nur azizah, rita inderawati, & machdalena vianty bangka-culture-based descriptive reading materials for tour and travel in smk: students’ needs analysis 22 materials for their specialist (mcdonough, shaw, and masuhara, 2013). additionally, mukundan, zarifi, and kalajahi (2016) describe reading is one of the most prominent and dominant activities in language learning. the function of reading is not only to provide the information but also as a tool to improve and strengthen one’s knowledge about the language itself. in smk, learning reading is expected not only as a means to enhance the students' reading comprehension but also the information presented can support the students’ study program and the lesson in the content subjects. as described in english syllabus of 2013 curriculum, the knowledge involved should focus on preparing the students to have specific skills by having practical activities and knowledge based on their study program to develop the students’ potential at school, in the workplace, and in the community and worldwide. consequently, the materials should be paid more attention since they consist of the knowledge, source, or content taught and learned based on the learning goals. as explained by tomlinson (2012) that teaching materials mean anything that can be used to help the students in studying. furthermore, maley (2016) explains that material taught is required to offer more educational prospective for example critical thinking, life skills, citizenship, global issues, crosscultural understanding, and more. in the curriculum, materials are considered as one of the important components in the teaching and learning process since materials are the knowledge which the students need to learn. the materials taught in smk should be designed or developed appropriately to fulfill the students' needs. providing materials for reading in teaching english in smk can be integrated with the knowledge of the content subjects. based on the 2013 curriculum of the content subjects in the tour and travel study program, the integration of english reading materials to the content subjects can be about certain topics such as tourism, flight reservation, or cultural tourism. it is in line with the core competence of the english subject of the 2013 curriculum which is described the knowledge taught in english is about science, technology, art, culture, and humanities. regarding the culture as one of the areas of knowledge that can be integrated into reading materials for tour and travel study program in smk, it is necessary to employ the local culture in english reading materials. it can be one of the ways to incorporate and support the lessons in the content subjects, the students’ skills, and future careers. moreover, in global communication, learning culture in learning a language is not only about the target culture but also the students' own culture or local culture. students also need to understand, explore, discuss, and describe their own cultures to other people. as explained in indonesian government regulation no. 5 year 2017 states that every citizen including student has the right to conserve, develop, and promote the cultures in indonesia. it is crucial for researchers to also include local culture in learning materials. a lot of inquiries showed benefits of local culture used in english learning, that is to improve the reading achievement and encourage the learners to read. (estuarso, basthomi & widiati, 2017; yang, 2017; fu, 2018; and sopian, inderawati & petrus , 2019). there were many findings of the studies that reported the use of local culture as reading materials could help the students to improve reading comprehension, encourage the students’ knowledge and awareness of their local culture (dehghan & sadighi, 2011; yousef, karimi & janfeshan, 2014; yang, 2017; fu, 2018; wulandari, vianty & fiftinova, 2018; sopian, inderawati & petrus, 2019; elviana, inderawati & mirizon, 2020). however, most of the reading materials provided in english coursebooks seem limited in relation to the students' background or local culture. dehbozorgi, amalsaleh, and kafipour (2014) reported the target culture was more dominant over the other culture categories based on the result of their research by analyzing three different textbooks. sari (2016) found that local values needed to be embedded in teaching materials, thus the development of teaching materials was necessary since the unavailability of the materials. hence, it is needed to design or develop the reading materials for tour and travel students of smk to present them with their own local culture in english. the first and important thing to do before developing the materials is doing need analysis. according to brown (2009), need analysis means the process of gathering information about the needs of a certain group in industry or education. it means that, at smk, it is the activity of gaining information about the students' needs in learning based on their study program. need english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 23 analysis is essential to do in course design especially in esp which is the prior step in designing or developing processes (richards, 2001; long, 2005; brown, 2009). furthermore, brown (2009) described nine types of language need analysis. they are (a) target situation analysis (tsa) which concerns the information on the language requirements learners face in learning a language. it focuses on the students' purpose or necessities in learning language, (b) deficiency analysis which considers the students' current wants and needs and their target situations deficiencies or lacks, (c) present situation analysis (psa) which focus on the existing proficiency, knowledge, strengths and weaknesses of the students, (d) learning-oriented analysis which takes the view that the needs (in terms of syllabus, content, teaching method, materials and others) should be negotiated between students and other stakeholders, (e) strategy analysis which focuses on the students' preference in terms of learning strategies, error correction, group sizes, amount of homework, and others, (f) means analysis which examines the learning environment or situation with as few prejudices as possible such as in terms of utility, organization or cultural appropriateness, (g) language audits which get the view of need analysis in large-scale in terms of well-planned language policies, professional fields, governmental service, countries and others, (h) set menu analysis which sets out to create a menu of main courses from which the sponsors or students can select, (i) computer-based analysis which is done by computer to match perceived needs to a data base of the materials. there have been numerous studies that dealt with the need analysis related to esp in terms of designing syllabus or developing the materials at a certain level of education which were conducted in indonesia. those studies were as conducted by sari (2016), yundayani, emzir and rafli (2017), mahbub (2018), rahamdina, harahap and sofyan (2019), ratri and puspitasari (2019), sularti, drajati, and supriyadi (2019). a number of studies on need analysis also have been conducted in other countries such as hamlan and baniabdelrahman (2015), bedoya, valencia, and montoya (2015), ibrahim (2016), kayaoglu and akbas (2016), lee (2016), alsamadani (2017), chetsadanuwat (2018), and wu and low (2018). those investigations showed the necessity and unavoidable function of the need analysis in arranging instructions, designing textbooks, or developing teaching materials. from the need analysis, it could be identified the problem faced by the students, the knowledge or skills needed, or the teaching method that should be used. furthermore, the result of the need analysis could be the main points that had to be considered in order to meet the needs of the students. as previously stated, many studies highlighted local culture for vocational schools, especially tourism study programs. however, this recent study developed local culture-based reading materials in terms of descriptive texts. the texts are entailed by the students in order to inform and to describe bangka local culture descriptively to the visitors or the tourists from abroad. based on the explanations above, the researchers needed to conduct the need analysis study related to the students’ needs in advance, as the prior stage of developing english descriptive reading materials for tour and travel students of smk in bangka based on their local culture. this study had similarities and differences from several relevant previous studies. the main similarity was about the investigation of the students' need analysis. the differences from some previous studies were about the level of the students, the english skills focused, and the scope of need analysis. the main difference was about the specific local culture integrated; bangka local culture. the students’ needs analysis conducted included tsa, deficiency analysis, psa, and strategy analysis. this need analysis investigated the students' needs viewed by the students of tour and travel, english teachers, and other school stakeholders. thus, the objective of this research was to describe the views of the students, teachers, and stakeholders related to the students’ needs in english reading materials based on the student's local culture. methods the participants of this study involved tenth-grade students of tour and travel study program, english and content teachers, and other school stakeholders (the head of tour and travel study program and the assistant curriculum) at an smk in bangka belitung province. there were 35 ten grade students of tour and travel study program, 4 english teachers and 3 nur azizah, rita inderawati, & machdalena vianty bangka-culture-based descriptive reading materials for tour and travel in smk: students’ needs analysis 24 content teachers, 1 head of study program, and 1 assistant curriculum. the data were obtained through a questionnaire and semi-structured interviews. the questionnaire was given to the students. it consisted of 25 questions. the questions were classified into tsa, deficiency analysis, psa, and strategy analysis. the interview was conducted to the english teachers and content teachers, head of the study program, and assistant curriculum especially related to teaching english in smk, the existing english reading materials, and the use of bangka local culture in developing english reading materials. the data were analyzed both quantitatively and qualitatively. the quantitative method was used to assess the data obtained from the questionnaire while the qualitative method was used to interpret and describe the information got from the interview. results and discussion the students’ needs viewed by the students the data got from the students' view were related to the students' needs in tsa, deficiency analysis, psa, and strategy analysis. the data presented in this paper were the highest percentage of the students' view of each question in the questionnaire. target situation analysis (tsa) this part was concerned about the students' necessities, a general intention, and expectations in learning english. the data obtained can be seen in table 1. from table 1, the main reason for learning english was to support their career in the future (68.6%). it was in line with the aims of the vocational high school which were described in 2013 english curriculum and the national education ministry regulation of indonesia no. 20 year 2016. then, the students expected that they could communicate fluently using english in oral communication in the future workplace (85.7%). most of them desired by learning english they could communicate with colleagues or tourists (91.4%). that became the reason that their english proficiency should be in advanced level in order to support their career (71.4%). therefore, to be able to communicate orally especially to the tourist, the tour and travel students had to have knowledge related to their study program, one of them was about their own local culture, bangka culture. they needed to explain and expose their own local culture to domestic tourists even the ones from overseas as one of their jobs in the future. one effort to provide knowledge about their local culture was by presenting it in reading materials. as stated by petrovska (2001) that the local culture can be used in teaching and learning language to enhance the new experience, motivate the students by presenting them with something familiar, and train them to speak about their own culture by using a foreign language for exchanging ideas, values, and knowledge. table 1. the students’ view on tsa no question/ statement students’ view percentage 1. the importance of learning english to support a career in the future 68.6% 2. the students’ expectation toward learning english to communicate using english in oral communication in the future workplace 85.7% 3. the language used for students’ career to do oral communication with colleagues or tourists 91.4% 4. the english proficiency level for students’ career advance 71.4% deficiency analysis this part considered the students' current wants and needs and their target situations deficiencies or lacks. the data about the students' current wants and needs related to the topics or input for reading are shown in table 2. based on the questionnaire result, 74.3% of students wanted the topic of their own local culture in reading materials. it could be assumed that the students felt that this topic could support their study program. it could be seen that 65.7% of the students desired texts related to the context of the tour and travel study program. it was showed that 65.7% of students thought integrating topics which were related to the general knowledge of students' study program for reading, was very important. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 25 additionally, the other topics that they also needed were about their local culture, bangka culture. 57.1% of the students gave the positive response that it was very important and the rest of the students stated it was important. it is in line with the finding of rahamdina, harahap and sofyan (2019) who conducted research which investigated the english needs of tour and travel study program at an smk in bengkulu. they found one of the important topics in reading needed by the students was about cultural tourism. table 2. the students’ view on current wants and needs no question/ statement students’ view percentage 1. topic desired by students in learning reading local culture (bangka local culture) 74.3% 2. students’ desired input for reading texts related to the context of the tour and travel field. 65.7% 3. integrating topics which were related to the general knowledge of students’ study program for reading very important 65.7% 4. integrating topics which were related to bangka local culture for reading very important 57.1% then, the students' view of integrating topics that were related to bangka local culture for reading was to help them for some reasons, as shown in figure 1. from figure 1, most of the students thought that integrating local culture in reading materials could enhance their knowledge about bangka culture (54.3%). then, 42.9% of students felt the reading materials based on bangka local culture could support their skills related to their study program. 40% of students considered that integrating local culture in english reading materials could encourage their cultural awareness and improve their english proficiency in reading skills. the other reason was encouraging motivation in learning english (25.7%). 11.4% of students assumed that it could make them more comprehend the texts. it can be because the students have prior knowledge about their local culture, are interested and familiar with the reading materials. it is in line with the explanation of cooper, warncke, and shipman (1988) about the prior knowledge which is as the background experience of the students is an important element in the reading process. it helps the students to construct an understanding of the reading text. mukundan, zarifi, and kalajahi (2016) explain that if there is no interest in reading, there will be little or no reading activities since the reader will be more delightful to read the topics which are about individual interest. therefore, providing reading materials which are suitable for the students’ interest will motivate them in reading, and finally, can improve their proficiency in reading skills. as reported by dehghan and sadighi (2011) the students significantly performed better on local items than the global ones which were influenced by text familiarity. furthermore, yousef, karimi, and janfeshan, (2014), and wulandari, vianty, and fiftinova, (2018) reported that local culture could be used as teaching materials, and could help students to improve their reading comprehension. fu (2018) found that the use of local culture was one of the effective ways to stimulate students' motivation in the language class. nur azizah, rita inderawati, & machdalena vianty bangka-culture-based descriptive reading materials for tour and travel in smk: students’ needs analysis 26 11.4% 25.7% enhance the knowledge about bangka local culture encourage the awareness to learn bangka local culture more comprehending the content of english texts improve the english proficiency especially in reading encourage motivation in learning english the students’ view on the needs of integrating local culture in reading materials figure 1. the students’ view on the needs of integrating local culture in reading materials the aspects of bangka local culture that the students needed to be integrated into english reading materials can be seen in figure 2. from the figure, most of the students (62.9%) needed to learn bangka local culture related to arts, customs (60%), and foods (54.3%). the other aspects of bangka local culture that they need were about traditional clothes (40%), traditional equipment and folklores (37.1%), and historical places 17.1%. the data obtained could be the basic about the kinds of culture that should be integrated into developing the reading materials. these aspects of culture are also the ones that persevered and promoted by bangka belitung government based on the local regulation of bangka belitung province no. 14 year 2016 about conserving and managing bangka local culture. figure 2. the aspects of local culture needed dealing with the lack of the students, they found some difficulties with reading skills in learning. the data presented in figure 3 show the difficulties faced by the students. from the figure, the students faced some difficulties in reading skills. comprehending certain words was categorized as the most difficult skill (62.9%). then the other difficulties were arranging the chronological order or event (28.6%), comprehending the main idea (25.7%), and comprehending the detail information (22.9%). the least difficulty was about concluding cause and effect (8.6%). hence, it was suggested that in developing the reading materials, the aspects of reading comprehension had to be taken into account besides the content of the reading materials. cooper, warncke and shipman (1988) explain there are some aspects of reading comprehension that should be taught and learned; main idea, detail, reference, cause and effect, inference, sequence and vocabulary. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 27 figure 3. students’ difficulties in reading skill present situation analysis (psa) this part focused on the present students' proficiency in english, the materials learned, and the local cultural knowledge of the students. the data about the students' views on their english proficiency are shown in table 3. almost all students (88.6%) admitted that their current english proficiency was at the beginner level. then, 54.3% of students estimated that their current proficiency in comprehending the reading text was good enough. from the data obtained, it is expected that the developed reading materials can enhance the students' english proficiency, especially in reading skills, to a higher level as needed to support their career in the future. table 3. the students’ english proficiency no question/ statement students’ view percentage 1. students’ current proficiency level of english beginner 88.6% 2. students’ current proficiency in comprehending the reading text good enough 54.3% the students' view on the existing reading materials learned or provided at school can be seen from the data presented in table 4. the level of the reading text in english coursebooks used was considered difficult by 57.1% of the students. however, 71.4% of students felt that the topics were interesting. 62.9% of students thought that the kind of text commonly found or learned in learning english was descriptive text. 54.3% of students stated that sometimes english teacher provided reading materials or texts and the questions related to the general knowledge of students' study program for reading. meanwhile, 65.7% of students stated that english teachers rarely provided reading materials or texts and the questions related to bangka local culture for reading. it could be concluded that the students rarely got the reading materials related to their own local culture. table 4. the existing materials learned and provided no question/ statement students’ view percentage 1. the difficulty level of reading texts in english coursebook difficult 57.1% 2. the topics of reading texts in english coursebook interesting 71.4% 3. the kind of text commonly found or learned in learning english descriptive 62.9% 4. the frequency of english teacher provided reading materials or texts and the questions related to the general knowledge of students’ study program for sometimes 54.3% nur azizah, rita inderawati, & machdalena vianty bangka-culture-based descriptive reading materials for tour and travel in smk: students’ needs analysis 28 reading 5. the frequency of english teacher provided reading materials or texts and the questions related to bangka local culture for reading rarely 65.7% the students' view on their current knowledge about bangka local culture can be seen from the data available in table 5. 62.9% of students estimated that their knowledge about bangka culture was enough. the aspects of bangka culture that the students know most were about traditional food (68.6%). 48.6% of students stated that they knew the local culture just from parents, grandparents, or elders. 60% of the students just knew the local culture in their place and the closer districts. then, 65.7% of them admitted that their knowledge about bangka local culture was still about general information. based on the data gathered, it was obvious that presented bangka local culture to the students' descriptive reading materials in learning was needed. table 5. the students’ local culture knowledge no question/ statement students’ view percentage 1. students’ knowledge about bangka local culture enough 62.9% 2. the aspects of bangka local culture that the students know traditional food 68.6% 3. the way students know about bangka local culture from parents, grandparents or elders 48.6% 4. the scope of bangka local culture that the students know in the students’ place and the closer districts 60% 5. the students’ knowledge level of bangka local culture general information 65.7% based on the students' view on their knowledge about bangka local culture, there were several things that the students thought they could do to preserve and develop the local culture. the activities that the students could do are shown in figure 4. figure 4. the students’ activities in preserving bangka local culture. promoting local culture (yellow), preserving the local culture actively (green), implementing local culture in daily life (purple), enlarging the knowledge about local culture (purple) based on the data obtained, 82.9% of students could preserve and develop their local culture by enlarging the knowledge about local culture, preserving local culture actively (42.9% students), promoting the local culture (40%), and implementing local culture in daily life (22.9). the data showed that the students had the intention to know more and preserve their local culture. hence, developing bangka-local-culturebased descriptive reading materials can be a way to enlarge their knowledge as well as to encourage their awareness of the existence of their own local culture, and help them culturally literate. sopian, inderawati, and petrus, 2019, and elviana, inderawati, and mirizon (2020) who developed teaching materials based on palembang local culture to meet the students’ needs found that developed teaching materials based on local culture had a potential effect to students. strategy analysis this part presented the students' preference in learning reading. the data obtained are showed in figure 5. the figure shows 42.9% of students english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 29 preferred to comprehend the text by translating. the other ways of learning reading were by reading aloud with correct pronunciation and discussing the content of the text in a group (34.3% students). then, 17.1% of students were interested in analyzing new vocabulary based on the context, and 11.4% of students preferred to read and answer the questions related to the text individually. the students' preference in learning reading should be considered as the strategy to help them to learn. figure 5. students’ preference in learning reading the students’ needs viewed by the english teachers based on the result of the interview with four english teachers, all of them had the same opinion that english subject was important for passing the examination as well as supporting the students' career in the future. one of the teachers (teacher 1) who strongly agreed stated: “the objectives of english subject are suitable for the requirements of the curriculum, and the english subject is needed to support the content subjects. after graduating, they will have a job based on their field of study so they have to be able to use english.” however, the teachers thought that the materials available were not really appropriate since most of them were still general. as stated by teachers: teacher 1: “especially, for the tour and travel students, there are a few english materials related to tour and travel study program. most of the existing materials are still general even though they have been designed for a vocational school.” teacher 2: “the texts available shouldn’t use general texts as can be seen from the title of the texts. they should be related to the study program.” teacher 3: “the book provided is still about something general.” teacher 4: “the reading texts are not really related to the students’ study program.” to overcome this situation the english teachers tried to get supplementary materials for reading by using an esp book, other commercial books, or taking the materials on the internet. as stated by teacher 1 and teacher 3: teacher 1: “i use the book which is provided by the government and another book that relates to the tour and travel study program, esp book.” nur azizah, rita inderawati, & machdalena vianty bangka-culture-based descriptive reading materials for tour and travel in smk: students’ needs analysis 30 teacher 3: “i use the book from the government and a commercial one. i also search for the materials on the internet.” presently, teachers just used the materials from the supplementary books or the internet directly or adopt the materials. they did not adapt or develop supplementary reading materials for example related to the general knowledge of content subjects or the students' local cultures. all the teachers had a willingness to adapt or develop appropriate reading materials. however, they faced some problems. all teachers stated most of the reason was related to time. as stated by teacher 2: “i had a very tight schedule in teaching and sometimes i had other responsibilities at school. so, i had no time for developing teaching materials.” they also had problems with the way of developing the materials. as stated by two of the teachers: teacher 1: “i had ever tried to make reading texts for the students, but i am not sure it was procedurally correct.” teacher 4: “i want to develop reading materials, but i do not have time to do it alone and i am not sure the organization or the reading materials will be good or appropriate with the students.“ these problematic aspects were also faced by the other english teachers in developing english materials. syamsinar and jabu (2015) who conducted research dealt with the problems in professional competence faced by vocational school english teachers, reported one of the findings was teachers had problems in developing materials creatively such as the lack of references, the english knowledge was more likely about the general one, and because of the teacher’s capacity. metboki (2018) who conducted research about problems hindering the student teachers in developing elt materials found the problems were the lack of basic concepts about what and the way to develop elt materials that were appropriate to the needs of the students and the lack of time. in accordance with the students' english proficiency, all teachers estimated it was at the beginner level. then, two of the teachers considered that students' reading proficiency was good enough, while the other two teachers thought it was less. concerning the reading materials, all teachers stated that the reading texts provided in the course books were difficult for the students. as stated by teacher 2: “the language in the texts is difficult for the students. it should be simplified for example the vocabulary.” then, the english teachers assumed that the common difficulties faced by the students in reading were in terms of vocabulary and comprehending the text for example the main idea and detail information. as stated by teacher 2 and teacher 4: teacher 2: “in comprehending the text, the students needed to be guided. it depends on their understanding of the vocabulary in the text.” teacher 4: “the average problem faced by the students is the unfamiliar vocabulary. they need to look up in the dictionary first.” the most common kind of reading text taught was descriptive text, the other ones such as narrative, argumentative, and factual reports. all english teachers agreed that integrating certain topics which were related to the general knowledge of students' study program for reading was important. it was the same case as the integration topics which were related to bangka local culture for reading. as stated by one of the english teachers: teacher 1: “of course, it is needed to integrate bangka local culture in reading materials. it is very good for the students’ study program in which they will be tour guides someday. they will be able to explain about tourism, culture, historical places such as tin museum or others especially in english.” furthermore, all teachers admitted that it was necessary to develop local-culture-based reading materials since there were no reading materials which completed with reading comprehension test about bangka local culture which could meet the students' needs and match their reading level. teacher 2: “it is needed to present the materials related to the local culture, but there are no english reading materials presented to bangka local culture.” english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 31 the form of questions for enhancing reading comprehension, all teachers suggested in the form of multiple-choice and essay, as stated by teacher 4: “the multiple-choice and essay are commonly used in certain examinations like in the final semester exam or national examination.” the aspects of bangka local culture suggested were related to customs, arts, foods, traditional clothes, historical buildings, traditional equipment, and folklores. the students’ needs viewed by the content subject teachers the result of the interview with three content teachers showed that english subject could support the content subjects. as explained by one of the content teachers: “the students of tour and travel study program will not only interact with domestic tourists but also with the ones from abroad. we expect that the english subject can provide the materials that the students study in content subjects. the materials can be about ticketing, flight reservation, handling complaint, handling tourists, and cultural tourism.” the other content teacher stated: “when the students have studied certain topics that are also discussed in content subjects and should present the topics in english, the students will be ready. the content teachers do not need to teach or provide the materials in english anymore.” it is worth saying that if english materials can support the content subject, it can avoid the overlapping work of the content teachers. if the materials have been studied in english subject, the content teachers can focus more to train the students' skills in their field. in relation to integrating bangka local culture to english reading materials, all the content teachers interviewed, showed a positive response. it was one of their expectations. one content teacher stated: “it would be very useful for the students for example when they study tour guide subject later, they will have some references and knowledge about their local culture and can explain it in english.” the other content teacher said: “english reading materials based on local culture are related to tourism subject and tourism industry communication subject. the aspects of bangka local culture that need to be integrated are about customs, arts, traditional clothes, and foods.” the students’ needs viewed by the stakeholders the view of the head study program of tour and travel and the assistant curriculum was the same as the others' view that english was important to support the students' content subjects and careers. then, both of them recommended the integration were related to the general knowledge of the students' field and bangka local culture since the unavailability of reading materials. the head of the study program stated: “there have not been english materials which are integrated with the content subjects especially related to bangka local culture yet.” it was also justified by the assistant curriculum who said “i do not have any report, documents such as teaching materials, books, or other administration that show the integration of english subjects to content subjects.” both head of the study program and assistant curriculum hoped there would be an integration of english subject to content subjects for example by developing reading materials based on bangka local culture to meet the students' needs and administrated it. based on the result of identifying and analyzing the students’ needs reviewed by students, teachers, and stakeholders some points had to be highlighted. english was important for the smk students mostly to support their future carrier, students’ english proficiency was still in the beginner level, students still faced some difficulties in reading comprehension, the kind of text needed was descriptive text, there was a need of integrating english reading materials with the materials of the content subjects, students still lacked knowledge about bangka local culture, and there were no english reading materials provided which incorporate the bangka local culture in that school. from those points, english as one of the important subjects in smk is not only as a foreign language which should be mastered by the students but also a means that can assist the nur azizah, rita inderawati, & machdalena vianty bangka-culture-based descriptive reading materials for tour and travel in smk: students’ needs analysis 32 students in the workplace. hence, some efforts to make the students’ english proficiency to be in higher level should be done. one of them is by preparing appropriate materials for the students. in reading skills, the materials should involve the aspects of reading comprehension. these aspects such as a main idea, detailed information, reference, inference, or vocabulary should be taught and drilled to the students as explained by cooper, warncke and shipman, 1988. incorporating students’ local culture in developing reading materials is necessary. as reported by sopian, inderawati, & petrus (2019) and elviana, inderawati, & mirizon (2020) that providing materials based on local culture could motivate students as well as enhance their reading comprehension, in which the result of their studies showed most of the students achieved the minimum mastery criterion using their developed product which based on local culture. furthermore, the use of local culture in reading materials is one of the ways to integrate english subjects with the content subjects in tour and travel study program since english is not a subject that stands alone but it is a subject taught to the students in order to support their skills based on their study program. one of the consequences, conducting need analysis especially related to the students’ needs is important to know what should be developed and integrated into english materials. these points should be taken into account by the english teachers and stakeholders in order to get closer to the students’ needs. conclusion the english reading materials such as for tour and travel students should support their needs based on their study program. once the materials cannot meet the students’ needs it is important to develop the materials. one of them by integrating the reading materials with the students’ own local culture. the prior thing that must be conducted is doing need analysis. by doing a need analysis, there will be a lot of information obtained. it can be about the necessities, wants, lack of studies, and even the preference in the learning style of the students. that information can be the grounded consideration in developing english materials. based on the result of the need analysis of this study, it is suggested to develop supplementary descriptive reading materials by integrating bangka local cultures which match with the students’ english proficiency and support the students’ content subjects. references alsamadani, h. a. 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(2017). need analysis: the writing skill instructional material context for academic purposes. english review: journal of english education, 6(1), 59-70. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 263 developing learning media of recount texts for vocational high school students novita sari english language education, faculty of teacher training and education sriwijaya university, indonesia e-mail: novitas2992@gmail.com soni mirizon (corresponding author) english education study program, faculty of teacher training and education sriwijaya university, indonesia e-mail: smirizon@unsri.ac.id rita inderawati english education study program, faculty of teacher training and education sriwijaya university, indonesia e-mail: rita_inderawati@fkip.unsri.ac.id apa citation: sari, n., mirizon, s., & inderawati, r. (2021). developing learning media of recount texts for vocational high school students. english review: journal of english education, 9(2), pp.263-276. https://doi.org/10.25134/erjee.v9i2.4351 received: 27-02-2021 accepted: 28-04-2021 published: 15-06-2021 introduction reading occupies a large portion of teachinglearning activities (maspufah, 2019). dealing with this, reading comprehension is an important thing in lifelong learning. it also has an important role in the learning process that involves an interactive process between the reader and the text. students need reading comprehension skills at all educational levels and for all school subjects. reading, a required skill in academic and social life, is a basic language skill (ozdemir & akyol, 2019). from the explanation above, it can be learned that reading is important and the students should be good readers and be able to comprehend the reading text that they learn in their learning process. meanwhile, the results of some studies in international measure showed the fact that reading performance is an issue in indonesia education. according to the organization for economic cooperation and development (oecd, 2015), the mean score of reading literacy in indonesia was still low. it was 397 for program for international student assessment (pisa) score, while the mean score for the overall participating countries, if compared to, was 493 points in average. the mean score just increased by one point from the previous pisa (oecd, 2013). this mean score in reading performance was one of the lowest among pisa participating countries and economies although the test was in bahasa indonesia, let alone in english. indonesia was ranked 64th out of 69th countries participating in pisa 2015. in 2018 the results of abstract: this study was aimed to develop interactive multimedia of recount texts in teaching english in one public vocational high school in palembang. in specific, this study was intended to see whether or not the developed interactive multimedia had validity, practicality, and potential effect. the subject of the study was the tenth-graders of multimedia study program of the school. this development research applied analysis, design, development, implementation, and evaluation (addie) design. the formative evaluation was done through one to one evaluation, small group evaluation, and field test. the findings showed that the validity mean score of the developed product was 3.71, categorized as very high validity level. the practicality mean score in one-to-one evaluation was 3.69, in small group evaluation was 3.65, and in field test was 81.37, categorized as very high practicality level. the material of the reading test also had potential effect. it pointed out that there were 33 participants (94.28%) out of 35 participants in the test of reading achieved the minimum mastery criterion, which was 71. keywords: development research; interactive multimedia; recount text; vhs mailto:smirizon@unsri.ac.id https://doi.org/10.25134/erjee.v9i2.4351 novita sari, soni mirizon, & rita inderawati developing learning media of recount texts for vocational high school students 264 pisa mean score of indonesia students was 371. this score was worse than the previous one. in national context, reading test results showed the inferiority of indonesian secondary school student reading ability. results of reading tests in various vocational high schools (vhs) are also evidence of indonesian student low competence in reading. diem and mirizon (2018) reported that vhs students in palembang had very low reading interest and critical thinking. those facts indicate that reading skill is one of the skills that students find difficulty to master, especially in understanding the contents of the text. this is in line with the reality in the field that most secondary school students also have problem in reading skills and find it difficult to learn all types of reading texts, one of which is recount text. the difficulties experienced by students include understanding the content of the text and the characteristics of the language contained in the recount text. these difficulties might be due to lack of teachers’ creativity and development in the teaching and learning process. it is apparent that in general, teachers depend on the use of textbooks and even did not make use of the rapid technological advances in this industrial revolution 4.0 era in the teaching and learning process. nasir (2018) argue that indonesia needs to improve the skills and capacity of its human resources through digital technology. besides, the demand of 2013 vhs curriculum was that 21st century teachers need to have functional competence, such as (1) critical and rational thinking skills and applying high-level thinking patterns, (2) creative skills, (3) communication skills, (4) collaborative skills, and (5) skills to utilize technology which is a mandatory task of a teacher who is required to be proficient in using technology in the delivery of learning material in teaching and learning processes such as using computer devices, multimedia, learning software and internet (directorate general of vocational high school guidance, 2017). regarding the fifth skill, teachers are required to be proficient in using and utilizing technology in delivering their learning and teaching processes because of the demands of the 21st century learning model. technology gives an important role in the world of education to facilitate and accelerate the learning process and the importance of using various types of technology. unfortunately, learning materials used at schools, especially vocational high schools were conventional and were supported by technology. moreover, english learning materials that are commonly used in vhs have not accommodated the specific needs of students. in other words, english learning materials are still in general english. as a result, they are not appropriate with the needs of each major available at vhs. certainly it would likely have an impact on the students' english competence. students would not be able to master english for specific purposes. in order that the students’ needs in english can be met, vhs should provide english for specific purposes (esp). the gold standard in esp is to allow students to use english to fulfill their needs in specific fields, such as read a manual, write a dissertation, listen to a lecture, present a sales pitch, and even for academic learning (sarmento & bocorny, 2018). according to 2013 curriculum, the graduate standard competence in vocational high school could be developed into english for specific purposes. it means that the teacher or school curriculum developer could provide and develop specific content of english for vhs students (ministry of education and culture, 2013). the revitalization of vhs poses that vocational fields are very diverse and demand adaptation of learning english to accommodate different needs of each of these vocational sectors. so, different learning materials should be provided in order to facilitate the students to achieve good specific english proficiency. it is expected that students have english knowledge and skills related to their jobs and work after they graduate. in this case, there is a need to provide english learning materials that fulfill vhs students’ needs. one of the ways in the learning materials provision is through material development. there are some previous related studies about designing english materials and develop interactive multimedia used for teaching english for vhs. jayanti (2015) developed reading materials for the tenth grade students of computer engineering and networking program at smkn 1 pundong. the target need was that students could learn english to communicate effectively and fluently, pass national examination on english subject, and understand technical terms related to computer engineering and networking. raharja (2016) found that students english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 265 preferred to learn written text related to their multimedia field to support their future career in developing english learning materials for the eleventh graders of multimedia study program at smkn 2 sewon. then, puspitasari (2011) did a study focusing on developing english learning materials. she found that students the eleventh graders smkn 1 sleman preferred learning materials that are able to support them in mastering vocabulary related to multimedia department. another study by komang, nitiasih, and budasi (2014) was about developing blended learning based reading materials for the tenth grade multimedia students of smk wira harapan. the result of this study showed that students need specific reading material based on their specific jobs; the design of blended learning, the developed blended learning and in developing and implementation the blended learning based reading material. leow and neo’s (2014) study aimed to improve the quality of student's learning achievement by developing an interactive learning module as the core component in forming the multimedia-mediate student-centered learning environment. significant improvement was found in the test results and showed that this learning environment enhanced the student's learning achievement. furthermore, puspita, sukmantara, and santihastuti (2016) developed esp reading materials by using authentic materials for automotive students at smkn 2 jember. the result was that esp reading materials for automotive students in the form of booklet. noho (2018) also developed supplementary english reading materials for the tenth grade students of computer networks at smk almamater telaga, gorontalo. the result showed that students preferred most reading texts that are specific to their field rather than the general one. other studies dealing with the use of technology in language teaching such as mobile reading (inderawati, agusta, & sitinjak, 2018), elearning (sopian, petrus, & inderawati, 2019), and interactive multimedia (eliviana, inderawati, & mirizon, 2020) conducted to provide learning materials blended with technology which were specific to vhs students. those studies are not identical with this current one. this study developed reading materials specifically for vhs students in the form of interactive media applications that can be used offline. interactive media-based reading materials were designed and developed with various types of recount text stories in the form of texts, audio, and videos about the bibliography of famous people. in addition, the reading materials are also completed with examples, explanations of recount texts, and evaluations to test students' abilities in recount texts. considering the importance of teaching the specific reading material for the specific purposes, the writers were interested in developing learning media of recount texts for vhs students. method research design this study employed mixed-methods approach in development research design. according to akker (1999), development research aims to design a product for certain purposes through certain procedures, i.e: analysis, design, evaluation, and revision activities which are iterated until a satisfying balance between ideals and realization has been achieved. in developing the recount text, analysis, design, develop, implement, and evaluate (addie) model of instructional design was applied (mcgriff, 2000; aldoobie, 2015; cheung, 2016). this study was conducted at one public vhs in palembang. the population was the tenth grade students consisting of four classes. they were chosen based on their english proficiency level in one-to-one and small group evaluation. their english proficiency level, was classified into low, medium, and high proficiency (dick, carey & carey, 2005), which were determined based on students’ grade point average. the subject of the study was described in table 1. table 1. the subject of the study no. stages of formative evaluation number of students description of the students 1. one-to-one evaluation 3 1 student for each category, i.e. low medium, and high english proficiency. 2. small group evaluation 9 3 students for each category, i.e. low medium, and high english proficiency. novita sari, soni mirizon, & rita inderawati developing learning media of recount texts for vocational high school students 266 3. field test 35 all students in a real class total 47 students in collecting the data, to determine its validity, practicality, and potential effect of the product, questionnaires, interview, and reading test were used. there were four questionnaires distributed to the subjects: (1) need analysis questionnaire, adapted from petrus (2012) and indriyani (2016), (2) need analysis multi-media questionnaire (adapted from wao, 2016), (3) expert review validation questionnaire, and (4) students’ questionnaire toward the developed interactive multimedia of recount texts (adapted from tessmer, 1993). need analysis questionnaire and need analysis multimedia questionnaire were administered to the all students in multimedia major. expert review validation questionnaire, and students’ questionnaire were passed to experts in an expert review in order to know about the validity and also to students in one-to-one evaluation and small group evaluation in order to know practicality, and to get an information of their opinion and comments after reviewing and/or using the developed interactive multimedia of recount texts. an interview was also conducted in one-toone and small group evaluation. it was aimed to obtain students' comments, critiques, and suggestions after conducting the using of the developed interactive multimedia of recount texts. it was also used as the basis for revision. reading test was given to the students to know the potential effect of the product. it was constructed based on recount texts developed in this study. the reading text evaluation was used by using reading comprehension test in the form of multiple choice questions, true-false items, and matching items. the reading comprehension test included several aspects, such as main ideas, inference, vocabulary in context, cause and effect, details, and sequence. results and discussion there were five stages of development research as follows: analysis phase instructional analysis the writers analyzed the materials related to the recount text that was available in the students’ textbook entitled ‘forward’ for the vocational high school students grade x which was issued by the government. based on the analysis of the textbook, there were eleven recount texts found that most of the texts did not have any title, the content was too general and not related to the students’ major. then, the learning environment in the vhs was in good condition, such as had good electricity, computer laboratory for each major was available, each computer laboratory equipped with one lcd and one whiteboard, student sometimes brought a laptop and used their laptop during the process of teaching and learning. based on these school conditions, it can be said that the developed interactive multimedia of recount text could be implemented and conducted well during the process of teaching and learning. students’ need analysis to find out information about the four classes students’ achievement, an interview to the english teacher of the tenth grade students was also conducted. the results of interview showed that: (1) students reading skill was still low; and (2) it was caused by some factors, such as lack of vocabularies, and low of motivation. it can be said that the students reading achievement fell into unsatisfactory level. then to find out the information about the students’ need analysis. there were 21 question items about students’ need analysis was distributed to 105 students. the result of students’ need analysis was illustrated in table 2. table 2. students’ need analysis no. question/statement students’ response nos* % target situation analysis (tsa) 1. the importance of learning english a. to pass the national examination 4/105 3.5 b. to support the carrier in the future 25/105 23.5 c. to help to continue further study in the multimedia field 18/105 17.9 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 267 d. to communicate with foreigners 58/105 55.1 e. others ... 0/105 0.0 2. the students’ expectation towards learning english a. able to communicate fluently using english in oral communicate in the future workforce 64/105 60.4 b. able to communicate in written communicate in the future workforce 5/105 4.7 c. mastering the vocabulary related to the multimedia field 33/105 31.6 d. using grammar correctly 3/105 2.1 e. others ... 0/105 0.0 3. the language use for students’ carrier a. to do oral communicate with colleagues or clients 46/105 43.5 b. to do written communication both in formal or informal contexts 8/105 7.9 c. to deepen the multimedia skill by reading the english text 50/105 47.9 d. others ... 1/105 0.4 4. the english proficiency level for students’ carrier a. beginner 17/105 16.5 b. intermediate 34/105 32.1 c. advance 54/105 51.6 d. others ... 0/105 0.0 present situation analysis (psa) 5. students’ current proficiency level of english a. beginner 74/105 70.2 b. intermediate 26/105 24.9 c. advance 5/105 4.7 d. others ... 0/105 0.0 6. students’ desired input for reading a. authentic materials (such as news, menu, receipt, announcement, schedule, etc) 35/105 33.4 b. texts that relate to the context of the multimedia field 58/105 55.1 c. texts with the list of new vocabulary 7/105 6.7 d. texts with picture 4/105 3.5 e. others … 1/105 0.4 7. the length of input for reading a. < 100 words 30/105 28.5 b. 100 – 150 words 22/105 20.4 c. 150 – 200 words 13/105 12.1 d. > 200 words 40/105 38.2 8. topic desired by students for learning input in reading a. daily life routines 42/105 40.0 b. education/school 13/105 12.1 c. the multimedia field 42/105 40.0 d. issues/latest news 8/105 7.7 e. others … 0/105 0.0 9. students’ preference activity for learning reading a. reading a text loudly with correct pronunciation and intonation 16/105 15.1 b. reading a text individually and answering questions related to the text 20/105 19.6 c. discussing and comprehending a text in a group 17/105 16.5 d. comprehending a text and translating it into indonesia langauge 44/105 41.8 e. analyzing the meaning of the new vocabulary from the context 8/105 7.7 10. students’ opinion toward the difficulty level of reading text in english textbook used in the classroom a. very easy 3/105 2.1 b. easy 42/105 40.0 novita sari, soni mirizon, & rita inderawati developing learning media of recount texts for vocational high school students 268 c. difficult 52/105 49.8 d. very difficult 8/105 7.7 11. students’ opinion toward frequency of english teacher in providing the reading text/material and reading assessment with the topic related to the multimedia field a. very often 13/105 12.1 b. often 31/105 29.8 c. sometimes 51/105 48.4 d. never 10/105 9.8 deficiency analysis (da) 12. students’ difficulties with the language skills and aspects a. listening 18/105 17.9 b. speaking 43/105 40.4 c. reading 11/105 10.2 d. writing 0/105 0.0 e. vocabulary 13/105 12.1 f. grammar 9/105 8.5 g. pronunciation 10/105 9.8 h. others ... 1/105 0.4 13. students’ difficulty with reading skill in the reading process a. comprehending the main idea 21/105 20.0 b. comprehending the detai information 16/105 15.1 c. making conclusion related to the chronological order of event 7/105 6.7 d. making conclusion related to cause and effect 13/105 12.1 e. making and drawing conclusion 48/105 45.4 f. comprehending certain words 0/105 0.0 strategy analysis (sa) 14. students’ preference activity for learning vocabulary a. matching the words or expressions with correct meaning in indonesia language 33/105 31.6 b. matching the words or expressions with the pictures 21/105 20.5 c. predicting the meaning of the new words based on the context 26/105 24.9 d. completing the incomplete sentences or paragraph with students’ own words 15/105 14.7 e. others ... 10/105 9.8 15. students’ preferences activity for learning grammar a. indentifying the incorrect sentences structure 36/105 34.7 b. correcting the incorrect sentences structure 36/105 34.7 c. writing sentences based on structure learned 32/105 30.2 d. others ... 1/105 0.4 16. students’ preference activity for learning pronunciation a. repeating the words pronounced by the teacher 29/105 27.9 b. pronouncing the words based on the phonetic transcription 32/105 30.2 c. discussing the correct pronunciation in a small group or with other friends 44/105 41.8 d. others ... 0/105 0.0 17. students’ preference class management for completing the task a. individual work 24/105 22.8 b. pair work 20/105 19.6 c. group work 42/105 40.0 d. whole class work 19/105 18.2 e. others ... 0/105 0.0 18. students’ learning style preference english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 269 a. listening to the teachers’ explanation only 29/105 27.9 b. discussing with other friends to solve the problem or to do the tasks 48/105 45.3 c. writing all information given by the teachers 28/105 26.7 d. others ... 0/105 0.0 19. students’ preference for teachers’ role a. giving students questions to finish and discuss them later 33/105 31.6 b. giving examples about the topic which is learned and give an assignment 53/105 50.2 c. supervising the students’ works and helping them when students get a problem 17/105 16.5 d. walking around and giving comment to students’ works 2/105 1.8 e. others ... 0/105 0.0 20. students’ opinion toward intergrating the topic/content related to the multimedia field in reading text a. very important 69/105 65.3 b. important 35/105 33.4 c. not important 1/105 0.4 d. very unimportant 0/105 0.0 21. students’ opinion toward discussing the content of the multimedia field in reading text could ease them to comprehend the text a. very agree 46/105 43.5 b. agree 56/105 53.4 c. disagree 3/105 2.1 d. very disagree 0/105 0.0 students’ need analysis multimedia questionnaire there were 30 questions in this questionnaire. the 25 questions were about multimedia use, and the other 5 questions were about student interest in reading. there were 105 tenth grade students answered the questionnaire. the findings showed that the use of multimedia technology in class: (1) promoted students’ interest in learning english, (2) was more practical; some students did not need to do note taking, (3) could obtain information accurately in a short time, (4) stimulated students’ attention in class, (5) helped develop students’ english communication skills, (6) made students want to take part in the discussion, (7) inspired them to avoid tardiness in class, and (8) enhanced their reading skills. students’ functional reading level analysis this analysis was intended to measure the students’ functional reading level by measuring the readability levels of the developed recount texts which had to match with their reading level. in this activity, jennings informal reading assessment developed by joyce (2001) at level 1 – 8 was given to determine the students’ functional reading level. the results were described in table 3 below. table 3. the result of students’ functional reading level analysis text level functional reading level stage frustrational (correct number ≤4) instructional (correct number 5 – 6) independent (correct number 7 – 8) nos % nos % nos % level 1 59 56.1 32 30.4 14 13.3 level 2 63 60.0 30 28.5 12 11.4 level 3 68 64.7 31 29.5 6 5.7 level 4 65 61.9 33 31.4 7 6.7 level 5 61 58.2 39 37.1 5 4.7 level 6 60 57.1 43 40.9 2 1.9 level 7 76 72.3 27 25.7 2 1.9 level 8 84 80.0 21 20.0 0 0 source: jennings informal reading assessment developed by joyce (2001) novita sari, soni mirizon, & rita inderawati developing learning media of recount texts for vocational high school students 270 based on table 3 above, it can be seen that 105 students (13.3%) were already at the independent stage in text level 1. for text level 2, 3, 4, 5, 7, and 8, it showed that 63 students (60.0%), 68 students (64.7%), 65 students (61.9%), 61 students (58.2%), 76 students (72.3%), and 84 students (80.0%) were at frustrational stage respectively, whereas for the text in level 6, there were 43 students (40.9%) at instructional stage. as mentioned by burns and parker (2014) the instructional level as criterion to target reading intervention. therefore, it could be said that the reading level of students was at level 6 since the biggest percentage of learners who belonged to the instructional stage was in level 6. design and development phase paper-based design in this phase, there were eleven recount texts that the writers developed based on the students’ multimedia learning and student’s field. then the developed recount texts were checked to find out their readability levels using an online tool of flesch-kincaid (i.e.: https://www.webfx.com). for completing the materials of reading, several questions as warming-up activities were also made. the storyboard of interactive multimedia after the all reading materials had been accomplished along with the evaluation, then the materials had to be transformed into interactive multimedia. therefore, a storyboard was made to be used as a guideline to develop interactive multimedia. the storyboard consisted of some parts such as opening slide, student’s data, home slide, and computer-based design. computer-based design consisted of recount text and the storyboard of interactive multimedia were transformed into computer-based design by using adobe professional cs 6. the program was created and then launched in the form of software of interactive multimedia which could be operated in each pc or notebook. implementation phase evaluation and revision phase this phase was to find out the validity that was determined in the expert review phase, practicality that was determined in one-to-one and small group evaluation phase, and the potential effect of the product that was determined in a field test phase. the result of the evaluation and revision are described below. self evaluation in this phase, the writers tried to treat themselves as expert to evaluate the developed recount texts, so the evaluation process did not a simply look over the product. the self-evaluation covered all of the four aspects such as instructional desgin (construct), language, media (production), and content (subject matter). in addition, the writers evaluated the product which was aimed to find out some errors and mistakes, such as misspelling, ungrammatical sentences, and punctuation. experts review in this phase, a questionnaire consisted of 15 items was distributed to three different experts, i.e.: content (english), instructional design (curriculum/construct), and media (technology). the first expert of content (english) validation was a lecturer of english who has been teaching for 20 years and hold doctoral qualification in english. the second expert of instructional design (curriculum/ construct) was a lecturer of english who has been teaching for 36 years and his expertise in instructional design, the last expert of technology (media) was a lecturer of education technology who has been teaching for 30 years and his expertise in material development. the first evaluation aspect in the evaluation and revision phase was content (english). it was also important to make sure whether the validation sheet fulfilled the standardized requirement. therefore, it was developed by adapting from tessmer (1993). a lecturer of english reviewed the product. during the validation process, the expert gave some constructive comments and suggestions for better revision of the product, especially in content. the expert advised to pay attention to the narration of the story, so as not to confuse students when understanding and reading the contents of the story section. after the product was revised as suggested, it was found that the average score of content validity was 3.74 which was at very high validity, which means that it was valid without revision. the second evaluation aspect in this phase was instructional design (construct). to develop the product with good construct validation, another expert reviewed the product. it was found that there were some comments and suggestions which needed to be considered, such as change the https://www.webfx.com/ english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 271 incorrect writing on the validation construct sheet, i.e. the 2006 curriculum is replaced with the 2013 curriculum because it had to adjust to the learning objectives of the material made. he gave advice to think about the allocation of time in the subject matter test which must be adjusted to the total number of questions. the experts also suggested giving feedback to students to be actively involved in learning through material packaged in the form of interactive multimedia, like by adding a few more warm-up questions before starting core activities. after reviewing the product twice, the expert reviewer of the construct declared that the product was valid without revision, and the average score obtained from construct validity was 3.53, which was at very high validity. the last evaluation aspect in the evaluation and revision phase was done to complete all three product validation sheets. in terms of media, the product then was reviewed by an expert of technology who was a lecturer of education technology at sriwijaya university. he gave some comments and suggestions which needed to be considered, such as, when the user enters the "log in" column he must use only names not numbers. the expert also suggested that welcome sentence on the opening menu should not use the name of the school that was examined in the media. finally, after being revised for the third time, the expert reviewer of the media revealed that the product was valid without revision. the total average score of the validity of product design was 3.87, which was a very high validity. one-to-one evaluation the questionnaire consisted of 22 items was distributed to 3 students in one-to-one evaluation to determine the practicality of the product. the score of practicality obtained in one to one evaluation was 3.69, which was very high practical. the results of questionnaire were presented in table 4. table 4. result of questionnaire in one-to one evaluation aspect n o statement average score remarks the match between materials and students’ characteristics 1 the recount text materials in the interactive multimedia are suitable for my age. 4.00 very high practicality 2 the recount text materials in the interactive multimedia are suitable for my english proficiency. 3.67 very high practicality 3 i am excited to learn the recount text materials in the interactive multimedia because i learn and feel entertained at the same time. 3.67 very high practicality materials presentation 4 materials presentation in the interactive multimedia is clear and understandable. 3.67 very high practicality 5 the recount text materials in the interactive multimedia are presented in a good sequence so that they are not confusing. 3.67 very high practicality effectiveness and efficiency of the product 6 i can operate the interactive multimedia well without assistance. 3.33 very high practicality 7 i can use the interactive multimedia to learn at home or anywhere. 4.00 very high practicality 8 learning recount text by using the interactive multimedia can save my learning time. 3.66 very high practicality evaluation 9 the directions in evaluation are clear and understandable. 3.33 very high practicality 10 questions item in the evaluation are clear and understandable. 3.33 very high practicality 11 the number of question items in the evaluation are sufficient. 4.00 very high practicality 12 the forms of question in the evaluation are various. 4.00 very high practicality attractiveness of 13 i enjoy using the interactive multimedia in learning to read english recount texts. 4.00 very high practicality novita sari, soni mirizon, & rita inderawati developing learning media of recount texts for vocational high school students 272 interactive multimedia 14 the interactive multimedia makes me motivated to learn english recount texts. 3.67 very high practicality 15 the interactive multimedia attract my attention in learning materials of english recount texts. 3.67 very high practicality 16 i am more interested in learning english about recount text by using the interactive multimedia than learning it by using conventional method without technology. 3.67 very high practicality 17 learning by using the interactive multimedia is not boring. 4.00 very high practicality 18 doing the computer-based evaluation is exciting, easy, and time and energy saving. 3.67 very high practicality media quality 19 the use of navigation (buttons) in the interactive multimedia is very helpful to operate the interactive multimedia. 3.67 very high practicality 20 font, pictures, narration, and animation in the interactive multimedia are in line with the instructional materials. 3.00 high practicality 21 text, pictures, narration, and animations in the interactive multimedia are in line with the instructional materials. 3.33 very high practicality 22 colors used in the interactive multimedia are interesting and well-synchronized. 3.67 very high practicality average score 3.69 very high practicality after determining the practicality of the product using a questionnaire, the writers also conducted an informal interview with the students in the one to one evaluation to get their responses and comments toward the developed product to find out its strength and weaknesses. the result of students’ comments were: (1) the interactive multimedia was very interesting and colorful, lots of animations and images, and supported with relaxing music that does not interfere with concentration, (2) the recount texts was suitable enough with my field, and (3) the feedbacks were good and able to respond well and i could use the product at home independently. small group evaluation a questionnaire consisted of 22 items was distributed to 9 students in small group evaluation to determine the practicality. the students’ average score was evaluated and then interpreted into practicality categorization. the average score was 3.65, which was in very high category of practicality. the practicality level was presented in table 5. table 5. results of questionnaire in small group evaluation aspect no statement average score remarks the match between materials and students’ characteristi cs 1 the recount text materials in the interactive multimedia are suitable for my age. 3.44 very high practicality 2 the recount text materials in the interactive multimedia are suitable for my english proficiency. 3.33 very high practicality 3 i am excited to learn the recount text materials in the interactive multimedia because i learn and feel entertained at the same time. 3.56 very high practicality materials presentation 4 materials presentation in the interactive multimedia is clear and understandable. 3.67 very high practicality 5 the recount text materials in the interactive multimedia are presented in a good sequence so that they are not confusing. 3.56 very high practicality effectivenes s and 6 i can operate the interactive multimedia well without assistance. 3.44 very high practicality english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 273 efficiency of the product 7 i can use the interactive multimedia to learn at home or anywhere. 3.89 very high practicality 8 learning recount text by using the interactive multimedia can save my learning time. 3.67 very high practicality evaluation 9 the directions in evaluation are clear and understandable. 3.78 very high practicality 10 questions item in the evaluation are clear and understandable. 3.67 very high practicality 11 the number of question items in the evaluation are sufficient. 3.67 very high practicality 12 the forms of question in the evaluation are various. 3.56 very high practicality attractivene ss of interactive multimedia 13 i enjoy using the interactive multimedia in learning to read english recount texts. 3.67 very high practicality 14 the interactive multimedia makes me motivated to learn english recount texts. 3.78 very high practicality 15 the interactive multimedia attract my attention in learning materials of english recount texts. 3.67 very high practicality 16 i am more interested in learning english about recount text by using the interactive multimedia than learning it by using conventional method without technology. 3.67 very high practicality 17 learning by using the interactive multimedia is not boring. 3.33 very high practicality 18 doing the computer-based evaluation is exciting, easy, and time and energy saving. 3.89 very high practicality media quality 19 the use of navigation (buttons) in the interactive multimedia is very helpful to operate the interactive multimedia. 3.89 very high practicality 20 font, pictures, narration, and animation in the interactive multimedia are in line with the instructional materials. 3.56 high practicality 21 text, pictures, narration, and animations in the interactive multimedia are in line with the instructional materials. 3.78 very high practicality 22 colors used in the interactive multimedia are interesting and well-synchronized. 3.89 very high practicality average score 3.65 very high practicality after the test was conducted, the questionnaire of an informal interview in the small group evaluation was also distributed to get students’ comments on the developed interactive multimedia of recount text. the result of students’ comments were: (1) the students knew the learning objectives of they learned; they mentioned that they learned about kinds recount text and the generic structure of recount text, (2) the students felt challenged in learning the materials due to the feedbacks, picture animation, video and including the difficult evaluation, (3) the students mentioned that they could independently use the product at home due to interactive multimedia that related to the computer was their field, and (4) the students felt interested and motivated to learn recount text by using interactive multimedia. evaluation phase field test the field test evaluation was intended to know the potential effect of the developed interactive multimedia of recount text. in this phase, the field test was conducted in one meeting within 90 minutes. it involved a real class of the tenth-grade students of one vsh in palembang consisting of 35 students. from the result of the students’ scores in the reading comprehension test, there were 2 students (5.71%) who obtained score below the minimum mastery criterion which was 71. the rest of the students, 33 students (94.28%) obtained the score novita sari, soni mirizon, & rita inderawati developing learning media of recount texts for vocational high school students 274 above the minimum mastery criterion. the total students’ mean score in the field test was 81.37. after the data were analyzed, the result of the students’ scores was interpreted by using the criteria of mastery percentage of universitas sriwijaya (2012) in order to know the level of the potential effect of the product. the results indicated that: 10 students out of 35 students obtained very high category level (86-100), 23 students btained high category level (71-85), only 2 students obtained average category level (56-70), and no students scored below the low category (41-55) nor very low category (0-40). in addition, the result of a field test of 35 students revealed that 33 students obtained scores above the average and only 2 students obtained average scores based on mastery percentage categorization. in conclusion, the developed interactive multimedia of recount text had a potential effect and the students’ average scores were at the criteria of mastery percentage (71-85) in the high category of mastery level. however, of the 2 students who achieved grades below average were influenced by several factors during the final evaluation process. based on the teacher's observations and the questionnaire results of student responses to the interactive multimedia learning in the recount text, it was found that (1) these students did not like learning english, (2) they did not understand the presentation of material in interactive multimedia, and (3) they felt anxious while answering questions because the time allocation was limited on the media screen. the result of students score on the reading comprehension test can be seen in figure 1 below. figure 1. students’ score on the reading comprehension test conclusion based on the findings, some conclusions were drawn. first, the developed interactive multimedia of recount text in multimedia content was valid in terms of its content (english), construct (instructional design), and media (technology). its validity average score, based on three expert reviews was 3.71 indicating that the developed product had very high validity. second, the developed interactive multimedia of recount text in multimedia content was practical. the practicality score was 3.69 in the one-to-one evaluation and 3.65 in small group evaluation which was at a very high level of practicality. at last, the developed interactive multimedia of recount text in multimedia content had a potential effect on students’ achievement. since the number of students reaching the intended result score was 94.28%. it can be concluded that the potential effect of the product was at a very high level of mastery. references akker, j. v. d. 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(2018). english for specific purposes (esp). retrieved from https://www.researchgate.net/publication/328964 474. sopian, s., inderawati, r., & petrus, i. (2019). developinge-learning based local-folklores for eighth graders. english review: journal of english education, 8(1). tessmer, m. (1993). planning and conducting the formative evaluation. philadelphia, pa: kogan page. universitas sriwijaya. (2012). buku pedoman fakultas keguruan dan ilmu pendidikan universitas sriwijaya 2012/2013. inderalaya: universitas sriwijaya. wao, j. s. j. (2016). multimedia questionnaire. retrieved from: https://www.scribd.com/document/331801849/questionnaire https://www.researchgate.net/publication/328964474 https://www.researchgate.net/publication/328964474 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 349 rhetorical moves analysis on scopus-indexed research article abstracts by national and international authors ananta buana nurcik (corresponding author) english language education, faculty of language and literature education, universitas pendidikan indonesia, bandung, indonesia email: anantabuana@upi.edu eri kurniawan english language education, faculty of language and literature education, universitas pendidikan indonesia, bandung, indonesia email: eri_kurniawan@upi.edu arif husein lubis korean language education, faculty of language and literature education, universitas pendidikan indonesia, bandung, indonesia email: lubis_ah@upi.edu apa citation: nurcik, a. b., kurniawan, e., lubis, a. h. (2022). rhetorical moves analysis on scopus-indexed research article abstracts by national and international authors. english review: journal of english education, 10(2), 349-358. https://doi.org/10.25134/erjee.v10i2.6235. received: 02-02-2022 accepted: 28-04-2022 published: 30-06-2022 introduction academic contexts, publications, including in the form of research articles, play an integral role regardless of which field of expertise they contribute to. amongst the academic societies, publications are the means in which new knowledge is advanced and communicated (martin-martin, 2003; yoon & casal, 2020). in order to reach a wider range of readers, authors often times prefer to publish their research articles internationally, resulting in an increase of demands for international publications. furthermore, international publications will also further boost the rate of publication productivity and enhance the individual and institutional reputations (suherdi, kurniawan, & lubis, 2020) as it is one of the vital parameters in the assessments of world university rankings (zheng & gao, 2016). abstract: abstracts in research articles are important for readers in determining whether to continue reading the article or not. a plethora of studies involving abstracts’ rhetorical moves has previously been published, but scant attention has been given to the relationship between the rhetorical moves and authors’ nationalities. this study is aimed at comparing the rhetorical moves and linguistic realizations of abstracts by authors of different nationalities. this study analyzed 30 hard sciences abstracts written by national and international authors published in the international journal of science and technology (ijost). hyland’s (2000) model of rhetorical moves was employed as the framework of analysis. findings showed that both groups similarly spent more space in manifesting the method and findings moves. however significant differences were evident in the steps of the introduction and method moves. national authors considered the conclusion move as optional, whereas the other moves in both groups were considered conventional. international authors considered topic generalization step as conventional, while all other steps in the introduction move of both groups were optional. no difference was found in the voices used. however, tense-wise, the international authors favored present tenses in describing the research purpose while the national authors favored past tenses. this study concludes that the differences in the rhetorical organizations between the international and national authors can mostly be found in the steps, instead of the moves. additionally, as the use of voice does not show any difference, the use of different tenses in each move distinguishes the two groups of authors. keywords: abstract; rhetorical moves; linguistic features; national authors; international authors. ananta buana nurcik, eri kurniawan, & arif husein lubis rhetorical moves analysis on scopus-indexed research article abstracts by national and international authors 350 in order to publish their works internationally, it is a well-understood convention among authors that their works must be written in an internationally preferred language, in this case, english. due to english being the lingua franca in academic writing, particularly for international publications purposes, research articles published in non-english journals are likely to receive fewer citations and are often undervalued or ignored (cianflone, 2014; liang, rosseau, & zhong, 2012; li, 2020). moreover, publications in english may result in a faster circulation of knowledge, a higher chance of funding, and career promotion (cianflone, 2014). as the demands for international publications arise, the standards would be strictly monitored to ensure the overall quality of the published research articles. out of all the accounted parameters in assessing the quality of a research article, the abstract is often considered as the main and most significant one used by editors to determine the content quality and whether an article is to be deemed worthy of being published or not (suherdi et al., 2020; fauzan, lubis, & kurniawan, 2020; lorés, 2004). moreover, the abstract tends to be the first part of a research article to be encountered by the readers apart from the title itself (pho, 2008). hence, the readers’ impression on the abstract is important as it may reflect their overall impression on the rest of the article. as the gateway to the articles, abstracts promote the contents of their articles and help the readers determine whether to continue their reading further towards the articles or not (swales & feak, 2009; hyland, 2000, 2009; salager-meyer, 1990; lorés, 2004; can et al., 2016). they also allow the readers to process information quickly and comprehensively as they determine the relevance of the articles’ content to their interests (kurniawan et al., 2019). unlike their entailing research articles, abstracts are always available to be read online for free, even in cases of articles requiring payment for their access (can, karabacak, & qin, 2016). due to the importance of research articles abstracts, having excellent skills in composing and writing them is a must. however, the significant and pivotal roles of abstracts in research articles are often overlooked. as a result, abstracts with unsatisfactory quality are composed in many occasions. for some authors, composing abstracts may prove to be a considerably challenging process in writing research articles (can et al., 2016). the varying templates on how abstracts are to be constructed does not make it any easier (kurniawan, lubis, suherdi, & danuwijaya, 2019). various skills and knowledge contribute to the authors’ overall competency in composing satisfactory abstracts with their very own style of writing. one of the most determining factors in the production of well-structured abstracts is the authors’ genre knowledge (pratiwi & kurniawan, 2021) due to abstracts being considered as a genre of its own for having distinguishable communicative purposes than the entailing research article. swales and feak (2009) and swales (1990) defined genre as a set of discourse with distinct communicative purposes. genre knowledge itself concerns how specific types of discourse, genres, are constructed in their particular organizational structures and linguistic realizations to deliver the communicative functions. the communicative functions and purposes of abstracts as a discourse are manifested in the rhetorical moves and steps, the units of communicative stages which are also the units of analysis in this study. move analysis as a method of analyzing genre is proven to be effective, particularly considering the complexities of research articles (pratiwi & kurniawan, 2021), including the abstracts. indeed, there have been a plethora of studies concerning the rhetorical organization and linguistic features of research articles abstracts in the past. a wide variety of variables have also been previously covered by a great number of notable authors. some of which concerns with the language background, particularly the first language (l1) of the authors (e.g., chalak & nourouzi, 2013; al-khasawneh, 2017; kaya & yagiz, 2020; xiao & cao, 2013). other studies focus on the comparison of research articles abstracts written in different language mediums (e.g., martin-martin, 2003; candarh, 2012; li, 2020, pratiwi & kurniawan, 2021). as a matter of fact, the horizon in which the possibilities of variables have even explored as far as to compare abstracts of research articles in different disciplines (e.g., juanda & kurniawan, 2020; gani, kurniawan, gunawan, & lubis, 2021; liang et al., 2012; khany & malmir, 2019). despite being distinguished between one and another due to the difference in data source and variables, all of the said studies were aimed at uncovering and analyzing the rhetorical organizations of the moves and steps of english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 351 the research articles abstracts in each of their respective focus. in the past, a number notable scholars have previously proposed their ideas of the ideal rhetorical organizations or structures of research article abstracts. swales (1990), in his research involving applied linguistics research article abstracts, argued that abstracts should comprise of four moves; introduction, method, results and discussion. santos (1996), proposed his five-move configuration comprising of situating the research, presenting the research, describing the methodology, summarizing the findings, and concluded by discussing the research. hyland (2000), in his research on multi-disciplines research article abstracts, proposed his very own five-move configuration consisting of introduction, purpose, method, product, and conclusion. swales and feak (2009), who also analyzed multi-disciplines research article abstracts, also proposed a five-move configuration extending swales’ (1990) model consisting of introduction, purpose, method, results, and conclusion. additionally, lubis and kurniawan (2020) proposed their configuration which was based on hyland’s (2000) model with slight tweaks and modifications on the subcommunicative units or steps. although previous studies regarding the rhetorical moves and linguistic realizations in abstracts have been abundantly published, exiguous attention is given on the authors’ nationality, exclusively in respects of national and international authors of a particular nation. andika, safnil, & harahap (2018) have previously covered a part of this domain by analyzing the rhetorical moves of abstracts by post-graduate students, national, and international authors in applied linguistics. additionally, kurniawan and sabila (2021) have also covered a similar focus by analyzing the rhetorical moves and linguistic realizations of tourism research article abstracts by national and international authors. however, to the authors’ knowledge, little to no other studies have explored such a domain to date, especially in the discipline of hard sciences. in response, this study is aimed at analyzing the rhetorical organizations and linguistic features of q1 scopus-indexed research article abstracts written by national and international authors in hard sciences published in indonesia. additionally, the present study also analyzes the steps, subcommunicative stages, in the analyzed research article abstracts, which have also been given scant attention in previous studies involving the same group of variables. this study is expected to provide an in-depth knowledge on how these two groups of authors compose their abstracts and to provide insights for novice authors regarding abstracts construction. in order to acquire the necessary information and achieve its purpose, this study is essentially driven by the following research questions: rq 1: how do the rhetorical organization of ra abstracts written by national authors differ with those written by international authors? and rq 2: how do the two groups of authors linguistically realize the moves and steps? method as the goal of this study is to analyze and compare the rhetorical organizations and linguistic features of hard sciences research article abstracts written by two groups of authors, this study adopted a comparative approach using qualitative and quantitative research design. the comparison of the rhetorical organizations of the research article abstracts focused on the moves and steps occurrence and salience. concerning the linguistic features, the comparison focused on the tense and voice. the descriptive qualitative design was employed in determining and coding of the rhetorical moves, steps, and the linguistic features. the comparison and classification of the rhetorical units and the linguistic features within the abstracts pivots on the sentences as the units of analysis. the findings of the analysis would be visualized in the form of tables. in addition to the visualizations of the findings, excerpts and further explanations would also be presented for a better comprehension. a total of 30 research article abstracts were chosen as the data source for this study. all of which were retrieved from research articles published by the indonesian journal of science and technology (ijost), a q1 scopus-indexed journal based in indonesia, of the latest edition to date. the retrieved research articles were classified into two groups, based on the nationality of the authors, while 15 research articles were written by indonesian or national authors, the other 15 ras were written by international authors with multinational backgrounds, mostly from middleeastern and other asian nations. the year of ananta buana nurcik, eri kurniawan, & arif husein lubis rhetorical moves analysis on scopus-indexed research article abstracts by national and international authors 352 publications of the retrieved research articles ranged from as early as 2019 and as late as 2021. a short span of the latest publication period is chosen in an attempt to reveal the current trends in abstract writing. in this study, hyland’s (2000) model of moves and steps classification of abstract rhetorical units was employed as the instrument of analysis of abstract rhetorical organizations. the said framework of classification consists of a five-move coding model widely used by authors as a guideline in composing research article abstracts. the first rhetorical move proposed in this model is the introduction (i) which function is to establish the context of the paper and motivate the paper or discussion. the second move is the purpose (p) which function is to indicate the purpose, thesis or hypothesis, and outline the intention behind the paper itself. the third move is the method (m) which functions to provide information on the research design, procedure, assumptions, approach, data, etc. the fourth move is the product (pr) which function is to state the main findings or results, arguments, or what was accomplished in the study. the final move is the conclusion (c) which function is to draw inferences, interpret or extend the results beyond the scope of the paper, and point to applications or wider implications. hyland’s (2000) model was employed in this study over that of santos’ (1996) due to a more comprehensive definition of move 5, the final move, which covers not only the discussion of the research, but also further implications or recommendations or that of swales’ (1990) and swales’ (2009) model in which the former does not exclusively separate the purpose move from the introduction and the latter is considered to be quite similar with that of hyland’s (2000). additionally, hyland’s (2000) model is the most extensively employed model of analysis in previous studies in rhetorical organizations (lubis & kurniawan, 2020). hence, further enhancing its proven credibility and reliability as a framework of analysis. furthermore, santos’ (1996) definition on move 4, summarizing the findings, is considered to be insufficient due to the nature of certain research which may not present findings, but products or results instead. complementing the analysis on rhetorical organizations, the salience classification model proposed by kanoksilapatham (2005) in measuring the salience of the moves and steps is also employed in this study. the said model of classification measures salience based on the overall frequency of occurrences of the moves and steps in the corpus. the model proposes that a move or a step is considered to be optional (op) should its frequency is recorded at <60%, conventional (c) when it is recorded at 60-99%, and obligatory (o) in salience when the frequency of occurrence is recorded at 100%. this study implemented a multi-step procedure of analysis. the said procedure began immediately after the collection of the corpus data consisting of the necessary research article abstracts had been completed. the first step taken after the data had been collected was to break apart the abstracts into individual sentences. following that, the sentences were then put into an excel file with two different sheets corresponding with the two data variables. the next step was to determine and label which move and step each of the sentences belongs to in accordance with hyland’s (2000) model of classification. then, the following step was to determine and analyze the linguistic features, the voice and tense, of each of the labeled sentences. once the sentences had been labeled and coded with the corresponding moves, steps, and linguistic features, the recorded results from the two data groups were compared and contrasted. due to the coding of the sentences’ moves and steps being based on subjective observations, an inter-coder reliability test was conducted to achieve alignment in classifications. the test concluded that out of the entire sentences analyzed in the corpus, a satisfactory rate of inter-coder reliability was achieved at the rate of 88.7% alignment in coding results. the remaining 11.3% of inter-coder disagreement of coding results were then aligned and revised to reach even better coding results. table 1. hyland's (2000) five-move model of ra abstracts rhetorical organization move step introduction (i) step 1 arguing for topic significance step 2 making topic generalization step 3 defining the key term(s) step 4 identifying gap purpose (p) stating the research purpose(s) method (m) step 1 describing participants/data english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 353 sources step 2 describing instrument(s) step 3 describing procedure and context product (pr) describing the main results conclusion (c) step 1 deducing conclusion step 2 evaluating research significance step 3 stating limitation step 4 presenting recommendation or implication results and discussion the analysis showed that out of the 30 research article abstracts collected and analyzed, a total of 393 moves and steps were manifested in the two data groups. 78 steps in 122 moves were recorded to be manifested by the first group of research article abstracts written by international authors. quite similarly, 73 steps in 120 moves were recorded to be manifested by the second group consisting of national authors. henceforth, the following subsections will provide further explanations in terms of the similarities and differences in the manifestation of the rhetorical moves and steps, and the linguistic features of the two data groups. move-step occurrences the occurrences of the moves in both data groups recorded evident similarities based on the statistical calculations. the calculations were conducted under the conditions of ɑ = 0.05 and the null hypothesis which states that the moves occurrence’s proportions in the two data groups were similar. move-wise, a striking statistical similarity of the two was that both data groups showed an evidently similar distribution in terms of the moves occurrence’s proportions. as shown in table 2, move 3 (method) in both data groups had the highest proportion compared to the other moves at 30% and 33% with the national authors being the one recording the higher number. the differences in terms of the moves occurrence’s proportions were evidently insignificant, as the highest difference in number was only as much as 4%, in move 1 (introduction), and as little as 2%, in move 5 (conclusion). although, the discovered differences were evidently insignificant due to the calculated pvalue of > .05. the comparable distribution pattern of the moves occurrence’s proportion is parallel with the findings of gani et al. (2020), kurniawan and sabila (2021), and harisbaya, qurratu’aini, kanafani, nurcik, kurniawan, & lubis (2021) in which all three recorded that move 1 (introduction), 3 (method), and 5 (conclusion) have the highest number of proportions compared to the other two moves. furthermore, the resemblance in the pattern is made even clearer due to the fact that the first two of the three also recorded that move 3 (method) holds the highest proportions. this may indicate that notable differences are non-existent across the authors’ nationalities and disciplines. perhaps, this is due to a common understanding or conventions that the proportions of abstract composition should focus on move 1 (introduction), 3 (method), and 5 (conclusion). excerpt 1 a very challenging problem in mobile robot systems is mostly in obstacle avoidance strategies. (step 1 of move 1, national author) table 2. moves occurrence proportions move international national z-score p-value 1 25% 21% 0.844 .399 2 11% 11% -0.045 .964 3 30% 33% -0.641 .522 4 25% 28% -0.513 .608 5 9% 7% 0.679 .497 table 3. steps occurrence proportions move step internatio nal national z-score pvalue 1 1 16.1% 8% 0.914 .846 2 71.0% 60% 0.862 .388 3 6.5% 20% -1.524 .128 4 0% 12% -1.983 .047 5* 6.5% 0 1.293 .196 2 n/a 3 1 8.3% 2.5% 1.137 .255 2 30.6% 12.5% 1.928 .054 3 58.3% 85% -2.596 .009 4* 2.8% 0 1.061 .289 4 n/a 5 1 45.5% 75% -1.288 .198 2 9.1% 12.5% -0.239 .811 3 9.1% 0% 0.876 .381 4 36.4% 12.5% 1.166 .243 however, the presented data in table 3 showed that the distribution of certain steps’ proportions were distinct between one another. based on the statistical standard score calculations, the occurrences’ proportions of a number of steps showed significant differences. the calculations were conducted under the same conditions as of the ananta buana nurcik, eri kurniawan, & arif husein lubis rhetorical moves analysis on scopus-indexed research article abstracts by national and international authors 354 moves occurrence’. it was found that step 4 of move 1 (introduction) and step 3 of move 3 (method) of the two groups showed significant differences proven by the low p-values of p < .05. step 4 of move 1 (introduction) had no proportions at all in abstracts written by the international authors, but had 12% of proportions in the national authors’ abstracts. the 12% gap between the two may seem trivial, but was evidently significant. additionally, the step 3 of move 3 (method) had 58.3% of proportions in the international authors’ abstracts, but 85% in the national authors’ abstracts. the 26.7% gap was evidently enough to point out the significant difference between them. in both cases, compared to the international authors, the national authors spent more space in their abstracts to manifest step 4 of move 1 and step 3 of move 3. aside from the significant difference between step 4 of move 1 (introduction) and step 3 of move 3 (method), the other remaining steps’ proportions were considerably stable and similar. although there were found gaps of occurrence’s proportions between one step and another, statistically speaking, said gaps were considered insignificant. such a premise is due to the high p-value of the data as shown in table 3. as a matter of fact, there is no step in move 5 (conclusion) which has significant difference, implying that the two groups evidently have similar distributions of steps occurrence’s proportions in move 5 (conclusion). an excerpt of move 5 is as follows: excerpt 2 the implication is that teaching and learning process must be equally fostering all these variables to achieve a high level of students’ achievement, especially in mathematics subjects. (step 4 of move 5, international author) as shown in table 3, two additional steps were found in the international authors’ abstracts; step 5* of move 1 (introduction) and step 4*of move 3 (method). the two new steps were included in the analysis due to certain sub-communicative functions yet to be defined in hyland’s (2000) model. step 5* of move 1 (introduction) which function is to present previous studies and step 4* of move 3 (method) which function is to describe the research design were lubis and kurniawan’s (2020) extended model of rhetorical organization, which was based on that of hyland’s (2000). despite the low recorded proportions, the occurrences of these new steps may potentially spark a new trend and chart new horizons in abstracts’ rhetorical organizations. additionally, the emergence of the previously unclassified subcommunicative stages may indicate the eligibility of hyland’s (2000) extended model proposed by lubis and kurniawan (2020) for future studies. the following excerpts demonstrate the use of the additional steps: excerpt 3 however, there are works related to applications directed to the human body, especially in replacement devices for the upper limb. (step 5* of move 1) excerpt 4 in the past there have been important works in physician recommendation. (step 5* of move 1) excerpt 5 in this work, we adopt neural networks and undertake a comparative analysis between several different available supervised algorithms to identify one best suited neural architecture that can work best in the applied fields. (step 4* of move 3) table 4. moves and steps salience move internati onal national step international national 1 73% (c) 67% (c) 1 27% (op) 13% (op) 2 67% (c) 53% (op) 3 13% (op) 27% (op) 4 0% (op) 13% (op) 5* 13% (op) 0% (op) 2 73% (c) 73% (c) n/a 3 93% (c) 87% (c) 1 20% (op) 7% (op) 2 47% (op) 27% (op) 3 67% (c) 80% (c) 4* 7% (op) 0% (op) 4 93% (c) 87% (c) n/a 5 73% (c) 47% (op) 1 33% (op) 40% (op) 2 7% (op) 13% (op) 3 7% (op) 0% (op) 4 27% (op) 13% (op) move-step salience another point of analysis is the salience of the moves and steps. as shown in table 4, as no moves were recorded to have a 100% frequency across all of the analyzed abstracts, none of the five moves were considered obligatory in salience in both data groups. the highest recorded salience in the data were those of move 3 (method) and 4 (product) of the international authors group at 93% each, which means that 14 out of 15 abstracts in the said group employed those moves in their organizations. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 355 interestingly, the same moves in the national authors group also recorded the same level of salience with both recorded at 87%. hence, both moves in both data groups were considered to have similar standings in the level of importance as both were classified as conventional in salience. aside from the similar salience degree of move 3 (method) and 4 (product), the salience of move 2 (purpose) in both data groups also recorded an uncanny resemblance. in both data groups, move 2 (purpose) had a salience of 73%, which then also classified as conventional. despite the similarities in terms of the moves’ salience, there was also a striking difference between the two data groups. as the data in table 3 suggests, the salience in move 5 (conclusion) was notably different in the two groups. in abstracts written by international authors, with 73% of salience rate, move 5 (conclusion) was classified as conventional in salience as did the other moves. on the contrary, with only 47% of salience rate, it was classified as optional in abstracts written by national authors. thus, making it the only optional move due to its lowest degree of salience in the data. the low salience of move 5 (conclusion) resonates with the findings of kurniawan and sabila (2021) in which it was found that the abstracts by indonesian authors typically focus more on move 1 (introduction) and less on move 5 (conclusion) in terms of the moves’ salience. however, it contrasts with the findings of andika et al. (2018) in which move 5 (conclusion) recorded a higher salience than move 1 (introduction) with a minor gap of only 5% and with that of ramadhini, wahyuni, ramadhani, kurniawan, gunawan, & muniroh (2020) with a larger gap of 20%. interestingly, the salience of move 1 (introduction) and 5 (conclusion) of international authors’ abstract do not correspond with swales’ (2009) as it is more similar with that of the national authors’ abstracts. additionally, the high salience of move 3 (method) and move 4 (product) in both data groups is parallel with the premises of hyland’s (2000; 2004) regarding the typical constructions of hard sciences research article abstracts. the absence of moves classified as obligatory in both data groups is comparable with that of andika et al. (2018) and gani et al. (2020) as the former also did not record any obligatory moves in international and national authors, and the latter in hard sciences research article abstracts, which indicates that both national and international authors do not necessarily employ all moves in their abstracts. the comparison on the steps’ salience also showed a number of interesting findings. no data regarding the steps of move 2 (purpose) and 4 (product) were presented in table 4 nor will it be analyzed in this subsection due to the fact that hyland’s (2000) classification model of rhetorical moves did not include any steps in the said two moves. as shown in table 4, all of the steps in move 3 (method) and 5 (conclusion) of both data groups showed similar degrees of salience. the differences in percentage of occurrence were not drastic enough to change the group of salience classifications in which they belong to. the salience of step 1 of move 3 (method) could demonstrate this premise. in the international authors’ abstracts, the said step was classified as optional at 20% of salience, and still classified as optional despite recording only 7% of salience in the national authors’ abstracts. the 13% gap in salience was not enough to demonstrate a difference in the salience classifications. however, the similarity in the salience of the steps of move 3 (method) and 5 (conclusion) was found to be contradictory with the findings of ramadhini et al. (2020) in which the steps of move 3 (method) were either conventional or obligatory, and those of move 5 (conclusion) were mostly conventional. nevertheless, the notably high salience of step 3 of move 3 (method) is evidently similar with the findings of kurniawan and sabila (2021) and kanafani, nurcik, harisbaya, qurratu’aini, kurniawan, & lubis (2021). although the salience of all the steps in move 3 (method) and 5 (conclusion) was evidently similar in both data, the steps of move 1 (introduction) do not share the same level of similarities. international authors had a rather higher tendency to provide the generalizations of their research topic in their abstracts when compared to national authors. this was due to the striking difference recorded in the salience of step 2 of move 1 (introduction). as presented in table 4, the said step in international authors’ abstracts was conventional in salience, but in that of the national authors’, it was optional in salience. nevertheless, the other steps of move 1 (introduction) have similar degrees of salience in both data with all of them being evidently optional in salience. ananta buana nurcik, eri kurniawan, & arif husein lubis rhetorical moves analysis on scopus-indexed research article abstracts by national and international authors 356 table 5. tenses and voices used in the abstracts moves tense voice international national international national 1 pr (90%) pr (88%) ac (90%) ac (68%) pa (10%) pa (12%) pa (10%) pa (32%) 2 pr (85%) pr (46%) ac (92%) ac (85%) pa (15%) pa (54%) pa (8%) pa (15%) 3 pr (44%) pr (42%) ac (31%) ac (30%) pa (56%) pa (58%) pa (69%) pa (70%) 4 pr (47%) pr (50%) ac (93%) ac (76%) pa (53%) pa (50%) pa (7%) pa (24%) 5 pr (82%) pr (88%) ac (82%) ac (75%) pa (18%) pa (12%) pa (18%) pa (25%) linguistic features this subsection presents the comparison of the two data groups in terms of the linguistic features, particularly the tenses and voice. as shown in table 5, a number of considerable similarities and differences were found in the data. in general, both data groups only used present and past tenses. both international and national authors extensively used the same tenses in move 1 (introduction), 3 (method), and 5 (conclusion). however, in move 2 (purpose), international authors dominantly used present tenses with a gap of 60% between the proportions of the two tenses. on the other hand, national authors tend to favor past tenses in the same move with gap of only 8% between the proportions of the two tenses. interestingly, national authors recorded an equal proportion of both tenses in move 4 (product), while their international counterparts favored the use of past tenses over present tenses. surprisingly, the analysis on the proportions of the use of voice in the two data groups did not record any difference whatsoever as the dominantly used voice were similar across all the moves. excerpt 6 this study was conducted to produce samples under various mixing speed conditions. (move 2, national author) excerpt 7 the main purpose of this work is to compare two main types of ffr schemes; respectively; strict ffr and soft frequency reuse with the proposed scheme. (move 2, international author) the dominant use of present tenses in move 1, 3 and 5 echoes with the findings of andika et al. (2018), kurniawan and sabil (2021), and ramadhini et al. (2020). thus, indicating that the authors nationality and disciplinary background do not exceptionally affect the choice of tenses. furthermore, lubis and kurniawan (2020) also pointed out that present tenses are generally used extensively in move 1, 2, and 5 due to the functions of those moves commonly presenting generalizations, intentions, and interpretations of the findings. past tenses are generally used in presenting the method and result/product moves (lubis & kurnaiwan, 2020). hence, confirming that the high proportion of past tenses in move 3 of both data groups and move 4 of international authors’ abstracts is in accordance with the typical characteristics of the moves. voice-wise, the extensive use of active voice dominating the voice’s proportion across all the moves resonates with the findings of kanafani et al. (2021), gani et al. (2020), andika et al. (2018), harisbaya et al. (2021), and kuniawan and sabila (2021). conclusion based on the conducted analysis on the sentences constructing the research article abstracts of international and national authors exclusively published in q1 scopus-indexed journal, a number of conclusions describing the overall characteristics of the two groups were derived. in terms of the proportion of moves’ occurrence, it can be concluded that there was no significant difference between the two data groups. however, the proportions of steps’ occurrence, particularly that of step 4 of move 1 and step 3 of move 3 was evidently significant in favor of the national authors’ abstracts. two additional steps outside the sub-communicative stages proposed by hyland (2000) were found and labeled with the extended model by lubis and kurniawan (2020) due to the convenient description of the said steps. in terms of the moves and steps’ salience, both data groups were in agreement that no moves were considered obligatory. the international authors considered all moves to be conventional, while the national authors considered move 5 as optional. the only difference in steps’ salience was found in step 2 of move 1, in which international authors manifested more attention to the topic generalization. the comparison on the linguistic features of the two data groups showed more variations in terms of the tenses, but was strikingly similar in terms of the voice. both groups of authors were recorded to use only present and past tenses. furthermore, both also extensively used present tense in move 1, 3, and 5. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 357 additionally, no considerable difference was recorded in terms of the voice used in all of the moves. this resonates with the findings and premises of previous studies which may have established a shared knowledge among authors on the linguistic features of research article abstracts. despite the considerably low number of abstracts or samples analyzed in this study, it is expected to be able to provide in-depth insights on how these two groups of authors compose their research article abstracts. although accurate generalizations on both the rhetorical organizations and linguistic features may still require a larger sample and more sophisticated methods or instruments of analysis. in addition to that, it is also expected that novice and emerging authors in this particular field of study or those beyond it could learn and apply the accepted exemplary norms of abstracts’ writing which some of those are as showcased in this study. references al-khasawneh, f. m. 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(2020). rhetorical structure, sequence, and variation: a step-driven move analysis of applied linguistics conference abstracts. international journal of applied linguistics, 30(3), 462–478. https://doi.org/10.1111/ijal.12300 zheng, y., & gao, x. (2016). chinese humanities and social sciences scholars' language choices in international scholarly publishing: a ten-year survey. journal of scholarly publishing, 48, 1-16. https://doi.org/10.3138/jsp.48.1.1. https://doi.org/10.1016/j.lingua.2020.102795 https://doi.org/10.1007/s11192-012-0828-0 https://doi.org/10.1177/1461445607087010 https://doi.org/10.17509/ijal.v10i1.24989 https://doi.org/10.1111/ijal.12300 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 37 investigation of decoding fillers used in an english learning talk show “english with alice” ridwin purba english education department, faculty of teacher training and education, university of simalungun, pematangsiantar, indonesia email: nridwin@yahoo.com herman (corresponding author) english education department, faculty of teacher training and education, university of hkbp nommensen, medan, indonesia email: herman@uhn.ac.id veronika r. m. manullang english education department, faculty of teacher training and education, university of hkbp nommensen, medan, indonesia email: veron9515@gmail.com magdalena ngongo english education department, faculty of teacher training and education, university of kristen artha wacana, kupang, indonesia email: magdalenangongo12@gmail.com apa citation: purba, r., herman., manullang, v. r. m., ngongo, m. (2021). investigation of decoding fillers used in an english learning talk show “english with alice”. english review: journal of english education, 10(1), pp. 37-48. doi: https://doi.org/10.25134/erjee.v10i1.5352 received: 16-08-2021 accepted: 23-10-2021 published: 31-12-2021 introduction language is the expression of ideas by means of speech-sounds combined into words. language is the ability possessed by humans to communicate with other humans using signs, for example words and movements. language is used to know how to produce and understand and acquire sentences with particular meanings in communicational interaction (sitanggang, hutahaean, and herman 2019). according to devianty (2018), language is a communication tool used to convey intentions, ideas, messages, and feelings to others. language becomes one of the important connecting tools between human beings, because humans are creatures that interact and socialize with other human. with language, human can be easily connected with other people. therefore, language can be said to be mandatory and important in terms of communication. communicating with others can use several abstract: this research was conducted to analyze decoding fillers in english learning talk show. the researchers made two groups of non-native english speakers to investigate fillers, group one with little or no abroad experienced speakers and group two with long term abroad experienced speakers. the researchers used descriptive qualitative as a method that describes an objective situation or certain event based on facts that appear or should be followed by an attempt to draw general conclusion. the procedure is ethnographic research which is ethnographic by qualitative enable researchers to understand the data by the functions of language (words, phrase and sentence) by grouping words that have same functions into categories. the researchers would analyze and conclude the data to be studied. in this research the data to be reviewed is english with alice which contain fillers. the researchers found one hundred sixty-eight fillers with the exclusion of filler used by the host and both of speakers. after analyzing the data, the researchers found that 2 groups (14 guests) in the talk show english with alice used different functions of decoding fillers. the functions in group one are mostly (a) to begin and close a discourse and (c) to hold the floor. moreover, the functions in group two are mostly (c) to hold the floor and (g) to express the response. keywords: conversation; decoding fillers; english learning; literature; talkshow. ridwin purba, herman, veronika r. m. manullang, & magdalena ngongo investigation of decoding fillers used in an english learning talk show “english with alice” 38 types in language, those are oral language, written language, sign language, and inner language. oral language is a communication between humans to express their intentions through words spoken from oral or mouth. written language is a form of communication of vocabulary arranged into sentences that have meaning and then poured in written form. sign language is a form of communication that uses limbs such a hands and lips movement. the inner language is a direct mental interaction of sound using the contents of heart. (emmorey, 2011). interaction with others can use english as a tool. english is one of some international language which is used by most people around the world. english is important because english is a means for globalized community to interact socially, educationally and economically (kilickaya, 2009). english knowledge is needed if someone wants to coming up in life (mishanthi, 2018). the importance of english can be seen from some sides of life, for example job requirement, one of the requirements is language competence, both of spoken and written form (herman, purba, thao, & purba, 2020; sinaga, herman, and pasaribu, 2020). it must be learned by people who consider communicating in english as a foreign language or a second language wanting to compete and survive. communication can be defined as the process of transmitting information and common understanding from one person to another (keyton, 2011; van thao, herman, ha, thuy, and tho, 2020). the speaker and listener have different levels of ability or understanding. moreover, english speakers or listeners are foreign or second language. the level of language proficiency, interruption, emotions and attitudes can change or prevent messages to be conveyed. although there is always a problem in communication, the recipient needs to decode the message. feedback is needed to find out whether the message was received and understood correctly by the recipient. (luneburg, 2010). when the sender and receiver interact verbally face to face, they will tend to communicate spontaneously. usually the interaction is not planned. most spontaneous utterances are produced with a very different preparation from the planned communication. speakers prepare themselves in advance when they participate in planned speaking situations: speeches, presentation, and ceremonies (kurniawati and astita, 2011). the preparation before speaking helps speech to flow fluently. in contrast, it is predicted that a spontaneous speech will tend to have some disfluencies (uwasri, 2018). disfluencies are prevailingly found in spontaneous interactions. shiberg in uwasri (2018) has identified that in normal speech naturally produced, disfluencies can affect the words and disfluencies occur one third of utterances of speakers (p. 2). the disfluencies in spontaneous utterances consist of various functions: example [1] filled pause : uh, um repetition : the the repair : any health cov – any health insurance false start : it’s fir – i could get it where i work fillers are the sounds of words without meaning that indicate hesitation (oroh, 2016). they contain both lexical (e.g. i mean, you know, actually, you see) and nonlexical words (e.g. uh, um, uh-huh). there are various fillers given by different researchers such as silent pause, filled pause, repetition, false start, and lexical fillers (macgreger, 2008). these terms depend on the view of each scholar towards the functions of fillers. as mentioned, fillers are normally found in verbal communication. oral communication skills seem difficult to develop for non-native english. because of non-english speaking context and least opportunity to interact with native english speakers, oral skills difficulty is a perquisite issue for learners (khan, 2011). as fillers to cognitive processing load, when people engage in spontaneous interaction, fillers can be seen as stigmata of speech production. moreover, the flow of speech requires willingness to communicate that ground on self efficacy of speakers. in other words, the speaker's own evaluation of their communicative abilities has an impact on the verbal performance of language (doordinejad and afshar, 2014). so, the speech flow in interactions partly depends on speakers’ confidence to communicate. speaking english for non-native speaker is not as simple as people think. they acknowledged that it was really difficult to understand the words because poor of vocabularies in english and lack of experience to use english in their life. many nonnative english speakers do not speak english well which results in disfluencies and fillers when english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 39 speaking. the previous study of disfluencies and filler have been conducted by oroh (2016) entitled “the eloquence of cast in the harry potter series six and seven”. this study aims to show the disfluencies produced by characters in the harry potter series six and seven. in the conclusion, she found five types of speech disfluencies. the types are: silent pause, filled pause, filled pause, repetition, repair, and lexical fillers. schanadt in oroh (2016) stated that disfluencies is a natural part of language, and therefore an understanding of the role of speech fluency is broadly an understanding of speech fluency itself as an influence in the communication process. example [2]: harry: she want um the blue…uh…the red ball. from the example, oroh (2016) found that fillers used by harry showed his disfluency in speaking make the people difficult to understand. this happens because harry doesn't know what he wanted to say to the person who spoke to him, and makes harry a little confused and thinking. uwasri (2018) argued that fillers are considered as one of the deficiencies in speaking. the use of fillers in speaking can damage or change the actual meaning of the mind. uwasri also said that fillers were considered as impolite in speaking. therefore, the researchers choose to analyze fillers in this research. the researchers want to show that fillers can be seen not as a form of deficiency but rather as an aid in conversation. researchers believed fillers can help students to gather ideas or words that will be spoken next when speaking next. the use of fillers can also help students to convey their true intentions and objectives (fabelia, 2020). nowadays, students are raised in age where technology in advancing rapidly and they are constantly exposed to digital media, making them very different from earlier generations of learners. up to date it is needed to make them interested in learning. implement audiovisual media such as audio, television, film and video that are more effective than traditional repetitive practices and exercises (pun, 2013). moreover, students can gain authentic language use that includes a number of varieties, dialects, and accents of english (kenne, 2014). one of the audiovisual media is a talk show program. it represents spontaneous conversation that the use of fillers can be predicted to occur. the use of language in a talk show has been remarked that it intertwines both casual conversation and institutional talk. institutional talks are adapted patterns of talk and action from casual conversation by pressing conversational dialogue to more restricted practices (uwasri, 2018). therefore, the language use in a talk show can be concerned as spontaneous speech. english with alice is a talk show welcomes guests who are non-native english speaker. guests invited to this program have different levels of english language skills, accents, dialects, and even varying english. guests of this program have different english learning experiences. this program consists of everyday expressions and simple words that are often used. the researchers choose english with alice because this program very interesting to be examined and researched in more detail. researchers also chose to use this program for research because english with alice is a program where conversations in this program use a lot of fillers. this research investigated the filler function used in the english learning talk show program, english with alice. this study investigates the use of in-depth fillers found in spontaneous responses through the interaction of speakers of english as a foreign language and a second language. this research serves to help english teachers to create communicative responses through the use of fillers as a communication strategy for learning. based on the reasons above, the researchers would like to conduct a research entitled: an analysis of decoding fillers used in english learning talk show “english with alice”. method because the research aimed to examine fillers’ functions used by non-native speakers of english when they were engaging in conversational response, the qualitative content-based analysis was appropriate for this current study. qualitative research method was a research procedure that produced descriptive data in the form of written or oral words from people and observable behavior (moleong, 2011; munte, herman, arifin, nugroho, and fitriani, 2021). in collecting, expressing various problems and objectives to be achieved, this research was conducted with a descriptive analysis study approach. according to sugiyono (2017), that ridwin purba, herman, veronika r. m. manullang, & magdalena ngongo investigation of decoding fillers used in an english learning talk show “english with alice” 40 descriptive qualitative research is a research method based on a postpositive philosophy that is usually used to examine natural objective conditions in which researchers play a key instrument. meanwhile ufie (2013) discussed a descriptive method as a method that describes an objective situation or certain event based on facts that appear or should be followed by an attempt to draw general conclusions based on these facts (herman, murni, sibarani, 2019) according to rahardjo (2011) there are 8 types of qualitative research that are relatively often conducted or used in qualitative research; qualitative case study, phenomenological research, ethnographic research, grounded theory research, natural observation, focused interviews, document studies and historical research. the researchers used ethnographic research to analyze this research. ethnography is a qualitative methodology that lends itself to the study of the beliefs, social interactions, and behaviours of small societies, involving participation and observation over a period of time, and the interpretation of the data collected (van thao et al, 2021). ethnography is a very in-depth study of behavior that occurs naturally in a particular culture or social group. ethnographic research is research that has the aim to examine the forms and functions of language available in culture which are then used to communicate by individuals within it. and see how the form and function of these languages become part of the life of a society. (rahardjo, 2011). in order to gain precise understandings following the research questions set in the chapter 1, fillers’ functions were examined through interactants’ conversation in talk show settings. fillers were predicted to occur by speakers of english who possessed different levels of english verbal performance and english language learning background experiences. in addition, both groups shared some characteristics: guests need to hold a non-native english speaker citizenship or have one of parents who was born non-native because this study investigated the verbal interactions of foreign nonnative speakers of english, and guests possessed willingness to communicate and a motivation. these represented a role model of how an inquisitive non-native learner of english. however, the english learning background experiences of guests were necessary to classify the guests into different groups: 1. little or no abroad experienced speakers, and 2. long term abroad experienced speakers. group 1: little or no abroad experienced speakers this group was regarded guests who encountered less english speaking surroundings. the guests who had an experience in any study programs in universities which contained any languages of instruction were classified into this group. it included any programs conducted in an international school because english speaking atmosphere that speakers experienced was still limited. also, speakers who have abroad experiences in short-term visit as less than a year in any english speaking countries or english as a foreign language/ second language countries were considered to this group because staying abroad for a few months had no effect on oral performance gains (llanes, 2011). group 2: long term abroad experienced speakers guests have abroad experiences in english speaking countries or english as a second language countries for long-term visit, study or even stay abroad at least more than a year led success to speakers’ oral production. they held an educational certificate from any english speaking countries or english as a second language countries: a diploma, a bachelor’s degree, a master’s degree, or a doctoral degree. from both groups above, it shows that guests exposed to different levels of english environment were grouped differently because speakers will appear with ease and confidence when they have study or living abroad experiences. this lead to less disfluencies in speech. moreover, study abroad or living abroad helps speakers acquire speech fluency and oral proficiency (kenne, 2014) due to speakers’ confidence to speak or communicate that come from speakers’ self-efficacy or their own judgments towards themselves. the researchers searched the fillers used in those speech and categorized them into each function by using uwasri’s functions of fillers to analyze. the source of data in this study is subject from which the data can be obtained (arikunto, 2013; van thao et al, 2020). this research focuses on analyzing decoding fillers in english talk show, english with alice. this english learning talk show, english with alice, can be classified as one of day time talk shows due to the air time of the program that will be broadcast at 20:00 p.m.-20.15 p.m on instagram @alissayatsoi every fridays. researchers got the video from https:// english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 41 instagram.com//happyalicetsoi?igshid=igywz8. according to the definition of day time talk shows mentioned above, celebrities, politicians, or ordinary people who engage in controversial issues are welcomed as guests of the show. the guests of this english learning talk show are mainly thai celebrities whose english oral performance is different since they experience english learning language atmosphere dissimilarly. among various english learning talk show programs in thailand, english with alice was considered as the suitable data for analysis due to the popularity of the program. english with alice has a channel on ig website that is currently followed by over 400k of instagram accounts (this information was collected on june 17, 2020). the availability of the program, instagram website helps audience easily accessible. the show welcomes guests who possess a wide range of english speaking performance as they were born, raised, and educated in different english environment. some grew up in thailand and have had little or no abroad experience in any english speaking countries while some have a long-term visit and study in english speaking countries. unlike other english learning programs that solely focus on teaching english grammar and vocabularies, the guests in english with alice were asked a few questions by the show host relating to english speaking experiences: the place of birth, education, work. the information was vital to the researchers to classify each thai speaker into the groups mentioned in research design. also, fillers were predicted to be found in the conversation of these guests whose english verbal performance was different. therefore, this english learning talk show, english with alice, contained with resourceful data to analyze. table 1. thai guests name list for english with alice 2020’ episode episode guests’ name episode guests’ name episode 1 love pattranite episode 21 kaykai salaider episode 2 puimekster episode 22 tul pakorn episode 3 nanon korapat episode 23 apple lapisara episode 4 ciizephr apichaya saejung episode 24 perthpp tanapon episode 5 toptap jirakit episode 25 jennie panhan episode 6 singto prachaya episode 26 mark siwat episode 7 ain satida episode 27 zommarie eugunie episode 8 mond tanichai episode 28 aye sarun episode 9 namtan tipnaree episode 29 cutekiw anongnart y episode 10 nara thepnupa episode 30 nae anothai episode 11 praewah nichapatc episode 31 kangkorn episode 12 pluempong episode 32 preenp rasisrarat episode 13 fiat pattadon episode 33 goyyog arachaporns episode 14 janeeyah episode 34 pop panu chiraguna episode 15 gusbanana episode 35 earth natravee episode 16 nammon krittanai episode 36 mbabby episode 17 tytan episode 37 captain episode 18 toptap napatchokenjidachai episode 38 nutthapong episode 19 bifern episode 39 kovasin episode 20 gadd_de episode 40 cheeren hvk table 2. the overall english with alice episodes as the sample group 1 (little or no abroad) group 2 (abroad experience) episode guest’s name episode guest’s name episode 3 nanon korapat episode 12 pluempong episode 5 toptap jirakit episode 17 tytan episode 6 singto prachaya episode 18 toptap naphat episode 9 namtan tipnaree episode 22 tul pakorn episode 24 perthppe tanapon episode 27 zommarie eugunie episode 25 jennie panhan episode 28 aye sarun episode 37 captain episode 36 mbabby ridwin purba, herman, veronika r. m. manullang, & magdalena ngongo investigation of decoding fillers used in an english learning talk show “english with alice” 42 the researchers chose 14 episodes english with alice, 7 episodes in group 1 little or no abroad experience and 7 episodes in group 2 abroad experience because the researchers had made preliminary observations in these episodes. there are many fillers that support the data needed in this research compare the other episodes. the data of this research is collected from conversation in talk show english with alice. the process data collection itself is: (1) starting from watching each episode from english with alice. the researchers watched english with alice twice an episode because the target verbal discourse of the study was pragmatically considered. (2) selecting the conversation through the website. their conversation was mixed with both english and thai because some guests had difficulties to convey proper structure or vocabularies. (3) trying to find the words, phrases, sentences which contain fillers. (4) collecting fillers were categorized into each function. in this research, the data is analyzed by following several steps. (1) watching and listening the videos of the talk show. (2) identifying the sounds, words or phrases on the conversation that contain the fillers. (3) giving the code on the data to make easier in analyzing. (4) analyzing the fillers meaning based on own interpretation of the data. (5) classifying the data related to uwasri (2020), and explaining the fillers and fillers meaning of the sounds, words or phrases on the videos descriptively. results and discussion results after analyzing the use of decoding fillers in english learning talk show “english with alice”, the researchers found that: there are eight fillers’ function are used by 14 guests in english with alice program, they are (1) to begin and close discourse; (2) to change a turn; (3) to hold the floor; (4) to change the topic; (5) to constrain the relevance of one clause to the previous clause; (6) to repair discourse; (7) to express a response and (8) to influence the interactional and intimacy of the speaker and listener. the most dominant are used by 14 guests based on the experience of non-native english speakers. based on the analysis, the researchers found the percentages of fillers’ function that used by 14 guests in english with alice. it can be seen in the following table: table 3. summary of the number of fillers and percentages found in both groups of non-native english speakers including the host of the program fillers’s function group 1 (had little or no abroad group) group 2 (abroad group) frequency percentages frequency percentages (a) to begin and close discourse 7 10,14% 17 17,17% (b) to change a turn 4 5,79% 4 4,04% (c) to hold the floor 19 27,53% 31 31,31% (d) to change the topic 4 5,79% 6 6,06% (e) to constrain the relevance of connected discourse 5 7,24% 4 4,04% (f) to repair discourse 6 8,69% 8 8,08% (g) to express a response 16 23,18% 18 18,18% (h) to influence the interactional and intimacy of the speaker and listener. 8 11,59% 11 11,11% total 69 99,99% 99 99,99% in group 1 consisting of little or no abroad experienced speakers, the most used functions were (g) to express the response applied to the speech 16 times (23,18%) and (c) to hold the floor applied to the speech 19 times (27,53%). for group 2, they were people who experienced long-term abroad. in this group, the functions, (g) to express the response was found 18 times (1818%) and (c) to hold the floor was found 31 times (31,31%). however, when fillers produced by the host of english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 43 the show were excluded and the researchers compared guests’ fillers found from both groups, the findings revealed the speakers from group 1 and group 2, which were categorized into different groups due to english language learning background experience, resulted similarly as the function (c) hold the floor was applied mostly. table 4.8 below demonstrated the summary of the number of fillers and percentages in both groups of speakers. table 4. summary of the number of fillers and percentages found in both groups of guests fillers’s function group 1 (had little or no abroad group) group 2 (abroad group) frequency percentages frequency percentages (a) to begin and close discourse 3 8,10% 14 18,91% (b) to change a turn 4 10,81% 3 4,05% (c) to hold the floor 17 45,94% 27 36,48% (d) to change the topic 0 0% 3 4,05% (e) to constrain the relevance of connected discourse 4 10,81% 3 4,05% (f) to repair discourse 5 13,51% 6 8,10% (g) to express a response 4 10,81% 10 13,51% (h) to influence the interactional and intimacy of the speaker and listener. 8 10.81% 8 10.81% total 37 99,99% 74 99,99% from table 4 above, it showed that the speakers from group 1, who had little or no abroad experienced, employed (c) to hold the floor 17 times (45, 94%), (f) to repair discourse 5 times (13,51%) and from group 2, who had abroad experience, employed (c) to hold the floor 27 times (36,48%), (a) to begin and close a discourse 14 times (18,91%). table 5. specific forms of fillers in each function found in group 1 and 2 included fillers used by the host functions group 1 (had little or no abroad experienced) group 2 (abroad experienced) forms of fillers number forms of fillers number (a) to begin and close discourse so, okay, uhm, yeah 7 so, okay, uhm, ah, so now, ah so, right, ah. 17 (b) to change a turn ah, uhm, well 4 ah, okay, all right. 4 (c) to hold the floor uhm-uhm, like, kind of, well 19 like, uhm, uh, um yeah, and um, oh, yeah 31 (d) to change the topic well, okay 4 but, okay, so, now, uhm, well 6 (e) to constrain the relevance of connected discourse so, okay 5 so, yeah 4 (f) to repair discourse like, uhm, ah 6 yeah, i mean, oh, ah 8 (g) to express a response yeah, uh huh, uhuhm, oh my god, wihh 16 okay, right, oh no, uh-huh, uh-uhm, ooh, yeah-yeah 18 (h) to influence the interactional and intimacy of the speaker and listener right?, yeah?, really? 8 okay?, all right?, yeah, and yeah, you know 11 totally, fillers were found 168 times in speech from both groups of speakers. the number of fillers in group 1 was 68 and group 2 was 99 respectively included fillers used by the host, and these fillers were analyzed as well as classified into different functions. ridwin purba, herman, veronika r. m. manullang, & magdalena ngongo investigation of decoding fillers used in an english learning talk show “english with alice” 44 table 6. specific forms of fillers in each function found in group 1 and 2 excluded fillers used by the host functions group 1 (had little or no abroad experienced) group 2 (abroad experienced) forms of fillers number forms of fillers number (a) to begin and close discourse uhm, yeah 3 so, okay, uhm, ah, so now, ah so, ah 14 (b) to change a turn ah, uhm 4 ah, okay 3 (c) to hold the floor uhm-uhm, like, well 17 like, uhm, uh, um yeah, and um, oh, yeah 27 (d) to change the topic 0 but, okay, so, now, uhm, well 3 (e) to constrain the relevance of connected discourse so, okay 4 so, yeah 3 (f) to repair discourse like, uhm 5 yeah, i mean, oh, ah 6 (g) to express a response yeah, uh huh, uhuhm, oh, wihh 4 okay, right, oh no, uh-huh, uh-uhm, ooh, yeah-yeah 10 (h) to influence the interactional and intimacy of the speaker and listener right?, yeah? 4 okay?, all right?, yeah, and yeah, you know 8 the graph below compares different functions that two groups of speakers applied to their speech included fillers’ function used by the host. figure 1. fillers’ functions found in both groups of non-native english speakers however, when the researchers excluded fillers’ functions applied by the host, fillers were found 37 times in group 1 and 74 times in group 2 speakers who were the guests of the program. the most used functions in group 1 speakers were (c) to hold the floor and (f) to repair the course. the most used functions in group 2 speakers were (c) to hold the floor and (a) to begin and close a discourse. figure 4.2 compares fillers’ functions found among the guests in both group 1 and 2 separately. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 45 figure 2. fillers’ functions found in both groups of guests discussion fillers not only found in daily activity, people can also found fillers in the talk show program. fillers is a strategy that is used to control, master and cover up deficiency in speak english. long term abroad experienced group of guest mostly used fillers as a habit and style in speak english. meanwhile, had little or no abroad experience used fillers as a strategy to cover up the deficiency and to fill the blank while think and produce idea or new words to spoken next. the researchers discussed there are eight fillers’ functions are used by 14 guests in english with alice program namely (a) to begin and close a discourse; (b) to change the turn; (c) to hold the floor; (d) to change the topic; (e) to constrain the relevance of one clause to the previous clause; (f) to repair discourse; (g) to express the response and (h) to influence the interactional and intimacy of the speaker and listener. the related research was done by fatihurrahman (2016) “the use of fillers in thesis proposal presentation by indonesian efl learners”. based on the research findings above, the researchers found there were similarities with the findings from the previous research. the object both research was non-native english speaker. both of the research used same method that was qualitative research. the difference on this research was the previous researchers analyzed types of fillers, meanwhile this research analyzed functions of fillers. this research was used theory of uwasri and the previous research used theory of clarck and tree. in short, fillers can help non-native english speaker to cover up their deficiency speak in english conclusion the research was conducted to classify the decoding fillers into its functions. the conversation between non-naïve english speaker interactions is the main interest for this research. because of nonenglish speaking context and least opportunity to verbally exchange in english, alice welcoming non-native english speakers who differently posseses levels of english due to distinctive english language learning experience in her program is considered resourceful. based on the findings and discussion in chapter four, it can be concluded that there are different functions of decoding fillers used in english learning talk show “english with alice”. the fillers’ functions were differentiated to be (a) to begin and close discourse; (b) to change the topic; (c) to hold the floor; (d) to change the topic; (e) to constrain the relevance of connected discourse; (f) to repair discourse; (g) to express the response and (h) to influence the interactional an intimacy of the speaker and listener. the utterances which were analyzed in this research did not cover all functions of decoding fillers. after analyzed the data, the researchers found that 2 groups (14 guests) in the talk show english with alice used different functions of decoding fillers. the functions in group 1 mostly were (a) to begin and close a discourse and (c) to hold the floor. moreover, the functions in group 2 mostly were (c) to hold the floor and (g) to express the response. the researchers found out that fillers influenced the way of alice guests. the guest with had little or no abroad experience using fillers to cover up their deficiency in speak english. they also use fillers to ridwin purba, herman, veronika r. m. manullang, & magdalena ngongo investigation of decoding fillers used in an english learning talk show “english with alice” 46 fill the blank when think the idea or new words to spoken next. in the guests with had long term abroad experience, the researchers found that they are use filler as a style and a habit in speak english. references arikunto, s. 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(2021). code-switching in learning via zoom application: a study in an efl context. asian esp journal, 17(3.1), pp. 91111. issn: 2206-0979. ridwin purba, herman, veronika r. m. manullang, & magdalena ngongo investigation of decoding fillers used in an english learning talk show “english with alice” 48 english review: journal of english education volume 8, issue 2, june 2020 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 165 technological pedagogical and content knowledge (tpack) perception of english education students mitha septiyanti english education study program, sriwijaya university, indonesia email: mithaseptiyanti.yoko@gmail.com rita inderawati (corresponding author) english education study program, sriwijaya university, indonesia email: rita_inderawati@fkip.unsri.ac.id machdalena vianty english education study program, sriwijaya university, indonesia email: vianty.unsri@gmail.com apa citation: septiyanti, m., inderawati, r., & vianty, m. (2020). technological pegadogical and content knowledge (tpack) perception of english education students. english review: journal of english education, 8(2), 165-174. doi: 10.25134/erjee.v8i2.2114. received: 25-01-2020 accepted: 21-03-2020 published: 01-06-2020 abstract: technological pedagogical and content knowledge, abbreviated as tpck or tpack, is the interdependent, situated knowledge needed to integrate the use of digital tools and resources effectively in curriculum-based teaching. this study aims to find out the tpack perception of english education students at lampung university, the way the students obtain tpack in learning, and the role of lecturers in assisting the students to obtain tpack in learning. by applying a mixed method, questionnaire and interview were used to gather the data. 225 english education undergraduate students in academic year 2018/2019 and 3 lecturers participated in this study. as result, the tpack perception of the students was generally good as the score of all domains measured (technological knowledge/tk, technological content knowledge/tck, technological pedagogical knowledge/tpk, technological pedagogical content knowledge/tpck, and technology-related learning experiences/tle) was 722.1. moreover, the students obtained tpack by observing lecturers teaching in the classroom and doing self-learning with internet as media. further, it was found that there were five roles of the lecturers in assisting the students to obtain tpack in learning, namely provider, model, controller, facilitator, and motivator. keywords: tpack; english dducation students; role of lecturers; students’ learning; ict. introduction the role of lembaga pendidikan tenaga kependidikan (lptk) or teachers’ education institution is vital as it is the institution holding the responsibility to form and prepare professional teachers. article 1 paragraph 14 of law no. 14/2005 states lptk is a university assigned by the indonesian government to organize teacher procurement programs on early childhood education of formal education, basic education and/or secondary education, and to organize and develop education and noneducation. there are various forms of lptk in indonesia, including fakultas keguruan dan ilmu pendidikan (fkip) or faculty of teacher training and education within state universities, private universities, universitas terbuka (ut) or open university, institut keguruan dan ilmu pendidikan (ikip) or former state of teacher training and education institute, private ikip, and sekolah tinggi keguruan dan ilmu pendidikan (stkip) or teacher training and education academy (ganefri, 2017). lptk plays an important role to provide english education students, pre-service teachers, with knowledge and skills to teach english. according to hudson and nguyen (2008), efl pre-service teachers are those who learn to teach english as a foreign language (henceforth, efl). the pre-service teachers refer to efl student teachers who have no previous experience in teaching english. in addition, pre-service is a stimulating experience that requires the application of theory to practice, or praxis, as preservice teachers transform and construct identities within often unfamiliar, fast-paced, and intense practicum environments. however, pre-service teachers (psts) and also inexperienced in-service teachers (ists), who are in the first year of their teaching profession, use information technologies mailto:mithaseptiyanti.yoko@gmail.com mailto:vianty.unsri@gmail.com mitha septiyanti, rita inderawati, & machdalena vianty technological pegadogical and content knowledge (tpack) perception of english education students 166 in their classrooms in a very narrow manner and have limited knowledge about technology integration and utilization (dawson, 2008; ertmer, 2005; ottenbreit-leftwich, glazewski, newby, & ertmer, 2010; vanderlinde, van braak, & tondeur, 2010). therefore, it is now very important for english education students as preservice teachers to possess technology knowledge as one of 21st century skills. twenty first century skills refer to 12 abilities that today’s students need to succeed in their careers during the information age. one of those abilities is technology literacy. this is one of the important considerations for teachers to bring technology into the classroom nowadays. some previous researchers have investigated how technology had important roles in learning english to enhance students’ literacy (inderawati, 2011; fajri, inderawati, & mirizon, 2015; inderawati, petrus, & jaya, 2019). then, a specific term about integrating technology in education came up. technological pedagogical content knowledge, abbreviated as tpck or tpack (thompson & mishra, 2007-2008), is the interdependent, situated knowledge that is needed to integrate the use of digital tools and resources effectively in curriculum-based teaching. tpack framework provides a theoretical model for studying the ways in which teachers use information and communication technology (ict) in education. ict in education refers to computer based communication that is inserted into daily classroom instructional process. the ict has strength to give a contribution to the refinement of indonesian students’ english proficiency. however, the strength of ict will be more realized if the utilization of ict in the classroom is also guided by principles of good curriculum design and qualified pedagogy to teach english. voogt, fisser, roblin, tondeur and braakt (2013) believe that teachers must be familiar with various pedagogical approaches and appropriate ways to use ict to support the development of their students’ 21st century skills. this is also strengthened by inderawati (2017) that modern classroom must apply technology as the essential key component in the 21st century learning. it is because expanding learning opportunities through technology is a necessary skill for english teachers today. english teachers who do not have the skills to integrate technology in their teaching practices will be out of date (bugueño, 2013). thus, these previous studies proved that 21st century skills especially technology literacy must be invested by the lecturers in teacher education and tpack can be a term to achieve that goal. previous studies on tpack resulted in different findings. for example, yan and yuhong (2012), who examined how the pre-service english teachers could benefit from the inclusion of icts both as english language learners (ells) and would-be teachers in china, found that no matter how much the teacher knew about ict, it could not be automatically utilized in teaching. yan and yuhong (2012) also reported that the integration of icts on pre-service english teacher education impacted on changing focus from the teaching knowledge to teaching competence, from teacher-centered to student-centered learning facilitating learners to construct knowledge. another study conducted by öz (2015), who carried out a research aimed to assess pre-service efl teachers’ tpack by involving 76 preservice efl teachers at the end of four-year teacher education program at a major state university in turkey, found a highly developed knowledge of tpack. whereas the analysis of qualitative data revealed that faculty members used more tpack in the courses than cooperating teachers at practicum schools. in indonesian context, an example of research study on tpack was conducted by mahdum (2015) who investigated the use of tpack among senior high school efl teachers in pekanbaru by using self-assessed questionnaire. the result showed that overall tpack of english teachers in pekanbaru was in good category. it implies that they have been able to integrate ict, content and appropriate approach in english teaching and learning process. another study was done by inderawati, sofendi, purnomo, vianty, and suhendi (2019) about pre-service efl teachers’ engagement in utilizing technology for learning supports in palembang. it showed in the first year research that there were many things to be included: the place, class management, equipment used by students, application used, instructional material used, supporting crew, and instructors’ relation in learning activities. this present study is crucial within the recent context of education in indonesia. the indonesian ministry of education (mone) has stated that indonesian teachers need to integrate ict in the teaching and learning process (ministry of national education, 2007a; ministry of national education, 2007b; ministry of national education, 2009). in order to support the ict integration, mone has embedded on the provision of ict infrastructure at schools by english review: journal of english education volume 8, issue 2, june 2020 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 167 providing schools with computers, internet connection and online learning content (ministry of national education, 2010). mone has also embedded in various ict related teacher professional developments (unesco, 2007). based on the explanation and facts above, the researcher was interested in conducting a research towards english education students as pre-service english teachers. therefore, this study aims to find out the result of tpack perception of english education students’ at lampung university, the way they obtain tpack in learning, and the roles of the lecturers in assisting them to obtain tpack in learning. method this study applied a mixed method. related to the purpose of this study, the researcher took english education undergraduate students and some lecturers in academic year 2018/2019 in lampung university as participants. the researcher used questionnaire as quantitative data and interview as qualitative data. first, this study used a questionnaire to collect the data. in this case, the researcher distributed a set of questionnaire to be filled up by 225 students consisted of 72 in the second semester, 72 in the fourth semester, and 81 in the sixth semester in order to get perception of their current tpack. the questionnaire about survey of technology use, teaching, and technologyrelated learning experiences among pre-service english language teachers was adopted from ready-made one by ciptaningrum (2017). it was developed in accordance with the contexts of english as a foreign language in indonesia and pre-service english teachers. the questionnaire consisted of twenty-nine questions as the main part which were divided into five domains: (1) technological knowledge (tk), (2) technological content knowledge (tck), (3) technological pedagogical knowledge (tpk), (4) technological pedagogical content knowledge (tpck), and (5) technology-related learning experiences (tle). as long as the researcher took the data, there were 187 out of 225 students from the second till sixth semester who got involved in filling out the questionnaire. second, there were two sets of semi-structured interview conducted in order to support the first data. the first interview was constructed to some students of english education. it consisted of six questions which aimed to find out the way they obtained tpack in learning. meanwhile, the second interview was administered to get information from some lecturers. it consisted of five questions related to the roles of the lecturers in assisting english education students to obtain tpack in learning. it was held after distributing questionnaire. there were 25 students, who were chosen by employing random sampling technique and 3 lecturers by using snowball sampling technique, participated in the interview session. the researcher took likert scale form in the questionnaire as the main data. the category for each domain (five domains) was determined by its total and mean score (sd=1, d=2, n=3, a=4, sa=5). meanwhile, the results of answering descriptive questions on the questionnaire were reported in the form of percentage as supporting data. the last, it was interpreted generally and specifically to answer the first research question. for the interview, the researcher began the analysis from the transcription of interviews. codifications of the transcription were done to identify which data could connect to answer research questions, especially the second and third research questions. next, the researcher displayed the data from participants (english education students, and some lecturers) thematically in order to get a clear explanation, create meaning, and reduce overlapping and repetitive data. results and discussion the result of english education students’ tpack at lampung university the questionnaire items were devided into five domains: technological knowledge (tk), technological content knowledge (tck), technological pedagogical knowledge (tpk), technological pedagogical content knowledge (tpck), and technology-related learning experiences (tle). there were 29 items on a 5point likert scale (strongly disagree, disagree, neutral, agree, and strongly agree) which covered information about english education students’ tpack. the following section presents the results of the analysis of the questionnaire. students’ technological knowledge (tk) the first domain was technological knowledge (tk). it focused on students’ knowledge of new technology or digital technology, such as internet, smart phones, computers, laptops, and software programs. there were 3 items which students had given responses to. the result showed that the total score of responses on 3 items of technological knowledge (tk) domain was 2163 and the mean score was 721. mitha septiyanti, rita inderawati, & machdalena vianty technological pegadogical and content knowledge (tpack) perception of english education students 168 students’ technological content knowledge (tck) the second domain was technological content knowledge (tck). it focused on the relationship between students’ knowledge on how to use technology and their knowledge on non-teaching topics they studied at university. there were 10 items which students had given responses to. the result showed that the total score of responses on 10 items of tck domain was 7854 and the mean score was 785.4. students’ technological pedagogical knowledge (tpk) the third domain was technological pedagogical knowledge (tpk). it focused on the relationship between students’ knowledge on how to use technology and their knowledge on teaching topics they studied at university. there were 6 items which students had given responses to. the result displayed that the total score of responses on 6 items of tpk domain was 4465 and the mean score was 744.17. students’ technological pedagogical content knowledge (tpck) the fourth domain was technological pedagogical content knowledge (tpck). it focused on the relationship between students’ knowledge on how to use technology and their knowledge on english language topics (both teaching and non-teaching topics) they studied at university. there were 6 items which students had given responses to.the result revealed that the total score of responses on 6 items of technological pedagogical content knowledge (tpck) domain was 4075 and the mean score was 679.17. students’ technology-related learning experiences (tle) the last domain was technology-related learning experiences (tle). it focused on the practice of using technology in the classroom. there were 4 items which students had given responses to. the result informed that the total score of responses on 4 items of technologyrelated learning experiences (tle) domain was 2723 and the mean score was 680.75. five domains of technological pedagogical and content knowledge (tpack) as previously described, there were five domains of tpack measured by likert scale in this study. the mean score was presented in table 1. table 1. mean score of five domains domains mean score category tk 721 good tck 785.4 good tpk 744.17 good tpck 679.17 good tle 680.75 good the whole domain 722.1 good the first data was obtained from the students’ questionnaire to answer the first research question. according to the result of questionnaire which used likert scale, the highest mean score (785.4) was tck domain. then, it was followed by tpk domain (744.17), tk domain (721), tle domain (680.75), and tpck domain (679.17). all domains got good category. therefore, the mean score of the whole domain was 722.1 with good category too. generally, english education students at lampung university had good perception towards tpack. it implied that the students believe that they are able to integrate technology both on content and pedagogical subject in english learning. specifically, the results pointed that the students’ perception on technological content knowledge (tck) was the best among other domains. according to koehler, mishra, kereluik, shin, and graham (2014), tck refers to inter-relationship between technology and content. then, richards (1998), as cited in van olphen (2008), stated that english language content knowledge includes an understanding of linguistics components (phonetics, phonology, morphology, semantics, syntax, socio-linguistics, and pragmatics), second language acquisition, cross-cultural awareness, and language proficiency skills (listening, speaking, reading, and writing). the assumption meant almost all english education students in that campus were able to relate their knowledge on how to use technology and non-teaching topics (content knowledge) they studied at university. moreover, the reason of the students’ tck was higher than their tpk was most of the students were in the first and second years of learning (2nd and 4th semester). they were still english review: journal of english education volume 8, issue 2, june 2020 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 169 studying about non-teaching topics and had not passed teaching topics at the university yet, such as curriculum and syllabus design, lesson plan and material development, english teaching (et) method, et assessment, teaching english for specific purposes (tesp), teaching english to young learners (teyl), micro teaching, etc. it could be assumed that they prefer using technology to learn than to teach. in addition, based on the students’ interview, they claimed that they always used technology daily to search for learning materials related to the content subject, such as listening and reading practice through youtube and goodreads with or without guidance from their lecturers. the students also confirmed that they could access technology for learning purposes because they had the facilities to support their learning either at campus or at home. furthermore, the lowest two mean score of all was technology-related learning experiences (tle) in the classroom which was done by the lecturers and technological pedagogical content knowledge (tpck). although those were the lowest percentage, it still pointed good perception from the students. tpck was the lowest because most of the students did not know how to combine technology, content, and pedagogy subjects. in other words, they have no experience in teaching english by using technology. it was in line with dawson (2008), ertmer (2005), ottenbreit-leftwich, et al. (2010) and vanderlinde, et al. (2010) who stated that preservice teachers (psts) who are in the first year of their teaching professions use information technologies in their classrooms in a very narrow manner and have limited knowledge about technology integration and utilization. another lowest was tle. based on the lecturer’s interview, the head of study program said that it was because not all of the lecturers in that university integrated technology in their teaching. therefore, the students did not get full learning experiences to use technology in all subjects in the classroom. there were certainly many reasons behind it all. according to the students’ interview, the reasons of a few lecturers did not use technology in teaching were age factor, lack of knowledge and skill in operating technology, the lecturers were very busy to prepare supporting technology, the lecturers thought that technology, especially internet, brought more negative effects to the students, or it was only their alternative way to deliver materials more effectively. this finding was supported by newhouse (1999) who discussed the common barriers associated with the adoption of technology and found that the barriers preventing teachers from integrating technology were poor computer literacy, lack of time, lack of confidence, and hardware malfunctions. the way of english education students obtain tpack in learning according to the result of students’ interview, there were two themes which were related to the second research question; by observing their lecturers and doing self-learning. observing the lecturers there were several answers from students in several questions which showed that they obtained tpack by observing the way their lecturers taught in the classroom. it was proved by students’ statements below. “from the beginning i enter this campus until now (sixth semester), the lecturers always use technology in almost every subject. the media used are different, such as power point, email, youtube, until edmodo.” (question 3, student 10) “yes. some lecturers applied google classroom in their subjects. they teach us how to discuss in it, know the tasks given, collect, even see our score there.” (question 4, student 6) most of students agreed that their lecturers had integrated and involved them to use many kinds of technology and its application, such as using power point, whatsapp, email, youtube, even google classroom. it is very important for teachers to have a full knowledge of technologies in teaching language skills (pourhosein gilakjani, 2017; solanki & shyamlee1, 2012). it was because technology had an important role in promoting activities for learners and a significant effect on teachers’ teaching methods. similarly, inderawati, agusta, and sitinjak (2018) found that mobile learning as one of the modes of learning had a potential effect on students’ reading achievement. doing self-learning in addition to observing the lecturers in campus, other data revealed that the students obtained tpack by doing daily self-learning. it was proved by students’ statements below. “it helps me a lot in learning, because i often use several applications like goodreads for practicing my reading skill and youtube for my listening skill.” (question 5, student 12) mitha septiyanti, rita inderawati, & machdalena vianty technological pegadogical and content knowledge (tpack) perception of english education students 170 “technology is really helpful for me. it is because i learn english by myself (autodidact) through game, film, and also music from the internet. moreover, because of technology, i have some friends from some continents. i often sharpen my english skills with them via message, phonecall, or even videocall.” (question 5, student 19) in this case, the students admitted that they got tpack in learning more because of their own learning by using internet. they were accustomed to browse material in google, open video in youtube, watch english film, listen english song, play online game with english subtitle, etc. according to lam and lawrence (2002) and gilakjani (2017), technology assists learners in adjusting their own learning process and they are able to have access to a lot of information that their teachers are not able to provide. in other words, the students could explore many things related to learning english by using technology freely. the roles of the lecturers in assisting students to obtain tpack in learning the result of lecturers’ interview showed that there were five themes which were related to the third research question. the themes were as provider, model, controller, facilitator, and motivator. provider the first role was provider some facilities and infrastructures related to the technology. it was pointed by two lecturers’ statements below. “yes. this campus provides some facilities and infrastructures related to the technology. there are lcd, projector, computer, sound system, wifi, etc. besides that, this campus has two language laboratories; university level that we call language centre (upt bahasa) and department level that is usually used for listening subject.” (lecturer 2) “yes. coincidentally unila especially fkip is now developing blended-learning. the lecturers are suggested to prepare, present, evaluate, and even communicate with the students through blended-learning (offline and online). it is supported by the campus by providing some facilities and infrastructures, such as server (internet access) in fkip. although it is not available in all buildings, it can still be served adequately. then, there are university and fkip language laboratories with all facilities inside. the last, there is a micro teaching laboratory for all departments in fkip.” (lecturer 3) in this case, all lecturers declared that the campus especially fkip had provided some facilities related to the technology, such as lcd, projector, computer, sound system, and internet server. moreover, there were also some infrastructures related to the technology to support their teaching, such as two language laboratories (faculty and university level) with all facilities inside, and a micro teaching laboratory. besides, the best condition of teachers for integrating ict were the teachers had good knowledge in technology, they were confident and eager to do the technology integration, and they were fully supported by facilities and infrastructures in the institution. this was in line with the research conducted by bingimlas (2009) who elaborated that one of the major barriers in integrating ict into teaching and learning process was lack of access to resources. thus, it was necessary for the institution such as university to provide adequate facilities and infrastructures related to the technology in this era. model the second role was model in demonstrating tpack to the students. it was pointed by two lecturers’ statements below. “yes. i always use lcd every meeting when i teach students in the classroom. it is because in my opinion, technology can be integrated in almost all english subjects. i usually share and accept students’ tasks through email and whatsapp. there is also google classroom which is officially used in this year. it is for all grades but not all lecturers apply that due to each other’s activities.” (lecturer 1) “yes, i do. i have integrated technology in my teaching since ten years ago. i always do it for almost all subjects which i hold. for example, in qualitative research data analysis and second language acquisition (sla), i always use videos from youtube about the learning theories from some experts. so, the students’ insight can be broader.” (lecturer 3) based on the result of interview, it approved the results in previous questions. the lecturers had already integrated technology to teach their subjects, although the way and the frequency were different. lecturers needed to show the ability in using new technology like the internet and digital video in order to give example directly to the students about the utilization of technology in education, especially in english. the ability included teachers’ skills in sharing and accepting students’ tasks through email and whatsapp, english review: journal of english education volume 8, issue 2, june 2020 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 171 teaching students through web-based technology, such as virtual class, and using videos from youtube about learning theories from some experts. it was supported by the statement from murphy, depasquale, and mcnamara (2003) that teachers should model the use of technology to support the curriculum so that learners can increase the true use of technology in learning their language skills. controller the third role was controller for the utilization of technology in the classroom. it was pointed by two lecturers’ statements below. “i prefer to use technology in teaching due to some reasons; it will be more interesting for students, data can be stored by all students for a long time, and it opens chance for indirectly teaching and learning when it is needed.” (lecturer 1) “there are 2 considerations when i use technology; the availability of facility and infrastructure in faculty (e.g. lcd is ready, projector is in good condition, or even internet server does not get down at that time) and readiness of human resources in this case students in accepting material through technology.” (lecturer 2) in fact, every lecturer had different considerations in using technology when they were in the classroom. based on lecturers’ interview, the considerations were divided into 3 categories; the readiness of lecturers, students, and environment. the lecturers’ readiness included their knowledge and skill in using technology in the classroom. the students’ readiness included their mental readiness in receiving learning material through technology. whilst, environment readiness included the availability of facilities and infrastructure, condition of server, electricity, etc. on the other hand, technology was used in teaching and learning process regarding to its advantages, such as it was up-to-date, interesting, could be long lasting data, opened indirectly teaching and learning process, etc. moreover, koehler and mishra (2008) asserted that teachers should also need to decide whether the technology supports or hinders the attainment of the purpose of the lesson. it was done because the lecturers’ decision would influence students’ learning directly or indirectly. facilitator the fourth role was students’ facilitator in getting tpack. it was pointed by two lecturers’ statements below. “yes. i always give tasks which force them to use technology. for example, in pragmatic subject, i asked them to search a film and then analyse the utterances inside. so, the students would learn how to download a film, present it in power point, cut the segments needed, etc. the point is giving the students tasks about technology will indirectly make them think how to use technology for learning. in this case, the students who have ability to do it will help the others in his/her group because it is a group work.” (lecturer 1) “yes. i like to challenge my students to use technology as learning media. for example, in oral translation subject, i ask them to make a video about the translation and then they must upload it in their own youtube channel. the last, they do not need to burn the video in cd, they just have to send their video-link to me.” (lecturer 2) the lecturers recognized that they were used to invite their students to use technology actively in learning with many kinds of activities, such as giving tasks which forced them to use technology, challenging students to use technology as learning media, and enriching the learning material. the goal was to get the students and technology engaged. moreover, the use of technology has changed the teaching method from teachercentered to learner-centered. therefore, teachers should be facilitators and guide their learners’ learning and this change is very useful for learners to increase their learning (riasati, allahyar, & tan, 2012). motivator the last role was motivator in encouraging students to integrate technology in their learning. it was pointed by two lecturers’ statements below. “yes, it is really helpful in enriching and presenting material. moreover, it can make the students be more active inside and outside classroom.” (lecturer 1) “yes. it is not only lecturers who get the benefits of using technology, but also the students. through technology, the students can learn and get material needed from many sources faster, easier, more directed, and more interesting.” (lecturer 3) mitha septiyanti, rita inderawati, & machdalena vianty technological pegadogical and content knowledge (tpack) perception of english education students 172 the three lecturers who had been interviewed were optimistic about the good impact of technology in their students’ learning. the lecturers always encouraged their students to use technology because they assumed many benefits of technology for students’ learning. for example, the students could learn, get, and enrich material needed from many sources in the internet faster, easier, more directed, and more interesting, present material through technology, and also give their best performances in the classroom. it was in line with mishra’s and koehler’s (2006) point of view that technology is able to provide access to explanations, representations, analogies, and demonstrations that make the subject matter more accessible to the learner. conclusion first, the tpack perception of english education students at lampung university in academic year 2018/2019 is generally in good category. it implies that the students believe that they are able to integrate technology either on content or pedagogical subject in english learning. the mean score of all domains measured (technological knowledge/tk, technological content knowledge/tck, technological pedagogical knowledge/tpk, technological pedagogical content knowledge/tpck, and technology-related learning experiences/tle) is 722.1. the highest mean score is on tck domain (785.4), while the lowest one of all is on tpck domain (679.17). second, there are two ways how english education students obtain tpack in learning. the first is by observing lecturers when they teach in the classroom. the second is by doing self-learning with internet as media. third, it was found that there are five roles of the lecturers in assisting english education students to obtain tpack in learning. the roles are provider of facilities and infrastructures related to the ict, model in integrating ict in the classroom, controller whether the learning material needed ict or not, facilitator between students and technology, and motivator to encourage students to use ict wisely. references bingimlas, k. a. 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(2008). tpck an integrated framework for educating world language teachers. in aacte (ed.), the handbook of technological pedagogical content knowledge (tpck) for educators. new york: routledge. vanderlinde, r., van braak, j., & tondeur, j. (2010). using an online tool to support school-based ict policy planning in primary education. journal of computer assisted learning, 26, 434–447. voogt, j., fisser, p., roblin, n. p., tondeur, t. j., & braakt. (2013). technological pedagogical content knowledge: a review of the literature. journal of computer assisted learning, 29, 109121. yan, c., & yuhong, j. (2012). integration of icts into subject teaching in preservice english teacher education. proceedings of 2012 international conference on information technology based higher education and training (ithet), (pp. 15). istanbul, turkey: ieee. mitha septiyanti, rita inderawati, & machdalena vianty technological pegadogical and content knowledge (tpack) perception of english education students 174 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 13 abstract: innovative teaching model in the 21st century is of necessity because in this digital transformation era, lecturers deal with tech-savvy students. these students should be taught differently; it can be done by integrating teaching technique with newly-updated and technological-based media or platform. in english education study program, the lecturer still made use of conventional technique and it was monotonous and uninteresting. the present qualitative research with case study design was mainly intended to fathom out the students’ perceptions and the benefits of implementing tps-flipgrid in efl speaking class. the implementation of tps-flipgrid in the present qualitative research with case study design for the sake innovating efl speaking class has brought the language learning into certain level. the research clearly figured out that the perception of the third semester students was positive. they thought that tps-flipgrid was an innovative and flexible teaching model; besides, this model could invite active involvement and equalize classroom and online face-to-face interaction. the teaching model has successfully improved the students’ speaking performances and their 21st century life skills such as collaboration, creativity, communication, and critical thinking. considering the significant results of applying tps-flipgrid, the implementation of this teaching model should be continuously carried out and improved. keywords: tps-flipgrid; efl speaking class; 21st century tps-flipgrid: transforming efl speaking class in the 21st century i komang budiarta english language education study program, faculty of teacher training and education, university of mahasaraswati denpasar, bali, indonesia email: mrbudi@unmas.ac.id made hery santosa english language education department, faculty of languages and arts, ganesha university of education, bali, indonesia email: mhsantosa@undiksha.ac.id apa citation: budiarta, i k. & santosa, m. h. (2020). tps-flipgrid: transforming efl speaking class in the 21st century. english review: journal of english education, 9(1), 13-20. https://doi.org/10.25134/erjee.v9i1.3824 received: 29-06-2020 accepted: 27-09-2020 published: 11-12-2020 introduction to create an innovative language teaching and learning, innovation is of necessity. it is a must if lecturers would like to enrich their graduate quality that meets the external stakeholder needs. it should be carefully done; moreover, careful analysis and process should be carried out so that the results might give positive impacts. the advancement of technology and the skills required to face the future involving the ability to communicate, collaborate, and think critically should be completely taken into consideration in designing pedagogical framework in this digital transformation era, industry 4.0. in addition, integrating english language learning and technology nowadays are inseparable aspects to transform the teaching-learning process. dealing with students in this digital transformation of industry, industry 4.0 and students who are categorized as z generation (bencsik, horváth-csikós, & juhász, 2016), teachers are required to become tech-savvy who could grasp children’s interest in digital literacy (motteram, 2013). moreover, digital literacy is vital characteristic to be developed as a part of 21st-century learning skills: creativity, critical thinking, communication, and collaboration (bialik & fadel, 2015). thus, technology integration in the pedagogical framework is imperative in the teaching-learning process, especially in english language learning. tech-savvy teachers in the present digital disruption are completely needed to meet techsavvy students’ profiles (i.e. students of industry 4.0, z generation and 21st century). these students tend to be digitally literate that enable them to be acquainted with the uses of technology. one of the technology integration frameworks which can be developed is technological pedagogical content knowledge (tpack) framework. tpack framework has three main knowledge components used as the foundation (mishra and koehler in koehler, mishra, kereluik, shin, & graham, 2014). they mailto:mrbudi@unmas.ac.id mailto:mhsantosa@undiksha.ac.id i komang budiarta & made hery santosa tps-flipgrid: transforming efl speaking class in the 21th century 14 are technological, pedagogical, and content knowledge. the framework denotes the knowledge needed by teachers when they want to integrate technology into the way they teach the content area. mishra and koehler in pickering & gunashekar (2014) stated that the tpack framework needs to be integrated into any teacher training syllabus. besides, for practicing teachers, continual professional development that includes works on digital literacies is needed. teachers have an instinctive comprehension of the complex relationship within three basic components of knowledge: content, pedagogical, and technology by teaching content using apposite pedagogical methods and technologies (mishra & koehler, 2006; schmidt, baran, thompson, mishra, koehler, & shin, 2009). as tertiary students in indonesia are digitally literate, english teachers need knowledge about the multifaceted interrelationship among technology, pedagogy, and content that enable them to develop appropriate and context-specific teaching strategies. in general, the integration of technology still needs to be enhanced in the process of teaching and learning. in the university of mahasaraswati denpasar, especially the english language education study program, innovative language learning is essential to deal with heterogeneous students. lecturers still carried out teaching and learning which made use of traditional teaching techniques and lack of technology involvement. this created a learning atmosphere that was monotonous and boring for 21st-century students. they should be taught by applying a teaching technique or model which is technological-based, and how the lecturers could deliver the subjectmatter through newly updated technologicalbased instructional practices or models that work for tech-savvy students. in this research, think pair share combined with flipgrid (henceforth tps-flipgrid) was applied as a teaching model that was used to transform efl speaking class. think pair share is a cooperative language learning which emphasizes on providing the students an opportunity to think individually, do pair discussion, and share it with the whole class sharing (richards & rodgers, 2001; arends, 2007; and arends, 2012). these stages allow the learners to learn english especially speaking in such a chronological procedure. as a result, their ideas can be structurally organized as well as possible which makes their speaking is well developed. flipgrid is a free online video discussion platform from microsoft that aids teachers see and listen to every student in the class and creates an enjoyable and supportive social learning environment (flipgrid, 2020). in flipgrid, lecturers post discussion stimuli and students reply with short videos. flipgrid provides an opportunity for students to do online face-to-face interaction. this also facilitates students to do virtual classroom discussion that enables them to interact with the other virtual class members. the use of flipgrid as an online video discussion platform could provide students with an opportunity to share their speaking performance freely and confidently. the implementation of tps-flipgrid is expected to be an innovative solution of integrating the technological-based teaching model in english as a foreign language class. flipgrid has some important features that support this video discussion platform; they are grids, topics, responses, and replies. first, a grid is a community of learners in which the lecturers can name the grid and create a custom flip code (or use the auto-generated one). second, topics are discussion starters or prompts, and students respond to the topics. third, responses are the recorded and uploaded videos by the students as their responses on the posted topics so that they can share their ideas through their voices. finally, replies in the flipgrid enables the students to make an interactive discussion in which they can reply to the previous responses that is added to the topic (fahey, moura, & saarinen, 2019). in addition, fahey et al. (2019) mention that using flipgrid is not about recording videos; it is about learning that is social and personal. it can happen anywhere and anytime, and it is about making connections. flipgrid also offers deep exploration and endorses that everyone can be a teacher and a learner as well. the use of flipgrid can create an efl learning atmosphere that makes students enjoy the class. to some extent, flipgrid enables students who are not really confident in expressing their ideas in face-to-face interaction to perform really well in responding to the topic of flipgrid discussion. they might perform expressively when they record themselves on the grid discussion. tps has already been massively applied in efl classes, and it was mainly intended to improve language performance. it was mentioned that tps was effective to teach writing (argawati & suryani, 2017 and budiarta, 2015). english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 15 furthermore, it was much more effective than stad in essay writing (sutrisno, rasyid, & rahmat, 2018). in fostering speaking performance, tps succeeded not only improving speaking performance but also developing characters (budiarta & krismayani, 2014). this signified that tps was effective in improving and developing both productive skills and students’ characters. in this study, tps was combined with flipgrid to teach efl speaking class. choosing innovative approaches to be applied in tertiary levels is a must in this globalized and technological-minded era. thus, flipgrid can be used to deal with 21st-century students who also tune in to the rapid development of technology. many kinds of research have also been carried out by applying a technological-based teaching technique. syafii (2019) mentioned that multimedia presentation could effectively improve speaking performance; besides, other technological-based media digital comic toondoo (fatimah, santiana, & saputra, 2019) and pecha kucha presentations (mabuan, 2017) could promote students’ speaking performance. these researches proved that the use of media which made use of technology could effectively improve students’ language skills especially speaking. in accordance with the use of flipgrid in the teaching-learning process, some researches have been carried to figure out the efficacy of flipgrid. basko & mccabe (2018) confirmed that the application of flipgrid can maintain students’ persistence rates during the teaching-learning process; moreover, the media can also create a cognitive, social, and teaching presence (holbeck & hartman, 2018). they also added that the use of flipgrid could accommodate online face-toface interaction instead of traditional face-to-face classroom interaction. these researches confirmed that flipgrid can be possibly employed as a teaching platform that could uphold students’ focus in the teaching and learning process; furthermore, it can create community inquiry. the implementation of tps-flipgrid to transform the efl speaking class in the 21st century is expected to be an innovative teaching model. it is expected that the teaching model can innovate the efl speaking class and improve the students’ speaking performance. the combination of tps combined with flipgrid as an innovative video discussion platform was categorized as new in english as a foreign language class. it was very interesting to figure out the implementation of tps-flipgrid in efl speaking class because the teaching model was rarely used in the teaching and learning process. the results of this research are expected to contribute to the efforts of innovating efl speaking class so that the tech-savvy students might be well-accommodated and they can learn joyfully during the implementation of the model. in accordance with the elaborated research background, the application of tps-flipgrid to transform efl speaking class in the teachinglearning process is a very thought-provoking topic as integrating technology in the teachinglearning process is always challenging to do. tps-flipgrid is expected to be an innovative solution to the problem that is faced by lecturers particularly in integrating teaching techniques with technological-based platforms or media. in addition, the researches which were related to tps-flipgrid were also hardly found. it was researched separately during the process of teaching and learning in the efl class. therefore, the present research was mainly intended to fathom out the students’ perceptions in transforming efl speaking class by applying tps-flipgrid and the benefits of implementing tps-flipgrid in efl speaking class. method the present research which was mainly intended to figure out the students’ perceptions and benefits on implementing tps-flipgrid made use of qualitative research with a case study design. creswell (2009) stated that qualitative research is used to explore and understand the individuals or groups assigned to the social or human problem. besides, qualitative research studies attitudes, behavior, and experiences through such methods as interviews or focus groups (dawson, 2002). it is mainly intended to figure out a thorough opinion from the participants. as it includes attitudes, behavior, and experiences which are important, fewer people take part in the research. the present study was carried out at english language education study program, faculty of teacher training and education university of mahasaraswati denpasar particularly the thirdsemester students. they were chosen as the samples of the present action case study because they were not really enthusiastic during the classroom teaching and learning process. these caused their speaking performances were not really good. in this class, there were 22 students altogether who were considered as the samples. the course that was taught during the present i komang budiarta & made hery santosa tps-flipgrid: transforming efl speaking class in the 21th century 16 research was “speaking for formal interactions” and the topic which was taught was “storytelling”. to collect data in the present case study, three kinds of instruments were prepared. the research instruments were carefully constructed in order to establish the validity and reliability of the research instruments because only valid and reliable instruments can be administered to collect valid and reliable data. the research instruments were observation, online open-ended questionnaire, and semi-structured interview. the data that were resulted by the research instruments were considered as the primary data in the present action case study. in the process of collecting the data, the researcher, first of all, started the process of teaching and learning by implementing tpsflipgrid. it was carried out in three meetings. the first meeting was mainly intended to teach the learning material about storytelling. the second meeting was used to perform their storytelling in front of the class. the third meeting was used to prepare their final projects to be posted on the flipgrid. during the three times meetings, the researcher carefully observed the samples. after the teaching-learning processes were carried out, the samples were then asked to fill in the online open-ended questionnaire. the link of the openended questionnaire was sent to the sample mobile. finally, based on the results of the observation and open-ended questionnaire, twelve samples were interviewed through a oneto-one semi-structured interview. this was an important part to get more comprehensive data on the implementation of tps-flipgrid in transforming the efl speaking class. the required data that were collected in this action case study were then analyzed to figure out the answer to the research problems. the collected data were transcribed, classified, interpreted, and concluded as the findings of the present case study. in order to yield worth findings of the study, the qualitative data were analyzed using triangulation in which the data that were resulted from the observation, openended questionnaire, and semi-structured interview were combined. the process of triangulating the collected data was important in order to analyze the data more comprehensively. therefore, the findings could be categorized as valid and reliable findings. results and discussion the present qualitative research with case study design was mainly intended to figure out the students’ perception and benefits of implementing tps-flipgrid in efl speaking class. to collect the data of the present case study, the researcher prepared three research instruments. they were observation, open-ended questionnaire, and semistructured interview. these research instruments were carefully designed and submitted so that they could collect the expected data for this study. after the submission of the research instruments, the researcher finally obtained the expected findings that were respectively discussed as follows. first of all, the results of the observation were focused on two major areas: the application of tps-flipgrid both in-class learning and in the flipgrid platform and the samples’ responses. based on the observation concerning the application of tps-flipgrid which has been wellplanned in the lesson planning, the procedural steps were carried out as they were expected during the process of teaching ‘speaking for formal interactions’ especially on the topic ‘storytelling’. in addition, the samples’ responses to tps-flipgrid showed that they were enthusiastic. they enjoyed both the classroom teaching and flipgrid discussion. in general, they responded to the teaching process well; besides, they undoubtedly enjoyed the efl speaking class. secondly, the online administration of the open-ended questionnaire clearly revealed that the samples really liked the teaching process which applied tps-flipgrid. they thought that it was really innovative and new for them. they enjoyed the opportunities to respond to the topic and they were also creative in creating their responses on the video. they also stated that their speaking performance improved gradually. besides, they felt that they were more confident speaking in front of the class. the use of tps-flipgrid also enabled them to develop their social skills especially 21st-century life skills. to sum up, they enjoyed almost every step of the teaching and learning process as they stayed tune in during the elucidation of the learning material until the implementation of tps-flipgrid. finally, the results of the semi-structured interview clearly revealed some findings that were in line with the results of the observation and open-ended questionnaire. they mentioned that they really enjoyed learning speaking by using flipgrid. they can be more expressive in delivering their speech in their video that they english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 17 made as to the final project. they expected that flipgrid could be used frequently to practice their speaking. they thought that the implementation of tps-flipgrid in the efl speaking class was really innovative. besides, they also mentioned that the lecturer should equalize classroom and online face-to-face interaction. discussion the students’ perceptions of applying tpsflipgrid the first research problem was focused on finding out the students’ perceptions of implementing tps-flipgrid in innovating efl speaking class. the implementation of this model was considered as an innovation because previously they were taught by applying traditional, monotonous teaching techniques that dominantly focused on classroom face-to-face interaction. on the other hand, the lecturer faced tech-savvy students who were in the middle of digital transformation so that the use of technology could make their learning more enjoyable. based on the results, the students’ perceptions can be elaborated as follows: innovation, flexibility, balancing interaction, and active involvement. first of all, the implementation of tpsflipgrid was considered as an innovative model for the samples as contextually it was totally new for them. they never experienced the application of tps which was combined with flipgrid. the application of the model could create an efl speaking class atmosphere which was interesting and always challenging for the students. since flipgrid is an online video discussion platform, they were really happy as if they were using their social media, and at the same time, they can develop video content creation skills for the digital era (stoszkowski, 2018). they can watch their friends’ videos which were posted to respond to the topic that was posted by the lecturer in the grid. the students also mentioned that they really tuned in with the application of tps-flipgrid. the use of flipgrid as a virtual discussion platform enabled the students who were categorized as 21st-century students felt comfortable when they built online video interactions with their friends. the use of flipgrid could make them more expressive in practicing their speaking. besides, they belonged to z generation who were tech-savvy so that the application of technology would make them interested in language learning (bencsik et al., 2016). they really loved the application of tpsflipgrid because they could explore themselves not only in the classroom. they considered they had another social media that they could use for the sake of not only doing online social interaction with their friends in the class but also learning and improving speaking at the same time. language learning through the integration of technological-based media or platform was always interesting. the second perception of the students was in terms of flexibility. the students who became the samples of this research were mostly digitally literate with the existence of new technology. that is why, when the tps-flipgrid was introduced, they could easily identify the features and use the platform. they warmly welcomed this online video discussion platform because it offered high flexibility. its flexibility was because the discussion was evenly distributed across cohorts (stoszkowski, 2018) so that the students considered that tps-flipgrid accommodated the desire of 21st-century students to get involved in the virtual class which has the learning flexibility. they can learn everywhere and every time as long as they have access to the internet, they can join and post their responses on the topic assign by the lecturer. they can access the platform on their laptop or smartphone. moreover, unlimited space and time of learning enable them to be more persistent in learning. the application of tps-flipgrid also provided a very wide private room for the students. they had a lot of chances to practice their speaking performance as they could socially and personally learn anywhere and anytime (fahey et al., 2019). they can assess the online video discussion from their smartphone and start practicing their speaking ability. they could easily respond to the video that was posted or assigned by the lecturer, and they could also figure out the feedback for their responses. in other words, the students might develop themselves during the learning process independently. they can also explore themselves in order to improve their ability to speak. continuous practice using the platform might also enhance their speaking performance and they could bring their effort to the maximum so that their learning objective can be attained. balancing interaction (i.e. classroom and online face-to-face interaction) was the third students’ perception. students thought that language learning should not be managed by eliminating the role of face-to-face interaction. they expected that the use of tps-flipgrid or i komang budiarta & made hery santosa tps-flipgrid: transforming efl speaking class in the 21th century 18 particularly flipgrid still accommodates the existence of classroom face-to-face interaction because it was important to emotionally learn how to deal with other people directly. for language learning, they emphasized that classroom interaction was still needed to practice their spontaneous response when they were talking about a certain topic. this might not happen when they only focused on online interaction. the students confirmed that both classroom and online face-to-face interaction should be well managed because, in online face-to-face interaction, they could deepen their speaking performance as their learning was not limited by time and space. in online discussion also they might have time to think and to make concepts of the video responses that would be uploaded. both classroom and online interaction should be well considered on the implementation of tpsflipgrid as they complete each other to achieve the learning objectives. this was in line with holbeck & hartman (2018) who mentioned that the application of flipgrid provided both lecturer and students opportunities to virtually and personally connect. finally, the students’ perception was mainly on their active involvement in the efl speaking class. they confirmed that the application of tps-flipgrid could increase their involvement in the classroom activities. they got involved very often during the online discussion which made them practice their speaking frequently. they actively followed both in-class learning and online learning even though the frequency of their involvement was still much higher than in online learning. this might happen because flipgrid was totally new to all of the samples and as 21st-century students, they were very curious to make acquainted with the platform. hence, they could use it for their purpose. the samples clearly mentioned that they can access the flipgrid more than twice a day and the frequency increased in line with the topic that was assigned by the lecturer on the grid. the application of tps-flipgrid could increase students’ persistence (basko & mccabe, 2018). in addition, the students’ engagement can be well maintained through the integration of ict in both in-class and outside-class of teaching and learning (melwani, tay, & lim, 2018). the benefits of implementing tps-flipgrid figuring out the benefits of implementing tpsflipgrid in innovating the efl speaking class was the second research problem that was researched in this study. the main purpose of innovating a teaching model to be implemented in the teaching and learning process was to yield fruitful impacts or benefits. the present action case study was expected to find out the benefits of applying tps-flipgrid in the efl speaking class. based on the results, the benefits of conducting tps-flipgrid in transforming efl speaking class can be seen from two viewpoints: speaking improvement and social skills development. they can be elaborated as follows. first of all, the benefits that were experienced by the samples after the implementation of tpsflipgrid were in terms of progressing improvement of their speaking ability. the students’ speaking performances improved significantly, particularly on their fluency and comprehension. the students’ fluency was getting improved which can be clearly seen from their live performance in the classroom. they could cope with the problem of speaking previously especially in fluency. their active involvement in responding to the topic in flipgrid enabled them to frequently practice in speaking. furthermore, their comprehension was also enhanced as they were required to understand the topic that was posted before they responded to it. the improvement of students’ englishspeaking ability might happen because they had a lot of opportunities to practice their speaking performance both in-class learning and online learning through flipgrid. the use of flipgrid enabled students to practice by themselves at home and they can practice it again and again until they thought that it was appropriate to be published. these frequent performances also made students more confident when they spoke english. the use of technology or apps provided students frequent practices (mabuan, 2018) and better learning experiences (fatimah et al., 2019) that made students speak confidently. they also mentioned that involving with all of their friends in flipgrid so many times made them familiar with their friends so that the feelings of nervousness can be tackled down when they performed in front of their friends. the implementation of tps-flipgrid did not only improve the students’ speaking performance but also their 21st-century life skills. one of the social skills that was really dominant as the result of the application of the teaching model was the sense of collaboration among students. the use of tps could put students into a language learning atmosphere that was enjoyable (budiarta & english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 19 krismayani, 2014) and flipgrid enabled them to share with the other students (basko & mccabe, 2018). in tps, the lecturer emphasized that students should be responsible for their pair so that they needed to kindly help each other to obtain the purpose. their classroom practice with flipgrid also required them to be able to collaborate with their pairs. furthermore, creativity and critical thinking were the other 21st-century life skills that significantly developed after the implementation of tps-flipgrid. to create a good video, the students were required to be creative so the content that they would deliver would be interesting for the other students to respond. some students also considered that they have employed their critical thinking both during inclass learning and online video discussion. the results showed that the integration of ict in the classroom could enhance the 21st-century learning skills (pheeraphan, 2013). conclusion the implementation of tps-flipgrid in the present qualitative research with case study design for the sake of innovating the efl speaking class has brought the language learning to a certain level. the third-semester students who were chosen as the samples thought that tps-flipgrid was an innovative technologicalbased teaching model that would be well applied for 21st-century students. they also considered that the efl speaking class through the application of the teaching model was flexible in terms of when and where it can be done. furthermore, the active involvement of the students during the process of teaching and learning enables them to frequently practice in speaking. they also gave emphasis on equalizing classroom face-to-face interaction and online video discussion through tps-flipgrid. in addition, 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(2019). improving students’ speaking skill by using multimedia presentation strategy. english review: journal of english education, 7(2), 125–132. https://doi.org/10.25134/erjee.v7i2.1690. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 421 developing millennial drama performance basedtextbook on “siti zubaidah” for undergraduate efl students selly septiandini english education study program, universitas sriwijaya, indonesia email: andiniseptiselly@gmail.com rita inderawati (corresponding author) english education study program, universitas sriwijaya, indonesia email: rita_inderawati@fkip.unsri.ac.id ismail petrus english education study program, universitas sriwijaya, indonesia email: ismail_petrus@fkip.unsri.ac.id nurhayati english education study program, universitas sriwijaya, indonesia email: nurhayati@fkip.unsri.ac.id apa citation: septiandini, s., inderawati, r., petrus, i., & nurhayati. (2022). developing millennial drama performance based-textbook on “siti zubaidah” for undergraduate efl students. english review: journal of english education, 10(2), 421-430. https://doi.org/10.25134/erjee.v10i2.6243 received: 04-02-2022 accepted: 28-04-2022 published: 30-06-2022 introduction local culture is one of an identity of a region. mukherjee (2018) said that identity is a complex concept that envisages local, cultural, ideological, linguistic, and environmental affiliations. it is an amalgamation of the complex tapestries of the history of a land and its people, along with considerations of the present development. according to khan (2020), the character of a language in the development of cultural identity varies at a greater length across societies. futhermore, rahyono (2009) puts forward that the local culture as wisdom constitutes intelligence which is generated based on one’s experiences so that it belongs to everybody. government regulation no. 5 year 2017 states that every citizen including student has the right to conserve, develop dan promote the cultures in indonesia. it means that it is relevant and important to insert local culture in abstract: this study aimed at developing a dynamic teaching-learning process by integrating the millennial drama performance-based-textbook on “siti zubaidah” to improve students learning outcomes. the research design in this study was development research that covered the phases of analysis, design, evaluation, and revision. the data were collected through questionnaires, validity tests, and the effectiveness of the developed millennial drama performance based-textbook on “siti zubaidah” from south sumatra through stages designed according to akker models. the data were analyzed quantitatively and qualitatively. to determine its validity, practicality and potential effect of the product, a formative evaluation was conducted. the validity of the developed product was 4 (high validity). the product was evaluated in experts’ review related to instructional design and content. the practicality of the developed reading materials was evaluated in one to one evaluation (4.16), categorized into high category and small group evaluation (4.44) which categorized as very high practicality. in field test, the result was 90% which the developed product was regarded as a high potential effect. the millennial drama performance-based-textbook on “siti zubaidah” was potential to be applied for undergraduate efl students because it became a basic reference to improve the students’ drama performance. moreover, the textbook gave the students insight into one of the local cultures in palembang, sumatra selatan. keywords: design research; performance; siti zubaidah. mailto:andiniseptiselly@gmail.com mailto:rita_inderawati@fkip.unsri.ac.id mailto:ismail_petrus@fkip.unsri.ac.id mailto:nurhayati@fkip.unsri.ac.id selly septiandini, rita inderawati, ismail petrus, & nurhayati developing millennial drama performance based-textbook on “siti zubaidah” for undergraduate efl students 422 english subjects since language and culture are indivisible. then, local culture consists of drama performances, dances, musical instruments, folk songs, traditional houses, clothes, traditional weapons, tradition, and traditional cooking. to accommodate the elt at sriwijaya university, the lecturers teaching prose, drama, poetry, short stories, and fables. this study focused on drama performance in which the students played dramas without any good references for them to learn how to perform so far. drama performance is a kind of independent art, which is an integration between various types of arts such as music, lighting, painting (decoration, stage), costume art, and arrangement (waluyo, 2001). a drama work in aiming for a show to entertain the audience. one of the drama performances from palembang, sumatera selatan is siti zubaidah. drama is one of the lessons that are always taught in the literature course at sriwijaya university. according to fleming (2006) (in ozbek, 2014), using drama in education can lead to the development of broader understanding through “generalizing and making connections” via the personal involvement that initially engages and motivates students in their learning. moreover, puspitasari (2018) found that there are some findings using drama performance. firstly, the implementation of drama performance is a medium of practice on basic analysis of drama performance in the english education department. basic analysis of drama course divided into two parts; preparation and performance. secondly, student's perceptions of drama performance helps students develop basic language skills; listening, speaking, reading, and writing and language areas; pronunciation, vocabulary, and spelling. thirdly, the drama performance has some possible challenges; self-confidence, time management, financial, stamina to preparation. however, there were still many students who had difficulty understanding what is in the drama, what should they do, especially in drama performances. they only knew information from the lecturer and the internet, even only in general. nurhayati (2014) also found that out of 36 students, only 12 (33%) who were interested in drama performance because it is not interesting. thereafter, based on an interview conducted by the writers to the lecturer who taught the literature course on april 27, 2019. it was discovered that there were some problems in learning drama performance which was included in literature in the elt course. first, some students did not like literature, especially drama. second, there were still many students who did not understand the parts of the drama. third, the students did not have textbooks about drama, especially for a drama performance. therefore, to improve the process of learning in literature course, the writers developed a textbook as a teaching material that students need in drama performance to facilitate the students to perform the drama and support the learning process. teaching materials in the form of textbooks also used as a reference for students. trisnaningsih (2007), says that the development of teaching materials is one form of learning process activities to improve the quality of learning. according to garinger (2001), the usefulness of textbooks emphasizes that using a textbook is one of the most effective and readily available ways to relieve some of the pressures put on lecturers or teachers, lessens preparation time, provides ready-made activities and finally provides concrete samples of classroom progress through which external stakeholders can be satisfied. then, the development of teaching materials of textbooks is an inseparable part of the learning activities carried out by lecturers and students to achieve the set goals (inderawati, petrus, eryansyah, & meilinda, 2021). so, developing a drama performance based-textbook made the learning process in the class more active because there are guidelines. national ministerial education regulation number 41 of 2007 concerning process standards also said that in this case the lecturers or teachers are expected to be able to develop teaching materials as a source of learning. therefore, through drama performance based-textbook, students can more easy to understand to learn. not only that but also the writers gave the students questionnaires to know what the students need in the drama book. some previos studies also focused on the students’ need when they developed learning materials (azizah, inderawati, & vianty, 2020; septiana, mael, & lestari (2020), inderawati, et al., (2021). after giving the questionnaire, the writer found that the student needed (1) a textbook of drama, (2) parts of a to be prepared drama, because the students still have difficulty prepare when they doing drama, (3) drama in the local culture is also needed because it is important for students to know english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 423 their culture. (4) the levels of knowledge of students is still limited to general information, especially in drama and drama in local. there were several parts that distinguish drama performance in ancient times and today, because the writers includesthe millennial part. therefore, millennials were urgently needed in the current era to always develop if there is any renewal, because millennials are an important role to make drama performance more modern, so it was not monotonous. then, millennials can be more interested and enjoy it. hauw and vos (2010) find that millennials are more willing to put forth the extra effort to help an organization succeed. not only are millennials achievement-focused, but they feel accountable for their actions. millennials also enjoy utilizing technology. ghavifekr and rosdy (2015) state that the 21st century, the term “technology” is an important issue in many fields including education. according to flintoff (2005), educational systems are continuing to prioritize the importance of technology in learning. curriculum guidelines and frameworks from across the globe insist that all learning areas find ways to utilize appropriate technologies in the teaching-learning process. research center (2010) found that millennials have been leading technology enthusiasts. for them, these innovations provide more than a bottomless source of information and entertainment and more than a new ecosystem for their social lives. they also are a badge of generational identity. many millennials said that the use of modern technology is what distinguishes them from other generations, one of them is also in drama performance. to sum up, performing arts are evolving with time due to the impact of developing technology. as steve dixon says; “digital performance is an extension of a continuing history of the adoption and adaptation of technologies to increase performance and visual art’s aesthetic effect and sense of spectacle, its emotional and sensorial impact, its play of "meanings and symbolic associations, and its intellectual power." furthermore, a study conducted by subasi, aydin, and seven (2016) revealed that the effect of drama technique on students' academic performance and permanence found that the result using the technique of drama on the post-test and retention test, the testing group was more successful and it has a positive impact on academic success and retention of learning for students. then, fiftinova, inderawati, and rosmalina (2018) found that the students give an agreeable response to the learning with project-based drama learning. the participants believe that it could facilitate english learning. additionally, the phases which exceedingly facilitate reading capability are critical reading and character analysis. next, a study by nurhayati (2016) shows that there is an improvement of the students’ appreciation of the performing art of siti zubaidah in the cognitive, attitude, and psychomotor aspects. another previous study by inderawati and nurhayati (2017) found the results of from siti zubaidah lyric to character identification and storyline writing for local culture revitalization are: (1) from the data, there were 37% or 15 students who categorized as very good, meanwhile, there were 63% students who categorized as excellent in identifying the characters of the lyric, (2) the storylines arranged by the students were categorized as good enough with the average score was 70, and(3) there were 66 % or 23 students who positively perceived the importance of lyric for the local culture revitalization. based on the previous studies, the writers did not find any dealing with drama performance learning material for millennial. therefore, it is essentialto develop such kind of textbook for university students. thus, the aim of this study was to develop millennial drama performance based-textbook “siti zubaidah” for undergraduate efl students which was valid, practical and had a potential effect. method the method of this study was design research by akker (1999). this research aimed to developed millennial drama performance based-textbook on “siti zubaidah” as the developed product which was valid, practical, and had a potential effect. there were three main phases conducted namely analysis, design, and evaluation and revision. in the analysis phase, some analyses conducted in order to get some information needed as the grounded consideration to develop the product. the analyses involved instructional analysis and students’ need analysis. in the design phase, the product was designed and developed based on the result of the analyses. the evaluation and revision phase conducting by applying a set of formative selly septiandini, rita inderawati, ismail petrus, & nurhayati developing millennial drama performance based-textbook on “siti zubaidah” for undergraduate efl students 424 evaluation proposed by tessmer (1993). tessmer (2003) explains that formative evaluation needed to be conducted as a problem-finding part of a design or product development process to improve the quality of the product. the formative evaluation of this study involved five-stage; self-evaluation, expert review, one-to-one evaluation, small group evaluation, and field test. akker (1999) explained that there were three main criteria to determine the quality of the product such as validity, practicality, and the potential effect of the developed product. validity refers to the extent to which the design of the intervention is based on language knowledge (content validity) and that all components included in the intervention are consistently related and connected (construct validity). practicality refers to the extent that uses consider the intervention is in normal condition. the potential effect refers to the extent that the experiences and the outcomes with the intervention are consistent with the intended aims. in this study, the validity, practicality, and the potential effect of the developed product were investigated and determined in the formative evaluation. the study was conducted at one of the universities in indonesia (sriwijaya university). the population of this study was the 5th-semester undergraduate efl students consisting of a and b classes academic year 2020/2021. the subject of this study was described in table 1: table 1. the subject of the study no formative evaluation stage number of students description of the students 1 one-to-one evaluation 3 1 students for each gpa category, i.e: low, medium, and high level 2 small group evaluation 9 3 students for each gpa category, i.e: low, medium, and high level 3 field test evaluation 20 all students in real class total 32 students the subject was selected based on their score gpa in literature course (drama) which are low, medium, and high. dick, carey and carey (1990) cited in tessmer (1993) stated that the minimal number in the one-to-one stage is three students, in the small group stage is nine students and in the field test stage at least twenty students. the proceduresof the study were three main phases proposed by akker (1999); analysis ,design, and evaluation modified with the formative evaluation proposed by tessmer (1993). this research aimed to develop millennial drama performance based-textbook on "siti zubaidah", which was valid, practical, and had a potential effect. therefore, to determine its validity, practicality, and potential effect, instruments used in this study were questionnaires and a drama performance textbook. questionnaires were given to the experts in expert review and the students in one-to-one and small group evaluation to get information about their opinion and comment after reviewing and using the developed product which in form of a likert scale ranging from 1 to 5 which illustrates sa (strongly agree), a (agree), n (neutral) d (disagree) and sd (strongly disagree) from tessmer (1993). the specification of the questionnaire (validation sheets) in expert review was described in table 2, 3, and 4. table 2. specification of questionnaire for validation sheet of content aspects number of statement the appropriateness of contents with students’ characteristics 1, 2, 3 the importance and completeness toward learning objectives 4, 5, 6, 7 the accuracy of the presentation of conent 8, 9, 10, 11, 12, 13 linguistics aspects of the contents 14, 15, 16, 17 evaluation aspects 18, 19, 20, 21 table 3. specification of questionnaire for validation sheet of instructional design aspects number of statement the completeness of learning objectives 1, 2 the effectiveness and efficiency of product in the implementation 3, 4, 5, 6, 7, 8 contents presentation 9, 10, 11, 12, 13 typography 14, 15, 16 visual art and lay out 17, 18, 19, 20, 21 cover design 22, 23, 24 physical makeup 25, 26, 27 the appropriateness paper 28 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 425 based media with students’ characteristic the appropriateness between paper based media with contents 29 usability 30, 31 table 4. specification of students’ questionnaire aspects number of statement the appropriateness of the material with student needs 1, 2, 3, 4, 5 contents presentation 6, 7, 8, 9, 10, 11 attractiveness of the contents 12, 13, 14, 15 technique the data were analyzed both quantitatively and qualitatively. the quantitative method was used to assess the data obtained from the questionnaire and drama performance textbook. the qualitative method was used to interpret and describe the information obtained from the interview. in this study, the validity of the products was reviewed in terms of content, and instructional design. thus, there were three experts who validated the product. the experts evaluated and determined the validity of the developed product. after evaluating the product, the expert was gave scores and comments or suggestion in the provided validation sheet. their comments were used as a basis for the revision of the developed product. the products are classified valid if the average scores were not less than 2.61.the category of validity level of the product developed is described in the table 5 below: table 5. validity categorization avarage score categogy 4.21 – 5.00 very high 3.41 – 4.20 high 2.61 – 3.40 average 1.81 – 2.60 low 1.00 – 1.80 very low source: modified from kubiszyn & borich, 1993 the practicality of the developed product was evaluated by using a questionnaire about the students’ response in one-to-one and small group evaluation. after applaying the developed product, the sudents who were included in one-to-one and small group evaluation gave their comments on the questionnaire of students; response. then to determine the practicality of the product, the data from the questionnaire were calculated. the developed product was considered as practical if the average score was not less than 2.61. the category of practicality level of the product is described in the following table: table 6. practicality categorization avarage score categogy 4.21 – 5.00 very high 3.41 – 4.20 high 2.61 – 3.40 average 1.81 – 2.60 low 1.00 – 1.80 very low source: modified from kubiszyn & borich, 1993 to find out the potential effect of the developed product, the students’ answer in a drama performance test in the field test. the developed product was considered to have a potential effect if the students could reach the minimum passing grade that was 70 and the total percentage of the students who passed the required passing grade that was 70%. after calculating, the result was classified into the potential effect category as described in table 7: table 7. potential effect categorization avarage score categogy 86 – 100 excellent 71 – 85 good 56 – 70 average 41 – 55 low 0 – 40 very low source: university of sriwijaya, 2012 results and discussion analysis phase instructional analysis in this analysis, the writer analyzed the syllabus a set of goals and objectives of the course based on the existing syllabus used at university. students’ need analysis students' need analysis was conducted to find out the information about the needs of the students on drama performance textbook. the main information was gathered from the view of the 5th-semester undergarduate efl students. the questionnaire consisted of 30 questions. needs analysis includes necessities analysis, present situation analysis, want / target analysis, and analysis of local culture knowledge. the additional information related to the students need was obtained from the view of lecturer. based on the result of the questionnaire showed that (1) in the drama process, the difficulty selly septiandini, rita inderawati, ismail petrus, & nurhayati developing millennial drama performance based-textbook on “siti zubaidah” for undergraduate efl students 426 that students often encounter is parts to be prepared (63.6%); (2) the type of drama performance teaching material that students use at university is module (60.6%); (3) the percentage of topics related to local culture in the text for the drama performed is 25% 50% (48.5%); (4) in the teaching and learning process, the frequency provide material or stories related to the local culture of south sumatra (siti zubaidah) is never (54.5%); (5) in teaching, the frequency make/develop material or text books related to drama performance is seldom 59.4%. design phase in the designing process developed product, first, there was 10 chapter of millennial drama performance textbook developed, that chapter 1. drama (drama and teater in the world, history, and development of drama in indonesia, drama in indonesia, drama in education, structure drama, genre/form drama, and benefit drama performance); chapter 2. drama in management concepts (management principles, management elements, and management functions); chapter 3. production management of drama performance (producer, leader of production, drama administration); chapter 4. elements of drama performance (script, directors, players, and audiences); chapter 5. directing drama (history of director, and the task of the director); chapter 6. actuality and acting (the nature of the acting, elements of acting, and technique for acting); chapter 7. makeup and costumes; chapter 8. lighting and sound; chapter 9. stage management (kinds of stage, and composition of the stage); chapter 10. siti zubaidah (siti zubaidah, and video description of siti zubaidah). the writer developed this textbook by gathering information from some books written by cultural practitioners and official sources from the internet and the writer also used “siti zubaidah” as one of the drama performances from palembang to be introduced. second, completed the developed product with a real picture. third, made a list of the words used for the glossary to easy the student find the meaning. the fourth was designed in the textbook presentation and the cover of the developed product. evaluation and revision phase self-evaluation in this stage, the writer evaluated prototype 1 of the developed product to revise some mistakes in the textbook. the mistakes found were related to misspelling, capitalization, punctuation, and ungrammatical sentence. additionally, the concern of the evaluation was in the layout of the pictures, cover, material presentation. after being revised, the developed product was given to an expert to be evaluated and validated. experts review in the expert review, the developed product was reviewed by two expertsin terms of the content and instructional design to judge its validity. the experts' review determined whether the millennial drama performance based-textbook on“siti zubaidah” were valid or not by evaluating, giving comments or suggestions for the revisions of the developed product, and scoring the aspects of evaluation based on the questionnaire of the validation sheet provided. the content validity was reviewed by a lecturer of sriwijaya university who teaches in the english study program master's program in language education. she is qualified and has expertise in their field especially related to the english language and writing. after reviewing the developed product, she stated it was valid with revision. the instructional design validity of the developed product was also reviewed by a lecturer of sriwijaya university who teaches in the english study program master's program in language education. he is qualified and has expertise in their field especially related to the english language and instructional design. he gave some suggestions related to the ways of grammatical errors, writing some description, and explanation. then, he considered that this developed product was valid with revision. the result score of the validity level of the developed product is shown in table 8: table 8. validity level of the product no aspects score category 1 content 3.71 high validity 2 instructional design 4.25 very high validity average score 4 high validity based on the level of validity in content, it is presented that the average score of the content was 3.71 which can be categorized into high validity. while, instructional design, it is presented that the average score of the instructional design was 4.25 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 427 which can be categorized into very high validity. the total average score achieved from content and instructional design were 4, which means that the developed millennial drama performance basedtextbook on “siti zubaidah” had high validity. one-to-one evaluation the one-to-one evaluation was held on monday, august 10th,2020 at one of the universities in palembang (sriwijaya university). due to the current situation in a pandemic and the teaching and learning process being shifted to learning at home, the writer conducted research online. in one-to-one evaluation, google form, whatsapp, and google classroom were used. based on the results, from the total 15 items of the questionnaire, the average score of practicality in one-to-one evaluation from the three students’ score was 4.16 showed table 9, which was in high practicality. it can be concluded that millennial drama performance based-textbook on “siti zubaidah” practical and categorized as high practicality level. table 9. the result of practicality in one-to-one evaluation aspects average score category the appropriatness between students’ characteristic 4.13 high practicality content presentation 4.11 high practicality attractiveness of the content 4.25 very high practicality total average score 4.16 high practicality small-group evaluation the small group evaluation was held on thursday, august 13th, 2020 at one of the universities in palembang (sriwijaya university). it still the same as one-to-one, the teaching and learning process being shifted to learning at home, the writer conducted research online. in one-to-one evaluation, google form, whatsapp, and google classroom were used. based on the results, from the total 15 items of the questionnaire, the average score of practicality in one-to-one evaluation from the three students’ score was 4.44 showed table 10 which was in very high practicality. it can be concluded that millennial drama performance based-textbook on “siti zubaidah” practical and categorized as very high practicality level. table 10. the result of practicality in small group evaluation aspects average score category the appropriatness between students’ characteristic 4.35 very high practicality content presentation 4.54 very high practicality attractiveness of the content 4.42 very high practicality total average score 4.44 very high practicality field test there were 20 students involved in the field test. the field trial in this study was conducted on monday, august 17th, 2020. the students who were participated in one-to-one and small group evaluation were not involved anymore. the teaching and learning process google form, whatsapp, and google classroom were still used. the result of the students’ score in pretest showed that there were 15 students (75.00%) who obtained a score below the intended minimum mastery criterion which was 70 and 5 other students (25.00%) who reached the intended result score. from the result of the students’ score in the post-test/field test, there were 2 students (10.00%) whose score was below 70, and 18 other students (90.00%) obtained scores exactly or above 70. based on these results, it can be concluded that there was an improvement in the students’ scores after using the developed millennial drama performance based-textbook on “siti zubaidah”. the improvement of students’ drama performance is presented in the following figure 1 below: selly septiandini, rita inderawati, ismail petrus, & nurhayati developing millennial drama performance based-textbook on “siti zubaidah” for undergraduate efl students 428 figure 1. comparison of pre-test and post-test of 5th-semester undergarduate students at sriwijaya university. sources result data processing, 2020 discussion based on the finding in the research result, it is found that the students have never use the drama performance textbook “siti zubaidah” in teachinglearning activities. some factors as the main cause of those conditions. first, in the drama process, the difficulty that students often encounter is part to be prepared. second, the type of drama performance teaching material that students use at university is a module. there was no textbook provided by the university and the lecturer only give some information about the material on the internet and module, but the module did not focus on the part of the drama. third, the percentage of topics related to local culture in the text for the drama performed is 25% 50% (48.5%). it is still low, so the students need some local culture into learning drama performance; fourth, in the teaching and learning process, the frequency provides material or stories related to the local culture of south sumatra (siti zubaidah) is never. the lecturer did not focus on local culture but also outside culture; and fifth, in teaching, the frequency of make/develop material or textbooks related to drama performance is seldom. the lecturer usually used the story to learn the drama and asked students to make the script. they are not focused on parts of the drama. analysis of the students’ needs was done once to the 5th-semester undergraduate students before developing millennial drama performance basedtextbook “siti zubaidah”. it aimed to obtain preliminary information about the students’ needs related to drama, the questionnaire was distributed to the students in 5th-semester undergraduate students. in other words, there must be a need for developing learning material as previously discoreverd by (inderawati, et al. 2021). based on the result of students’ needs analysis, it was found that most of the 5th-semester undergraduate students at sriwijaya university needed a drama performance textbook. one way to make learning activity more effective, efficient, and enjoyable was by developing instructional media based on local culture (inderawati & sofendi, 2018). in a previous study in which the developed sociodrama textbook (tri, 2013) were used to guide to learn to perform drama. the developed product has been evaluated in the self-evaluation stage before it was given to the experts. the developed millennial drama performance based-textbook on “siti zubaidah” was reviewed by two experts, one expert for the content aspect, and one for instructional. it aimed to determine the validity of the developed product. the expert checked the developed millennial drama performance based-textbook on “siti zubaidah” by filling their evaluation in the likert scale questionnaire. the result of the experts' review was analyzed to determine the validity of the developed product. after being analyzed, it was stated that the content and instructional design of developing millennial drama performance a textbook for the undergraduate efl students were a high category, and for the instructional design, a review was a very high category. the total from two aspects has belonged to high validity. it is relevant to other previous studie, after the product was validated, it met its validity (azizah, et al., 2021; sopian, et al., 2019) then, to determine the practicality and potential effect of the product, the writer conducted three evaluations such as; one-to-one evaluation, small group evaluation, and field test (azizah, et al., 2021; sopian, et al., 2019). however, before english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 429 conducting the assessment by using the developed product, the writer did a pretest to the students to obtain preliminary information about students' drama achievement before they used the developed product. the result of 32 students' pretest showed that only 5 students passed the test or reached the minimum mastery criterion (kkm) which was 70 and 15 students who were failed. the writer provided the questionnaire for the one-to-one evaluation and small group evaluation. the average score of a questionnaire in the oneto-one evaluation developed product at the level of high validity. the result of small group evaluation has belonged to very high practicality. the last evaluation was the field test (posttest), the writer analyzes the students' drama performance test to determine the potential effect of the developed millennial drama performance based-textbook on “siti zubadiah”. after analyzing the students' answers, there was an improvement in the students reading achievement after they used the developed products. it was summarized that there were 18 students who passed the test or reached the minimum master criterion and 2 students who did not reach the minimum mastery criterion. so, it can be concluded that the millennial drama performance based-textbook on “siti zubadiah” can be applied in university especially 5th-semester undergraduate efl students, english education study program, because that textbook improves the students' interest and achievement in learning drama performance. in line with the previous study, the developed millennial drama performance based-textbook "siti zubaidah" for 5th-semester undergraduate efl students of sriwijaya university was effectively used to lecturer and students. conclusion millennial drama performance textbook for the students should support their needs based on their study program. one of the ways is integrating the students' local culture into drama performance. the aim of local cultural involvement in efl is students can communicate effectively about their own culture and beliefs by using english. futhermore, the use of local culture in drama performance is considered can improve the skills and understanding of the students. the developed product of this study was considered valid, practical, and had a potential effect based on the result shown in the evaluation and revision phase. additionally, this developed product supported the students' content subjects. thus, it can be concluded that the developed millennial drama performance based-textbook “siti zubaidah” in this study can be implemented to undergraduate efl students in english education study program. finally, the development of textbooks using other media should be taken into consideration. it is suggested to develop other textbooks of the other skills related to sumatera selatan local culture. acknowledgment the writers would like to express their gratitude to the rector of universitas sriwijaya who had funded their research through hibah unggulan profesi universitas sriwijaya references akker, j.van den. (1999). principles and methods of development research. dordrecht: kluwer academic publishers. azizah, a., & nugraha, s. i. (2021). a qualitative study: exploring efl students’ attitude towards learning writing during online learning covid 19 in karawang senior high school. edukatif: jurnal ilmu pendidikan, 3(4), 2265-2270. azizah, n., inderawati, r. & vianty, m. (2020). bangkaculture-based descriptive reading materials for tour and travel in smk: students’ needs analysis. english review: journal of english education, 9(1), 21-34. https://doi.org/10.25134/erjee.v9i1.3776 elvina, r., inderawati, r., mirizon, s. (2020). developing interactive multimedia for teaching descriptive text based on palembang local culture. indonesian efl journal, 6(1), 19-26. fiftinova, inderawati, r., & rosmalina, i. (2018). students' perceptions on the use of project-based drama learning for english reading. the journal of english literacy education, 5(1), 89-108. fleming, m. 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(2001). drama teori dan pengajarannya. yogyakarta: pt hanindita graha widia. https://dx.doi.org/10.2991/ice-17.2018.38 http://www.oapub.org/edu https://dialog.puchd.ac.in/wp-content/uploads/2020/10/14.rituparna-mukherjee-postcolonial-and-eco-critical-readings.pdf https://dialog.puchd.ac.in/wp-content/uploads/2020/10/14.rituparna-mukherjee-postcolonial-and-eco-critical-readings.pdf https://dialog.puchd.ac.in/wp-content/uploads/2020/10/14.rituparna-mukherjee-postcolonial-and-eco-critical-readings.pdf https://dialog.puchd.ac.in/wp-content/uploads/2020/10/14.rituparna-mukherjee-postcolonial-and-eco-critical-readings.pdf http://www.core.ac.uk/reader/2964754 http://www.pewresearch.org/millencials english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 485 the correlation among reticence, personality types and speaking proficiency of english education study program students of pgri university palembang indah pratiwi hrp english language education, faculty of teacher training and education, universitas sriwijaya, indonesia email: indahpratiwiharahap@gmail.com sofendi english language education, faculty of teacher training and education, universitas sriwijaya, indonesia email: sofendi@yahoo.com ismail petrus english language education, faculty of teacher training and education, universitas sriwijaya, indonesia email: ismailpetrus@yahoo.com apa citation: hrp, i. p., sofendi., & petrus, i. (2022). the correlation among reticence, personality types and speaking proficiency of english education study program students of pgri university palembang. english review: journal of english education, 10(2), 485-498. https://doi.org/10.25134/erjee.v10i2.6249 received: 02-02-2022 accepted: 29-04-2022 published: 30-06-2022 introduction language has been considered as a bridge which facilitates communication among people. over the years, the importance of english has become higher and higher, and it took place in the curriculum (tsui, 1995). in indonesia, english is learned as a foreign language and a compulsory subject in senior high schools up to university levels. thus, students should learn its four language skills, such as speaking, listening, reading, and writing. one of the language skills should be mastered in learning english is speaking skill. speaking is the ability that requires the process of communicative competence, pronunciation, intonation, grammar, and vocabulary. however, knowledge is almost nothing if not expressed. it is not necessary to say that the students at university level should have the ability to express their thoughts and ideas in english (chowdhury, 2016). so, it is expected that the students would be competent enough in oral and written english, when they get themselves admitted into a university. moreover, speaking has been given priority during english teaching and learning process nowdays. but unfortunately, it is observed that some problems still occur for most of the students, for instance, they feel like speaking tasks are rather difficult to do in the classroom, then, not all the students during english speaking activities have courage to speak, in addition though the students can write well, they are not ready to speak abstract: this study aims to investigate the correlations among reticence, personality types and speaking proficiency. for this purpose, the unwillingness-to-communicate scale (ucs) questionnaire and the ipip bigfive questionnaire were used. moreover, speaking proficiency test to the sample was employed to find the correlation among students’ reticence, personality types and speaking proficiency. the questionnaire and speaking test result revealed students’ reticence tend to reflect attitudes toward communication, and the students’ dominant personality type was agreeableness, and students’ speaking proficiency was in moderate category. the results revealed that, there was a significant correlation between traits (agreeableness, emotional stability, openness of experience) of personality type and speaking proficiency and there was a significant correlation between personality types and (vocabulary) aspect of speaking proficiency. keywords: reticence; personality types; speaking proficiency. mailto:indahpratiwiharahap@gmail.com mailto:sofendi@yahoo.com mailto:ismailpetrus@yahoo.com indah pratiwi hrp, sofendi, & ismail petrus the correlation among reticence, personality types and speaking proficiency of english education study program students of pgri university palembang 486 in english and if the teacher asks them any question in english, they would keep silent for sometime till the teacher helps them out, moreover, during speaking activity, the students only did some written exercises and the teacher mostly gave high attention in teaching grammar to their students with the less speaking exercises. therefore, some researchers have investigated this phenomenon which related to the problems above, it is student’s reticence, and they have discovered various reasons about it. for example, westgate, batey, brownlee, & butley (1985) claimed that the structure of the teacher fronted interaction in language classroom might cause the poor behaviors on the part of the students. wesgate et al. also observed that students attempts to avoid talking to deal with such classroom settings, which in turn exerts influences on the amount of learners’ talk in class. on the other hand, the study conducted by lee (2006) supported the above findings; lee stated that there are strict behavioral rules between the teacher and his/her students, for example, students speak only when they are spoken to. the interaction between the teacher and students’ character is that the teacher leads the students in the classroom, and students’ verbal participation is passive. also, language competence, previous negative speaking experiences in class, lack of confidence, personality, or cultural constrains are all possible reasons that prevent students from communication. reticence is defined by keaton, kelly, & finch (2000) as a communication problem with cognitive, affective and behavioral dimensions are is due to the belief that one is better off remaining silent than risking appearing foolish. therefore, when people avoid communication because they believe it is better to remain silent than to risk appearing foolish; this behavior is referred to as reticence, and people who tend to avoid communication, they are called reticent. the speaking problems above are probably closely related to the students’ personality types toward speaking in english. personality plays an important role that affects academic achievement (khatibi and khormaei, 2016). according to dzulkifli and alias (2012), personality is also described as a categorized set of attributes that is found in a person that influences and defines the individual’s cognition, motivations and behaviors. therefore, personality is one of the internal factors that takes crucial part in language learning. different students may have different personality, since they have their own weaknesses and strengths. the students will get different outcomes in their learning activities. it happens since each type of personality will influence students in taking decision and responding to it. thus, personality is a crucial thing in teaching and learning, because knowing students’ personality types is able to understand of the classroom dynamics and to be better able to determine what kinds of classroom activites and strategies would be effective in the class. consequently, teachers are suggested to acquire knowledge on students’ personality in order that the students will be treated differently and overcome the problems easily in order to achieve the goal in teaching and learning process, especially to enhance students’ speaking proficiency. hence, awareness of the of reticence of the efl students in language classrooms and the relationship between learners’ personality and their reticence in efl classroom can play an important role in identifying the potential causes of verbal nonparticipation and encouraging the students to speak and express their ideas in oral language classrooms. meanwhile, it can help the teachers to come to a better understanding of the students’ behavior in the learning situations. in english education study program, the students are demanded to have three such as main competence, the four skills such as listening, speaking, reading and writing. while, the other skills such as grammar/structure, linguistics, translation, etc. related to this study, the researcher focus only to speaking subject. moreover, the greatest challenge in efl classroom is the development of students’ speaking skill. in english education study program, there are three speaking subjects offered, they are speaking-1, speaking-2 and speaking-3. thus, students who have passed the three speaking subject are considered having good english speaking. based on the researcher’s personal experience as an alumni student of the english department at pgri university of palembang and the latest conditions based on the results of my preliminary interview with one of the lecturers of english department at pgri university of palembang and concerning things discussed above, the researcher was interested in doing the study in pgri university in investigating the english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 487 correlation among students’ reticence, personality types and speaking proficiency. method in conducting this study, correlational research was used. this study is aimed at finding out whether or not students’ reticence and personality types correlate to their speaking proficiency. the procedure of conducting this study were: first, researcher identified the students' reticence by using questionnaire. then, researcher identified the students' personality types by using questionnaire. the students' speaking proficiency obtained by using speaking test. pearson product moment correlation coefficient used in order to find out the correlation among the variables based on the result of questionnaires and speaking proficiency test. at last, the researcher discussed the explanation and interpretation of the results. the research design was as follows: description: x1 = students’ reticence x2 = students’ personality types y = students’ speaking proficiency r1 = correlation between students’ reticence and students’ speaking proficiency r2 = correlation between students’ personality types and students’ speaking proficiency r3 = correlation between the predictor variables (reticence and personality types) and the criterion variable (speaking proficiency) r4 = contribution of the predictor variables (reticence and personality types) to the criterion (speaking proficiency) table 1. population of the study no. class students 1. 2. 3. 4. 5. 1st semester 3rd semester 5th semester 7th semester 9th semester 84 91 77 30 26 total 308 source: pgri university palembang population is the larger group to which one hopes to apply the results (fraenkel and wallen, 2012). the population of this study is all active first till ninth semester students of english education study program of pgri university palembang. the population of the study is presented in the table 1 above. table 2. sample of the study no class students 1. 5th semester 59 total 59 source: pgri university palembang according to arikunto (2010), the sample is a part of the whole population of the investigation. to determine the sample this study, purposive sampling was used which the sample selection was not carried out randomly with certain criteria. according to fraenkel and wallen (2012), purposive sampling method is a method where investigators use personal judgment to select a sample. therefore, the researcher took the fifth semester students of the english education study program of pgri palembang in the academic year 2020/2021 as the samples of this study, because they passed speaking-1, speaking-2 and speaking-3 in first semester until third semester. from 77 of the total number students in fifth semester, there were only 59 students who participate to do the speaking test and questionnaires, because they passed the passing grade for speaking-3. the sample of the study is presented in the table 2 above. two techniques are used to collect the data, those are (1) asking for respondents’ opinion using ready-made questionnaire of ucs (unwillingnessto-communicate scale) for reticence and goldberg’s ipip big-five questionnaire for personality types and (2) testing the sample using speaking proficiency test in this study, two sets of questionnaires were used. the first is reticence questionnaire. to obtain the information about students’ reticence, the researcher used reticence unwillingness-tocommunicate scale (ucs) by burgoon (1976). it is indah pratiwi hrp, sofendi, & ismail petrus the correlation among reticence, personality types and speaking proficiency of english education study program students of pgri university palembang 488 developed to measure students’ reticence in speech communication. the questionnaire measures two dimensions of communication reticence: approachavoidance (aa) and reward (r). the aa dimension represents an individual’s tendency to avoid or participate in interpersonal and small group interactions. the r dimension, by contrast, reflects attitudes toward communication—whether one considers it a valuable, honest, and personally rewarding enterprise or feels socially isolated and regards communication as a deceptive, manipulative, or unprofitable activity. in this study, the 20-item (10 items for aa and 10 items for r) short form of the ucs will be used to measure students’ general tendency to avoid speech communication. the questionnaire contains 20 items, the specification of questionnaire items 1. (aa) approach-avoidance: 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10. 2. (r) reward: 11, 12, 13, 14, 15, 16, 17, 18, 19 and 20. each type had 10 items having positive and negative statements. a response indicating a low level of reticence receives one point, and those showing a high level of reticence receive five points. the score ranges are represented by using numbers (likert-scale) from 1 until 5. the answers have five responses, which are (1) strongly disagree, (2) disagree, (3) netral, (4) agree and (5) strongly agree. the possible range of reticence scores is 20 for the lowest score and 100 for the highest score for reticence. the second, personality types questionnaire. the researcher used a ready-made ipip big five questionnaire from goldberg (1992) in ipip.ori.org. it is used to know which dominant type of students’ personality. the ipip big five questionnaire was categorized five types: extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience. the questionnaire contains 50 items. the questionnaire consisted of 50 items by using likertscale from very inaccurate to very accurate. each type had 10 items having positive and negative statements. the specification of questionnaire items 1. extraversion: (positive statement) 1, 11, 21, 31, 41, 46, (negative statement) 6, 16, 26 and 36. (2) agreeableness: (positive statement) 7, 17, 27, 37, 42 and 47, (negative statement) 2, 12, 22 and 32. (3) conscientiousness: (positive statement) 3, 13, 23, 33, 43 and 48, (negative statement) 8, 18, 28 and 38. (4) emotional stability: (positive statement): 9 and 19, (negative statement) 4, 14, 24, 29, 34, 39, 44 and 49. (5) openness to experience: (positive statement) 5, 15, 25, 35, 40, 45 and 50, (negative statement) 10, 20 and 30. the personality types questionnaire was scored by assigning the value of 1 to 5 points to the chosen response. the score ranges are represented by using numbers (likertscale) from 1 until 5. the answers have five responses, which are (1) very inaccurate, (2) moderately inaccurate, (3) neither accurate nor inaccurate, and (4) moderately accurate and (5) very accurate. a response indicating a low level of personality types receives one point, and those showing a high level of personality types receive five points. the possible range of personality types scores is 50 for the lowest score and 250 for the highest score for personality types. the speaking test is aimed at identifying the students’ skill and attitude toward speaking. to know the result of students’ speaking score, analytical speaking rubric (2004: foreign language program of studies) was used. the rating sheet consists of a set of qualities to be rated such as task completion, comprehensibility, fluency, pronunciation, vocabulary and language control. the ratings have a range of one to four points. then, to get student points the researcher used the scoring system, student points = converted % score × (max score/100). the possible range of speaking proficiency scores is six for the lowest score and 24 for the highest score for speaking proficiency. the researcher conducted kinds of analysis in this study: first descriptive statistic and second pearson product-moment correlation coefficient. the descriptions of the degree of correlation are as follow: table 3. the degree of correlation interval degree of correlation 0.00 – 0.199 very weak correlation 0.20 – 0.399 weak correlation 0.40 – 0.599 fair correlation 0.60 – 0.799 strong correlation 0.80 – 1.000 very strong correlation source: sugiyono (2016) results and discussion the result of reticence questionnaire reticence questionnaire was from unwillingnessto-communicate scale (ucs). it was a ready-made questionnaire by burgoon (1976). it was administered to know a students’ tendency to be english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 489 reticent of fifth semester students of english education study program of pgri university palembang. reticence questionnaire consisted of 20 items. table 4 below shows the descriptive statistics of the reticence questionnaire. table 4. the descriptive statistics of reticence questionnaire n mini mum maxi mum mean std. deviation reticence 59 41 88 66.75 9.815 valid n (listwise) 59 source: output from spss version 20 based on the data obtained from reticence questionnaire, students reticence ranged from a minimum 41 to a maximum 88 with the mean of 66.75 and a standard deviation of 9.815. the result of personality types questionnaire personality types questionnaire was a ready-made questionnaire. it was from ipip big-five questionnaire by goldberg (1992). it was administered to know what dominant characteristics on that certain type of personality of fifth semester students of english education study program of pgri university palembang. personality types questionnaire consisted of 50 items. table 6 below shows the descriptive statistics of the personality types questionnaire. table 5. the descriptive statistics of personality types questionnaire n mini mum maxi mum me an std. devi ation personality types 59 103 196 16 1.3 9 17.4 44 valid n (listwise) 59 source: output from spss version 20 based on the data obtained from personality types questionnaire, students’ personality types level ranged from a minimum 103 to a maximum 196 with the mean of 161.39 and a standard deviation of 17.444. the result of speaking proficiency the researcher made speaking proficiency test in form of monologue. the researcher wanted to measure students’ speaking proficiency by asking their opinion, thought, feeling in a particular situation. the researcher used topics about the impact of covid-19 pandemic on education, economics and social. the following table 7 presents the descriptive statistics of the speaking proficiency test result. table 6. the descriptive statistics of speaking proficiency n mini mum ma xim um mean std. deviati on speaking_ proficiency 59 69.7 97. 0 84.89 0 6.1631 valid n (listwise) 59 source: output from spss version 20 based on the data obtained from speaking proficiency test, students’ speaking proficiency level ranged from a minimum 69.7 to a maximum 97 with the mean of 84.89 and a standard deviation of 6.1631. correlation analysis table 7. correlation reticence and speaking proficiency reticence speaking reticence pearson correlation 1 .053 sig. (2tailed) .692 n 59 59 speaking proficiency pearson correlation .053 1 sig. (2tailed) .692 n 59 59 source: output from spss version 20 as shown in the table above, the correlation test obtained between reticence and speaking proficiency. to make sure that there was a significant correlation between the two variables, the researcher consulted the value of r-table to check the value of r-obtained. if the value of robtained is higher than value of r-table and p (probability) is lower than 0.05, it means that there is a significant correlation between the variables. it was found that the r-obtained (.053) indicates a positive direction, meaning that there is a unidirectional correlation between reticence and speaking proficiency and it was lower than value of r-table (0.256) and p value (0.692) was higher than 0.05. it showed that there was no significant correlation between the two variables. the indah pratiwi hrp, sofendi, & ismail petrus the correlation among reticence, personality types and speaking proficiency of english education study program students of pgri university palembang 490 pearson’s correlation coefficient r indicates that there was a very weak correlation between reticence and speaking proficiency. table 8. correlations the dimensions of the reticence and speaking proficiency appro achavoid ance rewa rd speaki ng proficie ncy approachavoidance pearson correlation 1 .447* * .028 sig. (2tailed) .000 .833 n 59 59 59 reward pearson correlation .447** 1 .064 sig. (2tailed) .000 .628 n 59 59 59 speaking proficiency pearson correlation .028 .064 1 sig. (2tailed) .833 .628 n 59 59 59 **. correlation is significant at the 0.01 level (2-tailed). source: output from spss version 20 based on the table 8, the result of the correlation analyses for each dimension of reticence and speaking proficiency showed that there was no correlation which coefficient correlation of approach avoidance was .028. because the correlation coefficient value was lower than value of r-table (0.256) and p value (0.833) was higher than 0.05 it showed that there was no significant correlation between the two variables. the pearson’s correlation coefficient r indicates that there was a very weak correlation between approach avoidance and speaking proficiency. in addition, the correlation coefficient value of reward was .064 which is lower than value of r-table (0.256) and p value (0.628) was higher than 0.05 it showed that there was no significant correlation between the two variables. the pearson’s correlation coefficient r indicates that there was a very weak correlation between approach avoidance and speaking proficiency. table 9. correlations reticence and aspects of speaking proficiency task completio n compre hensibili ty fluency pronunc iation vocabu lary languag e control reticenc e t c pearson correlation 1 .760** .502** .477** .464** .461** .185 sig. (2-tailed) .000 .000 .000 .000 .000 .160 n 59 59 59 59 59 59 59 c pearson correlation .760** 1 .509** .521** .471** .466** -.035 sig. (2-tailed) .000 .000 .000 .000 .000 .791 n 59 59 59 59 59 59 59 f pearson correlation .502** .509** 1 .326* .385** .308* -.153 sig. (2-tailed) .000 .000 .012 .003 .018 .248 n 59 59 59 59 59 59 59 p pearson correlation .477** .521** .326* 1 .540** .729** .103 sig. (2-tailed) .000 .000 .012 .000 .000 .438 n 59 59 59 59 59 59 59 v pearson correlation .464** .471** .385** .540** 1 .645** .144 sig. (2-tailed) .000 .000 .003 .000 .000 .278 n 59 59 59 59 59 59 59 l c pearson correlation .461** .466** .308* .729** .645** 1 .125 sig. (2-tailed) .000 .000 .018 .000 .000 .344 n 59 59 59 59 59 59 59 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 491 r pearson correlation .185 -.035 -.153 .103 .144 .125 1 sig. (2-tailed) .160 .791 .248 .438 .278 .344 n 59 59 59 59 59 59 59 based on the table 9, the result of the correlation analyses for reticence and aspect of speaking proficiency showed that there was no significant correlation which coefficient correlation of task completion was .185. because the correlation coefficient value was lower than value of r-table (0.256) and p value (0.160) was higher than 0.05 it showed that there was no significant correlation between the two variables. the pearson’s correlation coefficient r indicates that there was a very weak correlation between reticence and task completion. in addition, the correlation coefficient value of comprehensibility was -.035. the correlation index number was given minus (-) symbol. it showed that the correlation direction was negative. thus, the correlation coefficient value of comprehensibility was lower than value of r-table (0.256) and p value (0.791) was higher than 0.05 it showed that there was no significant correlation between the two variables. the pearson’s correlation coefficient r indicates that there was a very weak correlation between reticence and comprehensibility. the correlation coefficient value of fluency was -.153. the correlation index number was given minus (-) symbol. it showed that the correlation direction was negative. thus, the correlation coefficient value of fluency was lower than value of r-table (0.256) and p value (0.248) was higher than 0.05 it showed that there was no significant correlation between the two variables. the pearson’s correlation coefficient r indicates that there was a very weak correlation between reticence and fluency. the correlation coefficient value of pronunciation was .103 which is lower than value of r-table (0.256) and p value (0.438) was higher than 0.05 it showed that there was no significant correlation between the two variables. the pearson’s correlation coefficient r indicates that there was a very weak correlation between reticence and pronunciation. the correlation coefficient value of vocabulary was .144 which is lower than value of r-table (0.256) and p value (0.278) was higher than 0.05 it showed that there was no significant correlation between the two variables. the pearson’s correlation coefficient r indicates that there was a very weak correlation between reticence and vocabulary. the correlation coefficient value of language control was .125 which is lower than value of r-table (0.256) and p value (0.344) was higher than 0.05 it showed that there was no significant correlation between the two variables. the pearson’s correlation coefficient r indicates that there was a very weak correlation between reticence and language control. table 10. correlation personality types and speaking proficiency personality types speakin g personali ty types pearson correlation 1 .197 sig. (2-tailed) .134 n 59 59 speaking proficien cy pearson correlation .197 1 sig. (2-tailed) .134 n 59 59 source: output from spss version 20 as shown in the table above, the correlation test obtained between personality types and speaking proficiency. based on table 10 above, the correlation coefficient value obtained is .197, with the sig value obtained is .134. the correlation coefficient value of .197 indicates a positive direction, meaning that there is a unidirectional correlation between personality types and speaking proficiency. the result of the correlation analyses for personality types and speaking proficiency showed that there was no significant correlation which coefficient correlation of personality types was .197. because the correlation coefficient value was lower than value of r-table (0.256) and p value (0.134) was higher than 0.05 it showed that there was no significant correlation between the two variables. the pearson’s correlation coefficient r indicates that there was a very weak correlation between personality types and speaking proficiency. table 11. correlations among the types of the personality types and speaking proficiency extraver sion agreeab leness conscie ntiousne emotion al opennes s speak ing indah pratiwi hrp, sofendi, & ismail petrus the correlation among reticence, personality types and speaking proficiency of english education study program students of pgri university palembang 492 ss profic iency extraversion pearson correlation 1 .418** .086 .079 .309* .095 sig. (2-tailed) .001 .518 .551 .017 .473 n 59 59 59 59 59 59 agreeablenes s pearson correlation .418** 1 .460** -.264* .580** .353** sig. (2-tailed) .001 .000 .044 .000 .006 n 59 59 59 59 59 59 conscientious ness pearson correlation .086 .460** 1 .051 .538** .180 sig. (2-tailed) .518 .000 .700 .000 .172 n 59 59 59 59 59 59 emotional pearson correlation .079 -.264* .051 1 -.229 -.306* sig. (2-tailed) .551 .044 .700 .081 .018 n 59 59 59 59 59 59 openness pearson correlation .309* .580** .538** -.229 1 .385** sig. (2-tailed) .017 .000 .000 .081 .003 n 59 59 59 59 59 59 speaking proficiency pearson correlation .095 .353** .180 -.306* .385** 1 sig. (2-tailed) .473 .006 .172 .018 .003 n 59 59 59 59 59 59 **. correlation is significant at the 0.01 level (2-tailed). *. correlation is significant at the 0.05 level (2-tailed). source: output from spss version 20 based on the table 11, the result of the correlation analyses for each type of personality types and speaking proficiency showed that the correlation coefficient of extraversion and speaking proficiency was .095. because the correlation coefficient value was lower than value of r-table (0.256) and p value (0.473) was higher than 0.05, it showed that there was no significant correlation between the two variables. the pearson’s correlation coefficient r indicates that there was a very weak correlation between extraversion and speaking proficiency. the correlation coefficient value of agreeableness was .353 which is higher than value of r-table (0.256) and p value (0.006) was lower than 0.05 it showed that there was significant correlation between the two variables. the pearson’s correlation coefficient r indicates that there was a weak correlation between agreeableness and speaking proficiency. the correlation coefficient value of conscientiousness was .180 which is lower than value of r-table (0.256) and p value (0.172) was higher than 0.05 it showed that there was no significant correlation between the two variables. the pearson’s correlation coefficient r indicates that there was a very weak correlation between conscientiousness and speaking proficiency. the correlation coefficient value of emotional was -.306. the correlation index number was given minus (-) symbol. it showed that the correlation direction was negative. thus, the correlation coefficient value of emotional was higher than value of r-table (0.256) and p value (0.018) was lower than 0.05 it showed that there was significant correlation between the two variables. the pearson’s correlation coefficient r indicates that there was a weak correlation between emotional and speaking proficiency. the correlation coefficient value of openness was .385 which is higher than value of r-table (0.256) and p value (0.003) was lower than 0.05 it showed that there was significant correlation between the two variables. the pearson’s correlation coefficient r indicates that there was a weak correlation between openness and speaking proficiency. table 12. correlation among personality types and aspect of speaking proficiency task completi on compre hensibili ty fluenc y pronunc iation vocabul ary languag e control personal ity types tc pearson correlation 1 .760** .502** .477** .464** .461** .224 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 493 sig. (2-tailed) .000 .000 .000 .000 .000 .088 n 59 59 59 59 59 59 59 c pearson correlation .760** 1 .509** .521** .471** .466** .021 sig. (2-tailed) .000 .000 .000 .000 .000 .873 n 59 59 59 59 59 59 59 f pearson correlation .502** .509** 1 .326* .385** .308* .053 sig. (2-tailed) .000 .000 .012 .003 .018 .690 n 59 59 59 59 59 59 59 p pearson correlation .477** .521** .326* 1 .540** .729** .100 sig. (2-tailed) .000 .000 .012 .000 .000 .453 n 59 59 59 59 59 59 59 v pearson correlation .464** .471** .385** .540** 1 .645** .299* sig. (2-tailed) .000 .000 .003 .000 .000 .021 n 59 59 59 59 59 59 59 lc pearson correlation .461** .466** .308* .729** .645** 1 .177 sig. (2-tailed) .000 .000 .018 .000 .000 .180 n 59 59 59 59 59 59 59 pt pearson correlation .224 .021 .053 .100 .299* .177 1 sig. (2-tailed) .088 .873 .690 .453 .021 .180 n 59 59 59 59 59 59 59 **. correlation is significant at the 0.01 level (2-tailed). *. correlation is significant at the 0.05 level (2-tailed). source: output from spss version 20 based on the table 12, the result of the correlation analyses for personality types and each aspect of speaking proficiency showed that the correlation coefficient of task completion and personality types was .224. because the correlation coefficient value was lower than value of r-table (0.256) and p value (0.088) was higher than 0.05, it showed that there was no significant correlation between the two variables. the pearson’s correlation coefficient r indicates that there was a weak correlation between task completion and personality types. the correlation coefficient value of comprehensibility was .021 which is lower than value of r-table (0.256) and p value (0.873) was higher than 0.05 it showed that there was no significant correlation between the two variables. the pearson’s correlation coefficient r indicates that there was a very weak correlation between comprehensibility and personality types. the correlation coefficient value of fluency was .053 which is lower than value of r-table (0.256) and p value (0.690) was higher than 0.05 it showed that there was no significant correlation between the two variables. the pearson’s correlation coefficient r indicates that there was a very weak correlation between fluency and personality types. the correlation coefficient value of pronunciation was .100 which is lower than value of r-table (0.256) and p value (0.453) was higher than 0.05 it showed that there was no significant correlation between the two variables. the pearson’s correlation coefficient r indicates that there was a very weak correlation between pronunciation and personality types. the correlation coefficient value of vocabulary was .299 which is higher than value of r-table (0.256) and p value (0.021) was lower than 0.05 it showed that there was significant correlation between the two variables. the pearson’s correlation coefficient r indicates that there was a weak correlation between vocabulary and personality types. the correlation coefficient value of language control was .177 which is lower than value of r-table (0.256) and p value (0.180) was higher than 0.05 it showed that there was no significant correlation between the two variables. the pearson’s correlation coefficient r indicates that there was a very weak correlation between language control and personality types. indah pratiwi hrp, sofendi, & ismail petrus the correlation among reticence, personality types and speaking proficiency of english education study program students of pgri university palembang 494 table 13. correlations among predictor variables (reticence and personality types) and criterion variable (speaking proficiency) model summary variables r r square f sig. predictor variables and criterion variable .219a .048 1.413 .252b a. predictors: (constant), personality types, reticence source: output from spss version 20 the result showed on table 13 that the correlation coefficient between the predictor variables total and the criterion variable total was .219 with a significance value of .252b. thus, it can be concluded that there was no significant correlation between predictor variables (reticence and personality types) and the criterion variable (speaking proficiency). regression analyses table 14. contribution of agreeableness and speaking proficiency model summary model r r square adjusted r square std. error of the estimate 1 .353a .125 .109 5.8167 a. predictors: (constant), agreeableness source: output from spss version 20 stepwise method was used to see the contribution. squaring r value leads to 0.353= 0.125. it could be seen that the total contribution of agreeableness toward speaking proficiency was 12.5%. table 15. contribution of emotional and speaking proficiency model summary model r r square adjusted r square std. error of the estimate 1 .306a .094 .078 5.9188 a. predictors: (constant), emotional source: output from spss version 20 stepwise method was used to see the contribution. squaring r value leads to 0.306= 0.094. it could be seen that the total contribution of emotional toward speaking proficiency was 9.4%. table 16. contribution of openness and speaking proficiency model summary model r r square adjusted r square std. error of the estimate 1 .385a .148 .133 5.7375 a. predictors: (constant), openness source: output from spss version 20 stepwise method was used to see the contribution. squaring r value leads to 0.385= 0.148. it could be seen that the total contribution of openness toward speaking proficiency was 14.8%. table 17. contribution of personality types and aspect of speaking proficiency (vocabulary) model summary model r r square adjusted r square std. error of the estimate 1 .299a .089 .073 .424 a. predictors: (constant), personality source: output from spss version 20 stepwise method was used to see the contribution. squaring r value leads to 0.299= 0.089. it could be seen that the total contribution of openness toward speaking proficiency was 8.9%. discussion based on the results of the students responded to reticence questionnaire, it is discovered that there were 31 students who tend to reward (r). while, there are 28 students who tend to approachavoidance (aa). in short, the majority of the students (53%) were in reward (r). meanwhile, 47% of students were in approach-avoidance (aa). the aa dimension represents an individual’s tendency to avoid or participate in interpersonal and small group interactions. the r dimension, by contrast, reflects attitudes toward communication— whether one considers it a valuable, honest, and personally rewarding enterprise or feels socially isolated and regards communication as a deceptive, manipulative, or unprofitable activity. the result of personality questionnaire shown that of three students had extraversion personality type, 24 students had agreeableness personality type, 22 students had conscientiousness personality type, three students had emotional stability personality type and 7 students had openness to experience personality type. the distribution of the result of personality types, showed that 41% (24) of the students were dominant for agreeableness. most students agreed that they did not get stressed easily, they were relaxed most of the time, they seldom felt english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 495 sad, they did not get depression and they did not have interpersonal problems. in short, most of students felt flexible, helpful, sympathetic, warm, kind, courteous, and appreciate with either people around them or their lives. mccrae and john (1992) state that agreeableness and extraversion generally define interpersonal circumflex. agreeableness appears the human aspects of humanity such as altruism, nurturance, and emotional support. it is in line with the study conducted by shahab (2016) in which most students got high scores in agreeableness. meanwhile, the conscientious students felt responsible, disciple, careful, organized, mindful, and related to hardworking, success-orientation, and tenacity. the open students felt creative, curios, imaginative, reflective, and adventurous. the extrovert students felt active, energetic, talkative, cheerful, and comfortable. the stable emotional students felt patient, confident, and respectable on emotion. therefore, some students displayed and brought out their personality types to the society and others focused on the achievement. based on students’ speaking proficiency test result, the researcher found that 10 students (17%) were in good category of speaking proficiency, 39 students (66%) were in moderate category of speaking proficiency, and 10 students (17%) were in poor category. in short, it can be concluded that majority of fifth semester students of english education study program of pgri university palembang speaking proficiency were in moderate category. this study revealed that reticence exists among students in english foreign language classroom. as reticence has been found to be a problematic behavior by many english foreign language instructors, this issue should be studied seriously. it has been explored that psychological factors contribute to students’ reticence and makes it a serious problem in foreign language learning. reticence is a phenomenon in which students tend not to participate or interact in the english foreign classroom. there are various reasons behind reticence such as low self-confidence, fear of losing face and past experiences. baktash and chalak (2016) state that the result showed that personality types influence on the efl students’ reticence. the influence is more prominent among the students with higher proficiency level. moreover, educational, situational, and emotional factors impact on the english foreign language learners’ reticence. in addition, the more proficient in english the students were, the more willing they were to participate in speech communication and the more positive they were about it. in order to avoid reticence and its consequences in english foreign language classrooms, both teachers and students are expected to transform the classrooms into a more active one. conclusion based on the findings of this study, the researcher shows the result of the research. the analysis of the data collected through the researcher found out that there was no significant correlation between reticence and speaking proficiency. second, there was no significant correlation between personality types and speaking proficiency. however, there was a significant correlation between trait of personality type and speaking proficiency and there was a significant correlation between personality types and (vocabulary) aspect of speaking proficiency. first, a significant correlation between agreeableness and speaking proficiency are found in this finding. based on the calculation of the distribution of personality types result, showed that the students’ dominant trait is agreeableness, it means that most students agreed that they felt concern for others, they sympathized with others’ feeling, they made people feel at ease, they felt others’ emotions. in short, most of students felt flexible, helpful, sympathetic, warm, kind, courteous, and appreciate with either people around them or their lives. agreeableness may have a positive contribution to academic achievement. it is in line with the study conducted by vermetten, lodewijks, and vermunt (2001). this was indicated by a study which mentioned that this factor was associated with compliance with teacher instructions and concentration on learning. this means that those who are high on agreeableness are generally good at academic adjustment as they can keep a positive relationship with their teachers and peers, and they usually show scholastic competence, behavioral conduct, and academic success. second, the researcher found that there was correlation between openness to experiences and speaking proficiency. those who are high on openness to experience are usually intellectually curious. this personality trait has been considered to be a reflection of the ideal student (de raad, and indah pratiwi hrp, sofendi, & ismail petrus the correlation among reticence, personality types and speaking proficiency of english education study program students of pgri university palembang 496 schouwenburg, 1996), due to its relationship with foresightedness and intelligence. openness to experience showed an association with academic achievement in school and at different university levels. students high in this personality factor tend to have more curiosity and interest to discover or learn new things including foreign languages. these students may consider english language a skill that is worth being learnt in order to explore the world and, therefore, broaden their experience. third, in this finding there was a significant correlation between emotional stability and speaking proficiency. in this study, most students agreed that they did not get stressed easily, they were relaxed most of the time, they seldom felt sad, they did not get depression and they did not have interpersonal problems. thus, learners with high scores on emotional stability may avoid holding a conversation in the english language as they usually have extreme worry. fourth, the researcher also found that the correlation between personality types and vocabulary as aspect of speaking proficiency. it is line with the study conducted by sukainah (2016), students could not recognize speaker’s idea because of limited english vocabulary and low motivation in learning. some students were shy to ask difficult learning materials but some of them were not. this study revealed that reticence exists among students in english foreign language classroom. as reticence has been found to be a problematic behavior by many english foreign language learners, this issue should be studied seriously. it has been explored that psychological factors contribute to students’ reticence and makes it a serious problem in foreign language learning. reticence is a phenomenon in which students tend not to participate or interact in the english foreign classroom. there are various reasons behind reticence such as low self-confidence, fear of losing face and past experiences. baktash and chalak (2016) state that the result showed personality types influence on the efl students’ reticence. the influence is more prominent among the students with higher proficiency level. moreover, educational, situational, and emotional factors impact on the english foreign language learners’ reticence. in addition, the more proficient in english the students were, the more willing they were to participate in speech communication and the more positive they were about it. in order to avoid reticence and its consequences in english foreign language classrooms, both teachers and students are expected to transform the classrooms into a more active one. lastly, for future researchers, the researcher hopes that other researchers are suggested to find out the better way and methods to advance the students’ speaking proficiency achievement. future researchers are also suggested to find different population which has different characteristics with the population in this study and to use the other recent instruments for measuring the students’ speaking proficiency test, reticence and personality type in order to do some better improvements. it is also advisable for english teacher to enhance student’ interest in and motivation to speak language, also promote students to be active participation in english lesson. acknowledgement i would like to acknowledge my advisors and english students at pgri university in palembang. references arikunto, s. (2010). prosedur penelitian: suatu pendekatan praktek. jakarta: rineka cipta. burgoon, j. k. (1976). the unwillingness-tocommunicate scale: development and validation. communication monographs, 43, 60-69. chowdhury, f. r. (2016). reasons of reticence in speaking english among the freshmen in port city international university; chittagong, bangladesh: a case study. asia pacific journals, 2(3). de raad, b., &schouwenburg, h. c. (1996). personality in learning and education: a review. european journal of personality, 10, 303-336. dzulkifli, m. a., & alias, i. a. (2012). students of low academic achievement – their personality, mental abilities and academic performance: how counselor can help?. international journal of humanities and social science, 2(23), 220225. fraenkel, j. r., & wallen, n. e. (2012). how to design and evaluate: research in education (8th ed.). new york, ny: mcgraw-hill higher education. goldberg, l. r. (1992). the development of markers for the big-five factor structure. psychological assement, 4(1), 26-42. keaton, j. a., kelly, j. l., finch, c. (2000). effectiveness of penn state program in english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 497 changing beliefs associate with reticence. communication education, 41, 35-45. khatibi, m., & khormaei, f. (2016). learning and personality: a review. journal of educational and management studies, 6(4), 89-97. lee, y. (2006). towards respecification of communicative competence: condition of l2 instructions or its objectives? applied linguistics. 27(3). mccrae, r. r., &john, o. p. (1992). an introduction to the five-factor model and its applications. rerieved from www.workplacebullying.org shahab, a. (2016). the correlation among personality types, cross cultural understanding, and reading habits of efl students of sriwijaya university (graduate’s thesis). sriwijaya university, palembang, indonesia. tsui, a. b. m. (1995). introducing classroom interaction. london: penguin books. tsui, a. b. m. (1995). introduction classroom interaction. london: penguin. vermetten, y. j., lodewijks, h. g., &vermunt, j. d. (2001). the role of personality traits and goal orientations in strategy use. contemporary educational psychology, 26, 149-170. westgate, d., batey, j., brownlee, j., & butley, m. (1985). some characteristics of interaction in foreign language classrooms. british educational research journal, 113(3), 271-281. http://www.workplacebullying.org/ indah pratiwi hrp, sofendi, & ismail petrus the correlation among reticence, personality types and speaking proficiency of english education study program students of pgri university palembang 498 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 453 the problem faced by students of islamic education in reading islamic comprehension text nyayu yayu suryani stik siti khadijah palembang,indonesia email: nyayu.ys@stikes-sitikhadijah.ac.id apa citation: suryani, n. y. (2022). the problem faced by students of islamic education in reading islamic comprehension text. english review: journal of english education, 10(2), 453-464. https://doi.org/10.25134/erjee.v10i2.6246 received: 06-02-2022 accepted: 24-04-2022 published: 30-06-2022 introduction for a long time, reading comprehension issues have been a common difficulty in efl classrooms. reading and comprehension are inextricably linked because comprehension is the primary objective of reading (maulani & rachmanita, 2022). the reading part of the english course is on understanding the information and answering the questions (asmara, muhammad, & almubarokah, 2022). according to various studies, the majority of efl students have difficulty comprehending english texts (kasim & raisha, 2017). nanda and azmy (2020) explained that indonesian efl students have poor reading comprehension performance due to the lack of vocabulary, prior knowledge and motivation. reading is one of the four essential language abilities to achieve in learning from elementary to tertiary levels. furthermore, it is a skill that every student needs to have together with some others, namely listening, writing, and speaking because the four skills are related to each other. reading is complex because it involves many processes that must be skilfully coordinated, such as controlling eye movements, word recognition, giving a representation of the sentence’s meaning, and deciding what to do with the information being read (cornoldi, & oakhill, 2013; evenddy, nurlely, & marfu'ah, 2021). pourhosein gilakjani & sabouri (2016) likewise explained that reading is a collaborative activity that readers need to utilize in order to construct a meaningful representation of a text. the existence of prior knowledge about the assigned text (certain topic) can help the readers to construct the meaning (rusmiati, fitriani, & zakaria, 2021). background knowledge plays a vital role in students’ reading comprehension (rizqon, andreani, & astuti, 2021). effective reading techniques are important skills that have received a lot of attention in terms of improving students' reading comprehension. larasaty & fitriyani (2022) stated that in order to understand text, a reader must be able to identify words rapidly, know the meaning of almost all of the words and be able to combine units of meaning into a coherent message. reading with understanding and comprehension is an essential skill, thereby it should be mastered (spiro, bruce, & brewer, 2017). reading is a cognitive process that involves the interaction of the reader's prior knowledge and the printed text. students might not be able to comprehend the text if they do not have enough background knowledge to comprehend the text (rizqon, et al., 2021). reading may be inferred from the above definitions that it is a cognitive and abstract: students are often concerned with accuracy in pronouncing words when reading and not entirely focused on the content of what is being read. this study aims to find out the problems faced in reading comprehension (islamic reading text) by employing descriptive quantitative approaches. the method used in this study was the descriptive quantitative which translates data into numbers.the sample was 59 students of the islamic education study program raden fatah islamic state university palembang. furthermore, the data were gathered by using test and questionnaire as the instrument via google form. the result showed that most students failed reading comprehension assessments due to a lack of vocabulary, poor grammatical proficiency, difficulty in understanding long phrases and material, lack of media learning or family assistance, and lack of information about reading comprehension. in conclusion, the data obtained from the test showed that the islamic students still have difficulties in reading comprehension tests. keywords: reading comprehension; problem faced; islamic reading text. nyayu yayu suryani the problem faced by students of islamic education in reading islamic comprehension text 454 affective process of decrypting and comprehending written text in order to obtain the writer's message (yusthi, 2016). it means that, according to pratama (2019), reading skills can assist students with reading a book in a range of categories, which can help them achieve a lot in their activities, such as success in school, university, or other educational institutions. besides, as stated by calet, pérezmorenilla, & de los santos-roig (2019), reading comprehension is one of the most important transversal skills for the achievement of success in both school and society. according to roe & burns cited in rachmatia (2016), the types examples of reading comprehension questions: (1) a main idea question inquires about the selection's central theme; (2) a detail question is one that asks for specific details from the material;(3) a sequence question necessitates an understanding of events in their chronological order; (4) a cause-and-effect question identifies a cause and asks questions about its effect, or identifies an effect and asks questions about its cause; (5) an inference question seeks information from the passage that is indicated but not explicitly stated; (6) a vocabulary question asks questions about the definition of a word or phrase that appears in the selection. factor that causes students to struggle with understanding what they are reading is poor concentration. this is because, the ability to focus is a key factor for good and effective reading, which eventually leads to text comprehension (hidayati, 2018). the problems that indonesians experience in their learning activities, which limit learners' comprehension, and how to approach at pedagogy from a larger perspective on reading theories. it was discovered that the students lacked a basic understanding of the language system, lacked reading techniques, and had difficulty distinguishing between different types of reading comprehension. as bulut (2017) pointed out that reading comprehension is a multi-step process that involves the reader's vocabulary knowledge, textual interaction, and application of comprehension strategies. the findings revealed that cultural background, english teaching and learning processes, and teaching and learning methodologies all influence the difficulties and problems that indonesians encounter (sahmadan, 2020). the studies showed that the majority of learners fail with reading comprehension in five aspects. the reading comprehension problems related to the reading comprehension process were the percentage average of each element from highest to lowest. as mentioned by styati & khasanah (2022), reading activity needs a strategy and media to help the students understand the meaning of words in the text the second problem is motivation. students' lack of motivation can cause lack of interest in reading so that it fosters a sense of laziness (gunawan, 2022). the third problem has become one of background knowledge. the fourth problem is about a lack of reading strategies. last problems is language knowledge (febriani, elfrida, & jayanti, 2019). besides, teachers need to employ a range of strategies such as increasing students' vocabulary as garcia-castro (2020) mentioned that having limited vocabulary has been a problem for efl students, motivating them, and introducing new literacy teaching methods in order to address the issues and to broaden their knowledge of approaches used in the teaching and learning process (tuhumury, 2020). previous studies that relates with the difficulties in reading include shehu (2015) which stated that students of english language matura exam at albanian high colleges struggle with each bottomup and top-down techniques. hence, it is indispensable to motivate students, specifically foreign language students, to be examined as much as possible because this will noticeably help their language learning process. secondly, mentioned that the factors that contribute to poor english comprehension, include a lack of vocabulary, a tendency of cramming, and a lack of interest in learning creativity in reading, especially when the sole objective is not to write an exam. semantics was the most significant reading comprehension problem, with 81 percent of the respondents identifying unfamiliar terminology as their main difficulty in interpreting english texts (kasim & raisha, 2017). the students at jordan's yarmouk university experience a variety of reading difficulties, including confusing words, new language, with a finite amount of time to think and comprehend the material. this findings is also valuable to jordanian policymakers in improving the joy of students’ reading (qarqez, 2017). dara (2019) stated that despite the fact that the ministry of education, youth and sport had integrated this subject into the state curriculums for lower secondary to tertiary educations since 1993, the english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 455 findings revealed that lack of language knowledge and motivation were the primary causes of english reading problems, with student personality, learning methods, and teacher personalities acting as a shadow behind the issues. furthermore, the study conducted by hamza aljarrah (2018) reveals that the main problem faced by arab efl students is their inability to detect different forms of text which have an impact on their english language skills and academic achievement. torppa, vasalampi, eklund, sulkunen, & niemi (2020) stated that reading comprehension problems are frequently separate from reading fluency problems. three studying challenge groups were then identified, namely poor readers who have difficulty with both fluency and analyzing comprehension (n = 46, 3.5 percent), gradual readers with solely fluency difficulties (n = 70, 5.3 percent), and negative comprehenders who just have problems with reading comprehension (n = 88, 6.5 percent). from the analysis, only readingrelated motivation was once low amongst sluggish readers. while in math and science, there is a lack of motivation also noted through weak comprehenders and readers (torppa et al., 2020). the majority of students' issues in reading comprehension, according to satriani (2018), students difficulty in reading comprehension due to a lack of desire in their reading habits, since the students read little or nothing. the ability of kids to comprehend a reading text is seen as a challenge. another student's reading comprehension issues come from a lack of reading ability. the learners expressed their dissatisfaction with the fact that they had to study hard in order to retain the information they had just read. they will also require a significant period of time to read the content in order to solve their difficulty. one of the learners' problems in understanding the reading text is too difficult reading material. they are unfamiliar with the reading content, and grammatical intricacy is also a factor in their failure to interpret the text correctly. referring to nurmalasari & haryudin (2021), students feeling trouble when they want to interpreting a text, because they have less knowledge of translating every word and then find the main idea of the text they read, they cannot conclude and answering the questions. the teacher has a responsibility to provide, select or create texts that are appropriate with the lesson plans and students' abilities, design of reading assignments that are useful for students to understand reading texts, organize effective learning activities, and create a supportive environment for practicing reading (setiawati & budiasih, 2021). in 2013 ef survey, reading achievement in indonesia is still low. the national reading index of 2019 (solihin, utama, pratiwi, & novirina, 2019) states that the indonesian students’ reading literacy level on indonesian text is categorized as low literacy level. then, the pisa 2018 score for indonesia in reading is 371 (oecd, 2018). this score is considered below average because the average score in pisa 2018 is 453. students should first focus on reading fluency to solve the problem of reading comprehension achievement. there is a correlation between reading fluency and comprehension. according to many researchers, they claimed that while fluency is an important aspect of the reading curriculum, but teachers are unaware of it (rachmatia, 2016). the studies above have similarity and differences, but they all focus on the students’ difficulties in reading. in summary, the first study shows that students’ problems are related to bottomup and top-down techniques, while the second shows that students’ problems are related to a lack of vocabulary, a tendency of cramming, and a lack of interest in learning creativity in reading. the third shows that the problem is related to interpreting english texts, while the fourth explains that the problems are related to confusing words, new language, and limited time to cognitively comprehend the reading material (iqbal, noor, muhabat, & kazemian, 2015). the fifth shows that the problem is related to the students' inability to detect different forms of text and the sixth explains that the problems are related to reading fluency. this study and the previous ones focused on the same topics about the students’ difficulties in reading comprehension. however, it further seeks to determine other problems of non-efl students’ in reading comprehension. the problems are they sometimes feel difficult when students have to comprehend the texts, how to pronounce the word correctly, mastering the vocabulary, connect the word ideas, the topics of the texts that serve in different culture, inferring the information, differentiate the main ideas and supporting ideas in the texts, and also find the strategies to find relate topic based on their own knowledge or experience. this is related with pang nyayu yayu suryani the problem faced by students of islamic education in reading islamic comprehension text 456 in sholeh, rosalina, & weganofa (2020), as they believed that understanding of text comes from the interaction between the written words and how they activate knowledge, vocabulary, grammatical of knowledge, experience with text and other strategies to help them understand the provided passage by teachers. also, teachers are suggested to apply some various models and strategies that give language experience and enthusiasm for language learners (alshumaimeri, 2017). furthermore, the result also showed the strategies they used to help them in reading problems, the strategies are using dictionary and context clues, using some reading strategies; using scanning and skimming techniques, and trying to predict the content (riadil, 2020). the three key themes that students faced in reading comprehension of english material were: (1) problems from the student; (2) problems from the teacher; and (3) external problems. the student's problems are divided into three categories: fundamental english competence, lack of interest in the subject, and lack of motivation (ganie, deliana, & rangkuti, 2019). another term used to describe reading comprehension components is the activation of past knowledge. some students are aware of this but are not able to activate such ability, which makes it difficult for them to comprehend the material. in terms of reading comprehension, vocabulary is also significant. to address these issues, beside so many kinds of the strategy in reading comprehension, the researcher should know what are the most problematic parts of reading islamic text that students face and what are the most problematic factors of reading comprehension. method the method used in this study is the descriptive quantitative which translates data into numbers in order to analyze the findings. the total sample was 59 students of the islamic education study program raden fatah islamic state university palembang and the data were gathered by using islamic reading text test and questionnaire as the instrument via google form. the students were given a reading test by the researcher to determine their reading comprehension. the researcher used the reading test to see if the students could answer the questions correctly. the students' correct and incorrect answers were utilized to determine whether they found the problems or not. the writer used one islamic reading text to obtain the information. 40 question multiple-choice test was administered by the researcher. this test is a method of collecting data through questions that must be answered, or tasks that must be carried out by the subject being tested. the interpretation of problem was classify ; 0-30 (easy), 30-70 (fair), 71-100 (difficult) (arikunto, 1998) furthermore, multiple choice type of reading test and arikunto's scale were used to calculate the results as seen below: s = r x 100% n where: s = correct percentage r = correct answers n = total questions the reading test includes the six aspects of comprehension namely details, main idea, inference, cause and effect, reference, and sequence. the writer also uses the test concerning vocabulary while the specification of the reading comprehension test is presented in table 1 below: table 1. specification of reading comprehension test indicators items total find out detail information in a txt 8,17,24,29,37, 40 6 find out the main ideas in the text 1,10,20,31 4 describing reference 2,23,39 3 find out sequence of the text 5,7,14,22,32,3 5 6 find out cause-effect in the text 3,16,26,36 4 to find out the inference of a reading text 4,12,15,18,27, 30,34 7 describing the meaning of words and terminology in the text 6,9,11,13,19,2 1,25,28,38 10 total 40 the distribution of questionnaires to students was a technique to obtain more conclusive information on the factors affecting students' reading comprehension problems. one method of determining the factors causing students' reading comprehension difficulties was to use a questionnaire. in this case, the questionnaire form was concluded with an alternative answer that the student would select. in this study, questionnaire was used via google form to gather data from people. it may be printed on paper, on a tablet, by text message, or online, and it may contain many sorts of questions (kara, 2018). the data was collected using a google form, and the scoring was english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 457 done using four option likert scale consist of never, sometimes, frequently, and always. the researcher used a questionnaire as one of the supporting tools to identify students' perceptions, opinions, problems, and reading comprehension abilities. in this example, the questionnaire form was concluded with an alternate answer that the students may select. only the best answers that are appropriate for them were chosen by the students. the students had to accurately respond to 9 questions on the questionnaire. the writers additionally give the students one essay question and some of their solutions to support the exam and questionnaire related to the students' problem with reading text. findings and discussion the goal of this study is to discover the students' difficulties in reading comprehension by giving test to know their ability, hence the result is presented as follow: the analysis of test the students’ incorrect answers in finding out detailed information the question items for finding detailed information are in number 8, 17, 24, 29, 37, and 40. also, the detailed information of calculated percentage in answering is seen in the table 2 below: table 2. the students’ incorrect answers in finding out detailed information no question items’ number the number of incorrect answers percentage of question item the percentage of reading for finding out detailed information 1 8 41 68% 67% (fair) 2 17 41 68% 3 24 31 52% 4 29 52 86% 5 37 30 50% 6 40 46 76% according to table 2, 41 students with an equivalent percentage of 68% of the total population answered question number 8 and 17 incorrectly, hence the query is classified as fair. also, 31 of the students (52%) answered question number 24 incorrectly, hence, it is classified as fair. question number 29 is answered by 52 of the students (86%), hence the percentage is labeled as difficult. question number 37 is answered by 30 students (50%), hence it is labeled as fair. meanwhile, question number 40 is answered by 46 students (76%), and the percentage is classified as difficult. based on the calculation of the proportion of difficulty, it was observed that the tough item share for this type of question was solely 67% out of 4 items which indicates that the questions are classified honest for college students in finding out the detailed information. it can be concluded that the questions are categorized fair questions for students’ answers in finding out detailed information. the students’ incorrect answers for determining the main idea the question items for getting the main idea are questioning in number 1, 10, 20, and 31 and the calculation of the percentage in answering the main idea is seen in the table 3 below: table 3. the students’ incorrect answers for determining the main idea no question items’ number the number of incorrect answers percentage of question item the percentage of reading for main idea 1 1 10 17% 46% (fair) 2 10 17 28% 3 20 45 75% 4 31 39 65% according to table 3, 10 of the students (17%) answered question number 1 incorrectly, hence the percentage is classified as easy. also, 17 students (28%) answered question number 10 incorrectly, and it is classified as easy. 45 students (75%) answered query number 20 incorrectly, and it is labeled as difficult, meanwhile question number 31 is answered by 39 students (65%), and it is labeled as fair. based on this calculation of the percentage of difficulty, the tough item share for this kind of question was solely 46% out of four items, hence it is categorized as fair for the students. it can be concluded that the questions are categorized fair questions for students’ answers for determining the main idea. the students’ incorrect answers for describing references the question items used for describing references are in number 2, 23, and 39 and the calculation of the percentage are seen in the table 4 below: table 4. the students’ incorrect answers for describing references no question the number percentage the nyayu yayu suryani the problem faced by students of islamic education in reading islamic comprehension text 458 items’ number of incorrect answers of question item percentage of reading for describing references 1 2 26 43% 56% (fair) 2 23 37 62% 3 39 37 62% the result above reveals that 26 of the students (43%) answered question number 2 incorrectly, which indicates that the questions are labeled as fair. furthermore, 37 of the students (62%) answered question range 23 and 39 incorrectly, and they are both labeled as fair. based on this calculation of the percentage of difficulty, the challenging proportion for this kind of question was solely 56% out of four questions items and are categorized as fair for students answers in describing references. it can be concluded that the questions are categorized fair questions for students’ answers for describing references. the students’ incorrect answers for finding out sequence of text the items for determining the find out sequence of text are the questions in number 5, 7, 14, 22, 32 and 35. the calculation of the percentage in answering are seen in the table 5 below: table 5. the students’ incorrect answers for finding out sequence of text n o questi on items’ number the number of incorrect answers percentage of question item the percentage of reading for finding out sequence of text 1 5 11 18,3% 39% (fair) 2 7 41 68,3% 3 14 12 20% 4 22 31 52% 5 32 20 33,3% 6 35 24 40% according to table 5, 11 of the students (18.3%) answered question number 5 incorrectly, hence it is categorized as fair. also, 41 students (68.3%) answered question number 7 incorrectly, hence they are categorized as fair. 12 students (20%) answer questions number 14 incorrectly, hence they are categorized fair. 31 students (52%) answer question number 22 incorrectly, hence they are categorized fair. 20 students (33.3%) answer question number 32 incorrectly, hence they are categorized fair. and 24 students (40%) answer question number 35 incorrectly, hence they are categorized as fair. based on the calculation of this percentage of difficulty, the challenging proportion for this kind of question was solely 39% out of four questions items, hence it is categorized as fair for students answers for finding out sequence of text. it can be concluded that the questions are categorized fair questions for students’ answers for finding out sequence of text. the students’ incorrect answer for determining cause and effect the question items for getting the cause and effect are found in number 3, 16, 26 and 36. while the calculation of the percentage in answering cause and effect are presented in table 6 below: table 6. the students’ incorrect answers for getting cause and effect n o question items’ number the number of incorrect answers percen tage of questio n item the percentage of reading for cause and effect 1 3 13 22% 49% (fair) 2 16 29 48% 3 26 38 63% 4 36 39 65% according to table 6, 13 of the students (22%) answered question number 3 incorrectly, hence the percentage is categorized as easy. furthermore, 29 of the students (48%) answered question number 16 incorrectly, hence it is categorized as fair. 38 of the students (63%) answered question number 26 incorrectly, and it is categorized as fair. question number 36 is answered by 39 of the students (65%), hence the potential is categorized as fair. based on the calculation of the percentage of difficulty, it was found that the challenging item percentage for this type of query was only 49% out of four questions items. hence, the questions are categorized as fair for students’ answers concerning cause and effect. it can be concluded that the questions are categorized fair questions for students’ answers for getting cause and effect the students’ incorrect answers for getting inference of text the question items for getting inference of text are in number 4, 12, 15, 18, 27, 30 and 34. while the calculation of the percentage is seen in the table 7 below: table 7. the students’ incorrect answers for getting inference of text no question items’ number the number of incorrect answers percentage of question item the percentage of reading answering inference of text english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 459 1 4 22 37% 62% (fair) 2 12 20 33% 3 15 7 12% 4 18 32 53% 5 27 32 53% 6 30 35 58% 7 34 33 55% according to table 7, 22 of the students (37%) answered question number 4 incorrectly, hence the percentage is categorized as easy. furthermore, 20 of the students (33%) answered question number 12 incorrectly, it is therefore categorized as fair. 7 of the students (12%) answered question number 15 incorrectly, and this capacity is categorized as fair. also, 32 of the students (53%) answered question number 18 and 27 incorrectly, hence the potential is categorized as fair. 35 of the students (58%) answered question number 30 incorrectly and it is categorized as fair and 33 of the students (55%) answered question number 34 incorrectly, hence the percentage is categorized as fair. based on the calculation of this percentage of difficulty, the challenging item for this type of query was only 49% out of four questions items and are categorized as fair for students in answers for getting inference of text. it can be concluded that the questions are categorized as fair questions for students’ answers for getting inference of text. the students’ incorrect answers for getting the meaning of words the question items for getting the meaning of words are seen in number 6, 9, 11, 13, 19, 21, 25, 28, and 38, while the calculation of the percentages are shown in the table 8 below: table 8. the students’ incorrect in answering meaning of words no questio n items’ number the number of incorrect answers percentage of question item the percentage of reading answering inference of text 1 6 12 20% 40% (fair) 2 9 44 73% 3 11 10 17% 4 13 14 23% 5 19 41 68% 6 21 33 55% 7 25 18 30% 8 28 30 15% 9 38 34 57% according to table 8, question number 6 is answered by 12 of the college students (20%), and this capacity is categorized as fair. also, question number 9 is answered by 44 students (73%), and it is categorized as difficult. 10 of the college students (17%) answered question number 11 correctly, hence the percentage is categorized as fair. likewise, 14 of the students (23%) answered question number 13 incorrectly, hence this percentage is classified as fair. 41 of the students (68%) answered question variety 19 incorrectly, and the percentage is categorized as fair. question number 21 is answered by 33 of the students (55%), hence it is categorized as fair. furthermore, question number 25 is answered by 18 students (30%), and the percentage is categorized as fair. question number 28 was answered by 30 of the students (15%), hence it is categorized as fair. the last question quantity 38 is answered by 34 of the college students (57%), and the potential is categorized as fair. based on the calculation of the proportion of difficulty, the difficult item percentage for this kind of question is only 40% out of 4 questions items, which means that the questions are categorized as fair for college students in answering the meaning of words. it can be concluded that the questions are categorized fair questions for students’ answers in meaning of words. the most common reading comprehension issue was semantics, with 81 percent of participants citing unfamiliar vocabulary as the most difficult aspect of comprehending english texts (kasim & raisha, 2017). the analysis of the questionnaire to comprehend the students’ perception about their problems in studying test, some of the questionnaires have been distributed to the students. this questions includes (a) students’ grasp about the vocabulary of the text; (b) students’ understanding about the intent of the text; (c) students’ difficulty in the awareness of the text; (d) students’ understanding about the strategies of studying the text; (e) students’ motivation from the family in reading english text; (f) students’ issue in finding out the main idea of the text; (g) students’ perception of the grammatical structure of the text; (h) students’ understanding about the context of the text (i) students’ difficulty in determining inferences of the text; (j) students’ problem in islamic reading text. the result of questionnaire can be considered in the table 8 below: table 8. the students’ problem in reading comprehension nyayu yayu suryani the problem faced by students of islamic education in reading islamic comprehension text 460 questionn aire vocabul ary intent concentra tion strategies motivatio n main idea grammat ical context inference always 10.7% 14.3 % 16.1 % 16.1 % 39.3 % 10.7 % 12.7 % 7.1 % 7.1 % often 25 % 55.4 % 41.1 % 32.1 % 14.3 % 42.9 % 63.6 % 35.7 % 44.6 % seldom 55.4 % 23.2 % 26.8 % 42.9 % 32.1 % 32.1 % 21.8 % 50 % 37.5 % never 8.9 % 7.1 % 16.1 % 8.9 % 14.3 % 14.3 % 1.8 % 7.1 % 10.7 % based on the table above, there are several problems in reading comprehension including vocabulary, intent, concentration, strategies, motivation, main idea, grammar, content, and inference. for example, 55.4% seldom and often have problem with vocabulary and intent respectively. meanwhile, 26.8%, 42.9%, and 39.3% seldom have problem with concentration, reading strategies, and motivation respectively. 42.9% and 63.6% often have problem with main idea and grammar. also, 50% seldom have problem with context, and 44.6 % often have problem with inference. to support the test and questionnaire related to the students’ problem in reading text, the writers also give one essay question to the students and some of their responses include: table 9. students’ responses of the questionnaire i am not fluent in english, it causes me difficulty in understanding the meaning contained in the text it's hard to understand the meaning of a text in interpreting the text, i do not understand the deep meaning of the text because the time is no enough. long texts make me have a little difficulty in interpreting, sometimes there are also some words that i do not know the meaning. i often fails to understand the reading of vocabulary that has just been seen, hence it is difficult to understand and translate the english long texts when reading i have difficulty in determining the main idea of the discussion, conclusions, and substitute words it's hard to understand the language because i do not understand english due to lack of vocabulary mastery, lack of understanding of grammar, limited time in terms of mention deal with the issue, a directed reading activity (dra) technique was proposed to help students improve their reading comprehension. according to the findings of the data analysis, students in man 1 pekanbaru improved their reading comprehension by 71.37 % after receiving treatment. it meant that employing the directed reading activity technique had a considerable effect on students' reading comprehension. as a result, directed reading activity can be used in the classroom as an alternative strategy for improving students' reading comprehension. (yusniar, 2021). students should initially focus on reading fluency to overcome the problem of reading comprehension accomplishment. there is a relationship between reading fluency and comprehension, according to many academics. they claimed that while fluency is an important aspect of the reading curriculum, teachers are unaware of it. this article suggests the readers theater technique as a way to increase reading fluency and comprehension, as well as briefly describe how the readers theater strategy might be used to efl students (rachmatia, 2016). thamrin & agustin (2019) found that in universitas kuningan, the phenomena of conceptual variants on reading comprehension was studied using the higher order thinking skill (hots) approach, which describes how the hots technique increases students' ability to comprehend academic reading texts. according to pourhosein gilakjani & sabouri (2016a) as cited in qarqez (2017) efl students benefit from reading strategies to help them understand what they're reading. some of the key aspects influencing reading comprehension are the learners' vocabulary knowledge, prior knowledge, and grammatical knowledge (wang & koda, 2007). reading strategy has a big influence on how well readers understand what they're reading. reading strategies can help both experienced and inexperienced readers improve their reading skills. readers employ a variety of reading methods and are aware of when, how, and why they should be used during the reading comprehension process(ahmadi & gilakjani, 2012). students' success in answering comprehension questions is influenced by the level of questions designed according to bloom's taxonomy(veeravagu et al., 2010). laoli (2021) stated that the kwl strategy can improve students' reading comprehension in the second language acquisition (sla) subject. based on the findings of the study, the researcher proposes that the kwl technique be used to activate students' reading comprehension on a regular basis. conclusion in conclusion, the data obtained from the test showed that the islamic students still have difficulties in reading comprehension tests. this is english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 461 seen from the result of the question items whose percentage. this percentages of the students answers in reading comprehension were categorized as fair. this study also highlighted why the learners have difficulty with certain problems. for example, the majority of students difficulty with reading comprehension assessments is due to a lack of vocabulary, poor grammatical proficiency, difficulty in understanding long phrases and material, dearth of knowledge about reading comprehension, as well as a lack of media learning or personal involvement. references ahmadi, m. r., & gilakjani, a. p. 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(2017). theoretical issues in reading comprehension: perspectives from cognitive psychology, linguistics, artificial intelligence and education. routledge. styati, e. w., and khasanah, r. (2021). the impact of task-based activities in reading skill for the students during covid 19 pandemic. j. eng. educ. society. 7(1), 18-26. doi:10.21070/jees.v7i1.1532 thamrin, n. r., & agustin, s. (2019). conceptual variations on reading comprehension through higher order thinking skills (hots) strategy. english review: journal of english education, 7(2), 93. https://doi.org/10.25134/erjee.v7i2.1777 torppa, m., vasalampi, k., eklund, k., sulkunen, s., & niemi, p. (2020). reading comprehension difficulty is often distinct from difficulty in reading fluency and accompanied with problems in motivation and school well-being. educational psychology, 40(1), 62–81. https://doi.org/10.1080/01443410.2019.1670334 tuhumury, g. n. (2020). teachers’ strategiesin teaching reading at junior high schools in sirimau subdistrict : problems and solutions. matai international journal of language education, 1(1), 50–59. veeravagu, j., muthusamy, c., marimuthu, r., & subrayan, a. (2010). canadian social science using bloom’s taxonomy to gauge students’ reading comprehension performance utiliser la taxonomie de bloom pour evaluer les performances de comprehension ecrite des eleves. jeyamahla veeravagu chittra muthusamy; rasaya marimuthucanadian social science, 66(33), 205–212. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 463 www.cscanada.net%5cnwww.cscanada.org wang, m., & koda, k. (2007). commonalities and differences in word identification skills among learners of english as a second language. language learning, 57(1), 201–222. https://doi.org/10.1111/j.14679922.2007.00416.x yusniar. (2021). the effect of directed reading activity (dra) strategy on the students’ reading comprehension at madrasah aliyah negeri 1 pekanbaru. instructional development journal, 4(2), 190–194. yusthi, e. (2016). teaching reading comprehension in recount text by using teaching reading comprehension in recount text by using zooming in and zooming out (zizo) strategy to the eighth to the eighth grade students of smp sriguna palembang. edukasi jurnal pendidikan dan pengajaran, 3(2), 132–146. nyayu yayu suryani the problem faced by students of islamic education in reading islamic comprehension text 464 english review: journal of english education issn 2301-7554 vol. 5, issue 1, december 2016 https://journal.uniku.ac.id/index.php/erjee presupposition analysis in some selected consumer advertisement slogans of the jakarta post sinta ananda department of english education, university of kuningan, indonesia email: ananda.sinta15@gmail.com marwito wihadi department of english education, university of kuningan, indonesia email: m_wihadi@yahoo.com yayan suryana department of english education, university of kuningan, indonesia email: ysuryana2008@gmail.com apa citation: ananda, s., wihadi, m., & suryana, y. (2016). presupposition analysis in some selected consumer advertisement slogans of the jakarta post. english review: journal of english education, 5(1), 141-148 received: 20-10-2016 accepted: 17-11-2016 published: 01-12-2016 abstract: this research investigates the presupposition in the slogans of consumer advertisement of the jakarta post newspaper on march 2016 edition. this research aimed at finding the types of presupposition and describing the functions of presupposition in advertisement found in consumer advertisement slogans of the jakarta post newspaper. yule’s theory and descriptive qualitative research method applied in this research. 20 slogans of consumer advertisement of the jakarta post newspaper on march 2016 edition selected to this research. the result of this research showed that the writer found 20 presuppositions. 11 existential presupposition or 55%, 4 factive presupposition or 20%, 3 lexical presupposition or 15%, and 2 non-factual presupposition or 10%. regarding the function of presupposition in advertisement, the writer found 17 slogans advertisement contains implicit competition, and 11 slogans advertisement contains making the advertisement short and memorable. in conclusion, not all type of presupposition and function of presupposition in advertisement are found, it is influenced by various types and functions in advertisement causing different assumption and presupposition. the writer hopes that further researchers who are interested in observing presupposition to explore more about presupposition in other types of advertisement. keywords: presupposition, consumer, advertisement, slogan introduction this research investigates the presupposition in the slogans of consumer advertisement of the jakarta post newspaper. the writer wants to make an interesting research by choosing the data source from slogans of advertisement, because advertising slogan is one of manifestations of language use in human social life particularly through media. in daily activities, sometimes people are looking for and need some information from the advertisement, whether it is to fill of spare time or perhaps has become a necessity. the 141 sinta ananda & marwito wihadi presupposition analysis in some selected consumer advertisement slogans of the jakarta post advertisement can be found almost everywhere, such as newspaper, magazine, television, radio, etc. the advertisement is one of ways used by the advertisers to convey information, with purpose to introduce and to promote their products or services to consumers. in other words, the advertisement is inescapable parts of modern life that can influence others. the readers need advertisement when they want to see or to buy something, which usually accompanied by picture and slogan form. indirectly, the slogan purposes to offer the potential product and service to consumers. “the slogan is intended to motivate the potential consumer of the goods or services” (batyrovna, 2014, p. 262). however, when conveying the message through slogan, the readers do not realize that what is behind the slogan in the advertisement has a meaning, function even type that can attract public attention. they do not realize that behind an advertisement, all the advertisers are competing to make an advertisement with display or interesting language use in order to make the consumers interested in buying the products or the services advertised. the success of the advertisers in marketing products cannot be separated from how the advertisers promote the products. “the advertisers should know who their customers are, what media is used, what message that would appeal to them, and how to get their attention” (griffin & ebert, 2007, p. 368). to attract the consumers’ attentions, language has an important role in advertising. through language, the message of the advertisers can be delivered and can be accepted by the consumers. to achieve these objectives, the advertisers promote their products by using persuasive language. griffin and ebert (2007) states that persuasive language in advertising is a strategy of advertising influence consumers to purchase a particular product. persuasive language is used to persuade others who become the advertisement target to be interested toward the products or the services advertised. when the advertisers will convey information through the advertisement, previously, the advertisers make the beginning assumption or inference of what will be delivered. it is purpose in order to the readers can understand the intent of the advertisers. the assumption or inference above on pragmatic study is called presuppositions. the advertisers implement pragmatic approach in communicating purpose to persuade the readers use or purchase the products advertised. “presupposition is something the speaker assumes to be the case prior to making an utterance” (yule, 1996, p. 25). it means that how people can describe their process of thinking in analyzing implicit meaning, and how listeners or readers can catch other information beyond their interpretation. in this research, the writer tries to find out the types of presupposition and describe the functions of presupposition in advertisement are found in the slogans of consumer advertisement of the jakarta post newspaper. the writer thinks that the types and the functions of presupposition in advertisement slogans are important to be understood deeply. method the research method which used in this research is descriptive qualitative method. fraenkel, wallen and hyun (2012, p. 427) states that “qualitative data are collected in the form of words or pictures rather than numbers.” this 142 english review: journal of english education issn 2301-7554 vol. 5, issue 1, december 2016 https://journal.uniku.ac.id/index.php/erjee research is classified as descriptive qualitative method since the data in the form of words, utterances, pictures rather than numbers. as yin (2011) states that qualitative research involves defining something to investigate, collect the relevant data, analyze and interpret the result, and draw a conclusion. it means that descriptive qualitative is a method of research involving method of collecting, classifying, interpreting, describing, and drawing conclusion. data source in this research, the writer took the data from the jakarta post newspaper during a month. the data were all consumer advertisements in the jakarta post newspaper on march, 1st-31st 2016 editions. the writer selected 20 data slogans of consumer advertisement from the jakarta post newspaper on march 2016 edition. the writer chose the jakarta post newspaper because it was one of a daily english newspaper in indonesia. technique of collecting data technique of collecting data is the way of writer to collect and to get the data. there are some steps to collect the data. first of all, the writer collected the jakarta post newspaper containing of consumer advertisements. then, the writer identified one by one the consumer advertisements containing slogan. after identifying the consumer advertisement slogans, the writer selected the consumer advertisement slogans containing presupposition. next, the writer scanned the pictures of selected consumer advertisement in order to make the readers see the pictures of advertisement slogan easily and clearly. technique of analyzing data technique of analyzing data is the way of writer to analyze and to get the result. there are some steps to analyze the data. first step, the writer read one by one selected slogans of consumer advertisement from the jakarta post newspaper on march 2016 edition. second step, the writer classified the data based on the types and the functions of presupposition in advertisement. third step, after classifying the types and the functions of presupposition, the writer interpreted the types of presupposition from each slogan in the advertisement. fourth step, the writer counted the occurrence from each type of presupposition and converted the occurrences into percentage. in determining the result of the types of presupposition in form of percentage, the writer used the formula based on the theory from subana (as cited in oktoma & mardiyono, 2013, p. 79), as follow: x 100% fk rel in this formula means frequency of relative cumulative (the result of percentage), fk means frequency of cumulative (the number of the occurrences of certain type of presupposition), means frequency of total (the number of the whole occurrences of presupposition) and 100% means percentage. fifth step, the writer gave pictures of consumer advertisement in every classification the types and the functions of presupposition. then, the writer described the types and the functions of presupposition from each slogan in advertisement. the last step, the writer drew a conclusion from the analysis. ∑ = f fk relfk 143 sinta ananda & marwito wihadi presupposition analysis in some selected consumer advertisement slogans of the jakarta post results and discussion yule (1996) divides presupposition into six types. they are existential presupposition, factive presupposition, lexical presupposition, structural presupposition, non-factive presupposition and counter-factual presupposition. in this research, the writer found 70 consumer advertisements in the jakarta post newspaper on march, 1st-31st 2016 editions, and selected 20 data slogans of consumer advertisements. the result of the type of presupposition in the consumer advertisement slogan is shown in the form of table below. table 1. the result of the types of presupposition types of presupposition frequency percentage existential 11 55% factive 4 20% lexical 3 15% non-factive 2 10% total 20 100% (yule, 1996) the result of analysis above, the writer found 20 presuppositions and only found four types of presupposition in the slogans of consumer advertisement of the jakarta post newspaper on march, 1st-31st 2016 editions. four types of presupposition are 11 existential presupposition or 55%, 4 factive presupposition or 20%, 3 lexical presupposition or 15%, and 2 non-factive presupposition or 10%. in conclusion, existential presupposition is type of presupposition often used by the advertisers to convey their products or service to consumers. the advertisers often use the type of existential presupposition in delivering the product or the service. probably, the advertisers assume that the type of existential presupposition more easy to promote the product or the service advertised, compared with other types of presupposition. the advertisers use some exaggerated words, phrases and expressions to describe and to achieve sales promotion of products and services advertised. existential presupposition is one of types of presupposition the exaggeration in delivering information. however, if the information transmitted through presuppositions, the exaggeration properties it will facilitate in promoting the products (yingfang, 2007). meanwhile, the writer did not find structural presupposition and counter-factual presupposition as listed in yule’s theory. the advertisers do not use structural presupposition and counter-factual presupposition. probably, the advertisers fear if the readers have assumption of contrary to facts stated in the advertisement and also difficult to state inserted information. so it will becomes ambiguous and cause mistrust of the consumers towards the advertisers. yule (1996) states that counterfactual presupposition is the opposite of what is true or contrary to fact. structural presupposition is obtained from the sentence structure of “wh-question” followed state contains inserted information. regarding the process of analyzing the function of presupposition in the slogans of consumer 144 english review: journal of english education issn 2301-7554 vol. 5, issue 1, december 2016 https://journal.uniku.ac.id/index.php/erjee advertisement, the writer used lam’s discussion about the functions of presupposition in advertisement. lam (2009) divides the functions of presupposition into three functions. they are implicit competition, causing reader to consider the existence of product and service, and making the advertisement short and memorable. the result of the function of presupposition in advertisement is shown in the form of table below. table 2. the result of the function of presupposition in advertisement no. slogans implicit competition causing readers to consider the existence of the products or services making the advertisement short and memorable 1. the best or nothing √ √ 2. convenience, a luxury few can enjoy √ 3. wide coverage, fast, and stable √ 4. mix it up! √ 5. the essence of infinite innovation √ 6. when you expect the very best √ 7. gastronomy and art √ 8. ready unit & fully furnished √ 9. the ultimate sport utility truck √ 10. the total living environment √ 11. let’s get together! √ √ 12. incredible india √ √ 13. going places together √ √ 14. smooth as silk √ √ 15. unlimited aesthetics √ √ 16. wish you were here √ 17. art in your hand √ √ 18. imagine your korea √ 19. the mainstay true business √ 20. moving service √ √ total 17 0 11 (lam, 2009) the result of analysis above, the writers only found two functions of presupposition in advertisement. two functions are implicit competition and making the advertisement short and memorable.17 slogans advertisement containing implicit competition and 11 slogans advertisement containing making the advertisement short and memorable. in conclusion, implicit competition is the function often used by the advertisers in the slogans of consumer advertisement of the jakarta post newspaper on march 2016 edition. probably, the advertisers assume that implicit competition is an easy and optimal function in delivering the message of advertisement clearly to compare the advantages of a product. lam (2009) states that the advertisement message has to be delivered clearly but implicitly, and often used for the ease of delivering message. one of strategy in advertising is comparing two or more products directly, it purpose to steal sales from competitors (griffin & ebert, 1996/2007). 145 sinta ananda & marwito wihadi presupposition analysis in some selected consumer advertisement slogans of the jakarta post in addition, there are some slogans of consumer advertisement of the jakarta post newspaper on march 2016 edition has more than one function presupposition in advertisement, such as the function of implicit competition and making the advertisement short and memorable. implicit competition and making the advertisement short and memorable are the functions which often used by the advertisers to make the language of advertising is important. persuasive advertisement, comparative, short but memorable are needed to make the language of advertising is more important (lam, 2009). however, the writer did not find the function of presupposition causing the readers to consider the existence of the products or services. the advertisers do not use it function because probably the advertisers assume that it will make the readers confuse to consider existence the object advertised. so it will affect toward marketing and revenue the advertisers. the research about using of presuppositions as a research topic a lot of conducted by researchers, with different objects and media. when reading references about presupposition, many researchers talk about type and meaning of presupposition. therefore, the writer is interested in researching the types and the functions of presupposition in consumer advertisement slogans of the jakarta post newspaper. the writer uses some previous studies as references in this research. for examples of previous studies from bonyadi and samuel (2011), lam (2009), zare, abbaspour and nia (2012), kurniawan (2014), puspitasari (2015). from the results of several research above, the writer finds that the result of some research are different and similar with the result of research conducted by the writer. the research is conducted by bonyadi and moses (2011) focuses on comparison toward the using of types of presupposition used in two different newspaper, america newspaper and persian english newspaper. one of purposes from this research is to find out the types of presupposition with use yule’s theory and qualitative method. non-factive presupposition is the type of presupposition which often used in both of newspaper, america newspaper and persian english newspaper. this research has different result with the research is conducted by the writer. probably, the difference happens because different object as well as the use of language to certain purpose and certain circumstance. people speak or writer uses language with a certain purpose and in a certain circumstance. some advertisements are designed to all readers, but some to a set of readers. therefore, the advertiser designed advertisement for the people who intend to read them. (yingfang, 2007, p. 59). in other side, the research is conducted by kurniawan (2014) has similar result with the result of research conducted by the writer. this research focuses on the types of presupposition in the slogan of outdoor advertisement. yule’s theory and descriptive qualitative method are applied in this research. the type of presupposition which often found in this research is existential presupposition. it has similar result. probably, it happens because the writer analyzes the type of similar object, consumer advertisement. in conclusion, consumer advertisement focuses on type of existential presupposition because it refers to existence of product and service or contains referential expressions. 146 english review: journal of english education issn 2301-7554 vol. 5, issue 1, december 2016 https://journal.uniku.ac.id/index.php/erjee “existential presupposition is associated with referential expressions, arises simply because of an assumption that a person who uses such an expression intends to refer to something. all referential expressions give rise to existential presuppositions” (hashim, 2014, p. 58). meanwhile, the discussion about the types and the function of presupposition in advertisement based on lam’s discussion is same with the discussion conducted by puspitasari (2015) but different research object. the result of her research shows that non-factive presupposition is the type of presupposition which often used in mobile phone brochure. implicit competition and making the advertisement short and memorable are the functions of frequently used in mobile phone. lam (2009) states that persuasive advertisement, comparative, short and memorable are needed to make the language of advertising is important. conclusion the research investigates the presupposition in consumer advertisement slogans of the jakarta post newspaper on march, 1st-31st 2016 editions. this research focuses on identifying the types and the functions of presupposition in advertisement. yule’s theory and lam’s discussion are used in this research. in the process of collecting data, the writer finds 70 consumer advertisements and selects 20 consumer advertisements containing slogans and presuppositions. from 20 slogans of consumer advertisement, the writer finds 20 presupposition and four types of presupposition in the jakarta post newspaper on march 2016 edition. there are 11 slogans containing existential presupposition or 55%, 4 slogans containing factive presupposition or 20%, 3 slogans containing lexical presupposition or 15%, and 2 slogans containing nonfactive presupposition or 10%. the dominant type of presupposition found in the selected consumer advertisement slogans of the jakarta post newspaper on march 2016 edition is existential presupposition. however, two other types of presupposition such as structural presupposition and counter-factual presupposition are not found by the writer. meanwhile, in the function of presupposition in advertisement, the writer only finds two functions are implicit competition and making the advertisement short and memorable. there are 17 slogans advertisement containing implicit competition and 11 slogans advertisement containing making the advertisement short and memorable. implicit competition is the function which frequently used in consumer advertisement slogan. meanwhile, the writer does not find the function of presupposition that cause the reader to consider the existence the product or service. in conclusion, not all type of presupposition and function of presupposition in advertisement are found in the slogans of consumer advertisement of the jakarta post newspaper on march 2016 edition. it happens because the advertisers make various types and functions of advertisement in the jakarta post newspaper. it affects the advertisers to have different assumption about what they want delivered, and allow the advertisers to have different presupposition. the advertisers make the advertisement in jakarta post newspaper focuses on consumer advertisement showing the existence and the advantages of products or services. it 147 sinta ananda & marwito wihadi presupposition analysis in some selected consumer advertisement slogans of the jakarta post is influenced by consumer needs and sales target which purpose to achieve sales promotion of products and services advertised. references. batyrovna, b,a. (2014). semantic and pragmatic presuppositions in advertising slogans. life science journal, 11(4), 261-263. retrieved from http://www.lifesciencesite.com bonyadi, a., & samuel, m. (2011). linguistic nature of presupposition in american and persian newspaper editorials. international journal of linguistics, 3(1), 1-15. retrieved from http://www.macrothink.org/ journal/index.php/ijl/article/viewfil e/55 4/pdf fraenkel, j. r., wallen, n. e., & hyun, h. a. (2012). how to design and evaluate research in education (8th ed.). new york, ny: the mcgraw-hill companies, inc. griffin, r. w., & ebert, r. j. (2007). bisnis: edisi kedelapan (s. wardhani, trans.). jakarta, indonesia: erlangga. (original work published 1996). hashim, s. s. m. (2009). existential presupposition in religious islamic text: pragmatic implicature. international conference on arts, economics and management, 57-61. retrieved from http://icehm.org/upload/5289ed03 14011.pdf kurniawan, r. (2014). an analysis of presupposition in selected slogan of outdoor advertisements. university of kuningan: unpublished. lam, k, y, c. (2009). what is useful about presupposition in advertisements and what does it reflect?: a sociolinguistic study of hong kong culture, lcom papers, 2009(2), 45–55. retrieved from http://www.english.hku. hk/lcom %20paper/lcom%20papers%20new, % 20rev/2009%20vol2/ 4carr ielam. pdf oktoma, e., & mardiyono, s. (2013). the analysis of presupposition in the short stories of silvester goridus sukur. english review: journal of english education, 2(1), 76-86. puspitasari, n. (2015). presuppositions in mobile phone advertisements (masters thesis, state islamic university of sunan ampel, surabaya). retrieved from http://digilib.uinsby.ac.id/2976/ the university of sydney library. (2014). your guide to apa 6th style referencing (k. masters, rev.). retrieved, from https://www.library.usyd.edu.au/su bjects/download s/citation/apa% 20complete 2012.pdf universal college of learning. (2011). a beginner’s guide to the apa referencing style (6th ed.). retrieved from https://repository.wi.edu.au/alfresco /d/d/ workspace/s pacesstore/b9ea99d1-7b374f7cb909e5d8e413632c/ apa% 20referencing%20guide 6th%20edition2012.pdf yin, r. k. (2011). qualitative research from start to finish. new york, ny: the guilford. yingfang, w. (2007). analysis of presupposition and its function in advertisement. canadian social science, 3(4), 55-60. retrieved from http://www.cscanada.net/inde x.php/css/article/view/j.css.19236697 200 7030 4.012/438. yule, g. (1996). pragmatics. oxford, england: oxford university press. zare, j., abbaspour, e., & nia, r. m. (2012). presupposition trigger-a comparative analysis of broadcast news discourse. international journal of linguistics, 4(3), 734-743. retrieved from http://www.macrothink.org/ journal/index.php /ijl/article/view/ 2002/pdf 148 http://www.lifesciencesite.com/ http://www.macrothink.org/%20journal/index.php/ijl/article/viewfile/55%204/pdf http://www.macrothink.org/%20journal/index.php/ijl/article/viewfile/55%204/pdf http://www.macrothink.org/%20journal/index.php/ijl/article/viewfile/55%204/pdf http://icehm.org/upload/5289ed03%2014011.pdf http://icehm.org/upload/5289ed03%2014011.pdf http://digilib.uinsby.ac.id/2976/ https://www.library.usyd.edu.au/su%20bjects/download%20s/citation/apa%25%2020complete%202012.pdf https://www.library.usyd.edu.au/su%20bjects/download%20s/citation/apa%25%2020complete%202012.pdf https://www.library.usyd.edu.au/su%20bjects/download%20s/citation/apa%25%2020complete%202012.pdf https://repository.wi.edu.au/alfresco/d/d/%20workspace/s%20pacesstore/b9ea99d1-7b37-4f7cb909e5d8e413632c/%20apa%25%2020referencing%20guide%206th%20edition2012.pdf https://repository.wi.edu.au/alfresco/d/d/%20workspace/s%20pacesstore/b9ea99d1-7b37-4f7cb909e5d8e413632c/%20apa%25%2020referencing%20guide%206th%20edition2012.pdf https://repository.wi.edu.au/alfresco/d/d/%20workspace/s%20pacesstore/b9ea99d1-7b37-4f7cb909e5d8e413632c/%20apa%25%2020referencing%20guide%206th%20edition2012.pdf https://repository.wi.edu.au/alfresco/d/d/%20workspace/s%20pacesstore/b9ea99d1-7b37-4f7cb909e5d8e413632c/%20apa%25%2020referencing%20guide%206th%20edition2012.pdf https://repository.wi.edu.au/alfresco/d/d/%20workspace/s%20pacesstore/b9ea99d1-7b37-4f7cb909e5d8e413632c/%20apa%25%2020referencing%20guide%206th%20edition2012.pdf https://repository.wi.edu.au/alfresco/d/d/%20workspace/s%20pacesstore/b9ea99d1-7b37-4f7cb909e5d8e413632c/%20apa%25%2020referencing%20guide%206th%20edition2012.pdf http://www.cscanada.net/inde%20x.php/css/article/view/j.css.19236697200%207030%204.012/438 http://www.cscanada.net/inde%20x.php/css/article/view/j.css.19236697200%207030%204.012/438 http://www.cscanada.net/inde%20x.php/css/article/view/j.css.19236697200%207030%204.012/438 http://www.macrothink.org/%20journal/index.php%20/ijl/article/view/%202002/pdf http://www.macrothink.org/%20journal/index.php%20/ijl/article/view/%202002/pdf http://www.macrothink.org/%20journal/index.php%20/ijl/article/view/%202002/pdf english review: journal of english education issn 2301-7554 vol. 5, issue 1, december 2016 https://journal.uniku.ac.id/index.php/erjee intercultural approach and character educationbased developing english textbook titi rokhayati purworejo muhammadiyah university, indonesia email: rokhayatititi@yahoo.com apa citation: rokhayati, t. (2016). intercultural approach and character educationbased developing english textbook. english review: journal of english education, 5(1), 131-140 received: 08-10-2016 accepted: 07-11-2016 published: 01-12-2016 abstract: this research was conducted with the purpose to develop the materials of textbook based on intercultural approach and character education as a guideline in learning english for senior high school class x in purworejo regency, and to determine the validity of the development of textbooks. the method used in this research is r and d. based on the findings, it can be concluded that english book published by the government in 2014 requires improvement in terms of 1) the current topic which are very important because the topics are most needed by the students as information directly from the book contained current trends, 2) insight of diversity means that the knowledge, experience, and discourse reflected in the texts contained insight of diversity including the target language, and 3) relationship with social emotional material students need to be improved. the material contained in this book will be developed based on the intercultural approach, meaning that based on the findings and goals to be achieved in this study, the findings of the field study is appropriate. keywords: textbooks, english, intercultural approach, character education introduction english is the first foreign language in indonesia which becomes a compulsory subject for students of junior high school to universities. in line with the development of globalization era, english is very important to be mastered since many people learn english for various intentions. they try to understand some english texts, for having interview, even for studying abroad, they need to master english either written or oral. observing the importance of english in any sphere of life, the government must be able to change the paradigm of educational system in indonesia. the change of basic paradigm in the national education system happenned in 2009s, the minister of education wants to have a focus in the national education which is known as character education. the government has made character education as the priority program in the national development. the education which is based on culture and nation character is attached to the curriculum and sylabus, the teachers find it is difficult to understand the meaning of the characters. it must be applied in the lesson plan. character is someone’s personality which is formed as the result of integration of understanding, the behaviour to the value, and the daily attitude. character implies a standard of moral which involved a value consideration (hurlock in kesuma 2012). 131 titi rokhayati intercultural approach and character educationbased developing english textbook character education is an education to form an individual’s personality through the character education in which the result can be seen in the good attitude, honesty, responsibility, appreciate others’ right, and work hard (lickona in gunawan, 2012) the characters’ value intended is the personality or character which can be reached in teaching-learning process. there are some important things in teaching learning process. they are input, process and output. in the process of teaching learning, the teacher needs to use method and media. one of the important media is textbook. based on direktorat pendidikan menengah umum (in muslich, 2010, p. 50) a “textbook is sekumpulan tulisan yang dibuat secara sistematis berisi tentang suatu materi pelajaran tertentu, yang disiapkan oleh pengarangnya dengan menggunakan acuan kurikulum yang berlaku.” while richards and schmidt (2010) say that textbook is a book contained certain subject which is used to teach or study in school or universities. english textbook has some special characteristics in which covers some limitations which relate to how to use the language, the function of the language, and condition of the society. the choice of materials and the appropriate technique can make the students interested. when the teacher finds some unappropriate materials which are not in line with the students’ need, the teacher must develop the material to make it suited to the students’ need. the teacher then has to select, adapt, and develop the materials. actually a teacher must decide on the materials needed, students’ activities, and the strategy he must apply in teaching learning process. the policy of teaching english must be in line with the availability of english textbook which fulfills students’ need and the curriculum. besides, the intercultural approach is needed to enrich the teachers’ knowledge in english teaching learning. the concept of “inter-cultural” is need to be conceived as independent of both their native culture and the new culture. while, the concept of teaching is helping someone to learn, guiding, providing with the knowledge, and giving instructions. teaching intercultural is helping the students to understand their own culture and respect other cultures because in fact there is an influence from other cultures. soler (2007) claims that we are so familiar with our own culture that we do not even realize it is there and, inevitably, it influences our expectations when we establish contact with people belonging to a different culture. intercultural understanding is the ability to participate and negotiate with people in a variety of contexts. participating and negotiating with people requires an ability to know and understand ‘your’ culture, ‘another’s’ culture and have skill in working between your own and another’s culture. (http://www.asiaeducation.edu.au/for_ lecturers/professional_learning/intercul tural_competencies/developing_intercul tural_understanding/diu_resources/res ource_1_definitions.html). an intercultural approach gives lecturers and learners a clearly defined and consistent set of purposes, while intercultural communication should be a clearly defined option in language education. the goals of any course should specify whether learners, lecturers and institutions are concerned with (1) increasing language proficiency. (2) gaining factual knowledge about the target culture. 132 english review: journal of english education issn 2301-7554 vol. 5, issue 1, december 2016 https://journal.uniku.ac.id/index.php/erjee (3) acculturating, and/or. (4) mediating between cultures (corbett, 2003). intercultural competence is a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural context (bennet, 2011). in addition, fantini (2006, p. 12) defines intercultural as “a complex of abilities needed to perform effectively and appropriately when interacting with others who are linguistically and culturally different from oneself.” the most elaborated model of intercultural competence is the model of savoirs developed by byram and zarate (1994): (1) savoir, (2) savoir être, (3) savoir comprendre, and (4) savoir apprendre. 1) savoir refers to knowledge of self and others, of their products and practices and the general processes of interaction. this constitutes a body of knowledge on which other operations can be performed. 2) savoir être, which involves an attitudinal disposition towards intercultural engagement manifested in approaching intercultural learning with curiosity, openness, and reflexivity. 3) savoir comprendre, which involves learning how to interpret and explain cultural practices or documents and to compare them with aspects of one’s own culture. 4) savoir apprendre, which is the ability to make discoveries through personal involvement in social interaction. byram (1997) adds a further dimension, savoir s’engager, which refers to the ability to make informed critical evaluation of aspects of one’s own and other cultures. in terms of character education, there are 9 pillars which will be developed (uu no 20 tahun 2003 pasal 3), they are; 1) love god and the creature, 2) responsibility, discipline, and independence, 3) honesty and wisdom, 4) respect and polite, 5) charity and cooperation, 6) self-esteem, creative and hard-work, 7) leadership and justice, 8) kindness and humble, and 9) tolerance, peaceful, and unity. another pillars in the characters education are: 1) religious, 2) honest, 3) tolerance, 4) discipline, 5) hard-work, 6) creative, 7) independence, 8) democratic, 9) curiosity, 10) nationality, 11) patriotism, 12) appreciative, 13) friendliness, 14) peaceful, 15) love reading, 16) environment concern, 17) social concern, and 18) responsibility. in this research the researcher has a research question; how is the development of the textbook based on intercultural approach and character education as the guidance book of english teaching learning for class x semester 1 in purworejo regency? method this research uses r and d method developed by richey (2007). based on the objectives of the research, this research belongs to the research and development method. sugiyono adds that “research and development is a research method which is used to produce a particular product, and test the effectiveness of product” (2012, p. 407). richey and klein (2007) call it developmental or development research, which then name it design and development research. it is divided into 3 steps; exploring (research), developing (design and development), and evaluation (design research). this research analyzes the exploring stage and the developing stage is still on the process. so, the researcher only discuss on the exploring or preliminary study. the subjects of the research are the tenth grader of sman 5 and sman 7 in 133 titi rokhayati intercultural approach and character educationbased developing english textbook purworejo regency. there are 160 students and 5 teachers. the main instrument is the researcher herself and the supporting instrument is questionnaire and observation for students and for teachers. the research was conducted seven times for collecting data for students and teachers on april to july 2016. results in a preliminary study, the researcher did a step namely literature study. the literature study is a step in which the researcher collected various books and sources which are relevant to the topics discussed. the books were very helpful as the basic resource of theories, so in discussing the topic the researcher can give clear and focused discussion. after doing some research, the researcher presented a field study on textbooks used. the textbook analyzed was an english textbook for the first semester of class x in sman 5 and sman 7 purworejo. the book was published by kemendikbud 2014. the research findings will be described as follows: the results of the students’ questionnaire in this section the researcher presents the results of questionnaire given to the students in grade x sman 5 and sma n 7 purworejo. table 1. the subjects of the research sma science class social class sman 5 32 64 sman 7 32 32 sum 64 96 total 160 the subjects are the students of sman 5 and sman 7. they are at the tenth grade semester 1. the schools are state senior high school. those schools are included as favorite schools in purworejo. both schools implement 2013 curriculum. the researcher chose 64 students majoring in science and the social class were 96 students. table 2. the result of students’ questionnaire no the questions no of item agree disagree number percentage number percentage 1. the conformity between the content and the core competencies 1 143 95.33 7 4.67 2. the materials represent social function 2 125 84.46 23 15.54 3. the aspects and meaning structure described clearly 3 111 75.00 37 25.00 4. linguistic feature is well-defined 4 110 73.33 40 26.67 5. the topics in the materials are trend topics 5 47 31.76 101 68.24 6. the materials include developing life skills 6 98 68.06 46 31.94 7. the insight of diversity is welldescribed 7 78 51.66 73 48.34 8. the materials are suited to the 8 137 82.33 29 17.47 134 english review: journal of english education issn 2301-7554 vol. 5, issue 1, december 2016 https://journal.uniku.ac.id/index.php/erjee development level of students’ cognitive 9. the materials are suited to the students’ social emotional level 9 82 56.55 63 43.45 10. the message in the material is clearly-read 10 103 69.13 46 30.87 11. use appropriate language 11 137 92.57 11 7.43 12. good management of chapters 12 122 81.88 27 18.12 13. interconnectedness of chapters and sub chapters 13 129 87.76 18 12.24 14 good performance in presenting the materials 14 133 89.26 16 10.47 15. the contents of the chapters are in balance 15 137 93.20 10 6.80 16. the focus is the students’ need 16 105 70.47 44 29.53 17. the materials lead the students’ idea, creativity and critical thinking 17 115 77.18 34 22.82 18. the materials enable the students to learn 18 96 64.43 53 35.57 19. the materials enable the students to have self evaluation 19 99 66.4 50 33.56 20. there are introduction, content and closing 20 127 86.39 20 13.61 total number 2234 74.92 748 25.08 based on the table above, it can be drawn that the questions in the questionnaire about the instrument ratings book filled out by the students by answering agree and disagree more dominant on the answers agree. however, if we look thoroughly, there are three questions that are more likely to provide input into the development of the material that is about current topics, they agree to answer a number of 47 (31.76%) and disagree 101 (68.24%). then, the second of the insights of diversity in the material, those who answered agree is 78 (51.66%) and disagree is 73 ( 48.34%) it was almost equal. the third on a question about the content of the material is in conformity with the social emotional development of students who answered agree is 82 (56.55%) and disagree is 65 (43.45%). seeing the first question, namely number of items 5 (topics contained in the materials are current topics), it is clear that the students who answer disagree are bigger than who answered agree. the second question i.e. number of items 7 (development of insights diversity is already imprinted in the material), insight into the diversity in this case includes not only insight into the cultures that exist in indonesia but also the cultures of the target language that is english. so, this insight also includes students' horizons about english culture as the target language. the answer of agree and disagree was no significant difference, it was almost the same. the third question, number of items 9 (fill material according to the social emotional level of the students) students who agree is more than those who was disagree but the difference was only 3.10%. based on the findings of the students’ questionnaire, it can be concluded that the english book for tenth grade semester 1 published by the government in 2014 requires an improvement in the current topic, insight into the diversity, 135 titi rokhayati intercultural approach and character educationbased developing english textbook and about the relationship of social emotional material with students. current topics are very important because the topics are most needed by students as the information directly from the book what are the current trends. it is considered very important for the students so that the students get inspiration from books and then interpret it in the form of tasks by the teacher. insights of diversity means that the knowledge, experience, and discourse reflected in the texts contained in the book because the english books here related to diversity also on the diversity of the target language. in accordance with the title of this study that the material contained in this book will be developed based on the intercultural approach, meaning that based on the findings and goals to be achieved in this study, the findings of the field study is appropriate. linkages of material with students’ social emotional which need to be improved. it may also be associated with the development of educational materials based on the character suited to the problems raised in this research. the results of the teachers’ questionnaire teachers’ questionnaires are filled out by five teachers who teach in the tenth grade science and social studies. the three teachers are from sman 7, they are dr. nikmah nurbaity, m.pd., agus setiyono, m.pd., and drs. moersito. meanwhile, while the other two teachers came from sman 5 namely heru, m.pd., and bambang, m.pd. the results of the questionnaire can be described as follows: feasibility contents: 1) core competencies and basic competencies are implied the core competencies and basic competencies should be written clearly, so it can be seen from the text and the real competencies that can be reached. 2) social functions has not yet written the social function especially from the text are found implicitly. in part of speaking, it must be practice so the students can make use of the text in the daily life. 3) it needs updating the novelty of the topics are so important for the students to be up to date, because it will make students update the newest thing in the world. feasibility of language 1) the material is already relevant to the students’ need the various topics in the textbook has fulfilled the students’ need. it covers some topics which are in line with what students want, the weakness is on the novelty although the topic has been reached the students’ need but it still needs to be reviewed on the topics which have trends nowadays. 2) communication message is understood the communication message is understood means that the packages of messages are understood well. the students understand well as the use of the language is simple and not complicated. 3) it meets the elements of coherence and cohesion the coherence and cohesion of the text is appropriate. they meet the elements. eligibility of the presentation 1) presentation system has been coherent and balanced it has good presentation, easy to understand and interesting. 136 english review: journal of english education issn 2301-7554 vol. 5, issue 1, december 2016 https://journal.uniku.ac.id/index.php/erjee 2) lack of critical thinking skills the points of critical thinking skill need to be improved because it is very useful for the students to have some interesting topics which lead them to think critically. 3) presentation of introduction, contents, and closing are complete the book’s performance has been complete. it has introduction, contents and closing. from the summary of the teachers’ questionnaire described above, it can be seen that the contents of the feasibility of the contents are adequate but core competencies and basic competencies are still implied while for social functions has not been written completely. from the side of the topic shows that the topic still needs updating means that the topic should be adjusted to the current circumstances. in terms of the feasibility of the language, it is proved that the material was relevant to learners. communication message has been understood and already meet the elements of coherence and cohesion. this indicates that the english books for class x the first semester is deserved to be used. in terms of the presentation, there are some opinions from the teachers as the respondents of the research, they argue that the system presentation is coherent and balanced, it has not yet presented skills of critical thinking and the presentation in terms of introduction, contents and closing is complete. briefly, it can be described that from the questionnaire evaluation the feasibility of the contents are adequate but the core competencies and basic competencies are still implied while social function is not completely written. from the side of the topic it shows that the topic still needs updating means that the topic should be adjusted to the current circumstances. in terms of feasibility of language it is proved that the material was relevant to learners,, communication message has been understood and already meet the elements of coherence and cohesion. this indicates that the english books for class x 1st semester is deserved to be used. in terms of presentation of the opinion there are some teachers as respondents said that the system of presentation is already coherent and balanced, but it has lack of critical thinking skills and in terms of the presentation the introduction, contents and closing is complete. the result of observation one of the illustrations of teaching learning process is described here. the teacher and the students were enjoying the english class. it seems that they can make use of the textbook well. the teacher asked the students about the reading text, but he started the teaching by giving description about a unique place which he ever visited. using vocabularies which can be understood well the students enjoyed the teacher’s story. in the description, the teacher just described about the place, the location, and the visitors of the place, the description about what is the place for, the culture surrounding the place, and the people’s habit in the place were not described yet. seeing that the background of the place was important part in describing place it must be described also. thus, from the observation of teaching and learning process, it should be improved. some teachers like to have their own ways of teaching by describing something that they have ever seen. it is good because the description became so real for the students since it is based on the experience, but some parts may miss 137 titi rokhayati intercultural approach and character educationbased developing english textbook in the description as the teacher enjoyed much the explanation. besides, there are also some characters building found in the text but they do not describe explicitly so the readers must infer them through the text. conclusion the english book published by the government in 2014 requires improvements in terms of current topics, insights about the relevance of diversity, and the relationship of material and students’ social emotional. current topics are very important because the topics are most needed by students as the information directly from the book what are the current trends. it is considered very important for the students so that the students get inspiration from books and then interpret it in the form of tasks by the teacher. insights of diversity means that the knowledge, experience, and discourse reflected in the texts contained in the book because the english books here related to diversity also on the diversity of the target language. it is explicitly described in the book how to congratulate others for example in which the culture of the target language is being learned but it also includes the culture of indonesian in which something about ‘selamatan’ is also learned. in accordance with the title of this study that the material contained in this book will be developed based on the intercultural approach, meaning that based on the findings and goals to be achieved in this study, the findings of the field study is appropriate. linkages of the material with students’ social emotional need to be improved. it may also be associated with the development of educational materials based on the character which is suitable to the problems raised in this research. current topics, insight of diversity, and linkages of material with students’ social emotional are the three points which are improved in this research. by developing the material it is hoped that the textbook is more acceptable for the students. the observation has described about the students and teacher’s activity but the description needs to be improved. it relates to some important points about the place described. the teacher should also described about the people who live in the surrounding so the students know well about the life of the surrounding society which may also be influenced by the existence of the place. acknowledgement in the name of allah, the beneficient and the merciful, praise belong to allah “lord of universe” who has given us inspiration, so that the researcher can finish this part of the study successfully. this study is to fulfill the task of lecturers as a researcher who must always have research every year and publish the research but this research is only a part of the whole research in r and d research. the researcher would like to express her greatest gratitude to several people who participated in finishing this study. she extends her sincere gratitude and appreciations to: 1. drs. supriyono, m.pd as the rector of purworejo muhammadiyah university. 2. yuli widiyono, m. pd. as the dean of the teacher training and educational sciences faculty. 3. abdul ngafif, m.pd. b.i. as the colleague who helps the researcher in doing the research study. 138 english review: journal of english education issn 2301-7554 vol. 5, issue 1, december 2016 https://journal.uniku.ac.id/index.php/erjee 4. the english teachers of sman 5 and sman 7 purworejo for the good help and cooperation. 5. the students of class x sman 5 and sman 7 purworejo, thanks for good cooperation and collaboration. 6. all of my colleagues in english education program of purworejo muhammadiyah university. 7. all of my friends in umj who always motivate me to be a better person in the eye of family and of god. love you sist! 8. my big family, my beloved husband who always be with me in happiness and sadness, my children who love me so much days and night, and my brothers. thanks for the support, prayers, motivations, love, and cares. references bennett, m. j. (2012). developing intercultural competence for international education faculty and staff. aiea conference * february 20-23,2011 san francisco, ca, usa. association of international education administrators, www.aieaworld.org byram, m., & zarate, g. (1997). defining and assessing intercultural competence: some principles and proposals for the european context. language teaching, 29, pp. 14-18. corbett, j. (2003). an intercultural approach to english language teaching. clevedon: cromwell press ltd. fantini, a. e. (2006). exploring and assessing intercultural competence. retrieved october 1, 20015, from http://www.sit.edu/publications/do cs/feil_research_ report.pdf gunawan, h. (2012). pendidikan karakter: konsep dan implementasi. bandung: alfabeta. kesuma, dkk. (2012). pendidikan karakter: kajian teori dan praktik di sekolah. bandung: remaja rosdakarya. muslich, m. (2009). ktsp (kurikulum tingkat satuan pendidikan): dasar pemahaman dan pengembangan. jakarta: pt. bumi aksara richards, j. c., & richard s. (2010). longman: dictionary of language teaching & applied linguistics (4th ed.). malaysia: pearson education limited richey, r. c., & klein, j. d. design and development research: method, strategies, and issues. new york: routledge. soler, e. a., & jorda, m. p. s. (2007). intercultural language use and language learning. dordrecht: springer. sugiyono. (2012). metode penelitian pendidikan: pendekatan kuantitatif, kualitatif, dan r&d. bandung: alfabeta (http://www.asiaeducation.edu.au/for_lect urers/professional_learning/intercult ural_competencies/developing_interc ultural_understanding/diu_resources /resource_1_definitions.html). 139 http://www.sit.edu/publications/ http://www.asiaeducation.edu.au/for_lecturers/professional_learning/intercultural_competencies/developing_intercultural_understanding/diu_resources/resource_1_definitions.html http://www.asiaeducation.edu.au/for_lecturers/professional_learning/intercultural_competencies/developing_intercultural_understanding/diu_resources/resource_1_definitions.html http://www.asiaeducation.edu.au/for_lecturers/professional_learning/intercultural_competencies/developing_intercultural_understanding/diu_resources/resource_1_definitions.html http://www.asiaeducation.edu.au/for_lecturers/professional_learning/intercultural_competencies/developing_intercultural_understanding/diu_resources/resource_1_definitions.html http://www.asiaeducation.edu.au/for_lecturers/professional_learning/intercultural_competencies/developing_intercultural_understanding/diu_resources/resource_1_definitions.html titi rokhayati intercultural approach and character educationbased developing english textbook ice cream there was an elderly couple who in their old age noticed that they were getting a lot more forgetful, so they decided to go to the doctor. the doctor told them that they should start writing things down so they don't forget. they went home and the old lady told her husband to get her a bowl of ice cream. "you might want to write it down," she said. the husband said, "no, i can remember that you want a bowl of ice cream." she then told her husband she wanted a bowl of ice cream with whipped cream. "write it down," she told him, and again he said, "no, no, i can remember: you want a bowl of ice cream with whipped cream." then the old lady said she wants a bowl of ice cream with whipped cream and a cherry on top. "write it down," she told her husband and again he said, "no, i got it. you want a bowl of ice cream with whipped cream and a cherry on top." so he goes to get the ice cream and spends an unusually long time in the kitchen, over 30 minutes. he comes out to his wife and hands her a plate of eggs and bacon. the old wife stares at the plate for a moment, then looks at her husband and asks, "where's the toast?" (source: http://www.study-express.ru/humour/funny-stories.shtml, picture: www.google.co.id) 140 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 865 developing cross cultural understanding-based indonesia language material for south korea foreign speakers goziyah (corresponding author) department of masters indonesia language education, postgraduate program universitas muhammadiyah tangerang, indonesia email: goziyah1812@gmail.com ariyana department of indonesian language and literature, faculty of teacher training and education universitas muhammadiyah tangerang, indonesia email: ariyana.mpd@gmail.com kamiri department of masters indonesia language education, postgraduate program universitas muhammadiyah tangerang, indonesia email: kamerimeri4@gmail.com ira anisa purawinangun department of indonesian language and literature, faculty of teacher training and education universitas muhammadiyah tangerang, indonesia email: irapurawinangun@yahoo.com agus sulaeman department of melayu-indonesia, faculty of malay-indonesia studies hankuk university of foreign studies, south korea email: sultanwahyu13@gmail.com nanda saputra madrasah ibtidaiyah teacher education study program sekolah tinggi ilmu tarbiyah al-hilal sigli, aceh, indonesia email: nanda.saputra2589@gmail.com apa citation: goziyah., ariyana., kamiri., purawinangun, i. a., sulaeman, a., & saputra, n. (2022). developing cross cultural understanding-based indonesia language material for south korea foreign speakers. english review: journal of english education, 10(3), 865-874. https://doi.org/10.25134/erjee.v10i3.6756 received: 09-06-2022 accepted: 27-08-2022 published: 30-10-2022 introduction the era of globalization has had a significant impact in various fields of life, including language. at first, indonesian was only spoken by abstract: the purpose of this study is to develop bipa teaching materials based on cross-cultural and local wisdom in banten province. this research uses a model design for developing indonesian language teaching materials for foreign speakers and combines existing models. the object being analyzed is the borg and gall’ model (1983), from the analyzed model, a modified model can be formulated. the research data are numerical data and verbal data (interview transcripts, analysis results of teaching materials, questionnaires, observations, and notes, comments, criticisms or suggestions from test subjects). the research data are numerical data and verbal data (interview transcripts, analysis results of teaching materials, questionnaires, observations, and notes, comments, criticisms or suggestions from test subjects). given the data obtained in the for m of numerical data and verbal data, the analysis was carried out in the form of quantitative analysis and qualitative analysis. the results of this study are in the form of beginner level cross-cultural based bipa teaching materials using a contextual-communicative approach. in this case the culture used as a reference is the local culture of banten considering that in banten there are foreign nationals from south korea. the results showed that the average expert trial score reached 86%, the practitioner trial score average reached 89%, and the field stage trial score averaged 87%. therefore, this book can be categorized as very feasible to be applied. keywords: bipa; cross-cultural; language teaching materials. mailto:goziyah1812@gmail.com goziyah, ariyana, kamiri, ira anisa purawinangun, agus sulaeman, & nanda saputra developing cross cultural understanding-based indonesia language material for south korea foreign speakers 866 indonesians, both as their first language and mother tongue, now spoken by foreigners. technically, the use of indonesian by indonesian speakers is called bipi while the use of indonesian by foreign speakers is called bipa (indonesian for foreign speakers). basically, bipa has had a long history. teaching indonesian to foreign speakers began in the 1950s, although the name bipa itself was only used massively in the 90s and currently there are at least 219 educational institutions in 74 countries that offer bipa teaching. this figure shows that foreigners are interested in indonesia in general and indonesian language and culture in particular. the use of the bip teaching curriculum until 2014 has not been uniform. each institution develops its own curriculum (suher, 2017). bipa textbooks are also very diverse both in terms of material and quality (saddhono & erwinsyah, 2018). to overcome these diverse curricula, the language development and development agency in this case the center for development of language strategy and diplomacy (ppsdk) has collaborated with bipa teachers and experts to develop a standard bipa curriculum. this was actually initiated by the language development and development agency on 24-27 november 2014 at the inna garuda hotel, malioboro, yogyakarta. the activity, which was named the workshop on the preparation of the bipa curriculum, produced an embryo for the bipa curriculum which is expected to be used nationally by institutions administering bipa teaching at home and abroad. in its later journey, the curriculum was refined again in 2015-2016. in 2016, the bipa curriculum based on the indonesian national qualifications framework was compiled by a team consisting of bipa teachers and activists who joined the association of bipa teachers and activists (appbipa) together with the ppsdk team. the preparation of the curriculum is accommodated by the directorate responsible for public education, namely the directorate of early childhood education and community education (paudni and diknas). from the above background the use of crosscultural teaching materials will spur the creative industry, especially in the fields of culture and tourism. the curriculum created will produce good indonesian language skills and introduce indonesian culture and local wisdom to foreign students. teaching indonesian to foreign speakers is very useful for students and foreign workers to learn (slameto, 2018). the aim is to be able to communicate effectively and efficiently in accordance with applicable ethics, both orally and in writing, so that indonesian becomes an international language and avoids social conflicts in society, especially at school. foreign workers who work in indonesia, by mastering the indonesian language and respecting and proud to use indonesian as the language of unity and the language of the state. understand indonesian and use it appropriately and creatively for various purposes, use indonesian to improve intellectual abilities, as well as emotional and social maturity, enjoy and utilize literary works to broaden horizons, refine character, and improve knowledge and language skills, appreciate and be proud indonesian literature as a cultural and intellectual treasure of indonesian people. by learning indonesian for foreign speakers at universities and language institutions, foreign students and workers can get to know themselves, their culture and the culture of others, express ideas and feelings, participate in the community that uses the language and to improve the ability of students to communicate in indonesian with properly and correctly, both orally and in writing, as well as fostering an appreciation of the works of indonesian human literature. article 26 of the presidential regulation of the republic of indonesia no. 20 of 2018 states that every foreign worker (tka) employer is obliged to facilitate indonesian language education and training for foreign workers. from this regulation, bipa muhammadiyah university tangerang took part in the presidential regulation, due to the potential for foreign workers in the banten area, especially in tangerang city, south tangerang and tangerang regency, there were no private institutions, especially universities that took part in the implementation of the regulatory policy, the establishment of bipa universitas muhammadiyah tangerang is to develop indonesian language, culture and courses for foreign workers working in banten, especially workers from south korea who are scattered in the banten area. this aims to suppress the status of social vulnerability, especially in the use of indonesian for foreign workers. kusmiatun et al. (2017) explained that learning bipa is different from learning indonesian as a first language (b1) which is more complex and complicated, partly because foreign students studying bipa can come from different countries (astuti & bewe, 2020). what is meant by foreign students here are students who (1) are foreign nationals (non-indonesian) and (2) speak their mother tongue instead of indonesian. according to suyitno, (2018) learning indonesian for foreign speakers is essentially a systematic, systematic, english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 867 and planned activity. systemic because in it there is a set of aspects and a series of interrelated activities. it is called systematic because in its implementation it is procedural. planned because learning has been described clearly and firmly. bipa learning has goals, targets, and objectives that must be achieved (mukti et al., 2019). bipa learning has two aspects that must be considered: the instructional aspect and the conditional aspect. instructional aspects include: (1) learning objectives, (2) learning materials, (3) learning methods, (4) learning media, (5) classroom management, (6) evaluation, (7) lessons, and (8) teachers. the second aspect is the conditional aspect which includes: (1) conditioning the readiness of students' needs, (2) seeking exposure and discourse in real linguistic situations, (3) conditioning the learning atmosphere, and (4) seeking independent training (murtianis et al., 2019). in learning, the use of the curriculum is wider in scope because it refers to all aspects of planning, implementing, evaluating, and regulating education programs. nicholson (2019) define that the curriculum can consist of a number of syllabus, for example, the curriculum covers the whole school, while the language teaching syllabus is only part of the curriculum. meanwhile, beauchamp in sukmadinata (2017) state that a curriculum is a written document which may contain many ingredients, but basically it is a plan for the education of pupils during the enrollment in given school. agus and windha (2019) about the learning process emphasizes that the curriculum is an education or teaching plan. based on the description of the opinion above, it can be said that the curriculum is broader than the syllabus. the approach used in the preparation of the curriculum will have an impact on the syllabus that is prepared. the author agrees, the theory used is a view or philosophy which states that learning language is learning communication. to communicate, students must have linguistic knowledge and language skills stated by canale and swin as (1) linguistic competence, (2) sociolinguistic competence, and (3) strategic competence. for this reason, the syllabus that is prepared must include all the things needed to achieve these competencies (sihombing et al., 2022). however, in line with what dubin and olshtain (2016) stated that a syllabus is more detaild and operational statement of teaching and learning elements which translates the philosophy of the curriculum into a series of planned sreps leading towards more narrowly defined objektives at each level. this statement implies that the syllabus is an important part of the curriculum. the syllabus is more operational and concrete, as also stated by brown (1995, p.123) which states that “syllabuses is ways of organizing the course and materials.” (syllabuses are ways of organizing teaching and materials). harmer in maulana, zamahsari, and purnomo (2020) states that there are several criteria that must be considered as the basis for preparing the syllabus design. those criteria are (1) learnability. this relates to whether or not certain lexical structures and items are learned by students. (2) frequency. this relates to items that are rarely used in language. (3) coverage (coverage). some words and grammatical structures cover a greater range of uses than other words and grammatical structures. (4) its usefulness (usefulness) (gongora et al., 2022). this relates to whether certain lexical items are closer to students' lives so that they are more useful for students when discussed in class. harmer in rachman et al. (2019) also classify syllabus models as follows: (1) structural syllabus, (2) situational syllabus, (3) topic-based syllabus, (4) notional-functional syllabus, (5) process syllabus, (6) syllabus, procedural based on assignments, (7) mixed syllabus. as the research that the author has done for dissertation needs, the author tends to use a mixed syllabus for bipa learning needs harmer's opinion (2001) calls the mixed syllabus multi-syllabus, the solution that is usually done in an effort to mediate a number of different syllabus designs is to compose a mixed syllabus or multi-syllabus (ellis, 2019). thus, this syllabus design does not only emphasize grammatical or lexical aspects. mixed syllabus design is a combination of aspects of grammar, lexical, language functions, situations, topics, assignments and various language skills tasks. mixed syllabus design is based on a language teaching approach that involves: (1) explicit teaching of the structural and grammatical features of spoken and written texts, (2) linking spoken and written texts to social and cultural contexts in their use, (3) preparation of material units that focus on developing skills in relation to integrated texts (whole texts), (4) providing practices when students develop language skills for meaningful communication through integrated texts. the elements of a mixed syllabus are (1) the integration of aspects of the overall types of syllabus, namely: lexical aspects, grammatical structures, topics, situations, learning activities and assignments and (2) learning objectives obtained from the labor analysis used as the basis for selection of aspects of syllabus preparation. in language learning, the goziyah, ariyana, kamiri, ira anisa purawinangun, agus sulaeman, & nanda saputra developing cross cultural understanding-based indonesia language material for south korea foreign speakers 868 syllabus developed must pay attention to three dimensions, namely the dimensions of the language (language contend, process) and product (product). covers the four language skills (purba et al., 2022). based on the theories that have been put forward, it can be concluded that the syllabus is an important part of the curriculum. the syllabus becomes the teacher's reference in learning because it will provide direction for the goals to be achieved along with the material to be studied (isnaniah & islahuddin, 2020). the model set by the teacher will have an impact on the teaching approach used in the classroom. basically, there are already several bipa teaching materials that can be used by teachers such as lentera indonesia, sahabatku indonesia, basic indonesian, and so on. however, not all existing bipa textbooks provide material or information about the socio-cultural aspects of indonesian society. in fact, the use of language is bound by culture. on several occasions, it was found that someone who had high indonesian language skills was conflicted because he did not have an understanding of communication in the local culture. even if there is a culture, it is general or specifically refers to the culture that surrounds the author so that it is not contextual. for example, students living in banten are exposed to teaching materials that focus more on sundanese and javanese culture so that they only have cultural knowledge but not life skills in the local culture. therefore, culture-based bipa teaching materials are needed to overcome these limitations. language diversity cannot be separated from cultural diversity. in terms of culture, language is a cultural aspect, the wealth of language is something that is beneficial. the various languages will reflect the cultural richness that exists in the user community (multicultural). the relationship between language and culture is coordinating or subordinate, both of which have a very close relationship and influence each other. coordinative relationships, namely equal relations, which have the same high position. subordinating relationship means a language is under the scope of culture. in addition, there is another opinion which states that language and culture are two systems that are "attached" to humans. culture is a system that regulates human interaction in society, so language is a system that functions as a suggestion. the language system has a function as a means of ongoing human interaction in society, meaning that language behavior must be accompanied by the norms that apply in that culture. the system of language behavior according to cultural norms is called language ethics or language procedures. language ethics is closely related to the selection of language codes, social norms, and cultural systems that apply in a society. language is part of culture, the relationship between language and culture is a subordinate relationship, a language is under the scope of culture (permadi et al., 2022). in addition, there is another opinion which states that language and culture have a coordinating relationship, namely an equal relationship, which has the same high position. basically, language and culture play two complementary roles in the educational process. as all human activities are linguistically and culturally mediated, language and culture activate and organize teaching and learning processes (budianingsih, 2017). the 'classroom culture' that students and teachers build on working together, the 'school culture' is the practice, large and small, more or less functional, in which school life is carried out. both are shaped, among other factors, by educational policies, curricular priorities and the state of school materials. both are sustainable through language and discourse, speech and text, and through hybrid, multimedia forms of communication. but just as language and culture provide the means to impart education, they also serve as objects. the role of language and culture as educational goals is most obvious in language teaching, where language defines the subject matter. language and culture have a very close relationship (arvianto, 2020). the two influence each other, complement each other, and go hand in hand (marbun et al., 2021). language is part of culture, so learning a language indirectly also studies culture. that is, language must be studied in the context of culture and vice versa, new culture can be learned through language. the close relationship between language and culture has led to studies to find out the relationship. the study of the relationship between language and culture is generally seen from the science that studies it. antopology as a science that studies culture and linguistics as a science that studies language. furthermore, linguistics and anthropology work together in studying the relationship of language and aspects of culture with the term anthropolinguistics. anthropolinguistics means the branch of linguistics that studies the variation and use of language in relation to the development of time, differences in places of communication, kinship systems, the influence of ethnic habits, beliefs, language ethics, customs, and other cultural patterns of an ethnic group. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 869 method this research is a product-based research or better known as research development (r&d). this research uses the borg and gall model. that the procedural model is a descriptive model that describes the flow or procedural steps that must be followed to produce a particular product). there are 10 stages in this procedural model, namely (1) research and initial information gathering, (2) planning. (3) initial product format development, (4) initial trial, (5) product revision, (6) trial field, (7) product revision, (8) field test, (9) final product revision, and (10) dissemination and implementation. based on the consideration of the characteristics of the product being developed as well as the limitations and limitations of the research, the ten steps were adapted and compressed into the first five development steps, the research phase and the initial information gathering. this stage is carried out by conducting a theoretical study, analyzing the bipa curriculum, analyzing the teaching language used in the field, interviewing teachers, and distributing questionnaires to students in order to obtain authentic data about learning needs in the field. second, the planning stage. at this stage the research begins to design textbook products based on the data obtained in the first stage. this product design is formed by a schema that explains the unit, material, aspect, culture, evaluation, language characteristics, and graphic characteristics. third, the initial product development stage. this stage is the process of realizing the product based on the product specifications produced in the second stage. fourth, the product trial stage. this stage is carried out simultaneously to experts, practitioners, and foreign students with the aim of knowing the feasibility and attractiveness of textbooks. the expert test was carried out at bipa muhammadiyah university tangerang to two lecturers who teach bipa courses in the indonesian language and literature education study program. the practitioner test was carried out at the language center institute, muhammadiyah tangerang university involving 5 bipa lecturers in the beginner class. meanwhile, a limited group field test was conducted on 15 foreign students in the beginner class. fifth, the stage of product revision or refinement which is a follow-up to the recommendations for improvement from the validator at the product test stage. this stage produces a product that is ready to be implemented and disseminated. the instruments used in this study are divided into pre-development instruments and postdevelopment instruments. pre-development instruments are all instruments used to collect initial information in order to develop teaching materials. this instrument consists of an analysis matrix, interview guidelines, questionnaires and literature review guidelines. meanwhile, postdevelopment instruments are all instruments used to obtain data about the validity of teaching materials and other things that researchers want to know from teaching materials that have been developed. this instrument consists of an analysis matrix of teaching materials, a questionnaire for the assessment of teaching materials, a questionnaire for notes on the attractiveness of teaching materials, an interview guide, and an observation guide. from the above instruments, research data were obtained in the form of numerical data and verbal data. numerical data includes teaching materials assessment scores. meanwhile, verbal data includes interviews, results of analysis of teaching materials, results of questionnaires, results of observations, and notes, comments, criticisms, and suggestions written by test subjects on the assessment sheet (riyanti et al., 2019). because the data obtained are in the form of numerical data and verbal data, the analysis carried out is in the form of quantitative analysis and qualitative analysis. quantitative analysis consists of the average analysis technique used to analyze the test scores of teaching materials. meanwhile, verbal data were analyzed by qualitative analysis which included: (1) collecting written verbal data obtained from interviews, questionnaires, observations, and field notes; (2) transcribing verbal verbal data; (3) collect, select, and classify written verbal data and verbal transcript results based on criteria; and (4) analyzing the data and formulating the conclusion of the analysis as the basis for taking action on the developed product. results and discussion teaching materials become an inseparable part of learning. teaching materials can be interpreted as all forms of material used by teachers and students to carry out the learning process in the classroom to achieve learning objectives. in this regard, herman et al. (2022) states that the theoretical principles underlying the development of teaching materials include (1) the need to communicate, (2) the need for long-term goals, (3) the need for authenticity, and (4) the need for centered on the learner. starting from the above principles, the teaching materials in this study were prepared using a contextual-communicative approach. the contextual approach is rooted in the foundation of goziyah, ariyana, kamiri, ira anisa purawinangun, agus sulaeman, & nanda saputra developing cross cultural understanding-based indonesia language material for south korea foreign speakers 870 constructivism which emphasizes that learning is not rote but an attempt to construct or build knowledge. in this case, according to khasanova (2020), there are five elements that must be considered in the application of contextual learning, namely (1) activating knowledge, (2) acquiring new knowledge, (3) understanding knowledge by compiling temporary concepts., discussion, and revision of concepts, (4) practice of knowledge and experience, and (5) reflection of knowledge (zamzamy, 2021). meanwhile, the highlight of this approach lies in the relationship between the material and the real situation in the learner's environment so that the material he has learned can be applied in everyday life. meanwhile, the communicative approach is a learning approach that emphasizes aspects of communication, interaction, and increasing linguistic competence and language skills. littewood (in purba et al., 2022) states that to develop students' communicative abilities in second language classes, class activities must be arranged in such a way that there are precommunication activities and communication activities. pre-communication activity refers to the structure of linguistic forms and their meanings. the communication activity refers to the use of functional and social language. in this regard, (herman et al., 2022) explains that the use of functional language includes activities to share and process information, while the use of social language includes interactive social activities such as dialogue, simulation, role playing, and so on. the textbooks developed in this study were designed by fulfilling the above elements. the material is arranged systematically based on the level of difficulty, urgency of use, and quantity of use in daily communication. specifically, the aspect of contextuality is reflected in the preparation of materials that are tailored to the needs of learners, the selection of authentic texts, the preparation of texts that are adapted to the environment around the learners (in this case, the environment around the banten area where there are foreign nationals from south korea), and activities that conditions learners to explore various information according to the theme. the communicative aspect is reflected in the form of presentation of material that is in line with the syntax of the communicative approach which consists of pre-communication and communication activities. pre-communication activities are manifested in the form of discussion activities to explore and process information, while communication activities are manifested in the form of exercises in the form of discussions, role playing, campaigns, interviews, advertising, and presentations. in the end, language knowledge and language skills must be strengthened by intercultural competence (ic). this is very important because humans practice culture through language so that ic is a bridge between the learner's culture and the culture in the language being studied. every use of language is at the same time a cultural practice and ic is likened to a third place 'third place' (lantzdeaton, 2017). the third place here is a position where language learners act as outsiders (etic) and at the same time as insiders (emic) to their home culture and the target culture they are studying at the same time. the final estuary is an attitude of respect for other cultures so that they can behave appropriately in different cultures. kohler (in strotmann & kunschak, 2022) proposed an ic teaching strategy formulated in five pedagogical principles. first, active construction which implies the learner to construct the target culture by describing, analyzing, and comparing the learner's culture with the target culture. second, making connections which emphasizes the skills to see the relationship between the learner's culture and the target culture. third, social interaction which conditions learners to conduct discussions related to the cultural topic being discussed. fourth, reflection which focuses on involving students in responding and reflecting on the cultural items discussed. fifth, responsibility which implies skills to build awareness of cultural differences so that they can respect and respect people with different cultural practices. the application of ic through a communicative-contextual approach can then be understood through the following figure 1. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 871 figure 1. the application of ic through a communicative-contextual approach the teaching material produced in this floating research is a beginner level bipa textbook (bipa 1). in permendikbud number 27 of 2017 concerning competency standards for graduates of indonesian language courses and training for foreign speakers, it is explained that bipa 1 graduates are expected to be able to understand and use expressions in the context of selfintroduction and fulfill daily and routine concrete needs in a simple way to communicate with speech partners who very cooperative. these competencies are then translated into listening, speaking, reading, writing, and grammar competency units. based on the curriculum review and needs analysis, the textbooks are designed in six units, namely (1) greet, (2) traditional clothes, (3) musical instrumet (4) go for walk, (5) culture value, (6) daily activities. day, and (7) art. these seven units accommodate aspects of skills and knowledge that must be mastered by students in daily communication using indonesian. in this case, the cultural aspect is manifested in the column of cultural space. the cultural space column presents material and special discussions according to the unit's theme in order to develop students' intercultural competence. furthermore, the cultural aspects that are integrated with the learning materials in each unit can be seen in table 1 below. table 1. composition of teaching materials unit material cultural aspect 1 greet regrads, identity, introduction greeting words: mang dan teteh, kang dan nong 2 traditonal clothes men’s and women clothes baju koko leher tertutup, celana panjang diikat kain batik. pada wanita memakai pakian kebaya dan kain batik 3 musical instrument variety of musical instruments banten angklung buhun, pantung bambu rampak beduk. 4 go for walk visit historical buildings tourist attraction; menara banten, klenteng boentekbiau, masjid seribu pintu. 5 culture and value cultural potential and uniqueness seni beladiri pencak silat, debus, tari cokek, umbruk, palingtung, dan lojor. 6 daily activity day information about object function body parts activities : eat with hands. 7 art banten art variety seni debus sorosowan, seni rudat, seni terbang gede, seni bendrong lesung product trials are carried out in three stages. the first stage is an expert trial conducted on two experts, namely learning experts and cultural experts. the second stage is a practitioner trial conducted on five bipa lecturers at the muhammadiyah university of tangerang in the beginner class. the third stage is a field trial conducted on international student program (isp) students, muhammadiyah tangerang university. goziyah, ariyana, kamiri, ira anisa purawinangun, agus sulaeman, & nanda saputra developing cross cultural understanding-based indonesia language material for south korea foreign speakers 872 figure 2. product trial diagram in the first phase of the trial, five aspects were assessed. the five aspects include (1) the feasibility of the material, (2) the feasibility of the language aspect, (3) the feasibility of the text readability aspect, (4) the feasibility of the evaluation aspect, and (5) the feasibility of the cultural aspect in textbooks. the test results show that the average feasibility of the material reaches 85%, the average feasibility of the language aspect reaches 87%, the average feasibility of the text readability aspect reaches 80%, the average feasibility aspect of the evaluation reaches 90%, and the average feasibility cultural aspects reached 90%. thus, the average expert trial results reached 86% so that it can be concluded that this textbook is feasible to be applied. the second phase of the trial had five aspects of assessment, namely (1) material aspects, (2) linguistic aspects, (3) applied aspects, (4) evaluation aspects, and (5) illustration aspects. the test results show that the average feasibility of the material reaches 87%, the average feasibility of the language aspect reaches 87%, the average feasibility of the text readability aspect reaches 85%, the average feasibility of the evaluation aspect reaches 92%, and the average feasibility cultural aspects reached 95%. thus, the average practitioner trial results reached 89% so that it can be said that this textbook is very feasible to be applied. meanwhile, the third phase of the trial had three aspects of assessment, namely (1) material aspects, (2) language aspects, and (3) book display aspects. the test results show that the average feasibility of the material reaches 90%, the average feasibility of the language aspect reaches 93%, and the average attractiveness of the display reaches 95%. the average feasibility of the readability aspect of the text reaches 90%, the average feasibility of the evaluation aspect reaches 95%, and the average feasibility of the cultural aspect reaches 92%. thus, the average field trial results reached 92%. therefore, this textbook can be categorized as very feasible to be applied. conclusion the problem of the availability of teaching materials is an issue that continues to grow from year to year. this departs from the fact that the existing teaching materials cannot be accessed easily and that the existing teaching materials do not meet the needs of teachers and learners, especially in terms of intercultural competence. therefore, this study develops teaching materials based on local banten culture using a contextualcommunicative approach. the teaching materials produced in this development research are beginner level textbooks. teaching materials are designed with reference to permendikbud number 27 of 2017 concerning competency standards for graduates of indonesian language courses and training for foreign speakers and the concept of learning a second language with a contextualcommunicative approach based on local banten culture. there are six units in this textbook, namely (1) greet, (2) traditional clothes, (3) musical instrumet (4) go for walk, (5) culture value, (6) daily activities. day, and (7) art. these seven units accommodate aspects of skills and knowledge that must be mastered by students in daily communication using indonesian. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 873 acknowledgment researchers would like to thank and acknowledge the following people who have this article possible. dean of faculty of teacher training and education at muhammadiyah university of tangerang, all many colleagues and students especially south korea students as objects of this research. hopefully, this research could be beneficial for those who focus on education and linguistic studies or other 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(2021). development of multimodal language teaching materials for indonesian language for foreign speakers (bipa) during pandemic time. english language and literature international conference (ellic) proceedings, 4, 21-31. https://iopscience.iop.org/journal/1742-6596 https://iopscience.iop.org/journal/1742-6596 https://iopscience.iop.org/volume/1742-6596/1339 https://www.tandfonline.com/doi/abs/10.1080/14708477.2021.2018450 https://www.tandfonline.com/doi/abs/10.1080/14708477.2021.2018450 https://www.tandfonline.com/doi/abs/10.1080/14708477.2021.2018450 https://www.tandfonline.com/doi/abs/10.1080/14708477.2021.2018450 the analysis of thematic role in narrative texts ririn marlina the analysis of thematic role in narrative texts of senior high school textbooks the analysis of thematic role in narrative texts of senior high school textbooks ririn marlina a graduate of university of kuningan, indonesia e-mail: marlina1704@gmail.com apa citation: marlina, r. (2012). the analysis of thematic role in narrative texts of senior high school textbooks. english review: journal of english education, 1(1), 80-88 received: 08-09-2011 accepted: 23-10-2013 published: 01-12-2012 abstract: this paper analyzed narrative texts of senior high school textbooks for x grade, based on jackendoff’s and saeed’s theories of thematic role. this research employed a qualitative research design and the data were ten narrative texts taken from developing english competencies and interlanguage for x grade. the research questions involve the ways of thematic role in constructing the sentence’s meaning in narrative texts and the thematic role that mostly employed. this research revealed that nine kinds of thematic role (agent, patient, location, beneficiary, experiencer, theme, source, goal, and instrument) are available in narrative texts and the role theme was frequently employed (260 times of 782). meanwhile, thematic role constructs the sentence’s meaning in narrative texts by observing the verb and the preposition used in the sentence. thematic role is a way to describe the role of noun phrase in a sentence, so that thematic role is closely related with the grammatical function. it can be also said that the analysis of thematic role in narrative texts is beneficial for educational participants both teacher and student in order to recognize the sentence’s grammatical function. therefore, thematic role helps them to understand the sentence’s meaning and finally they can grasp the message in a text. keywords: thematic role, narrative text, senior high school, textbook introduction communication is a process of giving people information (hornby, 2000). while the aim of communication is to convey meaning from communicator to communicant (lyons, 1977). it means that the communicant has to process the meaning sent by the communicator so that he will understand what the communicator means. goddard (1998: 15) states that: “when people are communicating, they do more than just attend to what is actually being said by way of words, grammatical constructions, and intonation patterns”. therefore, to create an effective communication, both communicator and communicant should understand their sentences’ meaning each other. the study of meaning is largely explored in semantics. further, hurford and heasley (1983) clarify that sentence meaning or word meaning can be defined as what a sentence or word means. moreover, o’grady et al (1991) suggest that knowing the part played a particular entity in an event is one of the most interesting thing to understand a sentence so that we will know the sentence’s meaning. while, goddard (1998, p. 1) states that “to understand how any particular language works we need to understand how its individual design works to fulfill its function as an intricate device for communicating meanings”. in semantics, the term is generally known as “thematic role”. further, saeed (2009) tells that thematic mailto:marlina1704@gmail.com english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee roles play a central role in language comprehension. the students mostly just can read a text or article word by word without thinking of the meaning of the sentences. actually, if we want to understand the meaning of a sentence, we have to firstly know the detailed information of the sentence, one of them is the part played in an event (o’grady et al, 1991). because of the reason, this paper presents the thematic roles in narrative texts. the aim of this paper are to (1) identify the thematic role that mostly employed, and (2) identify the existence of thematic roles in constructing the sentences’ meaning. most of recent works on thematic roles has been investigated by several researchers. for the first, tanja (2009) investigates about thematic role in natural language processing and in linguistic theory. the result of his study is defining relations between the constituents in a sentence that cannot be defined by the rules of syntax only. the second, richard (2008) also explores about dependency-based thematic analysis of natural-language texts. his study shows the description of how to construct statistical models for thematic role labeling of english texts and how role thematic is related to surface syntax. the third, mirella (2010) studies about semi-supervised thematic role labeling via structural alignment. from her study is found a project annotations from labeled sentences onto similar unlabeled ones. the rest of this paper is organized as follows: section 2 briefly describes thematic roles. section 3 introduces the method and procedures for analyzing thematic roles in the narrative texts. the result and discussion are shown in section 4. finally, conclusion of this study is presented in section 5. thematic role can be analyzed by considering the noun phrase’s function based on the verb which is used in the sentence, because thematic role is closely related with the verb. we can decide whether the subject has a role as an agent or experiencer by observing the verb. another definition comes from o’grady et al (1991, p. 226): “thematic role or semantic role is used to describe the part played by a particular entity in an event”. verbs and other heads of phrases may be associated with such semantic roles as agent, patient, location, theme, source, goal, beneficiary, experiencer, instrument, and stimulus. these roles are assigned to the subject and any arguments of the head. according to gruber (1965), fillmore (1968), jackendoff (1987) as cited in fasold and linton (2006, p. 143): “thematic role is a part of a word’s meaning which indicates the role that some individual plays in the action which that word describes”. for example in the following sentence: the senator sent the lobster from maine to nebraska (o’grady et al, 1991: 227). ‘the senator’ is the agent, ‘the lobster’ is the theme, ‘maine’ is the source, and ‘nebraska’ is the goal. this paper initially employed the role set proposed by jackendoff (1990) which consist of agent, patient, location, beneficiary, experiencer, instrument, theme, source, and goal. method the task of analyzing thematic roles is divided into three main subtasks: (1) identification of thematic role in each noun phrase, (2) classification the thematic role that mostly employed, and (3) interpretation the frequency of ririn marlina the analysis of thematic role in narrative texts of senior high school textbooks thematic roles in the form of graph and table. the first part (subtask) can be accomplished by finding all thematic roles employed in each noun phrase in a sentence. the second part (subtask) uses some semantic rules to distinguish different roles such as agent, experiencer, source, and goal. this part faces a complicated problem since the number of arguments (noun phrase) and their positions vary depending on kinds of verbs and preposition used. the third part (subtask) presents the frequency of thematic roles in the ten narrative texts in the form of table and graph, so that the role which is mostly employed can be recognized. the exploited approach to perform those three main subtasks is summarized by the following steps: 1. organize and prepare the data for analysis by sorting and arranging the narrative texts into different types depending on the textbook as the source. 2. read through all the narrative texts in order to grasp their meaning. 3. begin detailed analysis with a coding process. according to rossman & rallis, (1998: 171) as cited in cresswell (2007: 218): “coding is the process of organizing the material into “chunks” before bringing meaning to those “chunks”. this step involves taking the narrative texts, segmenting sentences into categories, and labeling those categories with a term of thematic role. 4. use the coding process to generate a description. in this step, the researcher develop the reason of identifying thematic role in each sentence, and interconnect them with the kinds of verb or preposition used. 5. advance how the description and themes will be represented in the qualitative narrative. the researcher presents a narrative passage to convey the findings of the analysis. 6. in final step, the researcher interprets the data by clarifying the thematic role used in the sentence by comparing it with information are there in the theories. results and discussion the results of this paper are as follows: first, kind of thematic role that mostly employed in narrative text is the role theme. for example, it can be identified from a text titled kyai jegod. in that text, the role theme occurred twentythree times. the words considered as the theme in the text are as follows: a king, grass, some water, it, small pond, some water, it, his palace, it, the palace, strong and old woods, the forest where those woods lied, his lumberjacks, the only thing they could have, anything, the main pole, loud and deep voice, the voice, an old, tall, and massive tree, it, kyai jegod, the protector of that palace. second, thematic role constructs the sentence’s meaning in narrative texts by observing the verb and the preposition used in the sentence. for detail explanation, the role of subject and object in a sentence decided from the kinds of the verbs used; the action verb indicates the existence of the role agent, intensive verb indicates the role experiencer and the preposition also decides whether the object plays the role as the source, goal, or instrument. the detail analysis of each role in a sentence as follows: agent data #001 english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee title: kyai jegod which is taken from interlanguage for x grade 1.c. then sultan started to build the palace in that forest. 2.b. (…) prabu boko and all soldiers went to pengging kingdom to revolt. 2.d. when patih gupalo found out that his king died, he ran away from the battle. in 1.c. the agent is represented by sultan. since sultan is person who is responsible for building the palace. if sultan is omitted, the sentence will be ambiguous. the word build involved to action verb which indicates the existence of an act done by someone. so that, sultan as the subject is considered as the agent. this role is also described by prabu boko and all soldiers in 2.b. which indicates that they are the doer of the action. the verb which is used in this sentence is action verb that shows someone’s action. through the verb, this sentence demands the doer, so that prabu boko and all soldiers regarded as the agent. the next example indicates that the word he in 2.d. also represents the agent. it is supported by the verb ran away which included to action verb. the verb demands a subject as the doer in order to construct the sentence’s meaning. therefore, the word he is identified as the agent, i.e. the person who ran away from the battle. patient data #003 title: the legend of princess loro jonggrang and the snow bride both are taken from interlanguage for x grade 3.a. (…) he killed her father. 3.b. feeling deceived, raden bandung bondowoso was very angry and cursed her. 3.c. raden bandung bondowoso cursed the girls around prambanan area (…). from the above data, it can be represented that the words her father in 3.a. plays the patient role since it is the entity that killed by him. the role patient here is in a transitive sentence which is marked by the verb killed, so that her father considered as the direct object that presents the role patient. in 3.b., the role patient is presented by her. it expresses the entity cursed by raden bandung bondowoso. it also included to transitive sentence which signed by the verb cursed. if her is omitted, the sentence will be ambiguous since the verb demands an object. therefore, her is recognized as the patient. in 3.c., the girls around prambanan area plays a role as the patient for two reasons. first, they are the entity which is cursed by raden bandung bondowoso. second, it is the direct object which indicated by the transitive verb cursed. location data #004 titles: the snow bride and cinderella which both are taken from interlanguage for x grade 4.a. a wooden house squatted beside a huge camphor tree. 4.b. but his horse ran away from the tiny hut. 4.c. he found a lean-to built on the side of the hut, (…). 4.d. yuki glided around the room in a silken whisper. the above examples describes about the role of location in the term of thematic role. it can be concluded that beside a huge camphor tree in 4.a. plays the role of location, since it indicates the place of a wooden house located. while, in 4.b. the role of location is presented by the tiny hut. the words describes the place where the horse ran away. on the side of the hut is represented as the ririn marlina the analysis of thematic role in narrative texts of senior high school textbooks location in 4.c. example. it presents the place where the agent he found a lean. in the case of 4.d., the role of location is presented by the words around the room. it explains where yuki’s action takes place. beneficiary data #005 title: the legend of princess loro jonggrang taken from interlanguage for x grade 5.a. she had two requests that should be fulfilled by raden bandung bondowoso so that (…) 5.b. first, she asked him to make jalatunda well. 5.c. then, she asked him to make 1000 temples in one night. 5.d. then, princess loro jonggrang asked raden bandung bondowoso to go into the well, and (…). 5.e. after that, princess loro jonggrang asked raden bandung bondowoso to do the second request which (…) 5.f. therefore raden bandung bondowoso commanded genies to make the temples immeaditely. 5.g. she ordered the girls to pound and burn stubbles, so that (…). 5.h. he asked princess loro jonggrang to count the amount of temples. in the above example (5.a., 5.b., and 5.c.), the role beneficiary played by the word she. for detail explanation, she in 5.a. gets benefits from raden bandung bondowoso in fulfilling her requests. in 5.b. she considered as the beneficiary since she asked someone to make jalatunda well, so that she gets benefit from the action. similarly, in 5.c., she gets benefit by asking someone to make 1000 temples. the words princess loro jonggrang is presented as beneficiary in 5.d. in fulfilling her request to go into the well, and in 5.e. princess loro jonggrang gets benefit from raden bandung bondowoso in fulfilling her second request. while, in 5.f. raden bandung bondowoso is the beneficiary since he gets benefit from genies in making temples. the word she again plays as the role beneficiary in 5.g., the girls did an action for her, so that she gets benefit from the girls’ action. in the last sentence, the word he gets benefit from loro jonggrang in counting the temples. experiencer data #006 title: blind listening taken from developing english competencies for x grade 6.a. they had no children. 6.b. because of this, they were very unhappy. 6.c. one day, they found a baby boy outside their door. 6.d. they loved him very much. 6.e. mr and mrs lin were very sad to hear this. all sentences in the data #006 represent the role experiencer. in 6.a., the word they plays a role as the experiencer since they is the people affected by the state of “had”, and it is usually used to expresses someone’s possession. while, the word they in 6.b. considered as the experience because they is the people who feels unhappy. the role experiencer in this sentence is recognized by using stative verb. in 6.c., the word they is also identified as the experience since they is the person who aware of the action. similarly, they plays as the experience in 6.d, but in this case the sentence uses the verb love which expresses their emotion onto him. in 6.e. the role of the experience is presented by the words mr and mrs lin. they are identified as the entity which is aware of the state, and the existence of stative verb in this english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee sentence indicates that mr and mrs lin plays a role as the experiencer. instrument data #007 titles: the legend of princess lorojonggrang taken from interlanguage, the legend of beowulf, and the foolish sons which taken from developing english competencies for x grade 7.a. he killed grendel's mother with a special sword. 7.b. (…) and after that she ordered patih gupolo to pile up the well with stone. 7.c. the third son tried to cure his father with medicine which he had bought. from the above sentences, it can be identified that with a special sword plays the role instrument in 7.a. since it describes how the agent did his action. similarly, in 7.b. the existence of the role instrument is played by the word with stone. it explains how patih gupolo pile up the well. while, the role instrument in 7.c. is indicated by the word with medicine. it describes the manner done by the agent in order to cure his father. all of the role instrument in those sentences indicated by the preposition with. theme data #008 title: kyai jegod taken from interlanguage for x grade 8.a. once upon a time there was a king who ruled mataram kingdom. 8.b. his name is amangkurat iv. 8.c. one day, when a gardener was gathering grass for his cattle in the forest, (…) 8.d. (…) he looked for some water because it was so hot. 8.e. he found a small pond and (…) 8.f. (…) he was going to drink some water from it, (…) from the above examples, it can be concluded that a king who ruled mataram kingdom in 8.a. plays a role theme since it considered as the entity which is undergoer the state, and it can answer the question “what the sentence tells about”, so it considered as the theme. in 8.b, the theme is represented by amangkurat iv. it indicates that amangkurat iv is being talked in this sentence, so it regarded as the theme. the role theme in 8.c. is presented by the word grass. it can be identified that grass is the thing affected by a gardener; it is the thing which is gathered. so that, grass regarded as the theme. in 8.d., the words some water represents the role theme since it is the thing which the location is described by the action of the agent. it also plays as direct object in this sentence. therefore, it can be said that some water is the theme. from the above data, a small pond regarded as the theme in 8.e. since it becomes the direct object of the sentence. besides, it also plays as the entity which location is being found by the agent. because of the reasons, a small pond considered as the theme. in the last sentence, some water again plays as the theme since it is identified as the thing affected by the action of the agent; it is the thing which is drunk by him. so that, it is said as the theme. source data #009 title: a story about red taken from developing english competencies for x grade 9.a. rosaura was hiding from her mother and father. 9.b. as soon as she had nished her food she slipped down from her chair. from the above sentences, it can be identified that from her mother and father plays the role source in 9.a. since it indicates the starting point of rosaura’s action. in 9.b, the role source is presented ririn marlina the analysis of thematic role in narrative texts of senior high school textbooks by the words from her chair. it also describes the starting point where the agent did her action. both the role source in the above examples marked by the preposition from. so that from her mother and father and from her chair considered as the source in the term of thematic role. goal data #010 title: the legend of beowulf taken from developing english competencies for x grade 10.a. one day, he went to the king's castle. 10.b. a knight called beowulf heard about the problem and went to denmark to help the king. 10.c. grendel went back to his home in a lake and died. 10.d. grendel's mother was very angry and the next night she went to the castle and killed a knight. 10.e. in the morning, beowulf went to the lake. the sentence in the above data represents the existence of the role goal in the term of thematic role. in 10.a., the role goal is played by to the king's castle since it indicates the destination of the verb “went”, and it is marked by the existence of preposition “to”. the words to denmark in 10.b also identified as the goal which is marked by the “to” preposition and it becomes the destination for beowulf to help the king. the goal in 10.c. is showed by to his home. it plays as the destination where grendel went back. while, the goal in 10.d. is presented by to the castle. it becomes the entity where grendel’s mother visited. in 10.e., the words to the lake is again employed as the goal which expresses the destination of the verb “went” as in 10.a. from the ten samples chosen, thematic roles employed in narrative texts (782) times. the role agent employed in those texts (172) times, patient (58) times, location (71) times, beneficiary (8) times, experience (151) times, goal (38) times, instrument (3) times, source (21) times, and theme (260) time. meanwhile, the frequency of thematic roles in this research can be identified from the following graph: english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee the phenomena of thematic role in narrative texts reveals that there is relation between thematic role and verb and preposition used in a sentence. the role agent indicated by the use of action verb, the role experience identified by the use of intensive verb, perception, intellection, emotion, and sensation. the use of preposition “to” indicates the role goal, the use of preposition “from” identifies the role source. meanwhile, the role instrument is recognized by the use of preposition “with” or “by”. the following table 4.2 is the illustration of the overall thematic role. table 4.2 the realization of thematic role in narrattive texts no. tr titles frequency (….times) a p l b e g i s t amount 1. kj 7 1 9 11 2 3 23 56 2. tlplj 25 8 9 5 29 11 1 5 45 138 3. qabp 17 6 4 1 10 5 2 21 66 4. tsb 27 16 6 10 1 2 38 100 5. c 17 2 9 1 26 2 1 43 101 6. bl 22 5 1 4 3 2 20 57 7. tfs 12 2 2 9 2 1 3 13 44 8. tft 14 11 8 19 3 21 76 9. asr 16 2 17 22 3 3 27 90 10. tlb 15 5 6 1 11 6 1 9 54 amount 172 58 71 8 151 38 3 21 260 conclusion on the basic of the findings above, it can be firstly concluded that thematic role in a sentence indicated by the use of verbs (fasold and linton, 2006). second, thematic role is a way to describe the role of noun phrase in a sentence, so that thematic role is closely related with the grammatical function (o’grady et al, 1991). third, the role theme seems to be the mostly employed in narrative texts. it is indicated as the part which is undergoer the state or event (jackendoff, 1990). the role theme has function to answer the question: “what the sentence tells about”. this research offers some methodological and practical suggestions. this research is delimited methodologically. it explores thematic role from a semantic point of view. further, such studies may see it from another perspective such as syntax and literary studies. in addition, this research can be broadened in terms of textual analysis or transitivity as studied in systemic functional grammar (sfg). there are also practical suggestions for teachers and students. in the teaching and learning process, the teacher has to clearly explain to the student about the existence of thematic role and how to recognize them. since thematic role is a part of semantics studies as one of knowledge that elaborates meaning. meanwhile, for the student, thematic role helps them to identify the grammatical functions of a sentence, i.e. subject, object, complement, noun phrase, verb, and preposition. by recognizing them, the student will easily grasp the sentence’s meaning, so that they will understand the overall text. ririn marlina the analysis of thematic role in narrative texts of senior high school textbooks references creswell, j. w. (2007). research design: qualitative, quantitative, and mixed methods approaches. new delhi: sage publication india pvt. ltd. cruse, d. a. 1986. lexical semantics. new york: cambridge university press. doddy, a et al. (2008). developing english competencies for senior high school (sma/ ma) grade x. jakarta: departemen pendidikan nasional. dowty, d. 1991. thematic proto-roles and argument selection. journal of language, 67(3), 547-619. fasold, r and linton, c. jeff. (2006). an introduction to language and linguistics. new york: cambridge university press. gerot, l. and wignell, p. (1994). making sense of functional grammar. sidney: gerd stabler. goddard, c. 1998. semantic analysis. new york: oxford university press. hornby, a. s. (1974). oxford advanced learners dictionary of current english. great britain: oxford university press. hurford, j. r and heasley, b. (1983). semantics a course book. new york: cambridge university press. jackendoff, r. (1990). semantic structure. england: the mit press. johansson, w. (2008). dependency-based semantic analysis of naturallanguage text. journal of semantics. lyons, j. (1977). semantics. london: cambridge university press. o’grady, w. et al. (1991). contemporary linguistics. new york: st martin’s press. palmer, f. r. (1995). grammar and meaning. new york: cambridge university press. priyana, j. et al. (2008). interlanguage: english for senior high school students x. jakarta: departemen pendidikan nasional. saeed, j. i. 2009. semantics. uk: wileyblackwell. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 27 functions of euphemism in putu wijaya’s short story guru jumino suhadi english department, faculty of literature, universitas islam sumatera utara email: jumino.suhadi@sastra.aisu.ac.id m. manugeren english department, faculty of literature, universitas islam sumatera utara email: willyman1299@yahoo.com purwarno purwarno english department, faculty of literature, universitas islam sumatera utara email: purwarno@sastra.uisu.ac.id purwanto siwi english department, faculty of literature, universitas islam sumatera utara email: purwanto.siwi@sastra.uisu.ac.id susi ekalestari english department, faculty of literature, universitas islam sumatera utara email: susi.ekalestari1977@gmail.com apa citation: suhadi, j., manugeren, m., purwarno, p., siwi, p., & ekalestari, s. (2021). functions of euphemism in putu wijaya’s short story guru. english review: journal of english education, 10(1), pp. 27-36. doi: https://doi.org/10.25134/erjee.v10i1.5351 received: 19-08-2021 accepted: 25-10-2021 published: 31-12-2021 introduction humans are social beings who must interact with one another in meeting various needs of life. therefore, a person cannot possibly live alone without interacting with other people. in everyday life, humans recognize culture and create various forms of ideas, activities, and artifacts to fulfill their needs (korneeva, 2019). related to this, humans highly need language, as the most important element that affects life and culture. language has an important role in human life because it is the main communication tool. as a means of communication, language includes words, collections of words, clauses and sentences that are expressed proportionally (candria, 2019). while the notion of language as a human communication system language is expressed through the arrangement of sounds or written expressions that are structured to form larger units, such as morphemes, words, and sentences. meanwhile, in the perspective of functional systemic linguistics (fsl), language is a form of social semiotics that is working in situational and cultural contexts, which are used both orally and in writing. in the lsf abstract: euphemisms in the form of non-offensive or subtle expressions to replace the one felt to be insulting or unpleasant become guidelines in social interaction, essentially, using words with good meanings or intentions. euphemism can also be interpreted as an expression that is not straightforward, the driving motive behind the development of pejorative, motivated by a natural human attitude, avoiding conflict by not hurting or offending other people. if there were no euphemisms, there might be depression or demeaning of meaning. this research is focused on the functions of euphemism in the short story entitled guru written by putu wijaya with the concept of the functions of euphemism in speech acts. the research is conducted by descriptive qualitative method related to social phenomena, in this case the uses of euphemism either in a literary or social text. the results show that out of the 15 data obtained, there are 12 data referred to the function of euphemism as a means of speech refinement (80%), 2 as a means of diplomacy (13%, and 1 keeping something secret (6%). keywords: euphemism; pejorative; social interaction; language refinement; diplomacy jumino suhadi, m. manugeren, purwarno purwarno, purwanto siwi, & susi ekalestari functions of euphemism in putu wijaya’s short story guru 28 perspective, language is seen as a construction formed through simultaneous functions and systems (endarto, 2017). language is also part of the most basic human abilities, as well as being the main feature of the homo sapiens species. although animals have the ability to use symbols or signs to communicate, the communication system is not a language. different from animals, humans are able to exchange speech through language to interact with one another. by this it is seen that the main function of language is to meet the needs of communication among human beings. in addition, in human life, language is also closely related to cultural development (cahyaningtyas, et.al, 2015). there are three factors that show the roles of language in cultural development. first, language is a cultural element. every activity in human life has an element of language in it. so, to understand the development of a culture, it is necessary to first examine the development of language in society. second, language is a marker of social stratification. language can show patterns of relationships and social stratification in a society. third, language is a symbol of ethnic culture. language can show cultural symbols in an ethnic group. this is evident from the existence of various dialects or from various ethnic groups. this is caused by geographical differences and the stratification of the social environment among ethnic groups in people's lives (boltayevna, 2020). obviously, there is a reciprocal relationship between language and culture. what is more, people’s cultural background and behaviors shape the way they interpret the world around them and since language we use and the social contexts in which it occurs are mutually related, language should be treated “not only as a mode of thinking but, above all, as a cultural practice (kavakli, 2020). therefore, language plays an important role in human life because language functions as a means of communication among humans. it is considered so commonplace that it is rarely thought about, as is walking and breathing. if we look further, the influence of language on human life is so strong, that it is not uncommon for disputes to occur in society or in other words, any kind of symptoms that arises in human life is caused by language (banga, 2015). it is 'natural' people say “language is power”. this word is so simple, but it has a complex meaning. this statement is put forward by norman fairclough, one of the founders of critical discourse analysis as applied to sociolinguistics (bulan and kasman, 2018) as fairclough is so concerned about language. in connection with this, on the other hand there are those who argue that: "we think with the word, and with words we form concepts". (erkoci and bushgjjikaj 2019). based on the description above, it is clear that the role or function of language in human life cannot be doubted, as whatever our activities are, starting from the morning: at school, at the office, at the market, and so on, it is always colored with "language" as a means of communication. even whatever the name of the scientific discipline is, absolutely uses language as an introduction for a writer to convey ideas readers. however, in certain circumstances many people still ask about the function of language. this is possible if answered with a statement that the function of language is as a means of communication. language is a crucial tool for human communication, central and most important among all human semiotic systems. language is created by human civilization in a row with the development of culture, thought, and also technology. it is one of the most important things in human life because humans are social beings, humans cannot live without having an interaction with other living things. language becomes a medium for the human to communicate with each other (kanaza, 2020). without language, science and technology cannot grow and develop. in addition, language in the cultural structure has a dual position, function, and role, namely as the root and product of culture which also functions as a means of thinking and supporting the growth and development of science and technology. therefore, if we are careful in using language, we will also be careful in thinking because language is a mirror of the power of reason or mind. language can be said to be a very effective social control tool because every day we use language as a means of communication among one another, both orally and in the form of writing (baydak, 2015). crystal in mansoor (2019) believes that politeness, in sociolinguistics and pragmatics, is a term that signifies linguistic features associated with norms of social behavior, in relation to notions english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 29 like courtesy, rapport, deference and distance. such features involve the usage of specific discourse markers (please), suitable tones of voice, and tolerable forms of address. theories of politeness are involved in what belongs to either of these linguistic subfields for politeness is specifically concerned with language use that is connected with pragmatics-and it is a phenomenon that represents a link between language and the social world. language is a reflection of one's personality; even language is a mirror of the nation's personality. the meaning of this statement is that through the language used, a person or a nation can know the level of their personality. the quality of the personality of a person or group of people will be difficult to measure, if they do not express their thoughts or feelings through language acts (both verbal and nonverbal) in a polite manner (caplan, adams, boyd, 2020). language politeness is a reflection of a person’s character. therefore, the character of a person can be built through one of the abilities of language skills, i.e. the ability to usepolite language. the strategy of language politeness as one of the efforts to build the character of a nation can be effected through: 1) family education by having habitual, creating a conducive atmosphere and guidance; 2) positive language attitudes, both local and national languages, by building cognitive, affective, and conative aspects, and 3) mastery of polite vocabularies, both receptive and productive (sulastriana, 2018). politeness plays a crucial role in all cultures and societies for maintaining relationships and for face saving. although politeness is common to all cultures and languages, how it functions and is realized varies from one culture to another. politeness exists as a result of interactions between people and culture, and politeness is acquired with the passage of time through the socio-cultural coexistence of people with one another. people perform functions of politeness to various degrees to successfully communicate with each other (shalihah and zuhd, (2020). accordingly, it can be said that politeness is not a natural phenomenon, but it is acquired gradually and programmed in terms of social norms in the mind of the individual who is going to express them through his behavior .this indicates that the social rules of a society are specific for that society, and the rules enable the individual to use his speech acts appropriately (al-duleimi, 2016) language politeness is closely related to euphemism. as a symptom of language, euphemism is a kind of reference in the form of expressions that do not offend people, or subtle expressions to replace references that may be felt insulting, offensive, or suggesting something unpleasant. in everyday communication, both spoken and written, we often hear or read words or sentences that contain such euphemisms. however, it feels natural, considering that communication requires the accuracy of message disclosure so that the intended message can be understood by those who receive the message properly (sibull, et.al. (2019). the use of euphemism can avoid conflict and this is the main function of euphemism which is under the umbrella of sociolinguistics. sociolinguistics is an interdisciplinary science or a combination of two disciplines, namely sociology and linguistics. this science explains the human ability to use language rules appropriately in different situations. using polite language through euphemism is a picture of the language maker to use good and polite language, but the messages contained in it, both implied and explicit, can be conveyed properly. euphemism through a sociolinguistic approach and based on the concept of the function of euphemism becomes the object of this research, with the aim of identifying and analyzing the functions of euphemism in putu wijaya's short story guru (2011) so that the readers, especially the academic community, understand and apply the functions of euphemism in spoken or written language. the concept of euphemism as a means of avoiding conflict by means of smooth expressions are also supported by two relevant studies. the first is conducted by khedir and almoayidi (2018) stating that euphemisms are sweet-sounding, or at least inoffensive, alternatives for expressions that speakers or writers prefer not to use in executing a particular communicative intention on a given occasion; and the second conducted by iswara and sastaparamitha (2020) stating that euphemisms are the replacements of taboo, rude and inappropriate expressions. from the two previous studies, it is clearly pictured that the main function of euphemism is to sustain harmony in social interactions by polite appropriateness of language use. jumino suhadi, m. manugeren, purwarno purwarno, purwanto siwi, & susi ekalestari functions of euphemism in putu wijaya’s short story guru 30 putu wijaya is a top indonesian writer who is often called putu. putu wijaya is known as a playwright, novelist, short story writer, and journalist. he starts writing since junior high school and he always says “writing for me is not an easy job”, as a way to remember anyone who has contributed to his writing development. for putu, writing is not just telling stories, but also expressing opinions with calculated strategies but without losing sense and spontaneity. putu wijaya does a deconstruction. he floods his readers' heads with works of this kind, with unexpected themes. some of putu's works depict a world that is turned upside down, which is strange and miraculous, and beyond common sense. it is appropriate to say that putu's works are modern fairy tales. in his career putu wijaya is famous as a playwright. from his hands have emerged several modern drama scripts with the flow of consciousness. the drama scripts he writes are not the same as conventional drama scripts. in addition, putu wijaya also writes several novels with new genres. his novels are also "stream of consciousness", "absurd". novels with psychological and philosophical patterns are the characteristics of putu wijaya's writings. putu wijaya also writes short stories. a number of short stories appears, both in the form of books and published in various magazines and newspapers. just like his dramas and novels, putu wijaya's short stories also have a new style, new streams of consciousness, and reveal many streams of consciousness. putu wijaya is a very energetic and versatile person. the element of alienation as a characteristic of modern man is increasingly evident in his novels. this is where he shows his talents as a novelist to the fullest. putu wijaya received several awards and prizes for his works. in 1967 putu wijaya's script "the singing ocean" won the third prize from the indonesian national theater development board in the play writing competition. in 1980 he received the asean literature prize (sea write award) held in bangkok, thailand for his work ‘telegram” and in 2008 he received the indonesian theater federation award at taman ismail marzuki (kasmanah, 2021). the short story entitled guru tells the story of a father who is restless and angry at the wishes of his son, taksu. this father is not happy that taksu aspires to be a teacher. according to the father, teachers have no future, teachers are jobs for people who fail. he has tried everything, such as buying a car for taksu so that taksu would change his mind not to dream of being a teacher anymore. however, his efforts fail. taksu is adamant that he wants to be a teacher, no matter what his father says. then after ten years, the father is no longer restless and angry. taksu has become a teacher, a teacher for young people, the nation and the country for transmitting the work ethic. in today's era, the teaching profession is still often underestimated. there are still many people like "bapak" character in putu wijaya's short story in the real world; people who think that teaching is not a profession that should be coveted. through this short story we can take a message. if we have a dream for our future, we must focus on that dream and ignore any negative words that other people say, as in the end, we will live our own lives. if we succeed in achieving the dreams we have, other people will automatically realize our abilities. putu wijaya's short story deserves thumb-up. through this short story he tells the real things in people's lives, the things as they are in society, including the language used, and certainly related to sociolinguistics. sociolinguistics, under which lies the research, is a study that compiles theories about the relationship between society and language. based on the previous understanding, sociolinguistics also studies and discusses social aspects of language, especially the differences in language related to social factors (nisa, 2019). based on some of the opinions above, it can be concluded that sociolinguistics does not only study language but also learns about aspects of language used by society. sociolinguistics is an interdisciplinary science between sociology and linguistics, two fields of empirical science that are closely related. sociology is an objective and scientific study of humans in society, institutions, and social processes that exist in society. sociology seeks to find out how society comes into being, lasting, and persisting. by studying institutions, social processes and all social problems in society, it will be known how humans adapt to their environment, how they socialize, and place themselves in their respective places in society. on the other hand, linguistics is a field of science that studies language, or the science that takes language as the object of study. thus it can be said that english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 31 sociolinguistics is an interdisciplinary field of science that studies language in relation to the use of that language in society (ginting, 2020). from the description above, it can be concluded that sociolinguistics is an interdisciplinary study of language in relation to the language used in that environment. the use of sociolinguistics for practical life is very much, because language is a means of human verbal communication. in its use, sociolinguistics provides knowledge of how to use language in society. sociolinguistics provides knowledge about the various language variations that exist in society. we as humans who live in society, sociolinguistics provides knowledge about how we can place ourselves in the use of our language in a particular society. sociolinguistics also provides a description of language variations in relation to users and their uses. in addition, sociolinguistics allows us to examine the phenomena and symptoms of language that exist in society through sociolinguistic "glasses". as a science that studies language in society, sociolinguistics is able to "melt" with other fields of science. this is because language is a human verbal tool that exists in various other fields of science. as a means of communication, of course, language cannot be separated from other sciences as a means to express the results of thought. in addition, the object of sociolinguistic study is language in society. surely. it is very possible for sociolinguistics to be interrelated with other fields of science such as politics, culture, economics, and so on (akhtar, 2020). from the description above, it is illustrated that euphemism is part of sociolinguistic studies with the thought that euphemisms are part of language customs that are found in all cultures and are part of etiquette or language manners in interpersonal or group interactions at the level of power such as social, position, or age or solidarity. euphemism language is not just a means of communication. the relationship between a speaker and his interlocutor can be strengthened because of the use of the right language, on the other hand, if the language is used politely and appropriately, social relations can stretch and even break. polite and proper language refers to euphemism which is a characteristic of all languages. this statement does not imply that all languages have the same part of euphemism, which means that statements contained in one language and considered a form of euphemism are not necessarily the same as those in other languages. euphemism is a way of conveying information to audiences in the form of words, phrases or in a broader grammatical unit because euphemism is essentially using language politely without losing the concept of meaning it contains. the beginning of meaning is conceptual meaning, that is, meaning based on language conventions. conceptual meaning is the most important element in conveying messages because it includes logical, cognitive, and denotative meanings. in other words, the conceptual meaning is the meaning according to the concept, according to the referent, and there is no association or other meaning. however, in a certain text, euphemisms that are present may contain associations or other meanings because humans as reporters are creative through language. therefore, words, phrases, or sentences may experience changes in meaning and there is a tendency to manipulate reality because of this form of creativity. this can happen according to the practical interests of language users, including expressing arguments for social and cultural problems (mohammed and majeed, 2018). euphemisms give color to the use of language and reflect the attitude or policy of a person in presenting a message between uncertainty in facing facts and the need to convey information. this is related to the value of the taste of the language. choices of words that have a high sense of value tend to stick in the minds of listeners or readers than choices that have low value. the choice of words (diction) that has a high sense of value shows respect for the person or institution that is being discussed. euphemism can be positive because people, groups, institutions, authorities can use euphemisms to reconcile the atmosphere and stability, but it can also be negative because the reality is not known for certain. it is undeniable that the use of euphemisms in language is found in almost all ethnic groups in the world. its use is increasingly spreading to various fields of life and professions in our society. euphemisms which are part of language politeness are seen as important to use to maintain relationships with friends, work partners, relatives, and superiors. the use of euphemisms in language can be identified from the use of certain words in jumino suhadi, m. manugeren, purwarno purwarno, purwanto siwi, & susi ekalestari functions of euphemism in putu wijaya’s short story guru 32 communication. the right choice of words or diction marks the use of euphemisms in each professional field and life activity (al-khasawneh, 2018). the study of euphemisms is able to describe various uses of word meanings related to the tendency of language culture in modern society in general. changes that occur in a society can also be seen from the frequency with which certain words are used in everyday life. the emergence of new meanings in language, especially literary texts, indicates a change in the value system in the language that is closely related to the culture of the speaking community. avoiding language taboos and using euphemisms in communication is a form of politeness in language. the expression of euphemistic words makes us feel comfortable to express things that we feel are inappropriate, and neutralize them, for example topics about death, unemployment, taboos, and animals. we are constantly naming and labeling the words with expressions that make them sound better (serli, 2018). the function of euphemism the functions of euphemism according to bachriani, et.al. (2018) include: (1) as a means of language refinement. euphemism is used in the form of words or expressions that have indecent, unpleasant or terrible denotations, low connotations or dishonor which are replaced with other expressions to avoid various obstacles or social conflicts. (2) as a means to keep something secret. this euphemism serves as a tool to keep something secret, for example in the field of medicine where doctors cannot provide actual information to patients whose disease cannot be cured or is fatal. (3) as a means of diplomacy. this euphemism is usually used by leaders or officials to appreciate or satisfy their subordinates or people in order to avoid unwanted things. (4) as a means of education. euphemism is an educational tool. this is to avoid direct mention of words that are impolite or recognize words that are previously rarely known by the public at large because of the influence of the use of foreign words. (5) as a means of danger repellent. this euphemism used as a tool to ward off danger is a concept that reflects human efforts to obtain peace, safety, and welfare. method this type of research is qualitative research with content analysis method. qualitative method that requires categories as units of analysis, various categories made based on theoretical references, both categories of form and purpose and of meaning which are then simplified in steps by rational thinking (moleong, 2018); while the design uses inductive and deductive design models. the object of this research is related to euphemism. the data of this research are words, phrased and sentences that contain euphemisms. the data source is the short story guru by putu wijaya and the data are taken randomly in the forms of words, phrases and sentences oriented to euphemism. the data collection techniques used in this study are observation and recording. in order for this research to be more accurate, the writer (1) reads the the short story intensively, (2) notes the use of euphemism in the storyline, (3) sorts out the types of data that contain the functions of euphemism to be further presented in the form of discussions. the data analysis procedures in this study are related to the symbolic message of information with the following steps. 1) determine the form and function of each euphemism, 2) explore and reveal each euphemism meaning. 3) express the purpose or function of the euphemism used. 4) and based on these steps, conclusions are drawn which are then used as the basis for realizing the research report (busetto, 2020). results and discussion humans as cultured social beings have to pay attention to how expressions are presented in good language, especially regarding the uses of words that have cultural meanings. expression of language that is expressed in the form of words must remain in the corridor of social and cultural norms that can be accepted by the wider community. there are certain words that must be avoided, because they are considered taboo and are prohibited from being disseminated. by using euphemism in speaking and writing, social conflicts can be avoided. euphemism, a subtler expression instead of a harsh one and considered harmful or unpleasant becomes the object of this research based on the short story guru by putu wijaya. the data studied are in the form of words, phrases and sentences taken from the short story focused on the functions of euphemism, among others: language refinement, english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 33 keeping things secret, diplomacy, education and hazard repellent. language refinement data 1: “anak saya bercita-cita menjadi guru. tentu saja saya dan istri saya jadi shok.” (wijaya, 2011, p.1) analysis: the word shok in data 1 is included in the euphemism category because it is considered a subtler expression to describe an atmosphere or situation that is very stressful. the word shok above itself comes from the english word “shock” which means unpleasant experience. this expression occurs when bapak characters knows the desire of his son who aspires to become a teacher. for bapak character, this is something that really surprises him and to hinder his son's dreams he is willing to do anything even if he has to drain the entire contents of his deposit. data 2: “kami dengar selentingan, kamu mau jadi guru, taksu?” (wijaya, 2011, p.1) analysis: the word selentingan in data 2 is euphemisms because it is felt to be subtler in expressing an utterance that has the meaning of being the subject of public discussion. data 3: “guru itu hanya sepeda tua.” (wijaya, 2011, p.1) analysis: the words sepeda tua, meaning old bicycle in data 3 is a euphemism to say a junk that has no value at all. junk refers to something so worthless that no one wants it. data 4: “ngapain jadi guru, mau mati berdiri? kamu kan bukan orang yang gagal, kenapa kamu jadi putus asa begitu?!" (wijaya, 2011, p.1) analysis: the word gagal or failed in the above expression shows a word refinement or euphemism to replace a harsher word, namely the mention of a person who has no future or a loser. data 5: “yang dijadikan bulan-bulanan, saya.” (wijaya, 2011, p.3) analysis: the word bulan-bulanan is a euphemism because it is considered to be a refinement of the condition of someone who is a victim of anger venting. data 6: “sekali ini kami tidak muncul dengan tangan kosong.” (wijaya, 2011, p.3) analysis: the words tangan kosong, or empty handed is a euphemism. the word empty-handed is used to avoid saying that we do not bring anything when we visit or meet someone so that we do not seem to respect the person concerned. data 7: “taksu senang sekali. tapi kami sendiri kembali sangat terpukul.” (wijaya, 2011, p.3) analysis: the word terpukul, which also means offended in data 7 is a euphemism of a disappointing situation. in addition, the word terpukul is generally used to refine words that have a sad or dissatisfied meaning data 8: “dipuji sedikit saja sudah mau banting tulang, kerja rodi tidak peduli tidak dibayar.” (wijaya, 2011, p.3) analysis: the words banting tulang or toiling is a euphemism to express working very hard regardless of time. the use of the words indicates a very unpleasant situation for a person to be able to meet the needs of his life or his family, so the word toil can be used to smooth out the meaning. data 9: “puji-pujian itu dibuat supaya orang-orang yang lemah hati seperti kamu.” (wijaya, 2011, p.3) analysis: the words lemah hati or weak-hearted in data 9 is considered a softer word to express the word not having a stand or determination, so it belongs to the category of euphemism. data 10: “pesawat penerimanya sudah rusak.” (wijaya, 2011, p.6) analysis: jumino suhadi, m. manugeren, purwarno purwarno, purwanto siwi, & susi ekalestari functions of euphemism in putu wijaya’s short story guru 34 the word pesawat conveys a subtler meaning for the expression or utterance using the word “brain”. the word “brain: is considered a word with harsh connotations, so that the word pesawat sounds smoother to replace it data 11: ketika kami tanyakan bagaimana hasil perenungannya selama dua bulan, taksu memberi jawaban yang sama. (wijaya, 2011, p.3) analysis: the words hasil perenungan, which means reflection result is a euphemism that falls into the category of smoothing words from thoughts or situations in undergoing the process of determining a difficult choice. data 12: “sudah waktunya membuat shock therapy pada taksu.” (wijaya, 2011, p.4) analysis: the words shock therapy is an expression of refinement of the word to put pressure on someone so that they want to do an order, a euphemism. keeping things secret data 13: kami berobat ke sana-kemari, sampai berkali-kali melakukan enseminasi buatan. (wijaya, 2011, p.9) analysis: the word inseminasi or insemination has a euphemistic meaning because it basically refers to an artificial pregnancy, an unnatural pregnancy; then the word insemination is a closure of the meaning of artificial pregnancy which is considered uncomfortable for the perpetrator. diplomacy data 14: “…padahal kamu masih muda, otak kamu encer, dan biaya untuk sekolah sudah kami siapkan.” (wijaya, 2011, p.2) analysis: the expression above is a category of euphemism used as a means of diplomacy. the expression above occurs when the bapak character persuades his son not to become a teacher because for him the teacher is a job that has no future. by using the expression in data 14, the bapak character tries to persuade his son not to do things that he thinks very bad as the son will plunge into life difficulties. data 15: “kamu kan bukan jenis orang yang suka dipuji kan? kamu sendiri bilang apa gunanya pujipujian, yang penting adalah sesuatu yang konkret.” (wijaya, 2011, p.4) analysis: the expression in data 15 is a refinement or euphemism in the diplomacy category because the series of expressions is a way to neutralize the situation or calm someone so that the person pays more attention to the expressions conveyed. in this case the above expression is conveyed by the bapak character to his son, taksu so that taksu can consider his decision to become a teacher. conclusion euphemism is an integral part of social interaction. humans as social beings must have social interactions to maintain life. one important means of sustaining life is the use of language, which must be polite, kind, and to the point and, more importantly, not offending others. thus euphemism is a must to be implemented by language users. figure 1. functions of euphemism the focus of this research is to identify and analyze the functions of euphemism in short the story of guru, based on the concept of euphemism initiated by wijaya and rohmadi (2011). there are five main functions of euphemism in oral and written speeches: as a means of language refinement, keeping things secret, diplomacy, education and hazard repellent. of the 15 euphemism data taken from the short story, 12 data of language refinement are found; 2 of diplomacy and 1 of keeping things secret; while no data is found for education and hazard repellent functions. thus, it can be seen that euphemism as a means of english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 35 language refinement is the most dominant one used at 80%, followed by diplomacy at 13% and keeping things secret at 6%; references al-duleimi, h. y., rashid, s., abdullah, a. n. 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https://www.researchgate.net/publication/331940836_the_role_of_language_and_culture_in_sustainable_development https://www.researchgate.net/publication/331940836_the_role_of_language_and_culture_in_sustainable_development https://www.researchgate.net/publication/331940836_the_role_of_language_and_culture_in_sustainable_development https://sekadarbagibagi.wordpress.com/2017/05/23/cerpen-guru-karya-putu-wijaya/ https://sekadarbagibagi.wordpress.com/2017/05/23/cerpen-guru-karya-putu-wijaya/ word origin helps expand learners’ vocabulary english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee word origin helps expand learners’ vocabulary a vocabulary teaching approach li jing beijing sport university, china e-mail: eddie_lj@sina.com apa citation: li, jing (2012). word origin helps expand learners’ vocabulary a vocabulary teaching approach. english review: journal of english education, 1(1), 1-5 received: 05-09-2011 accepted: 01-10-2012 published: 01-12-2012 abstract: word origin (motivation) deals with the connection between name and sense, explaining how a word originated. with the knowledge of how words are originated, learners can grasp a word easier and thus expand their vocabulary more quickly. the introduction to word origin (motivation) by teachers can also help the learners gain interest in the process of learning and learn more about the cultural and historical background of the english-speaking countries. this paper tries to clarify this method of teaching from four aspects: onomatopoeia, word formation, cultural and historical background and cognitive linguistics. keywords: word origin (motivation), vocabulary, word formation, onomatopoeia, cognitive linguistics. introduction according to lu (1981) in his lexicology textbook modern english lexicology, motivation which can also be defined as word origin deals with the connection between name and sense. since the word motivation may be confused with other senses of the term in applied linguistics, this paper will use word origin instead of motivation for clarity. in fact, word origin is not an isolated concept in lexicology. it has connections with word formation, change of meaning, cultural and historical background. in short, word origin explains how a word originated. new words and expressions which evolve in civilized society are not arbitrary, and do not develop randomly. even for a folk adage, linguists can find its origin (xu, 1992). therefore, there is practical significance in studying word origin. word origin deals with a word’s origination, so with the connection between the meaning and the word itself, learners can grasp a word more easily and thus they can expand their vocabulary more quickly. onomatopoeia onomatopoeia is one kind of word origins, which means defining the principle of origin by sound (lu, 1999). many words of this kind simply imitate natural sounds, so people find it easy to spell them. however, with the development of language, these onomatopoeic words or their derivation, do not merely refer to the sounds they imitate. they can express a lot of meanings that are related to the sounds which are not difficult for learners to grasp. on the contrary, students can double or redouble their vocabulary in no time, so long as they spend some time in understanding the word origin. a large number of onomatopoetic words have been changed into nouns, some by means of word formation. mailto:eddie_lj@sina.com li jing word origin helps expand learners’ vocabulary a vocabulary teaching approach firstly, an onomatopoetic word might denote the object that gives out the sound. this is a kind of association by contiguity. the words “cuckoo”, and “cricket”, for example, at first, referred to the sounds cuckoos and crickets make, whereas now they’ve become the names of the bird and the insect which make the sounds. secondly, by adding the suffix “-er”, the original onomatopoetic word, if it is a verb, can be used as a noun to denote the object giving out the certain sound. the words “cracker” and “splashier” can be regarded as examples of this kind. thirdly, an onomatopoetic word is also designed to show the result of making sound or the place where sound is made. for instance, “bubble” as a noun now means the result of bubbling; “dump” as a noun now indicates the place where rubbish is thrown out. fourthly, an onomatopoetic word sometimes assumes a metaphorical character. for example, “crash” now has a meaning of failure; “crack” refers to a defect and sometimes a mental or physical breakdown, which are both extension of the original meaning (li, 2000). from an analysis of word origin along these lines, learners can easily grasp the key point of a word; thus it takes them less time to expand their vocabulary. however, there are still a lot of other kinds of word origin involved in the development of onomatopoetic words, which this paper does not include. word formation another kind of word origins is called morphological origin, where a direct connection can be observed between the morphemic structure of a word and its meaning (zhang, 1986). both english learners and teachers should attach importance to word formation for it can help to double or redouble vocabulary with half or even less effort. when morphological origin is used to help expand vocabulary, derivatives and compound words should be given special attention. a derivative is created by adding a prefix, or suffix, or both, to the base (zhang, 1986). an affix may have a certain feature called polysemy, which means the same affix does not have the exactly same meaning (huang 2001). for example, the latin prefix “sub-” has different meanings in “submarine” and “suborn”. the former one means “under, beneath”, while the latter one is extended with a metaphorical character meaning “secretly”. there are also examples of two or more different affixes having the same meaning, which can be shown in the suffixes “-er” and “-or” in words “teacher” and “visitor”. both suffixes indicate the person who does a certain thing. when using morphological origin to help expand vocabulary, learners need to identify pseudo-prefixed words and pseudo-suffixed words. some words may happen to contain letters that seem to be an affix, while in fact, they have no relation to the usual meaning of that particular affix. the letters “-er” in “daughter” and the letters “re-” in “result”, for instance, are not suffixes or prefixes (huang, 2001). compound words are easier to identify and their origin is very clear. two words, for example, “girl” and “friend” being combined together, form a new word that is semantically transparent. however, there are also quite a few compound words which are semantically opaque or difficult to english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee understand. a word such as “eggplant”, for instance, seems to have no relationship to what it denotes. however, it still has its origin: the shape of an aubergine is like an egg, so “eggplant” is used to denote aubergine (huang, 2001). as an english learner, when coming across a new word which may be a derivative or a compound word, or neither of the two kinds, one should not take the words at their face value. adequate understanding of a word is a presupposition of using word origin to grasp it. many students of english are quite familiar with the traditional methods of word formation, however, nowadays, with the development of modern english, some new methods of word formation have emerged and they play an increasingly more important role in the development of english. the first one is analogy, which uses the root of an original word to create a new word that relates to the original one in meaning. for example, “heliport”, which means a certain area for helicopters to land, derives from “airport”. “cold line” is created from “hot line”, which was a popular expression during the cold war. another important method of word formation is aphaeresis, which means getting rid of the first several letters of the original word, usually an unstressed syllable, to create a new one. “vantage”, coming from “advantage”, is a typical example of this kind. besides, in order to adapt to a rapidly developing society, people have already simplified a lot of words, usually with two methods: retaining initial letters, and abbreviating. by retaining the initial letters of the phrase “water closet”, people get “wc” instead. when abbreviating the word “university”, people get “uni(v).” for short (hong, 1997). briefly, getting to know the new methods of word formation is another effective way to expand vocabulary, especially when learners try to learn english through newspapers, magazines, the internet and other media where new words frequently appear. cultural and historical background quite a lot of new words and expressions came into english from cultural and historical backgrounds. knowing the related culture and history, learners will not only find it easy to grasp the word, but also to gain interest in the process of learning. in modern american english, there are many popular words with “mc-” as their initial letters. “mc-” appeared in names of ancient times, originating in scotland and ireland. since the two peoples were famous for their diligence, thrift and stinginess at that time, the compound word with “mc-” means something that is economical, or something that can save money. in early times, it was only used as a name of a trading company to attract customers. however, since the birth of mcdonald’s and the popularity of hamburgers, “mc-” has become active in making new words. most of the new words are closely related to mcdonald’s, so the typical meaning of “mc-” is efficiency and convenience. “mcamerica” is to suggest that america is a country that pays great attention to efficiency. in recent years, people have said they do not like mcdonald’s any more and they call it “junk food” as the food is mass-produced without any speciality. as a result, “mc-” now is used to denote something that is mass produced for general consumption and li jing word origin helps expand learners’ vocabulary a vocabulary teaching approach thus appealing to the lowest common denominator of the masses, such as “mcnews”, “mccinema”, “mcmovie” (zou 1996). after watergate in 1972, a new suffix “-gate” emerged to denote any scandal. former u.s. president bill clinton’s scandal was called “monicagate”, “lewinskygate”, “interngate”, and so on (zhou 2001). many words have changed their meanings with the passing of time and the effect of cross-cultural communication and social movements. this kind of word origin is widely used in the development of modern english. more than 100 years ago, the word "black” was humiliating. however, in later years, black people used “black power” to struggle for their rights and now “black” is a very honorable term (wang and li, 1983). as a result of cross-cultural communication, quite a few words were borrowed from china. the words of this origin are much easier for learners whose mother tongue is chinese. some of them are transliterated; others are free translation. for example, the word of “pipa”, a chinese traditional musical instrument, “weichi”, a chinese traditional chess, and “typhoon (台风)”, just sound like chinese. after the revolution of 1911, especially after the p.r.c. was founded, many new words from china came into english with free translation such as “paper tiger” and “special economic zone” (tao and gu, 2001). an introduction to the cultural and historical background of words can open up new horizons for the learners and it may seem an enjoyable way for them to grasp the english words. cognitive linguistics liang (2002) confirms that cognitive linguistics is a recently developed branch of linguistics, contributes to vocabulary teaching by laying special emphasis upon semantic development. it is based on experientialism, holding a view that meaning has an indissoluble bond with cognitive experience. according to this point of view, semantic evolution is concerned with vocabulary acquisition. many words, especially words denoting the position of body parts, have been greatly extended into a large range of meanings based on human cognition. the word “head” initially denoted a certain part of the human body. then it evolved to denote an animal’s head such as “head of a tiger”. that was not the end, for “head” in “head of a river” has been developed to indicate a spatial relationship. the word “head” has also been used as an abstract noun denoting “a leader” such as “head of state” (liang 2002). this kind of semantic evolution is not difficult to grasp, and sometimes it is interesting to discover the evolution. in this way, vocabulary learning can be more effective. conclusion new things and new thoughts are developing day by day, which is a basic reason for the emergence of new words. not one of these new words has been formed randomly. most of them find their origin from old words (ge, 1981). this paper has only discussed a small part of word origin and how understanding the origin of words can help students expand their vocabulary. teaching or learning word origin is really an effective way to promote efficiency in vocabulary expansion. english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee references hong, w. (1997). the trend of simplification in modern english vocabulary. foreign language teaching and learning 2, pp 46-50. huang, y. (2001). the relevance of morphology and acquisition of vocabulary. foreign language teaching and research 6, pp 21-26. li, g. (2000). the development of the meanings of onomatopoetic words in both english and chinese’. foreign language and foreign language teaching 3, pp 4-8. liang, x. (2002). ‘insights of the english vocabulary teaching from cognitive linguistics’. foreign language and foreign language teaching 2, pp 15-21 lu, g. (1981). word formation in modern english. shanghai: shanghai translation publishing house. ___________. (1999). modern english lexicology. shanghai: shanghai foreign language education press. shao, z. (1993). ambiguity of word origin in cross-cultural communication. foreign language teaching and research 2, pp 38-43 stuart, b. f. (1975). how to increase your word power. hong kong: reader’s digest association far east ltd. tao & gu. (2001). a study of the loan words and phrases from china-their origins in social culture and characteristics in grammar and pragmatics. foreign language and foreign language teaching 11, pp 27-31. wang, z. (1980). changes of the meanings of onomatopoetic words. foreign language teaching and research 1, pp 8-11 wang & li. (1983). practical english lexicology. liaoning: liaoning people’s press. wang, r. (2001). ‘an introduction to a coursebook of modern english lexicology’. foreign language and foreign language teaching 5, pp 78-82 xu, g. (1991). on language by xu guozhang. beijing: foreign language teaching and research press. zhang, y. (1986). a brief introduction to modern english lexicology. beijing： beijing normal university press zhou q. (2001). the characteristics of common ways in word formation of english and chinese. foreign language and foreign language teaching 5, pp 54-58 zou, w. (1996). a study of modern english slangs: form, origin and communication functions’. foreign language teaching and research 1, pp 23-36 the students’ and teachers’ perception on the english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee the students’ and teachers’ perception on the use of computer in efl classrooms anni kristanti yunandami sma negeri 2 cimahi, indonesia email: annyky@yahoo.co.id muhammad handi gunawan indonesia university of education, indonesia email: handi_gunawan@yahoo.co.id apa citation: yunandami, a. k. & gunawan, m. h. (2012). the students’ and teachers’ perception on the use of computer in efl classrooms. english review: journal of english education, 1(1), 71-79 received: 01-08-2011 accepted: 03-09-2012 published: 01-12-2012 abstract: this study is aimed to investigate the students' and teachers’ perception on the use of computer in the efl teaming process based on questionnaire and interview. by exploring the strengths and weaknesses on the use of computer in efl classrooms as perceived from students' and teachers' perception. it concludes that a large number of students enjoyed learning english using computer because it was fun and interesting. although, they had to share one computer with the class, but they enjoyed learning together with friends. the teachers enjoyed teaching english using computer because it could make them experience a different way of teaching. in addition, the computer use could challenge the teachers to be more creative. the computer could be used as an alternative learning device in learning. keywords: students’ and teachers’ perception, english as a foreign language, computer. introduction curriculum in indonesia has gone through several changes and development since 1945. it was developed in 1954 and revised in 1961, 1964, 1968, 1975, 1984, and 1994. in 2001 competence-based curriculum (cbc) was implemented (departemen pendidikan nasional, 2004). in year 2007, the government starts to implement the new curriculum, kurikulum tingkat satuan pendidikan (school-based curriculum). this curriculum is based on the law no. 20 year 2003 on national education system, which gives the government and local government to have full authority to guide, manage, help, and supervise their own education. furthermore, the educational framework must follow the national education law. in addition, the law number 14 year 2005 on teachers and lectures put high priority on the teachers/lectures professionalism (departemen pendidikan nasional, 2006). it is obvious that teachers should be more professional and skillful in teaching. that is why the government must put high priority on teachers' certification to enhance the purpose of national education and to fulfil the demand of qualified human resource. teachers are recommended to develop themselves so that they have to upgrade their skill through training and developing teaching material in the classroom. anni kristanti yunandami & muhammad handi gunawan the students’ and teachers’ perception on the use of computer in efl classrooms moreover, teaching methodology develops well, more teachers are aware of the use of technology in the classroom. teachers realize that teaching is not merely transferring the teachers' knowledge but also giving a lot of exposures for their students. the teaching method is more to communicative methodologies and moreover the most important thing is the informal 'acquisition-rich' learning environment (skehan, 1985: 13). the learning environment or the stimulus is very important to make the students learn well. computer becomes one of the alternatives besides language laboratories. kenning & kenning (1983:20) said that computer can be used as an effective teaching tool if teachers know how to use it. a computer is nothing more than a tool, an aid, to be used or not, moreover teachers can decide to use computer if it is necessary. the use of computer has been known for years in the field of education. though, it was always argued that the computer cannot replace the main role of teacher in the classroom (stemplesky, 2002 in richards. and renandya, 2002:364), computer is needed to make the process of learning and teaching easier and faster. computer has been notified with the variety of form, from the simplest one to the most complicated one. it is said that the use of high technology tends to be expensive, and complicated, the high-tech media gives more and more facilities. in additional, teachers are being able to use the high-tech media to support the instructional design in the classroom. the use of computer in efl classroom has opened the new way of the use of learning media. since it can combine the varieties media (such as text, sound, picture, numerical, animation and video) in one digital software, and also because of the capability of being interactive, the computer becomes a sophisticated alternative to improve the quality of elt. the use of computer can help the students to be autonomous learners (brown, 2001: 51). bret (1998: 301) says that multimedia language learning environments can deliver authentic input, provide meaningful language learning tasks, deliver feedback on those tasks and can be manipulated according to the needs of the user. this makes it ideal for independent study, and the learner perhaps having the opportunity to work through the exercises at their own pace moreover, multimedia can help the students learning to learn, developing language skills (listening, reading, writing, and pronunciation or speaking). the use of technology in efl classroom is very crucial since our government has put the high priority to the use of instructional computer-based teaching (ict). the national education department mentions the importance of the use of technology in classroom as in written down in "rencana strategi (renstra) pembangunan pendidikan nasional 2005-2009" (the strategic plan in developing the national education 2005-2009). it is said that one of the programs that will be conducted in 2005-2009 is implementing information technology (it) in the classroom (departemen pendidikan nasional, 2066). the government realizes the lack of the facilities but this program will be conducted step by step. moreover, the pusat teknologi dan komputer has used the television as a media to broadcast the educational program in 2004. the educational program reached 80 cities in english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee indonesia (including village and district area). furthermore, the use of computer can be considered a learning media that gives the different kinds of intelligent as proposed by gardner (1983 in brown, 2001:113). gardner's theory about multiple intelligence, that people have more than one intelligent such as musical/rhythmic, verbal/linguistic, visual/spatial, motoric /kinaesthetic, logic/mathematic, intrapersonal, and interpersonal, opens the chance of multimedia in the classroom in order to facilitate the students' differences in learning. the research tries to portray the possibility of the computer uses in the efl classroom, particularly in senior high school. the focus is on the students' and teachers' perception on the use of computer in efl classroom. the study is very important in order the answer the demand of the importance of english as one of skill that students should acknowledge in the future. furthermore, this study can give a new enlightment in english teaching learning to improve the students' mastery. in addition, the lack of using the computer in the classroom (especially in efl classroom and senior high school) becomes the main reason why this research was conducted. hopefully, this research gives the benefit for the national educational in our country. purpose of the study the research focused on two things; they are the students' and teachers' perceptions to the use of computer to improve the teaching-learning process and to explore the possibility of using computer in senior high school. these are the following purposes: 1. finding out the students' perception on the use of computer in the efl teaming process based on questionnaire and interview. 2. finding out the teachers' perception on the use of computer in efl teaching process based on questionnaire and interview. 3. exploring the strengths and weaknesses on the use of computer in efl classrooms as perceived from students' and teachers' perception. 4. exploring the contributions of the learning situation to the students' and teachers' perception. as outlined in purpose of the study there are three research questions to be answered: 1. what is the students` perception on the use of computer in efl classrooms? 2. what is the teachers' perception on the use of computer in efl classrooms? 3. what are the strengths and weaknesses as perceived from the students' and teachers' perception? 4. what are the contributions of the learning situation to the students' and teachers' perception? the study is intended to survey the students' and teachers' perceptions on the use of computer in the efl classroom, the strengths and weaknesses, and the implications of learning situation towards the students' and teachers' perception. moreover, it can give a new perspective in english teaching-learning, such as: a) the use of computer for elt in senior high school. b) the material development for computer-based learning to improve the quality of elt in senior high school. anni kristanti yunandami & muhammad handi gunawan the students’ and teachers’ perception on the use of computer in efl classrooms c) this research is largely descriptive statistics meaning that it involved measuring data using graphs, tables, and basic descriptions of numbers such as averages or means. the sub ects of the study were the first year students of one senior high school in cimahi of academic year 2005/2006. there were 100 students and 6 english teachers. in addition, the research was conducted during the curriculum 2004. this study was limited to survey on the use of computer in efl classroom in which each student and teacher were required to answer a questionnaire about their perceptions on the use of multimedia in efl class-room. the questionnaire and interview were based on the theory of perception proposed by sperling (in fransiska: 2000) and curriculum 2004. the interview data will complete, clarify, support or even contradict with the result of questionnaire. method the study was intended to reveal and describe the students' and teachers' perceptions on the use multimedia in efl classrooms. this research is largely descriptive statistics meaning that it involved measuring data using graphs, tables, and basic descriptions of numbers such as averages or means (coolidge, 2000). the subjects of the study were the first year students of one senior high school in cimahi of academic year 20052006. there were 100 students and 6 english teachers. in addition, the research was conducted during the curriculum 2004. this study was limited to survey on the use of computer in efl classroom in which each student and teacher were required to answer a questionnaire about their perceptions on the use of multimedia in efl classroom. the questionnaire and interview were based on the theory of perception proposed by sperling (in fransiska, 2000) and curriculum 2004. the interview data will complete, clarify, support or even contradict with the result of questionnaire. the setting was a senior high school in cimahi. this school has a multimedia laboratory so that the main reason why this research was conducted at this particular school. moreover, this research tries to figure out the potential asset in local area especially in cimahi. the participants were students and english teachers at a high school in cimahi. the students' level were grade one. there were 100 students and 6 english teachers. in addition, the 100 students were chosen because it was their first time using computer to learn english in multimedia laboratory. moreover, the 100 students initiate the transfer into percentage in data analysis. the 6 teachers were chosen because there are 6 english teachers in that school. results and discussion the students' perceptions the computer gave them fun learning through games, presentation, and interesting pictures. moreover, they could learn autonomously. the computer provided them a fun learning compared to teacher's explanation in the classroom. they said computer used to vary the learning and teaching process so the students did not have to listen to the teacher's explanation. through computer, they could watch movie, and play games. in addition, they could learn together with friends in the classroom. english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee computer encouraged the students to learn english because through computer they were able to get so many exposures; such as the examples of communicative dialog. moreover, the computer helped them to develop their english vocabulary. the students also said that they enjoyed playing games so that it provided them the challenging situation to learn more and more. 6% of the respondents were not sure whether it encouraged them to learn english or not. the interview revealed that they considered the material was too difficult for them and there were also too many new vocabularies that they were not familiar with. the students sometimes felt ashamed if they made mistakes in pronouncing words. it can be concluded that in term of the sensory of stimulus, the respondents gave positive answers. the table shows that the pictures, sounds, and text in the computer could help the students to learn english well, especially reading, listening, vocabulary and grammar. it can be concluded that in term of the learning process the respondents enjoyed learning within the group because it was fun and they could ask their friends if they did not know something. and they liked to learn by themselves too because they did not have to rely on the teacher. but, they felt whenever they worked with the group some of their friends kept silent. this could be happened because (1) the big size of the students, (2) there was only one computer to share with the whole class. the strengths and weaknesses this section concerns with the discussion from research findings which are about the students' perceptions and strengths-weaknesses on the use of computer in efl classroom. based on the findings, it can be concluded that the students enjoyed learning english using computer because was fun and interesting. this fact is in line with kayser (2002); he says that the benefit of the use on computer in efl classroom is students are able to learn how to use technology more effectively. although, they had to share one computer with the class they enjoyed working together with their friends. the class seemed noisy and uncontrollable but they could learn from others without being afraid of making mistakes. they liked to compete with their friends among the group. although, some of them kept silent they actually involved in the learning process. they shared their opinion with the group. although, they seemed enjoy the learning, some of them still afraid of making mistakes and the limited vocabulary mastery made them think that the use of computer did not give them any support to learn english well. luis reis (1995) has proven this through six-month experiment on the impact of using multimedia in his class. he finds out that his students feel less motivated because they did not interact directly with the computer. moreover, he says that his students tend to use their mother tongue whenever they learn english through computer because they have a very limited mastery of english vocabulary. the computer could be used as an alternative learning. though the facility was so limited they could learn well. the students still needed the teacher to guide them using computer in the classroom. reis (1995) states that a classroom equipped with one computer need the anni kristanti yunandami & muhammad handi gunawan the students’ and teachers’ perception on the use of computer in efl classrooms teachers' guidance because teachers still need to drill students with tutorial grammar. in addition, galavis (1998) adds that computers and other equipment are just tools, so teachers have to make them work for the teachers. not against the teachers. the students thought that computer helped to learn english well. besides, it helped them to use english words, phrases, tenses, vocabulary, pronunciation sentences correctly. moreover, according to oxford university press (2004) multimedia can help the students learning to learn, developing language skills (listening, reading, writing, and pronunciation or speaking). they admitted that the pictures, sounds and text in the computer helped them to comprehend the dialogue which represented by the native speakers. they got a lot of exposures from the computer especially dealing with the variety of english expressions. moreover, they could create a communicative dialogue and the subtitle helped them to understand the different kind of text and this could help the students to guess the meaning from the context. this is proven by brett (1998, in jackson:2002) states that multimedia language learning environments can deliver authentic input, provide meaningful language learning tasks, deliver feedback on those tasks and can be manipulated according to the needs of the user. but still there were some problems dealing with how the computer helped the students to reach their goals in learning english, such as; (1) the limited mastery of vocabulary, (2) the lack of tenses knowledge, (3) the computer program only focused on speaking and listening, (4) the learning program was too difficult to follow, (5) no speech media (like microphone or headset), (6) no equal chance in using computer because they had to share one computer with the whole class. the pictures, sounds, and text in the computer could help the students to learn english well, especially reading, listening, vocabulary and grammar. the students learnt english using computer in multimedia laboratory. mostly they had to share one computer with the class. then they preferred learning english using computer once in a month or even unscheduled because they would experience a different situation. moreover, sharing one computer with the class was no big problem for them as long as they could learn together with friends. they realized that the school had only limited computer facilities. but sometimes they felt disappointed that they could not use computer individually. the students enjoyed learning within the group because it was fun and they could ask their friends if they did not know something. and they liked to learn by themselves too because they did not have to rely on the teacher. but, they felt whenever they worked with the group some of their friends kept silent. this could be happened because (1) the big size of the students, (2) there was only one computer to share with the whole class. harmer (2002:150) says that teachers have to remember there are still so many problems dealing with using computer. the teachers' perceptions this section concerns with the second research problem i.e. the teachers' perceptions on the use of computer in efl classroom. the data collection was taken in two ways by questionnaire and interview. the english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee questionnaire was given on may 2006. after classifying the answers form the respondents, the interview were conducted on july 2006 (2 respondents were interviewed). the respondents (there are 6 english teachers) gave positive perception. it means that the use of multimedia in efl classroom has given positive impacts. the analysis is classified based on the variable in the questionnaire. there are 4 categories: (1) students' personal feelings, attitude drives and goals, (2) the sensory nature of the stimulus (3) learning experience that the students have. the category is based on the theory of perception proposed by sperling (in fransiska: 200 1). it can be concluded that the teachers enjoyed teaching english using computer could make them; (1) experience a different way of teaching, (2) more creative, (3) challenge themselves to prepare the material well, (4) present a fun learning for the students, (5) motivate the students to learn better, (6) give so many exposures of communicative dialogue. it comes to the conclusion that teaching english using computer supported the students to learn english well and this could help the students to experience a fun, and interactive learning. it can be concluded that the teachers gave a positive view towards the computer. they said computer could help teachers to teach better since it provided motion pictures. the students had a different way of learning. the exposures were so many especially for speaking, listening, and vocabulary so that the students were able to create a communicative dialogue. but since the one who used the computer was the teacher, they could not see whether the computer could increase the students being confident. the mastery of vocabulary was the main problems for the students. besides, computer was only a tool; it could not replace the main role of teachers. it comes up with the conclusion that computer helped the students to learn both in group and individually. the teachers could let their students to learn individually. but still the teachers must guide their students. the problem that the students needed to guide was vocabulary. moreover, the teachers must pay attention that not all the students could use the computer. the contributions of learning situation to the students' and teachers' perception most of the students learnt english using computer in multimedia laboratory. they had to share one computer with the class. moreover, they preferred learning english using computer once in a month or even unscheduled because they would experience a different situation. in addition, sharing one computer with the class was no big problem for them as long as they could learn together with friends. they realized that the school had only limited computer facilities. but sometimes they felt disappointed that they could not use computer individually. the students learnt the computer by the it can be concluded that most of the teachers used multimedia laboratory to teach english and they only used one computer for one class. they used lcd so that their students could see the pictures clearly. the schedule was varied, too. sometimes it could be once in a month, unscheduled, and once in a week. the schedule could be made by the school staff or by the teachers. the teachers used computer anni kristanti yunandami & muhammad handi gunawan the students’ and teachers’ perception on the use of computer in efl classrooms based on the necessities. in addition, they had to share the multimedia laboratory with other subjects. moreover, most of the teachers got the computer skill by learning on their own since there is no special training about computer use in the classroom. conclusion this study concludes that a large number of students enjoyed learning english using computer because it was fun and interesting. although, they had to share one computer with the class; it but they enjoyed learning together with friends. the computer could be used as an alternative learning. furthermore, the teachers enjoyed teaching english using computer because it could make them experience a different way of teaching. in addition, the computer use could challenge the teachers to be more creative. the teachers had a lot of opportunities to prepare the material well. moreover, the computer provided a fun learning for the students and motivated the students to learn better. the computer gave so many exposures of communicative dialogue. moreover, using multimedia in efl classroom can help with some difficulties associated with the efl situation, such as a large class sizes and mixed-ability classrooms. therefore, teachers must acknowledge the function of media in efl classroom. through the use of media, the learning process can be increased to reach the goal of learning process. there are some strengths and weaknesses on the use of computer in efl classrooms as perceived from the students` and teachers' perception. it can be concluded that the learning situation was interactive and fun. on the other hand, the learning program was too difficult to follow. they needed the teacher's encouragement to make themfeel more confident. besides, the students thought that the teacher did not know how to use the computer well so that the learning process was not smooth. the students sometimes felt afraid of making mistakes. they said it was difficult to think critically because the limitation of grammar and vocabulary mastery. they could think critically if the material led them do so. moreover, the learning situation notably; the place, the computer facilities, the frequency, and the computer skill influenced the students' and teachers' perception on the use of computer in efl classrooms. this study is not without any limitations. therefore, in drawing conclusions there are several limitations that should be kept in mind. firstly, the research was done in one school in one city. it is suggested that the number of public senior high school be increased and cover several cities so that the generalizations of the result of the research are wider to draw. secondly, most of the analysis of the students' and teachers' perception was done through questionnaires and interview. the analysis would be more thorough if supported with classroom observation recordings conducted by the researcher. overall, the results of the study show that using media in efl classroom is very important to increase the students' motivation and attention. moreover, using computer as a teaching media is a must since it helps the students get the exposures that the teachers can not give in the classroom. in addition, teachers must be wise using the computer, just remember that the english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee computer is only a media. teachers must be more creative in teaching by developing the computer as a media of teaching and learning which supports the new curriculum "ktsp" (school-based curriculum). references alwasilah, a. c. 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(1983). fundamental concepts of language teaching. oxford: oxford university press http://www.pt.britishcouncil.org/inenglish/ie2002a32pj.htm http://www.oup.com/elt/global/multimedia/cataloque/multimedia/multimedia_article/ english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 929 students’ perceptions of implementing problem-based learning with blended learning in efl academic reading hijril ismail english education department, faculty of teacher training and education, universitas muhammadiyah mataram, indonesia email: hijrilismail@yahoo.com edi english education department, faculty of teacher training and education, universitas muhammadiyah mataram, indonesia e-mail: edi.dompu.80@gmail.com apa citation: ismail, h., & edi. (2022). students’ perceptions of implementing problem-based learning with blended learning in efl academic reading. english review: journal of english education, 10(3), 929-936. https://doi.org/10.25134/erjee.v10i3.6807 received: 14-06-2022 accepted: 25-08-2022 published: 30-10-2022 introduction reading is one of the essential skills in learning english as a foreign language that connects the knowledge of previous readers (prior knowledge) with the information the author wants to convey in certain situations to build meaning (ismail et al., 2020). meanwhile, according to horn et al. (2021), reading is also defined as recognizing text and word symbols in the daily environment. reading is also defined as a fundamental skill that students must possess to achieve academic success. with it, they can obtain information and increase their knowledge to fulfill their learning objectives (hassan et al., 2017). reading has several types, one of which is academic reading. academic reading is critical reading (groen et al., 2020; padagas & hajan, 2020) of long texts to study certain subjects (padagas & hajan, 2020), which is considered an important ability for students because they are always required to read in order to complete the tasks given by educators (liu & read, 2020), and is also considered a job that students cannot avoid to achieve educational success in higher education (yulia et al., 2020). furthermore, schwabe et al. (2022) state that academic reading is vital for many aspects of our daily lives. academic reading is also considered an important skill (liu & read, 2020; yulia et al., 2020) in higher education because students are generally required to deal with various kinds of reading tasks (liu & read, 2020), which are unavoidable by students for successful study in higher education (yulia et al., 2020). academic reading problems in higher education are still often found in various types of researches (monje & macasieb, 2020), such as using a very formal vocabulary and having a high content complexity which can make it difficult for students to understand the reading text they are reading if they do not have adequate knowledge (hartshorn et al., 2017; muñoz & valenzuela, 2020). another problem found is that many activities in academic reading learning emphasize the search for information in reading texts, whereas to get the benefits of reading is to implement critical reading as an essential skill for abstract: the study aimed at exploring students’ perception of implementing problem-based learning with blended learning in efl academic reading. quantitative and qualitative data were gained by applying a questionnaire and semi-structured interviews. the study occurred at the english education program at muhammadiyah university of mataram. the respondents involved in this research were thirty-four english foreign language (efl) students who are joining an academic reading course. the result showed that students have positive perceptions of the use of problem-based learning with blended learning in teaching efl academic reading. at the same time, the respondents found barriers preventing them from utilizing problem-based learning in teaching efl academic reading such as requiring sufficient time to complete a topic or find out the solution to a problem, needing additional fees to buy internet quota, and needing prior knowledge in applying problem-based learning. finally, the finding gained from two types of instruments recommended that pbl with blended learning can be applied in efl academic reading. keywords: academic reading; blended learning; perception; problem-based learning. hijril ismail & edi students’ perceptions of implementing problem-based learning with blended learning in efl academic reading 930 college students (groen et al., 2020). furthermore, liu & read (2020) found the problem in academic reading are comprehension in general, understanding implied meaning, understanding the main idea, local comprehension, integrating information within the text, reading speed, expeditious reading (e.g., skimming and searching), evaluating or critiquing information, integrating information from multiple texts, summarizing in one’s own words, applying the knowledge to one’s own writing, paraphrasing in one’s own words, attention or focus, motivation or attitude toward reading, information retention, and amount of reading. many researchers have researched academic reading, including singh (2019), who investigated the academic reading challenges faced by international english as a foreign language master’s students at a malaysian university. the finding indicates that the students faced difficulties regarding interpreting the text in english instructional settings. padagas and hajan (2020) researched the academic reading needs of undergraduate students. the finding states that students need to organize the literature items reviewed and synthesize general concepts to generate a new idea. liu & read (2020) surveyed general skills and challenges in university academic reading. they generally found that the academic reading challenges are the length or amount of reading material, a large amount of time spent on reading, the failure to finish reading within the time frame, loss of concentration or focus on reading, as well as demotivation for reading. the study is concentrated on teaching academic reading via problem-based learning to overcome the problems in academic reading learning. pbl is a student-centered learning process that involves small groups and educators act as facilitators during the learning process to address real problems that are the focus and to provide incentives for students to learn (nagarajan & overton, 2019). in pbl, a problem is considered a problem situation (shuhailo & derkach, 2021). pbl is implemented in the learning process to solve real problems scientifically through a series of investigations to get any problem solving (amin et al., 2020). problems occurring around students are used as a stimulus to start learning using the pbl model. by facing real problems, students become more enthusiastic about gathering information, investigating problems, and solving problems well (amin et al., 2020). pbl is also defined as a student-centered learning model that encourages critical and creative thinking for real problem-solving (kardoyo et al., 2020). pbl is one of the learning strategies that can be chosen to enhance the quality of learning (kardoyo et al., 2020). table 1. stages of pbl stages educator activities stage 1 delivering student orientation on the problem educators inform learning objectives, propose reading texts to raise problems, and motivate students to be involved in solving selected problems. stage 2 organizing students to study educators assist students in defining and organizing tasks related to selected problems. stage 3 guiding individual or group investigations educators encourage students to collect appropriate information and conduct experiments to obtain explanations for problem-solving. stage 4 developing and presenting the work educators help students plan and prepare experimental results such as reports, videos, and models to be shared with others. stage 5 analyzing and evaluating the problem solving process educators help students to reflect and evaluate the investigations and processes that have been carried out. many types of research data show that pbl can improve learning outcomes (amin et al., 2020; kardoyo et al., 2020; i. s. sari et al., 2021; suhirman et al., 2020; suryanti & nurhuda, 2021), enhance motivation in continue learning (silva et al., 2018), develop critical thinking (saputro et al., 2020; silva et al., 2018; ulger, 2018), enrich creative thinking (ulger, 2018 and silva et al., 2018), assist the students in taking the lead and becoming responsible for their learning process, enriching students’ ability to improve independence as learners, provide an opportunity to work collaboratively under their direction, and encourage students to apply their background knowledge to make decisions with a focus on problem-solving (silva et al., 2018), become an affective complementary method because it can expose students to real problems (tortorella & cauchick-miguel, 2018). pbl in this study was applied through blended learning. blended learning (bl) is a learning process that combines face-to-face learning with online learning by utilizing technology (sun & qiu, 2017). supported by heilporn et al. (heilporn et al., 2021) who points out that bl is a learning process that combines synchronous and asynchronous activities. while lakhal et al. (2020) state that bl is a continuum of face-toface and online learning. bl is also considered english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 931 very interesting because it has the potential to optimize student engagement in learning (halverson & graham, 2019; manwaring et al., 2017), and educators have a central role in facilitating interaction, providing support in the learning process, and designing learning (boelens et al., 2018). if blended learning is designed properly, it will affect learning outcomes. in the era of technological innovation, blended learning utilizes technology to create a learning environment that is more efficient, interesting, and student-centered (yu & du, 2019). therefore, the research is focused on students’ perception of pbl model with bl in efl academic reading. perception is how students think or feel about the model applied in teaching and learning. many researchers have investigated perception of problem-based learning, such as abdalla and eladl, (2019) performed research on student perception of the effect of problem familiarity on group discussion quality in a problem-based learning environment, azeem et al. (2018) undertook a study about perception of problembased learning in orthodontic medical education, sari et al. (2018) about perception and career interest in a problem-based learning environment and student opinions, kusmiati et al. (2021) about perception of problem-based learning on medical course, victor-ishikaku & ukpai (2021) about perception on the challenges of utilizing problembased learning in teaching computer science in public senior secondary schools in port harcourt metropolis, and mpalanyi et al. (2020) about the perception of radiography students toward problem-based learning almost two decades after its indirection at makerere university, uganda. this research aims to explore and identify the students’ perception of implementing problembased learning with blended learning in efl academic reading. method the research design was utilized in this research is qualitative to analyze the data from the questionnaire and the exploratory qualitative method employed for interview data because the authors considered a suitable method to explore students’ perceptions of the usage of pbl via blended learning in teaching and learning academic reading. the research was carried out in the third semester of the english education program muhammadiyah university of mataram. the number of participants was 34 who were taken through disproportionate stratified random sampling because the population is stratified and not proportional (sugiyono, 2009). the data was collected through questionnaires and interviews to identify students’ responses after utilizing pbl via blended learning in academic reading. before the writers distributed questionnaires and interviewed the participants, they joined the teaching and learning process for five weeks by applying pbl via blended learning. after completing the learning process, the 30 questionnaires are distributed to them. to strengthen the data obtained from the questionnaires, the researchers utilized the triangulation technique by distributing interview question instruments to the participants through direct questions to ten students who were used as samples in the interview. the data analysis was undertaken statistically for data from the questionnaire instrument results to find an average score and the data from the interview was analyzed descriptively. results and discussion the research explores students’ perception of implementing problem-based learning with blended learning in efl academic reading. in the result and discussion described the motivational variable, learning process variable, learning impact variable, and accompaniment impact variable. motivational variable the result of a survey on students’ perception of the usage model of pbl through blended learning showed that the majority of respondents agree that the model can motivate students to learn. table 2. motivational variable no statements score category 1. this model increases learning motivation because students are directly involved in finding solutions in learning. 4.81 strongly agree 2. this model encourages students to collect information according to the problem. 4.4 agree 3. this model increases students' curiosity. 4.5 agree table 2 shows that all statements in the motivational variable are strongly agree and agree. one category strongly agrees, namely this model increases learning motivation because hijril ismail & edi students’ perceptions of implementing problem-based learning with blended learning in efl academic reading 932 students are directly involved in finding solutions in learning (average score 4.81). then two categories agree, namely this model encourages students to collect information according to the problem (average score 4.4) and this model increases students' curiosity (mean score 4.5). the findings of students’ perceptions on motivational variables revealed that the pbl model through blended learning could increase students' motivation in the efl academic reading course. this is similar to silva et al. (2018), who found that the pbl model can enhance students motivation to learn. furthermore, the students’ agreeable response to the second statement of the motivational variable on the model encourages students to collect information according to the problem. this is congruent with the finding of tortorella & cauchick-miguel (2018) and amin et al. (2020), who revealed that pbl effective complementary method for learning, especially to gather literature, better learning experience to overcome actual problems, provide a more fertile environment to learn, and collect information to solve real problems. then, the last statement about the model can increase students’ curiosity, also responded with agree. learning process variable table 3. learning process variable no statements score category 1. emphasize student-centered learning. 4.7 strongly agree 2. lecturers act as facilitators in the learning process. 4.6 strongly agree 3. encourage students to interact directly with lecturers through discussion and question and answer. 4.2 agree 4 encourage collaboration between students and between students and lecturers. 4.3 agree 5. utilizing blended learning encourages students to complete the tasks given because they have sufficient opportunities to find solutions to the problems being discussed. 4.2 agree 6. this learning model directs students to understand the concept of academic reading. 4.1 agree 7. this learning model directs students to improve vocabulary mastery. 4.7 strongly agree 8. this learning model directs students to improve critical reading skills. 4.2 agree 9. this learning model directs students to actively discuss about the topic being studied. 4.1 agree 10. this learning model prioritizes the value of the process in each assessment. 4.7 strongly agree 11. assignments are given according to the topic being studied. 4.6 strongly agree 12. the time duration to complete the task is sufficient. 4.1 agree table 3 shows the variables of the learning process, five statements strongly agree such as emphasizing student-centered learning (mean score 4.7), lecturers act as facilitators in the learning process (mean score 4.6), this learning model directs students to improve vocabulary mastery (mean score 4.7), the learning model prioritizes the value of the process in each assessment (mean score 4.7), and assignments are given according to the topic being studied (mean score 4.6). whereas seven statements agree namely encourage students to interact directly with lecturers through discussion and question and answer (mean score 4.2), encourage collaboration between students and between students and lecturers (mean score 4.3), utilizing blended learning encourages students to complete the tasks given because they have sufficient opportunities to find solutions to the problems being discussed (mean score 4.2), this learning model directs students to understand the concept of academic reading (mean score 4.1), this learning model directs students to improve critical reading skills (mean score 4.2), this learning model directs students to actively discuss the topic being studied (mean score 4.1), and the time duration to complete the task is sufficient (mean score 4.1). the finding of students’ perception on variable learning process pointed out that respondents strongly agree with five statements, the first, learning process emphasizes studentscenter learning. this is in line with nagarajan and overton (2019), who put forward that studentcenter learning is the implementation of pbl which offer educators the opportunity to engage students in solving complex real-world problems. the second, an educator acts as a facilitator in teaching and learning process, to provide more opportunities for students, such as undertake investigation, have a discussion, and explore their opinion. the third, the learning model directs students to improve vocabulary mastery, because they are asked to read several reading texts that have been prepared to be applied in efl academic reading learning process, the form of reading text used is argumentative text. the fourth, this learning model prioritizes the value of english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 933 the process in each assessment, and the fifth, assignments are given according to the topic being studied. whereas, respondents agree with seven statement agree namely encourage students to interact directly with lecturers through discussion and question and answer both face to face (offline) or online learning, encourage collaboration between students and between students and lecturers, by utilizing blended learning, it encourages students to complete the tasks given because they have sufficient opportunities to find solutions to the problems being discussed, this learning model directs students to understand the concept of academic reading, this learning model directs students to improve critical reading skills, this learning model directs students to actively discuss about the topic being studied, and the time duration to complete the task is sufficient. learning impact variable table 4. learning impact variable no statements scores category 1. improve students' understanding of academic reading concepts. 4.1 agree 2. improve students' vocabulary mastery. 4.6 strongly agree 3. this learning model can improve student learning outcomes. 4.1 agree 4. improve students' critical reading skills. 4.2 agree 5. this model has been properly implemented in academic reading learning. 4.7 strongly agree 6. improve students’ understanding of the pbl model steps. 4.8 strongly agree table 4 shows that three statements of learning impact variable strongly agree likes improving students' vocabulary mastery (mean score 4.6), this model has been properly implemented in academic reading learning (mean score 4.7), and improve students’ understanding of the pbl model steps (main score 4.8). then, three statements were responded with agree, they improve students' understanding of academic reading concepts (mean score 4.1), this learning model can improve student learning outcomes (mean score 4.1), and improve students' critical reading skills (mean score 4.2). the findings of students' perceptions of the learning impact variable confirm that academic reading learning using the pbl model via blended learning can improve students' vocabulary mastery, students' understanding of the steps of the pbl model, students' understanding of academic reading concepts, student learning outcomes, and students' critical reading skills. these students’ perception supported by many researchers, who have undertaken many investigations about pbl model (e.g. ulger, 2018 and silva et al., 2018). accompaniment impact variable table 5. accompaniment impact variable no statements scores category 1. learning is more interesting. 4.7 strongly agree 2. improve students' selfconfidence by presenting the results of the investigation. 4.6 strongly agree 3. improve students' collaboration skills. 4.1 agree 4. improve students' problemsolving skills. 4.3 agree 5. improve students' critical thinking skills. 4.1 agree 6. improve students' communication skills 4.2 agree 7. improve students' leadership skills. 4.1 agree 8. improve students' creativity skills. 4.1 agree 9. improve the ability to use technology by utilizing the learning management system (lms) in learning. 4.0 agree 10. increase student tolerance to accept different opinions. 4.6 strongly agree table 5 shows that three statements of accompaniment impact variable strongly agree, such as learning more interesting (mean score 4.7), improving students' self-confidence by presenting the results of the investigation (mean score 4.6), and increasing student tolerance to accept different opinions (mean score 4.6). while seven statements were responded with agree. they are improve students' collaboration skills (mean score 4.1), improve students' problemsolving skills (mean score 4.3), improving students' critical thinking skills (mean score 4.1), improve students' communication skills (mean score 4.2), improve students leadership skills (mean score 4.1), improve students' creativity skills (mean score 4.3), and improve the ability to use technology by utilizing the learning management system (lms) in learning (mean score 4.3). the finding of students’ perception on accompaniment impact variable addresses that learning using the pbl model via blended learning in academic reading learning can make a positive contribution in increasing trust, students' tolerance for accepting different opinions, students' collaboration skills, students' problem solving skills, students' critical thinking skills, hijril ismail & edi students’ perceptions of implementing problem-based learning with blended learning in efl academic reading 934 student communication skills, student leadership skills, enhance student creativity, and ability to use technology because learning process undertaking via blended learning (e.g. saputro et al., 2020; silva et al., 2018; ulger, 2018),. the average score on each variable can be seen in figure 1 below. figure 1. the average score of each variable the average score of each questionnaire variable distributed to find out the data on student responses to the use of the pbl model through blended learning in academic reading learning can be shown that the motivation variable has an average score of 4.2, the learning process variable is 4.3, the learning effect variable is 4.2, and the accompanying impact variable 4.5. the results of interviews with ten students asking six questions can be explained: (1) the students are motivated and more active to learn efl academic reading by applying the pbl model because they are directly involved in providing solutions to real problems that are happening. (2) the pbl model can help students to understand academic reading material because they are asked to think critically and creatively not only to understand reading texts. (3) the pbl model through blended learning can help students comprehend deeply about efl academic reading because they gain additional time to discuss the topic studied with friends. (4) the pbl model can track academic reading skills in each group because they are asked to present the solutions offered to problems in the topic being discussed. (5) the pbl model can make a positive contribution to learning outcomes because the assessment is not only carried out in the midsemester and final semesters but also process assessments undertaken by both educators and group friends. (6) the students found barriers preventing them to use problem-based learning in teaching efl academic reading such as requiring sufficient time to complete a topic or find out the solution to a problem, needing additional fees to buy internet quota, and needing prior knowledge in applying problem-based learning. regarding the interview result about students’ perceptions pointed out that the pbl model via blended learning in efl academic reading can make students more active and motivated to learn because they are directly involved to obtain many solutions to the problems discussed. this is in line with silva et al. (2018), who put forward that pbl can improve students’ motivation. furthermore, the pbl model contributes positively to learning outcomes such as some of the results of research conducted by many researchers (e.g. amin et al., 2020; kardoyo et al., 2020; sari et al., 2021; suhirman et al., 2020; suryanti & nurhuda, 2021). then, the tbl model can also enhance students’ deep understanding, critical thinking, and creativity because they will gain additional time by learning via blending learning, investigating the problem by collecting information, and presenting the result of the solution who has gained. conclusion the research finding showed that students have positive perceptions of the usage pbl model via blended learning in efl academic reading courses in the motivational variable, learning process variable, learning impact variable, and accompaniment impact variable. the pbl model through blended learning can improve motivation, curiosity, efl vocabulary mastery, and critical efl reading because students are the center of learning and education as facilitators. the pbl model can also develop collaborative skills, problem-solving, critical thinking, creativity, and leadership by conducting investigations to find solutions to the problems to be solved. whereas, the pbl can increase self-confidence, tolerance, and communication skills by presenting the results of an investigation. furthermore, students will be able to utilize technology because the learning process is blended via a learning management system, namely zoom meeting, whatsapp groups, and google classroom. pbl models through blended learning can be implemented in learning efl academic reading courses and other subjects that aim to improve learning outcomes. acknowledgements we would like to thank the ministry of research, technology and higher education indonesia for supporting this research. references abdalla, m. e., & eladl, m. a. 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(2016). teaching research of college students’ sense of identity in regular class. english review: journal of english education, 5(1), 149-158 received: 06-10-2016 accepted: 11-11-2016 published: 01-12-2016 abstract: triggered by the lack of students’ sense of identity in english regular class effects their language achievement, this research aimed at developing a kind of teaching mode for building students’ sense of identity with a series of teaching activities. targeted at 55 nonenglish major students for one semester, the experiment was to explain the effectiveness of this kind of mode in endorsing student’s sense of identity. here, the researcher used teaching observation and students’ feedback to collect the data. it revealed that the kind of mode can help improve students’ sense of identity, intrigue their interest, and improve their english learning efficiency. keywords: sense of identity, college english, regular class, english class, teaching research introduction sense of identity, also called identification is a kind of complicated mental phenomenon. among researches about sense of identity in china, scholars usually interpret sense of identity as the concept of internalization or concept of imitation and regard it as the change of emotions, attitude and cognition (wang, 1998). currently, researches show that engineering major students are low in sense of identity and they have no sense of achievement or interest during english classes so that they are unable to meet the basic requirement of english class whether from the point of cognition, emotion or attitude. especially for freshmen who are forced to learn english for college entrance examination, their attitude toward english learning have been changed since they feel less stressful when entering college. according students’ sense of identity has been much lower and they have little confidence, therefore, they lack enthusiasm and sense of achievement. besides, since the number of students has been much higher and teachers fail to supervise and guide each student just as teachers do in high school, students could not fully concentrate on classes. for some students, they can pass the cet4 by cramming for it, while some students just fail it. for teachers, they have the responsibility to guide students to solve this kind of problem. vygotsky(1978) held that the development of advanced cognitive function depends on the interaction between human and society and the negotiating relationship between language and other sociocultural products. that is to say, people’s cognitive activities are mediated through the cultural products and symbols and 149 http://cn.bing.com/dict/search?q=cognition&form=bdvsp6&mkt=zh-cn yuehong wei & li zhang endorsing sense of identity for college students’ english language performance are to be developed, which is the central part of mediation. according to lantolf and thorne(2006), the mediation in l2 learning refers to:1) the mediation in the social interaction with other (interpersonal mediation or other regulation); 2) the mediation by artifacts or object regulation; 3) the mediation through private speech as mediation by self or self-regulation. the zone of proximal development(zpd) refers to the distance between the learner’s language level dependent on self and the level developed under the help of cooperative assistant (lantolf & thorne, 2006).zpd is adapted to the human cognitive development process and can guide the teaching. but it is difficult to be applied to the practice. scaffolding theory refers to the cooperative behavior between any adult or child and experts or novice (lantolf & thorne, 2007). wertsch (1985) put forward that scaffolding theory is the interaction between peers or a collective unit. this theory combined with the zpd can be applied to the teaching process and can guide the learners to develop their cognitive ability. in this study, sense of identity is students’ emotion and attitude towards english learning, which belongs to social identity. according to the theory of social psychology, sense of identity consists of recognition, emotion and attitude (zhang & jin, 1996). therefore, teacher should focus on the improvement of recognition, development of emotion and building of confidence when conducting teaching activities. guided by social-cultural theory including the three main concepts introduced above, teachers should attach great importance to the role of english as bridge and platform, as well as the role of zone of proximal development. method the subjects of the experiment are 55 freshmen of the second semester. students are divided into the regular class according to their normal or poor performance despite the fact that some of them may get high grades by chance. some of the students are of high learning motivation, while other students, and though with good knowledge in english, are of low motivation and lacking the sense of identity. the teaching materials of the experiment are thenew horizon college english, cet-4 special training text paper and english vocabulary of new oriental, and questionnaire of the teaching performance. english classes are twice a week and two class hours for each class. the experiment design includes the holding of the seminar about students’ attitude toward english. after one week, teachers find that students are inactive and even indifferent towards classes and homework. after negotiation between teachers and students, the themes of the second seminar are about “is english learning important?”, “what should we do during classes?”, “how should we overcome the difficulties of english learning?”, “do students have their learning target?” teachers can assign some homework within students’ reach, for instance, dictation with english explanation, dictation of cet-4 vocabularies which should be corrected every time by mutual correction among students or the selective correction by teachers; presentation of each unit, discussion on a certain topic which aims to lead students to learn new knowledge, build confidence and strengthen their sense of identity, english debate to inspire students’ potential. in order to get a better interaction between students and teachers, the reflection journals are 150 english review: journal of english education issn 2301-7554 vol. 5, issue 1, december 2016 https://journal.uniku.ac.id/index.php/erjee requested for twice. most of them wrote the journal in chinese and some of them wrote them in english. for the purpose of analysis in the research paper, all the reflection journals in chinese have been translated into english (shown in appendix i). results and discussion collecting data by written and oral feedback from students and monitoring students’ learning outcomes by observation during classes. during the seminar, some students think that teachers are too strict with them compared with the first semester and feel it hard to adapt to. whatever purpose behind the words, it does cause a great responding among students. teachers positively acknowledge the fact and lead students by posing the question that what’s the consequence without any pressure. for this question, most students say that they only think about the great trouble left by heavy homework instead of its consequences. they hold that they are confused about the role of english in their future career and do not want to devote themselves to it. when asked about whether they want to pass cet-4 this semester, most students give a positive answer since they could only get their academic degree with the cet-4 certificate. in fact, some students are able to pass the exam by hard working while others are in great trouble. given their current performance, whether students with good or poor english, there is a high possibility that they won’t pass it. after fierce discussion, students come to the conclusion that they will suffer great losses if they do not change their attitude towards english learning. they should know that they learn english for themselves instead of teachers. both teachers and students are fulfilling their duties, one for teaching and another for learning. after the discussion, students have changed their attitude and emotions. students who are hard-working have been praised and students who are a little inactive have realize the consequence of their inappropriate behavior. it proves that self-adjustment of students is better than the push or the compulsory measures of teachers. homework should be within students reach. for instance, word dictation can give students great encouragement. even though students only get several words right, they will be encouraged and feel that they can make further improvement. some students talk with teachers that they find dictation is not that difficult and they are even anticipated for it. for presentation, students can get the topic they are interested in and get more exercise. after the accumulation of achievement, students can get comprehensive improvement. for regular homework, students need to write 5-7 pages’ words with a4 paper and teachers will check whether students have memorized those words by dictation. for some students who are unwilling to cooperate, teachers will take a flexible attitude. if you can memorize all words, it does not matter whether you write it or not. after two weeks’ practice, some students require that they want to follow this kind of training and even insist on it for the whole semester. for teachers, they should provide a good platform and help students develop good learning habit. the basis for the development of sense of identity is that students have realized the vital role they have played in english learning. english debate help students enjoy their time and enhance their confidence. since it puts a high requirement on 151 yuehong wei & li zhang endorsing sense of identity for college students’ english language performance students’ english ability, english debate is held on the end of each semester. while debate rules and relevant sentence structure will be told to students in advance so that they can make better preparation and know how to be logical. students are positive but not confident about the debate. debaters will be divided into two teams and the top debater of each team will give a conclusion after each team member expresses their own opinion in english separately. debate relies on the clarity of words and logic of thinking. as the carrier of debate, english plays very significant role and acts as the tool for checking students’ english learning. some students are even surprised that they should debate in english and it has strengthened their confidence and sense of identity. students’ written feedback (see appendix i) shows that they have initially built their sense of identity and the reasons are as follows: 1. common efforts of both students and teachers. at first, some students felt it hard to adapt to teachers’ teaching method or the change of teacher. and some teachers are not so strict with students that students regard english learning as a kind of recreation instead of an important way of gaining knowledge. but the joint efforts of teachers and students make english leaning more relaxed and enjoyable. some students hold that they feel good about classes in this semester and gained a lot. 2. effective selfadjustment. in the very beginning, some students hold negative attitude towards english homework. in spite of their unwillingness, students are forced to write english words. gradually, they recognized that they have memorized some words. though difficult, students feel it effective if they insist on writing word every day. 3. establishment of sense of identity at the end of semester. some students said that english classes give them a chance to express their views in english and intrigue their interest. teachers’ great responsibility help them won appraise from students. helping students set the sense of identity is very important in the teaching process. some activities are needed to be designed in improve it and let the students get some experience of to be good and a sense of achievement. meanwhile letting the students selfmonitor their learning process and getting themselves in the class activities are equally important. the teacher should establish a good environment and guide the students with some interesting topics and set the proper steps for their learning. it turns out that students should devote themselves to the classes. otherwise, they will fail the expected outcome. effective teaching activities can enhance student’s cognition and consolidate their knowledge. with the improvement and achievement, students’ sense of identity has been greatly intrigued. zpd and scaffolding can be applied in this teaching process and put the theory into practice and can be the basis of the teaching plan. it is necessary for the teacher to make a teaching plan following some psychological theory and provide a social interaction chances for students. then students can benefit from the cognition development when they are be involved in the activities with some interaction between students and teachers or students and books,even students and some medias. conclusion there are great numbers of excellent english learners in china, but college english teaching and learning 152 english review: journal of english education issn 2301-7554 vol. 5, issue 1, december 2016 https://journal.uniku.ac.id/index.php/erjee face great difficulties. dummy english has discourages us and most people of higher education regard english as the most difficult course. all of these shows that the shortage of sense of identity causes english learning are more difficult. centered on sense of identity with the effective teaching activities and specific learning method, the research aims to help students build confidence and change their attitude towards english. targeted at students with average english performance, all teaching activities and goals are designed for students which can help them improve their performance, strength their sense of identity and confidence. with qualitative study, the research has its own restrictions which are the narrow target of partial english learners. therefore, more quantitative research could be done with the target of more excellent students and comparative study between regular class and advanced class. acknowledgment this research was supported by “fundamental research funds for the central universities (grant# 2016ms135) and the excellent youth teacher supporting project. references wang, j. (1998). the psychological process of social norm learning identity. education research,1, pp. 36-42. zhang, z.,& jin, s.(1996). social psychology. beijing: people’s education press. pp. 186-190. lantolf,j.p.,&thorne,s.l.(2006). sociocultural theory and the genesis of second language development. oxford: oxford university press. qin, lili., &dai weidong. (2013). the construction of motivational self system in college english learning from the aspect of activity theory. foreign language world. 6, pp. 23-31. lantolf. j. p.,&thorne, s. l. (2007). sociocultural theory and second language learning. in b. vanpatten&j. williams (eds.),theories in second language acquisition(pp.20123).mahwah,nj:lawrence erllbaum associates. wertsch,j. (1985). vygotsky and the social formation of mind[m].cambridge: harvard university press. 153 yuehong wei & li zhang endorsing sense of identity for college students’ english language performance appendix 1. suggestion: after finish section a of each unit, teacher should require students to memory some translations. it could benefit both our study and exams. teacher should dictate the words from section a and section b instead of checking the words from the pet4 book because in fact we are too busy to memory many. when explaining the text, it will be better if teacher could translate some long and difficult sentences or carefully explain in chinese. teacher should modify the essays according to the requirements of pet2 instead of pet4. 2. all the english lessons have been finished, and i have some inspiration for this term’s learning. english learning has its’ own tasty and most of student dislike it. in fact, it is not so boring like we have thought. once doing well in the vocabulary, grammar, and practicing the oral english, listening, you will find it is easy than the chinese. we practice the chinese every moment, while do not have time to learn english. so we should have the confidence. 3. this term, the difficult of learning is down. and i felt more relaxed than last tern’s, but it was a little nervous. the teacher’s strict treatment made me realize that this is collage and the english was still important. this term, i enjoyed finished the work and also learned some new knowledge. not only that, i fully used those knowledge in the cet4. thanks the teacher’s guide this term. 4. in a word, the teacher’s guide is successes. as the college teacher, not only did she put pass the cet4 as the teaching goal, of course itwas not means important, she told us learnt english was important in our working, life and training the ability through the example of her life in america. besides, the best part of my learning had been the change of thinking. the interested class and interaction with teachers made me think the english study is not so difficult and even is interesting. in the future, i will learn english continually even graduated because i should have the realize that learning english. 5. the whole term’s learning makes me get progress and also learn some american culture. i am interested in learning english. and the teaching way and attitude fully meet my need. i think it was same as my senior english teacher because you are all so strict and have the sense of responsibility for the job. at the beginning, the class was a little quiet, but through the effort, the english learning was relax and interesting. and i learnt more knowledge. wishing you the best of health and success, and i can make an improvement and get progress in my study. 6. first, i want to make self-examination. this semester, i cut class once and went to class late once, which i think are really impolite and irresponsible. as for english study, i feel just so and of course, my condition is not as good as in high school. however, considering that i am in university now, it is acceptable. in general, the state in which i feel about teacher you has been divided into three parts: good-badgood (the bad state refers to the time when you asked us to copy the words). your teaching level is very high and your teaching is full of your own features. all in all, i think highly of your class. finally, i wish teacher you the work of your heart and happy every day. 7. i think english classes this semester are pretty good, teacher is stricter than last semester and i have learnt a lot. sometimes i was not that careful but teacher really taught well. for example, teacher spoke in english all the time and sometimes i could understand but sometimes could not. all in all, i made some progress. at the 154 english review: journal of english education issn 2301-7554 vol. 5, issue 1, december 2016 https://journal.uniku.ac.id/index.php/erjee same time, i like some activities, like dramas before class, and debates. when having those, i felt very joyful. nevertheless, my behaviors were not that good, my statements were few and my english was poor still. 8. i’ve been caught using my cell phone in the first class so i never did that again. generally speaking, you are an excellent and responsible teacher. i felt really happy in your class. wishes teacher you have students everywhere someday. 9. your teaching style really differs from other teachers. at first, i think you were strict (maybe it was because the pet4 is coming). then i gradually got used to the style and become outgoing. 10. in this semester, i have learnt a lot of extra-curricular knowledge. to some degree, this class is the most unforgettable. you have shown us some pictures you took in the us, which left me a profound impression. this class has told me what the us looks like. i believe that one day i may go and settle there. thank you very much, my teacher. 11. this semester i worked harder than last semester to learn english and before the cet – 4i remembered a lot of words, and did some exercises. your teaching methods fit in very well with us, which improves our enthusiasm of learning english. in my opinion, english learning is nothing more than listening, speaking, reading and writing. however, i feel we have little opportunity to speak in class. even if i want to say something, words usually fail me. besides, i think reading english articles works well, and remember the words requires daily accumulation. 12. this semester’s english courses let me have a sense of fullness. because the learning rhythm is a little tough, i felt a sense of pressure. i think the study did not seem that easy like last semester, but i take it more serious than last semester. 13. it seems as if i have never studied english after i enter my college. i often studied one or two days to prepare for the exams, but after the exams i would remember nothing. therefore, i think i have learned almost nothing in english. but i promise i will make it up in the future. 14. i have learned a lot in english in this semester. i not only remembered a lot of words for tem-4, but also gained much progress in listening and writing. however, due to the large amount of learning terms, i spared less time for english. as a result, my grades have showed this. the current english learning problem is after the tem-4, there is no motivation for me to learn english. however, as long as i agree with english learning has a great benefit to my future life; i will generously input time and energy to learn english. 15. at the beginning of this term i feel not very adaptable for a new english teacher. compared to last semester, more severe teacher teaching increased a lot of pressure, perhaps it was because we just wanted to take the examination of tem-4.teachers held us too tight, though from the point of view of the results, it indeed played a certain role. we did remember a certain number of words, and also did many papers. although we cannot say how much progress has been made, but at least we keep the stability of the english level. thank you for the whole year’s hard work. 16.i have gained a lot through the half-term’s learning. there are many interesting things in each class, especially some funny things that you have experienced in america. from my perspective, there is nothing can be compared with the happiness that i have gained in the sharing process though there are only some pictures and explanations. 155 yuehong wei & li zhang endorsing sense of identity for college students’ english language performance in my opinion, i think it is very relaxed in this term. as time going by, i think i can communicate with you more convenient. due to lots of listening exercises, i have made great progress in it. what impressed me most was once i saw an english film with chinese subtitles, i could understand the meaning of the film by seeing the scene and listening to the english words. i do hope i can make more progress in english in the future. i wish teacher can lead a healthy and happy life. 17. to be honest, i couldn’t fix well with your teach methods at first, because it was quite different from the last teacher’s. but i can adapt to it gradually and i think it is good to teach us strictly. may health and happiness be with you. 18. generally speaking, i have gained a lot, not only some english knowledge, but also some foreign customs and methods of dealing with things during the one year english learning in the college. compared with boring grammars, college english is more interesting. what’s more, i have made a great progress in listening. at first, i would lose interest in studying and miss myself with low efficiency because of mandatory requirements. 19. i really hope that teacher can strengthen communicating with all of us, but not just some of us and stand in the perspective of students. i would like to have a teacher who is not only our teacher, but also our friend who is not serious. besides, thank you very much to teach us authentic english knowledge and classes which can help us learn a lot about america and english directly. 20. thank you very much for your tolerate and care in half of the year. i think teacher is very kind and gentle and care about our learning at the same time. however, somehow i feel that our teacher is a bit serious to us. actually, in terms of learning, i haven’t made too much progress. i think it’s mainly due to my own fault and i pay little attention to english studying so that my english is worse and worse now. 21. in my opinion, i think that the english classes of this term are quite different from last term. compared with last term, we can answer more questions in class, learn knowledge more effective and think independently for longer time. however, it’s really a pity that we don’t have our words listening anymore which make us lazier after classes. actually, i think all these are because of me, my will-power is not strong enough and i am not hard-working. i really hope that teacher can explain the exercises to us in the following days. 22. at first, thank you very much for your teaching of this term. i have gained a lot this term, not only knowledge, but also some foreign cultures and life styles in your class. i feel regret that i pay little attention to english this term. in fact, i couldn’t fix well with the new teaching method, but we can see that you have invested a lot on us. so i feel really sorry for my slight. from my perspective, i hope we can begin from some practical exercises. 23. for loose people like us, it’s really effective to teach us strictly. actually, each day a list of words can remind us of learning english more. however, i can’t understand what teacher means sometimes though teacher taught us a lot in classes, so do other classmates. so i hope teacher can translate and explain some difficult sentences to us. what i regret most was that i didn’t work hard before the cet-4, so i didn’t get good grades and i had no idea whether i could pass the cet-4. 24. i think teacher wei is very serious and responsible in english teaching of this term, but teacher isn’t lack of humor so that our class is lively compared with other 156 english review: journal of english education issn 2301-7554 vol. 5, issue 1, december 2016 https://journal.uniku.ac.id/index.php/erjee classes. what’s more, the way of words test is really special because we cannot predict which way our teacher will use to test us------teacher will read tell us the words’ english explanations to test us, but not the chinese meanings. in fact, i always got up late so that i would be late for classes and i didn’t receive my classmates’ messages. in today’s class which is also the last class of this term, we know a lot about your experiences in america. at last, i hope that you can meet your classmates in the future. 25. our teacher is really a good teacher. i feel teacher is very considerate and patient in half of a year. i like the american life which teacher has told us very much and i really look forward to this kind of life. however, i also correct the wrong mind that america is better than china in every aspect because i realize that we have our own life styles and we also can make great efforts. there is no need for us to admire other countries blindly. actually, i am not a good student because i didn’t come to have classes for many times. but i was moved when teacher encouraged and persuaded me with patience. at last, thank you very much! 26. i think you are very good. i like the debate competition very much. you teach us very seriously. it makes me keep up with my english. i think being serious is very important. 27. i don't know how your feeling is but i think you feel that being very responsible for us may be idealistic. don't worry. just hold on to it. perhaps you could do everything perfectly. but i think you could do everything better. don't blame yourself. it's our fault. our attitudes make us study not so great. 28. very good! english is very perfect! i will study english hardly. 29. while learning foreign language is boring sometimes i think english learning is useful, not only can it provide us with grace but let us relax. i think our teachers teaching is very interesting, but i think we should pay more attention to our textbook only by learning more about textbook can we get good grades. 157 yuehong wei & li zhang endorsing sense of identity for college students’ english language performance sherlock holmes and watson sherlock holmes and dr watson went on a camping trip. after a good meal and a bottle of wine they lay down for the night, and went to sleep. some hours later, holmes awoke and nudged his faithful friend awake. "watson, look up at the sky and tell me what you see." watson replied, "i see millions and millions of stars." "what does that tell you?" holmes questioned. watson pondered for a minute. "astronomically, it tells me that there are millions of galaxies and potentially billions of planets. astrologically, i observe that saturn is in leo. horologically, i deduce that the time is approximately a quarter past three. theologically, i can see that god is all powerful and that we are small and insignificant. meteorologically, i suspect that we will have a beautiful day tomorrow. what does it tell you?" holmes was silent for a minute, then spoke. "watson, you retard. it tells me that some bastard has stolen our tent!" (source: http://www.study-express.ru/humour/funny-stories.shtml, picture: www.google.co.id) 158 endorsing reflective techniques to proliferate students’ interactions and utterances in a discussion forum english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee endorsing reflective techniques to proliferate students’ interactions and utterances in a discussion forum marwito wihadi department of english education, university of kuningan, indonesia e-mail: m_wihadi@yahoo.com apa citation: wihadi, m. (2012). endorsing reflective techniques to proliferate students’ interactions and utterances in a discussion forum. english review: journal of english education, 1(1), 39-46 received: 08-09-2011 accepted: 23-10-2013 published: 01-12-2012 abstract: high intermediate-2 students’ brief responses in a discussion forum cause a longexpected discussion last in a couple of minutes in mixed-ability classes, depicting a minority of students are overtly dominant, while others are precisely passive. what yields discussions endure immaturely stems from both unclear roles of participants and their inadequate techniques to expand both interactions and spoken discourse. therefore, teacher-researcher assigned each participant in a discussion group of three to put reflection into practice, referring to the self-selected and discussed topics. the data were gained through non-participant observations, in which the teacher-researcher observed and recorded a singled-out group. a sample recording was, subsequently, transcribed and analyzed regarding with the number of exchanges in a five-minute discussion intake and the number of content words that students generated. it was found that employing reflective techniques, students were able to keep a particular topic being discussed at full. as a result, the number of content words multiplied. these findings resulted classroom teachers in insightful use of reflective techniques as one of the ways to proliferate students’ benefits in a discussion forum. adequately practiced, students would be able to employ the techniques preponderantly, multiplying interactions among discussion members. keywords: reflective techniques, students’ interactions, utterances, discussion forum introduction talk taking place in the classroom is one of the media for students to get their exposure to the target language. holding a discussion forum, subsequently, is one of pedagogic activities that is aimed at triggering students’ talks at full. they are facilitated to contextualized language use assisting them to move from a purely semantic analysis of a language to a syntactic analysis of it (swain, 1985). hence, they are ‘pushed’ to produce utterances, expressions in forms of sentences generated in a certain context with a certain intention (finegan, 1992) in an interactive classroom context mode. however, some students, as a matter of fact, are not able to benefit to the discussion forum being staged so as not to expand a number of utterances and exchanges – consisting of three moves,namely initiative, response and feedback moves (sinclair and coulthard, 1975) in (allwright and bailey, 1991) due to, among other things, their unadequacy of conversation skills. in other words, they are not equipped with an ability to maintain a topic of discussion as exhaustively as possible by employing a particular technique. therefore, two aims of a discussion forum – promoting interactions among marwito wihadi endorsingreflectivetechniquestoproliferatestudents’ interactionsandutterances inadiscussionforum members (language learners) and facilitating prolific utterancesare not achieved adequately. this paper proposed reflective techniques (rt) as scaffolding which helps students to stretch their talk interactively in a discussion forum so that both interactions among them and productive utterances are preponderantly facilitated. studentstudent interactions are essential in a language acquistion in that they denote comprehensible input and ouput as stated that the former is in charge of advancement in language acquistion, and output is plausible as an impact of acquired competence (krashen, 1982). referring to walsh’s four modes of classroom discourse (2001), discussion belongs to classroom context mode in which teachers provide opportunities for genuine, real-world type of discourse.it is asserted that the principal role of the teacher is to listen and support the interaction among students and the appearance of their interactions is expected to promote casual structure discourse (ibid) classroom discourse concerns with exchange structure (sinclair and coulthard, 1975). sinclair and coulthard classified three basic kinds of exchanges of language: (1) question-and-answer sequences, (2) pupils responding to teachers’ directions, and (3) pupils listening to teacher giving information. taking a basic type of exchange structure, question-and-answer sequences consisted of a minimum of three moves (irf), namely the question (initiation), the answer (response), and the teacher’s feedback (follow-up). here is an example of interaction from a second language classroom: teacher: what does your father do? i student1: teacher r teacher: he is a teacher. good. f teacher: what does your father do? i student2: my father dead r teacher: and what about your father? i (thompson, 1997) an interaction outside of the classroom has typical irf patterns. consider the following example, doctor: i’ll give you sick note. it’s mary i patient: i’m probably known by er angela at work but r doctor: oh. f patient: i told the receptionist. she said have you got i another name. i said mary. she couldn’t find me under my surname. (thompson, 1997) the two above interactional examples confirm that the classroom is part of the real world, just as the airport, the interviewing room, the chemical laboratory, the beach and so on (van lier, 1988). in addition, initiations is not always in a question form. in fact, initiation in the form of affirmative is english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee also common. a particular response generates a certain follow-up, which also affects a substantial initiation. similarly, irf are pivotally interrelated, yielding in numerous exchanges to promote manifold interactions as well as their utterances. to scaffold students’ flourishing real-world interactions, the use of reflective techniques (rt) in a discussion forum seems influential. reflection is a technique where we reflect back the same thoughts or feeling the other person has expressed (we use reflection for a number of purposes, in particular to ask for clarification and to let the other person knows that we understand what he or she said. asking for clarification is then categorized as a referential questionthe one that the questioner does not know the answer long and sato (1983) in chaudron (1988). furthermore, there are two kinds of reflection: direct reflection (dr)we repeat almost the exact words the other person has used and make it into questionsand interpretative reflection (ir) – you give your understanding of what the other person has said. let’s take a look at the following example, taken from lbpp-lia (lembaga bahasa dan pendidikan profesional) conversation -3 book (2003, 30-31) a: my father decided immediately to set up my marriage arrangement. b: you father decided immediately to set up your marriage arrangement? (dr) it sounds like a big mission (ir) it sounds like a big project (ir) here are the other expressions of reflective techniques quoted from lbpp-lia cv-3 book (2007, x.ii): what do you mean by (questionnaire)? in other words,…..am i right? do you mean we need to (lease)? does that mean…? the above reflective techniques, in particular direct reflection (dr), stem from the concepts of ‘negotiated interaction’ in which modifications occur during conversation in a discussion forum, leading language learners to practice two procesess out of three interactional adjustments as follow: 1. a ‘comprehension check’ is the speaker’s query of the interlocutors (speaking partners) to see if they have understood what was uttered: “do you understand?”, “do you see what i mean?”, or “do you get what i’m saying?” 2. a ‘confirmation check’ is the speaker’ query concerning whether the speaker’s uttered comprehending of the interlocutor’s meaning is right: oh, are you saying that you did live in london? you disapprove of students boarding themselves as they may take advatanges of freedoom unresponsibly. am i right?” 3. a ‘clarification check’ is a request for further information or help in comprehending something the interlocutor has prior said: “i don’t undertsand exactly. what do you mean?”, or “what do you mean by a loner?” (long, 1983; chaudron, 1988) in short, the implementiation of reflective techniques promoting students’ extended uttertances as well as multified interactions is worth pedagogically endorsed since the benefits to language leaners potentially yield. method of six students, three female senior high school students aged 16 years old were randomly selected to hold a discussion without being capitalized with the marwito wihadi endorsingreflectivetechniquestoproliferatestudents’ interactionsandutterances inadiscussionforum expressions of reflective techniques previously. likewise, they had no pedagogic exposure on how to hold a discussion forum as long as possible to enhance their language competence by using the techniques to be exposed. student 1 (s1) started taking up an english course in in-4 (intermediate level 4). previously, she has studied at an english course for one year. student 2 (s2) and student 3 (s3) have been learning english in this english course since they were in elementary levels for junior high school students (step-1 and step 2). it means they have attended to learn english for about two years. three of them have two sessions in a week, and each session last two hours. the ability to speak in english fluently was their main priority as such skill was not much emphasized at their school. in fact as intermediate students, they were already able to deal with unrehearsed situations in that they managed to participate in a spontatenous talk in english without prior writing in a medium of a task, among other things, via a discussion forum. furthermore, such a fluency exercise enabled to free them from ‘having to be always grammatically correct’ as saying anything in the target language. they were simply assigned to discuss a number of statements concerning situations with options recalling the idiomatic expressions in color on the course book after being presented and exposed such topic through reading text and vocabulary targeted exercises such as matching the synoyms or filling in blanks . also, they were tasked to voice reasons for their respective choice. they had neither writing assigment to answer all statements nor make a note of written reasons. none was nominated as a moderator, but student 1 (s1) selfinitiated to control the discussion due to the fact that she took the microphone first, then selected any question she wanted to talk over. furthermore, thirty minutetape recorded discussion last as the teacher acted as a non-participant observer. the teacher just observed how the discussion occured without any interverence. after the session was over, the recordeddiscussion as fresh data was directly transcribed implementing an adapted transcription system from van lier (1988) and johnson (1995), and analyzed by employing the irf exchange structure as well counting the content words (finegan, 1992) –principally nouns, verb, adjective and adverb – an indicator of the number of utterances (uses of sentences on a particular occasion or in a particular context) produced (ibid). they carry a high information load and the sense is more and less recoverable using these words alone (thornbury, 2002). the extract of the utterance after cutting off other functional words is still understanble, conveying the meanings that the interlocutors intend to put forward. after few sessions, the same procedure was reiterated in that the same female students were singled purposefully on the grounds that they got a task familiarity. before, everyone in the class was exposed the reflective technique expressions written on the white-board. exposure was conducted via teacher’s thorough explanations and demos. singling a student out, teacher showed the techniques that they would put into practice in the discussion. similar to the previous classroom episode, the discussion was held after it was preceded by previous reading english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee exposure and intentional vocabulary exercises. their learning behavior (the three selected females on purpose) was observed and their discussion was taperecorded. the same student, student 1, kicked off the discussion. subsequently, the recorded discussion was transcribed and analyzed by employing irf exchange structure and counting the number of content words. eventually, the two transcripts of (transcription 1 and transcription 2) were juxtaposed. results and discussion students seemed to proceed a rigid pattern of exchanges in the first discussion. s1 read the statement. she uttered her own choice as well as expressed her reasons for the choice. later, she asked another student about her choices plus the reasons. finally, she told the other one to tell her both choice and reasons. such pattern was so typical that it was predominant during the discussion. no wonder, they completed the all 13 topics in 30 minutes, meaning one topic was not greatly elaborated as they moved on one topic to another quite instantly. each student did not comment on their interlocutors’ utterances in line with the topic discussion by making use of the expressions for further topic elaboration. on the contrary, in the second discussion, i observed that s1 was not predominant to control the pattern of exchanges. a certain topic seemed interested in them much so that they clinked to it for a couple of minutes. everyone in the group appeared initiative to contribute utterances talking over topics of music. consequently, there discussed 5 topics out of 10 in 30 minutes. in other words, they kept one topic quite long as each member responded to the interlocutors via the previously presented and taught reflective techniques. each seemed familiar with how to keep the discussion on. let’s pay attention the extract of transcription as follows: s1: ok. god afternoon guys we are going to discuss some statements about (i) rock music. shall we start? s2-s3: /yes/./of course/ (r) s1: ok…for the first statement “in indonesia only the young enjoy the music(f)/ (i) er-…for me i disagree with this statement because nowadays…old people also enjoy rock music..it depends on their soul may be…if they are they have …er-…yet full soul…they…they will also enjoy rock music the same as… youngsters… what do you think, rizkia? (i) s2: so…are you saying that er-…old people is also er-… like rock and roll? (r) rt s1: yes sure why not if er-…they…they are feeling that way (f) …er-..why not? (i) s2: but i think you know old people sometimes is…is you know like old songs (r) …like classical songs…because my family especially my grandma and grandpa …er-…like to sing a song like classical music or may be dangdut music so i i disagree with you… so what do you think nadia? (i) s3: hm..er-…does t that mean that you are…you disagree that…er-…old (r) rt people doesn’t …eh-…old people like the rock music? referring to the above data, complete exchanges emerged and the intervension of rt (reflective techniques) occured. it was possible that the feedback move also functioned as marwito wihadi endorsingreflectivetechniquestoproliferatestudents’ interactionsandutterances inadiscussionforum intitiatve one. next, the full 05:04 minute owing to the time constraints, transcriptions of two distinctive different classroom episodes denoted two core findings worth putting forwards. table 1 below displays the number of a brokenexchange (ir) and a minimum exchange structure (irf) in the first discussion forum and the second one. table 1. transcription number the number of broken exchange structure (ir) the number of minimum exchange structures (irf) the total numbers of exchanges (ir) & (irf) transcription 1 8 8 transcription 2 6 4 10 the above data revealed that on the first discussion students were not able to develop one topic in a flow of interaction. in other words, they were incompetent to develop or stretch one topic discussion interactively. eight (8) broken exchange structures notified that none followed up or commented on their friends’ initiations. they simply focused on responding or answering their friends’ initiations or questions while, at the same time, they neglected commenting by giving feed backs or follow ups. on the other hand, employing the reflective techniques, students were substantially productive in promoting a number of minimum exchange structure irf. similarly, they are aware of commenting on their friends’ initiations by practicing the instructed expressions of reflection, which subsequently trigger a move ‘f”. thus, the stretched interactions bring about, resulting in the number of content words produced. maintaining interactions among them was pedagogically advantageous as they were encourgaed to struggle to generate language output as to attain grammatical competence (swain, 1985). in addition, the negotiation process taking place during the interaction in a language task, for example the discussion forum, promotes the language acquisition (stevick, 1976) in allwright and bailey (1991). however, the data imparted that they were not used to employing the expressions of reflective technique regardless of the length of taking up english course due to the fact they still produced the broken exchange structure (6) deriving from particular factors needed finding out further. furthermore, the table below displayed the number of content words directly affected by the number of exchanges that students generate: table 2 transcription number the number of content words transcription 1 106 transcription 2 167 the data informed that students in discussion 2 were more prolific to produce utterances than the ones in discussion 1. as matter of fact, the practiced expressions seemed to push students to be productive in talking. it was plausible, though that the number of content words was influenced by their familiarity of the topics being discussed or students’ motivation to keep talking english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee in english, nevertheless, it appeared that their frequent practices of reflective techniques expressions profoundly affected to the number of exchanges as well as content words. the findings of the action research were in line with brock’s (1986) as cited by chaudron (1988) asserted that referential questions elicited longer responses in that students made up more utterances, thus creating more content words as an attempt to answer the interlocuter’s query via relective technique in the discussion forum. on the contrary, they were against with moritoshi’s action research in that students were surprisingly minimized responses as they were capably uttering more lexically complex answers on account of, one of the clues encountered in a stimulated response interview, their percepetion of time pressure (moritoshi, 2001). hence, it was favaorable to reseach the effects of students’ psychosocial factors in responding abundant interactions and utterance-triggering questions via conversation techniques further. conclusion the frequent practices of reflective technique expressions seem essential to encourage students to talk in english. having been exposed once, students won’t automatically make us of the taught expressions of reflective techniques in a real time discussion. yet, it is essential that teacher capitalize students with reflective technique expressions prior to the discussion. at a certain time, teacher may participate in a discussion so that he can exemplify prolific interactions-generating discussion technique. by so doing, he facilitates students with engagingly realworld type of discourse. references allwright, d. and k.m. bailey. (1991). focus on the language classroom: an introduction to classroom research for language teacher. cambridge: cambridge university press. chaudron, c. (1988). second language classroom research: research on teaching and learning. cambridge: cambridge university press. finegan, e., blair, d. and collins, p. (1992). language: its structure and use. sydney: harcourt australia pty limited. jhonson, k.e. (1995). understanding communication in second language classroom. cambridge: cambridge university press. krashen, s. d. (1982). principles and practices in second language acquisition. oxford: pergamon press. lia. (1998). conversation-3 book. jakarta: lbpp lia ___. (2007). conversation-3 book. jakarta: lbpp lia moritoshi, p. (2001). teacher questioning, modification and feedback behaviors and their implication for learner production: an action research. retrieved october 27, 2010 from http://www.cels.bham.ac.uk/resou rches/essays/moritoshi 1.pdf.. sinclair, j. mch. and r.m. coulthard. (1975). towards an analysis of discourse. oxford: oxford university press. swain, m. (1985). communicative competence: some roles of comprehensible input and comprehensible output in its development, in gass and madden: 235 – 53 thompson, g. (1997). training teachers to ask questions. elt journal, 51(2), 9910.thornbury, s. 2002. how to teach vocabulary. london: longman http://www.cels.bham.ac.uk/resourches/essays/moritoshi 1.pdf marwito wihadi endorsingreflectivetechniquestoproliferatestudents’ interactionsandutterances inadiscussionforum walsh, s. (2001). charaterizing teacher talk in the second language classroom: a process approach of reflective practice. unpublished ph.d. thesis. queen’s university of belfast, northern ireland. van lier, l. (1988). the classroom and the language learner. london: longman. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 771 can technology-enhanced flipped learning instill character education? indonesian undergraduate efl students’ perceptions risa triarisanti korean language education study program, faculty of language and literature education, universitas pendidikan indonesia, indonesia email: risatriarisanti@upi.edu arif husein lubis (corresponding author) korean language education study program, faculty of language and literature education, universitas pendidikan indonesia, indonesia email: lubis_ah@upi.edu velayeti nurfitriana ansas korean language education study program, faculty of language and literature education, universitas pendidikan indonesia, indonesia email: velaansas@upi.edu apa citation: triarisanti, r., lubis, a. h., & ansas, v. n. (2022). can technology-enhanced flipped learning instill character education? indonesian undergraduate efl students’ perceptions. english review: journal of english education, 10(3), 771-782. https://doi.org/10.25134/erjee.v10i3.4687 received: 09-06-2022 accepted: 27-08-2022 published: 30-10-2022 introduction character education is an endless discourse to be discussed, even in this more globalized education era. the stipulation of character education is following the goal of education in 2030, mentioned by organisation for economic co-operation and development (oecd, 2018) that learning approaches in the education 4.0 era are to create future-ready learners. those learners are expected to have active, responsible, aware, and engaged characters to be the agents of change. it is strengthened by previous literature (singh, 2019) that character education in this 21st century aims to develop students’ commitment to be responsible, caring, and contributing citizens for the success of establishing a democratic young society. today’s learners including in the english learning context are, therefore, encouraged to be involved in a abstract: the advantages of incorporating technology-enhanced flipped learning in english classrooms are nothing new. however, the impact of incorporating the learning method on the occurrence and decline of students’ characters has not much been revealed. this study aims to fill the void by exploring the students’ perceptions of whether flipped learning and the use of technology in learning english can instill character education. eighty-four (n=84) indonesian undergraduate efl students participated in this study. a 22-item questionnaire with a checklist and open-ended types was filled out after the students completed a 16-week course. while percentages were obtained from the checklist responses, codes and categories were generated from the open-ended responses. the results revealed that flipped learning could instill character values of responsibility, independence, and curiosity. the in-class group discussion was considered as the most contributing activity to the instillment of character values. character values of religiosity, patriotism, and nationalism were less occurred among the students. furthermore, the use of ict-based learning media such as youtube, whatsapp, the internet, and mobile phone could instill character values of independence, creativity, teamwork, activeness, and criticality. however, few students perceived that such learning media could influence them to commit cheating or become less concentrated during group discussion. this study emphasizes the teacher’s roles in designing learning activities oriented to developing the students’ english language skills and character. keywords: character education; flipped learning; indonesian efl students; perceptions; technology-enhanced learning. risa triarisanti, arif husein lubis, & velayeti nurfitriana ansas can technology-enhanced flipped learning instill character education? indonesian undergraduate efl students’ perceptions 772 student-centered, contextual, community-integrated, and technology-enhanced learning environment. character education (ce) is nothing new in the education sector since it is associated with integrating values into teaching and learning and values and education are inseparable (mohamad, sihes, bohari, & uda, 2020). the basic concept of character education is the conscious action to instill and habituate moral virtues (singh, 2019). therefore, this deliberate action is intended to make the students “knowing the good, loving the good, and doing the good”. character is associated with moral judgments and represents all personal qualities that make one worthy (pala, 2011). it denotes the consistency of manifesting virtues or good habits. previous scholars (chang & chou, 2015) clarified the concept of the character itself as one’s dispositions or personal traits that influence how they respond to diverse circumstances. qoyyimah (2016) further explained that character education is focused on the students’ academic needs and moral development simultaneously. conclusively, character education is a deliberate action to develop students’ character by cultivating virtues or character values, referring to the moral standards, and raising their awareness of maintaining those values in diverse situations. hence, teachers play an important role to realize the process of transmitting such values to their students. character education has been discussed in the previous literature (astuti, aziz, sumarti, & bharati, 2019; sarkadi, casmana, & rahmawati, 2020), particularly in the indonesian context. the encouragement of character development from the education sector is fundamentally based on the goal of national education system. although character education is not formulated as a formal subject, it is integrated into all subjects and activities to shape the students’ strong personality (muhtar & dallyono, 2020). rooted in pancasila (five pillar of indonesian ideology), the policy related to the national education system clearly states that character education is a pivotal and prioritized means of realizing national development mandated in the planning of national long-term development from 2005 to 2025. we adapted the 18 character values from the guideline of the implementation of character education (center of curriculum and books, 2011): responsibility, independence, curiosity, discipline, honesty, tolerance, creativity, love to read, hard work, appreciation towards others' achievements, social awareness, friendliness / communicativeness, peace, democracy, environment awareness, religiosity, patriotism, nationalism. in a more digitalized era, chang and chou (2015) emphasized that the educators must develop students’ understanding and awareness of online moral standards and misbehavior. they further explain that the core virtues in a cyberspace comprise respect, honesty, integrity, care, patience, fairness, and justice. those virtues are rooted in the basic concept of character education. it is then relevant to examine character education in a technology-enhanced language learning (tell)-based learning environment. tell has long been a helpful approach to cater to the students’ needs in the learning process. technology-enhanced learning is defined as an instructional approach to enhance learning and teaching through technology (kirkwood & price, 2013). this approach is intended to make the learning process costand timeeffective, sustainable, improved, and positively transformed. tell is conceptualized as using technology to accomplish certain language tasks or achieve instructional goals “using technical processes, methods, or knowledge” (shadiev & yang, 2020, p. 1). the use of technology assists the students to retrieve, produce, and disseminate knowledge in a more open and flexible learning atmosphere. those merits may raise the students’ awareness of enacting responsible, cooperative, active, confident, critical, and respectful characters. several research (aghni, vianty, & petrus, 2020; ashfihana, 2021; islami, 2016; noprianto, suherdi, & muslim, 2022; qoyyimah, 2016) has investigated the implementation of character education particularly in the indonesian efl context. qoyyimah (2016) conducted a study on character education in indonesian state schools. she analyzed the efl teachers’ lessons to explore how they understood their roles in enacting moral curricular reform in the classroom. the data from interview and classroom observation revealed that the efl state school teachers viewed that the implementation of character education should be done through invisible pedagogy where moral values were infused implicitly in designing their classroom activities. however, on certain occasions, they explicitly informed the importance of the values through visible pedagogy. in a more comprehensive manner, aghni et al.’s (2020) study showed that ce could be english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 773 applied through several strategies such as group discussion and individual assignment. the use of instructional methods such as group discussion to instill character values was justified in another study conducted by ashfihana (2021) in the pre-service english teachers’ teaching practice program. ultimately, ce could serve as a pivotal means of maintaining the students’ character development, as what noprianto et al. (2022) found in their study. previous studies have also been concerned with the infusion and development of character values in the teaching and learning resources. for example, darmayenti, besral, & yustina (2021) developed efl textbooks, which included religious characters and local wisdom. the results showed that the language experts and students strongly agreed on the inclusion of religious characters in each chapter of the textbook. additionally, ashfihana (2021) explained that the pre-service teachers expressed some personality traits such as honesty, trustworthiness, respect, and responsibility in the lesson plans. in the context of tell, chang and chou (2015) explored the perceived e-character education (e-ce) among 2495 of 2868 taiwanese teachers from 556 elementary and 400 junior high schools by distributing a questionnaire, conducting a focus group interview, and doing a content analysis of teachers’ posted articles. the results generally disclosed three categories of virtues considered essential to be taken into account: self-oriented, interpersonal/social-oriented, and individualsociety-oriented virtues. the four most essential cyberspace virtues were law abidance, respect, selfdiscipline, and sharing, and they were interconnected with one another in a cyberspace-driven learning design. husna, purnawarman, suherdi, & lubis (2019) reviewed fourteen published research-based articles mainly related to the potentials and drawbacks of using youtube for the 21stcentury english language e-learning. the findings informed that youtube could indirectly instill several character values manifested in the forms of autonomy, teamwork, professionalism, creativity, and reflection. the development of students’ autonomy was also identified in the flipped english learning in tsai’s (2019) study. albeit not explicitly related to character education, the findings confirmed qoyyimah’s (2016) invisible pedagogy. the learning activities designed in an online learning environment could enable the students to foster their independence character value as the manifestation of learner autonomy in learning english. however, inculcating character education in this digital age to students is not an easy way out. one of them is articulated by noprianto et al. (2022) that integrating ce into the curriculum has not been optimally carried out. this should be taken into a serious account since the students might be dealing with the opposing sides of using technology such as cyberbullying, sexting, academic dishonesty, and other types of characters' decline. in a more specific context, english language teaching, some issues are reported in a review of tell studies by shadiev and yang (2020). they found that technology use may generate inappropriate feedback, trigger students’ frustration, and distract the learning process. those drawbacks can result in the decline of characters where the students do not manifest hard work, curiosity, and discipline character values. moreover, research on the perceptions of character education among undergraduate efl students in a flipped learning environment, assisted by the use of technology is still scant. flipped learning is a learning method integrating the concept of tell into the learning process. it is often termed as flipped classroom, inverted classroom, or reverted instruction. it is an instructional method through which the monologue teaching process is done outside the classroom, enhanced by the use of various educational technology (akçayır & akçayır, 2018; webb & doman, 2020). incorporating flipped learning is found to be a useful method in the elt context. a review done by turan and akdag-cimen (2020) showed that flipped learning can encourage activeness, boost up selfconfidence, foster autonomy, and enhance collaboration. flipped learning was also perceived beneficial to enhance the students’ willingness to communicate (amiryousefi, 2017), rendering the increased interactions and active participation among the students (hung, 2015). flipped learning also enables the students to be less anxious in learning english, which could influence their level of learning motivation. turan and akdag-cimen (2020) further revealed that the incorporation of flipped learning could develop students’ learning strategies and thinking skills. apart from the merits of incorporating flipped learning in the efl classrooms (see turan & akdagcimen, 2020 for a comprehensive review on this risa triarisanti, arif husein lubis, & velayeti nurfitriana ansas can technology-enhanced flipped learning instill character education? indonesian undergraduate efl students’ perceptions 774 topic), the challenges remain in the surface of conversation. such a learning method is perceived burdensome for some students because they experience an increased workload, compared to the traditional learning mode (i.e. monologue teaching in the classroom, followed by exercises outside the classroom). hence, investigating the potential of incorporating flipped learning to instill character education among efl students particularly in the indonesian context is pivotal to better inform the pedagogy of english in accordance to the indonesian principles of character education in the higher education settings. raised by these concerns, the present study explores character education and the decline of characters in learning english using the technologyenhanced flipped learning method from the indonesian undergraduate efl students’ perceptions. the following research questions drive this study. rq 1: what character values are occurred and less occurred among indonesian undergraduate efl students through flipped learning? what activities are contributing to the instillment of the character values? rq 2: what character values are occurred and declined among the students through the use of ictbased learning media? method the present research was designed as a descriptive qualitative study (creswell & creswell, 2018) because it was intended to describe the indonesian efl students’ perceptions of the potentials and drawbacks of technology-enhanced flipped learning in instilling character education. specifically, this issue was investigated from the activities and the ict-based learning media used in the classroom. in the indonesian higher education context, the stipulation of character education is based on indonesia's ultimate goal of national education system to develop learners’ skills and noble characters simultaneously. one-hundred first-year undergraduate students in a private university in south jakarta were involved in the entire course. their major is information technology. however, only 84 students returned the questionnaires in this study. eight students could not fully participate due to administrative affairs or health issues. another ten students did not return the questionnaire. the students were divided into three classes (class a=34 students, class b=33 students, class c=33 students). the reason for choosing the research site was that although the university is known as a technology campus, the instillment of noble character values has been the core of teaching orientation among the lecturers in the three learning domains: cognitive, affective, and psychomotor domains. the students had also given their consent to participate in this research. this study employed a questionnaire to obtain the data. table 1 depicts the details of the questionnaire (checklist=11 items, open-ended=11 items). the formulation of the questionnaire items regarding character education was referred to the guidelines for implementing character education (center of curriculum and books, 2011) where there are eighteen characters enumerated in the guidelines. three more character values, i.e. patience, initiative, and perseverance, were added from related literature. the “love nation” and “spirit of nation” character values were redefined as nationalism and patriotism, respectively. the researchers did formulation of the items related to the decline of characters by reflecting on previous literature. table 1. the details of the questionnaire items item no. item type objective 1, 3, 5 checklist occurrences of character values through flipped learning activities 2, 4, 6 openended reasons for the responses in item 1, 3, 5 7, 11, 15, 19 checklist occurrences of character values through the use of ict-based learning media 9, 13, 17, 21 checklist the decline of characters from the use of ict-based learning media 8, 10, 12, 14, 16, 18, 20, 22 openended reasons for the responses about character education through and the decline of characters from the use of ict-based learning media the questionnaire was formulated by using the indonesian language to avoid misunderstanding or misinterpretation. additionally, an extra “other” option was provided in every checklist item if the students had different choices not available in the list. because the open-ended items were not set compulsory to fill out, some students explained only several chosen character values. the students filled out the questionnaire after completing the sixteenweek semester from september to december 2019. all students reported that no questionnaire item or response option was ambiguous, unclear, or difficult to understand. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 775 the first author served as the teacher as well in this research. the teaching process was conducted before the covid-19 pandemic situation. the teacher spent an extensive amount of time to prepare for the learning design and materials. all teachers obtained an official training session from the campus to operate the moodle-based learning management system (lms). in the pre-class session, the students were encouraged to study the materials posted in the lms by the teacher several days before the class began. they were also allowed to enrich their knowledge by exploring other relevant resources to get themselves ready to participate in the in-class activities. several follow-up questions were provided to evaluate their understanding of the lessons. the in-class hours were mostly spent by group discussions where each student had a particular role to play (e.g., discussion director as the person who managed the flow of discussion). the learning process continued with group exercises. afterwards, the teacher allocated some time for an inter-group sharing, followed by reinforcement and feedback. the activities were intended to confirm the students’ comprehension and to activate peer learning so that the sense of interdependence toward successful learning process could be nurtured. in the after-class session, the students were given individual exercises to strengthen their grammar skills. once the students completed the questionnaire, the data analysis process was done in two stages. in the first stage, the responses of each checklist item were analyzed by using descriptive statistical technique. the number of students choosing each questionnaire item was divided by the total number of student respondents and multiplied by 100%. meanwhile, the responses of each open-ended item were analyzed by applying a qualitative data analysis technique (creswell & creswell, 2018). coding and categorization were conducted based on the eighteen character values. the analysis results were then sorted out to address the research questions. finally, the selected excerpts were translated into english carefully to get the same meaning as the indonesian version. results and discussion results occurred and less occurred character values through flipped learning in an efl classroom table 2 depicts the overall results of manifested character values in the learning activities through flipped learning. the results showed that although no character value obtained by 100% of students, flipped learning has instilled the manifestation of all character values. the top three character values were: responsibility (67%), independence (51%), and curiosity (51%). table 2. occurrences of character values among the students n o. character values number of students (n=84) percentage 1 responsibility 56 67% 2 independence 43 51% 3 curiosity 43 51% 4 discipline 41 49% 5 honesty 37 44% 6 tolerance 36 43% 7 creativity 36 43% 8 love to read 35 42% 9 patience 33 39% 10 initiative 33 39% 11 hard work 32 38% 12 appreciation towards others' achievements 31 37% 13 social awareness 30 36% 14 friendliness / communicativeness 26 31% 15 peace 16 19% 16 perseverance 15 18% 17 democracy 10 12% 18 environment awareness 9 11% 19 religiosity 8 10% 20 patriotism 5 6% 21 nationalism 4 5% several pairs of character values, however, were found to conform. independent character value did not necessarily represent initiative (51% and 39%, respectively). the act of being honest in learning english was perceived to be more triggered by the students than the actualization of being a religious person (44% and 10%, respectively). however, one of the manifestations of religiosity character value could be in the form of honesty. responsibility character value was also not in line with hard work and perseverance character values (67%, 38%, and 18%, respectively). the number of students who experienced the development of tolerance character value was higher than that of democracy character risa triarisanti, arif husein lubis, & velayeti nurfitriana ansas can technology-enhanced flipped learning instill character education? indonesian undergraduate efl students’ perceptions 776 value (43% and 12%, respectively). it means that the students held different views on the boundary of defining the character values mentioned above. regarding the less occurred character values, no character value obtained 0% of the students. as envisaged, the bottom three character values occurred in the present study were: nationalism (5%), patriotism (6%), and religiosity (10%). environment awareness was less occurred as well (11%). the findings were further described in the following excerpts. during discussion, we also often use english. in addition to that, we also care less about the environment. it is due to the use of excessive papers in doing the task. (environment awareness) because we learn english is not a matter of religion. (misunderstood religiosity) the less occurrence of environment awareness was associated with the students’ habitual action to use excessive papers when accomplishing the assignments. they already understood the reasons behind the less occurrence of those character values. such understanding becomes worthy modal to regularize those character values in flipped english learning. furthermore, the analysis results pertain to the potentials of flipped learning activities in instilling character education. table 3 displays the overall descriptive statistical results. the results demonstrated that most of the students experienced the development of character values from the group discussion in the classroom compared with other learning activities (88%). almost half of them also thought that group discussion in the learning management system helped maintain certain character values (48%), followed by role-based assignments in the third position with 45% of the students. the least activity perceived to be useful in instilling character education was understanding learning materials from the teacher (31%). table 3. character education through the learning activities no. learning activity number of students (n=84) percentage 1 group discussion in the classroom 74 88% 2 group discussion in the lms 40 48% 3 role-based assignments 38 45% 4 searching for additional materials from the internet 35 42% 5 weekly assignments 30 36% 6 teacher’s monologue teaching 27 32% 7 understanding learning materials from the teacher 26 31% 8 other 0 0% the findings were corroborated by the students’ further explanation when learning english in the flipped classroom, as in the following excerpts. each group member is given the responsibility to present the material according to the role given. from there, i become more responsible to make the discussion run smoothly. (responsibility) in group discussions, of course, given the tasks and responsibilities, we learn to respect each other's differences of opinion and carry out our respective responsibilities properly. (tolerance) it shapes me to be a person who achieves goals together, not alone. (interdependence) i think that the discussion is quite important for myself, because it can help increase my confidence to convey information to friends. (self-confidence from responsibility) the students argued that the role-based group discussion in the in-class session encouraged them to understand the responsibilities of each group member. hence, they got an equal portion to participate and collaborate to achieve the intended goals. such in-class activity also triggered them to be more tolerant with different perspectives. this character value could be the catalyst for lessening the genderor proficiency-based exclusiveness of participation because every single voice was considered to achieve mutual goals and understanding. it also developed the students’ awareness that every group member contributed to achieving the goals. some other students posited that the group discussion encouraged them to increase self-confidence because every group member should present something based on the assigned role. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 777 character education and the decline of characters from the use of ict-based learning media in this sub-section, the analysis results were compared among the four types of ict-based learning media used in the flipped classroom to enhance the students’ english language learning, i.e. youtube, whatsapp, the internet, and mobile phone. the separation of mobile phone from the other three applications was because we intended to explore the effect of each type of technology on the students’ character education and the decline of their characters. figure 1 shows the overall results. the bar chart generally exhibited character education through all learning media, but no character value ranked the first position in all learning media. while no character value was perceived as manifested in the flipped classroom by more than 60% of the participating students, the development of criticality character value from all learning media in learning english was experienced by the least number of students. figure 1. occurrences of character values from the use of ict-based learning media specifically, the students perceived that youtube, like social media, could instill character education, such as independence and creativity in learning english (49%, respectively) more than the other three character values. meanwhile, although whatsapp was categorized as social media, it could not develop character values of independence and creativity more than through the use of youtube. the development of teamwork and activeness character values was most noticeable (51% and 43%, respectively) from whatsapp. criticality in learning english was the least induced character value in whatsapp (27%) compared to the other three learning media. like youtube, the internet as a worldwide system of computer networks was believed to spark students’ independence and creativity character values (52% and 39%, respectively) more than teamwork, activeness, and criticality. the mobile phone was the most contributing ict-based learning media in developing the students’ character of independence in learning english (58%) and activeness character value in group discussion (49%). the following excerpts further explained the reasons for the findings mentioned above. you watch it yourself and you have to understand if you don't understand, just ask a friend. (independence) by using youtube, we can think more broadly and freely. a lot of material can be found on youtube. i feel freer to improvise when watching youtube. when you practice watching youtube instead of reading it feels better. (creativity) i could learn a lot of things from the internet. it is easy to operate, fast, and free. (independence) because the teacher inverted the learning process where the monologue teaching was done outside the classroom by giving some curated youtube videos, some of the students argued that it triggered them to actualize self-paced or independent learning. hence, their independence could be fostered by understanding the materials autonomously and risa triarisanti, arif husein lubis, & velayeti nurfitriana ansas can technology-enhanced flipped learning instill character education? indonesian undergraduate efl students’ perceptions 778 asking for help from their friends instead of their teacher if they encountered difficulties understanding the materials. some of the students also stated that the presence of multimodal learning resources in youtube videos enabled them to have more freedom and access to improvise while learning english. the multimodality of youtube videos could then enhance their creativity skills. likewise, the internet allowed them to quickly, freely, and quickly get access to numerous learning resources. this could make the students autonomous in executing their learning process. we hold discussions in various places and ways. we can do it directly face to face, use messaging applications on e-learning, or social media such as whatsapp, for example. (flexibility toward independence) sometimes we get motivation from group friends through wa. through wa, we can work together with friends, exchange ideas / knowledge. (teamwork) whatsapp makes it easier to communicate. we can ask a friend during e-learning. communication is made easier. for example, in terms of division of the tasks, i often ask about the materials or role selection in the wa group. (activeness) figure 2. types of the decline of characters from the use of ict-based learning media ict-based learning media such as whatsapp or the lms enhanced a self-paced or personalized learning atmosphere so that the students could determine how they executed every single learning stage. the learning media also helped them coordinate to run the discussion smoothly. whatsapp group was also considered a practical means of promoting teamwork character value because they could accomplish the assignments together. such social media could facilitate direct group communication to exchange some important information with one another. some students also asserted that the ease of communication through the wa group enabled them to ask about the materials or the role-based assignments. we feel more free and open by using mobile phones as the learning medium. the features of the mobile phones make it easier for me to access anything, including the learning materials. (independence) mobile phones make it easier to communicate with the group members. (activeness) because whatsapp and internet can be accessed by using mobile phones, the students’ explanation for the development of character values through mobile phones is similar. they asserted that mobile phones enabled them to explore learning materials. such personalized exploration could then foster their independence. likewise, the compact version of english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 779 mobile phones could ease their communication process before the role-based group discussion. this helped the students keep practicing the character value of being active in the flipped classroom. on the other hand, the use of ict-based learning media was still believed by several students to be the contributing factor to the decline of characters. figure 2 exhibits the overall results. in general, none of the types of the decline of characters obtained 0% or 100% students. among the eight types of the decline of characters, the students perceived that ict-based learning media mostly influenced them to commit academic dishonesty such as cheating while doing the role-based assignments (average=13 students or 16% of 84 students). in contrastingly, the students thought that ict-based learning media were much less influential in making them passive in communicating with their friends during group discussion (average=2 students or 2% of 84 students). in particular, the use of mobile phone and the internet were perceived to be contributing to the decline of characters, especially cheating while doing the role-based assignments more than youtube and whatsapp. meanwhile, youtube and whatsapp as social media-based learning media were considered influential in making them not practice creativity character value during the completion of role-based assignments more than mobile phones and the internet. these social media tended to influence the students to commit cheating as well. the following excerpts represent the students’ opinions regarding the decline of characters from ict-based learning media in the flipped english classroom. it's so easy for me to get the materials that we usually just copy them without editing. (mobile phone) sometimes, we have fun chatting instead of working on the materials and do cheating. (whatsapp) because i always see the examples on youtube without trying to figure it out by myself first. (youtube) because when there is a trouble i just have to search for the solution in the internet. the use of the internet sometimes makes me not improve my critical thinking. (the internet) few students experiencing the decline of characters opined that the usability and flexibility of the ict-based learning media to get access to the various learning materials or resources made the students tend to do copy-pasting. this behavior could result in the manifestation of uncreative character among the students. even worse, the copypasting behavior made them uncritical every time they dealt with problems or difficulties. ultimately, they tended to commit cheating by exploiting those ict-based learning media. discussion this study has delineated character education and the decline of characters among indonesian undergraduate efl students through the incorporation of technology-enhanced flipped learning method. regarding the first research question, the results generally show that flipped learning can instill character values. of twenty character values, responsibility, independence, and curiosity are the top three most frequently occurred in the english classroom, as perceived by the students. meanwhile, the bottom three character values mostly perceived are religiosity, patriotism, and nationalism. the findings justify previous research (aghni et al., 2020; chang & chou, 2015) that responsibility is considered an essential interpersonal or social-oriented virtue. islami (2016) also found that independence and curiosity character values were instilled during the lessons at a madrasah (islamic-based) school. another worth-noting point is that technologyenhanced flipped english learning emphasizes an active, engaged, and autonomous learning process where the students are encouraged to be responsible for their learning; in other words, autonomous (tsai, 2019). this learning design enables the instilment of the three character values because the students plan, execute, monitor, and evaluate their learning activities by themselves in a flexible learning environment. on the other hand, the less occurred character values of religiosity, patriotism, and nationalism may be caused by the composition of the learning materials and themes, which are not related to culture learning. the lessons focus on the students’ development of grammar skills to be applied in a more productive discourse such as speaking and writing activities. risa triarisanti, arif husein lubis, & velayeti nurfitriana ansas can technology-enhanced flipped learning instill character education? indonesian undergraduate efl students’ perceptions 780 however, as one of the least perceived character value in the present study, religiosity is considered among the common character traits in ashfihana’s (2020) research. this discrepancy can be influenced by the students’ perception of the mere association of religiosity with the enactment of specific spiritual activities or rituals such as praying before conducting the learning process and the like, which are not explicitly done in the classroom. hence, the learning materials and learning activities in the classroom can affect the students’ perceptions of character education. it is essential for future research to provide detailed explanation regarding the domains where each of the character values can be enacted during the learning process. another important aspect is related to the learning activities, which influence the students to manifest character values in the flipped classroom. the results demonstrate that the in-class session through group discussions triggers their motivation to actualize the character values more than the other activities, followed by a group discussion in the lms and rolebased assignments. this resonates with the characteristics of flipped learning, i.e. active and collaborative. previous research (aghni et al., 2020; ashfihana, 2020) also noticed that group discussion can be a useful means for enacting character education; particularly respect and responsibility character traits. in the current study, the teacher assigns some roles to the students to drive the discussion process, followed by the assignments to strengthen their ability in that lesson. additionally, collaborative learning can develop students’ characters more than traditional learning, such as lecture or recitation. it also resonates with the principle of cooperative learning (foldnes, 2016), which underscores positive interdependence and individual accountability, to mention a few. such a learning climate, which encourages the students to make shared decisions on their learning, be on-time every time the discussion is about to start, and respect other people’s opinions, implicitly influences the development of their characters. hence, the character values of discipline and tolerance also occurred in the present study. furthermore, this study explores the students’ perceptions of whether the use of technology can also instill character education while learning english. the findings generally reveal that the main ict-based learning media used in the present study, i.e. youtube, whatsapp, the internet, and mobile phone, seem to help the students develop the character values of independence, creativity, activeness, teamwork, and criticality. while the utilization of youtube, mobile phone, and the internet contributes most to the development of independence character value, the advantage of using whatsapp is more on the development of teamwork and activeness character values. husna et al. (2019) also found that using youtube videos could foster the character value of independence toward increased autonomy among efl students. on the other hand, the whatsapp application enables the students to have an active interaction to succeed in the group discussion. indirectly, they become more collaborative and active as the instilment of teamwork and activeness character values. goodchild and speed (2018) asserted that social mediaand mobile-based learning from the mid2000s to the present-is getting ubiquitous in the higher education context in line with technology advancement and human mobilization. therefore, those learning media are used to cater to the current pedagogical approaches, such as social constructivism through borderless interaction and collaboration. ultimately, the proper combination of ict use and l2 pedagogical approaches can cultivate strong character values toward future-ready learners. however, using ict-based learning media as part of the elements of technology-enhanced flipped english learning may cause the decline of characters. one particular type of decline of characters identified in the present study is associated with cheating. two factors may cause the practice of cheating as part of academic dishonesty. first, some of the students seem not cooperative enough, although they have been assigned to a particular role. second, some of the instructions in the teacher's assignments are not clear enough, resulting in confusion among the students. both factors can result in academic dishonesty by copy-pasting the ideas from youtube or the answers from the internet using a mobile phone. even worse, one of the students reported that his classmates sometimes asked him to do their rolebased assignments, representing facilitation (blau & eshet-alkalai, 2017). we posit that teachers’ role is pivotal in selecting the ict-based learning media to help run the learning process and crucial in evaluating the potentials of those learning media to monitor and identify academic dishonesty. this reinforces the importance of integrating moral english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 781 education into the efl curriculum through methods, activities, and resources determined by the teachers. conclusion the present study has addressed the research questions regarding the possibility of a technologyenhanced flipped english learning method to instill character education among indonesian undergraduate efl students. the contribution of the present study lies on two findings. first, the incorporation of flipped learning can instill character education among the students in learning english language by implicitly integrating certain character values within the learning activities. teachers still play a pivotal role in this context. second, apart from the merits of using the ict-based learning media in instilling character values of independence, creativity, teamwork, and criticality, the decline of characters such as cheating still becomes the major concern in the realm of tell in the higher education context. again, we argue that a deliberate combination of ict use and l2 pedagogical approaches can better cultivate strong character values toward future-ready learners as the ultimate goal of 21st-century education. the present study must be viewed with caution. the comparative results of how efl students across genders and english proficiency levels view character education through technology-enhanced flipped english learning are still lacking. additionally, the exploration of an effective instructional design in lessening academic dishonesty is worth-doing. rigorous methods are recommended to develop the current l2 pedagogical approaches in this more digitalized era. acknowledgment the authors would like to express enormous thanks to all students involved and the reviewers for the suggestions to make this paper well-written. references aghni, l. a., vianty, m., & petrus, i. 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(2020). impacts of flipped classrooms on learner attitudes towards technology-enhanced language learning. computer assisted language learning, 33(3), 240–274. https://doi.org/10.1080/09588221.2018.1557692 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 195 students’ responses towards e-learning schoology content on creative writing learning during the covid19 pandemic ernalida faculty of education and teaching, sriwijaya university, indonesia email: ernalida@fkip.unsri.ac.id santi oktarina faculty of education and teaching, sriwijaya university, indonesia e-mail: santioktarina@fkip.unsri.ac.id ansori faculty of education and teaching, sriwijaya university, indonesia email: ansori@fkip.unsri.ac.id apa citation: ernalida., oktarina, s., & ansori. (2021). students’ responses towards e-learning schoology content on creative writing learning during the covid-19 pandemic. english review: journal of english education, 10(1), pp. 195-198. doi: https://doi.org/10.25134/erjee.v10i1.5370 received: 12-08-2021 accepted: 24-10-2021 published: 31-12-2021 introduction the era of the covid-19 pandemic brought major changes in the world of education, not only in indonesia, but in the world. almost all countries feel the same way. the learning system has shifted from an offline/face-to-face to an online system. the covid 19 pandemic started a digital transformation in the world of education (adedoyin and soykan, 2021). this transition is a way so that the education sector is not disrupted. online learning that was previously rejected is now like a god of help in the world of education. according to dhwan (2020), this world disaster helps in showing the positive impact of online teaching and learning. this system is able to make the world of education exist in the midst of the crisis due to the corona virus. in this situation, this system is able to protect and save the academic community and society. this abstract: the era of the covid-19 pandemic brought major changes in the world of education, not only in indonesia, but in the world. almost all countries feel the same way. the learning system has switched from an offline/face-to-face to an online system. this world disaster has made many new applications appear or the famous applications that support online learning. one of them is indonesian learning which requires learning technology, especially writing skills; creative writing. writing skills in high school are needed. there are many types of creative writing that must be mastered by students, such as writing biographies, writing short stories, writing poetry, and so on. moreover, in the 2013 curriculum, indonesian language learning is text-based which directs students to be able to produce text-based writings. the purpose of this study was to determine the practicality of the content of e-learning schoology in learning creative writing in high schools in palembang city in terms of teachers. this research is research and development research. the object of research is the 10th grade indonesian at sma palembang. the method used is the delpi method. data collection techniques are questionnaires and fgds. data were analyzed quantitatively and qualitatively. based on the results of research and discussion, it can be concluded as follows. first, the e-learning schoology content for creative writing learning has been practically used based on the small group test which was participated by 10 students. this practicality can be seen from the assessments given by students on aspects of material, language, content presentation, and e-learning which show a very decent value. mean value which was above 4.25. second, the students stated that the content developed has advantages such as, interesting, motivating, complete material, easy to use, inspiring, provides many learning experiences, the language is easy to understand, the features used are interesting and make it easier to learn. third, this content has weaknesses, but these weaknesses occured because of the lack of understanding of students in operating this e-learning. keywords: e-learning; schoology; creative writing. ernalida, santi oktarina, & ansori students’ responses towards e-learning schoology content on creative writing learning during the covid-19 pandemic 196 is a positive impact of technological advances in education which have developed rapidly although some do not yet have the ability to apply. however, this short-term change in the future will become permanent due to the rapid development of technology (yang, 2020). in indonesia, the transition of the learning system is regulated by the government based on the circular of the minister of education no. 4 of 2020 which contains the learning process carried out from home which means online learning/in distance learning. this is carried out to provide a meaningful learning experience for students without being burdened with the demands of completing all curriculum achievements for grade promotion and graduation. in order to get maximum results, the government issued guidelines for the implementation of online learning for students from elementary schools to universities. this is a form of government concern for the world of education. however, there are various obstacles from learning, including: (1) many teachers are not yet skilled in online learning implementation, (2) limited internet access, (3) lack of educators-students interaction, (4) differences in material understanding, ( 5) supervision during the learning process is lacking, (6) limited facilities for students and teachers, (7) students are less serious in learning, (8) lack of material understanding, (9) economic limitations, and others (dwi and sarjito, 2021; asmuni ,2020; dhawan, 2021). this situation is normal. the obstacles that arise are actually both an opportunity and a challenge for teachers and researchers to find effective solutions to this situation. teachers are required to be flexible and adaptable in dealing with unexpected situations and have multidisciplinary skills during the covid-19 pandemic (yang, 2020; kalloo, mitchell, and kamaloedeen, 2020). educators must be technology literate. they must be able and creative in providing media in order to achieve a successful learning. supportive online learning media is very much needed at this situation. that is why professional teachers are required to be professional to deal with all current issues and be able to demonstrate their ability to overcome the existed problems (nurgraha & mauliada, 2021; lokita, utami, & prestridge, 2018). however, technology cannot make online learning successful without the help of other aspects. so, here, digitally confident teachers are essential for successful learning (hog, 2021). this world disaster has made a lot of new and famous applications appear in supporting online learning. in fact, there are also many website providers, ranging from paid to free ones. for example zoom meeting, google meeting, moodle, etmodo, scholoogy, and others. these website or application is indeed very helpful in achieving learning goals, especially in the pandemic era that has lasted almost two years. there are quite a number of studies examining the reliability of this learning technology, both before the pandemic and now. there have been many studies exploring how technology frames professional learning for students and teachers (murray and kidd, 2016). in more depth, various studies on language learning have also proven the superiority of learning technology. such as the use of moodle, youtube, website, etmodo, and multimedia in language skills learning (oktarina, 2018; fay & matias, 2019; ramadhan, s., sukma, e., & indriyani, 2019; nispi, subadiyono, & oktarina, 2021) . one of them is indonesian learning which requires learning technology, especially writing skills, especially creative writing. in this study, writing skills in high school are needed. there are many types of creative writing that must be mastered by students, such as writing biographies, short stories, poetry, and so on. moreover, in the 2013 curriculum, indonesian language learning is text-based which directs students to be able to produce text-based writings. but in reality, the creative writing ability of students in high school is still weak. several studies have stated that high school students have not been able to write creatively optimally and they are less motivated in the learning process. if you review various previous studies, it is known that the application of learning technology in writing skills is developed or used in the form of separate components or not many use the latest learning technology (see wicaksono, roekhan, & hasanah, 2018; hudhana & sulaeman, 2019; afifah , 2021; hadi & eviyanti, 2021). even though in the era of the covid-19 pandemic which the learning is conducted online, complete learning media are still needed to help students with generation z characters in learning. this research is a continuation of the research in 2020. in previous research, a prototype of elearning schoology content has been produced. to find out the practicality of this content, it is english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 197 necessary to do a user or small group test. this aims to see the practicality of the e-learning schoology content reviewed by students. this research is expected to be useful for teachers and students to improve their creative writing skills. method this research is part of research and development using a mixed approach (qualitative and quantitative). the research subjects were 11 respondents consisting of 10 students and 1 teacher at smu south sumatra in palembang. data were collected through questionnaires and focus group discussions (fgd) and analyzed using qualitative and quantitative data analysis techniques. results and discussion results e-learning schoology content creative writing learning is designed based on needs analysis (ernalida, oktarina, and turama, 2021). the characteristics of the content of the e-learning schoology for creative writing learning developed are as follows. first meeting. (1) material content: learning video writing poetry part 1. (2) sample content and learning resources: a teacher's blog containing examples of poetry. (3) assignment content: multiple choice questions using the kahoot application, so students are triggered by time to work on them. in addition to maintaining student integrity, students are like playing a game while working on these questions. second meeting. (1) material content: video learning steps to write poetry. (2) sample content and learning resources: examples of poetry on the teacher's blog, learning resources in the form of audio podcasts made by the researcher, and provided learning resources for doing assignments in the form of word rima links, a blog to find rhyme words easily by simply typing the word to be searched the rhyme. (3) assignment content: students are provided with the coggle application to make mind mapping online, easy, and same in the term of variety so that each student does not differ in form or application. third meeting. (1) material content: learning videos for writing and post-writing poetry. learning videos were made using the canva application for video background design, editing using the kinemaster application, teaching videos were taken by the researchers themselves. (2) sample content and learning resources: students are provided with learning resource facilities in the form of an electronic book of diction which is made by the researcher himself using kbbi sources. this book serves to help students in finding dictions that are not commonly used and beautiful dictions for their poetry writing assignments. the e-book is created using the 3d pageflip professional application which can include book audio. the background of the book and cover were made by researchers using the canva application to make it not monotonous and more interesting. (3) assignment content: students write poetry and submit it in the schoology space, this makes use of the application space. to find out the practicality of the content of elearning schoology, a small-scale trial was conducted. this trial was conducted in one class consisting of 10 students. the results of this practicality test are as follows. material aspect the material in the e-learning schoology content learning creative writing in high school is a very important thing. the material that is arranged optimally will become arranged learning objectives with satisfactory results. this content is developed with various sources and media. it aims to be able to transfer knowledge to students. after being tested in a small group test, the perceptions of students and teachers can be seen in the table below. table 1. the perceptions of students and teachers no statement score student n k 1 suitability of the material with the objective 4.40 sl 2 completeness of material content 4.30 sl 3 the truth of the substance of material 4.30 sl 4 clarity of the described material 4.30 ss 5 suitability of the material content with the norm 4.40 sl 6. fostering students’ interaction 4.40 sl ernalida, santi oktarina, & ansori students’ responses towards e-learning schoology content on creative writing learning during the covid-19 pandemic 198 mean score 4.35 sl based on the table above, it is known that all students perceive that the material developed in the content of e-learning schoology creative writing is very feasible with the mean value of all items is 4.3 with a very decent category. in detail, the students in perceiving as follows. first, they argue that the material developed in this content is very suitable to be used because there is a match between the material and the objectives. they gave a score of 4.40 which is a very decent category. second, the completeness of the material in this content is considered very decent with a mean value of 4.30. third, in terms of the substance of the material, the mean score given by the students was 4.30 with a very decent category. fourth, the clarity of the material described is considered very feasible with mean value of 4.30. fifth, the students in the small group test agreed that there was a suitability of the content of the material with the values with mean value of 4.40, the category was very feasible. sixth, the students thought that this content was able to foster student interaction with a mean score of 4.40, very feasible. language aspect the language aspect also has an important role in the development of content for creative writing learning. with good and correct use of language, the information to be conveyed can be well received. in addition, the language used in this content must comply with the applicable indonesian language rules. the following describes the results of student assessment on aspects of language use. table 2. the results of students’ assessment on aspects of language use no. statement score student s k 1 text readability in multimedia 4.40 sl 2 clarity of information 4.40 sl 3 the completeness of information 4.10 l 4 suitability with the indonesian language rule 4.30 sl 5 the accuracy of using language effectively and efficiently 4.30 sl mean 4.30 sl based on the table above, it is known that the students in the small group test assessed that the creative writing content in e-learning schoology was very feasible with the 4.30 category. for clarity, the following is described. first, the readability of the text in this multimedia content is considered very decent with a mean value of 4.40. second, the clarity of information is also considered very decent with a mean value of 4.40. third, the students considered that this content provided very appropriate information for learning creative writing. fourth, the use of indonesian language rules in this content is considered very feasible with a score of 4.30. fifth, this content uses language effectively and efficiently with a mean value of 4.30, very decent categories. aspects of e-learning schoology content presentation the aspect of presenting e-learning schoology content is very important in this research. this research develops this content for creative writing learning, which is writing poetry. after going through several stages in r & d research, this content prototype was tested in small groups to find out the practicality of its use for students. the report can be seen in the table below. table 3. report of statement no. statement score student s k 1 suitability of the order of presentation of the material in the e-learning content 4.40 sl 2 e-learning content is able to provide students’ learning motivation 4.20 sl 3 e-learning content can improve students’ understanding. 4.50 sl english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 199 4 e-learning content can increase students’ atterativeness. 4.20 sl 5 the accuracy of of font size and its type. 4.10 l 6 creativity and innovation of learning content. 4.20 sl 7 e-learning content documentation is clear 3.80 l 8 there is a continuity of display 4.20 sl 9 suitability with students’ characteristics. 4.20 sl 10 ease of media operation. 4.40 sl 11 text quality is clearly visible. 4.40 sl 12 audio can be listened well. 4.40 sl 13 video can run smoothly 4.30 sl 14 all navigation tools work fine 4.10 l mean 4.24 sl based on the table above, students agreed that the presentation of e-learning schoology content is very feasible to use with the mean value for all items is 4.24. in detail each item is as follows. first, the suitability of the order of presentation of material in e-learning content is considered very high, 4.40. second, e-learning content is able to provide very high learning motivation for students with a score of 4.20. third, e-learning content is able to increase students' understanding very high with a score of 4.50. fourth, e-learning content can increase student attractiveness very high. the students gave a score of 4.20. fifth, the students rated the accuracy of using the type and size of the font in this content high with a score of 4.10. sixth, creativity and innovation of e-learning content is rated very high, 4.20. seventh, the documentation of e-learning content is clearly rated high with a score of 3.80. eighth, display continuity is rated very high, 4.20. eighth, this content has a very high suitability for student characteristics with a value of 4.20. ninth, the ease of operation of the media is rated very high, 4.40. tenth, the text quality is very high, 4.40. eleventh, the audio can be listened well. this statement was rated very highly by the students, 4.40. twelfth, videos run smoothly. this statement is rated very high, 4.30. thirteenth, all navigation tools function properly. this statement was rated highly by the students, 4.10. aspects of e-learning schoology the e-learning schoology aspect is the focus of the assessment in the small group test so that this prototype is practically used by students and teachers. the results can be seen from the table below. table 4. the aspects of e-learning schoology no. statement score university students n k 1 the features used in schoology motivate students to learn. 4.10 l 2 the material facilities and students’ activities in e-learning schoology are easy to be used by the teacher and students. 4.40 sl 3 e-learning schoology has a guide that helps students and teachers to cary out the learning 4.30 sl 4 the navigation in this course is well organized. 4.30 sl 5 the accuracy of using language effectively and efficiently 4.20 sl mean 4.26 sl based on the table above, the overall aspect of e-learning schoology is considered very feasible with a score of 4.26. first, the features used in schoology motivate students to study highly. the students also gave a score of 4.0. second, on the statement of material facilities and student activities in electronic learning (e-learning) schoology, which is easy for teachers and students to use, the students gave a very high score, namely 4.40. third, electronic learning (e-learning) this schoology has a guide that helps students and teachers carry out learning. this statement is rated very high by students, 4.30. fourth, the navigation statements in this course are well organized; the students rated it very high, 4.30. finally, the accuracy of using language effectively and efficiently in this content was rated very high by the students, 4.20. to get deeper data, a focus group discussion (fgd) was conducted with the students involved in the small group test. there are 10 questions to ernalida, santi oktarina, & ansori students’ responses towards e-learning schoology content on creative writing learning during the covid-19 pandemic 200 discuss with the students. first, students were asked to argue about the attractiveness of this content and whether it is able to motivate students in learning. some students expressed the following. “it is interesting and easy to absorb the learning material. besides being interesting, it has also motivated the learning process to write poetry because there are links to rimakata.com and the diction book makes it easier in writing poetry.” (fgd: student 1) "it is very interesting and easy to learn because of the attractive appearance, the collection of materials is covered in schoology application, so when you want to repeat the material you can directly search in schoology because it has been covered well in it." (fg: student 2) second, students are invited to assess the material used in this e-learning content. there are two students who express their opinion as follows. “the material is very good and sufficient for the level of high school students. the material provided is clear, concise, solid and clear. it's not long, so it's easy to understand.”(fgd: student 3) “the material has been presented very well and effectively. the learning videos have been made very creatively, interesting, fun to watch, and not boring, so the material is easy to understand.” (fgd: student 4) third, the researcher asked students to think whether the developed e-learning content made students good at writing poetry or inspired students to write poetry. based on the results of the fgd, there are two students expressing their opinions. “it's been very inspiring. while working on the task of writing poetry, i experienced a loss of style to continue my poetry. then i opened the book of diction and rimakata.com and continued the writing. so, i was inspired to continue the poetry that i have written.” (fgd: student 5) "it is very inspiring. after reading the poems in the teacher's blog, i was inspired to make even more poems from them.” (fgd: student 3) to get input to make this content more perfect, the students were asked to give their opinion about the strengths and weaknesses of this content. here it can be seen clearly. strength “the learning process with existing e-learning content is simple, uncomplicated, easy to access (adequate internet network), features and language are easy to understand, the learning process is more exciting (because it is the first time learning to use schoology), the features are good and easy to understand.” (fgd: student 6) “the use of schoology is very easy, because the learning process usually uses a wa group, so it is difficult to find the material given by the teacher due to the stacked chats. the content is easily accessible. it is easy to access the material; you do not have to search in the chat room.”(fgd: student 3) “the features are very good and complete, because in schoology there are materials, assignments, we are able to search for materials while working on assignments, and also saving files. it is easy to find material files because they are categorized and you do not need to store them on your devices or laptops, so it does not take up storage memory space. the application file size is not large” (fgd: 10 students) weakness "in the initial view of the material list, you cannot return to the previous material, and it only return to the initial view" (fgd: student 9) discussion based on the results of the research above, it is known that the e-learning schoology content prototype for creative writing is feasible to use. this is known from the average assessment given by almost all students rated very decent. the students agreed to give a score above 4.25 for the assessment in terms of material, language, content presentation aspects of e-learning schoology, and e-learning schoology. in addition, based on the results of the fgd with students, it is known that this content has many advantages and is very suitable for the character of the students. this is in accordance with the opinion of ernida (2016), hasanah (2011), and mashudianti, sutomo, and suparno (2018) in their research that schoology has proven its success. however, there are drawbacks to this content. students argued the lack of a system for navigating the material. actually, it is already in this creative writing content. however, not all students know this because this media is new to them. this e-learning schooology content creative writing can be used as a teacher's choice in teaching, even more so in this covid-19 pandemic. with various advantages, it is able to motivate students and teachers in learning. in addition, this developed content positions students as student centers while teachers act as motivators and facilitators. students are formed as students who are independent in learning, but remain under english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 201 the guidance of the teacher. this creative writing content is in accordance with the character of students who live in the era of technological progress. therefore, it is necessary for teachers who are technology literate to be able to follow the flow of digital transformation in the world of education (adedoyin and soykan, 2021) conclusion based on the results of research and discussion, it can be concluded as follows. first, the e-learning schoology content for creative writing learning has been practically used based on the small group test which was participated by 10 students. this practicality can be seen from the assessments given by students on aspects of material, language, content presentation, and e-learning which show a very decent value, mean rating was above 4.25. second, the students stated that the content developed has advantages such as, interesting, motivating, complete material, easy to use, inspiring, provides many learning experiences, the language is easy to understand, the features used are interesting and make it easier to learn. third, this content has weaknesses, but these weaknesses occur because of the lack of understanding of students in operating this e-learning. acknowledgment the research team would like to thank the sriwijaya university research and community service institute (lppm) for providing competitive flagship research grants in 2021 to finance this research. references adedoyin, o. b., & soyka, e. 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(2020) china’s higher education during the covid-19 pandemic: some preliminary observations. higher education research & development, 39(7), 1317-1321, doi: 10.1080/07294360.2020.1824212 https://doaj.org/toc/2148-225x https://doaj.org/toc/2148-225x english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 183 the effectiveness of learning community techniques on english essay writing skills franscy universitas panca sakti bekasi, indonesia email: franscy@panca-sakti.ac.id leroy holman siahaan universitas panca sakti bekasi, indonesia email: leroyholman@panca-sakti.ac.id apa citation: franscy., & siahaan, l. h. (2023). the effectiveness of learning community techniques on english essay writing skills. english review: journal of english education, 11(1), 183-192. https://doi.org/10.25134/erjee.v11i1.6824 received: 19-10-2022 accepted: 27-12-2022 published: 28-02-2023 introduction language education in the university environment always emphasizes understanding writing skills for every student, especially in english language education. based on the operational curriculum of english education at universitas panca sakti bekasi, which is used in the learning process, it requires students to take writing courses that are divided into several levels according to the semester level of the students, the purpose that they can improve their understanding and writing skills. in addition, writing skills cannot be separated from any teaching and learning process activities in the classroom. this can be seen from the activities of providing exercises, assignments, and final assignments, in line with hyland's opinion (in wale & bishaw, 2020), which states that writing is an important skill to be mastered by learners of english as a second language. on the other hand, the facts on the ground illustrate the opposite, where there is a gap between expectations and reality. based on the results of the initial observations made, the researcher examined the writing assignments of the students of the english education study program. the students' writing was still inadequate when viewed from both the content and linguistic aspects. various reasons can cause this difficulty, for example, a lack of knowledge about writing english, which includes understanding vocabulary, language structure, and sentence organization in each paragraph (alisha et al., 2019). this is very important because an article must reflect substantive information or idea that attracts the reader's interest (yoo et al., 2020). this is in line with richards and renandy’s (in nurfadila, 2021) opinion, which states that writing skills are the most difficult for second language learners to master. the difficulty lies in how to generate and organize ideas and how to put ideas into text form. so that writing is considered the most difficult talent for students to master because it not only generates thoughts but also allows the conversion of these ideas into perceptual texts (toba et al., 2019). in addition, in writing, students must have prior knowledge of what topics will be developed in an essay or writing in english. because writing supports all other language skills, writing is one of the english skills that must be taught and practiced at various levels of education. abstract: this research is designed to measure the effectiveness of learning community techniques on english essay writing skills based on the result of preliminary observation, which shows that students had some problems related to the result of their writing skills which still need to achieve the expected aims. this research used a classroom action research method involving 30 students as a research sample. this research used quantitative and qualitative data for the data collecting technique. quantitative data was taken from the pre-test and post-test results, while qualitative data was taken during observation and action. then the results of the research showed that the percentage value of student activity in attending lectures had increased. the result of the percentage increase in student activity seen from the percentage of students who were very active and active in cycle 1 was only 36.7%, then increased in cycle 2 to 63.3%. then the results of learning to write english essays for students also increased, with an average score in cycle 1 of 60.17, and in cycle 2, there was an increase in the average score of 9.96 to 70.13. using the learning community technique to improve students' english abilities has a favourable effect, particularly on the growth of student's ability to write english essays. keywords: action research; essay; learning community technique; writing skills. franscy & leroy holman siahaan the effectiveness of learning community techniques on english essay writing skills 184 in addition, writing supports student learning. this statement is supported by purnomowati et al. (2018). richards and schmidt (2013) argue that an essay is a type of writing that is relatively long and, more specifically, written by students, which contains the author's expression or view on a particular topic. the most crucial ability in learning a language is writing. students can convey their ideas through writing, yet the majority of them still make serious errors in their spelling, grammar, vocabulary, and punctuation (fahmi & rachmijati, 2021). from this definition, we can see that essays are mostly associated with academic assignments (students). the essay in question is the author's thoughts or opinions on a topic to show his position on the issue to be conveyed to others (haidir, 2021). from the aspect of the text, the essay is said to be relatively longer. another opinion states that an essay is a writing consisting of a combination of several paragraphs containing a topic and one main idea. essays consist of at least three paragraphs, and essays generally consist of five (wei et al., 2019). this opinion specifically states that the length of an essay usually consists of a minimum of three paragraphs and generally consists of five paragraphs and contains a topic and main idea which is composed of three main parts, namely: 1) an introduction which contains two things, namely a general statement to attract attention. reader and the thesis statement section to express the primary purpose of an essay. 2) the body consists of one or more paragraphs. each paragraph develops a subtopic. furthermore, 3) a conclusion containing a summary of the main ideas presented in the essay's body (wale & bishaw, 2020). the above problems require a solution or a problem-solving path. one of the solutions to these problems is selecting material delivery techniques in the teaching and learning process. in this case, teachers or lecturers are required to not only be able to master conventional learning approaches but also be able to master modern (up-to-date) learning approaches (almelhi, 2021). the application of modern learning techniques in english writing skills will encourage students in the classroom to be more active and productive in practice so that they not only focus on understanding theory, but students can also practice it directly (nurharjanto et al., 2020). related to the modern learning approach, the contextual learning approach is a learning concept that helps educators or lecturers to relate the material being taught to students' real-world situations and encourages them to make connections between their knowledge and its application in their lives as a family and community members (afnita & farida, 2021). contextual teaching learning is a learning concept that helps lecturers in linking the material they learn to students' real-world situations and encourages students to make connections between their knowledge and its application in everyday life. this opinion is supported by wamubi et al. (2015) that the ctl approach is a learning approach that helps teachers connect learning materials with situations that exist in the real world. contextual is a comprehensive system consisting of interrelated parts. if these parts are intertwined, there will be an effect that exceeds the results of the separate parts (hanafsiyah, 2007). in the contextual learning approach, students know the benefits derived from their learning activities and experience the learning process. because students are the subject of learning, the lecturer is only a facilitator and motivator who directs and motivates students in the learning process (vangrieken et al., 2017). the contextual learning approach has seven main components of effective learning. the seven components used in indonesia are constructivism, inquiry, questioning, learning community, modeling, reflection, and authentic assessment (fadhilah, 2017). in implementing contextual learning, lecturers or teachers can choose and use several techniques in a contextual learning approach which include; (1) constructivism, (2) inquiry, (3) questioning, (4) learning community, (5) modeling, (6) reflection, and (7) authentic assessment (afnita & farida, 2021; johnson, 2002; lorenza & muhammadi, 2021; ruto et al., 2021) from the several contextual learning techniques, the researcher only uses the learning community technique. the selection of the learning technique was based on several considerations concerning the problems faced in learning students' writing skills (haryani, 2019). in addition, this learning technique is studentoriented. where its application emphasizes collaboration with study group colleagues and always encourages a multi-way communication process so that everyone can be a source of learning (ismawarni, 2021), and the most important thing is that truth does not only come from one, namely the lecturer. so, it is hoped that with this technique, students can gain more knowledge and skills in writing english essays. a learning community can effective occur if learning outcomes are obtained from the collaboration, english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 185 discussion and sharing with other people (dana, 2021; medina, 2018). learning outcomes can be obtained by sharing between friends, between groups, and between those who know and those who do not know, both inside and outside the classroom (garcia-ponce & tagg, 2020) learning community can occur if between lecturers and students or between students and other students have active, effective, and communicative interactions (williams & beam, 2019). the learning process will run significantly if it is carried out in study groups, both homogeneous and heterogeneous so that in it, there will be sharing problems (sharing problems), sharing information (sharing information), sharing experiences (sharing experience), and sharing problem-solving (sharing). problem-solving allows more knowledge and skills to be acquired (syatriana & sakkir, 2020). the learning community technique is a learning process involving communication and interaction involving cognitive processes between lecturers and students or students with other students in sharing ideas and experiences to solve a problem in the learning process (siregar & anwar, 2018). the learning community technique teaches students by giving them communicationbased homework. the objectives of communication are what the learning is focused on in order to achieve them (syatriana & sakkir, 2020). according to putri & ahmad (2022), students' writing inadequacies are caused by a variety of factors, as indicated by their viewpoint notes. writing essays always results in grammatical errors. in writing class, kids continue to be passive. students also lack the knowledge necessary to write well, especially essays. additionally, argumentative writing is a challenging activity in which the author adopts a stance on a contentious subject and then supports it with arguments and facts. it is difficult for an inexperienced writer to write an essay that requires content integration, arhetorical argumentation patterns, and critical thinking on their part (marni et al., 2019). argumentative essays are difficult because of the conflict between the need for self-expression and the need to comply with a set of external constraints; in trying to meet external constraints, writers tend to lose sight of what they want to say (tasya, 2022). it is hoped that with this technique, students can gain more knowledge and skills in language, especially english argumentative writing skills. method this research uses the classroom action research method. the researcher started the research by collecting qualitative data first to explore more deeply the research problem being studied in the third semester students of the english education study program, universitas panca sakti bekasi, then continued with the process of collecting quantitative data to support the qualitative data. quantitative data was taken from the results of the pre-test and post-test, while qualitative data was taken during the process of observation and action. this research is participatory collaborative, meaning that research activities are carried out by the researcher themselves with the process of observation and collaborators. the sequence of research activities from the chairperson and members of the researcher in january-march was conducting field survey preparation conducting interview observations on the problem of english essay writing skills. then, we conducted a literature study on the variables of english essay writing skills and learning community techniques. the results of these activities were in april-june. next, we made a grid of english essay writing skill test instruments, made observation assessment tables, and made questions for interviews. this research was conducted at universitas panca sakti bekasi, jl. raya hankam no. 54, jatirahayu, pondok gede, bekasi city, west java 17414. the subjects in this research were the third semester students of the english education study program, universitas panca sakti bekasi, totaling 30 students. the data collection process in this research consisted of five stages: observation, interviews, questionnaires, diaries, and tests. the data analysis process is carried out inductively, and the researcher carries out special observation activities, notes the structure of each data finding, makes hypotheses by formulating data, and concludes. parson and brown (in mertler, 2014) mention that there are three stages in analyzing data: organization, description, and interpretation. the first stage is an organization, which is making a narrative of data taken from the results of observations, interviews, and documentation that has been collected. the second stage describes the characteristics of each data that has undergone the reduction process and is coded. the last stage is interpreting the data that has been reduced and organized. franscy & leroy holman siahaan the effectiveness of learning community techniques on english essay writing skills 186 results and discussion at this stage, the description of the research results is divided into three discussions which include; the results of the pre-cycle, cycle 1, and cycle 2. the results obtained at each stage were calculated as the average value to see the level of english essay writing skills that the respondents (students) had achieved. pre-cycle results the researcher carried out pre-cycle activities by giving a pre-test at the second meeting to 30 students in the fourth semester of the english education study program, faculty of education, universitas panca sakti bekasi. the pre-test was given before the researcher applied the learning community technique. the purpose of giving the pre-test was to find out and compare the initial abilities of the respondents before and after the application of the treatment using the learning community technique in the classroom. the results of the pre-test showed that 30% of respondents' english writing skills were at the less level and 43.3% of the respondents were at the enough level. based on these data, the pre-test respondents' average score was 53.57. cycle action results 1 application of learning community technique in essay writing courses the data presented in this research is not only data based on the results of the english essay writing skills test but is also supported by data from observations, and observations made by the researcher during the application of learning community technique in the classroom. data on the activeness of respondents (students) in the essay writing course was obtained through observations and observations made at the 4th and 6th meetings, where in these meetings there were group discussion activities and continued with the presentation/exposure of the results of discussions both individually and in groups. the results of the data acquisition of respondents (students) in these activities can be seen in the following table: table 1. student activity data in essay writing course cycle 1 at meetings 4 and 6 indicat or cycle activity 1 meeting 4 meeting 6 freque ncy percent age (%) freque ncy percent age (%) very active 3 10.00 5 16.67 active 6 20.00 8 26.67 active enough 15 50.00 12 40.00 less active 6 20.00 5 16.67 conclu sion 36.7% (highly active & active) 63.3% (sufficiently active & less active) the results of the research findings above show that the activeness of respondents (students) in classroom activities at the 4th and 6th meetings of cycle 1, which is in the very active and active indicator, is 36.7%. this is evidenced by the number of respondents' frequency at the fourth meeting, as many as 9 and at the sixth meeting, as many as 13. this percentage is lower compared to the percentage in the moderately active and less active indicators, which amounted to 63.3%, with the number of respondents at the fourth meeting as many as 21 and the sixth meeting as many as 17. these findings can provide an illustration that the activeness of respondents in the essay writing class in cycle 1 has not been seen as optimal as expected. based on the results of the post-test given to respondents (students) to measure english essay writing skills in cycle 1 in the essay writing course, the results of the analysis are as follows: table 2. student learning test results in essay writing course by using learning community technique level ability value range total students percentage very good 80-100 5 16.67 well 60-79 8 26.67 enough 50-59 13 43.33 not enough 0-49 4 13.33 total 30 100 the application of the learning community technique in essay writing courses was carried out for 6 meetings and ended with giving post-tests to research respondents. based on the data above, the score in the category of very good and good ability level in english essay writing skills only amounted to 13 students while at the level of sufficient and poor ability there were 17 students. when viewed from the comparison of these numbers, more than 50% of the students as the sample in this research still did not meet the minimum completeness criteria (kkm) with the average value of cycle 1 being 60.17 while what was determined in this research was above 70. based on the findings therefore, the researcher continued the implementation of the action in the second cycle. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 187 action results cycle 2 application of learning community technique in essay writing courses data on the activity of respondents (students) in the essay writing course were obtained through observations and observations made at the 4th and 6th meetings, where in these meetings, there were group discussion activities and continued with the presentation/exposure of the discussion results both individually and in groups. the results of the data acquisition of respondents (students) in these activities can be seen in the following table: table 3. student activity data in essay writing course cycle 2 at meetings 4 and 6 indicato r cycle activity 2 meeting 4 meeting 6 freque ncy percent age (%) freque ncy percent age (%) very active 4 13.33 6 20.00 active 13 43.33 16 53.33 active enough 10 33.33 8 26.67 less active 3 10.00 0 0.00 conclus ion 65% (highly active & active) 35% (sufficiently active & less active) the results of the research findings above show that the activeness of respondents (students) in classroom activities at the 4th and 6th meetings of cycle 2, which is in the very active and active indicator, is 65%. this is evidenced by the number of respondents frequency at the fourth meeting, as many as 17 and at the sixth meeting as many as 22. this percentage is higher when compared to the percentage of moderately active and less active indicators which amounted to 35% with the number of respondents at the fourth meeting as many as 13 and the sixth meeting as many as 8. the findings show that there is a very significant difference when compared to cycle 1. of course, this can provide an illustration that the activity of respondents in the essay writing class in cycle 2 is very good, as previously expected. based on the results of the post-test given to respondents to measure english essay writing skills in cycle 2 in the essay writing course, the results of the analysis are as follows: table 4. student learning outcomes test in essay writing course by using learning community technique level ability value range total students percentage very good 80-100 8 26.67 well 60-79 14 46.67 enough 50-59 8 26.67 not enough 0-49 0 0 total 30 100 based on the data above, the score in the category of very good and good ability level in english essay writing skills only amounted to 22 students, while at the level of sufficient and poor ability, there were 8 students. when viewed from the comparison of these numbers, 70% of students as samples in this research have met the minimum completeness criteria (kkm) with an average value of cycle 2 is 70.13 while the limit value that has been determined in this research is 70. based on the research findings above, it can be concluded that the educators, in this case, the lecturers involved in this research, have implemented the procedures for learning community techniques well. this means that the stages in the procedure are applied in accordance with the learning plans that have been prepared and are able to reduce obstacles or problems that occur during the implementation of the actions in cycle 1, then carry out stabilization in cycle 2. during the process of actions taken starting from cycle 1 to cycle 2, educators or lecturers do not experience difficulties and feel more helped by the application of the learning community technique to increase the effectiveness of students' english essay writing skills. the increase in the activeness of respondents (students) in the essay writing course using the learning community technique can be seen from the average value of the percentage of student activity in cycle 1 and cycle 2. the increase can be seen in the following table: table 5. conclusion of student activity in essay writing courses by using learning community techniques no indicator percentage information 1 very active and active 36.7% cycle 1 moderately active and less active 63.3% 2 very active and active 65% cycle 2 moderately active and less active 35% the table above shows an increase in student activity from cycle 1 to cycle 2. the increase in student activity seen from the percentage of very franscy & leroy holman siahaan the effectiveness of learning community techniques on english essay writing skills 188 active students in cycle 1 was only 36.7%, then increased in cycle 2 to 63.3%. increased student activity in learning by using the learning community technique can also be seen in the diagram below: figure 1. increasing student activity from cycle 1 to cycle 2 the increase in activeness in learning also has a significant impact on student learning outcomes. student learning outcomes in writing english essays have increased from cycle 1 to cycle 2. here are the conclusions of student learning outcomes which can be seen in the table below: table 6. conclusion of student learning outcomes completeness in writing ii course by using learning community technique no cycle number of students average value 1 cycle 1 30 60.17 2 cycle 2 30 70.13 enhancement 9.96 based on the data above shows an increase in the respondents' english essay-writing skills. this is evidenced by the number of average values in cycle 1 of 60.17, and in cycle 2 there is an increase in the average value of 9.96 to 70.13. the improvement of students' english essay writing skills is also presented in the form of a diagram as shown below: figure 2. improving english essay writing skills from cycle 1 to cycle 2 the development carried out in cycle 2 in the application of the learning community technique has a significant impact, first seen from the average value of respondents' activeness in lectures. second, from the test results, the average value has increased by 4.13%, in the first cycle of 60.17 to the second cycle to 70.13%. the improvement that occurred in cycle 1 and cycle 2 illustrates that the results of the reflection carried out by the researcher and then implemented in cycle 2 gave more positive results for improving the english essay writing skills of the respondents (students). the results of this research are also in line with the results of research by ismawarni (2021), which state that learning community techniques can improve students' writing abilities and skills. the results of the reflection in the form of actions implemented in cycle 2 include; (1). still following the stages of learning community technique that have been implemented in cycle 1, (2). divide students into study groups by frequently exchanging members, with the aim of making learning outcomes more interactive, (3). more focus on providing guidance to each respondent who has problems in starting and developing ideas and ideas for writing english essays, (4) more often providing direction and guidance that motivates respondents to be more active in participating in activities in the implementation of actions. interview activities conducted by the researcher involving lecturers and students also illustrate that the application of the learning community technique positively impacts learning to write english essays. the first is the application of the learning community technique by forming study groups to foster and create more active learning situations, where each student is asked to collaborate, share knowledge and provide input to each other in each study group. in line with the opinion of syatriana & sakkir (2020), which states that, learning community is an effective technique in teaching english skills specially in teaching writing. second, optimizing the use of the learning community technique in the second cycle provided a significant change for english essay writing skills, where those who were initially accustomed to only studying with the same group, this time there was a difference, namely by combining several students into different groups. vary. this application provides opportunities for students to be able to learn more in their new groups with the aim of wider collaborative interactions so that they can understand and enrich the material being english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 189 studied. learning communities are best designed as ‘on going’ group who meet regularly for the purpose of their increasing their own learning and that of their students (wilson & lowe, 2019). thus, the effectiveness of applying the learning community technique has a positive impact on students' english essay writing skills. conclusion the determination of learning techniques must be based on several considerations, one of which is an understanding of the problems faced by students in the process of learning to write. this is very important because by knowing the problems of students in learning, education will easily help them to be able to find solutions to these problems and can achieve learning goals. based on the findings, analysis and discussion, regarding the effectiveness of learning community technique on english essay writing skills, it showed significant results, where there was an increase related to student activity and learning outcomes to write english essays for english education study program students. the increase in student activity can be seen during the learning process, during the learning process at the beginning students are asked to independently understand the tasks given by the lecturer, then after that the task is discussed in groups to be able to exchange ideas, ideas and ideas that can provide knowledge. more for each student in the group. this is in line with several previous studies, (depari & hasruddin, 2020; rathakrishnan, 2018; straßer & arieli, 2019). then the results of the study showed that the percentage value of student activity in attending lectures had increased, the result of the percentage increase in student activity seen from the percentage of students who were very active and active in cycle 1 was only 36.7%, then increased in cycle 2 to 63.3%. then the results of learning to write english essays for students also increased, with an average score in cycle 1 of 60.17 and cycle 2 there was an increase in the average score of 9.96 to 70.13. the application of learning community technique to students' english skills has a positive impact, especially for the development of students in writing english essays. this is because these activities provide benefits in increasing student active participation in the learning process, facilitating students and lecturers to share information and discuss. the role of communication and interaction that often occurs involves cognitive processes between lecturers and students or students with other students in sharing ideas, ideas and experiences to be able to solve a problem in the learning process. so that with this learning technique students can gain more knowledge and skills in language, especially english essay writing skills. acknowledgement this research was supported by a beginner lecturer research, year 2022 from the director of research and society service (drpm) of the ministry of education, culture, research, and technology (kemendikbud ristek), indonesia. references afnita, a., & farida, s. 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(2020). implementing learning model based on interactive learning community for efl students of muhammadiyah university. elt worldwide: journal of english language teaching, 7(1), 23-30. https://doi.org/10.26858/eltww.v7i1.12518 tasya, m. a. (2022). students ’ difficulties in writing an argumentative essay [thesis, uin jakarta]. dspace. https://repository.uinjkt.ac.id/dspace/handle/123 456789/59169 toba, r., noor, w. n., & sanu, l. o. (2019). the current issues of indonesian efl students’ writing skills: ability, problem, and reason in writing comparison and contrast essay. dinamika ilmu, 19(1), 57–73. https://doi.org/10.21093/di.v19i1.1506 vangrieken, k., meredith, c., & kyndt, e. (2017). teacher communities as a context for professional development: a systematic review. teaching and teacher education, 61, 47–59. https://doi.org/10.1016/j.tate.2016.10.001 wale, b. d., & bishaw, k. s. (2020). effects of using inquiry-based learning on efl students’ critical thinking skills. asian-pacific journal of second and foreign language education, 5(1), 24-30. https://doi.org/10.1186/s40862-020-00090-2 wamubi, o. t., simala., inyani, k., mshiriki, p., ipara., & odeo, i. i. (2015). evaluation of contextual teaching of kiswahili proverbs in secondary schools in kenya. journal of literature, language and linguistics, 16, 66-79. wei, l., firetto, c. m., murphy, p. k., li, m., & greene, j. a., & croninger, r. m. v. (2019). facilitating fourth-grade students’ written argumentation: the use of an argumentation graphic organizer. the journal of educational research, 112(5), 627-639. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 191 https://doi.org/10.1080/00220671.2019.165442 8 williams, c., & beam, s. (2019). technology and writing: review of research. computers & education, 128, 227–242. https://doi.org/10.1016/j.compedu.2018.09.0 24 wilson, l., & lowe, d. t. (2019). the learning communities handbook. newscastle university. yoo, b., kwak, y., & park, w. m. (2020). analysis of argumentation structure in students’ writing on socio-scientific issues (ssi): focusing on the unit of climate change in high school earth science i. journal of the korean earth science society, 41(4), 405-414. franscy & leroy holman siahaan the effectiveness of learning community techniques on english essay writing skills 192 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 95 the influence of means ends analysis (mea) model on grammar achievement tri rositasari english education study program, faculty of teacher training and education, university of muhammadiyah palembang, palembang, indonesia e-mail: tri_rasyid11@yahoo.com finza larasati english education study program, faculty of teacher training and education, university of muhammadiyah palembang, palembang, indonesia e-mail: finzalarasati@yahoo.co.id dwi rara saraswaty english education study program, faculty of teacher training and education, university of muhammadiyah palembang, palembang, indonesia e-mail: rara_filan89@ymail.com apa citation: rositasari, t., larasati, f., & saraswaty, d. r. (2020). the influence of means ends analysis (mea) model on grammar achievement. english review: journal of english education, 9(1), 95-102. https://doi.org/10.25134/erjee.v9i1.3782 received: 27-06-2020 accepted: 29-09-2020 published:11-12-2020 introduction english is a language that is closely related to many aspects of life today. almost all aspects such as technology, education, business, and others use english as a medium for communication. therefore, it is very important for us to learn english language. however, there are various aspects that the learners need to comprehend in order to master english language. thus, grammar is included as one of the important aspects of learning english as it is seen as the language framework to support the context and message in any form of language to be conveyed smoothly. this is in line with ganjoee & narafshan (2016) who explained that grammar is like a vehicle that enables the students to communicate effectively. according to bastone (1994, p.3), “language without grammar would certainly leave us seriously handicapped”. inferring from bastone, we know that grammar is an integrated part of language used by the learners in daily communication. to be an effective language user, learners should study grammar because grammar abstract: the objective of this study was to find out the influence of mea learning model on students’ grammar learning achievements. the participants were the third semester students of english study program, um palembang in academic year 2019/2020 which amounted to 40 students. this study was a quantitative research. this study used pre-experimental method. the research design used two groups pretest post-test design. the researcher conducted several steps to analyze the data; first, data from preand post-test results were analyzed to find averages obtained from the control and experimental group. second, the data obtained by the control and experimental group were compared statistically to determine differences in grammar test scores between the two groups using paired sample tests. third, the data obtained from the second step were compared statistically to find the significant differences in the grammar values between the two groups by using paired sample t-tests. based on the results of the study, it can be concluded that the experimental group before the treatment was carried out in the learning process based on the pretest value was still not good, but when the treatment has been carried out, the student post-test results showed a very good improvement. for the control group, there were no favorable changes (significant) between the preand post-test result scores, because both of them showed the same results, which were not good. keywords: means ends analysis (mea) model; advanced grammar; english education study program students. mailto:tri_rasyid11@yahoo.com mailto:finzalarasati@yahoo.co.id mailto:rara_filan89@ymail.com https://doi.org/10.25134/erjee.v9i1.3782 tri rositasari, finza larasati & dwi rara saraswaty the influence of means ends analysis (mea) model on grammar achievement (english education study program student of um palembang) 96 skills help learners to organize words and messages and make them meaningful. this is in accordance with the opinion of mafisa and walt (2003), stating that mastering grammar will affect someone in achieving their language competence. thus, knowing more about grammar enables the learners to arrange better sentences in speaking and writing performances. a good knowledge of grammar helps learners to make sentences clear enough to be understood. the statement is supported by huegle (2008) which stated that the purpose of learning grammar is to organize words and messages so their meaning is clear and can be understood. as nunan (1998) stated that the function of grammar is not only to form words into sentences, grammar also gives an overview of language structure so it will be easier to form sentences. moreover, improper use of grammar will not convey meaningful messages. tabbert (1984) stressed the importance of grammar simply as it frequently points out students’ confusion in word choice; lie and lay, who and whom, saying infer instead of imply, mismatch of subjects and verbs, mixing up pronoun reference, using double negatives, etc. these mistakes are evidences of their need to study grammar. language acquisition without grammar is confusing as it will be a failure to use the language correctly without grammar skills. people now agree that grammar is too important to be ignored, and without a good knowledge of grammar, learners’ language development will be severely constrained (richards & renandya, 2002). although most of the english learners are aware of grammar essential role in conveying the form of language, they also believe that grammar can be the most complicated aspect to be learned due to the difficulties of understanding the use of tenses and the word arrangement. in addition, learners often feel uncomfortable in learning such kind of materials due to the boredom caused by the monotone and traditional teaching model in classroom. as the result, learners tend to be passive recipients in the learning process which leads to the lack of understanding about the grammar material that is being taught by the teacher. students tend to take examples that are already exist often that they cannot apply their knowledge on consistent and appropriate contexts. moreover, learners often feel that by learning grammar in traditional model, the grammar they learned are not able to be used in real life communication (hashemi & daneshfar, 2018). this greatly affects the outcome and the process of writing the thesis later. on the other side, the problems faced by the learners also become the teachers’ concern. due to the fact that a good teachers in grammar learning process should assist the learners to reach the three goals of learning that are stated by thao (2019): students should be able to communicate both in spoken and written english language; students should acquire basic knowledge as well as the advanced one in grammar field; and students should attain their goals for studying. it is an obstacle for the teachers to discover the teaching model that fit those three goals in order to teach grammar without making the students bored. based on the observation and interview conducted to the third semester students of 20172018, this problem arises due to the lack of creative teaching/learning model. the teachers tend to use deductive strategy in which they start the lessons by giving the rules of grammar accompanied with examples of rule application in sentences. thus, the teachers tend to lecture a lot during the learning process that leads to the problem of students’ perspective toward grammar. according to flight (2003), a lecture is an oral presentation intended to present information or teaches people about a particular subject, for example by a university or college teacher. this kind of routine instruction may cause students’ boredom which gradually dishearten them. however, nurusus, samad, rahman, noordin, & rashid (2015) believed that the teachers’ effectiveness in delivering the grammar lessons may be affected by their beliefs on how to teach grammar. this leads to a conclusion that students need an interesting method. this model meets the researcher’s perspective as the researcher believes that the interesting method is a method which will emphasizes on the context of how grammar is used and support the students to be more active in learning process. as a result of analyzing the grammar teaching phenomenon, the researcher wants to solve the problem in handling the grammar lessons by applying the means-end-analysis (mea) model. according to simon (1981), means-ends analysis (mea) is a problem solving technique used commonly in artificial intelligence (ai) for https://en.wikipedia.org/wiki/artificial_intelligence english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 97 limiting search in ai programs. kaciak & cullen (2006) added that it is also a technique used at least since the 1950s as a creativity tool, most frequently mentioned in engineering books on design methods. mea is also related to means-ends chain approach used commonly in consumer behaviour analysis. efuansyah and wahyuni (2019) believed that means ends analysis is a learning model that can give the students opportunities to be active and give a contribution in mathematics. this is in line with prihatiningtyas and nurhayati (2017) that stated means-ends analysis (mea) can facilitate students’ problem-solving ability. however, this has been proved in previous studies; in ratnasari (2018) research result, as the students’ activeness in the classroom increased from 24% on circle 1 into 60% on circle 2; in lestari, mahayukti, & mertasari (2020) research finding as mea model successfully increased the students’ activeness in learning and problem-solving ability; in mulasari, wulandari, & putra (2020) research as means ends analysis has a positive effect on students’ learning outcome. aside from that, the model also can optimize the problem-solving activity through heuristic approach by questions sequence which can be clues to help students in problem-solving. moreover, supendi, jamiah, & ahmad (2017) showed that the students’ problem-solving with means ends analysis model is better than in direct instruction model. similarly, palupi, suyitno, prabowo (2016) also showed that mea model is more effective than expository model. besides, means-ends analysis also has a privilege of students becoming familiar with problem-solving questions which makes them easier in solving the problems (shoimin, 2016). as stated by huda (2014), means ends analysis separates the problem and goal that needs to be achieved. as a whole, means-ends analysis (mea) is a strategy to analyze a problem through various ways in order to achieve the needed goal (qusyairi & watoni, 2017). juniyarti (2014) also added that means end analysis is seen as learning strategies to enhance analytical skill. moreover, a good analytical skill is intertwined with problem-solving skill needed by people nowadays. this statement is in line with what suherman (2010) argued that means end analysis is a mix of learning method and problem-solving method. pratama, sariyatun, & joebagio (2017) also believed that mean ends analysis is needed to be the solution for innovative learning model in the current teaching process that is expected to help the teachers by combining with the value approach. căprioară & daniela as cited in aras (2020) believed that learning process in classroom depends on the learning model differences which effect the students’ problemsolving ability. thus, by using means ends analysis model, it is expected to improve the ability of high-order thinking that leads to the ability of identifying problems, analyzing problems, finding conclusions from a problem and, being able to design a way to solve the problem. moreover, means ends analysis is proved to be effective in improving the ability of high-order thinking of students in ips learning in riana, jupri, and abdulkarim (2017) research. similarly, the result in solikah and himmah (2019) research also showed that means ends analysis learning model with a heuristic learning strategy is effective in enhancing the mathematical problemsolving ability of students of class vii smp n 2 bringin. furthermore, heryani & aptiani (2016) also showed that students’ learning motivation of learning with means ends analysis (mea) model are in high level. from the description above, the researcher is interested in conducting the research by using mea learning model in advance grammar courses with the aim that the material given will be truly understood by students. the research problem in this study is “was it effective to use mea learning model to improve learning achievements of the third semester students of english education study program, universitas muhammadiyah palembang?” based on the research problem above, the objective of this study is to find whether there is an increase in grammar learning achievements of the third semester students, english education study program, universitas muhammadiyah palembang by using mea learning model. hypothesis h0: there is no significant influence of mea learning model on the grammar learning achievements of the third semester students of english education study program, universitas muhammadiyah palembang ha: there is a significant influence of mea learning model on the grammar learning achievements of the third semester students tri rositasari, finza larasati & dwi rara saraswaty the influence of means ends analysis (mea) model on grammar achievement (english education study program student of um palembang) 98 of english education study program, universitas muhammadiyah palembang the scope and research limitation are written below: a. the subjects of this study are the third semester students of the english education study program, fkip um palembang in academic year of 2019/2020, amounting to 40 students. b. this research is conducted in an advanced grammar course with toefl material. c. the learning model used in this study is the means-ends analysis (mea) learning model. the operational definitions in this study are as follows: 1. learning models can be interpreted as a systematic procedure in organizing learning experiences to achieve learning goals. 2. learning achievements are the results that have been achieved or obtained by students from the experiences and exercises which include knowledge (cognitive), attitude (affective), and psychomotor during the learning process takes place. 3. means ends analysis (mea) is a learning model that requires planning to achieve overall goals and problem-solving by using syntax or steps in the concept. method this research is a quantitative research which used a pre-experimental method design and this design is "two groups pretest posttest design". there are two variables in this study, namely the independent and the dependent variable. the independent variable is the mea learning model and the dependent variable is students’ learning achievements. in this study, researchers used pre-test and posttest for the control group with no special treatment, while for the experimental group, the researchers used pre-test and post-test with special treatment which used the mea learning model. for more details, see table 1 below: table 1. treatment for experimental group using mea learning model subject pretest treatment posttest sk o1 o2 se o1 x o2 remarks: s : research subject (s control / s experiment) x : treatment o1 : giving pretest o2 : giving post-test technique for collecting the data test the test used by researchers is to include students’ learning achievements, while the form of the test is multiple choices questions which amounts to 50 questions which are used to find out how far the students' understanding of the material that has been learned. non-test observation the direct observation of an activity carried out in order to find out the condition or a condition that would be observed. documentation the documentation used to obtain data directly from the research site, the teaching material used and the class learning process before the study, photographs during the research, and videos where all of this data is relevant to the research. technique for analyzing the data to analyze the data of this study, researchers conducted several stages. first, data from the pretest and post-test results were analyzed to find averages obtained from the control and experimental group. second, the data obtained by the control and experimental group were compared statistically to determine differences in the results of grammar test scores between the two groups using paired sample tests. third, the data obtained from the second step, were compared statistically to find out the significant differences in the results of grammar values between the two groups using paired sample t-tests; to find significant differences from each criterion measured from the value of the test results obtained by each group and to find which criteria that affects the achievement of understanding of grammar by using paired sample t-tests. the last step taken by the researcher was to find a significant difference from the results obtained by each group using paired sample t-test in order to prove how significant the difference is and english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 99 whether the difference is caused by the given treatment. all calculations were analyzed by using spss 21.0 for windows. in this study, researchers used t-test statistical procedures. this t-test formula was used to prove the hypothesis in this study, to find out whether there is a significant increase between the pre-test and post-test students’ scores. results and discussion description of the score pretest and posttest of the experimental group this is described as a statistical result regarding to the score of students’ learning result before treatment (pre-test) in the experimental group. the class was treated in the form of the application of means-ends analysis (mea) learning model and the value of students’ learning result after the treatment (post-test) can be seen in the following table below: table 2. description of the score pretest and posttest student learning achievements of the experimental group no. total scores gain pretest posttest 1 8 15 7 2 8 18 10 3 10 20 10 4 10 19 9 5 10 24 14 6 13 28 15 7 13 32 19 8 16 35 19 9 18 38 20 10 18 39 12 11 18 35 17 12 20 35 15 13 20 30 10 14 20 38 18 15 24 41 17 16 24 43 19 17 26 40 14 18 28 45 17 19 31 40 9 20 34 45 11 total 369 651 282 mean 18.45 32.55 14.10 based on the table above, it can be concluded that out of the 20 students in the experimental group, the average pretest score is 18.45, the lowest value is 8 and the highest value was 34. after applying mea learning model, it can be seen that the results of the post-test is increased with the average value is 32.55, while the lowest value is 15 and the highest value is 45. it showed the advance grammar learning using the mea learning model can affect learning achievements. the distribution of the pretest and post-test scores in the experimental group can be seen in table 3 below: table 3. score distribution in the experimental group internal value categ ory pretest post-test frequ ency percen tage (%) frequ ency perce ntage (%) 26-50 good 4 20 15 75 16-25 fair 9 45 4 20 5-15 poor 7 35 1 5 based the results of the pretest on the table above, there are 20% or 4 students in the good category, 45% or 9 students in the fair category and 35% or 7 students in the poor category. and the score results of post-test after the treatment of using tri rositasari, finza larasati & dwi rara saraswaty the influence of means ends analysis (mea) model on grammar achievement (english education study program student of um palembang) 100 mea learning model, there are 75% or 15 students in good category, 20% or 4 students in the fair category and 5% or 1 student included in the poor category. description of the score pretest and post-test of the control group statistical result with regards to the value of the original test (pretest) of students in the control class where the class is not given the treatment of meansends analysis (mea) learning model implementation and the value of students’ learning results after the treatment (post-test) can be seen in the following table: table 2. description of the pretest and post-test students’ learning achievement scores of the experimental group no total scores gain pretest posttest 1 8 10 2 2 8 10 2 3 10 8 -2 4 10 14 4 5 10 10 0 6 13 15 2 7 13 16 3 8 16 16 0 9 18 19 1 10 18 20 2 11 18 20 2 12 20 24 4 13 20 21 1 14 20 20 0 15 24 23 -1 16 24 20 -4 17 26 24 -2 18 28 24 -4 19 31 32 1 20 34 34 0 total 369 380 11 mean 18.45 19.00 0.55 based on the table above, it can be concluded that of the 20 students in the control group, the average pretest score is 18.45, the lowest value is 8, and the highest value is 34. after the learning process was done without the mea learning model treatment, it can be seen that the results of the posttest have increased slightly with an average value of 19.00, the lowest value is 8, and the highest value is 34. it showed that advance grammar learning without special treatment (without using the aec learning model) has a very little difference or in other words the pre-test and post-test values are almost the same. the distribution of the pretest and posttest scores in the control group can be seen in table 5 below: table 3. value distribution in the control group inter val valu e categ ory pretest posttest freque ncy percen tage (%) freque ncy percen tage (%) 26-50 good 4 20 2 10 16-25 fair 9 45 12 60 5-15 poor 7 35 6 30 the table above showed the results of the pretest, there are 20% or 4 students ae in the good category, 45% or 9 students are in the fair category and 35% or 7 students are in the poor category. while, in the results of post-test without treatment, there are 10% or 2 students in good category, 60% or 12 students in the fair category and 30% or 6 students are in the poor category. to find out whether learning by using the mea learning model can contribute to students’ grammar advance learning achievements can be seen in table 6 below this: table 6. descriptive statistics of variables based on pretest and post-test results means-ends analysis (mea) experimental group control group pretest posttest pretest posttest mean 18.45 32.55 18.45 19.00 sd. 7.660 9.310 7.660 6.943 df 19 19 t-table 2.093 2.093 t-obtained 15.467 1.078 significance 0.000 0.295 the table above showed a very significant difference in student grammar. it can be seen that the acquisition for the experimental group is 15,467 with a significance level of 0,000. because tobtained is higher than t-table (t-obtained 15.467 > t-table 2.093) with a significance level of p <0.05, therefore, it showed that h0 is rejected. it means that there is significant influence in student grammar english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 101 before the treatment and after the treatment of using the mea learning model. meanwhile, t-obtained from the control group is less than t-table = 2.093 (tobtained 1.078 > t-table 2.093) with a significance level of 0.295 is p > 0.05. it showed that using the mea learning model in advance grammar courses can improve student learning achievements so it can be said that the mea learning model really works well for the experimental group. conclusion from descriptive statistics, it can be seen that the experimental class with the use of means-ends analysis (mea) learning model has a higher score than the control class. the result of inferential statistics in the hypothesis test is that h0 is rejected. the null hypothesis (h0) which is rejected was concluded that there is an influence of the implementation of the means-ends analysis (mea) learning model on the enhancement of statistical learning as a result of third-semester students of english study program, fkip ump. also, it is expected that the implementation of the means-ends analysis (mea) learning model can enhance student statistical learning results in data interpretation material. the suggestions that can be presented are as follows; 1) the means-end analysis (mea) learning model can be used to improve advance grammar learning achievements, 2) it is expected 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(2009). grammar practice activities: a practical guide for teachers. cambridge: cup. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 149 efl students’ perception of virtual learning in listening class: a classroom implementation imroatul ma’fiyah department of english education, faculty of teacher training and education, university of slamet riyadi surakarta, indonesia e-mail: imroatulhardiyanto@gmail.com ulupi sitoresmi department of english education, faculty of teacher training and education, university of slamet riyadi surakarta, indonesia e-mail: ulupi102@gmail.com irpan yulianto department of english education, faculty of teacher training and education, university slamet riyadi surakarta, indonesia e-mail: irpanyulianto908@gmail.com apa citation: ma’fiyah, i., sitoresmi, u. & yulianto, i. (2021). efl students’ perception of virtual learning in listening class: a classroom implementation. english review: journal of english education, 10(1), pp. 149-158. doi: https://doi.org/10.25134/erjee.v10i1.5365 received: 15-08-2021 accepted: 05-10-2021 published: 31-12-2021 introduction since the government policy about guidelines for learning from home to all levels of education launched as an effort to minimize the spread of the covid-19 virus, learning in campus has shifted to home learning. face to face learning moves to online learning. it requires a range of technologies such as worldwide web, email, new group and text, chat, audio and video conferencing through computer network to impart education (jia & hew, 2021) it also implied to students, parents and the lecturers’ readiness to improve digital literacy (maqableh & alia, 2021; girvan & savage, 2019). the integration of technology in the world of education has essentially been done as part of learning innovation in the era of globalization. yet, it’s no longer as a challenge to innovate, but it becomes a necessity. even though online learning system has been implemented for almost two years, problems dealt with lacks of teacher/lectures readiness of integrating technology in their class still exist (pallof & pratt, 2017; weiss, piancentine, candela, & bobay, 2021). the other problems also came from both students and their parents. the students are burdened with bdr assignments since they perceive that online learning means assignment from teachers; and from parents’ points abstract: this study aims to determine efl students’ perception of virtual learning in listening class. it specifically describes on how higher education students perceive about the implementation and challenges towards virtual learning in listening class. this research employs a qualitative case study design. it involves several facets as the participants in order to obtain valid and reliable data to answer the research problems. the participants were 90 students and 2 lecturers taken from two different universities. from those amount of students, it was 50 students selected to meet the criterion of virtual learning implementation and the students’ responses profiling their perception of listening class. the findings about students’ perception of listening class are analyzed through the internal and external factors. internal factors include students' physical condition, opportunities and motivation as well as students' perceptions of the level of difficulty in listening. external factors consist of learning materials, lecturers and teaching methods and the use of learning media. in the level of implementation and challenges, students thought that virtual learning is appropriate media of teaching listening during pandemic if lecturers are able to carry out their roles and students are always response the challenge adaptively in both terms of content and technology. keywords: english for foreign language (efl); students’ perceptions; virtual learning; listening class. imroatul ma’fiyah, ulupi sitoresmi, & irpan yulianto efl students’ perception of virtual learning in listening class: a classroom implementation 150 of view, they feel tired of accompanying their children besides of thinking how to survive of their respective lives and jobs during the pandemic. those factual conditions are best to be our reflection towards the implementation of online teaching process. english subject becomes an important, yet difficult subject that the students especially in higher level needs to be mastered. students are expected to be capable in four english skills, they are listening, reading, speaking, and writing. teachers have long used the concept of four basic language skills: listening, speaking, reading, writing. the four language skills can be called macro skills. on the other hand, there are micro skills such as grammar, vocabulary, pronunciation and spelling. those four basics skills related to each other. however, this study will focus more on listening skills. listening is one of the important and fundamental skills in learning english. it is a receptive skill which means that learners receive new words from what they hear. the ability to listen will affect the ability to produce sentences (chang and millet, 2016). students at higher education levels who are good at listening; they will have good competence in productive skills, which are speaking and writing skills (burns & siegel, 2018). djabborova (2020) adds that there is a significant difference between listening and just hearing. hearing refers to the sound of words that your ears receive and it is a physical process that can occur as long as a person does not have a hearing problem. on the other hand, listening requires more than that, it requires more focus and effort, both mentally and physically. it means, listening skill is a skill that not only involves physical hearing but also understanding the words that are heard so that later a sentence can be produced, both spoken and written (schmidt, 2016). teaching listening requires certain ways to help students especially in higher education levels to fully understand what they are listening to. misbah, gulikers, maulana, & mulder (2019) explains that an effective teacher presents how they can adapt students' listening behavior to face various situations. the teachers help students to develop a set of the right strategy or method for every listening situation. krivosheyeva, zuparova and shodiyeva (2020) confirmed that it doesn't matter what method a teacher uses to teach listening skills. teachers can think of ways of teaching that will help teachers and students direct the learning process. effective modern methods for teaching listening skills include starting from interactive exercises to multimedia resources (maqableh & alia, 2021). listening skills can be learned well or improved through simple and engaging activities that focus on the learning process. teaching media commonly used to practice listening skills are generally in the form of transcript videotape, audiotape and various other supporting materials for activities that allow direct lecturer-student interaction in the classroom or language laboratory (caroline, 2007). in face-toface learning, lecturers have broad opportunities to ensure students’ active participation starting from the pre, whilst to post listening stages through active participation and involvement; by giving deep questions and answer (nusha & orouji, 2020). haynes (2010) indicates that the questions arise will promote students’ participation and create specifics value-bound. from the results of previous studies, it is said that 43% of students think that listening comprehension is the most difficult among the three other language skills (reading, writing and speaking) and some of them feel bored and less motivated in learning (bourdeaud’hui, et.al: 2018; burns & siegel, 2018). these difficulties are also experienced by students in the listening class, including failure in recognizing which is caused by limited mastery of vocabularies as well as the speed of speech of native speakers who are too fast. other research conducted by wong, leung, tsui, dealey, & cheung (2021) showed that other factors also influence the students’ listening skill. this is caused by several factors, such as learning media factors and less conducive learning environment. as a result, students are less able to understand the material presented by the lecturer. this fact is one of the considerations for lecturers to be able to carry their roles in designing, implementing and reflecting on methods, media as well as teaching materials. most of the researchs that have been done previously described the process of face to face teaching listening skills. however, since the pandemic occurred, the teaching and learning process has also undergone significant changes english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 151 (gillespie, boulton, hramiak, & williamson, 2007). due to limited circumstances to be able to hold face-to-face learning, online learning is an option that can be done. virtual classrooms become an alternative for lecturers to hold online listening class. it is learning activity based on e-learning; a place where virtual learning occurs. some of the platforms used by lecturers, i.e. zoom, google meet, ms teams. some lecturers also used whatsapp call to facilitate virtual classrooms. the targeted outcomes of teaching listening through virtual class would be: in the end of lesson, students will be able to listen effectively in limited time and circumstance. its successful will depend on three pedagogical factors (parisi, 2015). the first pedagogical factors require studentscentered learning and teachers’ role as a facilitator and the integration of knowledge. secondly, is dealing with flexible learning design based on students’ needs, contextual and integrating suitable technology. the last factor is facilitation which includes clear expectations, appropriate questions, understanding and choice of cultural issues, giving timely feedback, constructive and detail, as well as high attitude and commitment (carillo & flores, 2020). meanwhile, that ideal condition sometimes cannot be obtained by the students since direct interaction can be done during covid-19 pandemic. therefore, some challenges appear in listening class through virtual learning. lecturers have to manage classroom atmosphere where each phases of listening process in which students’ experience difficulties during the class are managed and guided well. method this research employs a qualitative case study design. of all common types of qualitative research in education, the design to conduct is case study. case study can be defined in terms of the process of actually caring out the investigation, the unit of analysis (the bounded system, the case), or the end product (cresswell, 2016). other definition of a case study is an empirical inquiry that investigates phenomena in real life, where the boundaries between the phenomenon and context are not clearly defined and where multiple sources of evidence can be utilized (yin, 2013). case studies in particular can be used in research in education. sources as evidence referred to here can be in the form of documents, audio, visual or audiovisual materials interviews, observations and equipments. the focus of this study was classroom behavior as part of the phenomena or culture of a group of students in particular community in the context of teaching english in higher education. thus, this type of case study research applied to this research is ethnographic evaluative case study (glaser & strauss, 2006). it is intended to investigate the students’ perception of virtual learning in listening class. specifically, it will describe the implementation and challenges faced by efl students. in order to uncover the problem formulations, the data are collected through observations, interviews, and documents. some evaluation is given to develop a better understanding of virtual learning implementation. the research is precisely conducted in english education program from two different universities. it involves several facets as the participants in order to obtain valid and reliable data to answer the research problems. the participants were 90 students and 2 lecturers taken from both universities. from those amounts of students, it was 50 students selected to meet the criterion of virtual learning implementation and the students’ responses and perception. the primary qualitative data are taken from the observation and interview. observations are conducted during the process of teaching and learning during pandemic. interviews between the researcher, lecturers, and students from english education program. the interview carried out in a structured way involving the use of a set of predetermined questions and of highly standardized techniques of recording. open questionnaire, as one of the documents to be analyzed considered as the heart of a survey operation. it was carefully constructed. it consists of 30 items which written and open ended. after data collected and analyzed, the triangulation-using multiple investigators, member-checks, and longer observation were done in order to increase the validity of the findings. in relation to the ethical issue, the researcher has conducted the research in certain ways to appreciate the subject involving in the data collections; particularly interviews and observations. the researcher has adopted the following procedures to ensure the ethical standard of the research: (1) approval from research site has been obtained before further studies, (2) approval imroatul ma’fiyah, ulupi sitoresmi, & irpan yulianto efl students’ perception of virtual learning in listening class: a classroom implementation 152 from lectures and institutions, whose class is to be observed, have been available, (3) all students in the observed class are guaranteed privacy, anonymity, and confidentiality, and (4) the researcher, as advised by the academic section and teachers, has observed the class under complete participant observation to maintain students' convenience and naturalness of the flow of teaching and learning process in the classroom. results and discusssion students’ perceptions of listening skills regarding students’ perception of listening skills, the researchers focused on external and internal factors that influenced students’ responses to virtual learning of listening class. internal factors that include students' physical condition, opportunities and motivation as well as students' perceptions of the level of difficulty in listening. external factors include learning materials, lecturers and teaching methods, as well as the use of learning media. students’ physical conditions one of the determinant factors of students’ success in listening is closely related to physical condition. when a student is healthy, not tired, listening will certainly be more effective. related to this, from the total number of respondents, 19 students (38%) answered “always” and often (27 students or 54%) to the statement that they continued to take listening classes even though they were sick. in declined health condition, most of them (66%) admitted that they were not able to concentrate fully, so they could still they were not optimal in doing listening exercises. only a small proportion of respondents answered that they could still concentrate when they were not fit. it can be concluded that they can’t concentrate fully and have difficulty to listen properly at the moment their physical condition is declining. however, students are still trying to concentrate as in virtual learning, considering their awareness of time limitation and their interest joining listening class. as said by one of students, “i think we have to do it with high concentration because to do the exercise from this skill we have to adjust with time, and actually this course is really fun.” motivation and interest as students of the english education program, students realize that even though they thought listening is difficult (76% of respondents), they must be able to conquer material given by the lecturer. one of their reasons is that listening become most important skills in addition to the other skills. as student’s explanation, “i think it is the most important skill among the others because when we talk to native speakers, we have to know what they are talking about first, if we understand the meaning then we can answer it in many ways.” another student revealed that listening skills are important considering that we will not able to understand what the speaker is saying (in english), as obtained from the interview, “listening skills is very important. because, if we can't understand what the speaker say, we don't understand what the speaker meaning”. this awareness increases their interest and raises their motivation to explore material being listened in virtual learning (parisi, 2015). this is evident from the following questionnaire data (figure 1); most of students choose answer sometimes for statement 3 about the level of difficulty of listening. figure 1. students responds of difficulties in listening english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 153 listening materials dealing with listening material taught, students feel happy when lecturers provide learning materials with interesting topics accompanied by strategies to hold on problems related to the spoken text easily. as conveyed by student, “yes, because we are given the opportunity to listen to the audio first about an interesting topic to learn and the lecturer also gives some tricks that can help us solve the problem”. in addition, it also said that students were happy with the way lecture gave listening task, especially during virtual class. as another student explained in the interview, “i am quite happy with the way the lecturer teaches by giving assignments and holding virtual meetings” lectures, methods and teaching media from the result of interview, it can be concluded that most students feel motivated in virtual listening class because the lecture plays the role very well, as a facilitator, lecturer provide materials clearly and easily to be understood, as said by student, “yes, i am. the lecturer's explanation is easier to understand”. this also supported by the explanations of other students who prove that the role of facilitator is well carried out by lecturers, it’s seen from the presentation of material and the ability to share tricks on doing listening tasks, “yes, i am. because the way she teaches is very clear and she also explain and share tips to how to answer the question easily.” furthermore, lecturers are also able to carry out role as a motivator, this was explained by some students in the interview, “yes i'm happy, because i like listening to lectures.” “yes, the method. they give an interesting way to do and explain to the students.” “mrs. always says that listening is a skill that we can all benefit from improving. by becoming a better listener, you can improve your productivity, as well as your ability to influence, persuade and negotiate. what's more, you'll avoid conflict and misunderstandings. all of these are necessary for workplace success!” . those explanations show that lecturers are able to facilitate students in virtual learning. carrying out the role as collaborator, the lecturers always allow students to be active in class, sharing and collaborating so that they do not feel afraid to ask many questions. “absolutely happy, cause the lecture can be "friend" during lecturing time and also in real life.” “yes of course, i am happy cause students are given more chance to deliver their ideas or preferences so lectures are able to see student's ability.” most of the students agreed that besides using google meet, zoom, or whatsapp call, lectures often used ms teams as teaching listening platforms for virtual meeting. through teams, students explain that teaching strategy applied by lecturers, “in teams, lecturer will give us an audio for the next week. and in that time, we play the audio from the last week and try to do the task. lecturer often give us trick and suggestion how to identify and understand the purpose of listening to the audio.” classroom implementations and challenges results of in-depth interviews and observations, the media used by the lecturers in teaching listening is virtual class (vc). this was confirmed by the students, as seen in questionnaire response which stated that virtual learning was applied to certain platforms; microsoft teams (64%), google meet (24%), and zoom 0,12%. therefore, this study discusses virtual learning through ms teams. in virtual learning through ms teams, there is interaction between students-students, students-the media, students-teachers, and also students with the contents. due to the smooth interactions, course content is designed interactively, contextual and involving students to be active, in this case lecturer plays important roles to motivates the students in using the media verbal and non-verbally. the students are challenging to adapt with integration of technology and content. a student explains, “i don’t really feel comfortable with virtual class. the audio often not clear and make the class hard to understand. but the condition force us to do so. that’s why students have to prepare the internet connection, material learned so that we can actively join the class.” in contrast with face-to face learning, in virtual classes the lecturer has to control the interactions imroatul ma’fiyah, ulupi sitoresmi, & irpan yulianto efl students’ perception of virtual learning in listening class: a classroom implementation 154 and ensure that students understand material discussed. involving students to participate as often as possible will prevent students from becoming bored and losing control of the material. the following are material illustrations, objectives and the application of teaching procedures that been applied by lecturers. materials identifying a set of familiar topics such as feeling, food, hobbies, sport, leisure times. recorded voice of some proficient native speakers or conversational dialogue about each topic. depending on the difficulty and complexity level of the task, the students are asked to do in the whilst-listening, they are usually asked to listen passages twice, or occasionally three times. the specific objectives will be: (1) students’ focus will be on meaning, they are trying to understand the speakers’ ideas about related topics (main idea and details of information). (2) the students should listen the tape as often as possible, and the more they listen, the greater their understanding will be. (3) realizing that initially perhaps students will find difficult to listen different speakers with different speaking rate, accents and style, but after listening several times, they will become used to these. all learning activities are intended to provide opportunities for students to understand the content of listening effectively. as sims (2021) mentioned it becomes transformative sign of traditional learning models to a virtual world. accommodating students’ space and opportunities and make sure the interactions run smoothly. classroom activities in listening class through virtual classes are described in table 1. table 1. teaching and learning activities teaching phase lecturer's activities students' activities opening opening the class listening and giving necessary response turning on the camera and participate actively reviewing previous lesson checking the students' attendance main activity pre-listening understand the problem guiding students to understand the topic watching, listening, taking notes or giving other necessary responses facilitating students to guess related vocabularies meaning listening to the teacher's guidance/instruction attentively know/ need to know (define the issue) questioning to promote exploration of the issue through topic will be discussed (what the students' know and don't know about the issue) listening to the teacher's guidance/instruction attentively, giving necessary response, taking notes define the problem statement whilst-listening explaining the objectives learning listening and giving necessary response (taking notes, etc.) research the knowledge giving material in form of recorded voice of some proficient native speakers or conversational dialogue about each topic listening, taking notes, or giving other necessary response facilitating finding main idea and detail information on the material given listening, answering the teacher's questions, asking and answering the meaning of vocabulary, doing highlighting facilitating extensive listening comprehension exercises reading, paying attention, and accomplishing exercises questioning to promote information and exploration while explaining listening strategies exploring material, answering teacher's question actively, taking a note, highlighting reviewing and repeating play when it is necessary, making summary and listening to the review and giving necessary response english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 155 post-listening checking the students understanding investigate the solution facilitating small group task and small group discussion working in group, giving contribution to the discussion, and presenting the result/ solution evaluation and reflection giving conclusion about the solution of the problem, certain text purpose, structure and language features listening attentively to teacher's explanation, giving appropriate response, taking a note the result of questionnaire shows that there are several challenges faced by the students in listening class through virtual learning. the first related with content. this is due to limited understanding of vocabulary, as well as the unstable of the voice quality as explained by students. “in my opinion using virtual conference in listening class is very difficult, because we are encountered with unstable connection, such as bad signal and not clear. it is completed when we don’t know the meaning of some terms or vocabularies stated.” limited ability to understand words, phrases, terms and expressions in english that are found in dialogues and long conversations that must be listened virtually become one of some challenges. 23 students (46%) feel that sometimes they find difficulties to understand the meaning of words that are not pronounce clearly; 18 students feel often and the rest always find it difficult. figure 2. students response of difficulties related with content about the limitation of understanding of contents related to vocabulary, the lecturers said that she always giving guidance by introducing topics, list of vocabulary-related to topic and then facilitate them with providing opportunities in order to actively guess meaning of words meaning, grouping, looking for word meaning and so on. further, it explained by students that the other things make virtual learning challenging is that to be always concentrated fully since there is unstable signals and limited internet connection. it makes learning listening a bit difficult than as in offline class. as stated by students, “i don't think it's very effective because you know we had a lot of problems going through this learning, such as bad signal and there are a lot of students who are shy or afraid to give their opinion” “i think it is best as offline meeting substitution in pandemic situation but sometimes it is not effective because bad signal or internet connection. in addition to limitation of internet connection, lecturers took an alternative through asking students to listen passages and materials twice or occasionally three times. it depends on the difficulty and complexity level of the task. a. conclusion the findings about students’ perception of listening class were analyzed through both internal and external factors; internal factors include students' physical condition, opportunities and motivation as well as students' perceptions of the level of difficulty in listening. in addition to the external factors, the students’ perception described in terms of learning materials, lecturers and teaching methods and the use of learning media. in the level of implementation and challenges, students thought that virtual learning is appropriate media of teaching listening during pandemic if lecturers are able to carry out their roles and students are always response the challenge adaptively in both terms of content and technology. imroatul ma’fiyah, ulupi sitoresmi, & irpan yulianto efl students’ perception of virtual learning in listening class: a classroom implementation 156 virtual learning uses a combination of tools to recreate structure and learning experience of a physical classroom. it becomes special application as a substitution of face to face meeting, since it involves learning by interacting with other students and lecturer in classroom context. however, students feel that it does not run effectively due to their limited internet connection and unstable network. therefore, it is important for lecturers facilitate students’ experience in listening class through virtual class. as assumed by the lecturers, it is implemented through the following steps. regarding to the limitation of understanding about contents related to vocabulary, lecturers’ guiding students in pre-listening stage by introducing topics, list of vocabulary-related to topic and then facilitates them with providing opportunities for students to actively guess meaning of words meaning, grouping, looking for word meaning and so on. in addition to limitation of internet connection, lecturers took an alternative through asking students to listen passages and materials twice or occasionally three times. it depends on the difficulty and complexity level of the task. references burns, a., & siegel, j (ed.). 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(2021). chinese esl learners’ perceptual errors of english connected speech: insights into english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 157 listening comprehension. system, 98. https://doi.org/10.1016/j.system.2021.102480 yin, r. k. (2013). case study research: design and methods (5th ed.). thousand oaks, ca: sage. imroatul ma’fiyah, ulupi sitoresmi, & irpan yulianto efl students’ perception of virtual learning in listening class: a classroom implementation 158 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 75 online learning perception during covid-19 pandemic viewed from high school students junaedi setiyono english language education, teacher training and education faculty, university of muhammadiyah purworejo, purworejo-central java, indonesia email: junaedisetiyono@yahoo.ac.id semi sukarni english language education, teacher training and education faculty, university of muhammadiyah purworejo, purworejo-central java, indonesia email: semi.sukarni24@gmail.com abdul ngafif english language education, teacher training and education faculty, university of muhammadiyah purworejo, purworejo-central java, indonesia email: abdulngafif@umpwr.ac.id apa citation: setiyono, j., sukarni, s., & ngafif, a. (2021). online learning perception during covid-19 pandemic viewed from high school students. english review: journal of english education, 10(1), pp. 75-82. doi: https://doi.org/10.25134/erjee.v10i1.5356 received: 14-08-2021 accepted: 19-10-2021 published: 31-12-2021 introduction the emergence of the covid 19 outbreak has had an impact in various fields, including in the field of education. face-to-face learning held in schools is no longer possible due to physical and social restrictions. learning during a pandemic is turning into online learning. the change in learning from face-to-face to online learning raises new problems from both schools, teachers, students, and parents of students. not all schools are ready with an online management system, not all teachers have the skills by developing online it-based learning, not all students have the readiness to take part in online learning and not all parents can provide support to children in online learning the new practice of online learning certainly makes a lot of differences between the normal condition and this condition during covid-19 that there is no conventional learning. some of the education systems have changed in terms of learning methods, material delivery, duration of online learning, interaction during online learning, the intensity of tasks, attendance list, and online learning media. regardless of region or family economic background, online learning should take place not only in cities but also in villages and rural areas. depending on where online learning takes place and who the students are, these factors may result in different implementations. as a result, students require some of the educational institute's utilities to support this online learning program. in terms of learning methods, how the material is delivered, the duration, the interaction during online learning, the intensity of the tasks on the attendance abstract: the purpose of this study was to investigate sma and smk students' perceptions of online learning. secondly, to examine whether the two schools differ greatly and to describe their perception of online learning based on their perceptions. there were 133 participants, comprising 61 sma students and 72 smk students. the data was collected using likert scale questionnaires and an interview. to analyze the data, the authors carried out descriptive and inferential analyzes of the quantitative data, while a qualitative thematic analysis was used. the finding of the study shows that there was a significant difference in the perception of online learning between sma and smk students. the high perception was obtained from sma students, while medium perception was showed by smk students. based on the thematic analysis, it showed that smk students encountered more difficulties in attending online learning classes compared with sma students. keywords: online learning; perception; sma; smk; students junaedi setiyono, semi sukarni, abdul ngafif online learning perception during covid-19 pandemic viewed from high school students 76 list, and the media used, online learning is vastly different from traditional learning. with these distinctions, there are numerous perspectives on online learning during the covid-19 pandemic. students may be eager to participate in online learning, or they may not be. is there a positive or negative perception of online learning among students? the questions piqued the researchers’ interest, prompting them to conduct this reassessment. this study aims to identify students' perception of online learning of the english subject during the covid 19 pandemic. based on the background above, the writers identified some of the problems commonly faced by students and teachers during the online learning process as follows: there are some difficulties in conducting online learning that is not only faced by teachers but also the students. these problems include: some schools do not have enough facilities to learn online, some teachers cannot conduct online learning, different abilities among students to receive and understand online lessons, different utilities available to students to receive online lessons, and different perceptions among students about online learning. there is a lot of studies concerning the practice of online learning, research of online learning during the covid-19 pandemic, students and teacher's perception of online learning during the covid-19 pandemic. in this part, the researcher would like to present previous research to analyze the research gap-an area which hasn't been studied by previous researchers. the first previous studies on the implementation of online learning before the covid-19 pandemic had been done by goodwin & twani (2017), guler (2020), joosten & cusatis (2020), rasheed, kamsin, & abdullah (2020), williams, howell, & hricko (2005), and yang, lavonen, & niemi (2018). these studies highlighted readiness, challenge, participation and obstacles, and teacher preparation in online teaching and learning. the second studies were about online learning during the covid-19 pandemic had been conducted by almusharraf & khahro (2020), alawamleh, altwait, & al-saht (2020), schaefer, abrams, kurpis, abrams, & abrams (2020), smith (2020), hodges & martin (2020), lassoued, alhendawi, & bashitialshaaer, (2020), wen & hua (2020). these studies emphasized the real conditions of online learning supports to the quality of online learning outcome which among them were family support, effective, communication, choosing appropriate platforms, methods and, preventing obstacles. the third research concerning the students' and teacher's perception of online learning during the covid-19 pandemic had been conducted by (alnofaie, 2020), niemi & kousa (2020), rojabi (2020), rusmiati, reza, achmad, syaodih, nurtanto, sultan, tambunan (2020), and syauqi, munadi, & triyono (2020). although these studies were about the students' perceptions, the focus was different. al-nofaie (2020) and rojabi (2020) drew learners' perceptions on the platforms of online learning. the first by using blackboard, while the second using microsoft teams. with the new platform, the learners were motivated while the learners were less interested via blackboard and they prefer to be asynchronous. syauqi, munadi, & triyono (2020) studied mechanical engineering education students, while (niemi & kousa, 2020) studied finnish high school students. there was a contrast finding the online learning in finnish high school was implemented successfully, on the other hand, the learning in with the vocational education was not by the students' expectation. (rusmiati et al., 2020) which focused on primary school teachers shown that the success of online learning must be done through collaborative learning between teachers, parents, and schools. through the discussion of the previous research, none of them conducted a comparative study on students' perception between two school types: senior high school and vocational high school, particularly in english subjects. thus, this paper aims to describe the different perceptions of students from the two schools, to report whether there is any significant difference of perception from the two schools and to describe their perception of online learning based on their view. method this research was held at two schools namely sman 1 samigaluh which is located in kulon progo regency, and smk 8 purworejo which is located in purworejo regency. however, this research was conducted online because the condition of the covid-19 pandemic did not allow the researchers to go directly to the field to maintain the physical distance. in collecting data, the researchers made online questionnaires in the form of google forms and english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 77 distributed them to the students through whatsapp groups in march 2021. then the researchers conducted telephoning interviews in april 2021. the subject of this study were 61 of the twelfthgrade students of sma n 1 samigaluh, kulon progo, and 72 of the twelfth-grade students of smk 8 in the academic year of 2020/2021. thus, the number of participants of the study were 133 students. in this study, data were gathered through the use of a questionnaire and an interview. in order to collect data, several steps were taken. to begin, questionnaires were created that included twenty closed-ended questions about students' perceptions of online english learning during the covid-19 pandemic. the questionnaire was written in indonesian and later translated by the researchers to make it easier for students to fill out. the researchers created an online questionnaire using a google form, which they then distributed to each class's whatsapp group at each school. due to the fact that the questionnaire is a closed questionnaire, students only chose the answers available without having to think about their answers. second, the researchers prepared some interview questions and an interview guide then scheduled a phone interview with the informants. third, i conducted interviews with students using the interview guide and transcribed the results. in this research, the writers used questionnaires and interviews as the instrument for collecting data. questionnaire. questionnaires are written tools that present a number of questions or statements that respondents should either write their responses or select from existing answers to which they must respond (brown, 2001 cited in donyei, 2003). according to doryei (2003), the advantages of questionnaires are that they are efficient in terms of researcher time, effort, and financial resources. however, they have a limitation in that other researchers frequently claim that the data is less reliable or valid. as a result, additional instruments are required to complete the data. there are types of questionnaire items, as follows: closed questions. the respondent is provided in closed questions with ready-made response options, usually either by encircling or ticking one of them or by placing an x in a corresponding slot/box. the benefit of closed questions is that their coding and tabulation is simple and leaves no room for subjectivity. opened questions. open questions include items that do not follow up the actual question with the answer options that the respondent needs to choose but rather with some blank space. open format items can provide much more "richness" than entirely quantitative data by allowing greater freedom of expression. the most popular items in the research questionnaires include rating scales, which require the respondent to assess the target by marking one of a number of organized categories in scale. the different points on the scale continuum indicate the difference between the different degrees of a certain category, from different attributes (frequency or quality) to intensity (for example – not at all) and opinion (for example, strong agreement – strong disagreement). the likert scale, which comprises 20 items, used this research to address closed questions. interview. an interview is a way of collecting a data where an interviewer (the researcher or someone involved in a research) asks a question for an interviewee (the research participant). the interviewer obtains the data from the person who gives the details. personal interviews are called face-to-face interviews; telephone interviews are called. the strength of an interview is that a scientist can use samples freely prompts for obtaining clarity of response or further information (johnson & burke, 2019). to maintain the physical distance during the covid-19 pandemic, a telephoning interview was used to collect the data of the students’ recount of their real opinions, views and experience during the implementation of online learning. using quantitative and qualitative analyses, the authors analyzed the data after gathering. the descriptive analysis includes calculating the frequency, proportion, and significance of the answer of the likert scale questionnaire, namely strong consent, consent, neutrality, disagreement, and a strong discretion and, by using an inferential analysis, to see the average difference between the two schools. it has been used with spss version 22. in addition, the interview information was transcript and analyzed through thematic analysis in which themes and codes were determined. results and discussion junaedi setiyono, semi sukarni, abdul ngafif online learning perception during covid-19 pandemic viewed from high school students 78 related to the aims of the study, this paper seeks for the differences of perception between senior high school (sma) and vocational high school (smk). the result will be shown on the tables and in the description. these include the table frequency, result from inferential analysis, and table of the thematic analysis reported from interview result. high school students’ perception of online learning the perception is reported from the data analysis from 20 items of the questionnaire which was distributed to 61 students of sma n 1 samigaluh, kulonprogo. the questionnaire consists of eight learning aspects which cover learning method (3 items), material delivery (4 items), online learning duration (2 items), interaction during online learning (2 items), intensity number of tasks (3 items), attendant (2 items), online learning media (4 items) and support facilities provided by the school (1 item). to interpret the result, the writers adopted silaen & widiyono’s mean interpretation (2013:128) i.e. very high (4.20 – 5.00), high (3.40 – 4.19), medium (2.60 – 3.39), low 1.80 – 2.59, and very low (1.00 1.79). the result of the descriptive analysis is shown in table 1. table 1. senior high school students’ perception statement sa a n d sd m interpretation s1 13 32 14 2 0 3,93 high s2 3 26 27 5 0 3,48 high s3 0 26 28 7 0 3,39 average s4 7 37 16 1 0 3,82 high s5 1 19 34 5 2 3,23 average s6 0 19 32 9 1 3,18 average s7 7 27 22 4 1 3,64 high s8 0 17 26 16 2 2,98 average s9 11 30 17 3 0 3,79 high s10 1 30 23 5 2 3,41 high s11 5 29 25 2 0 3,67 high s12 1 28 28 4 0 3,49 high s13 3 20 28 10 0 3,28 average s14 15 35 11 0 0 4,05 high s15 10 34 16 1 0 3,87 high s16 9 37 13 2 0 3,87 high s17 0 32 26 3 0 3,51 high s18 3 25 30 3 0 3,51 high s19 1 40 18 1 1 3,69 high s20 20 30 10 1 0 4,11 high table 1 shows that the majority of each item in the questionnaire obtained a high perception of online learning during the covid-19 pandemic from 20 items in the questionnaire obtained high perception. there are only four items, namely item 5, 6, 8, and item 13 got average perception. the obtained mean is 3.59. it is in the high category. it is interpreted that the students in the study have a high or positive perception of the online learning implemented during the covid-19 pandemic. vocational high school students’ perception of online learning similar to high school students’ perception (sma), the data of vocational high school students' perception (smk) was obtained from the questionnaire and telephoning interview. the questionnaire was distributed to 72 students and the result of descriptive analysis is shown in table 2. table 2. vocational high school students’ perception statement sa a n d sd m interpretation s1 11 34 26 1 0 3.76 high s2 2 11 30 25 4 2.75 medium s3 1 16 29 23 3 2.85 medium english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 79 s4 6 34 29 2 1 3.58 high s5 2 10 24 33 3 2.65 medium s6 2 5 33 25 7 2.58 low s7 4 23 28 15 2 3.17 medium s8 2 5 31 23 11 2.50 low s9 5 36 22 8 1 3.50 high s10 3 15 34 18 2 2.99 medium s11 2 25 28 14 3 3.13 medium s12 4 19 33 11 5 3.08 medium s13 3 14 32 18 5 2.89 medium s14 25 28 16 1 2 4.01 high s15 9 27 30 4 2 3.51 high s16 9 28 28 5 2 3.51 high s17 2 19 39 11 1 3.14 medium s18 0 17 41 12 2 3.01 medium s19 4 37 27 4 0 3.57 high s20 22 29 18 2 1 3.96 high table 2 shows that the majority of each item in the questionnaire obtained a medium perception of online learning during the covid-19 pandemic from 20 items in the questionnaire. there are two items, namely item 6 and 8 were low. the obtained mean is 3.21. it is interpreted in the medium category. it shows that the part of the students agreed with the online learning but partly was unfavoured towards the practice of online learning done during the covid-19 pandemic. in other words, they are in a neutral position or just accept it because of the condition. different perception of sma and smk students to investigate the different perceptions between sma and smk students, an independent sample test with spss version 22 was used. the result of the test is shown below. table 3. a descriptive comparison of perception group statistics school n mean std. deviation std. error mean perception sma 61 3.5951 .43231 .05535 smk 72 3.2076 .44315 .05223 table 3 shows the result descriptive statistics of sma and smk students' perceptions. it shows different means from the questionnaire result. it is seen as 3.59 for sma students and 3.21 for smk students. it shows that sma students have a better perception than smk students as 3.59 > 3.21. table 4. independent samples test levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper perc eptio n equal variances assumed .175 .677 5.08 131 .000 .38744 .07626 .23659 .53830 equal variances not assumed 5.09 128.39 .000 .38744 .07610 .23687 .53802 the independent sample test results are shown in table 4. the t-value showed 5.08 with an important 0.00. the difference is said to be greater as 0.00 < 0.05 than the t-table 5.08 > 1.65. ho is rejected, but ha is accepted. in other words, during the pandemic between sma and smk students there is a different perception of online learning. junaedi setiyono, semi sukarni, abdul ngafif online learning perception during covid-19 pandemic viewed from high school students 80 to have a deeper understanding of the students' perception, a telephoning interview was conducted. it was done by interviewing both students and teachers who taught the english subject. for students, there were four aspects in the interview questions, namely learning process, learning platform, learning difficulty, and solution, while for teachers there were five aspects – the four questions were the same as the questions to the students which added by a question about teacher's opinion about the difficulty faced by students during the implementation of online learning. the result of the thematic analysis based on the interview is presented below. table 5. themes and codes of sma students' perception of online learning during the covid-19 pandemic theme code sma smk learning process a. given learning material a. given learning material b. given assignment c. explained the lesson d. given chance to ask questions e. submitted assignment b. given assignment c. given chance to ask questions d. submitted assignment learning platform a. whatsapp group a. google classroom b. google classroom difficulties faced by students a. understanding the material a. understanding material b. internet connection c. managing time between home chores and school assignments b. assessing internet connection c. managing time between home chores and assignment d. being bored with the lesson e. became stress with school tasks expected solution a. given more learning method variation b. given motivation to be active in lesson c. given more interesting learning media d. used more appropriate lms for a better explanation of learning material a. given more of learning method variation b. flexible learning schedule c. intensity number of assignments d. period of delivery assignment table 5 shows the result of thematic analysis from the interview of sma and smk students about the perception of online learning during a covid-19 pandemic. four learning aspects were provided on the left side as themes, while the responses from students about their perceptions were presented with codes on the right side. learning process. the first question of the interview asked students about the learning process. there is a slightly similar answer between students of sma and smk. based on the interview, the learning process of online learning includes the students were given learning material, given assignment, given an explanation about the lesson, given chance to ask questions, and submitted the assignment. but surprisingly, smk students have not explained the lesson. learning platform. the second question of the interview asked students about the learning platform. based on the students' interview results, the platforms were used for online learning in high school were google classroom and whatsapp group for sma, while smk were only used google classroom. the result shows that the schools used limited types of learning platforms which it can be assumed that there were limited learning variation and interaction. difficulties faced by students. the third question of the interview asked students about difficulties faced by them. the result shows that there were more difficulties of online learning during the covid-19 pandemic faced by smk students. there are three similar difficulties of online learning during the covid-19 pandemic faced by sma and smk students, namely difficulties in understanding the material, difficulties of connecting the internet, managing time between home chores, and school assignments. however, there are two more english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 81 difficulties faced by smk students namely being bored with the lesson and became stress with school tasks. expected solution. the fourth question of the interview asked about the expected solution viewed by students. there is the same number of expected solutions initiated by sma and smk students, however, only one answer is the same, namely given more learning method variation. other expected solutions for sma students were given the motivation to be active in the lesson; given more interesting learning media; used more appropriate lms for a better explanation of learning material. whereas, smk students were a flexible learning schedule, intensity number of assignments, and period of assignment delivery. the finding of the current research on the students' perception of senior high school (sma) is in line with abuhmaid's finding (2020) that the students have positive perception toward online learning, however, it doesn't appear for the perception of smk students as they have medium perception as it can be stated that partly positive and partly not in favor with online learning. however, the finding from the interview shows the different facts as both students of sma and smk feel unsatisfied and faced some difficulties in attending online learning. this finding supports alnofaie's (2020) that students online education is not always appealing for students. besides accessibility, the online learning platform is also another theme that receives comments from both students' participants of two studies as the students expected to have a friendlier platform that makes students easier to understand learning materials. thus, the finding of this study is in contrast with almusharraf & khahro (2020) as their research participants felt satisfied with the faculty members who used more specific platforms like google hangout, lms moodle and, google classroom. one reason for different perception because almusharraf & khahro (2020)'s research participants were university students, while the current study were high school students. another finding during online learning the students of smk felt bored and even felt stressed. these facts were in contrast with rojabi’s (2020) as he found that the participants of his study felt motivated and it was easier to comprehend the learning material. this fact is contradictory with high school students as they felt difficulties in understanding the material. why the result in contrast? it is because the two studies applied different learning platforms. in rojabi's study which participated by students of open-university, moodle and microsoft teams were used, while in the current research, google classroom and whatsapp group were used. it difficult to understand the material without teacher explanation and interaction. however, it is easier to understand the materials taught through microsoft teams as it is synchronous and that it is done through virtual learning. conclusion based on the findings of the study it can be concluded that there is a different perception among students of sma and smk which can be shown by the result of the t-test independent sample as the tvalue is 5.08 > 1.65 and there is a significant difference as the sig. was 0.00 < 0.05. sma students’ perception is high or positive towards the online learning, while smk students’ perception was medium as it can be stated that some students were positive towards the online learning, while parts were not unfavorable towards the online learning as they faced a lot of difficulties. students from both schools encountered problems during online learning such as internet accessibility, the difficulty of understanding materials, lack of interaction with teachers, difficulty with school assignments and limited and ineffective learning platforms. the implementation of online learning aroused many complex problems which are not easy to solve. the implication of the study suggests that cooperation among regional education authority, schools, faculty members, students and parents are completely needed to overcome the lost learning values. schools together with regional education authorities have to make a policy to realize the teaching-learning process to facilitate the students. references al-nofaie, h. 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(2018). online learning engagement: critical factors and research evidence from literature. themes in elearning, 11(1), 1–18. the dilemma of multilingualism in iran reza kalantari the dilemma of multilingualism in iran the dilemma of multilingualism in iran reza kalantari tabriz applied educational research center, iran e-mail: rmkalantari@gmail.com apa citation: kalantari, r. (2012). the dilemma of multilingualism in iran. english review: journal of english education, 1(1), 6-16 received: 09-08-2012 accepted: 12-10-2012 published: 01-12-2012 abstract: iran is a multilingual country with linguistic and cultural diversity. minority languages such as turkish, kurdish, baluchi and arabic are spoken in iran which constitutes part of the culture and ethnic identity. iranian community is dominantly a bilingual community. persian as an official language used as linguistic and cultural homogenization while minority languages are not used in education system. the controversy bilingual education and programs to serve language minority students is complex and puzzling for education authorities. on the other hand one of the challenges iranian faces is how to reconcile conflicting perspectives of bilingual education regarding globalizing of english. currently, most of parents prefer their children to learn english as it is the language of business, aviation and scientific research. in contrast according to iran’s comprehensive scientific plan, persian should be scientific language of the world in the near future. in this research, challenges, perspectives and solutions of bilingual education in iran were analyzed. the results indicate that conflicting of minority, majority and international language is an important challenge and developing, promotion and expansion of persian is a future outlook. furthermore some suggestions and solutions to reconcile bilingual education were made. keywords: bilingual education, minority, majority and international language introduction it has been estimated that approximately two-third of the world’s population is either bilingual or multilingual; that is, more than half the people in the world routinely use two or more languages in their daily communication. multilingualism and multiculturalism are social facts of this new century, which can be seen in most classrooms and playgrounds. people use the term bilingualism in different ways. for some, it means an equal ability to communicate in two languages. for others, it simply means the ability to communicate in two languages, but with greater skills in one language. in fact, it is more common for bilingual people, even those who have been bilingual since birth, to be somewhat dominant in one language. calling someone a bilingual is therefore an umbrella term. underneath the umbrella rest many different skill levels in two languages. being bilingual is not just about proficiency in two languages. there is a difference between ability and use of language. someone may be quite competent in two languages, yet rarely or never use one of those languages. such a person has bilingual ability but does not act or behave bilingually. iran, a multicultural society, is home to a number of language communities speaking turkish, kurdish, and arabic languages among others. many children learn and speak their first language at home and study all of their courses in persian throughout their education. it means that many children mailto:rmkalantari@gmail.com english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee didn't receive any education in their native languages; the majority of the students were members of an ethnic or linguistic minority, whereas the school was dominated by the mainstream language and culture. it means that educational curriculum is based on persian, the majority language. based on this evidence, it can be said that this curriculum not only been ineffective for the non-persian speaking students, but it also has created a problem of bilingualism of home and school for the non-persian speaking populations. it seems that bilingual in iran is kind of subtractive bilingualism. unlike additive bilingual that a child is allowed to develop a certain language, s/he is learning in a community where both languages and cultures are valued, then the child is most likely to develop additive bilingualism in the sense that the second language and culture are added to the first language and culture and both l1 and l2 complement and enrich each other. one the other hand, subtractive bilingualism means that the child learns a second language at the expense of the first, and in this case the learning of l2 deletes or subtracts l1. according to arefi and alizadeh (2008) being bilingual in iran doesn’t help them to develop cognitive development because of all of the children come from subtractive bilingual programs which may have mitigated and potentially positive impact the children’s bilingualism might have had on cognitive development. khadivi (2010) states that as long as one can become a balanced bilingual; reach the third floor (high level) of proficiency, one can benefit from more positive effects. the purpose of the present paper is to make the case for the need to address the problem, and seek a rational solution to it. the specific research questions that the present study addresses are the following: 1. what is the language planning policy in iran? 2. what is the status of minority languages in iran? 2. what are language challenges in iran? 3. what are language perspectives in iran? 4. to what extend persian can be an important scientific lingua franca in the world? bilingualism of home and school in iran has even been recognized as a problem by the very curriculum planners at the national level. it can also be argued that bilingualism is a problem because it, or the national planners' concocted solution, does not necessarily lead to balanced bilingualism and may even cause dilemmas that could be harmful. as such, bilingualism of home and school in iran creates serious challenges for the iranian educational system. the first challenge that iranian educators face is shown by the two international studies that iran has participated in: timss and pirls. in both studies iranian students ranked almost last. in the international reading comprehension study of 1970 iran ranked 14th among fifteen participating countries, and in pirls 2001, 32nd among the 35 participating countries (karimi, 2003). at the same time iranian bilingual students got lower scores than monolingual in reading comprehension test (karimi and kabiri, 2010). the bilingualism seems to have contributed to the high rate of retention and grade repetition. therefore, the use of minority languages is the need for revamping the educational system in order to bridge the identified gaps. the second challenge refers to sociopolitical factors. majority languages don’t play any role in iran's education system. the challenge arises when these majority languages are major or official language in neighborhood countries. every one is bilingual. that is, there is no one in the world who does not know at least a few words in languages other than the maternal variety. iranian non-persian children face some problems, the grade repetition and retention rates among these populations are higher, as are the dropout rates, in comparison with the persian speaking population. an example is in the largest turkish (azary) speaking province, the repetition rate is much higher in first grade compared to the fifth, countryside compared with the cities, and in areas less exposed to persian (due to lack of electricity/television) than other areas. addeeb (1993) has also found that among all school subjects, the language courses have a greater contribution to grade failure/repetition than non-language courses. given the bilingualism problem, both the educational system and the individual teachers have been challenged to come up with some sort of solution. analyzing bilingualism and given the experience of other countries similar to iran in population composition and the case for implementation of some form of bilingual education must be made what this paper addresses. review of literature iran is a home for many cultural/linguistic groups speaking persian, turkish, arabic, and kurdish. yet the official language for school instruction is persian, the language of the majority groups, creating a problem of bilingualism of home and school for millions of non-persian speaking children. according to article 15 of the iranian constitution which emphasizes the basic right of all these language groupings to use their mother tongues in their schools and in the promotion of their native cultures but the national educational and curriculum planners do not seem to put much stock in the latter part of the said article. from a dialectical constructivist perspective, language is considered to be a significant social tool for overall development (vygotsky, 1978). children's construction of knowledge is initially guided by their mother tongue and then by the language of formal instruction if it is in fact other than their first language. however, if the child learns and uses two languages simultaneously, i.e. if he/she is bilingual, the two languages would collectively provide an even better tool for development. until the 1960s, it was commonly assumed that bilingual students who were learning in their second language must inevitably have been at a disadvantage. this notion began to be challenged in the 1970s and 1980s. a closer examination of the results of bilingual students across various subject areas, including mathematics, showed inconsistent results. although it seemed to be true at times that bilingual students as a whole did not perform as well as their monolingual peers, there were also some results that showed bilinguals excelled. there are a number of notions that need to be considered: whether the students are balanced bilinguals, the english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee level of proficiency that the bilinguals have in each of their languages, and the environment in which they learn. balanced bilinguals are bilinguals who have equal proficiency in their languages. bilingualism of home and school is a worldwide phenomenon and as such has been dealt with rather positively in countries like singapore, canada, switzerland, and many more, through introduction of some system of bilingual or multilingual education (lambert, genesee, holobow, and chartrand, 1993). students in singapore, a country with four official languages, face no difficulties in regards to bilingualism of home and school. the same can be said about china wherein the curriculum planning has been successful in remedying the problems that existed in this area. in contrast it is problematic in other countries even in europe. bilingualism in iran the current population of iran is more than 75 million people which makes it on the most populous countries in the middle east contains whiten itself different languages and ethnic minorities. yet the official instructional language of all iranians is persian, the language of the majority grouping. the second greatest language grouping in iran is that of the turkish speaking people, the authors are members of this group; their community size in the northwestern provinces of iran is fairly large and comparable to the number of persianspeaking area. if it is not the majority group in the whole of iran; the azerbaijanis are clearly both the majority and the culturally dominant group in the northwestern part of the country. kurdish, arabic, and baluchi are spoken in iran too. surely, there are smaller groups who have no specific geographical location like armenians and aasooryans speaking people. an interesting point in iran is that some of the provinces in this country are named based on the dominant culturallinguistic group residing in them (e.g., fars, kordestan, lorestan, baluchestan, etc.). we should note that most regional languages are related to persian and belong to a larger iranian family, a branch of indo-european. turkish, the major non-iranian language, spoken in the northwestern part of the country, is greatly different from persian and is branch of altaic language. in some parts of the country, this linguistic diversity coupled with religious differences has led to ethno-political difference (e.g. in the province of kurdistan). for a long time, bilingualism was considered a negative factor threatening the national unity in iran (afshar 1989). now it is going to be appreciated that the different cultures, languages, and varieties that coexist in iran and are acquired in the natural process of socialization constitute an important part of the national wealth, and that cultural-linguistic diversity can be a valued resource for continued social development and renovation and the maintenance of social health in a rapidly changing society. since the minority languages are not used in education system it has made some educational problems. educational authorities proposed different solutions such as a month-long special course for non-persian speaking children. but it can hardly be adequate for this purpose, as it cannot make up for the six-year long exposure to the mother tongue. more ever, the absence of the native language from the curriculum during the school years is certainly not a step toward such bilingualism. on the contrary, this would lead to what santrock (2002) has called semilingualism, or lack of proficiency in either one of the two languages. according to hameedy (2005) the academic gap between the persian and non-persian speaking students have not been bridged even after four years of schooling. language planning in iran the literature on language planning and language policy is extensive and includes both theoretical studies and rapidly expanding case studies of specific language policy and planning efforts in various parts of the worlds. language planning has been in existence, as a field of inquiry; for six decades but it did not become a sharply salient issue until sociolinguistics began to focus attention on the speech forms, problems, and aspire solve these problems. in the past decades, language planning attracted increasing attention toward research. language planning in iran has emphasized the need for persian to have a well-defined language policy that integrate the status of persian in the psyches of iranian and be aware of the use and spread of foreign language. in the united kingdom prior to the 1980's when the general policy of the educational system was that of single language instruction as well as the benign policy of linguistic assimilation (paulston, 1988), the same type of policies, it can be said, is still used in iran. there is no policy of supporting the majority languages in education system and priority is not given in teacher training, curriculum development and school time tables to local languages, regardless of supporting them in the media such as newspaper, tv and radio. iran is a bilingual country and as a brief chronology illustrates, modern education in iran is relatively young. despite the educational system of centuries ago, the first modern school is no more than 150 years old. in the first european-modeled school, darolfonoon; modernized education in iran some foreign languages such as; french, russian, and later english were taught. regarding the islamic revolution in 1979 led to the implementation of islamic values in the all area even in language planning, however it seems that there is no comprehensive language planning in iran. as riazi (2005) states: the major problem after the islamic revolution, however, has been the lack of an official language-planning blueprint in the country to determine the status of available languages, as well as expectations from language teaching and learning curricula in the formal education system. (p.107) during the post-war period in iran different roles for the native languages in the educational system have been defined. but the oldest and most common model has been the learning of the persian language as a curriculum subject by both the native and nonnative students. persian and national identity twentieth century is characterized by an obsession with nationalism, often on the basis of one state per ethnic group per language. language interlocks with english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee national identity. as a consequence, persian plays an important role in the formation of national identity in iran. a threat to independence of different regional of the country in the late twentieth made a special focus on persian as linguistic and cultural homogenization. according to mehrmohammadi (1992), this centralization in the control of unique culture and language was a solution for independence. yet the issue of bilingualism is seldom addressed and its conditions and consequences are rarely studied in iran partly because of the fear that it might give rise to separatist movements and hence threaten the national cohesion, vis-à-vis security. furthermore, while most countries around the world have already responded to the issues of globalization, internationalization, and competition among multinationals by endorsing bilingual and multilingual educational systems, iran has not been willing to move in this direction in order to keep national unity and identity among the young school generation (farhady 2008). this in part can be accounted for by the fact that countries like hong kong, india, japan, and china see english as the key to the international world of commerce; whereas, iran is more conservative when it comes to foreign language policy. the main reason for this is the politicization of the language issue after the islamic revolution and the fear that english presents a threat to the persian language and islamic culture (khubchandani, 2008). however, attempts have been made to promote the majority languages. for instance, everyday a lot of newspapers are published in majority language in iran, local radio and television programs regularly broadcast everyday which attract many listeners and provide primary and secondary employment for the minority language speakers. the question, however, is how local broadcasting alone can save a language which is losing its functions within the family domain. although radio and television alleviate the pressure, they are only short-term remedies for the dying language. media cannot uproot the source of the problem. when the older generation vanishes, the media will hardly attract the younger generation in any significant scale. iran is an old developing country, as it originated nearly 25 centuries ago, and over its entire history, persian (old, middle, new) has functioned as the standard language. this lingua franca has always coexisted with other varieties and regional languages (schmitt, 1989). this coexistence is the result of the political and sociocultural integration of an old developing country whose various ethnic groups want to be connected with and unified under their great tradition. according to (fishman, 1968) the ancient literatures, legal codes, heroes and leaders of the past command admiration; the old developing nations can withstand much greater linguistic diversity and unrest as a result of integration. thus, based on fishman's theory, in iran, the stable and widespread coexistence of separate dialects or languages with the standard language is indeed natural and expected. therefore, linguistic division alone is not a vital factor to inflame political conflicts within an old must be involved. however, the analysis of nercissians (2001) study for two groups; armenian and azerbaijani community residing in tehran shows that despite the considerable difference in the language behavior of the two groups, important common patterns could be seen to exist. both groups value the knowledge of persian, the common language used in day-to-day communication as well as the official language used in the educational and other formal establishments. at the same time, both groups express strong desire for the retention and use of their mother tongue. we should note that religious, islam as an umbrella, has played a significant role in language identity. some 85% of iranians are shiite. this linguistic diversity with religious similarities has promoted political relationship between language groups. this is another reason why in iran linguistic division has not led to political conflicts (borjian, 2004). in iran, the impact of external factors, which have promoted linguistic challenge, can easily be detected amongst the minority languages which are major languages in the neighborhood countries. turkish, spoken in northwestern of iran, is the official language of neighboring turkey and the azerbaijan republic, who regularly broadcast radio programs for turkish speaking minorities abroad. the programs aim at encouraging the speakers to see themselves as part of a transnational turkish speaking nation. baluchi, however, belongs to the larger iranian language family spoken in the southeast of iran. although baluchi is not a dominant language anywhere, there are a lot of speakers who live in pakistan. westernization and national identity after world war ii, english began to spread around the world and was taught in most countries as either the sole foreign language or as one of the foreign languages. during the pahlavi dynasty (1925-1979), close political, social, economic, and military relationship between iran and the us speeded up the westernization in the country (riazi, 2005). we should consider that deciding on a language to be taught as a foreign language in a country is not a matter of pure academic choice but a matter of government policy often motivated by political, social, economic, and educational factors. english became an important requirement in the iranian military because a good command of english was needed for the army personnel to go to the us for further specializations. in addition, teaching english became a social need and private language schools mushroomed in the capital and many large cities. farhady (2008) stated that knowledge of english became an essential requirement for many job opportunities for the younger generation. thousands of iranian students were sent to us universities to get higher educational degrees. many iranian universities created sister-ship relations with american universities, which facilitated the allocation of scholarships for students to complete their degrees in american universities. in contrast, after islamic revolution in 1979, due to the absence of political relations with the us, the educational policy makers formulated a plan to promote learning and teaching of five foreign other languages including german, french, italian, spanish, and russian. however, due to insufficient number of teachers and a low number of applicants for these languages, english english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee has been the most dominant foreign language taught at the high schools. an interesting point is that while teaching english was almost banned early after the revolution, it has been given the same number of credit units as other main subject matter areas such as biology and chemistry in high schools in iran. promoting persian as a international language globalization seems as a threat for language of the countries. crystal (2003) shows that the phenomenon of globalization, coupled with the increasing leadership of english has motivated many nations to consider their language planning policies. those nations opt to strengthen the preeminence of their own language within their national borders and worldwide. in this regards, according to iran’s comprehensive scientific plan, persian should be scientific language of the world in the near future. persian has played and still plays an overriding role in muslim society competing with arabic. in addition, defending in fact the language of the degree of necessity for english and status of english and persian in iran is very important. some study reveals that the degree of necessity for persian is increasing during the past decades. the functions of english and persian are clearly-defined without any seeming competition in contrast the past which there was struggle between persian and english. however, seeking native resources for coping with technological transformations has become an important sociopolitical goal in iran, where the contemporary world condition is viewed as a culturalinvasion attempt by the west. in addition to its importance in the general area of language planning, and the associated areas of culture planning and identity planning, the study of bilingualism in iran is of important for educational planning in the corresponding speech communities. one part of influence of persian depends on influence of islam. bhatia and ritchie (2006) stated that persian was viewed as an imposed language in much of india; thus, with moughul patronage, persian "became a marker of islam". as a consequence, after independence in 1947 when india and pakistan became independent nations, the influence of persian continued to regenerate in pakistan, a muslim nation, while it reached a state of fossilization in india. in contrast, after independence sanskrit began to regenerate its original impact in india due to its associate on with indian culture. some conflicts of language refer to language group inequality. inglehart and woodward (1972) analyze language conflicts as a function of group inequality. they state that in almost all bilingual and multilingual societies, there is an upper language and one or lower languages. while the upper language represents prestige, power, and a higher status of the speaker, the lower languages signify the opposite. linguistic divisions will lead to political conflicts when a dominant language group obtains the social, political and economic power within the society and blocks the social mobility of the minority language groups. therefore, based on inglehart and woodward's point of view, language conflict has its roots in the unequal economic, political, and social status of a language group. it is true that bilingualism makes some serious problems for non-persian students but iran's linguistic diversity has not led to political conflicts as there is no distinctive economic, political, and social inequality. in order persian be the lingua franca in the world the following administrative reorganization take place. iran is a big country with large number of students accommodated by the stategoverned universities and higher education: public universities, islamic azad university(more than 500 branches), payame noor university (long distance education), private universities, and evening sessions at the public universities, plenty of faculty members, researchers who are as sources to produce scientific research in persian. whereas european colonialism that began in the fifteenth century in the east country reduced the influence of persian (abolghassemi, 2009), in contrast in recent years, economic, technology, medicine, and industries of iran cultivated. as we know language expansion depends on economic, political, and social development. so the developed society of iran can promote its language. for example, the need for traveling to iran from different parts of the world such as middle east, azerbaijan republic, iraq, syria, and some other arab countries and influences of iran on these countries increased leadership of persian, as they need to learn persian in order to communicate properly. it shows growth of persian speakers in the world. however in order to persian be the lingua franca in the world it faces with some challenges. according to iran’s comprehensive scientific plan, persian should be scientific language of the world in the near future. this document is well-designed in print but applying is difficult. first, the community should assume responsibility towards a change from quantity oriented to qualityoriented promotion of persian. this requires cultivating all iranian minds. second, the government should assume responsibility toward providing clear, practicable, and reasonable language policies, and should subsequently support the implementation of the policy. in this regard, fund, personnel, and other requirements should be made available to the people involved in promotion of persian. iran hasn't got even a noble prize for literature to indicate of persian flourishing. handwriting of persian is another problem, using it as language of math, chemistry, and physics, using it for car license plate seem difficult as it is written from the right. considering the phenomenon of information and communication technology with english instruction and increase communications equipment such as mobile, satellite through them iranian use english alphabet instead of persian is a new problem. meanwhile, persian which is used in other countries such as afghanistan and tajikistan influenced by russian or pashto culture and language which vanish the homogenization of persian in the middle east. conclusion bilingualism of home and school in iran creates serious challenges for the educational system of iran. results of international studies prove this phenomenon. in international studies iranian students ranked almost last. curriculum planners always search for english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee ways to remedy this problem. for example, they have designed a one month preparatory course for the nonpersian speaking students or they try to design persian text-books according the non-persian speaking students abilities (kalantari, 2010). but none of these solutions are effective for improving the non-persian students' drop-out rate. because the academic gap between native and nonnative students complete even after several years of schooling. the study of language groups in iran shows that despite the considerable difference in the language behavior all groups value the knowledge of persian, the common language used in day-to-day communication as well as the official language used in the educational and other formal establishments. at the same time, all minority groups express strong desire for the retention and use of their mother tongue. therefore, education authorities in iran should design such curriculum that value not only majority language but also minority languages. it seems that if some day, english constituted a threat to persian in various in iran. today iran, while recalling with pride their historical dominance in the sciences, are not now struggling to foreign languages i.e. english is neither an indication of westernization or culturalism, nor an indication of and imitation of or assimilation to western value. as iranian attitude have changed about the learning of english. they believe that in order to gain new technology, communicate with the world, and to success in business, it is necessary to learn english. as a consequence, parents prefer their children to learn english as soon as possible. mushrooming lots and lots of governmental or private english institutes in iran even in small cities proves this claim. iran is an old country and persian has functioned as the standard language. this lingua franca has always coexisted with other varieties and regional languages. according to iran’s comprehensive scientific plan, persian should be scientific language of the world in the near future. to reach this important aim it faces with some challenges, some of them are linguistically the others are sociopolitically. references abolghassemi, m . 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(1992). the moe's general policy on linguistic and cultural diversity. proceedings of the seminar on dimensions of bilingualism. tehran: educational research council, moe. nercissians, e. (2001). bilingualism and diglossia: patterns of language use by ethnic minorities in tehran. int'l. j. soc. lang. 148 (2001), 59-70 paulston, c.b. (1988). international handbook of bilingualism and bilingual education. new york: greenwood press inc. santrock, j.w. (2002). life span development. boston: mcgraw hill schmitt, r. (1989). compendium linguarum iranicarum. wiesbaden: l. reichert. riazi, a.m. (2005). the four language stages in the history of iran. in angel m.y. lin and peter w. martin (eds.). decolonization, globalization: languagein-education policy and practice (. 100116). multilingual matters, ltd. vygotsky, l. s. (1978). mind in society: the development of higher mental processes. cambridge: harvard university press. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 277 analysis of teacher needs related to e-learning schoology content in creative writing in middle schools throughout palembang city ernalida faculty of education and teaching, sriwijaya university, indonesia e-mail: ernalida@fkip.unsri.ac.id santi oktarina faculty of education and teaching, sriwijaya university, indonesia e-mail: santioktarina@fkip.unsri.ac.id rizki turama faculty of education and teaching, sriwijaya university, indonesia e-mail: a.rizqiturama@gmail.com apa citation: ernalida., oktarina, s., & turama, r. (2021). analysis of teacher needs related to e-learning schoology content in creative writing in middle schools throughout palembang city. english review: journal of english education, 9(2), pp. 277-284. https://doi.org/10.25134/erjee.v9i2.4352 received: 24-02-2021 accepted: 27-04-2021 published:15-06-2021 introduction the development of technology and information in the era of the industrial revolution 4.0 has influenced all aspects of life including the world of education. students born in this era are referred to as generation z where they are a generation that is closer to technology than previous generations. generations included in this category are those born from 1995 to 2010 and are globally connected generations so that technology is the life and breath of generation z children (cilliers, 2017). in this connection, students in this era want a learning process that utilizes technology that is currently developing. in addition, the use of learning technology is a necessity for students at this time considering that they basically have a need to explore and understand the elements of technology, social media and social networks (plessis, 2011). therefore, current learning should have been carried out using learning technology adapted to generation z. iftode (2019) believes that z generation is familiar with using new technologies in a natural manner. in addition, rothman (2016) stated that gen-zers have been affected more deeply due to the abstract: learning indonesian in the text-based 2013 curriculum directs students to be able to produce textbased writings. however, the ability of students to write creatively in middle school found in the field is still in the weak category. obstacles related to this are increasing considering that indonesia is currently experiencing the covid 19 pandemic which requires learning to be carried out from home so that supporting learning media is needed in accordance with existing conditions. based on the above, a solution is needed to overcome this, one of which is the use of e-learning schoology, which is learning that is in accordance with the character of generation z. this research aimed to determine the needs of teachers regarding e-learning schoology content in learning creative writing in secondary schools in palembang city. this research is a type of research and development. the research object was indonesian language teachers in sma in palembang city. the data collection method used is a survey method with a questionnaire. data are analyzed quantitatively and qualitatively. the results of the study show that when viewed in terms of necessities, the content of e-learning schoology in learning creative writing in secondary schools in palembang must be adjusted to the principles of learning to write, the principles of electronic / online learning, the circular of the minister of education and culture no.4 of 2020 concerning implementation of education policies in an emergency period of the spread of corona virus disease (covid 19) and distance learning guides for teachers during schools closed due to the covid-19 pandemic. the next finding is that when viewed from the components that are needed, teachers really need e-learning schoology in learning creative writing at high schools in palembang. the last finding is that there are still deficiencies in the implementation of learning creative writing and the media used in secondary schools in palembang is not adequate yet. keywords: needs analysis; e-learning schoology; creative writing mailto:ernalida@fkip.unsri.ac.id mailto:santioktarina@fkip.unsri.ac.id mailto:a.rizqiturama@gmail.com https://doi.org/10.25134/erjee.v9i2.4352 ernalida, santi oktarina, & rizki turama analysis of teacher needs related to e-learning schoology content in creative writing in middle schools throughout palembang city 278 easiness of their access to information by being born into a world that is globally connected via internet. people born in gen-z grow up with recent technology such as internet, smartphones and applications, and find it difficult to live without these facilities (kingston, 2014). this is a challenge for teachers to provide learning that is tailored to the characteristics of students. as popenici & kerr (2017) stated that knowing students learning strategies/styles could be a method of improving their learning process and more important the learning results. however, in gen-z learning styles, demir & sönmez (2021) stated that teachers and materials are expected to be technology oriented to meet gen-zers personal and academic needs. cook (2015) also confirmed that gen-z post-secondary students desire technology and visual media to be integrated in educational settings. in indonesia, writing skill are considered important for written communication and academic writing purposes, such as; letters, essays, papers, articles, journals, project reports, theses, etc. (toba, noor, & sanu, 2019). it is even needed in high school, including creative writing skills. many types of creative writing must be mastered by students, including writing biographies, short stories, poetry, and so on. it also helps the students to develop their ability in expressing what they feel and think (ismayanti & kholiq, 2020). widiastuti & endahati (2020) also added that writing is functional communication, making students possible to create imagined worlds of their design. moreover, the benefits of students having the ability to write are: sharper imagination, mastery of language increases, and increase confidence (oppenheimer, zaromb, pomerantz, william, & park, 2017; yanti, nafri, suhartono, hiasa, & fina, 2018). as writing is important to be learnt, in the 2013 curriculum, text-based indonesian language learning directs students to be able to produce text-based writings. however, when viewed in the field, it is found that the students' ability to write creatively in secondary schools is still in the weak category. many students discovered it difficult to write because they do not understand how to properly convey their concept (kurniati, wijaya, & rohmatillah, 2020) and found it difficult to find the idea when they write (yoandita, 2019). furthermore, as durga & rao (2018) stated that, nowadays, students are lacking writing skills as they spend most of their time in using their equipped smart phones, and they depend on electronic devices or gadgets which provide instant or readymade answers/results available in the internet. several studies also stated that high school students have not been able to write creatively optimally where they are also less motivated in the learning process (hudhana and sulaeman, 2019; amalia and doyin, 2015; dwinita, yaqob, and hidayat, 2019). this finding is reinforced by the results of the 2019 national examination data which states that students' writing skills are still far from expectations, only 63.55% of them have mastered writing skills (https://hasilun.puspendik.kemdikbud.go.id/#201 9). the spread of covid-19 also has a major impact on the world of education today. who (firman & rahayu, 2020) recommends that activities that have the potential to cause crowds to be temporarily stopped. referring to the advice from who, the indonesian government has adopted a policy of temporarily closing schools throughout indonesia, which is also explained in circular number 4 of 2020 concerning the implementation of educational policies in the emergency period of the spread of coronavirus disease (covid-19). one of the contents of the circular is learning which is carried out online. therefore, this caused the use of e-learning which has been seen as a complementary medium in the education process in indonesia to be aroused (hermawan, 2021). e-learning can be found from various existing learning media, starting from language apps, video conferencing tools, virtual tutoring, online learning software, moodle, and many more (li & lalani, 2020). it is hoped that through online interaction, the social distancing principle promoted by the indonesian government can break the chain of the spread of the covid-19 virus originating from droplets or saliva splashes (putra, 2020). seeing the phenomena that occur, e-learning has now become a rational choice in addressing the educational process in the covid-19 pandemic (gupta & khairina, 2020). examining the description above, e-learning schoology-based learning can be used as an option for learning media in the covid 19 pandemic era, especially learning creative writing in high schools in palembang. e-learning schoology has many advantages that make many teachers use it. its superiority is that it is cheap and easy to obtain, efficient, and fast in terms of updating, fun, can be used remotely, has full features, saves paper, can conduct discussions, https://hasilun.puspendik.kemdikbud.go.id/#2019 https://hasilun.puspendik.kemdikbud.go.id/#2019 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 279 send files, videos, images, etc., can be submitted from anywhere, easy to control tasks with work results that can also be easily printed (haryanto, 2018). this article is part of the research and development research (research and development), namely the information gathering stage. the purpose of this article is to describe the needs of teachers for the content of elearning schoology for creative writing in high schools in palembang. method the approach used in this research is qualitative and quantitative approaches (mixed methods) while in practice the research and development method is used (research and development). data are collected using a survey method. the data from the results of the analysis in this study are quantitative data from questionnaires. sources of data in this study are indonesian language teachers in high schools throughout palembang with a total sample of 32 people. data are collected using a questionnaire. data analysis is performed using quantitative and qualitative data analysis techniques. findings and discussion needs analysis is the most important part of development research. the collection of information in the needs analysis is very influential on the product to be produced. morrison, ross, and kemp (2007) explained that needs analysis can be defined as a condition that shows a gap between what students receive and what they are expected to receive. l.s.p nation and macalister (2009) divided needs into three components consisting of necessities, lacks, and wants. these three components constitute a set of tools needed so that an analysis of student needs can be carried out in learning a target language. first, there are necessities or things related to what students must master. the focus of the necessities is on skills and usage situations. the second is lacks which refers to the student's current position (knowledge). the third component is wants which describes that students have their own opinion about whatever they feel is useful for them. information about what the student wants (wants) will be very useful in determining whether there are similarities between the students' views and the analytical view. data collection was carried out through questionnaires and closed discussions to obtain data on the needs in this study. the covid-19 pandemic situation hampered data collection so that questionnaires were distributed to students and teachers in palembang via google form. this is because the research team cannot meet directly with students or teachers so that the google form that is distributed to students is done through the teacher. of the 1500 students surveyed, it turned out that only 737 students filled out the google form. on the other hand, the results obtained for the collection of teacher needs analysis data through google form are in accordance with the specified sample size. the following describes in detail the results of the research on teacher and student needs analysis of the content of e-learning schoology for creative writing learning for students and teachers in high schools in palembang. to obtain information on teacher needs, data collection was carried out through a questionnaire using google form. the results of the needs analysis are as follows. necessities necessities are related to what students have to master. the imperative in this study is interpreted as the content of e-learning schoology which should be used in learning creative writing for students and teachers in secondary schools in palembang. e-learning content that students and teachers must use is content that is in accordance with the principles of learning to write, the principles of e-learning, and the principles of learning in the covid-19 era. writing approach (process and outcome approach), paying attention to the background of the reader, integrating all language skills, being authentic, related to the writing process, how to respond to and correct student writing, and writing conventions (brown, 2011). the principles of electronic learning (elearning) include interactivity, independence, accessibility and enrichment (munir in shofiyah, 2016). in addition, the content of e-learning schoology for learning creative writing in the current pandemic is required to be in accordance with (directorate general of teachers and education personnel, ministry of education and culture, 2020). wants the third component is wants. students have their own opinion about anything they feel is useful to them. information about what the student wants will be very useful in determining whether the students' views and analytical views ernalida, santi oktarina, & rizki turama analysis of teacher needs related to e-learning schoology content in creative writing in middle schools throughout palembang city 280 have in common or not. the research results obtained are shown as the following. the use of e-learning schoology the use of e-learning schoology is the first component that teachers want to get their needs from. the research results are as follows. table 1. use of e-learning schoology no statement teacher’s assessment 1. the usage of e-learning schoology in creative writing learning (writing biography text and writing poem) 4. 25 sb based on the table above, it is known that the use of e-learning schoology in creative writing learning (writing biographical texts and writing poetry) is very much needed (sb) by teachers with an average score of 4.25. indicators and competence indicators and competencies are the second component of this needs analysis where the results obtained are as follows. table 2. indicators and competence no statement teacher’s assessment 2 the content of e-learning schoology in creating writing (writing biography text and writing poem) containing indocator and competence 4,1 3 b 3. indicator and competence are presented in the form of animation video 4,1 6 b 4. indicator and competence are presented in the forl of word file or pdf 3,9 4 b the table above explains that from the second statement, it is stated that teachers assess what they need is (b) e-learning schoology content in creative writing learning (writing biographical texts and writing poetry) contains indicators and competencies. second, in the third statement, the results of the study show that the teacher needs (b) an animated video which contains indicators and competencies. fourth, in the fourth statement it is known that the teacher needs (b) so that the indicators and competencies are made in the form of files with an average value of 3.94. presentation of material in e-learning schoology the next component used to collect information on e-learning schoology content needs is the presentation of material in e-learning schoology. the following results explain the research in details. table 3. presentation of material in e-learning schoology no statement teacher’s assessment 5. materials are presented in the form of (word/pdf) files 4,1 6 b 6. materials are presented in the form of tutorial video by using kine master/video scribe uploaded in youtube 4,3 8 sb 7. materials are presented in the form of electronic book 4,2 8 sb 8. materials are presented in the form of teacher’s blog 3,8 8 b 9. materials are presented in the form of game 3,9 9 b 10. materials are presented in the form of link 4,3 8 sb 11. materials are presented in the form of video completed with animation 4,3 1 sb 12. materials are presented in the form of interactive power point 4,4 4 sb 13. materials are presented in the form of audio 3,7 8 b based on the table above, in general the subcomponents offered by the researcher are considered to be needed by teachers and students in learning content using this e-learning. first, the results of the study show that the teacher needs the material presented in the form of a file that must be in the content to be developed with an average score of 4.16. second, the teacher assessed that the material presented in the form of video tutorials is needed (sb) with an average value of average 4.38. third, the teacher assessed that the material presented in the form of an electronic book was needed (sb) with an average score of 4.28. fourth, based on the google form filled in by the teacher, it is known that teachers needs a teacher's blog that contains creative writing material with an average score of 3.88. fifth, for the ninth statement it is known that the teacher assessed that in learning creative writing, games are needed with an average score of 3.99. sixth, for the 10th statement it is known that the teacher needs (b) creative writing learning materials in the form of links. the mean score for this need is 4.38 that of teachers. seventh, the results showed that teachers really need material equipped with animated videos with an average value of 4.31. eighth, from the research results it is known that teachers really need material made using interactive power points with an average english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 281 score of 4.44. ninth, teachers need creative writing learning materials equipped with audio. learning activities the next component used to collect information on the content needs of e-learning schoology is learning activities. the following results are explained for more details. table 4. learning activity no . learning activities teacher’s assessment 14. creative writing learning is conducted through online presentation and discussion using zoom meeting or google meet 4,0 9 b 15. creative writing learning is conducted through discussion by using discussion forum feature existed in e-learning schoology 3,9 7 b 16. creative writing learning is conducted by grouping the students into some groups to discuss (collaborative learning) 3,9 7 b 17. students are assigned to do writing individually 4,4 1 sb 18. creative writing learning is conducted in accordance with the writing stages namely prewriting, writing, and postwriting 4,3 1 sb 19. the teacher does assessment on the students’ writing in accordance with the assessment indicator 4,4 1 sb 20. the students do assessment on peer-friends’ writing in accordance with the assessment indicator 4,1 6 b 21. the students do writing revision 4,0 9 b 22. the creative writing learning uses online portfolio 4,0 6 b based on the table above, several conclusions can be drawn in the following points. first, learning creative writing carried out through online presentations and discussions using zoom meetings or google meet was found to be what teachers needed with an average score of 4.06. second, the teacher assessed that learning creative writing is carried out by discussion using the discussion forum feature in e-learning schoology with an average score of 3.97. third, learning creative writing was carried out by dividing students into several groups for discussion (collaborative learning) needed by teachers with an average score of 3.67 (teachers). fourth, the teacher assessed that students are assigned to write individually as needed with an average score of 4.41. fifth, teachers really needed creative writing learning so that it is carried out in accordance with the stages in writing, namely pre-writing, writing, and postwriting with a high average of 4.31. sixth, teachers really needed assessment activities carried out by teachers in accordance with the indicators with an average score of 4.41. seventh, the teacher believed that peer assessments are needed in creative writing learning activities with an average value of 4.16. eighth, the teacher assessed that the revision made by students is needed with an average score of 4.09. ninth, the teacher assessed that learning creative writing using an online portfolio is also needed with an average score of 4.06. evaluation / exercise the next component used to collect information on e-learning schoology content needs is evaluation / exercise. the following describes the results of the research obtained more clearly. table 5. evaluation / exercise no statement teacher’s assessment 23 evaluation/training is done individually 4,44 sb 24 evaluation/training is done in group 4,13 b 25 evaluation/training is given in the form of writing essay/task directly 4,05 b 26 evaluation/training is given in the form of multiple choices 4,31 sb 27 evaluation/training is given by using kahoot, hot potatoes, and other applications 4,03 b based on the table above, some information is known as follows. first, the average value related to teachers in dire need of evaluation / training carried out individually is 4.44. second, teachers need evaluations / exercises that are carried out in groups with an average score of 4.13. third, the teacher needs evaluation / exercises that are given in the form of essays / direct writing assignments marked with an average score of 4.05. fourth, teachers really need evaluation / training given in the form of multiple choices as evidenced by an average value of 4.31. fifth, teachers need evaluation / training given using the kahoot application, hot potatoes, and others with an average value of 4.03. ernalida, santi oktarina, & rizki turama analysis of teacher needs related to e-learning schoology content in creative writing in middle schools throughout palembang city 282 completeness of learning the next component used to collect information on e-learning schoology content needs is the completeness of learning. the following describes the results of the research in more detail. table 6. completeness of learning no statement teacher’s assessment 28 creative writing learning is completed with learning guidance in the form of file 4,34 sb 29 creative learning is completed with learning guidance in the form tutorial video 4,25 sb 30. creative writing learning is completed with online attendance list 4,25 sb the information obtained based on the table above is first, teachers really need creative writing learning equipped with learning guides in the form of files as evidenced by an average value of 4.34. second, teachers really need creative writing learning which is equipped with learning guides in the form of video tutorials which are shown with an average value of 4.25 third, teachers truly need creative writing learning which is equipped with an online attendance list. lack components of a needs analysis other than necessities and wants are lack. lacks are interpreted as what is still needed or what is lacking in learning creative writing at high schools in palembang. the results showed that the lacks found were as follows. first, when viewed from the shortcomings of learning creative writing, it is known that most students are not motivated in their learning, it is difficult to make them understand the material being taught; material is too theory-oriented; learning is considered too time-consuming; students are not able to express and develop their writing ideas; students are less able to choose words in creative writing, find it difficult to foster interest in reading, and difficulty overcoming students' laziness. second, in terms of the media used, several lacks were found, namely the monotonous media used; not varied; and the media do not provide direct examples. discussion based on the results of the research obtained, it was found that learning creative writing using eleaning schoology is really needed by teachers, which is evidenced by an average value of 4.25. the teacher's desire is based on the current pandemic situation which makes them have to carry out online learning. e-leaning schoology can be a teacher's choice to carry out learning better, especially for learning creative writing. this is in line with what haryanto (2018) stated that schoology is one of the alternative media used by teachers to improve and accelerate the teaching and learning process. the successful use of this media has been proven by ernida (2016), hasanah (2011), and mashudianti, sutomo, and suparno (2018) in their research. however, the learning that is carried out must be in accordance with the guidelines for the implementation of learning in the 2020/2021 academic year and the 2020/2021 academic year in the corona virus disease (covid-19) pandemic period based on the joint decree of 4 ministers number 01 / kb / 2020 dated 15 june 2020. e-learning schoology can indeed be the choice of teachers in implementing learning in the pandemic era. this is because this method has many advantages, which are cheap and easy to obtain; efficient and fast in updating; more attractive to students in learning; can be used at long distance or long distance; has complete features; can save paper; easy to use as a medium for holding discussions; can send files, videos, images, and others; can submit from anywhere; easy to control tasks (haryanto, 2018). the convenience offered makes it natural for teachers to answer that they really need e-learning in learning creative writing. referring to the description related to the research results, it can be concluded that teachers need e-leaning schoology content for learning creative writing in order to carry out creative writing learning better and efficiently. in implementing e-learning content, it must refer to the principles of learning to write, principles of electronic / online learning, and online learning guides. the results also showed that the teacher wants the learning material to be made with a more diverse version. this aims to increase students' motivation to learn and make them able to engage directly with the media because various versions of media can attract their attention. this is in line with the opinion of meisendi, yemin, & fiestawa (2016) which stated that the use of different media variations is carried out to achieve several goals, including (1) maintaining and increasing student attention to the relevance english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 283 of the teaching and learning process, (2) increasing student motivation, (3) forming positive attitudes towards both teachers and schools, (4) facilitating the possibility of individual learning choices, and (5) encouraging students to actively learn. in the aspect of learning activities, the teacher wants creative writing learning that focuses more on or applies the principles of learning to write. this makes students' creativity and imagination play an important role in their learning. creative writing requires the writer to think creatively and out of the box. however, the desired differences here are not necessarily different in the general context, but also think about and predict the function and purpose in the creativity, for example certain impressions or messages to be conveyed to readers. opinion of zulaeha (2017) supports this opinion where he reveals that imagination and creativity are needed in creative writing so that what is written has a clear meaning and gives the reader a distinct impression. conclusion conclusion points that can be drawn based on the results of research and discussion are as follows. first, the content of e-learning schoology in learning creative writing in high schools in palembang which is developed when viewed in terms of necessities must comply with the principles of learning to write, the principles of electronic / online learning, the circular of the minister of education and culture no.4 of 2020 regarding the implementation of education policies in an emergency for the spread of corona virus disease (covid 19) and distance learning guides for teachers while schools are closed due to the covid-19 pandemic with the spirit of independent learning. second, when viewed from the component of needs, it is found that teachers really need e-learning schoology in learning creative writing in high schools in palembang with content that meets several requirements such as indicators and competencies that are presented either in the form of animated videos or files; there is material presented in various forms which aim to foster motivation and improve the creative writing skills of students; contains learning activities that are in accordance with the principles of learning to write, online learning principles, and distance learning guides in the midst of the covid-19 pandemic; learning evaluation is carried out individually in the form of essays or multiple choice and with the help of applications; there is a learning guide presented in the form of a file or video tutorial; there is a list of attendees online. third, the research found that there were several deficiencies in learning creative writing and the media used. there are three components consisting of 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(2022). needs analysis of palembang-tourist-destination recount text reading materials in the 21st century learning. english review: journal of english education, 10(1), 381-392. https://doi.org/10.25134/erjee.v10i2.6239 received: 02-01-2022 accepted: 28-04-2022 published: 30-06-2022 introduction in the 21st century, indonesia is one of the most important members of the global community. indonesia must prepare excellent human resources in many competitive fields to support its role. in order to compete, the teacher faces a certain number of challenges, which are getting tighter and tighter in this technological era. students must have qualified skills to compete in the workplace later. to compete, english is becoming one of the essential skills to be taught in school. the quality of english skills can influence human resources quality in several areas such as education, economic, social, and cultural life (li, 2020). english is practiced in spoken and written communication around the world as an international language. it is widely used and taught from elementary to university levels at all levels of school. until now, english in indonesia is taught in general english and is not acceptable in high schools. today we live in the 21st century, where so many foreign cultures affect our lives. many students imitate other cultures and forget their culture as the influence of the culture of exchange. that is why teachers should relate language learning, mainly english, to their student's culture and make them interested in learning about it abstract: the specification of the materials taught is one of the characteristics of teaching english at vocational high school. the materials should be appropriately designed or developed for the students to enhance their comprehension and to facilitate subject matter. the aim of this research is to look into students' needs for developing english reading materials based on palembang culture, as determined by the feedback of students and teacher. through a questionnaire and interview, the data were obtained. the data was quantitatively and qualitatively analysed. the results of the study revealed that 1) students are still experiencing some difficulty in reading comprehension, 2) a recount text is necessary; 3) english reading materials need to be integrated with students' local culture; and 4) no english reading material has been made available to incorporate the students' local culture, particularly in the field of tourism destination of palembang. due to needs, reading materials must be developed through the integration of local culture that matches the level of reading and supports the content of the topics. keywords: needs analysis; vocational high school; reading materials; local culture; 21st century learning. mailto:rita_inderawati@fkip.unsri.ac.id yeni oktarina, rita inderawati, & ismail petrus needs analysis of palembang-tourist-destination recount text reading materials in the 21st century learning 382 (nambiar et al., 2020; murti et al., 2020; inderawati, et al., 2021)). language teaching nowadays focuses on what students need to know rather than what to teach. there are also numerous changes and opportunities for students to learn english in school. the behavior and initiative of students can be said to be the main activity in the classroom. the success of students in class is the main objective of teaching and learning. in school, many factors influence students. culture is one of them because language must be addressed in a social context. it must be linked to culture. one of the most critical aspects of language learning is culture. when students learn a language, they are also learning the culture of that language. this has been investigated by nambiar, et al, (2020) that secondary school students’skill development and confidence due to the impact of a local culturebased longitudinal english language reading program. language and culture are, therefore, the primary keys to language instruction. input sources vary from the participants in the classroom, ranging from the use of audiovisual devices (like cds, dvds, and the internet) to printing materials (like textbooks, workbooks, and activity libraries) to foreign language exposures (limberg, 2016). furthermore, language is the foundation of cultural and contextual schemes and frames, not just words (regmi, 2014). students and teachers are clearly from the same cultural and linguistic backgrounds. it enables them to communicate and form a familiar understanding of the local culture. vygotsky's sociocultural theory (1994), which states that language acquisition is influenced not only by the cognitive side but also by students' social and cultural context, supports secondlanguage acquisition. students are more likely to participate in classes when they interact with teachers in a real socio-cultural setting (murti, et al., 2020; nguyen, 2020). as a result of this viewpoint, teaching materials and activities should incorporate the students' local culture to meet their background, emotion, experience, and culture (bao, 2016; mckay, 2003; tomlinson, 2012). when students are asked to discuss a topic that they are unfamiliar with, they will most likely give up and take the time to do so. if the subject is familiar to them, the materials are simple to comprehend, and learning occurs. they're aware of the context and the topic they'll be discussing. they will take an active role in the class. the government publishes english textbooks for the tenth-grade, and there is a recount text in which the materials tell us about an idol gathering, a historical incident, the battle of surabaya, and a past event in the lives of prominent figures. there is little to say about a tourist destination that is different from the culture of the students. they should also be able to understand a text from another culture in their country in that novel. though indonesians are familiar with the texts, students find it difficult to comprehend them because they are unfamiliar with the context. as an educator, we should know the effective way for helping the students to understand the main meaning on a text, especially about recount text which should related with their own local culture. this means that, since language and culture are inextricably linked, incorporating local culture into the english subject is significant. by integrating local culture into the teaching and learning process, students will be able to learn english more effectively and have a greater understanding of their own culture because they will be asked to speak about something they are familiar with. beside that students gain great benefits from incorporating local culture into instructional materials because it encourages them to be aware of and care for their own culture while studying english. students can contribute their knowledge of their own culture, as well as maintain and promote it to others. learners who obtain cultural knowledge can develop more positive views toward different cultures and become more tolerant of them. in addition to the descriptive and narrative texts that students are taught, there are other texts taught in english in grade ten. the recount text is one of the texts that can be used as a learning guide for anyone pursuing a career as a travel agent. it is appropriate to use recount text as existing reading material because it tells about students' personal experiences, especially with regard to tourist destinations. as a result of developing recount text reading materials about tourist attractions, students are more interested in learning their own local culture, which will help them learn english and promote their own local culture. the students decided to learn english not just for personal and professional reasons but also to contribute to the socio-economic development of their city (2020, nguyen). integrating local culture into english classes would benefit students by providing new ways of language (nambiar et al., english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 383 2020) and giving local culture importance for character development ( murti et al., 2020). learning is a process of coordination between learners and the target situation where participants need to have a good understanding process (hutchinson & waters, 1987). it is critical to identify students' needs for a specific course in the classroom to create a living environment in teaching and learning. students are described as the first step to determine the students by the teacher; the qualifications, competencies, knowledge, and needs of teaching and learning processes. analysis of needs helps the teacher know whether the course content is relevant or not to the students. a target needs approach is used to identify needs, needs, and wishes with three considerations (hutchinson & waters, 1987). necessities belong to what the learners must understand the target situations effectively. the learners must know about the language characteristics – discourse, functionality, structure, and lexicon – commonly used in identified situations. lacks are part of the gap between target skills and existing skills. whether or not students need the instruction depends on how well they already can do it. wants is what students need from an english course for specific purposes (esp). english for specific purposes, commonly known as esp. the reason for esp's inclusion in the curriculum is mainly because many jobs or professions now require their employees or professionals to communicate fluently in english in the fields involved. there are two types of english in terms of use. they are general english, commonly used in daily communications, and esps that are used in a particular area or occupation. brown (2009) also describes nine types of analysis of language need. they are: (a) the objective analysis of the situation (tsa) concerning the information on language needs for the learner in language learning. the focus is a) on the aim and necessities of the students in learning language, (b) the deficiency analysis that considers current requirements and needs of the students and their target situations deficiencies or shortcomings, (c) the psa analysis that focuses on students' existing skills, knowledge, strengths, and weaknesses, (d) the learning analysis that considers needs. there have been several studies on the need analysis for esp in terms of the design of curricula or the development of materials in indonesia at a certain level of education. some studies have examined the need analysis relating to esp in the design of curricula or the result of materials at a certain level of education in indonesia. rahamdina, harahap & sofyan (2019), vongvilay, kartika & laila (2020), azizah, inderawati & vianty (2020), septiana, petrus, & inderawati (2020), kumbara, eryansyah, & inderawati (2021). in other countries such as kayaoglu and akbas (2016), lee (2016), alsamadani (2017), chetsadanuwat (2018), and wu & low’ (2018). studies were also carried out .these inquiries show the necessity and inevitable function of analyzing the need to arrange instructions, design texts, or develop teaching materials. the students' problem, the knowledge or skills needed, or the teaching method to be used, could be identified by the need analysis. furthermore, the results of the need analysis reveals key considerations that must be made in order to meet the needs of the students. as previously stated, many studies show local culture for vocational schools, particularly the department of the tourism. some studies conducted local culture in reading materials (azizah, inderawati & vianty, 2020; checaria, petrus & inderawati, 2021; elviana, inderawati & mirizon, 2020; and nica, petrus & vianty, 2021). those studies focused on local culture-based-descriptive texts as supplementary material as reading text.(herawati, inderawati, & mirizon, 2020; checaria, petrus, & inderawati, 2021). nevertheless, this recent study has developed palembang-tourist-destination recount text reading material for tenth-grade students in the 21st century. high schools in indonesia are divided into senior high schools (general english), vocational high schools (specific english should be used), and islamic secondary schools (should use specific english). however, these schools have utilized general textbooks of english. specific materials as insisted by hutchinson & waters (1987) were proposed as specialist areas for professional students in workplaces. suyadi (2016) proposes to have specific teaching and learning material and methods for professional students in order to make english more useful for students' future professions. relevant to special materials, the researchers have investigated whether or not students of the travel agency need special materials to develop an english subject. the learner's needs for english function and practice determine the purpose and content of english, rather than on the objective of general yeni oktarina, rita inderawati, & ismail petrus needs analysis of palembang-tourist-destination recount text reading materials in the 21st century learning 384 education where english is a common occupational requirement or regulation for vocational secondary schools. it cannot be denied that all four language skills are needed for learning english; to listen, speak, read and write, moreover in this technological era. this statement involves that the teacher is responsible for managing these skills in an equal measurement, covering several text genres with various types of evaluation and studying purposes (mukminatien, 2009). more specifically, the english curriculum uses text-based curriculum 2013, which deals more with using the genre as a model text. each model text has its purpose of achieving the communication objective through its use. many genres are taught at the high school level; they are recount, procedural, descriptive, narrative, reporting, news, analytical, and hortatory exposure. the texts may be written or spoken about the ability to teach, listen, speak, write or read. the last skill to be mastered is that of the four skills. according to krashen & terrel (1983), reading contributes to four language skills. it means that the ability to read can develop other language skills. it is consistent with harmer (2001) statements that reading aids in studying vocabulary, grammar, punctuation, and the structure of sentences, paragraphs, and texts. in today's world, reading is an important skill for english learners. it promotes overall skill growth and provides crucial knowledge at work and in school (komiyama, 2009). it means that students can gain a lot of information to support their learning activities by reading. in this regard, some studies have shown that reading comprehension is a problem in indonesia. for instance, indonesia is known to be unsatisfactory in reading. the oecd/pisa (2018) reports indicate that indonesian students were less able to read than others. it shows that indonesia ranks 72 out of 77 countries in terms of reading competencies. in the last 10 to 15 years, this value tends to be stagnant. the data show that reading literacy is still insufficient for adolescents in indonesia compared to other countries. the challenge facing educators today is to prepare students to learn, live and thrive in the dynamic, cluttered and chaotic information environment of the 21st-century learning world. industry 4.0 shapes the future of education, opening up our view and allowing us to examine what expertise and skills students should have following their college qualification (li, 2020). knowing how to learn from various sources of information is at the heart of what it means to be educated today. those of us working with children and young people are well aware of the impact the digital information environment has had on their lives. students need to think, learn, create, search, evaluate, and use the information for thinking, learning, and creating. a school must allow students to practice daily in all subjects of the curriculum. students need to see the connection between what they learn in school and the outside world that motivates and inspires them to do their best. the best strategy for a complex and changing future is learning how to contribute today. all students have learning experience preparing for their future. success today seems to be different than it did in the past. high-achieving individuals often chose to build their own work rather than participate in the conventional labor market. people who are successful expect to have a decent job and a wide range of skills to sustain their career. as a teacher, we have a duty to encourage students to make their dreams come true by educating and giving them the learners' knowledge and skills. in addition, learners do their best work when work is meaningful and affects the world. based on the above explanations, the researcher had to conduct a study in advance of the student requirements as a first stage of developing palembang-tourist-destination recount text reading materials for travel agency students from smk negeri 3 in palembang. there were similarities and differences in this study from several relevant previous studies. the main similarity was the student needs analysis investigation. the student level, english skills, and scope of the need analysis differed in some previous studies. the main difference was the palembang tourist destination's unique integrated local culture. tsa, deficiency analysis, psa, and strategy analysis were all part of the students' needs analysis. the needs of students as seen by students in the travel agent and english teacher departments were examined in this need analysis. this study aimed to describe students', teachers', and stakeholders' perspectives in english reading materials based on student culture. method this study included tenth-grade students from travel agent majoring and english teacher from english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 385 smk negeri 3 palembang. there were 36 students from the majoring of travel agencies and an english teacher. a questionnaire and interviews obtained the data. the students received the questionnaire. there were 25 questions. tsa, deficiency analysis, psa, and strategy analysis were used to categorize the questions. the interview was conducted with the english teacher and the palembang tourist destination's existing english reading materials and the development of english reading materials. the data were analyzed quantitatively and qualitatively. to analyze the data from the questionnaire and interpret and explain the information from the interview, the quantitative method was used. results and discussion the students' needs viewed by the students the data on tsa, deficiency analysis, psa, and strategy analysis were collected from the students. the highest percentages were presented in this paper that showed the students' answers in the questionnaire. target situation analysis (tsa) this section addressed the necessities, general intentions, and expectations of students in learning english. the collected data is shown in table 1. the main reasons for learning english from table 1 were communication (80.6 %) and supporting their future career (63.9 %). it was in accordance with the vocational high school's goals described in 2013 as english curriculum and the regulation of the indonesian national education ministry no. 20 year 2016. then the students expected to read english fluently in communication (72.2%). most of them can communicate with colleagues or tourists by learning english (66.7%). they should at least be beginners to support their english skills to support their careers (50%). as a result, to communicate with tourists, mainly orally, travel agency students had to learn about their study program, including their own local culture. as one of their future jobs, even domestic tourists from other countries had to explain and expose their own local culture. one approach is used to make people conscious that it is about their local culture. according to petrovska (2001), incorporating local culture into language teaching and learning would improve students' learning experiences and encourage them to learn the language. table 1. tsa views of students n o question/ statement students’ view perce ntage 1. the importance of learning english to interacting with other people to support a career in the future 80.6% 63.9% 2 the students’ expectation toward learning english to read good text and understand the content of the reading related to theirs study program (tourism services business) 66.7% 3 the language used for students career to do oral communication with colleagues or tourist 66.7% 4 the english proficiency level for students’ career beginner 50% deficiency analysis this section considered current needs and needs for students and deficiencies or shortcomings in their target situations. the data on the current needs and requirements of the students are shown in table 2. according to the results of the survey, 55.6% of students preferred reading materials that focused on their own local culture about tourist destination. the students might feel that this topic could support their program study. 80.6% of students wanted texts on the context of the travel agency's department of study. it has been shown that 58.3% of students believed that integrating topics related to the student's overall reading program knowledge was extremely important. besides, 61.1% of students responded that it was essential to their local culture, particularly about the palembang tourist destination. it is consistent with the conclusions of azizah, inderawati & vianty (2020), who researched the english needs of the tour and travel program at an smk in bangka. cultural tourism was one of the most important subjects covered in the students' reading. table 2. students' perspectives on current wants and needs n o question/ statement students’ view perce ntage 1 read topics of students' interest tourist destination 55.6% yeni oktarina, rita inderawati, & ismail petrus needs analysis of palembang-tourist-destination recount text reading materials in the 21st century learning 386 (palembangtouristdestination) 2 students’ desired input for reading texts related to the context of the travel agent department 80.6% 3 integration of the topic related to the student's general knowledge very important 58.3 % 4 integrating topics which were related to local culture about palembangtouristdestination for reading important 61.1% furthermore, the students' view of integrating local culture into the reading helped them for some reasons, as shown in figure 1. it showed that most students believed that incorporating local cultures in reading materials could encourage their motivation to learn english (nambiar, et al., 2020; ainsworth, et.al., 2020). integrating the culture of palembang, especially about tourist destinations, also enhances their knowledge about their own culture. instead of reading, there will be less inclined to read if there is a lack of student interest in particular topics. learning english will motivate them. offering reading materials, their abilities of reading could be effectively improved. according to the research done by dehghan & sadighi (2011), students who were familiar with that specific area performed significantly better than others who were non-familiar with the topic. in order to improve students' reading comprehension. furthermore, yousef, karimi, and janfeshan, (2014), and wulandari, vianty, and fiftinova (2018) reported local culture can be used as learning resources. one effective way to increase students' motivation in learning a language in the class is by using local culture in the relevant situation (fu, 2018). figure 1. students' perspectives on the importance of incorporating local culture into reading materials aspects of the local culture can be seen in the two figures below. most of the students (55.6%) needed to learn local culture related to the tourist destination. the other aspects of local culture that they need were folklores (52.8%), traditional clothes, traditional equipment, food, and customs (47.2%), and art (41.7%). thus, this data could be necessary about the kinds of culture that should be integrated into developing the reading material. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 387 figure 2. the aspects of local culture need with the lack of students, they found some struggles in learning how to read. the results shown in table 3 show that there are lots of student difficulties. based on the statistics, the reading ability of students was not satisfactory. understanding certain words have been categorized as the most difficult skill (55.6%). the other difficulties are deciding on main ideas (45.5%) and comprehending details (41.7%). the least difficulties were about concluding cause and effect and chronological order or event (33.3%). thus, it was suggested that when developing reading materials, be sure to take both content and reading comprehension into account. figure 3. students’ difficulties in reading skill present situation analysis this section focused on the students' english proficiency, materials learned, and the students' local cultural knowledge. the students' views on their english capabilities could be seen in table 3. the vast majority of students (72.2%) admitted that their english proficiency was at the beginning level. in this way, 48.6 % of students surveyed found that their current reading proficiency was good enough. according to the data gathered, it appears that advanced reading materials could improve the students' english proficiencies, such as reading skills, to a higher level as needed to support their career in the future. table 3. the english language abilities of the students no question/ statement students’ view perce ntage 1. the current level of english proficiency beginner 72.2 % among the students 2. the students' current level of comprehension of the reading text enough 48.6 % the students' view on the existing reading materials learned or provided at school could be seen from the data presented in table 4. the reading text level in english course books used was considered difficult by 50% of the students. however, 61.1% of students felt that the topics were interesting. 63.9% of students thought that the text commonly found or learned in learning english was descriptive text. it means that the students did not typically learn much or find about other texts. according to the data, narrative (61.1%), argumentation (36.1%), and recount (30.6%) were among the other texts learned while learning english. according to the findings, students rarely learn about recount text, despite the fact that it is required as reading material because they need it in their study program to develop their knowledge. yeni oktarina, rita inderawati, & ismail petrus needs analysis of palembang-tourist-destination recount text reading materials in the 21st century learning 388 then, some students stated that sometimes english teachers provided reading materials or texts and the questions related to the general knowledge of students' study program for reading. meanwhile, 58.3% of students stated that english teachers sometimes provided reading materials or texts and the questions related to palembang local culture for reading. it could be concluded that the students rarely got the reading materials related to their own local culture. table 4. the existing materials learned and provided n o question/ statement students’ view perce ntage 1 the difficulty level of reading texts in english coursebook difficult 50% 2 the topics of reading texts in english coursebook interesting 61.1% 3 the kind of text commonly found or learned in learning english descriptive 63.9% 4 the frequency of english teacher provided reading materials or texts and the questions about palembang tourist destination sometimes 52.8% 5 the frequency of english teacher provided reading materials or texts and the questions related to local culture for reading sometimes 58.3% the view of the students on their current knowledge about local culture could be seen from the data available in table 5 below. 58.3% of students estimated that their knowledge about local culture was good. the aspects of local culture that the students know most were about tourist destinations (80.6%). 58.3% of students stated that they knew the local culture just from media online. 57.1% of the students just knew the local culture in their place and the closer districts. then, 66.7% of them admitted that their knowledge about local culture was still about general information. by having this data, it was obvious that presented local culture to the students' materials in learning was needed. table 5. the students’ local culture knowledge n o question/ statement students’ view percent age 1 students’ knowledge about local culture good 58.3% 2 the aspects of local culture that the students know tourist destination 80.6% 3 the way students know about local culture from online media 58.3% 4 the scope of local culture that the students know in the students’ place and the closer districts 57.1% 5 the students’ knowledge level of local culture general information 66.7% based on the students' view on their knowledge about local culture, there were several things that the students thought they could do to preserve and develop the local culture. the activities that the students could do could be seen in figure 4. figure 4. the students’ activities in preserving local culture english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 389 based on the data obtained, 75 % of students could preserve and develop their local culture by enlarging the knowledge about local culture and implementing local culture in daily life (61.1%). this data showed that the students had the intention to know better and preserve their local culture. hence, developing local-culture-based reading materials can be a way to enlarge their knowledge and encourage their awareness of the existence of their own local culture and help them culturally literate (checaria, petrus, & inderawati, 2021). strategy analysis this part presented the students' preference in learning reading. the data obtained is showed in figure 5. the figure shows 72.2% of students preferred to comprehend the text by translating. then the other ways of learning reading by discussing the content of the text in a group (55.6%) and reading and answering the questions related to the text individually (36.1%). then, 22.2% of students prefer to read aloud with correct pronunciation, and 33.3% of students were interested in analyzing new vocabulary based on the context. the students' preference in learning reading should be considered as the strategy to help them to learn (rhahima, et al., 2021; tenridinanti, et al., 2021). fi gure 5. students’ preference in leaning reading the students' need viewed by the english teachers to learn more about the students' needs, an interview with a tenth-grade english teacher was conducted. based on the outcome of the english teacher's interview, the findings revealed that students' reading competence was poor due to the pandemic, which caused them to lose motivation to learn english and also their background, students' proficiency in english was low, followed by their reading interest, and the time allocated for english subject was insufficient (approximately 35 minutes for each meet). the english teacher then agreed that it was critical to integrate certain topics related to general knowledge into the students' reading study program. it was the same situation with the integration topics for reading related to local culture; the teacher agreed that it was required. based on the findings of the interview, all english teachers never assess their students' reading ability. one of the factors could be that the reading materials used did not correspond to the students' reading level. almost all english teachers agreed that they do need more reading resources that are suitable for their students' reading levels and meet their needs. as a result, students' reading achievement is still unsatisfactory and needs to be improved. conclusion english, as one of the most important subjects at smk is a foreign language that students should master and a means that can help students in the workplace. all materials used for the english reading for travel agent students should support their needs in the future. to figure out the students' needs, the first thing that has to be done is students' needs analysis. some important strategies for students should be yeni oktarina, rita inderawati, & ismail petrus needs analysis of palembang-tourist-destination recount text reading materials in the 21st century learning 390 highlighted based on the results of identifying and analysing the students' needs as reviewed by students and teachers. based on the findings, english is important for students to communicate and support their future careers, but there are some students still have difficulty reading comprehension. in learning english at school, the students just commonly knew about the descriptive text. it means that a recount text is required, that english reading materials must be integrated with content subject materials, and that there are no english reading materials available that incorporate the students' local culture. the one disadvantage of having an english course book is that there would be a lack of materials about the students' background. the teacher should consider expanding the english reading material since the students' needs should also be considered. textbooks don't always teach the material ultimately or provide what students need. as a result, it is necessary to develop reading materials that incorporate students' local culture and are appropriate for their reading levels and content subject. references ainsworth, b.a., redpath, s.m., wilson, m., wernham, c., & young, j.c. 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(2018). need analysis of chinese chemical engineering and technology undergraduate students in yangtze university in english for spesifics purposes. creative education,9, 2592-2603. wulandari, a. a., vianty, m., & fiftinova. (2018). using local culture as teaching materials for improving https://www.oecd.org/pisa/pisa-2018-resultin-focus https://www.oecd.org/pisa/pisa-2018-resultin-focus https://www.uklo.edu.mk/filemanager/horizonti%202019/serija%20a%20br%2023/p40.pdf https://www.uklo.edu.mk/filemanager/horizonti%202019/serija%20a%20br%2023/p40.pdf yeni oktarina, rita inderawati, & ismail petrus needs analysis of palembang-tourist-destination recount text reading materials in the 21st century learning 392 students’ reading comprehension. the journal of english literacy education (the teaching and learning of english as a foreign language, 5(1), 11-24. yousef, h., karimi, l., & janfeshan, k. (2014). the relationship between cultural background and reading comprehension. theory and practice in language studies, 4(4), 707-714. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 53 technology-integrated blended class: student reflections on the use of moodle-based digital interactive book lungguh halira vonti (corresponding author) english language education study program, faculty of teacher training and educational sciences, universitas pakuan email: lungguh@unpak.ac.id abdul rosyid english language education study program, faculty of teacher training and educational sciences, universitas pakuan email: abdulrosyid@unpak.ac.id poppy sofia hidayati english language education study program, faculty of teacher training and educational sciences, universitas pakuan email: poppysofia@unpak.ac.id apa citation: vonti, l. h., rosyid, a., hidayati, p. s. (2023). technology-integrated blended class: student reflections on the use of moodle-based digital interactive book. english review: journal of english education, 11(1), 53-62. https://doi.org/10.25134/erjee.v11i1.6932 received: 19-10-2022 accepted: 17-12-2022 published: 28-02-2023 introduction during the pandemic, education field has changed in many factors related to teaching method as well as teaching media. innovation in both learning approaches and teaching media, of course, cannot be separated from the role of technology. ghory & ghafory (2021) state that the advantage of technology in education is that its simplicity and accessibility impact and benefit both learners and trainers. however, both the students and teachers or educators face some pitfalls and drawbacks regarding the online teaching and learning process. the implementation of online learning seemed to arise numerous complex issues which are not simple to illuminate. some students and also educators experienced issues related to amid online learning such as internet accessibility, the trouble to understand the material, the need of interaction with educators, and also trouble with assignment given (setiyono et al., 2021). this pandemic is likely to accelerate some changes in educational models based on the strengths and weaknesses of the technology used for learning. the role of an integrated learning approach and media with technology will be very important to them, especially technology that indeed can be used by students anywhere effectively. digital learning actually contributes quantitatively to the interaction of teaching and learning. although only between teachers and learners, digital abstract: online learning has been going on for almost 2 years now since pandemic and caused a dramatic change of education, with the rise of e-learning, where teaching takes place remotely and using a variety of digital platforms. one of the challenges is access internet and technology used in digital learning that forced the lecturers to innovate in providing a learning approach or using innovative teaching media as well as teaching material to facilitate students in the learning process independently wherever they are. the shift away from the education system caused by the covid-19 pandemic raises the question of whether the adoption of online learning will continue post-pandemic, and how such a shift will impact education systems around the world. this study proposed some of the objective due to the recent condition of the education field. one of the objectives is to describe the students-teacher reflection toward the implementation of digital interactive book in their class. the study employed a descriptive analysis research design and gained the data from semi structured interview and questionnaire. the participant of this study was a class studying grammar subject in a blended class of a second year at a higher educational institution (fkip) in universitas pakuan. the result of the study showed that somehow, the students have positive reflections toward the use of digital interactive book designed by the researchers. keywords: blended learning, digital interactive book; grammar teaching; moodle; students’ reflection. mailto:lungguh@unpak.ac.id mailto:poppysofia@unpak.ac.id lungguh halira vonti, abdul rosyid, & poppy sofia hidayati technology-integrated blended class: student reflections on the use of moodle-based digital interactive book 54 learning allows for a wider range of learning interactions (fansury et al., 2020). yet, the integration of technology and foreign language classrooms is a demanding task, and teachers need support and training (koç et al., 2021). considering categories and barriers, the challenges faced by higher education institutions can be divided into technical challenges, educational challenges, and social challenges (gurajena et al., 2021). for some cases, the researchers have identified several problems that have become the background of the research. drawing on thomas & rogers (2020) experience with online learning during the pandemic emergency, it was observed that school it systems are often overly expensive, cumbersome, and quickly obsolete. they suggest moving to personal devices built into schools. this technical problem is also commonly found in higher educational institutions in indonesia. some students also struggle with the shift of learning process, and some teachers also struggle with the requirement of handling and using technology both in preparing and also presenting teaching materials. for social challenges, the researchers found out that there is the limitation of teacher-students’ interaction in teaching and learning process somehow arouse new problems in improving students’ outcome during their learning process. this issue became the experts’ concern and thus they have suggested some overcomes. the presence of online learning, when needed, allows students to stay in touch with teachers and other students. in some cases, however, they are building a sense of community between learners and teachers and creating interactive and engaging lessons in which all students know each other (ferri et al., 2020). as one of learning management system provided as an online learning tool, moodle provides one feature that can be used as a solution to giving the students with optimal digital learning materials. the potential of using moodle as one of online learning platform provides many free and accessible features that can be used by teachers and students. teachers are also able to provide digital content as learning materials to be used by the students independently. as commonly known by teachers, digital content is material from a variety of sources and was not originally intended for classroom use. however, digital content is widely provided in the internet such as youtube, digital content and facebook. therefore, by leveraging digital content, teachers have many sources of new teaching materials that can be updated at any time. the use of digital content as an educational medium has been of great help to the teacher, especially during her covid-19 pandemic (fansury et al., 2020). since 2013, pakuan university is one of private universities in indonesia that has implemented blended learning using moodle. according to a recent systematic review of lms usage trends, moodle is the most popular and preferred open source lms. moodle has a high level of community and institution acceptance, with a range of active courses available in many languages (sergis et al., 2017). an activity, which is a generic term for a group of moodle features, is where students typically engage and interact with other students and teachers. mostly used activities identified in moodle are among others quizzes, forums, workshops, lessons, wikis and polls. of these, moodle quizzes and workshops were the most popular. activities such as videos, virtual tours and e-portfolios are external tools that can be easily incorporated into moodle system (gamage et al., 2022). lms moodle is useful for higher education institutions as it can be integrated with academic resources, libraries and curricula. in addition, the lms moodle-based university e-learning system enables the integration of mobile technology into the educational process and the implementation of the mobile learning management system or commonly known as mlms (zabolotniaia et al., 2020). previously, an advanced research into the use of lms moodle's technical capabilities in the higher education process proves that the lms moodle distance learning system fosters student thinking and innovation (chootongchai & songkram, 2018). two years later, in recent research, noermanzah & suryadi (2020) added that the students become dynamic, persuaded, and they can also develop their autonomous learning through the utilizing of moodle-based blended learning in teaching and learning process. back in the previous years, dealing with the implementation of using moodle as lms in higher education, as one of the pitfalls, a study revealed that moodle system was not working well at the time of the study although students generally felt satisfied with the moodle system and teachers also found if timely and beneficial in the long term (gundu & ozcan, 2017). it means that some of the features probably are not used well and optimally in the teaching and learning process. in 2022, makruf et al. (2022) published their research regarding the implementation of english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 55 moodle in teaching learning process and resulted to the conclusion that many users of moodle were found still use any other applications beside moodle such as zoom, google classroom, and others. these choices can be attributed to three main factors; system quality, support facilities and user skills. along with this, makruf and friends highlighted on the optimum of the use of applications that can be used for e-learning and to enhance various support functions. as reflected in the above conditions of the users of moodle, the researchers also found the same problems in the research site. as one of the users of moodle, pakuan university has been using customized moodle version which includes 12 different types of activities like assignment, choice, database, feedback, forum, glossary, lesson, quiz, scorm package, survey, wiki and workshop for years. however, only a few lecturers were actually able to optimize the features in the platform as one of digital learning materials. to meet these challenges, universities need to position themselves as producers of future educators/teachers to enable teachers and trainee teachers to use technology, especially her ict, for her ict-related assignments of future teachers. teachers must be equipped with pedagogical skills, techniques and mastery of materials in the learning process. this condition is one of reasons why this study is important to conduct. as one of moodle best features, digital book is an integration of digital content that can be accessed easily by the students in any devices. the prevalence of web-based learning environments provides neither an effective way to achieve ubiquitous learning nor a seamless way to interact with educational media (yugo et al., 2022). typically, students tend to print or create paper handouts to access more accessible materials. however, there has been a paradigm shift in the development of e-learning standards, and the educational process is no longer webcentric but diversified into multiple technologies, including e-books. while in moodle, this kind of technology is provided in scorm. scorm package modules are useful for displaying animations and multimedia content. it's a collection of files packaged according to an agreed standard, including interactive digital book. in the scorm, interaction is supported by a runtime environment with a strong server-side implementation. scorm has been widely used for years and it is said to have local tracking and is not semantically interoperable with other educational systems (takev et al., 2019). in the same year, some educators and experts has gained more information and explored the content of this feature. this moodle learning feature contains material that also provides example questions and display animations that correspond to the question material (khairani & rajagukguk, 2019). the latest study about technology based teaching media also revealed that teachers can provide classroom activities that spark student interest, motivate students, and lead them to become technology-supported, autonomous learners in their efl practice (mandasari & aminatun, 2022). considering the importance of providing the students with an interactive and interesting learning materials as well as improving teachers or educator’s competence in creating interactive and interesting digital teaching media, it is very crucial for the researchers to conduct a research on the topic mentioned. as one of digital teaching media, digital book, a type of learning resource, is a digital educational application that integrates resources such as printed textbooks, teaching materials, learning support services, virtual reality, and terminals to form a learning support application (ran & jinglu, 2020). further explained, digital books are also a kind of knowledge media management. the knowledge is expressed through multimedia such as text, images, audio, video, animation, and virtual reality (vr) with course content, multimedia, software, and learning devices as the core elements of digital books. currently, there are three main aspects of digital book classification and definition: the first definition is that a digital book is a digitized book that is distributed over the internet and searchable by specialized readers or software that treats the digital book as a digitized version of traditional teaching materials. a second definition is that a digital book is a portable reading device with storage and display capabilities that digitizes the text, images, audio, and video of traditional educational materials. a third definition refers to a digital book as an integration of digital content and a portable reader that contains a device, connects content information, and supports reading over the internet. adjusting to the latest education system in which the technology plays an important role, and the condition that require the educators to be able to switch between online and offline learning, blended learning is still a fairly new concept in many educational institutions. however, even the previous research which was conducted before it lungguh halira vonti, abdul rosyid, & poppy sofia hidayati technology-integrated blended class: student reflections on the use of moodle-based digital interactive book 56 was necessary to do online learning, its seems to indicate that blended learning, when it is done "right", can significantly improve the student experience (hashemi & daneshfar, 2018). two years later, when almost the entire world dealt with the pandemic, anthony et al. (2020) propose that the blended learning practices should be conducted and should be included face-to-face events, activities, information, resources, assessment and feedback for students, and technology, pedagogy, content, and knowledge for faculty. in 2021, a research resulted to the conclusion that blended learning improves learning outcomes more effectively than conducting online and face-to-face learning separately (bahri et al., 2021). from the conditions and background described, not many of the previous researches talked about the implementation and exploration of features in moodle and see the result on the students’ achievement especially digital interactive book as one of alternative digital teaching media. most of the teachers or educators, as well as the researchers focused only on using ready to use teaching media and neglecting some features in moodle that is actually cheap and easy to use. during the pandemic, students also struggled to understand teaching materials provided in conventional ways, therefor, this research was a breakthrough of the common habits and was expected to increased teachers’ creativity as well as boosted the students’ achievement by providing interesting teaching materials in interactive teaching media. after implementing new teaching media, as educators, it is very important to see how it was accepted by the students. therefore, the idea of finding out the students’ reflection toward the use of certain teaching media was also important. the idea of learning from the past and especially avoiding repeating mistakes is widespread since many years ago. reflection means evaluating, synthesizing, and abstracting shared concrete examples. it reveals important functions and relationships that are ignored by abstract and formal knowledge. larsen et al. (2016) argue that introspection not only serves a social purpose, but also influences students' learning from their experiences, increases their awareness of their thoughts and actions, and increases the perception of their experiences. it can also be used to "increase memory". their study also shows that during the process of reflection, learners can exchange perspectives among group members and re-evaluate their original perspectives (brownhill, 2022). this interactive deliberation process generates different perspectives and alternative solutions. reflective practice can be viewed as a form of active, experiential learning (heymann et al., 2022). this research then aimed to encounter the issue with teaching material by integrating interactive teaching material to a blended learning class, and found out the students’ reflection toward the implementation of the designed teaching material as well as teaching media. the study also aims is to answer the challenges in the shift in the learning system. the objective of implementing this research is to describe the students-teacher reflection toward the implementation of digital interactive book in their class. this major aim is related to the third problems encountered in integrating technology to teaching which is educational or pedagogical problems. teachers must be trained to improve their digital and other specific skills in online education in order to properly plan and implement innovative educational programs (rashidov, 2022). due to the lack of suitable digital devices, some students are forced to use smartphones to view lessons without optimized digital content. for this issue, educators need to find ways to optimize the learning materials that can meet their necessity and need. method as noted above, the study was conducted as part of the third year of english language education study program at an indonesian university (pakuan university) which required the unit to scale and continually update e-learning (and other) technology to effectively manage an equitable learning experience for students. the specific class were taken into the study was a second-year class who took grammar class. the student teacher’s reflections were explored using an exploratory case study. the exploratory case study looks into the actions taken in a case and its environment. the case study design is chosen, as this study investigates reflective practice in a real-life context. it is exploratory research as an ‘in-depth’ study is needed to be carried out on the phenomenon of the implementation of digital interactive book in blended learning class. this approach to research is applicable because of its ability to use multiple data points (quantitative and qualitative) to answer research questions and to provide an indepth investigation of phenomena in context (steinert et al., 2016). english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 57 questionnaires were selected to explore the students’ experiences during the use of moodlebased digital interactive books and changes in attitudes, beliefs and perceptions during the semester as a result of classroom experience and professional development. the questionnaire will also enable the researcher to examine the student teacher's "reflections’. semi-structured interviews will be used to collect information for the case study. quantitative data collected through yes/no responses to self-report questionnaire statements were used to answer research questions about reflection on students' experiences with english grammar using a digital interactive book during a synchronous session. it was subjected to analysis, and the qualitative data collected at the public explanation corner was aggregated and analysed for content. the interview and questionnaire permit for an investigation into students’ reflection, which included reflection on the use of the media, and reflection on the use of the media during blended learning. the student teachers will recognize their lesson's strengths and weaknesses regarding the use of the digital interactive book. in addition, semi structured case study interviews will be conducted with open ended questions. the researcher will be able to analyse and emphasize any behaviours that arises in the implementation of digital interactive book in blended class. the semi-structured interview constructs an altercation of conversation and dialogue between the interviewer and participants. by doing this, the researcher will focus on the participant’s experience’ in their own words. the interviews will give plentiful data about the student’s understanding of the material given by using digital media and will allow the researchers to trace the students critical thinking progress. one of the primary goals of qualitative interviewing is to comprehend complex behavior, opinions, and thoughts that are incomprehensible through direct observation or during interviews. in this case, the sample is students studying grammar subject in a blended class at a higher educational institution (fkip) in universitas pakuan. the sample size needed to be small enough to locate the individual's voice because of the nature of the research into reflective. at this stage, there are two main sampling strategies that can be used: random/convenience sampling and purposive sampling. purposive sampling was used as it can take several forms, including extreme sampling, which selects 'illuminating cases,' and intensity sampling, which selects 'rich samples' relevant to the research question. the size and nature of the course forced participants to learn throughout the semester. initially there were 27 respondents, but because not all respondents had the complete data set, the participation in the study included 25 the thirdyear students. the class consisted of 19 female students and 8 male students. of the 25 participants, 15 participated in semi-structured interviews and another 10 in focus group sessions. results and discussion analysis of participants data reveals several themes related to student and teacher considerations regarding the use of moodle-based digital interactive books, among indicators of efficiency, control, impact, usefulness and learning ability. pattern of technological use items related to the pattern of use of technology developed for the purpose of this study are in the form of digital interactive books. participants were given learning materials in the form of interactive content contained in the h5p interactive content feature in moodle. the lecturers involved in this study added an interactive activity in their courses in lms, and the learning materials given were included in the digital interactive book (h5p). h5p, called interactive content in the new moodle activity picker, offers a wide range of learning and assessment-based activities including interactive videos, branching scenarios, essay questions, drag and drop questions, multiple choice questions and presentations. the goal of the h5p project is to enable everyone to create, share and reuse interactive content. the plugins developed for existing publishing systems are drupal, wordpress and moodle. it allows users to create simple yet powerful interactive content without her writing a single line of code. the most popular content types are interactive videos and course presentations. at this point, there are many types of content such as course presentations, interactive videos, graphs, dialog cards, math quizzes, drag and drop, multiple choice, memory games, and more. here is an example of h5p interface in lms: lungguh halira vonti, abdul rosyid, & poppy sofia hidayati technology-integrated blended class: student reflections on the use of moodle-based digital interactive book 58 figure 1. digital interactive book’s interface students’ reflection reflection is based on awareness. though there are various definitions of reflection, reflection involves the use of one's own experiences and critical thinking to examine the information presented, reflect on experiences, question their validity, and draw critical conclusions (triana et al., 2017). quantitative data collected by students’ responses to three scales questionnaire statements which were subjected to frequency analysis and qualitative data to answer survey questions about students' reflection on the implementation of moodle-based digital interactive book. a content analysis of qualitative data was performed as follows: (1) organize the data, (2) explore and code the data, and (3) build explanations and themes. (4) identify qualitative findings; (5) interpret; and (6) verify the accuracy of the results (creswell & creswell, 2017). for data analysis, responses were read individually and grouped based on the item considered. at the same time, researchers analysed and generated questions to identify common themes. all three researchers compared and discussed content analysis, categorizing data and concluding themes based on similarities and differences in views. the explanation was based on these findings. results were presented without comment to show the actual data, after which the results were interpreted. the researchers sought to approach the study by examining how students describe their learning experience with digital interactive books, particularly in relation to three different frameworks of motivation and engagement. because the survey was so short, we focused on the impact of the intervention on students' experiences especially motivation to learn english grammar rather than trying to measure changes in knowledge of the subject content. students’ reflection of the use of moodle-based digital interactive book (dib) a frequency analysis of students' yes/no responses to self-reported questionnaire items/statements that reflect students' views and feelings about their learning experience with moodle-based digital interactive books, and a description of the results of each content analysis, are provided below. of her 25 students who participated in the study, most had positive thoughts and feelings about her dib use, but some indicated limitations that should be considered for future use. more specifically, based on frequency analysis in the table, we found that 76% of 25 students have positive learning experiences using moodlebased digital interactive book especially. the learning experience they had refers to the whole semester where they were given materials through digital interactive book embedded in moodle (lms). the learning materials that they accessed were among others in form of interactive video, image hotspot, single choice exercise and multiple choices exercise. when the samples were interviewed, the information was gained about the activities they liked the most in digital interactive book which is interactive video and some exercises. the students highlighted that when they watched interactive video, it was challenging since they could interact to the content of the video through the questions provided during the video played. as for the exercise’s activities, 6 out of 10 students who were interviewed, or 60% stated that the exercises were better displayed in form of summary or true or false questions. regarding the feedback, they all agreed that they liked it the most when they could see the result of their answers directly right after they answered the questions. for the navigation or control aspect, moreover, 100% of the participants said that using dib in learning process was easy. 20 participants out of 25 answered yes to the statement that dib has meet their needs of the learning materials. moodle-based digital interactive book, apparently, provides many features to present learning materials in interactive and attractive way. this result is in line with the result of previous research conducted by košir et al. (2022) who highlighted that interactive interface of learning material in form of digital interactive book can provide great amount of information needed by the students. the most positive responses were obtained for the point of learning experiences like the benefits and meaningful content, the interface and features in dib that are interesting and english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 59 pleasant, the convenience of accessibility of dib for the participants as well as the autonomy increased during the learning process. in interview session, it was found out that the students were interested to the learning material and they were more engaged when the learning materials were presented in various type like in a form of video animation, audio, combined with the text explanation. jeong (2022) in his study also mentioned the benefits of digital teaching media and its significant impact on students’ autonomous learning and self-directed learning. regarding the exercises, the students also said that the exercise or practices in dib were not intimidating like conventional practices or quizzes in class. on the other hand, the most of ‘no’ responses were from the statement related the certainty and optimism of getting good score in the subject learned. more than 50% of the students was not sure that using dib during their blended learning sessions would increase their score. the negative response was also found out in the topic chosen presented in dib. the reasons of the participants chose negative responses were obtained during the interview session in which they said that it would be better if the topic presented in dib was the easy one since they had to learn independently during asynchronous sessions. the figure below shows the comparison between negative and positive responses given by the students. figure 2. diagram of students’ reflection of the use of dib |table 1. students’ reflection towards the use of dib items ‘yes’ freq ‘no’ freq i like learning through digital interactive book in lms 20 5 i find grammar learning through dib beneficial and meaningful. 17 8 i like it when the dib 22 3 contains video animation, audio and different types of practices (e.g. quiz, matching game etc). i like it when dib contains interesting topics. 14 11 i like playing games (quizzes) in dib 23 2 i like the materials of the subject presented in dib. 22 3 i find the navigation in using dib is easy. 25 0 i enjoy the time i spend in learning using dib. 17 8 dib provides my learning materials needs. 20 5 i believe i could get good score when i learn the materials using dib. 12 13 the content provided in dib was clear. 19 6 the interface of the dib was pleasant. 17 8 students’ reflection of the use of moodle-based digital interactive book during blended class during the asynchronous session in their blended learning class, the participants were required to access the lms provided by the university completed with some interesting features like digital interactive book or content. in this feature, the lecturers were able to present the learning or teaching materials in interactive and attractive ways. the result of the questionnaire was presented in the following table followed by the description of the interview session’s result. table 2. students’ reflection of the use of moodlebased dib during blended class items ‘yes’ frequency ‘no’ frequency i like it when i can access the learning material presented in dib anywhere. 21 4 the asynchronous session during the blended class became interesting using dib. 16 9 i can learn independently using dib. 21 4 the interface of the dib was pleasant. 17 8 although it was used in asynchronous session, the instructions in dib were clear. 19 6 lungguh halira vonti, abdul rosyid, & poppy sofia hidayati technology-integrated blended class: student reflections on the use of moodle-based digital interactive book 60 in this point, there is 76% of the participants responded positively to the use of dib during their asynchronous session of their blended learning class. the points of this aspect were among others; the accessibility (76% of the participants said it was pleasant for them to be able to access the learning material easily anywhere), the autonomous learning increased during the lesson (21 out of 25 participants said that they were able to learn more independently using dib), and the learning instructions (74% said yes about the instructions given in dib being clear and pleasant). the results of the self-assessment questionnaire showed that they rated the use of the digital interactive book positively in most respects, but also identified some limitations that should be considered as suggestions for improvement. regarding the materials and features of the dib, they seem to enjoy and benefit greatly from elements such as audio, video and animation, as well as various types of practices, interaction, learning autonomy and accessibility. it looked like it helps the students stay focused by capturing and engaging the learner's attention. the result of the study echoes what the previous study discussed. a learning environment based on digital interactive books is a natural environment for students who are considered 'digital natives' (weiss & bitan, 2018). the interface and content of the digital interactive book somehow also plays an important role as it gained so much attention from the participants of the study. most of the participants’ attention were drawn through the interactive activities and features as well as the interesting contents such as video, audio, text, and animation. the digital content attached in the interactive book seemed to accomplish the majority of students’ need who found fractals particularly enjoyable. the students are more likely to generate contextual interest only if they find it surprising, personally relevant, or particularly enjoyable (nengsih et al., 2022). as for the students’ autonomous learning improved during the synchronous sessions in their blended learning class, it was surprisingly found out they felt independent and confident of understanding the material in spite of their uncertainty of getting good scores in the subject as it was also stated by khan et al. (2017). it can be said that interactive digital-based learning resources can be used by students for self-directed learning without instructor supervision (nafi’ah et al., 2019). developing students’ autonomous learning could be facilitated by technologies. as it was stated by yot-domínguez & marcelo, (2017), 4.0 social software technologies (communication tools, resource and experience sharing tools, social networking tools) have great potential to facilitate self-regulation. conclusion this study, which included a group of intermediate-level english learners in the department of english languages education study program at pakuan university, used moodle-based digital interactive book as a learning media and material provided in lms during blended class. it was aimed to explore the students’ reflection during their asynchronous grammar class specifically their learning experiences and perceptions of the use of dib. therefore, we examined their reflections on grammar learning experiences using digital interactive book during their asynchronous activities using a 16-item self-report questionnaire asking students to answer yes/no. the study initially involved 27 participants, yet due to the limitation of the research duration, there were only 25 data gained through the research instruments. as demonstrated in current research, learning environments that foster positive engagement and motivation can be achieved, and students are associated with positive cognitive, emotional and social outcomes as it may be provided in digital interactive book’s features. based on current research, future research may investigate the impact of digital interactive book on student performance and outcomes in other subject, or the conditions that improve student performance, and ways to improve the digital interactive book content. references anthony, b., kamaludin, a., romli, a., raffei, a. f. m., phon, d. n. a. l., abdullah, a., & ming, g. l. 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(2020). use of the lms moodle for an effective implementation of an innovative policy in higher educational institutions. international journal of emerging technologies in learning (ijet), 15(13), 172– 189. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 27 using semiotic analysis to analyze the purpose of creating covid-19 meme sri kurniati almucharomah universitas negeri yogyakarta, indonesia email: uniealmucharomah@outlook.com wening sahayu universitas negeri yogyakarta, indonesia email: weningsahayu@uny.ac.id sulis triono universitas negeri yogyakarta, indonesia email: sulis@uny.ac.id apa citation: almucharomah, s. k., sahayu, w., & triono, s. (2023). using semiotic analysis to analyze the purpose of creating covid-19 meme. english review: journal of english education, 11(1), 27-36. https://doi.org/10.25134/erjee.v11i1.7412 received: 25-10-2022 accepted: 24-12-2022 published: 28-02-2023 introduction today, in which people use the internet as the biggest social media and it has various functions. social media is not only for entertainment which is lifestyle and music, but also as a medium to show daily life, express feelings, and also to criticize today’s social phenomena. according to junawan & laugu (2020), social media is one of the fastest-growing media. around 70% of internet users in the whole world are also active on social media. social media such as facebook dan twitter, up until now still has a high level of users. recently, the development of information and communication technology has been growing rapidly. this certainly affects the lifestyle of humans in general. in the past, humans did not know the internet and now information can easily be obtained through the internet. in the past, humans only knew sms as a means of sending short messages and now there are so many platforms for sending short messages, for example, whatsapp, line, telegram, wechat, and so on. even today the development of social media is increasingly unstoppable, such as facebook, instagram, twitter, pinterest, linkedin, tumblr, tiktok, and more. social media development today has become a necessity for human beings and can change a life. many people are active on social media. they can spend hours surfing social media. this phenomenon is evidence that today people are very dependent on social media. the advantage of social media is the designs which are easy to use and have various features, such as can upload photos and videos, also send short messages via dm or direct message and inbox. in this era of globalization, it is not strange to do various activities using a computer, both for doing assignments and even socializing on social media such as facebook, instagram, twitter, tiktok, and others. this advancement shows that abstract: the presence of social media makes the process of social interaction experience very significant changes. communication through social media is a very important social interaction in human life. along with the increasing use of social media, it has spawned new phenomena among social media users, one of which is creativity in making memes. memes can be in the form of text or images that contain issues and events in a style that intrigues and are widely discussed because they spread and comment so quickly on social media. the purpose of this study is to describe the signifier and signified in the covid-19 meme and explain the meaning contained in the covid-19 meme. the covid-19 meme itself is one of the memes found on social media. the approach used in this research is a qualitative approach which produces descriptive analysis. the researcher tries to describe the facts behind the creation of the covid-19 meme circulating on social media. the signifiers found in the covid-19 meme include snippets of famous movie and game scenes. the insinuations in the sentences are also very true to reality. the sentences provide a statement that contains information and there is an expression of the feelings of the creator as a fighter in the pandemic season. keywords: covid-19; memes; semiotics. sri kurniati almucharomah, wening sahayu, & sulis triono using semiotic analysis to analyze the purpose of creating covid-19 meme 28 communication and access to information are necessities that cannot be separated from people's lives. social media is very commonly used by indonesian people. various kinds of social media in the form of applications can be downloaded easily on every smartphone, making it easier for users to interact on the social media they have, starting from chatting, updating status, updating photos or pictures, and so on. one of the activities on social media that is currently popular in society is spreading various meme images. according to surya (2019), meme is one of the works of art that lately has been very lively raised by netizens on social media. in the digital era circulating memes are no longer understood as limited to small units of culture that are spread from person to person by copying or imitation, but now the term meme refers to the replication of a person's photo or image which is changed to another form, coupled with various written usually satire or joke via windows (and other operating systems) from internet users. memes can develop through imitation by humans according to the ideas stored in the brain and spread by the process of imitation and posting by netizens. the presence of social media makes the process of community social interaction experience very significant changes. communication through social media is a very important social interaction in human life. through this communication, humans can exchange messages and information. along with the increasing use of social media, it has spawned new phenomena among social media users, one of which is creativity in making memes (owen & zatori, 2021). memes can be in the form of text or images that contain issues and events in a style that intrigues and becomes a hot topic of discussion because they spread and comment so quickly on social media (woods & hahner, 2019). memes contain entertaining social messages, parodies, and satire. a meme is one of the phenomena of conveying messages in a new form by combining verbal language with nonverbal communication (expression) (porubay & sotvaldieva, 2022). the term 'meme' was first coined by richard dawkins, an evolutionary biologist. the meme comes from the greek, mimeme which means imitation. said by milner (2018) that memes are message-sending units and cultural imitation units that circulate from one human to another. memes and genes evolve together. however, human culture evolves faster than human genes. the unit for sending this message can be in the form of a song, fashion style, architecture, to the concept of divinity. messaging units proliferate from generation to generation (hussain et al., 2018). memes can be in the form of movies, videos, pictures, or just words or expressions. apart from that, some creators create memes by combining several things, such as images accompanying text, while there are images adapted to video games, movies, celebrities, and the world of politics. the strength of a meme lies in the creativity of the creator in combining text, images, videos, graphics, and various content so that it is easy for readers to understand. osterroth (2020) gave opinion that ein mem kann beispielsweise ein bild oder ein video sein, eine phrase, ein längerer text, ein dialogschema, ein textstruktur oder ein immer wieder eingesetzter rechtschreibfehler sein, im grunde kann alles, was imitiert und vaiiriert werden kann, zum mem werden. memes according to osterroth (2020) can be in the form of pictures or videos, phrases, longer texts, dialogue schemes, text structures, or spelling errors that are repeatedly used; anything that can be imitated and varied can become a meme. there are so many memes circulating on social media, one of which is the meme about covid-19 that is sweeping the world. covid-19 is caused by a virus and is one of the worst pandemics in human history with such a high death rate. the covid-19 virus outbreak occurred in early 2020. the virus then spread throughout the world. since january 2020 who has declared that the world is experiencing a global pandemic emergency with the covid-19 virus. the covid-19 pandemic has caused a change in lifestyle in the world community so many people are not prepared to adapt. this is the main cause of anxiety, stress, and panic among some people. anxiety that arises varies, such as anxiety about contracting the covid-19 virus, anxiety about weakening or even worsening financial conditions, and anxiety about the future after the pandemic is done (kamil et al., 2020). recent research shows that viewing funny memes can help people feel calmer and deal with stress due to the pandemic. there are lots of funny memes circulating on social media, so this meme can be used to help relieve stress during the covid-19 pandemic. this is in line with the opinion of myrick et al. (2022) and valenzuela & batinga (2021) that simply viewing memes can help people cope with the pressures of living during a global pandemic. in addition, people who see memes related to covid-19 feel comfortable english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 29 and more confident in their ability to overcome this pandemic. other researchers also studied the usage of covid-19 meme. a research by torres-marín et al. (2022) stated that according to the data collected during the third week of lockdown in spain (from 26 to 31 march 2020). their results suggest that intra-psychic humor styles were associated with better coping with the covid-19 pandemic. structural equation modelling showed that self-enhancing and aggressive humor styles were related to perceiving covid-19 as less psychologically threatening, which, in turn, was associated with a greater perceived funniness of covid-19 memes, thus predicting higher levels of happiness. their findings also suggest that humor styles aimed at boosting one’s own self, irrespective of their potentially lighter or darker nature, may contribute to alleviating adverse psychological consequences arising from the covid-19 pandemic. the unique and intriguing characters of the memes that are spread on social media raise the question: what is the actual intention and purpose of the images, writings, or scenes of the characters contained in these memes? to answer this question, the researcher wants to observe and analyze the use of memes using roland barthes' semiotic analysis, which aims to describe the signifiers and signifieds in the covid-19 meme and explain the meaning contained in these memes. many covid-19 memes are circulating on social media. semiotics is a science or analytical method that examines signs. a sign is a symbol in the form of a clue to tell someone in search of an answer to that sign. in terms of compagno (2018) semiotics is semiology, namely reconstruction that focuses more on the system of sign meanings than on language that specifically applies to structural activities according to the process. semiotics is a scientific study or analytical method to examine signs in the context of scenarios, images, texts, and scenes in films that can be interpreted (sinuraya et al., 2022). meaning means that objects do not only carry information, in this case, the objects want to communicate, but also constitute a structured system of signs used. barthes' semiotic analysis refers to a sign system that generates meaning that will describe the meaning of denotation, connotation, and myth in several covid-19 memes on social media. the researcher thinks that it is important to analyze memes related to covid-19 to discover the meaning lies behind each meme and provide further information related to this matter for society because not all of them will understand the meaning of each memes. furthermore, this research is hoped to give more information for other researcher to conduct a further research. this researcher will try to discover the meaning lies behind memes related to covid-19 using roland barthes' semiotic analysis. thus, this research title is using semiotic analysis to analyze the purpose of creating covid-19 meme. by analyzing memes using this approach, the researcher will try to find the purposes of creating memes and the meaning behind them. method qualitative research was used in this research. moleong (2017) explained that qualitative research is research to understand the phenomenon of what is experienced by research subjects as a whole using descriptions in the form of words and language, in the specific context experienced, and by utilizing various scientific methods. qualitative research aims to produce descriptive analysis. the researcher tries to describe the facts behind the making of the covid19 meme circulating on social media. data collection techniques were carried out using library research and documentation. a literature study is a data collection technique by conducting a review study of books, literature, records, and reports that have something to do with the problem being solved (pandey & pandey, 2021). literature and documentation studies are carried out by selecting and collecting data by downloading and capturing screenshots of memes shared on social media and analyzing them. the semiotic approach is qualitativeinterpretive namely, a method that focuses on signs and texts as their study, as well as how researchers interpret and decode texts and signs themselves (barbosa & sales, 2022). semiotics plays its role in every sign system, regardless of its substance and boundaries; images, gestures, tones, sounds, music, objects, settings, and even combinations of these, which form both conventional and contemporary entertainment content (crow, 2022). semiotics is applied as a method to approach texts in the media with the assumption that the media itself is communicated through the sign elements it carries (ibrahim & sulaiman, 2020). the signs carried in the media are also loaded with certain interests which shows their complexity because signs in the media certainly sri kurniati almucharomah, wening sahayu, & sulis triono using semiotic analysis to analyze the purpose of creating covid-19 meme 30 never carry a single meaning (widiastuti et al., 2020). the semiotic tradition consists of a set of theories about how signs represent ideas, situations, feelings, materials, and conditions beyond the signs themselves. semiotic analysis is a method or way to analyze and give meaning to signs and objects contained in messages or texts (siregar, 2022a). as a method of analysis, semiotics is one of the most interpretive methods in analyzing a text and its success or failure as a method rests on how well researchers can articulate the cases they study (leone et al., 2020). results and discussion figure 1. axial coding semiotics is a science that studies signs (siregar, 2022b). if related to memes, semiotics studies the function of image signs, namely how to understand the sign system that exists in memes that play a role in guiding readers to be able to capture the messages contained in them. humans can only think and communicate using signs. the sign in question can be a visual sign that is non-verbal or verbal in nature. semiotics is the theory of analysis of various signs and meanings. how to interpret and examine the operation of a sign in forming a unity of meaning or signification. semiotics analyzes a text or image to obtain information (aiello, 2020). the study of semiotics considers that social phenomena in society and culture are signs. semiotics studies systems, objects, and events that allow the sign to have meaning (mikhaeil & baskerville, 2019). according to van wolde (2018), semiotics is a science or method of analysis to study signs. signs are tools that we use in trying to find our way in the world, among humans, and with humans. semiotics or in terms of barthes semiology wants to study how humanity makes sense of things. interpreting (tosinify) in this case cannot be confused with communicating (to communicate). the results of this study are divided into two main parts, namely describing the covid-19 meme markers and explaining the analysis and description of the types of semiotic markers that appear in the covid-19 memes. in this study, there are 10 memes, each of which describes how difficult it is to face the covid-19 pandemic. the following describes the results of the analysis of the data obtained. table 1, results of the analysis of the data obtained data sign (signified) marker (signifier) translation symbol meaning type of sentence 1. a woman dancing to striptease wearing full ppe. strip club in 2020. the first data indicates that during a pandemic situation, striptease dancers also wore full ppe clothing when dancing at strip clubs. from the syntactic point of view, it can be seen that the writing on the meme is made as 'satire'. the clothes of the striptease dancers are similar to bikinis because, at this time of the covid-19 pandemic, the image of the dancers is wearing full ppe english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 31 2. a woman is taking food or drinks in the refrigerato r which is located in the kitchen. first day of isolation. 30th day of isolation. the second data marker is when the woman self-isolates during the pandemic, on the first day the woman's body is still slender, and on the 30th day of independent isolation, the woman's body becomes fat because she eats too much and does not do enough exercise. judging from the syntax, when people do isolation, they will gain weight after they finish isolating. this is because during isolation people go to the kitchen more often than usual, including checking the fridge and cupboards. they don't feel they put food in their mouths until they spend a lot of food. 3. a giraffe in the meadow. is the lockdown over? the third data marker, namely that a giraffe became very fat after the lockdown ended, is the third image marker. through the syntax, it can be seen that during the lockdown, people rarely did activities outside the home. this causes them to feel anxious, depressed, and lonely, resulting in an increased appetite and resulting in weight gain. 4. picture of a toddler laughing and crying. when the coronaviru s closes all school activities. parents in the countrysid e and the city. the fourth data marker is that during the covid-19 pandemic, many schools closed and carried out distance learning. parents of students who live in rural areas are certainly very happy because their children do not need to go to school and can help with their work, while parents who live in urban areas feel very sad because their children are just playing. in terms of syntax, people living in rural areas are better than those living in cities. in villages, the spread of covid19 is lower considering that there are rarely gathering points for the community, whereas in cities there are many shopping centers and cinemas, so people gather more often so the spread of covid-19 becomes faster. the people in the village can still work in the fields or the garden, so they are happier. during a pandemic, people who live in cities work from home and are prohibited from doing activities outside the home, so many of them feel stressed and depressed. 5. toddlers sitting on the floor of their house without clothes. me after i ate all my quarantine snacks in one night. the fifth data indicates that during the quarantine period, you are required to eat a lot to maintain the body's immunity. as a result, the weight increases. in terms of syntax, it can be seen that during quarantine, it is easier for people to give up good habits, such as sports because the pandemic depression does not end soon. as a result, people eat more, and eventually, the scale needle tilts more to the right. 6. bigfoot in a scene from the gta game. social distancing champion. the sixth data marker is that during a pandemic social distancing was enforced so that people in their activities always keep their distance from other people. this causes people to feel like they are not being cared for because they from a syntactic point of view, social distancing is very necessary during a pandemic, namely to reduce the risk of transmission of the covid-19 virus. social distancing does not mean anti-social, so you look shabby and unkempt. sri kurniati almucharomah, wening sahayu, & sulis triono using semiotic analysis to analyze the purpose of creating covid-19 meme 32 keep their distance from other people. 7. birds are looking for food on the edge of the lake. online meeting. with videos. only with audio. the seventh data marker is that when holding online meetings or online lectures, sometimes people will look sober when they close the camera in an online application and will look neat when they turn on the camera. from the syntactic point of view, when conducting online meetings, most people will look neat when they turn on the camera and will look sober when they don't turn on the camera. this often happens to people during a pandemic. 8. two actors are doing a scene in the movie back to the future. marty, no matter what, never return to 2020! the eighth data indicates that 2020 was a very difficult year because that year the coronavirus first appeared which caused a change in the lifestyle of the world community so people did not want to return to 2020. in terms of syntax, it can be seen that people generally do not want to return to 2020, because that year was the worst in world history. in 2020 many people died due to covid-19 and the economy collapsed and many people lost their jobs. 9. a mother with her three children in a room. work from home. the ninth data marker is usually when working from home there are lots of distractions. this mother was working from home and her three children were always noisy, in the end, the children were bound hand and foot, and their mouths were covered with plaster. in terms of syntax, it can be seen that when working from home you will encounter many distractions, including children who ask to play together or who are noisy with their brothers or sisters. to deal with this disturbance, a mother finally decided to tie her children's feet and hands. 10. a man and dog are watching something . that is for your good. you must stop touching your face. the tenth data marker is a dog and its owner who wears a face shield, so that their hands don't touch their faces too often, considering that hands are a source of germs. the syntactical aspect explains that during the pandemic season, washing hands is very mandatory, to prevent infection with the coronavirus in yourself, your family, and those around you. the existence of social media in people's lives makes social media a place to express opinions (anderson & jiang, 2018). nowadays, people often post various meme images, words, and even hashtags on their respective social media in expressing their views on covid-19. on social media such as facebook, instagram, and twitter, a meme can be replicated by someone and they can edit it according to the message they want to convey and then upload it to cyberspace. with a process like this, memes have become a means of exchanging ideas, discourse, and information that can be used by anyone (harshavardhan et al., 2019). apart from that, memes are also a means of entertainment, and the functions of memes vary, from wanting attention, sharing ideas, using memes to comment on/quip something, or can influence someone’s mind (de leon & ballesteros-lintao, 2021). based on the memes above, it can be seen that in the first meme, there is a meme of a woman dancing to striptease wearing full ppe clothes which has meaning during a pandemic situation, striptease dancers also wear full ppe clothes when dancing in strip clubs. based on the meme, it means that this virus has made everyone protecting themselves, including those who are striptease dancer. striptease dancers are known to dance with bikini only. this delivers meaning that this virus is dangerous enough that made people english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 33 who do striptease dance covered themselves to prevent them from covid-19. in the second meme, a woman is taking food or drink from the refrigerator which is located in the kitchen and has meaning when the woman is selfisolating during a pandemic, on the first day the woman's body is still slender, and on the 30th day of independent isolation, the woman's body becomes fat because too much to eat and lack of sports activities. in the third meme, a giraffe in the meadow which has the meaning that a giraffe gets very fat after the lockdown is over is the marker of the third meme. both of the meme delivers the same messages. during the covid-19, most of the outdoor activities were limited. even companies were applied the work from home program. due to this limitation, most of people spent their time at home. not much activities can be done, most of them spent their time with eating a lot of snack. therefore, they gained weight a lot during covid19. this meme related to the condition during covid-19 and now seen as a humour. the fourth meme, the meme of toddlers laughing and crying, means that during the covid19 pandemic, many schools were closed and carried out distance learning. parents of students who live in rural areas are certainly very happy because their children do not need to go to school and can help with their work, while parents who live in urban areas feel very sad because their children are just playing. this condition related to the condition of the society during the covid-19. parents also felt stressed because the responsibilities to teach their children concerning the school matters was shared with them. in the fifth meme, there is a toddler meme sitting on the floor of his house without wearing clothes, which means that during quarantine you are required to eat a lot to maintain your body's immunity. as a result, the weight is increasing day by day. it delivers message for people to keep their body healthy and maintain their body’s immunity to prevent from the viruses. in the sixth meme, there is a bigfoot meme in a scene in the gta game which means that during the pandemic, social distancing was enforced, so that people in their activities always kept their distance from other people. this causes people to feel like they are not being cared for because they keep their distance from other people. it could be seen during the online meeting that was oftenly conducted during covid-19. most of the people only cared about their upper appearance, which was the only part that showed in the screen, while the rest of their appearance tended to be messy. in addition, during covid-19, there was not much out-door activities that needed people to dress-up nicely, that was one of the reasons why during the covid-19, people looked messy. in the seventh meme, there is a meme of a bird looking for food by the lake, which means that when conducting online meetings or online lectures, sometimes people will look sober when they close the camera on an online application and will look neat when they turn on the camera. in the eighth meme, there is a picture of two actors doing a scene in the movie back to the future, which means that 2020 is a very tough year because that year the coronavirus first appeared which caused a change in the lifestyle of the world's people, so people do not want to go back to 2020. in the ninth meme, there is a meme of a mother with her three children in a room, and it has the meaning that usually when working from home there are lots of distractions. this mother was working from home and her three children were always noisy, in the end, the children were bound hand and foot, and their mouths were covered with plaster. of course, this was not intended to hurt his children, but only to teach them a lesson so that later when the mother is working from home, they will not do the same commotion again. these memes deliver meaning that covid-19 was a tough condition because they were not only limited in doing activities, they also faced problems doing their job from home. for students, some parents may intervere their children by asking them doing some chores, while for parents, children tended to distract their parents because of their loud voice. from this research, it can be seen that the covid-19 memes were made by creators with a specific purpose. the signs used, the choice of diction used, the aesthetics of the images chosen, and the strings of sentences used are carefully thought out so that the goals intended by the creators can be achieved. in general, covid-19 memes aim to help relieve stress during the covid-19 pandemic. seeing funny memes that are spreading on social media can help someone feel calmer and overcome depression due to the pandemic that has hit (bauer & ngondo, 2022). the emotional level becomes lower by viewing memes. signified which is used in the covid-19 meme is very easy to understand and interesting according to the intended signifier. the signifiers underlying the covid-19 meme include scenes from the famous movie back to the future and scenes from the gta game. the words contained sri kurniati almucharomah, wening sahayu, & sulis triono using semiotic analysis to analyze the purpose of creating covid-19 meme 34 in the meme describe various kinds of satire during the pandemic because many people are struggling and surviving during the pandemic. a signified that is made is equipped with a sentence as a sign. the contents of the signified covid-19 meme can represent the feelings of someone who is facing a pandemic so that the message that the creator hopes for can be conveyed to the reader. in addition, in terms of sentences, the covid-19 meme contains sentences containing information and expressions of feelings. the development of internet technology is increasingly advanced, now people can communicate quickly with the help of the internet without having to meet face to face, especially through social media. for memes, communication is a way to expand itself toward other thoughts. conditions like this eventually paved the way for memes to grow, shifting from conventional ways of communication to more advanced ways by updating themselves to become internet memes. an internet meme is something that becomes famous through the internet. like pictures, videos, or even people. internet memes are created through a process of imitation and photographic modification of existing ones. creators must be observant in observing social events that are currently happening in society. foresight is needed to find small things that can be used as objects. it is done so that the messages conveyed by internet meme creators to internet meme connoisseurs can be conveyed in entertaining and effective ways. conclusion signifiers found in meme covid-19 such: there are snippets of famous movie scenes and games. the insinuations in the sentences are also very true to reality. the 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(2019). make america meme again: the rhetoric of the alt-right. peter lang new york. sri kurniati almucharomah, wening sahayu, & sulis triono using semiotic analysis to analyze the purpose of creating covid-19 meme 36 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 521 the implementation of scientific approach of the 2013 curriculum at state junior high schools dara novitasari english language education, faculty of teacher training and education, universitas sriwijaya, indonesia email: daranovitashaun@gmail.com ismail petrus english language education, faculty of teacher training and education, universitas sriwijaya, indonesia email: ismailpetrus@yahoo.com machdalena vianty english language education, faculty of teacher training and education, universitas sriwijaya, indonesia email: vianty.unsri@gmail.com apa citation: novitasari, d., petrus, i., & vianty, m. (2022). the implementation of scientific approach of the 2013 curriculum at state junior high schools. english review: journal of english education, 10(2), 521-532. https://doi.org/10.25134/erjee.v10i2.6252 received: 02-02-2022 accepted: 08-04-2022 published: 30-06-2022 introduction in education, curriculum is the main part besides teacher, tools in the education system. curriculum is very important tool in order to realize and achieve the goal of school education. this means curriculum becomes the guideline for teachers to understand what they have to achieve in their teaching activities. in indonesia, curriculum has been changed overtimes by the government. winarso (2015) describes that the curriculum change process started in 1947 and currently being used 2013 curriculum. indonesia now is implementing the 2013 curriculum which is revision of the previous curriculum, school-based curriculum (2006 curriculum). the 2006 curriculum was considered insensitive and irresponsive to social change at local, national, and global levels. this curriculum focused on educating abstract: this study aims at reporting the results of a qualitative study investigating how english teachers implement the scientific approach (sa) in english teaching and learning at state junior high schools in babat toman. this study is particularly intended to answer three research questions: 1) how is scientific approach implemented in english teaching and learning at state junior high schools in babat toman, 2) what are the problems faced by the teachers in implementing scientific approach in english teaching and learning at state junior high schools in babat toman, and 3) what are the solutions to solve the problems in implementing scientific approach in english teaching and learning at state junior high schools in babat toman. the data were collected by using questionnaire, interview, observation, and document review. the participants of this study were the teachers of english, the vice-principal of curriculum, and the students. the findings of this study showed that the teachers used discovery learning to implement of scientific approach in the syntax of the learning model and five stages implemented in english teaching and learning. the problem faced by the teachers in implementing of scientific approach were, the students’ lack of critical thinking, the students’ difficulty in finding the answer of the problem, the students’ inability in analyzing the material, and the students’ lack of vocabulary mastery. the solutions used by the teachers to overcome the problem in applying scientific approach were: motivating the students to be more active in learning, giving some stimulates questions related to the material, comparing between the recent material and the previous materials, and translating the difficult words found by the students. the conclusion is the teachers had implemented scientific approach in the learning process. keywords: teachers’ problems; scientific approach; curriculum 2013. dara novitasari, ismail petrus, & machdalena vianty the implementation of scientific approach of the 2013 curriculum at state junior high schools 522 students to achieve knowledge, and lack of skills and attitude (regulation of ministry of education and culture, 2013). therefore, a curriculum that can educate students with knowledge, skill, and attitude is needed to improve the quality of education in indonesia. and the 2013 curriculum is designed to achieve this need. indonesian government has developed 2013 curriculum for these following reasons: 1) the need to increase the competency, 2) to improve communication skills, 3) to enhance the ability to think critically, and 4) to consider the moral aspects of the students (regulation of ministry of education and culture, 2013). based on 2013 curriculum, the students are encouraged to have a responsibility to the environment, interpersonal skills, and ability to think critically (kurniasih & sani, 2014). it is characterized by the development of attitudes, knowledge, thinking skills, and psychomotor skills in a variety of subjects. it should be relevant to the needs of life, developing abilities and interests, and responsive to the development of science and technology. according to regulation of ministry of education and culture no.22/2016, teacher is the facilitator of learning and learners as students are the learning center. 2013 curriculum also adopts a learning approach based on the taxonomic theory that includes three competency domains: affective, cognitive, psychomotor. the learning process is fully directed at the development of one domain cannot be separated from the other domains. in addition, 2013 curriculum introduces a new approach in teaching and learning process which is known as a scientific approach. ministry of education and culture (2013), argued that 2013 curriculum with the scientific approach can be implemented successfully and expectedly could develop and could improve the chances for the learners to take part indirectly in the learning process. scientific approach is defined as the process of finding out information in science, which involves testing the ideas by performing experiments and making decisions based on the result of analysis (longman, 2014). according to regulation of ministry of education and culture (2013), scientific approach is to encourage and inspire students to think critically, analytically, and precisely in identifying, understanding, solving problems, and applying the learning materials. the description is how teachers apply learning approach that is connected to real life and develop indicator competencies related to learning materials to be taught, by inviting students to take part and reaction of teachers to students’ response in the teachinglearning process (ministry of education and culture, 2007). in addition to learning activities in teaching and learning process such as involving group discussion, reading articles or watching videos, then answering questions are designed to encourage the development of critical thinking and social skills by exploring values, supporting content knowledge and developing practical skills (unesco, 2015). the realization of the scientific approach in the classroom is through the five stages as suggested by kirkpatrick (2016). the five stages are observing, questioning, experimenting, associating, and communicating. in line with it, scientific approach as described by curriculum 2013 covers the following steps: (1) observing; to identify the problem, (2) questioning; formulate the problems to develop critical thinking, (3) collecting the data; to collect the materials or data in various learning ways, (4) associating; to analyze and make conclusions data have been observed, and (5) communicating; to develop students’ knowledge and skill in delivering the idea clearly (ministry of education and culture, 2016). in the learning process, the students’ language development is also improved through their activeness. based on the research result of hidayati (2014), scientific approach made the students easier to understand the material and the students could improve their learning outcomes in the classroom. implementing new things in education will make the teachers face some obstacles like the english teacher confused how to implement 2013 curriculum in teaching at the class and also get difficulties in applying the scientific approach in the teaching and learning process. in other sides, some teachers have followed the workshop about the 2013 curriculum. in line with it, teachers who teach in schools that have implemented the 2013 curriculum are required to follow technical guidance and training in the 2013 curriculum, the main is that teachers do not misrepresent the subject matter related to the 2013 curriculum http://www.adakitanews.com/guru-it means the teacher has knowledge about the curriculum and knows how to implement it. dealing with this opinion, english teachers have to capable of http://www.adakitanews.com/guru-wajib-ikut-bimtek-dan-pelatihan-k13/ english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 523 implementing the 2013 curriculum well. in reality, there are still some problems in implementing of scientific approach. according to afrianto (2017), the implementation of scientific approach is having some obstacles like lacking clarity and complexity of teaching procedures, the teachers believe that they do not apply all scientific approach stages in the classroom. based on research from azizah, ariwidodo and adriana (2015), the implementation of the scientific approach to teaching english in the 2013 curriculum raises some obstacles in its implementation such as difficulties in making students active, they are not confident in answering questions from the teacher so they make themselves behind their friends. most teachers also find it difficult to motivate students to ask questions both to their friends and to their teachers. in addition, based on the researcher’s observation in state junior high schools in babat toman, some of teacher said that the main point teacher must understand the approach itself and how to apply it in the classroom. to apply all the stages of the scientific approach is not easy, questioning stage is the most difficult part to apply. other supporting problems, sometimes students feel shy, afraid of being laughed by their friends because of the lack of vocabulary. when teachers skip one or more steps in the scientific approach it means that sometimes the scientific approach is not appropriately applied. that is a problem that states as the weakness of the implementation of the education quality improvement efforts (jaedun, hariyanto and nuryadin, 2014). based on the explanation above, the researcher concludes that the implementation of the 2013 curriculum and applying the scientific approach to teach english needs to be integrated. schools and teachers in some of these state junior high schools have been running the 2013 curriculum for about three years and they have attended teacher training on the 2013 curriculum, which means they have used a scientific approach in teaching and learning activities while running the 2013 curriculum and. therefore, the researcher will investigate how scientific approach in english teaching and learning at state junior high schools in babat toman is implemented, the problems faced by the teacher in implementing of scientific approach in teaching and learning, and the solutions to solve the problems in implementing of scientific approach in english teaching and learning through a study entitled "the implementation of scientific approach of the 2013 curriculum in english teaching and learning at state junior high schools in babat toman" method this study was a descriptive qualitative study. the data collection conducted through interview, questionnaire, observation checklist, and document review to find out the implementation of scientific approach of the 2013 curriculum in teaching and learning at state junior high schools in babat toman, problems in implementing of scientific approach of the 2013 curriculum in teaching and learning at state junior high schools in babat toman and solutions to solve the problems in implementing of scientific approach of the 2013 curriculum in teaching and learning at state junior high schools in babat toman. this study was conducted at five junior high schools in babat toman: junior high school 1, 2, 3, 4, and junior high school 5. the participants of this study were the teachers of english, the viceprincipal of curriculum each school and students. the five teachers of english selected in each school based on the observation the researcher did on junior high schools in babat toman. there were five teachers who are willing to be participants in this study. to collect the data, the researcher used four instruments. the instruments included interview, questionnaire, observation, and document review. after the data were collected, the researcher analyzed for answer the research questions. while the data of interview, questionnaire, observation, and document were analysis by descriptive analysis. in interview, questionnaire was analyzed by likert scale to inquire the frequency of adaptation challenges in five-level from (1) strongly disagree, (2) disagree, (3) neither disagree, (4) agree, and (5) strongly agree. the results of questionnaire are transcribed descriptively used for showing the implementation of scientific approach in english teaching and learning. observation was analyzed by checklist with yes/no answer, putting the answer in the form of percentage and then describe. while the data of interview, and document were analysis by descriptive analysis. the researcher used triangulation to determine validity by analyzing from various perspectives. denzin (2006) stated that triangulation is the dara novitasari, ismail petrus, & machdalena vianty the implementation of scientific approach of the 2013 curriculum at state junior high schools 524 process of corroborating evidence from different individuals (e.g., a principal and a student), types of data (e.g., observational fieldnotes and interviews), methods of data collection (e.g., documents and interviews) in descriptions and themes in qualitative research. based on the types of triangulation, the researcher used methodological triangulation. therefore, data triangulation helped the researcher to justify the findings and results of this study. results and discussion as it is described earlier, this study tried to answer the following questions: ‘how is scientific approach implemented in english teaching and learning at state junior high schools in babat toman’, ‘what are the problems faced by the teachers in implementing scientific approach in english teaching and learning at state junior high schools in babat toman’, and ‘what are the solutions to solve the problem in implementing scientific approach in english teaching and learning at state junior high schools in babat toman’. in answering this question, the researcher obtained four types of data; semi structured interviews, questionnaires, observations checklist, and documents review. first, interview was done once to each teacher. secondary, questionnaire was done once to each teacher. thirdly, data were obtained through observation checklist that has been done four times for each teacher. moreover, documents review was also done by reviewing lesson plans. the findings were derived from the data based on the stages in scientific approach; observing, questioning, experimenting, associating, and communicating. result of questionnaire this part presents the results of questionnaire given to the teachers of english. the descriptions of the profiles of english teachers, the implementation of scientific approach of the 2013 curriculum in english teaching and learning at state junior high schools in babat toman. profile of the teachers of english the data concerning the profiles of the state junior high school teachers contained the information about the teachers’ gender, age, highest academic level, for how long they have been teaching, and their participation in trainings related to 2013 curriculum. there were 5 teachers of english from state junior high schools, 1 teacher of english from junior high school 1 in babat toman, 1 teacher of english from junior high school 2 in babat toman, 1 teacher of english from junior high school 3 in babat toman, 1 teacher of english from junior high school 4 in babat toman and 1 teacher of english from junior high school 5 in babat toman. table 1. profile of the teachers of english the participants gender age highest academic level teaching experience participation in training related to 2013 curriculum h female 39 postgraduate 16 yes w female 37 undergraduate 16 yes f female 28 undergraduate 9 yes h female 25 undergraduate 6 yes wa female 26 undergraduate 2 yes the data from a questionnaire consists of 20 questions about the scientific approach which was constructed based on the regulation of ministry of education and culture number 103 the year 2014. the questionnaire used 5 point likert scales from veglas (2006). the scales were from one up to five. (strongly agree: 5; agree: 4; neither agree nor disagree: 3; disagree: 2; and strongly disagree: 1). the data were calculated by using formula from arikunto (2012). all of the scores are gained from five english teachers were accumulated, were multiplied by each scale, were divided by the maximum score and were multiplied by 100%. the calculation of the teachers’ comprehension of scientific approach shows in the following table: table 2. the teachers’ comprehension of scientific approach no statements sa a nd d sd total 1. s1 10 12 22 2. s2 16 19 3. s3 25 25 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 525 4. s4 10 12 22 5. s5 10 8 2 20 6. s6 20 20 7. s7 12 12 8. s8 10 12 22 9. s9 10 12 22 10. s10 10 12 22 11. s11 5 16 21 12. s12 10 12 22 13. s13 10 12 22 14. s14 10 8 18 15. s15 5 16 21 16. s16 10 12 22 17. s17 20 20 18. s18 15 4 20 19. s19 15 8 23 20. s20 20 20 total 415 from the table above, the highest scores are the statement number 3 with the total score 25. meanwhile, the lowest scores are the statement number 7 with the total score 12. there is 1 disagree answer in the questionnaire. it is in the statement number 5. the result of the teachers’ comprehension of scientific approach shows in the following table. table 3. the percentage of teachers’ comprehension of scientific approach in teaching english no. statements score total score percentage 1. s1-s20 415 500 83 % the total score of teachers’ comprehension of scientific approach is 415. then, in getting the percentage, the scores are divided by the total score 500. next, it is multiplied by 100%. the average result of the questionnaires the distributed for 5 teachers from 5 schools is 83%. based on the criteria of arikunto (2007), 83 % is included in category 61 % 80 % as excellent. it is meant that the teachers’ comprehension of the concept of scientific approach is excellent. the teachers understood the concept of the scientific approach for all of the five stages (observing, questioning, experimenting, associating and communicating). in the questionnaire, there is no teacher who fills strongly disagree answer in the questionnaire. it is interpreted that they have understood the importance of scientific approach. all of the english teachers agree with the statement number three. statement number three is in observing stage, the teachers ask their students to listen to the lesson. keep paying attention in a lesson is very important. the students also need to concentrate because it makes them absorb the knowledge. it is also supported by the findings from zeki (2009) revealed that nonverbal communication could be an important source of motivation and concentration for students’ learning as well as a tool for taking and maintaining attention. based on the explanation above, it can be obtained that from collecting data through questionnaires, good results are obtained. it can be seen with them supporting every point of the scientific approach. the results of interviews as it is described earlier, this study tried to answer the following questions: “how is scientific approach implemented in english teaching and learning at state junior high schools in babat toman”, “what are the problems faced by the teachers in implementing scientific approach in english teaching and learning at state junior high schools in babat toman”, and “what are the solutions to solve the problem in implementing scientific approach in english teaching and learning at state junior high schools in babat toman”. in order to strengthen the questionnaire result, the researcher conducted an interview with teachers of english, the vice principal of curriculum and students during their break time. initial would be used in presenting the information source to keep the interviewees anonymous. table 4. list of the interviewees no. initial position 1. h the teacher of english at junior high school 1 in babat toman 2. w the teacher of english at junior high school 2 in babat toman 3. f the teacher of english at junior high school 3 in babat toman 4. h the teacher of english at junior high school 4 in babat toman 5. wa the teacher of english at junior high school 5 in babat toman 6. s the vice-principal of curriculum in junior high school 1 in babat toman dara novitasari, ismail petrus, & machdalena vianty the implementation of scientific approach of the 2013 curriculum at state junior high schools 526 7. w the vice-principal of curriculum in junior high school 2 in babat toman 8. ue the vice-principal of curriculum in junior high school 3 in babat toman 9. ma the vice-principal of curriculum in junior high school 4 in babat toman 10. a the vice-principal of curriculum in junior high school 5 in babat toman 11. th student of junior high school 1 in babat toman 12. as student of junior high school 2 in babat toman 13. h student of junior high school 3 in babat toman 14. i student of junior high school 4 in babat toman 15. r student of junior high school 5 in babat toman how the implementation of scientific approach of the 2013 curriculum in english teaching and learning at state junior high schools in babat toman this part presents the results of interview given to teachers of english, the vice-principal of curriculum and students. based on the first interview session, five teachers said they have already implemented observing stage in all meetings. most of teacher has implemented scientific approach; at least teachers who have attended the training have understood the approach. “as far as i can control it and commonly i used problem based learning as learning media in learning, depend on material that i am going to teach.” (h) teacher added, i use….. “….projector to delivered material by providing videos or images related to the material being studied (observing), students or teachers asking and answered questions related to the topics discussed (questioning). ask students to add the information from the other sources (collecting information), confirm the data with the teacher (associating) and students convey their work orally or in writing (communicating).” (h) “in implementing this approach was quite difficult even though i can implement all the stages. based on 2013 curriculum, i used discovery or problem based learning. in observing, i used book, magazine, paper to support observing stage. make a classroom discussion, give questions to trigger students’ critical thinking and students’ question (questioning). teacher ask students to used their dictionary or other sources to collect the information and sometimes homework as a report from communicating stage or they make a written or oral report” (w) “discovery / inquiry learning is a learning models that i used to implementation of scientific approach and sometimes not all stages are reached. in observing, i explained the lesson to be taught, after that the students are asked to ask questions while taking notes in a notebook. in experimenting or collecting data, i ask students to make classroom discussions. in associating, students asking the teacher or friends to confirm the information that they get and the last stage, i asked students to make a report in written or orally”. (f) “first of all i use discovery learning as a learning model to connect with scientific approach. in implementing of scientific approach is not easy as i imagine. heee…. here in implementation of this approach, i give stimulus to trigger their spirit (observing) and i divide students into discussion groups, provide material for them to discuss, ask them to ask and answer the question that are related to material taught and practice it with come forward to show their report.” (h) “teaching and learning process using a scientific approach can be implemented well with five stages and sometimes i used discovery in my teaching and learning process. of the five stages in the scientific approach, the questioning stage must be paid more attention to because it is very difficult for students to ask questions. provide interesting bait or stimulus so that it can provoke them to take lessons with enthusiasm.” (wa) the statement from the teacher is also supported by vice principal of curriculum “alhamdulillah, the teaching and learning process using a scientific approach can be implemented well with five stages. teachers play an active role in implementing the recommended scientific approach based on the k-13 curriculum which makes students as student-centered not teachercentered. facilities are provided by the school as a medium to support the learning process in the classroom. questioning, collecting information, associating and communication stage can be carried out properly, based on teacher creativity. if the stimulus at the beginning of learning is good, god willing, the next stage will be easier for students to carry out.” (s) english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 527 “so far, the implementation of the scientific approach has been carried out, although the implementation has not been maximized. such as facilities that support the teaching and learning process are still not fulfilled. students are asked to observe the book, listen to the teacher's explanation and then are asked to answer questions and ask questions related to the material that has been observed. previously students were asked to bring other sources such as books, articles or others to add information related to the material being studied.” (w) “teaching and learning process using a scientific approach can be implemented well with five stages. teacher invite students to observe by reading a book, observe the examples around them that are related to the material involved in learning, students create and ask questions related to the material in learning, at the collecting information stage, students asked to read other sources than textbooks to find the most appropriate information in the classroom and and for the last they perform or collecting the report in written or orally.” (ue) “so far, teaching and learning process using a scientific approach can be implemented well with five stages. in observing, teacher invite students to observe by reading a book, observe the examples around them that are related to the material involved in learning, students create and ask questions related to the material in learning, at the collecting information stage, students asked to read other sources than textbooks to find the most appropriate information in the classroom. in associating, give examples to justify the data that has been obtained by students and for the last they perform or collecting the report in written or orally.” (ma) “in implementing of scientific approach is quit hard, as we know there are five stages in scientific approach. from the observing, questioning, experimenting, associating and communicating. we adapt to what we have, such as attracting students' attention by utilizing the surrounding environment or the creativity of the teacher. the demands of the k13 curriculum require students to be active, but sometimes teacher as a center. students still fully need the guidance of teachers and not all of the teacher applied training of k13, so they feel unfamiliar with this approach.” (a) the statement from the teacher and vice principal of curriculum is also supported by student’s answer: students added…. “sometimes we have discussed about the material being taught, watching a video, play games like guessing games, and teacher ask us to take a note that related material taught.” (th) “we learn by reading textbooks, paying attention to examples of existing questions, then being asked to do exercises." (as) “we are very happy to learn while playing games in class, very interesting. after playing, we were told to record what we got from the game, after that we made examples and did the work.” (h) “yes… we learn to use textbooks, once in a while we pay attention to the pictures brought by our teacher to observe and record the information that can be obtained.” (i) “the teacher gave an explanation, gave some examples and we were told to come forward and the teacher asked us to take a note that related material was taught. after that do the exercise.” (r) the problems in implementation of scientific approach of the 2013 curriculum in english teaching and learning at state junior high schools in babat toman researcher conducted interview to find out the problem faced by teachers on applying scientific approach used in english teaching based on the curriculum 2013. here, difficulties mean all the difficulties faced by teachers on applying 5 steps of scientific approach: observing, questioning, experimenting, associating, and communicating. teacher answered…… “at the observing stage, i feel there is no difficulty because in this activity, i convey in any way, until students start to be interested in learning with this scientific approach, sometimes, conclude the lesson briefly.” (h) “what i have found that, students’ lack of critical thinking, the students’ difficulty in finding the answer of the problem, the students can't analyze the material and the students' shy to speak up and limitation time on implementing this approach.” (w) dara novitasari, ismail petrus, & machdalena vianty the implementation of scientific approach of the 2013 curriculum at state junior high schools 528 “in teaching learning process, students are less active in asking questions, students felt bored, students felt confused in summarizes the report.” (f) “most of them can't speak english well. they often stop their presentation because there were some words that they didn’t know the meaning in english and they shy to answer and ask question.” (h) “students got difficulty to make presentation because they cannot speak english well caused lack of vocabulary mastery and some students not confident, students are less active in asking questions”. (wa) the solutions to solve the problems in implementing of scientific approach of the 2013 curriculum in english teaching and learning at state junior high schools in babat toman “to solved the problem, teacher gave some motivation to the students in order that they will be more active, emphasized them the importance of english and told the students that the successful of teaching learning proses is depend on the students, not only depend on teacher, try to managing the time.” (w) “teacher gave some motivations to the students in order that they will be more active, provide an interesting media so that students are motivated to speak up, become guide to helped them by translating what are the students' difficult words.” (h) “teacher gave some motivations to the students in order that they will be more active, provide an interesting media so that students are motivated to speak up, become guide to helped them by translating what are the students' difficult words.” (u) “here, as a teacher helped them by translating what are the students' difficult words.” (as) "then teacher stimulated them by giving the comparisons. the recent material compared with the previous materials. then students understood the way to analyze, and the discussion be continued.” (wa) observation learning with a scientific approach is the process of planned in such a way that students actively through the stages of observing, questioning, trying and communicate. to obtain data on the implementation of the scientific approach conducted with observation checklist based on observations on the implementation of scientific attachment can generally be seen in the table below: table 6. teacher comprehension in implementation of scientific approach no statements score total score percentage 1. s1-s20 221 400 55.25 % based on researcher’s observation, the implementation of scientific approach from five stages is 55.25%. next, it is categorized based on arikunto (2007). from the result, 55.25% includes 41% 60% that is categorized as good. the implementation of scientific approach from five stages is categorized as good. all of the stages of the scientific approach (observing, questioning, experimenting, associating and communicating) are implemented in teaching english. although the frequency for each stage was varied, there is no stage that has 0% or not done at all. in addition, komariah (2016) claimed that in communicating stage, the teacher acted as a facilitator and confirmed if there was a mistake in the materials. in another side, the most rarely performed activity is asking the students to make an oral report with 25%. the teachers rarely applied this activity because usually the time is up at the end of the teaching and learning process. the teachers do not have much time to ask the students communicate the result one by one for every student. document review documents which were taken from junior high schools in babat toman from the lesson plan of the teacher of english in learning models, scientific approach stages and media used in implementation of scientific approach in english teaching and learning, it was not relevant to the results of interviews conducted previously, in the interview the teacher said that in the learning process the teacher used the book however from the lesson plan the learning media used projector. while the learning model used by the teacher was discovery learning. teacher cover all syntax of the approach. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 529 table 7. syntax of the approach which the teachers applied schools teachers learning model syntax media use junior high school 1 in babat toman h discovery learning  observing  questioning  collecting information/experimenting  associating  communicating  pictures (proyektor, laptop and speaker)  dialogue (students book)  video junior high school 2 in babat toman w discovery learning  observing  questionning  collecting information/experimenting  associating  communicating  pictures (proyektor, laptop and speaker)  dialogue (students book)  video junior high school 3 in babat toman f discovery learning  observing  questionning  collecting information/experimenting  associating  communicating  pictures (proyektor, laptop and speaker)  dialogue (students book)  video junior high school 4 in babat toman h discovery learning  observing  questionning  collecting information/experimening  associating  communicating  pictures (proyektor, laptop and speaker)  dialogue (students book)  video junior high school 5 in babat toman wa discovery learning  observing  questionning  collecting information/experimening  associating  communicating  pictures (proyektor, laptop and speaker)  dialogue (students book)  video discussion the implementation of scientific approach of the 2013 curriculum in english teaching and learning at state junior high schools in babat toman after the data had been analyzed and triangulated, teachers of junior high schools in babat toman have implemented scientific approach. first, teachers used models of learning stated by regulation of ministry of education and culture no.22 year (2016). discovery learning is learning models used. discovery learning is to understand concepts, meanings, and relationships, through an intuitive process to finally arrive at a conclusion (budiningsih, 2005). the syntax of the discovery learning model is 1) giving stimulation (stimulation); 2) statement/identification of problems (problem statement); 3) data collection (data collection); 4) verification, and 5) draw conclusions / generalizations (generalization). except learning model, five stages of scientific approach or syntax such as observing, questionning, experimenting, associating, and communicating are also applied by teachers in the teaching process. in implementing this five stages used different strategies, for example using existing facilities by using a projector or other interesting media, asking questions or answering questions. bester & brand (2013) stated that achievement will be very likely to improve if a technology is used in a lesson to capture the attention of learners and to maintain their concentration. it is meant that the media have a positive effect on students’ achievement. in conclusion, in implementing of scientific approach, teacher has to choose what media being used in learning, teacher need managing the time, facilitate students with media used. apriani’s research (2015). in her research, the teachers stated that they implemented scientific approach by dara novitasari, ismail petrus, & machdalena vianty the implementation of scientific approach of the 2013 curriculum at state junior high schools 530 asking the students to observe and identify the objects of observation in observing stage; giving opportunity to the students to ask in questioning stage; giving time and facilitating students to find the information related to the material; asking the students to discuss the information that was received in the group discussion and designing the discussion result that would be presented in communicating stage. the problems in implementation of scientific approach of the 2013 curriculum in english teaching and learning at state junior high schools in babat toman after the data had been analyzed and triangulated, teachers of junior high schools in babat toman have implemented scientific approach. scientific approach is a scientific-based approach that can make students independent, critical thinking, creative and etc. in applying this approach there will be problems. as mentioned from the results of interviews, students’ lack of critical thinking, the students difficulty in finding the answer of the problem, and the students' shy to speak up and from the students can't analyze the material. and limitation time on implementing this approach is one of the problems. the students’ lack of critical thinking; the students’ difficulty in finding the answer of the problem; the students’s inability in analyzing the material; and the students’ lack of vocabulary mastery. the solutions to solve the problems in implementing of scientific approach of the 2013 curriculum in english teaching and learning at state junior high schools in babat toman in implementation of scientific approach of the 2013 curriculum at state junior high schools in babat toman. when problems come, of course you will need a solution to overcome. the solutions used by the teachers to overcome the problem in applying scientific approach were: motivating the students to be more active in learning, giving some stimulates questions related to the material, comparing between the recent material and the previous materials, and translating the difficult words found by the students to solved the problem, teacher gave some motivation to the students in order that they will be more active, emphasized them the importance of english and told the students that the successful of teaching learning proses is depend on the students, not only depend on teacher, try to managing the time. whereas, wahyu (2015) claimed that by giving the material with the media, picture or real object, it would stimulate the students to elaborate their knowledge into the next stage. the media will also make the students feeling curious to know about the material. conclusion based on the data analysis and the discussion, it can be concluded that the procedures used by teachers in teaching english were: observing, questioning, experimenting, associating, and communicating. those steps were written in the lesson plan as the rule of teacher in conducting teaching learning process in implementing of scientific approach. learning models used was discovery learning which the stages of the discovery learning model reflect the stages of the scientific approach. the difficulties faced by teachers in implementing scientific approach were: the students’ lack of critical thinking; the students’ difficulty in finding the answer of the problem; the students’s inability in analyzing the material; and the students’ lack of vocabulary mastery. the solutions used by the teachers to overcome the problem in applying scientific approach were: motivating the students to be more active in learning, giving some stimulates questions related to the material, comparing between the recent material and the previous materials, and translating the difficult words found by the students. references afrianto. 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(2009). the importance of non-verbal communication in classroom management. procedia social and behavioral sciences, 1, 1443-1449. dara novitasari, ismail petrus, & machdalena vianty the implementation of scientific approach of the 2013 curriculum at state junior high schools 532 english review: journal of english education issn 2301-7554 vol. 4, issue 2, june 2016 https://journal.uniku.ac.id/index.php/erjee the comparisons and contrasts between english and malay languages mohd nazri latiff azmi lidwina teo pik ching norbahyah binti jamaludin muhammad nur haziq bin ramli muhammad habibbullah bin razali muhammad ammar yasser bin amram kauselya a/p jayakumar universiti sultan zainal abidin, malaysia email: mohdnazri@unisza.edu.my apa citation: azmi, m. n. l., ching, l. t. p., norbahyah, haziq, m. n., habibullah, m., yasser, m. a., & jayakumar, k. (2016). the comparison and contrasts between english and malay languages. english review, 4(2), 209-218 received: 22-02-2016 accepted: 29-03-2016 published: 01-06-2016 abstract: english and malay languages are categorized as popular languages in the world. however, both languages underwent different history and composition. this study investigates the languages in terms of history, phonology, loanwords, grammar, morphology and semantics. the purposes of studying the comparisons and contrasts of both languages are not only to analyze the uniqueness of the languages but also to identify the process of understanding the languages especially the view of second language learners. it is found that two languages come from different background; somehow they share similar characteristics such as the vowels sounds, loanwords and semantics. however, the learners face difficulty in learning both languages especially in pronunciations and spelling. keywords: english language, malay language, history of language introduction language is a complex way of communication that is used by human beings to communicate with each other; there are tons of different languages that are used by people today and more yet to be discovered. there are scientific studies of languages called as linguistics as scientists learn about the comparison and contrast of pronunciation and grammatical structure of a language. as languages gradually develop and expand, they started to have their structure that every language has its unique structures and different from one another. beginning with the sound system to meaning also known as semantics, they form the foundation of a language. acquiring a language implies acquiring all those structures. this paper aims to compare and contrast two different languages that are english and malay. both of the languages can be divided into three periods. for english language, history can be explained through three phases which are old english (450-1100 ad), middle english (1100-1500 ad) and modern english (1500 ad). on the other hand, for malay language, old malay (682-1500 c.e), modern malay (c.1500-1957) and contemporary malay (1957) were three significant periods in whole malay history. 209 mailto:mohdnazri@unisza.edu.my mohd nazri latiff azmi, et all. the comparisons and contrasts between english and malay languages the beginnings of these languages slightly differ from one another. for old english, three germanic tribes (saxon, angles, & jutes) came to the british isles from various parts of northwest germany at 5th century ad. these tribes were warlike and pushed out most of the original, celtic-speaking inhabitants from england to scotland, wales and cornwall. one group migrated to brittany cost of france where their descendant still speaks the celtic language of breton today. through the years, the saxon, angles, jutes mixed their difference germanic dialects. this group of dialects forms what linguists refer as old english whereas old malay begins with records of poems and thoughts on writing material made from plants described as the sharp cursive rencong, an ancient script believed to be native to south-east asia (nor hashimah, 2004). both of the languages do have influences from other languages in some aspects. in the history of english language, the latin language played a role. roman came to britain and brought latin to britain which was part of the roman empire for over 400 years. many word passes on from this era and those corned by roman merchants and soldier. examples of word used such as win (wine), candel (candle), belt (belt) and weal (wall). the arrival of st. augustine in 597ad and the introduction of christianity into saxon england brought many words into english language. there were mostly concerned with naming of church, dignitaries, and ceremonies. church, bishop, baptism came indirectly from latin. other than that, celtic language brought changes. this celtic language was seen in names of rivers. for instance, kent, york, dover, cumberland, thames, avon, trent etc. in addition, norse language or scandinavian language brought influence in english language. around 878 ad, danes and norsemen called vikings invaded the country and english got many norse words including sky, egg, cake, skin, window, husband, call, die, etc. furthermore, in middle english, the french language contributes its influence. by about 1200, england and france had split, english changed a lot because it was mostly being spoken instead of being written for about 300 years. the period of old english was almost over after william the conqueror, the duke of normandy and his nobles who spoke french and middle english was being formed. examples of old english word used such as crown, castle, parliament, banquet, art, poet, romance, servant (newmark, 1988). according to nik (1989), in the history of malay language, a few languages influence in it. at the beginning of old malay, many pallava words from vatteluttu, india bring changes in malay language. this is due to indians set feet on malay archipelago. other than that, sanskrit brings influenced in malay vocabulary. examples of words used such as agama, akasara, angkasa, anugerah, bahasa, bakti, bangsa, barat, biara, bidadari. portuguese language also brought changes in the malay language. in the year 1511, the portuguese conquered malacca and latin alphabets in place of jawi writing called rumi. although the conquest is short lived, the impact of portuguese language is large. words used in portuguese language are almari, baldi, bangku, biola. method this comparative study involves only document analysis in which established and well-accepted texts pertaining to the contexts, processes and 210 english review: journal of english education issn 2301-7554 vol. 4, issue 2, june 2016 https://journal.uniku.ac.id/index.php/erjee procedures were scrutinized and analyzed. a thorough study of the important elements of both languages we checked and corrected by several experienced linguists of both languages and given a serious concern. results and discussion the phonology of english and malay languages is different in the quantity of vocals and diphthongs, place and manner of articulation. in english sound system, there are 12 vocals, 24 consonants and 8 diphthongs whereas there are 6 vocals, 27 consonants (19 native consonants and 8 consonants that appear only in borrowed words) and 3 diphthongs in malay sound system. (tien-ping tan, bali ranaivo-malançon). the vocals that are similar in english and malay languages include [a], [e], [i], [o], [u] and schwa. for example, [a] sound appears in ‘up’ and ‘awal’ (early) respectively; [e] sound shows in ‘bed’ and ‘enak’ (tasty) accordingly; [i] sound appears in ‘igloo’ and ‘ikan’ (fish) respectively; [o] sound presents in ‘opposite’ as well as ‘oleh’ (by) accordingly; [u] sound appears in ‘unicorn’ and ‘ubat’ (medicine) respectively; schwa sound appears in ‘awhile’ and ‘emak’ (mother) accordingly. on the other hand, /æ/ in ‘cat’, /ɒ / in ‘hot’, /i:/ in ‘see’ etc. are the instances for the vocals that are included in english phonology and different from malay phonology. moreover, there are eight diphthongs in english phonology and three in malay. in english phonology, they are /aɪ / in ‘five’, /aʊ/ in ‘now’, /eɪ / in ‘say’, /oʊ/ in ‘go’, /ɔɪ / in ‘boy’, /eə/ in ‘air’, /ɪə / in ‘near’ and /ʊə/ in ‘pure’. meanwhile, in malay phonology, they are /ai/ in ‘kain’ (cloth), /au/ in ‘laut’ (sea) and /oi/ in ‘boikot’ (boycott). these examples show that the three malay diphthongs are the same as three of english diphthongs that are /aɪ /, /aʊ/ and /ɔɪ / respectively. there are seven important places of articulation in english according to kristin denham and anne lobeck, that are bilabial, labiodental, dental, alveolar, palatal, velar and glottal but malay phonology has labio-velar and no labiodentals and dental sounds. for manner of articulation, both malay and english phonologies have six manners with voiced and voiceless pronunciation respectively. in english, they are stop, fricative, affricate, nasal, approximant and glide. in malay, they are plosive or affricate, fricative, nasal, trill, approximant and lateral. two tables below show the consonant chart of both english and malay languages. based on the table 1 and 2, it can be said that [w] sound in ‘one’ is the example of glide in english but in ‘wajar’ (reasonable) is the example of approximant in malay etc. it is undeniable that the sound [b] is similar in both english and malay that are ‘barber’ and ‘batik’ (one type of cloth) as examples respectively (murni, 2013). as we know, malay language or bahasa melayu is the national language in malaysia, while english is the second language and also the international language. both of them are two important languages in malaysia that began from british colonization. as we can see, malay language tends to borrow a lot of english words rather than vice versa. english seems to be the dominant language in this case because some english loanwords in malay are more than that of malay loanwords in english. 211 mohd nazri latiff azmi, et all. the comparisons and contrasts between english and malay languages table 1. international phonetic alphabet (ipa) chart table 2. malay consonant chart according to deterding (2013), a loanword is a word adopted from a foreign language with little or no modification. it also can be referred as a word borrowed from a donor language and incorporated into a recipient language without translation. it is distinguished from a ‘calque’ or loan translation whereby a meaning from another language is translated into existing words or roots of the host language. this type of translation remains the pronunciation of the word in the original language when the word is being translated into another language. english loanwords in malay can be divided into a few categories. the first category is the loanword that remains its spelling for both languages and brings the same meaning. for example, ‘atom’ in malay language is spelled the same as ‘atom’ in english. the other examples are drama, bonus and hotel. next, the english loanword has changes in its spelling but the pronunciation remains the same in malay. for example, ‘carbon’ in english is translated into ‘karbon’ in malay that is different in the first alphabet. other instances are block (blok), script (skrip), graphic (grafik) and activity (activiti). besides that, there are few words in malay that are being translated and became valid words in english recently. 212 english review: journal of english education issn 2301-7554 vol. 4, issue 2, june 2016 https://journal.uniku.ac.id/index.php/erjee for example, the word ‘lepak’ which refers to hang out with friends, loiter about and do absolutely nothing. the other word is ‘amok’ which comes from malay word ‘amuk’, refers to behave uncontrollably and disruptively. other words in malay that is being officially used in english are durian, nasi lemak, silat, gong and sarong. in conclusion, it can be said that both of the languages have a correlation. we can see that they influence each other from the loanwords. there are numerous vocabularies in malay that resemble in english. this shows that english had influenced the malay language in vocabulary aspect. according to baker (2011), in grammar, there are similarities and contrasts between english and malay languages such as field of tenses, plural and singular nouns. among the field of tenses, there are past, present and future tenses. the past tense is a grammatical tense to show or indicate an event or situation in past time. past tense in a sentence shows a grammatical tense to indicate the situation had occurred in the past. usually, the verb to show past tense is to be added a suffix -ed. for example, the word ‘walked’. the verb walk is added -ed to become ‘walked’. however, not all the verbs can be added the suffix -ed such as the verb ‘put’. for example, i put the book on my table last night. in malay language, we do not have specific suffixes to indicate the situation happened in the past. for instance, if we want to say ‘ammar scored a goal’, we would say ‘ammar telah menjaringkan gol’. the term ‘telah’ indicate that the event happened in the past. according to the website grammar.ccc.commnet.edu, the present tense refers to an action is present, now, about the speaker or writer. it is used to describe actions that are factual or habitual things that occur in the present but not necessarily happening right now. for example, ‘my train leaves tomorrow morning’. the verb ‘leaves’ is a present tense although this situation shows an event that is going to happen. usually in english, the usage of the suffix ‘-ing’ is widely applied in present tenses. for instance, ‘i am walking’ for singular noun and ‘we are walking’ for plural noun (imran, 2000). in malay language, the original verb is not disturbed as we do not change the verb instead we use another term to show the situation happen in the past, present or future. for example, the sentence ‘saya sedang berjalan’ is for singular subject and another sentence ‘kami sedang berjalan’ is for plural subject. the word ‘sedang’ shows the action is going on at that time and the meanings of the malay examples corresponded to that of english examples. future tense indicates an action that is going to happen in the future. this situation applies to a situation that is going to happen later, next day, next week or even next month. according to englishpage.com, future tense has two different forms that are ‘will’ and ‘going to’. for example, ‘i will help him later’ and ‘you are going to meet jane tonight’. in malay language, the term ‘akan’ is often used to indicate a future situation. for example, ‘saya akan membantu dia nanti’ that means ‘i will help him later’. besides, the forms of singular and plural nouns in english are also different from that in malay. in english, most singular nouns form the plural by adding ‘–s’ and the examples are boats, cats and houses. however, it differs from malay language as we do not add ‘-s’ to show that it is plural. we only use term 213 mohd nazri latiff azmi, et all. the comparisons and contrasts between english and malay languages ‘banyak’ to show the plural meaning of the nouns. for instance, phrase ‘seekor kucing’ refers to one cat whereas ‘banyak kucing’ refers to many cats. on the other hand, there is also a singular noun ending in s, x, z, ch, sh need to be added ‘-es’ and to make it plural in english such as buses, wishes and boxes. moreover, there is also a singular noun ending in a consonant y and then it makes the plural by dropping the ‘y’ and adding ‘-ies’ to make it plural. the instances penny (pennies), spy (spies) and baby (babies). morphology is an area in linguistics studies that investigates the structures, forms and categorizations of words of a language. discussions on both malay and english morphology will specifically touch on affixes, preposition, adverbs and superlatives. however, for today we are going to discuss in-depth more about affixes. like other dominant languages, malay has pre-fixes, suffixes and infixes while in english, prefixes and suffixes are more prominent. the difference between malay and english affixes is that english affixes can indicate or produce an element that has been added either to the beginning or the ending of a word. for example, the root word ‘car’ is considered as the one and only car, we can change the meaning of the word by adding ‘s’ at the back of the word, becoming ‘cars’ that refers to more than one car. this is known as suffixation and it is quite challenging as compared to the others because it can change a word into a different part of tense or speech. however, unlike english affixes, malay language tend to have different meaning depending on the usage of the affixes itself. both suffix and prefix can change the meaning of a root word. for example, for the root word ‘mati’ which means death in english tends to have different meaning depending on its affixes. by adding suffix ‘-kan’ to the word causing it to transform into the word ‘matikan’ that means switch off in english. for example, a sentence using the word ‘matikan’ in malay might sound like this ‘aidan, tolong matikan generator itu’ that is translated into english and might sound like this ‘aidan, could u please turn off that generator’. this has completely brought different meaning and cannot be used to describe the death of something but used purposely to describe shut down or switch off things such as switches or engines. when you break a word apart and remove the prefixes and suffixes, you are left with the root. it's easier to determine the meaning of an unknown word if you know the root. for example, we might come across the word ‘happy' that means feeling or giving pleasure (hatim, 1997). however, most of us find it easier to recognize the word ‘happy’ than the prefix itself which is ‘un-’. by adding the prefixes, the word will be totally opposite from the root word that is not feeling pleasure. this shows that affix plays an important role in english language. there are many prefixes in english, yet only 20 accounts for 97% of the words that contain prefixes. learning these 20 prefixes and their meanings can make a big difference in your ability to recognize words and their meanings that can also help you to write a better essay with excellent grammatical structure. meanwhile, bahasa melayu also has prefixes but the usage of the prefixed is different from that in english. for example, when you look into malay dictionary especially kamus dewan bahasa dan pustaka, you might find words like ‘memandu’ that refers to driving and might be thinking that it is a root word. the root word is ‘pandu’ that 214 english review: journal of english education issn 2301-7554 vol. 4, issue 2, june 2016 https://journal.uniku.ac.id/index.php/erjee means drive and ‘me-’ is the prefix of the word. this shows that the prefix in malay is not similar as that in english because mostly the meanings of the root word and the word with prefix in english are opposite. not only that, prefixes in malay can be used on most of the word and are productive, unlike the prefixes in english. for example, the prefix ‘pe-’ in malay can be put on almost all words as it later will ring the same meaning such as ‘pemakai’ which means a user in english. which somehow make it easier to be remembered and used compared to english affixes that are different. you may use the prefix ‘un-’ for ‘unhappy’ but not for the word ‘engage’ which will use prefix ‘dis-’ making it as ‘disengage’ instead. even though they belong to the same negative prefix, they have different pronunciation, spelling and frequency compared to the malay affixes that are the same on those three aspects depending on the words. however, do take note that the tables above show the most common used affixes in malay language especially during writing and oral communication. there are still tons of other affixes that are used in malay as it is updated from time to time by the linguistics scholar back in the dewan bahasa dan pustaka. both of the languages affixes have the same goal that it to complete the sentence by putting different prefix or suffix for its meaning to suit the sentence itself. however, there is a slightly noticeable difference between both languages affixes which is the spelling, pronunciation and frequency. semantic is the field of study that examines the meaning of language. it is defined as the study of the meaning of words, phrases, and sentences in a language. according to ferdinand de saussure, every linguistic sign consists of two elements, which are the signified and signifier. ogden and richards show the relationship between words, concepts, and objects referenced through a semantic triangle. there are few similarities between malay language and english language from the aspect of semantic. the similarities can be seen from the meanings of denotative and connotative and also from the lexical relations. denotation means an object or concept referred by a term or a set of objects of which a predicate is true while connotation is the abstract meaning or intension of a term, which forms a principle determining that objects or concepts it applies to such as the word heart. the denotation of the word refers it as the real heart that is triangular in shape, pumps oxygenated blood to all body parts to help us stay alive while the connotation is a symbol of love and affection. the connotation meaning makes us have a mindset like we always see the shape of a heart with red in color as the symbol of love. the denotative and connotative meaning in malay language and english are the same respectively. lexical relations show how meaning of a word relates to each other. lexical items contain information about category, form and meaning. the semantics relate to these categories then relate to each lexical item in the lexicon. some relations between lexical items include synonym, antonym, and hyponym (butt, 2000). synonym is a word or phrase that means exactly or nearly the same as another word or phrase in the same language. in malay language, the word ‘bijak’ and ‘cerdik’ have the same meaning. thus, it is a synonym. in english language, the words that share 215 mohd nazri latiff azmi, et all. the comparisons and contrasts between english and malay languages the similar meanings are ‘wise’ and ‘clever’. the meanings are still the same even in other language. therefore, the synonym of malay language and english language are the same. antonym is a word opposite in meaning to another. a word may have more than one antonym. there are three categories of antonyms identified by the nature of the relationship between the opposed meaning which are gradable antonym, complementary antonym and relational antonym. gradable antonyms are typically pairs of adjectives that can be qualified by adverbs such as very, quite, extremely etc. in malay language, this antonym is called ‘antonimi taksiran’. for example, we can say ‘the tickets were expensive’ or ‘the tickets were cheap’. since expensive and cheap are gradable antonyms, so we can qualify how expensive or cheap they were. this can be proven in a few sentences such as ‘the tickets were more expensive than the previous one’ and ‘the tickets were very cheap’ in english as well as ‘tiket ini lebih mahal daripada yang dahulu’ and ‘tiket ini sangat murah’ in malay. complementary antonyms are pairs of words that are opposite in meaning and cannot be graded. they are mutually exclusive, that is, only one of them can exist at one time. this antonym is called ‘antonimi penggenap’ in malay language. for example, there might be a newborn child in a family and the baby will only be either girl or boy. the child cannot be both girl and boy as the gender of the child is the complementary antonym. further examples of complementary antonyms are deadalive, young-old, and empty-full that same goes for the examples in malay, ‘mati-hidup’, ‘muda-tua’ and ‘kosongpenuh’ respectively. according to marlyna (2005), relational antonyms or converse antonyms are pairs of opposite words where one cannot exist without the other. this antonym is recognized as ‘antonimi sebalikkan’ in malay language. this antonym is a pair of words with the opposite meanings, where opposite makes sense only in the context of relationship between the meanings of the two words. there is no lexical opposite for teacher, but teacher and pupil are opposite with the context of their relationship. another example is when there is a husband, there must be a wife. therefore, husband and wife are relational antonym. other examples are night-day, policeman-criminal and parent-child. in malay language, they are ‘malam-siang’, ‘polis-penjenayah’ and ‘ibubapa-anak’ accordingly. thus, we can conclude that the antonym of malay language and english language are similar and the same. hyponym is a word of more specific meaning than a general or superordinate term applicable to it. for example, the word ‘european’, its hyponym is british, angle, jutes, etc. in malay language, the word ‘asia’ has the hyponym of malaysia, pakistan, japan and others. hence, we can simplify that the hyponym between these two languages is the same (asmah, 1983). in conclusion, it is shown that there are similarities and differences between malay and english languages from some aspects. they are history, phonology, influences in vocabulary (loanwords), grammar, morphology and semantics. although these two languages come from different background, somehow they share similar characteristics such as the vowels sounds, loanwords and semantics. this proves that human has the same mindset that is to use sounds and voices to communicate in the ancient 216 english review: journal of english education issn 2301-7554 vol. 4, issue 2, june 2016 https://journal.uniku.ac.id/index.php/erjee days. the words that are loaned from one another mean they have effect on each other. grammar is a big category which consists of both similarities and differences from many aspects, is the basic of a language. moreover, morphology is regarding the morpheme that refers to the basic unit in a word as well as the semantics of words share similarities and contrasts among the two languages (hazita, 2004). regardless the differences of these two languages, both of the languages are unique and beautiful in their ways and survive until today with their native speakers. the linguists who have categorized everything that we learn and use today, are unforgettable as these are their great works, and they shall be remembered forever. references asmah, o. (1983). the malay peoples of malaysia and their languages. kuala lumpur: dewan bahasa & pustaka. asmah, o. (1986). nahu mutakhir melayu. kuala lumpur: dewan bahasa dan pustaka. azar, b. (1989). understanding and using english grammar. prentice hall regents. new jersey. baker, m. (2011). in other words: a course book on translation. 2nd ed. london: routledge. butt, d., fahey, r., feez, s., spinks, s., & yallop, c. (2000). using functional grammar. sydney: national centre for english language teaching & research. deterding, d., & salbrina, s. (2013). brunei english: a new variety in a multilingual society. dordrecht: springer. halliday, m. a. k. (1994). an introduction to functional grammar. london: edward arnold. hatim, b. (1997). communication across cultures: translation theory and contrastive text linguistics. exeter: university of exeter press. hazita, a. (2004). global english and english literacy education in malaysia, in penny lee and hazita azman, global english and primary schools: challenges for elementary education, melbourne: cae press. imran, h. a. (2000). contrasting malay english preposition categories: indulging in in diverse voices: readings in languages, literatures and cultures. serdang: penerbit universiti pertanian malaysia. khazriyati, s., tan, k. h., & marlyna, m. 2006. "definiteness and indefiniteness: a contrastive analysis of the use of determiners between the malay language and english". gema online journal of language studies. volume 6 (1). marlyna, m., khazriyati, s., & tan, k. h. (2005). "everyone people must have a best friend. interference of malay structures in english written discourse". proceedings of the tleia conference. teaching and learning of english: towards an asian perspective. fakulti komunikasi dan bahasa moden: uum. murni. m. (2013). ‘fonetik dan fonologi (vokal & konsonan)’. retrieved from http://www.slideshare.net/murnibint imohamat/fonetik-dan-fonologivokal-konsonan newmark, p. (1988). a textbook of translation. singapore: prentice hall international (uk) ltd. nik, s. k. (1989). tatabahasa dewan jilid 2: perkataan. kuala lumpur, dewan bahasa dan pustaka. noorizah, m. n., & rosniah, m. (1998) tatabahasa inggeris. utusan publications. kuala lumpur. nor, h. j. (2004). penguasaan bahasa melayu oleh pelajar melayu dalam arus globalisasi. jurnal bahasa jil. 4 (1), 63-95. ramli, md. s., ismail. s., idris. a., fadzeli. j. (2000). penguasaan bahasa melayu di kalangan pelajar-pelajar sekolah menengah rendah: kajian di sekolahsekolah rancangan felda negeri sembilan. universiti kebangsaan malaysia. 217 mohd nazri latiff azmi, et all. the comparisons and contrasts between english and malay languages 218 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 301 siti zubaidah: the islamic feminism review based on barlas’ theory selly putri pratami the student of postgraduate school indonesian language education, sriwijaya university email: putriparatamiselly@yahoo.com nurhayati (corresponding author) the lecturer of postgraduate school of indonesian language education, teacher training and education faculty, sriwijaya university email: nurhayati@fkip.unsri.ac.id agus saripudin the lecturer of postgraduate school of indonesian language education, teacher training and education faculty, sriwijaya university email: agus1062@gmail.com apa citation: pratami, s. p., nurhayati., & saripudin, a. (2021). siti zubaidah: the islamic feminism review based on barlas’ theory. english review: journal of english education, 9(2), pp. 301-312. https://doi.org/10.25134/erjee.v9i2.4355 received: 25-02-2021 accepted: 21-04-2021 published: 15-06-2021 introduction a literature work, included poems, can make readers joyful (dulce) and provide benefits (utile) for them. many studies dealing with poems showed poems’ capabilities to provide guidance, messages, suggestions, and positive values for life (astuti, beding, & helaria, 2019; meisterernst, 2019). the examples of poems’ powers are the messages about compliance (afifah & jamjam, 2020), messages about all human will return to their god, allah swt (ma’rifat, 2014), messages about carefulness to make the decision (ridho, 2019), messages to be attentive and avoid destruction (irmaniati, 2016), etc. therefore, poems are interested to be reviewed in these modern and global eras. poems have a lot of values. moreover, the values are applied in our country as a country with cultural diversity and mostly populated by islamic religious citizens. many poems from our culture are inculcated by islamic values that can prevent moral decline (anshari & widyantoro, 2020). one of them is about feminism. generally, studies about feminism deal with the more modern indonesian works of literature both poems and poetry. for example, feminism study by andayani (2020). the research found the feminist realizations, such as hard-working to earn money and to make a living, the assumption that a female could act as her late father, and the opinion that a female could do anything without listening to what other people argued about her. the other examples could be seen from a feminism study by tawaqal, mursalim, & hanum (2020). they found the practice of power liberal feminism. the other finding was from setiawan & harahap (2020) about the realization of gender inequality. abstract: this research aims to analyze islamic feminism in the heroic story of syair situ zubaidah. in this research, it is important to understand that islamic feminism is based on islamic religious principles. this research aims to identify the female characters of a literature work and to determine the positions and the role of the characters inside of a family. then, it is also to determine how the character defends and saves her family and people. the applied method was the qualitative descriptive method. the results showed that the islamic feminism themes also indicated heroic values. the findings showed the struggles, patience, determination, tawaqal, and istiqomah to deal with life. this research applied the interpretation of al-qur'an and al-hadith, in the forms of the findings of the previous studies. it was important to do and had to be based on the experts to avoid subjective interpretation. keywords: islamic feminism https://doi.org/10.25134/erjee.v9i2.4355 selly putri, pratami nurhayati, & agus saripudin siti zubaidah: the islamic feminism review based on barlas’ theory 302 the feminism concept refers to female mainstreaming that wants to have an equal gender position in the community. the previous findings concluded there was male hegemony upon females. females or women were seen as powerless, emotional, and male-dependents (suhendi, 2014). this finding showed the images appeared due to dualism that females were different from males. they were assumed to have lower positions than males. females were assumed to have a second-class position. the other social facts were shown by suhendi (2014), such as female marginalization and physical-psychological acts of violence. studies by fahmi & arfiyanti (2020), mahdalia & qur’ani (2020), and pratama et al. (2020) also found the physical and psychological violence experienced by the female characters. females were underestimated and there were gender inequalities inside of the patriarchal community. studies about feminism in poems are rarely done. syair siti zubaidah (transliterated by sayekti and jaruki, 2010) describes a very different female character from other female characters in other literary works. for example, the female characters in belenggu are written by armijn pane. they were described as shackled females due to marriages (nurhidah & liana, 2015). then, layar terkembang written by sutan takdir alisjahbana, describes females in contradictory manner. a study by lizawati (2016) showed rational females with public-activity roles, entrepreneurship, and bravery. the features were found in a character named tuti. meanwhile, the emotional female that was dominated by her feeling was found in maria. the other findings were shown by suparman (2019). he found a lack of education experienced by the women in perempuan di titik nol's novel. it made them became the objects of divorce, polygamy, and prostitution. their fates were worsened by the poor socio-economic condition. syair situ zubaidah is different. it describes a female with authority, managerial skill, competitive capability equal to males, heroism, and bravery. on the other hand, siti zubaidah is described as a character that defends islamic values, such as pious, obedient toward her husband, and respects her parents. what made the poems interested to investigate was the great female characters especially siti zubaidah. she is described as a brave female that fights to save her husband. she is a beautiful, kind, loyal, modest, wise, and pious woman that marries sultan zainal abidin. she is a kind-hearted woman that loves to help, compliant, obedient toward her husband, and respects her parents-in-law. she is perfect, masculine, but also feminine. the characters are probably difficult to find in the real world. it triggered a question of why the writer, tengku abdul kadir (see syam, 1993) tells siti zubaidah as a female with those criteria. heretofore, literature works have been focusing on male writers and from novels (liasna & ansari, 2016; sugiantomas & nadiyaturahmah, 2017). the male writers told about females but their applied world perspectives were still males’ perspectives. females described by male writers also had male images, such as siti zubaidah in syair siti zubaidah. at the beginning of the poem, siti zubaidah is not directly told by the author. however, along with the stanzas of the story, the islamic feminism practices promoted by siti zubaidah are getting clearer. these different realizations of feminism should be reviewed. how siti zubaidah engaged her domestic life; how she struggled to free her husband; and how strong her belief was to undergo any difficulties while seeking her husband that was imprisoned by a chinese princess. siti zubaidah is described as a compliant and wise character in governing the country. poems contain various women’s voices to reveal problems experienced by women and to make a decision about various things. poems also describe the women’s life implicitly and explicitly from various places and times (damayanti, 2018b, 2018a; fatmawati, 2009; sari, priyatna, & muhtadin, 2017). thus, poems are interesting to be reviewed in terms of feminism. poems become the media to show, describe, and fight equality for women (nuryanti, 2016; vida, 2017). syair siti zubaidah is known as a heroic story due to the tough and brave struggles of the main character. the poems also have feminism study that inspires women at the present day. however, not all parties realize the positive feminism study from poems. feminism in islam does not only agree with each concept or perspective of the westerns culture especially about equalizing the position of males and females. on the other hand, islamic feminism attempts to fight gender equality rights in the conservative traditional community that assumes english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 303 females or women as the subordinates of males or men (mahzar, 2012). according to barlas (2002), islamic feminism is a combination between islamic principles and feminism (seedat, 2016). therefore, it is important to be introduced to english learners in indonesia (wijayanto, 2020). by inculcating islamic feminism for learners, they will realize what things to struggle with while studying and fighting later in the future (y. irawan, 2020). thus, islamic feminism mediates the traditional conservative party and the modern pro-feminism party (moghissi, 2011). this islamic feminism, by mahzar, is called as post-integrated islamic feminism. it puts women as the friends of men. dealing with english education, islamic feminism in poems could be an alternative for teachers to teach the language (annisa & hadijah, 2017). barlas’ theory (2012) tells that islamic feminism is guided by the islamic religion's principles. the principles can be found in alqur’an and al-hadith. in his research, barlas found the gender equality discussed in al-qur’an. barlas’ research had a purpose to determine how the islamic religion's principles in al-qur’an regulate gender equality for women and how they regulate male-female interaction. one of the discussed matters was the effects of staring for both women and men. in the discussion, all men that keep their eyesight and women that are kept from men's eyesight are equal to women that protect themselves. it proves the truth of barlas’ islamic feminism theory. the truth of his theory is based on the islamic religion's principles in al-qur’an and al-hadith. the concepts of feminism should be understood first. they are such as the definition, development, and feminism varieties. the reason is the emergence of feminist literary criticism is strongly correlated to the emergence and development of the feminism notion and movement in the community. without those notions and movements, feminist literary criticism would not exist. the word feminism has several definitions. according to humm (2007), feminism combines woman right equality doctrine. it becomes an organized movement to reach women's rights through social transformation ideology. the purpose is to create a fair world for women. on the other hand, barlas’ theory (2002) about islamic feminism is based on al-qur’an and al-hadith. it shows that women’s equality has been already existing for a long time ago. islamic feminism is the foundation of islamic religion teaching (latif, 2018). therefore, it could be understood that the feminist movements are not necessarily needed (qomariyah, 2019). it was proven by aminah (2019), who found that al-qur’an and al-hadith encouraged women to find their potentials. the problem formulation of this research is about the feminist values of syair siti zubaidah. the previous studies that investigated feminist values were done by putri & asri (2019) in a novel titled saman was written by ayu utami. lalu, telu, and mei (2015) investigated feminism in a novel titled beri aku waktu was written by evi idawati. then, purwanto (2015) analyzed feminism in a drama script titled marsinah menggugat written by ratna sarumpaet. then, puspita, erni, and mokh (2018) described feminism in a novel titled aminah was written by ws rendra. the last one is yeni, abdurahman, & nst (2013), they explained feminism in a novel titled cinta suci zahrana written by habiburrahman el shirazy. the similarities of this finding with the previous finding dealt with feminism value descriptions. then, the differences are about the analyzed literature works. some previous studies analyzed novels, short stories, drama scripts, and modern poems. meanwhile, this research analyzed poems. this research aims to analyze islamic feminism in the heroic story of syair siti zubaidah. this research is different from the previous studies that only sought the islamic feminism realizations. method the applied theory to analyze syair siti zubaidah was islamic feminism theory. this theory is different from the other theories. it is also stated by many experts. some of them are ismail (2019), mahfud, nazmi, & maula (2017), mulia (2017), suryorini & suryorini (2012), and wirasandi (2019). the applied feminism theory was to analyze the feminism study in syair siti zubaidah based on barlas’ theory (2002). this research aims to identify the female characters of a literature work and to determine the positions and the role of the characters inside of a family. then, it is also to determine how the character defends and saves her family and people. thus, this research considered selly putri, pratami nurhayati, & agus saripudin siti zubaidah: the islamic feminism review based on barlas’ theory 304 the principles and attitudes of the female characters, their mindset, attitudes, speeches, and other characters’ perspectives especially the male characters toward the female characters. these matters would provide more explanations about the characters. the applied method was the qualitative descriptive method. the descriptive qualitative method required researchers to collect information, analyze the data, find the pattern, conclusion, or theories from various themes or categories. then, all of them were concluded based on previous experience and works of literature (creswell, 2009). syah (2010), with his descriptive research, investigated the broader knowledge on educational materials in a certain period. according to setyosari (2010), descriptive research is research to explain or elaborate certain events, situations, and objects both human or nonhuman dealing with the variables that could be explained with numbers and words. supriyati (2011) defines descriptive research as a structured fact or characteristic description of a certain population in a certain field in actual and careful manners. islamic feminism review should be based on the data about the positions and roles of women as individual and social creatures. it deals with the roles in family, community, and other characters, such as with male characters. with these correlations, women could be described as full of hope, having strong principles, being an initiator, being responsible, seeking fairness, and demanding new updates. the applied islamic feminism is based on barlas’ theory (2002). it was modified with several finding themes of asriaty (2014), junaidi & hadi (2010), and solihatin (2017). the applied theoretical framework was from wiyatmi (2012). the activities were systematically started by these steps: (1) selecting and reading the reviewed literature works. (2) determining the problem focus with feminism literature perspective, for example the correlation between the feminist writing or figures about the female characters and their correlation with male characters in the literature work or about how the female characters engaged the problems in the community (education, social, cultural, politics, health, environment, law, employment, etc.). (3) promoting literature review to understand some theoretical concepts related to the focused problems and criticism or previous studies. the studies toward the theoretical concepts would facilitate the understanding about the reviewed problems. thus, the results would be scientifically reliable. (4) collecting the relevant primary and secondary data based on the focused problem. the primary data was from the reviewed literature works while the secondary data was from various information (books, reference, articles, research report, and direct field research). (5) reviewing the data by using feminism literature perspective. in this case, the researcher could select various feminism literature based on the studied problems. (6) interpreting and assessing the research results based on the selected feminism literature variety. (7) writing the report by using the appropriate language with the selected media to publish. barlas (2002) argued that islamic feminism is rooted in islamic religious principles. it makes feminism different from other feminisms. for example, the radical, liberal, social, racial, and orthodox feminisms. islam does not differ between males and females. it also does not have gender bias (junaidi & hadi, 2010). the analysis instrument of this research combined the previous study finding themes. the indicators were obtained from asriaty (2014), junaidi & hadi (2010), and solihatin (2017). findings and discussion the findings consist of the listed themes in the table. table 1. the guideline themes as the analysis instrument number theme 1 islam does not forbid women to work and to do good things for both men and women. 2 women are allowed to work with a purpose to support their life. 3 job responsibility 4 women as leaders 5 women working in child care, early childhood education, etc. 6 women working in trading and nursing sectors 7 keeping the politeness 8 having well attitude 9 keeping their self-respect 10 working professionally 11 working based on nature english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 305 12 keeping the domestic situation sakina 13 prioritizing the husband-wife discussion 14 having roles as wife and mother for the children to assist the family economic situation 15 the humanity and gender quality of women 16 women do not hinder the islamic advancement 17 having responsibilities and helping each other as equal partners (socially, culturally, politically, economically, institutionally, etc.). the applied themes were not merely the products of the researcher’s thoughts but the interpretations of al-qur’an and al-hadith. it was important to do because islamic feminism could not be separated from the islamic religion's principles. the themes guided the analysis processes. the results were all of the themes were found in syair siti zubaidah. the themes were found to dependent from one to another. there were several themes in a stanza. the first theme dealt with the fact that islam did not forbid women to work and to do good things for both women and men; gender equality; and partnership equality. for example, it could be seen from the following stanza. yang tua bernama kilan suara ialah kujadikan bendahara karena negeri ia memelihara gagah berani tak terkira (page18, stanza 1) it had been known that the profession as treasurer was excellent. treasury jobs were the active functions to put income and outcome in balance (darwis, 2013). from this matter, the profession was seen to have benefits. thus, the profession was included in an excellent thing to do. the other professions stated on page 18 were minister (stanza 2), judge (stanza 3), and king (stanza 4). the jobs were categorized as excellent and pious jobs so islam does not forbid them. it is shown by the qur’an, verse. al-nahl: 97. besides the first stanza on page 18, the other stanzas showing islamic feminism realizations were in stanza 6 and the first stanza on page 19. they are: seorang bernama kilan suari jadi juru tulis di dalam negeri sangat bijak sukar dicari pekerjaan menulis sehari hari (page 18, stanza 1) the next theme was about professionalism and job responsibility. they were also found in page 18 and in line with the islamic principles. (1) karena negeri ia memelihara gagah berani tidak terkira (page 18, stanza 1, lines 3-4). the lines indicated what the female character did for the man. the lines such as karena negeri ia memelihara or di negeri cina sukar bandingnya showed the responsibilities of the characters. what the characters did was in line with the teaching of allah in qur’an, surah al-qassas: 23) in the lines and pages, the responsibilities of the female characters were such as governing the country and promoting her positions as a treasurer. the responsibilities carried out by the character might be given by the superordinate or might be reached by the efforts of the character. however, the point was the character could govern the country. it was also seen in the following line. the lines such as di negeri cina sukar bandingnya, gagah berani tidak terkira, or sangat pendekar bukan suatu indicated how the female characters carried out their responsibilities professionally. it was in line with the teaching of allah in qur’an, surah al-isra: 84. in this page, the stanza also showed the islamic feminism of woman as a leader. it was in line with the teaching of allah in qur’an, surah an-naml: 23. according to jalalayn interpretation, the verse provides an example of a queen named balqis. it was also found on page 18, stanza 4. seorang bernama kilan cahaya ialah raja yang amat mulia menggantikan kerajaan ayahnda dia negeri cina memerintahnya dia (page 18, stanza 1) the other finding of this part was the nature job of women. it was not explicitly shown while siti rodiah was speaking. in the first, second, third, fourth, and sixth lines, the natures of a mother were shown. the mother did love her son and it made her able to accompany her son's departure. she even wanted to follow her son. (1) siti rodiah mendengar sabda seraya menangis menumbak dada, “wahai, anakku buah hati bunda hendak karna usul yang syahda selly putri, pratami nurhayati, & agus saripudin siti zubaidah: the islamic feminism review based on barlas’ theory 306 buah hati cahya mata bawalah ibu pergi serta tidak kuasa ibu bercinta bercerai dengan cahaya mahkota dari kecil bunda pelihara sedikit tidak diberi cidera gundah hatiku tidak terkira bercerai dengan seri negara patik hendak perginya juga mengingkan tuanku intan mustika inang sekalian bawa belaka mendapat tuan celaka.” (page 31, stanza 1 until 4) the stanzas showed the woman's compassion, the mother's love for her son. this compassion feeling is in line with the al-qur’an, surah alqasas, verse 28. the next theme was about noble character shown by the female character, siti zubaidah. it was realized into living modestly although she was rich. it was in line with surah al-israa 26-27. in the poems, the relevant actions with the surah were shown in these stanzas. zubaidah memakai sekadar sahaja berbaju kasa bunga seroja berseluwar panjang entalas saja berbincang emas perbuatan kamboja bersunting biar jagi berikat ruai berselang pudi berjurai-jurai bersinta intak emasnya urai bertali leher mayang mengurai bertudung kasa kain wilanda berbunga emas tepi berenda memegang salawat bertulis perada dari istambul diberi ayahnda (page 71, stanzas 3-5) the character was not only living modestly. the other noble characters were shown by siti zubaidah’s behaviors, such as always doing salawat for the prophet muhammad saw. it could be seen from this stanza. membaca salawat berlahan-lahan halus manis tertahan-tahan manis seperti madu curahan laksana embun di ujung dahan (page 71, stanza 7) salawat or salutation is a missing expression of a pious people that have not met rasullullah saw (hs. bunganegara, 2018). allah swt commands all believers to salute the prophet as stated in the qur'an, surah al-ahzab verse 56. other stanzas indicating the noble characters of siti zubaidah could be seen below. zubaidah berkata lakunya gundah, “beta nan sudah tentu berserah “tawakal hamba kepaanya allah untuk dan janji sudah terjelemah di dalam quran sudah tertentu di dalam hadinya semuanya begitu di tawakal ali dia lamamu itu hamba menurut dalilannya itu.” (page 233, stanzas 2-3) the next theme was siti zubaidah’s politeness. it could be seen from siti zubaidah while smiling at siti rodiah. zubaidah tersenyum seraya berkata sambil mununjuk pun perserta, “santaplah sirih bundanya beta sudikan apa sirihnya serta.” (page 74, stanza 4) the stanza is in line with al-qur’an, surah alfurqan, verse 63, and the hadith narrated by imam ali (pbuh). it says, “ethics is a renewed solution.” the politeness and ethics of siti zubaidah always became her beauty the next theme was the role of women as wives to reach sakinah family. it was found on page 111, the second stanza, until page 112. stanzas were showing the noble characters of a wife, the wife's effort to keep the family, and her politeness. they are shown in these stanzas. (1) ketika baginda sampai di kapalnya masuk mendapat akan istrinya memandang zubaidah gemarnya terlalu manis tingkah lakunya baginda duduk serta bertalukan segala pakaian semuanya ditanggalkan sudahlah tuan adinda makan kakanda tidak tuan nantikan (page 111, stanzas 2-3) (2) hati baginda terlalu suka memandang zubaidah hilanglah duka dibawa baginda gurau jenaka english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 307 bujuk dan cumbu berbagi tiga (page 112, stanza 1) the stanza shows the character of a wife based on al-qur'an, surah al-furqan, verse 74. it tells about the excellent features of a spouse to soothe her or his couple. these soothing attitudes referred to the noble behaviors, habits, and characters. from the stanzas and based on surah alfurqan, the character was found keeping her family. on the other hand, she also performed polite behaviors. they were shown in these stanzas. zubaidah tunduk seraya berkata, “sudah di adapan patik yang lata tuanku di darat lama bertahta jadilah patik di adapan serta.” suka tertawa raja bestari zubaidah sangat merendahkan diri disambut tangan dipegang jari sambil bertitah dua raja berseri, “mengapa demikian emas juwita bahasa seperti orang yang lata terlalu sangat merendahkan kata dengan kakanda tiada setahta (page 111, stanzas 4-6) the next obtained theme was modesty. it was found in stanzas on page 128. the stanzas showed the noble characters of siti zubaidah. the character is in line with al-qur’an, surah alfurqan, verse 63. rodiah tertawa seraya berkata, “inilah dia duduk bertahta tidaklah tampak duli mahkota zubaidah duduk hampar di mata.” baginda tersenyum seraya madah, mengapa di situ adidna zubaidah kursi teratur semuanya sudah duduk bertiga alangkah indah zubaidah tunduk seraya berkata, “biar disini patik yang lata paduka adinda diamlah serta patik nan takut di dalam cita.” the next findings were the noble characters and the women’s jobs in child care service. on this page, some stanzas showed the noble character, patience. although siti zubaidah was humiliated by her mother-in-law, she kept her patience. on the other hand, siti zubaidah also made her husband calm. it showed the efforts of siti zubaidah to keep her family sakinah. siti zubaidah was also sincerely caring for other people’s and the other ministries’ children to recite the al-qur'an. (1) zubaidah berkata, benarlah itu tetapi tuanku jangan begitu jangan dicapak barang suatu akhirnya kelak jadi tak tentu kepada piker patik seorang bukannya kasih demikian garang tuanku menyakiti hatinya orang patik juga dimarah orang patik jangan dibilangkan apa ditinggalkan tidak menjadi apa putri dua jangan diberi apa janganlah tidak tuanku sapa.” (page 152, stanzas 1-3) the stanzas were in line with al-qur’an, surah al-baqarah, verse 45, and verse 153 because even siti zubaidah was humiliated, she remained patient. she realized that patience was the solution. besides that, there were also pages showing how siti zubaidah took care of the children from other people and other ministries and teach them to recite the al-qur'an. (1) banyak orang menyerahkan anaknya disuruh perintah apa sukanya oleh zubaidah diterima semuanya belajar mengaji sekalian anaknya berhimpun sekalian anak menteri ia baik-baik di dalam negeri belajar mengaji sekalian anaknya diperbuat seperti saudara sendiri (page 153, stanzas 3-4) the stanzas were in line with al-qur’an, surah al-baqarah, 233. the next theme was about women as the partners of men. this finding could be seen on page 181 until 182. at that time, siti zubaidah was told by her husband that the enemy had approached the country's territory to catch them. zubaidah was shocked. she showed her compassion and responsibility to her husband. the islamic feminism realization was about the roles of women as the partners of men. seraya berpikir di dalam hatinya baik ikut bersama ianya selly putri, pratami nurhayati, & agus saripudin siti zubaidah: the islamic feminism review based on barlas’ theory 308 sebarang hal kuturut semuanya hidup mati bersama dianya tuanku ganti ibu dan bapa akan memeliharakan dagang yang papa sekarang tuanku demikian rupa patik pun juga ia serupa (page 181 182, stanza 7 and 1). the finding was in line with al-qur'an, surah at-taubah, 71. the next theme was the roles as wife and mother of children. the finding was in line with stanzas on page 216 as shown below. (1) ada sedikit patik pesanku zubaidah itu patik pertaruhkan jangan tidak tuanku simpankan karena amal patik tangguhkan siapa tahu patik nan mati putera nan kelak jadikan ganti bunda peliharkaan dengan seperti jangan sekali dirusakkan hati (page 216, stanzas 7-8) the next theme was about the job’s profession as a trader. the finding of the theme was implicitly found in syair-syair siti zubaidah. it was strengthened by the summary of syair siti zubaidah written by sayekti and jaruki (2010). the next finding was about self-respect. the theme was found implicitly in the poems. however, it could be felt and understood based on the emerging plot. it was when siti zubaidah was proposed by many men but she kept her principle to choose. the other evidence could be read from how she kept strong and patient although she was humiliated by her parent-in-law. she was also violated by kilan cahaya, the chinese daughter mated by her parents-in-law for her husband. it was in line with the al-qur’an, surah ahzab: 35. the poems were arranged orderly and continuously. it indicated the intention of the writer to tell the story about siti zubaidah without ignoring the beauty aspect. it was in line with faizin (2019). the emerging islamic feminism was not only found in the main character but also in the other characters. the finding showed the implementation of islamic feminism practices. two matters could be discussed: (1) the islamic feminism in general based on 17 themes taken from barlas’ theory (2002) and islamic feminism themes by asriaty (2014), junaidi & hadi (2010), and solihatin (2017), and (2) the heroic indications of women's characters based on the 17 guideline theme. the obtained islamic feminism could also rebut the assumption that islamic feminism in indonesia emerged in the 18s century. it was in line with a study by luthfiyah (2015). this islamic feminism is important to teach for english learners (l. a. irawan, 2020). in syair siti zubaidah, leadership and feminism did not only emerge in the main character. the emergence of the influential characters in the story indicated that islamic feminism, in the form of women's leadership, could also influence the economic state of a community. it was in line with a study by prantiasih (2014). in syair siti zubaidah, the finding was also shown by the profession of siti zubaidah, as a trader. the heroism also emerged when the main character went to the battle zone; when she had confidence and compliance; when she did something without ulterior motives and giving up; and when she did anything based on the taqwa attitudes toward allah swt (anri, 2014). the realization of heroism based on islamic feminism was such as the character and patience of the main character to deal with unpleasant action. the realization was also seen in how she kept her family sakinah and kept struggling. it was in line with nugraha (2019) about excellent examples of despair and pessimistic antitheses. in islam, being desperate is forbidden. it was in line with the commandment of allah in surah al-hijr: 55-56. they responded, “we give you good news in all truth, so do not be one of those who despair.” he exclaimed, “who would despair of the mercy of their lord except the misguided?” [qs. al-hijr: 55-56] the other efforts could be seen when the main character taught the children of her parent-in-law country to recite al-qur’an and when she departed to save her husband although she was pregnant. although the main character was reviled and although her husband could not do anything, she sincerely shared her knowledge and tried to get the news about her husband who was on the battlefield. her toughness was not an easy matter to do. women are commonly more aware of toughness. it was in line with a study by lisa, kintan, andhini, english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 309 & risha (2015). this attitude could lead to good prejudice, allah’s blessing, struggles and prayers, and belief about the divine assistance of allah swt (istiningtyas, 2013). the efforts of siti zubaidah to get her husband’s news was realized when she masqueraded into syahra and a soldier. it seemed like a feminist practice but this finding was not in line with the 17 themes of islamic feminisms. however, her ingenuity could be categorized as the features of heroism. it was not giving up the character. it was in line with sakdiah (2016). as a realization of heroism, the commandment of allah swt indicates that humans are obligated to seek a solution and to observe and solve problems brilliantly and cleverly. it can be seen from surah al-baqarah: 164. indeed, in the creation of the heavens and the earth; the alternation of the day and the night; the ships that sail the sea for the benefit of humanity; the rain sent down by allah from the skies, reviving the earth after its death; the scattering of all kinds of creatures throughout; the shifting of the winds; and the clouds drifting between the heavens and the earth—˹in all of this˺ are surely signs for people of understanding. (qs. al-baqarah:164) ingenuity is the given wisdom by allah swt as a realization of heroism. it could be seen in surah al-baqarah: 269. allah grants wisdom to whoever he wills. and whoever is granted wisdom is certainly blessed with a great privilege. but none will be mindful ˹of this˺ except people of reason. (q.s al-baqarah: 269). fortitude is a heroic feature of siti zubaidah. however, it was not included in islamic feminism. this feature could be found in the stanzas containing the actions of kilan cahaya, the daughter of the chinese king. when the king was caught and he did not want to change his religion. thus, the king of kumbayat took his daughter to be married to sultan abidin. although siti zubaidah knew about it, she was patient, tough, and compliant. on the other hand, sultan abidin could not forget and ignore siti zubaidah from his heart. the fortitude and patience of siti zubaidah could be seen from these stanzas. kilan cahaya putri cina diserahkan dia memerintah istana memerintahkan kerja amat sempurna seberang dewata semua kena zubaidah memakaikan putri dudukkan diatas peraduan istri diadap jawatan kanan dan kiri parasnya elok sedang ada gahari setelah sudah hidup dikakannya memakaikan pulak akan suaminya terlalu manis rupa rajahnya sangat ikhlas rasa hatinya memberikan suaminya terlalu rela sedikit tidak berhati cela terlalu suka hatinya pula karena besar menapat pahala (page 350, stanzas 6 -7, page 351, stanzas 1 and 2). from the excerpt, it could be discussed that kilan cahaya, the one that was married to sultan abidin, was given a credence to govern the country. therefore, both siti zubaidah and kilan cahaya were interacting with each other. however, siti zubaidah knew what she had to do. she remained patient. she knew how this matter could happen. her fortitude was seen in stanza 1 and 2 of page 351. from this discussion, it could be understood that islamic feminism has been existing for a long time ago. it is regulated by allah swt and explained in al-qur’an and al-hadith. even so, human still has various perspectives that are the gifts of allah swt. thus, the human could realize their tolerance (nuh, 2015). english learners in indonesia should be aware of these islamic feminism practices. the purpose is to make them able to screen other feminist practices and adjust them based on islamic values and our national cultures (isa, 2017; sofa, 2018; zaitun & wardani, 2019). from the discussion, it could be known that islamic feminism could be grouped into heroic selly putri, pratami nurhayati, & agus saripudin siti zubaidah: the islamic feminism review based on barlas’ theory 310 values. however, the values could not always cover islamic feminism. islamic feminism is different from the other feminisms that demand gender equality as men. it is guided by al-qur’an and al-hadith and has been regulated fairly. by using barlas’ theory (2002) and the islamic themes of the three previous studies by asriaty (2014), junaidi & hadi (2010), and solihatin (2017), 17 themes of islamic feminism were found. they were used as the guideline to analyze islamic feminism in syair siti zubaidah. conclusion this research aims to analyze islamic feminism in the heroic story of syair siti zubaidah. the emerging themes could differ the islamic feminism to similar matters. the differences were about the women's images, daily behaviors, and other things that did not have islamic feminism. the emergence of the influential characters in the story indicated that islamic feminism, such as leadership, heroism, self-confidence, compliance, without ulterior motive, not giving up, and other actions based on taqwa attitude toward allah swt. it also indicated how noble characters and patience could deal with unpleasant activities; how female characters could keep the family sakinah and could struggle to go in the battle. the other struggles were such as teaching the children how to recite al-qur’an. it proved that islamic feminism was based on islamic religious principles. this research recommends the next researches to apply the study of al-qur’an and al-hadith. it is also suggested for the next researchers to use alqur'an and al-hadith interpretation from the experts and not the subjective interpretation. reference afifah, h. z., & jamjam, a. 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(2019). islamic values in the context of english learning and teaching. english language in focus (elif), 1(1), 70. https://doi.org/10.24853/elif.1.1.70-80 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 947 the implementation of mind mapping technique by using weblog in improving students’ islamic writing: achievement and insight eka apriani institut agama islam negeri (iain) curup email: eka.apriani@iaincurup.ac.id roni labiran universitas kristen indonesia toraja email: ronilabiran@ukitoraja.ac.id farida esmianti poltekkes kemenkes bengkulu email: faridaesmianti15@gmail.com syafryadin universitas bengkulu email: syafryadin@unib.ac.id dadan supardan institut agama islam negeri (iain) curup email: dadan.supardan@iaincurup.ac.id apa citation: apriani, e., labiran, r., esmianti, f., syafryadin, & suparda, d. (2022). the implementation of mind mapping technique by using weblog in improving students’ islamic writing: achievement and insight. english review: journal of english education, 10(3), 947-956. http://doi.org/10.25134/erjee.v10i3.6688. received: 29-06-2022 accepted: 22-08-2022 published: 30-10-2022 introduction the corona virus disease, or covid-19, is currently being slowed down by people all over the world. covid-19 makes people hold their activities, such as hanging out, going to the office, and going to school, in contact with each other. every activity is important, but education is the most important. education is difficult to conduct during a pandemic, so education is an activity that requires people to communicate directly with one another. as a result, the government has moved the education or learning process online. the learning process per se is a process carried out by a person from birth, whether done naturally, such as by a baby who starts learning to walk, or through school and so on. learning, according to brown cited in susanti et al. (2021) is the acquisition of information about an object or a skill through instruction, experience, or learning. on the other hand, the learning process is a process in which people acquire new knowledge, skills, and experiences, and it takes place no matter where we stand. besides that, "online" is a condition in abstract: the goals of this study were to learn about students' perspectives on literature and blogs for teaching islamic values to the millennial generation. this research was mixed -methods research. the subject of this study was the millennial generation at the islamic state inst itute curup, especially students of the english tadris study program. the instruments were questionnaires and interviews. this study included 30 students as participants. the findings of the poll reveal that most students have a favourable view of the use of the mind-mapping approach by utilising weblogs to improve islamic writing. the implementation of the mind-mapping technique by using a weblog to improve islamic writing makes students more active and interested in learning islamic topics. students also understand more about some islamic topics that they read or upload to their web blogs. students are interested in learning more about islam by using this media. they read more topics about islam a nd give their opinions about those in their islamic literature web blog. it may be stated that a blog can be used as a form of social media and is effective and positive for teaching islamic values to students. keywords: islamic writing; mind mapping; web-blog. eka apriani, roni labiran, farida esmianti, syafryadin, & dadan supardan the implementation of mind mapping technique by using weblog in improving students’ islamic writing: achievement and insight 948 which people use the internet for their activities. by using an online network, everything can be reached easily. each activity will be done everywhere by using the internet. as a result, both concepts (online and learning process) might be integrated as internet-based education. it is also known as "e-learning" (raushan, 2020). so, online learning is a process in which students and teachers communicate with one another over the internet, or they might meet without directly communicating with one another but through technology. technology is important in online learning since it makes online learning challenging. in this situation, ict is the resource for online learning. ict stands for "information and communication technology." understanding and applying computer and mobile phone programmes and other applications is referred to as ict. according to ratheeswari (2018), ict's roles include providing multimedia simulations of good classroom practice, delivering individualised training courses, assisting teachers in overcoming isolation, connecting individual teachers to a greater teaching community on an ongoing basis, and trying to promote teacher-to-teacher collaboration. according to alqahtani and rajkhan (2020), regardless of how sophisticated an educational institution's technology is, the readiness of elearning execution has a considerable impact on increasing the educational process. technology for the millennial generation is capable of not only improving their performance but also developing their character (apriani et al., 2019; apriani & hidayah, 2019). students' character is important for the millennial generation. students' characters are the characters that students build in schools, such as their attitude, behavior, responsibility, and many more characteristics. education should be viewed as a component of the character-building process (apriani et al., 2019). the character plays a crucial role for people, particularly youngsters and pupils. even the most intelligent individual might be persuaded by a scenario and become unqualified if they do not have a strong character (maseleno, 2019). according to him, education has become one of the factors that influence children's personalities. personal conduct, ethics, morality, or personality are frequently related to character. the term "character" is derived from the greek harassing, which means to etch (lian et al., 2020). this terrace is meant to be carved or scratched. lian et al. (2018) define "character" as the ability of a person to respond positively to circumstances and surroundings. characters are associated with individual personality traits or conduct. in the indonesian language dictionary, "character" refers to one's psychological makeup. the character is described as all of the factors that influence human conduct in a given context (el bolock, 2020). then, zuhriyah in apriani et al. (2019) claimed that moral instruction is the same as character education. by emphasizing the effective domain (feeling, attitude) without neglecting the cognitive domain (thinking rationally) and psychomotor domains, the goal of character (morals) education is to help students develop their moral character or behavior by upholding the values of public beliefs as a moral strength of life through honesty, dependability, and cooperation (skills, skilled data processing, expressing opinions and cooperation). character is defined by the ministry of national education language center as "intrinsic," "personality," "character," "behavior," "heart," "soul," "personality," and "temperament" (fitria et al., 2019). alwisol's character (lian et al., 2020) is understood as a reflection of conduct that demonstrates the worth of right and wrong, good and evil (kristiawan et al., 2019). the use of the internet as a learning medium today can cause students to learn dependently. by using the internet, students have many access points to seek material. in this case, the blog becomes one of the places where students can learn. the blog is the abbreviation of "web blog." it is an application that contains a written form, or it is used to call a web page. a weblog is used to be able to be accessed by many people based on the topic (suyana in irma et al., 2019). blogs are blogs that are written by a person and structured in reverse chronological order over time. they are a handy form of digital communication owing to their numerous benefits over other internet tools (akdag and ozkan, 2017). besides, sanjaya et al. (2020) stated that a weblog is a website that enables users to post paragraphs or articles that can be read by anyone with an internet connection. because the web blog is easy and practical to use, the web blog is not only used for communicating but also as a learning medium. the usage of blogs in the learning process is english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 949 efficient, especially in this day and age. according to unesco on ratheeswari (2018), ict is a scientific, technological, and engineering discipline and management method used in managing information, its use, and its interaction with social, economic, and cultural concerns. ernalida (2018) also claims that using a blog as a learning medium might help students understand the learning material. besides, a blog has various advantages (hao & gao, 2017). it is simple and basic to submit items, and they are available for perusal all around the world. it is not difficult to find the subject, creator, or both in a search engine. web blogs also provide a tool for connecting to other people's websites. it makes it simpler to connect with people on the other side of the planet. furthermore, online blog connections with others are accessible to individuals all over the world. blogs, according to kemaloglu-er (2021), may be utilised constructively in efl instruction by allowing students to assert control over their writing and engage with the worldwide community of internet users. blog writing may also be beneficial in settings involving english as a lingua franca (elf) conscious teaching. non-native english varieties are recognised in their own right in elf pedagogy, and non-native users of language with their unique characteristics (i.e. with their use of english, l1s, sociolinguist and sociocultural and it is argued that this nonnative speaker reality should be integrated into english lessons (kemaloglu-er and bayyurt, 2018, 2019a, 2019b; kemaloglu-er and deniz, 2020). so, the students can increase their ability in building content, organization, vocabulary, sentence construction, and written mechanisms. based on the pre-observation of english study program students at the state islamic institute of curup, the researcher found that students are not interested in and motivated to learn english writing. writing is one subject that requires high-order thinking. they must write something based on data and their opinion. they must have good grammar. they must search for material about the topic. they must have good abilities in developing ideas, etc., so the lecturer should find a way to solve the problem. one method is to use a blog to teach writing. according to sanjaya et al. (2020), the user can draft, post, or leave comments using the features of weblogs. these attributes facilitate the sharing of writing expertise among students. it is hoped that blogging will help them improve their writing skills and knowledge of islamic literature. the y can write about anything related to islamic literature on their blogs. it was hoped that they would improve their writing skills and knowledge of islamic content. mind mapping is a learning strategy that involves visually mapping knowledge. branching lines, visuals, or phrases connected to the core notion or idea might be used to map out a mind map. according to buzan (2018), a mind map is a whole-brain alternative to linear thinking. mind map in all directions to capture diverse ideas from various perspectives. the most straightforward method of putting information in and taking it out of the brain is with a mind map; it is a creative, effective means of taking notes that will physically map ideas to us; it is also extremely easy. in this case, mind mapping is really helpful for students to assist them in a variety of ways in their islamic literature writing course, including organizing and expressing thoughts, planning, communicating, remembering information more clearly, coming up with more inventive solutions to problems, paying attention, and learning new material more quickly and effectively. students would undoubtedly benefit immensely from employing this strategy in identifying subjects and developing ideas for written works relating to islamic literature. method the subject of this study was the millennial generation at the islamic state institute for curriculum and research, especially students of the english tadris study program. the total subjects of this study were 30 students who had lower scores in writing courses. this research is a mixed-methods design. a writing test was used to find out the data on students' improvement in writing skills by implementing the mind mapping technique by using the blog. the test included two tests, namely a pre-test and a post-test. the pre-test would display the data or the score before implementing the mind mapping strategy. in the pre-test, students are allowed to write down "radicalism." besides, the post-test would show the data after implementing the mind-mapping technique in writing by using a weblog. in the post-test, students write a theme about multiculturalism. then, at the end of the research, the researchers would have the data on whether there had been eka apriani, roni labiran, farida esmianti, syafryadin, & dadan supardan the implementation of mind mapping technique by using weblog in improving students’ islamic writing: achievement and insight 950 an improvement or not. quantitative data was used in writing tests and questionnaires. qualitative data was used in the closed interviews. the interview was used to learn about the students' perspectives on islamic literature and to create a blog to teach islamic values to the millennial generation. table 1. interview questions no interview questions answer 1 what do you feel about using weblog in writing class? 2 how does a weblog improve your knowledge about islamic topics? 3 how does the mind mapping technique affect your writing skill? 4 do you motivate by using mind mapping through a weblog? 5 is it effective or not when teaching writing using mind mapping through a weblog? table 2. statements of questionnaire no statements 1 (strongly disagree) 2 (disagree) 3 (enough) 4 (agree) 5 (strongly agree) 1 the implementation of the mind mapping technique by using a weblog helps students' in accessing material. 2 the implementation of the mind mapping technique by using a weblog improves my english writing ability. 3 the implementation of the mind mapping technique by using a weblog improves my knowledge of islamic writing. 4 the implementation of the mind mapping technique by using a weblog improves my ability in developing ideas in writing. 5 the implementation of the mind mapping technique by using a weblog improves my ability in writing creativity. 6 the implementation of the mind mapping technique by using a weblog is fun in learning writing. 7 the implementation of the mind mapping technique by using a weblog makes me motivated in my writing skills. 8 the implementation of the mind mapping technique by using a weblog makes me finish writing tasks on time. 9 the implementation of the mind mapping technique by using a weblog is a faster way to get a lecturer's feedback. 10 the implementation of the mind mapping technique by using a weblog enhances the interaction between lecturer and students. the questionnaire was used to find out the percentage of students' insight after implementing the mind mapping technique by using a blog for teaching islamic writing. the result of the validity of the questionnaire was 0.6–0.7, and the reliability was 0.821 (the sample or tryout was 25 students). writing test and interview guidelines are validated by experts from sriwijaya university, the state islamic institute of madura, siliwangi university, and bengkulu university. quantitative analysis (paired sample t-test and percentage analysis) was used to analyze the result of the questionnaire, and qualitative analysis was used to analyze the result of the interview. figure 1. the result of the questionnaire's validity table 2. reliability score of questionnaire reliability statistics cronbach's alpha n of items .821 12 results and discussion the result of the pretest and posttest this test measures the student's writing proficiency when using mind mapping via blogs for islamic writing. the data from the pretest and posttest revealed that using mind mapping through the blog improved students' writing performance. the following table shows the results of the paired sample t-test: english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 951 table 3. the result of the paired-sample t-test mean n std. deviation df sig (2tailed) pair 1 pretest 60.0000 30 6.82288 30 .000 posttest 81.5000 30 5.59402 the result of the questionnaire the result of the questionnaire showed that students' perception of using mind mapping through a blog improved their ability to write islamically. the result of the questionnaire for this research can be seen in the diagram below: figure 2. the data result of questionnaire based on the table above on questions related to whether english islamic literature weblogs help them access islamic-related materials, 6.7% strongly disagree, 0% disagree, 10.0% find them adequate, 36.6% of respondents agreed, and 46.7% of other respondents confirmed strongly agree, for a mean value of 4.1667 with a standard deviation of 1.08543. next, on the question of whether english-language islamic literature weblogs can improve their english writing ability, 3.3% strongly disagree, 0% disagree, 10.0% are adequate, 26.7% of respondents agreed, and 60.0% of other respondents confirmed strongly agree, with a mean value of 4.4000 and a standard deviation of 0.93218. the third question of whether english-language islamic literature weblogs can increase their knowledge of islamic works of literature scored 6.7% as adequate; 40.0% of respondents agreed, while 53.3% of other respondents confirmed strongly agree, with a mean value of 4.4667 and a standard deviation of 0.62881. with a mean value of 4.6000 and a standard deviation of 0.67466, the question of whether the influence of islamic literature blogs increases their ability to develop ideas in writing reveals that 10% of respondents found it adequate, 20% agreed, and 70% of other respondents confirmed strongly agreeing. when asked whether the english islamic literature web-blog improves their writing creativity, 3.3% strongly disagree, 0% disagree, 3.4% are adequate, 23.3% agree, and 70% confirm strongly agree, with a mean value of 4.5667 and a standard deviation of 0.85836. the question regarding whether the english islamic literature web-blog is fun for learning writing shows that 6.9% disagree, 6.9% are adequate, 24.1% of respondents agreed, and 62.1% of respondents confirm they strongly agree, with a mean value of 4.4138 and a standard deviation of 0.90701. the seventh question, whether the english islamic literature web-blog motivates me to write, reveals that 0% of respondents strongly disagree, 0% disagree, 6.7% are adequate, 30% agree, and 63.3% confirm strongly agree, with a mean value of 4.5667 and a standard deviation of 0.62606. the next question, whether the english islamic literature web-blog forces me to complete writing tasks on time, reveals that 3.3% strongly disagree, 0% disagree, 10% are adequate, 30% agree, and 56.7% confirm strongly agree, with a mean value of 4.3667 and a standard deviation of 0.92786. next, when asked if the english islamic literature web-blog is a faster way to get feedback from a lecturer, 3.3% strongly disagree, 0% disagree, 0% adequate, 30% agreed, and 66.7% confirmed strongly agree, with a mean value of 4.5667 and a standard deviation of 0.81720. the last question regarding whether the english islamic literature web-blog enhances the interaction between lecturers and students shows that 0% strongly disagree, 6.7% disagree, 3.3% are adequate, 23.3% agree, and 66.7% confirm strongly agree, with a mean value of 4.5000 and a standard deviation of 0.86103. figure 3. students’ insight about the implementation of the mind mapping technique by using web-blog based on the table above, it can be concluded that all students (100%) agree that blogging can help them improve their writing skills, particularly in islamic writing. students improve their islamic writing skills by using mind mapping through blogs. students agree that the lecturer can use this technique as one of several in teaching writing. eka apriani, roni labiran, farida esmianti, syafryadin, & dadan supardan the implementation of mind mapping technique by using weblog in improving students’ islamic writing: achievement and insight 952 the result of the interview the interview results revealed that the student's perception of using mind mapping through a blog improved their writing ability as well as their understanding of islamic content. according to the researcher's findings, students are more interested and motivated when they learn english writing by using a weblog. students felt comfortable when they were using weblog in learning to write. they can improve their knowledge about writing interestingly. they can develop the topic by using mind mapping. this data can be seen in the result of the interview: a weblog is one of my favorite media for learning. my lecturer using weblog makes me feel happy and confident in improving our knowledge about islamic values, and the mind mapping approach i used helped me improve my writing achievement. (student 3) my blog allows me to freely express my thoughts on islamic topics. i read more about islamic values, like islamic characters, islamic issues, and islamic perspectives. since i use the mind mapping approach, it has proved quite beneficial for my achievements. (student 6) the weblog is a good medium for teaching and learning islamic values. my lecturer asks me to read more about islamic content and asks me to write in my own words. my lecturer asks me to use the mind-mapping technique as well. because i employ the mind mapping method, it has been quite valuable to me. my knowledge is open and improves when my lecturer uses a weblog. (student 7) i love learning islamic values using the weblog. i not only know about islamic content but also can express my ideas in writing. writing islamic content makes me happy and interested. the mind-mapping approach was also very helpful in helping me enhance my writing skills. (student 12) my lecturer attracted my interest since she incorporates the mind mapping method. because of the mind-mapping process i used, i was interested in improving my writing talents. with the use of a blog in the teaching and learning process, i could write an entire book about my islamic viewpoint. (student 19) based on the interview, the researchers found that this technique helped them not only improve their knowledge of writing but also know everything about islam. they read more about islamic content. they can improve their knowledge of islamic values. they can also express their ideas from an islamic perspective. this data can be seen in the result of the interview: when my lecturer uses the mind-mapping technique and a weblog to teach english, i become more interested. i know everything about islamic values such as the veil, radicalism, etc. (student 1) i appreciated it when my lecturer applied the mind-mapping technique and used a blog in the teaching and learning process. i can write everything about my perspective on islam. (student 4) a weblog is a good medium for teaching and learning islamic values. i can express my ideas concerning islamic values in my blog since the mind mapping technique was really helpful. (student 5) i have a good experience when i use weblogs for learning english. my lecturer is not only teaching about islamic content but also teaches us how to be good humans by using the mindmapping approach. (student 8) i knew everything about islam when i read some resources about islamic issues. my lecturer implemented the mind mapping method and asks me to read more about islamic issues and give my opinion about them. (student 9) i can express my idea by writing islamic content on my weblog. (student 10) my blog allows me to express my thoughts on islamic topics. i learned more about islamic ideals such as islamic personalities, islamic concerns, and islamic perspectives. my teachers are enthusiastic about my passion as he incorporates the mind mapping method. (student 26) i learn more about islamic principles when i take a writing class. my teacher uses weblogs as a teaching and learning tool. he also applied the mind-mapping technique in writing class and is doing very well so far. she asks that i read more about islamic subjects. this assignment has helped me learn more about my religion. (student 30) teaching islamic writing using thought english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 953 mapping via weblogs also motivates students to participate in the teaching and learning process. students were pleased when they utilised mind mapping to educate and learn writing. they enjoy using blogs and mind mapping. mind mapping makes it easy for them to express their ideas about the topic. they are delighted to submit their writing about the topics to the blog. it can be seen in the interview result: i know more about islamic topics when i learn english by using a weblog. i felt motivated when i learned english by using the weblog. i am happy and interested in learning more about islamic topics or values, and the applied mind mapping technique is very helpful for me. (student 2) the weblog is a useful medium for learning more about writing, especially islamic content. i learn more about islamic values by using the weblog. my lecturer makes me feel happy and motivated when i write everything i can about islamic content in my weblog. (student 14) one of my favorite learning media is the blog. my lecturer's use of a weblog makes me glad and confident in our ability to learn more about islamic beliefs. (student 16) weblogs are an excellent medium for teaching and learning islamic beliefs. i may add my thoughts on islamic values to my blog. my instructor also uses the mind mapping method, which grabbed my interest. because of the mind-mapping process i used, i was interested in improving my writing talents. (student 20) based on the result, students have positive perceptions about using social media and an "islamic literature web blog" for teaching and learning islamic values. students are interested in learning more about islam by using this medium. they read more topics about islam and give their opinions about those in their islamic literature web blog. it may be stated that a blog can be used as a form of social media and is effective and positive for teaching islamic values to students. therefore, according to the data above, two points become the focus. the first is the application of the mind-mapping method through the use of blogs to raise students' writing proficiency; the second is how students feel about the application of the method through the use of blogs to raise students' proficiency in islamic writing. first, the results showed an increase in student accomplishment with the deployment of the mindmapping approach via the usage of a blog, which improved students' writing achievement. related to this, sanjaya et al. (2020), blogs are a suitable medium for writing classes as a way to enhance student's writing abilities. additionally, amal alsubaie (2018) argued that blogs help students master writing skills, spark their motivation to write, and interact in social and real-world contexts productively. additionally, richardson, as cited by sanjaya et al (2020), claimed that blogs encouraged students to develop their characters and gain an understanding of the writing process. the english islamic literature weblog has a positive impact on improving english writing ability, developing the idea, improving creativity, and finishing writing tasks on time because they could develop superior material, structure their writing properly, pick a suitable phrase, thoroughly utilize tenses, articles, pronouns, and prepositions, and thoroughly use punctuation, spelling, and capitalization. according to the data, students perceive weblogs as a way to boost their writing confidence by 81.2 percent. it demonstrates that kids have a high level of perception. according to zhang as cited in sanjaya et al. (2020), by giving visual representation, using blogs in writing class helps students improve the quality of their work... constructing meaning is linked to visual literacy, visual thinking, and visual learning concepts. this research backs up the findings of kuimova and zvekov in sanjaya et al (2020), who found that 55 percent of students believe weblogs have a favorable influence on writing ability development. the education system is one of the things that has been impacted by the changing technology era. a blog is a type of writing instrument that allows the author to communicate their ideas (nasution, 2020). concerning enhancing their understanding of islamic literature, the students had good opinions when the lecturer utilised english to teach islamic literature in the writing class. it introduces pupils to fresh experiences and knowledge. according to communication francis and taylor as mentioned in sanjaya et al., web blogs are a novel and unique technical tool that may be utilised to boost student learning by sharing knowledge about students' interests and experiences with online learning (2020). kemaloglu-er (2021) suggests that blogs may be utilised as vehicles for meaningful and purposeful writing activities in efl learning situations. bloch also said in eka apriani, roni labiran, farida esmianti, syafryadin, & dadan supardan the implementation of mind mapping technique by using weblog in improving students’ islamic writing: achievement and insight 954 kemaloglu-er (2021) that blogs may be used as a supplement to l2 writing training in order to improve writing fluency and literacy abilities. these abilities help students take advantage of new simulation tools, information appliances, and social networks; they also make it easier for them to move around various media platforms and social networks and share information with diverse communities. the second is how the students feel about using a blog to implement the mind-mapping method to enhance their writing skills for islamic subjects. they reported that they are very interested in using weblogs to learn english because they think it is more interesting than written literature resources. through weblogbased learning, he can also learn many things about islamic values. according to mabuan (2018), blogs are used to improve interaction and collaboration, build writing confidence, encourage autonomous learning, supplement analytical and critical thinking skills, and increase writing and reading motivation, sense of responsibility, and desire for life-long learning. furthermore, they said that weblog-based learning made them more motivated to study and understand topics about islam in greater depth. they also feel happy about learning islamic values. in line with the results of the interview, travel blog writing, according to romaniukha et al. (2020), should be incorporated into the esl classroom through project work activities because it encourages students to introduce cultural concepts, which provides opportunities for enriched language use and enhanced verbal creativity. using a blog as a digital genre in the english classroom, according to pascual (2019), allows for the use of communicative language teaching, task-based learning, and process-based writing, as well as the development of students' communicative and digital abilities and genre awareness. it assumed that a little debate and a search for shared interests and individuality will suffice; distinctions might indirectly improve student motivation. the student's remark is consistent with the findings of lee kemaloglu-er (2021), blogs encourage students to write by addressing not just the instructor but also a huge audience. another positive perception expressed by the respondents towards weblog-based islamic literature learning is that they think weblogs are a good learning medium because through blogs they can express and share their ideas regarding their perspective on islamic values. according to pascual (2017) and romaniukha et al. (2020), incorporating this genre into efl settings will improve language abilities, promote verbal creativity, and boost learning motivation. weblogs are an effective approach to integrating technology with education both inside and outside the classroom. because blogs are both individualized and communal, they may provide a forum for self-expression and creativity. according to sanjaya et al. (2020), students can produce better content using weblogs than they can when writing traditionally on paper. this is because their writing tasks were better organized, their vocabulary choices were more effective, they applied tenses, articles, pronouns, and prepositions correctly, and they used punctuation, spelling, and capitalization correctly. on the other hand, the respondents also mentioned that learning islamic literature in english using weblogs was also able to help them increase their knowledge about islam. in this case, they say that since using weblogs, their reading interest has increased, so their knowledge of islam is increasing. according to kemaloglu-er (2021), numerous students found blog writing to be a rewarding and enjoyable experience since it allowed them to express themselves and show what they had done to the online community. according to reports, the blog boosts independent, reflective, and collaborative learning, raises cultural awareness, and has a beneficial influence on learners' self-expression and writing growth (kovalchuk and krasnokutska, 2017). finally, they said that the use of weblogs gave them a different experience in terms of studying islam. according to them, weblogs can lead them to be involved in an independent learning process. according to syarofi et al. (2018), students enjoy posting their works on blogs and creatively personalizing the blog pages; similarly, according to kovalchuk and krasnokutska (2017), in such cases, students may regularly make their own judgments about what, when, and how much of their work to upload online and profit from independent learning. blogs give learners with not only personal but also social forums to express their thoughts and feelings, as well as create a digital identity to connect with others in a huge virtual learning community (mabuan, 2018). the findings of the researchers also revealed an improvement in the success of students' writing scores before and after using web blogs and mindmapping techniques. this demonstrates that the english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 955 usage of weblogs and the implementation of mind-mapping techniques are successful and have a positive influence on increasing the quality of student writing on islamic literature-related issues. in line with mind maps were recognised as beneficial tools by zhang (2018) to help them understand the writing task better and look for key topics in memory to produce more innovative ideas. there was a substantial variation in scores obtained before and after the use of the weblog. students' successes in using a weblog in writing class proved this (fahreza et al., 2017). conclusion the findings of this study are as follows: (1) students' writing achievement increases when lecturers use the mind-mapping approach via the weblog. (2) students have a favourable opinion of the adoption of mind-mapping approach by utilising a weblog in islamic writing, as demonstrated by a score of 89.95% (a high percentage); and (3) a weblog is an excellent medium for teaching writing, particularly islamic values. students are more interested and motivated when learning islamic values by using weblog. students learn more about islamic values when they use weblog in the teaching and learning process. from the interviews, it can also be concluded that: (1) students were more interested when the lecturer applied the mind mapping technique and used a weblog in teaching english; (2) students felt motivated when learning english by using the weblog; (3) students could express many ideas concerning islamic values in blogs, and (4) students know more about islamic values when they take a writing course using the weblog. references akdag, e., & ozkan, y. 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(2018). implementing process writing strategy using weblogs to improve students’ ability in writing descriptive text. lingua cultura, 12(4), 351355. https://doi.org/10.21512/lc.v12i4.4142 zhang, y. (2018). a contrastive study on the application of mind maps in argumentative writing instruction for efl learners. english language teaching, 11(12), 93–100. https://doi.org/10.5539/elt.v11n12p93 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 47 the roles of critical incidents to construct public senior high school english teachers’ identities development arima renny dayu putri english education master program, sanata dharma university, yogyakarta, indonesia e-mail: rimarenny@gmail.com paulus kuswandono english education master program, sanata dharma university, yogyakarta, indonesia e-mail: kus@usd.ac.id apa citation: putri, a. r. d. & kuswandono, p. (2020). the roles of critical incidents to construct public senior high school english teachers’ identities development. english review: journal of english education, 9(1), 47-60. https://doi.org/10.25134/erjee.v9i1.3778 received: 27-06-2020 accepted: 29-09-2020 published:11-12-2020 abstract: this study investigated the role of critical incidents (cis) to construct public senior high school english teachers’ identities development. the researchers examined the meanings of cis and how these developed their identities as public senior high school english teachers. to gain the data, the researchers conducted open-form questionnaire and open-ended interview toward eight public senior high school english teachers in yogyakarta. the data were collected using narrative inquiry statements which displayed respondents’ life story in constructing teachers’ identities related to their cis. the result of this research demonstrated that there were 12 cis which were classified into 3 major categories of cis namely: students’ misbehavior, smart student, and self-improvement. the meanings of these cis were; motivating teacher to be reflective teacher, empower teacher to be agentic teacher in finding solution, developing teachers’ identities, supporting teachers to have better quality of teaching, and improving teacher confidence. those meanings of cis gave a great role to construct senior high school english teachers’ identity. keywords: critical incident (cis); teacher identity; public senior high school english teacher introduction experiencing critical incidents in teaching process can substantially help teachers develop their identities. critical incidents (cis) often take place unpredictably and they are crucial to change people’s lives (schutz, nichols, & schwenke, 2018). cis are useful for teachers to learn and reflect on their most meaningful experiences, both positive and negative experiences (wijaya & kuswandono, 2018). after experiencing cis, instead of simply experiencing and forgetting it, the teachers would remember and scrutinize it as an insightful compass to a better envisage clearer direction as reflective teachers. it is crucial as cis often happened as unexpected moments. thus, it is fundamental that teachers continuously reflect on incidents to find ways to foster their professional identities. the efforts to be good and useful teachers for students will also shape teachers’ identities. teacher’s identity is dynamic and formed by motivation and goals before becoming a teacher, which particularly involves a long and continuous process to develop (schutz et al., 2018). it is constructed by the extent to which the teacher plays a role related to the tasks of the community and their profession in the future (richardson & watt, 2018). the willingness to embrace those professional tasks sincerely is the essential factor which can distinguish passionate and impassionate teachers from the perspective of professional calling. likewise, it is through experiencing and reflecting critical incidents can teachers develop the capacity of their professional calling. deciding teaching as a job, teachers are aware that they are holding teaching responsibilities for their whole life long. a teacher is concerned with teacher’s quality, belief, motivation, and skill to take the responsibilities as a teacher (richardson & watt, 2018). teaching as a career involves, among others, teachers’ motivation, goals, agency, and self-efficacy to accommodate the society needs mailto:rimarenny@gmail.com mailto:kus@usd.ac.id https://doi.org/10.25134/erjee.v9i1.3778 arima renny dayu putri & paulus kuswandono the roles of critical incidents to construct public senior high school english teachers’ identities development 48 about education, as well reflection on critical incidents in classrooms. teachers sometimes experience cis while teaching, which in turn affect the teachers’ identities. cis are beneficial to challenge or support teachers’ goals, values, and beliefs based on teachers’ attributions and emotional responses, and it is significant in authoring their identities (schutz et al., 2018). the diagram below explains that cis are related to teachers’ motivation, goals, emotion, self-efficacy, and self-agency to construct teachers’ identities. diagram 1. the formulation of how cis shape teacher’s identity experiencing cis, teachers need a sense of agency and self-efficacy to solve the problems and to make meanings of those cis. in the journey of teaching english, teachers may have experienced several mandated versions of curriculum, a number of incidents in the class, many kinds of students’ character, and a large number of learning materials which should be delivered. several problems might have happened and have been solved. those problems require teacher’s agency, which is defined as teacher’s power to take better actions or transform their ideas to achieve their defined goals (beauchamp & thomas, 2009). agentic teachers are those who are active and able to shape their responsibilities to the challenging classroom (biesta & tedder, 2007). they define agency in three-dimensional pattern as a configuration of influences from the past condition, present situation, and future result. agency is connected to teacher identity because a teacher is a person who applies agency continuously. it means that teachers always think about their teaching history, on-going teaching activity, and the goals of teaching in the future. self-efficacy is people's beliefs in their ability to achieve goals that affect their life (bandura, 2010). believing that teachers can achieve their goals is the principal realization in constructing professional identity as english teacher. without keeping the belief in them, teachers do not have english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 49 any expectation. deriving the concept of bandura (1982), day (2018) indicated that empowered schools will usually focus on teachers’ sense of collective efficacy, on how they can take action to solve their problems and improve their teaching activities. while authoring their professional english teachers’ identities, they also at the same time develop the school’s identity. the better teachers’ identities are constructed, the better school’s identities are developed. in solving the problem, teachers need to remember their motivation and goals in order to regulate their identities. richardson and watt (2018) defined motivation as the energy to achieve defined goals. there is a solid connection between the self-identity and motivation by which teachers are motivated to take actions to control and make sense of their selves. through motivation, teachers will build their identities as their desired goals. nevertheless, without sufficient motivation, teachers who have extraordinary abilities cannot place appropriate strategies to achieve their desired goals (hong, day, & greene, 2018). motivation becomes the key point for teachers to regulate their identities to be always in line with their goals. it accompanies teacher to develop their professional identities. accepting teaching as a job must be decided after somebody set their life goals. as confirmed by schutz, nichols, & schwenke (2018), incoming goals, standard, and beliefs are significant points teacher used to measure their achievement in teaching. teachers have set their teaching goals before starting their journey of teaching. these certain goals can be used as the level of their achievement. furthermore, according to garner & kaplan (2019), purpose and goals are defined as the teachers’ knowledge and emotions about their personal purpose and objectives in teaching. hence, it is essential that teachers set their goals before starting their career as teachers. teachers’ emotions also play critical role in solving the occurring problems. emotion is related to the discussion of teacher’s identity because it is a feature between teacher-self and a factor that influence his/her identity and the shaping of it (beauchamp & thomas, 2009). how teachers manage their emotion when some cis occurred in their teaching process can significantly influence their identities. the good emotion influences good result to students as the main focus that teachers care about students. schutz et al. (2018) explained about the central value of emotional episodes that they involve conscious and unconscious judgments regarding perceived successes in achieving teacher’s goals or maintaining their beliefs. related to teachers’ identities, teachers must control emotion to keep good image in front of students. many studies about reflecting cis as one way to develop teachers’ identities and professional teachers have been carried out. wijaya and kuswandono (2018) investigated the effectiveness of reflection with critical incident theory (cit) framework as a form of teacher professional development. in their study towards six english teachers at a private school located in cirebon, indonesia, they found that by reflecting their cis, all of the participants could understand their experiences deeper and making them meaningful. furthermore, farrell (2011) also conducted a study on the professional role identity of three experienced esl college teachers in canada as communicated in regular group meetings. in his paper, he found that esl teachers can become more aware on their identities roles and reflect about how they have been shaped by being reflective teachers. in the same vein, sisson (2016) conducted a study to explore the significance of cis to develop identity and self-agency. the researcher presented cece stories about the relationship between her strong sense of life in the family, her troubling experiences in school and how these experiences developed her identity, and agency as a teacher. reflecting between the cis occurring in her studies and caring community she had with her family, she finally took action to promote caring relationship in her classroom. in this study, it can be drawn that the analysis of cece’s narrative stories created a powerful tool to shape her identity and agency. from those studies above, it is clear that cis are of imperative in developing teachers’ identities. why is this study crucial? although many studies have been carried out to reflect cis as one way to develop teachers’ identities as mentioned above, most of them were done outside indonesia, which may share different cultural persepectives. thus, it is fundamental to study cis because cis experienced by teachers have strong influences to the teachers’ behavior and their way of teaching. arima renny dayu putri & paulus kuswandono the roles of critical incidents to construct public senior high school english teachers’ identities development 50 the researchers are aware that it is crucial to conduct similar study in yogyakarta, indonesia because yogyakarta is very popular known as an education city. in this city, there are a lot of reputable senior high schools. hence, the researchers conducted a study investigating the role of cis in teaching processes to construct english teachers’ identities development by interviewing senior high school english teachers located in yogyakarta, indonesia. based on the background of the research, the problems are formulated as follows: 1. what were the meaningful critical incidents (cis) identified from senior high school english teachers? 2. how did the critical incidents (cis) develop senior high schools teachers’ identities? method research method and participants this was a qualitative research where the researchers investigated the quality of relationship between cis and teachers’ identities development. the researchers followed the theory of qualitative research from fraenkel & wallen (1993, p. 380), and ary, jacobs, sorensen, & razavieh (2010). in this study, the researchers analysed public senior high school english teachers’ stories about how cis developed their identities by focusing on the total knowledge to get the depth understanding. to be specific, this study employed a narrative inquiry technique that focused on teachers’ meaningful experiences when they encountered unexpected situation. cis become a learning moment for teachers to process their actions during the teaching and learning activities which ultimately can authorize their own teacher identities (harrison, lee, harrison, & lee. 2011). as mentioned by ary et al. (2010), in narrative inquiry, the researcher analyses the knowledge of someone’s story. in this study, the researchers analyzed the story of teachers’ meaningful experiences as well as cis occurring during their teaching process which were useful to develop their identities as senior high school english teachers. the researchers investigated a small group of teachers from the population of public senior high school english teachers in yogyakarta. a population is a group of individual that shares one or more characteristic in common (best and kahn, 2006; fraenkel and wallen 1993). from this population, the researchers invited eight public senior high school english teachers to share their experiences in teaching english and to identify the quality of relationship between cis and teachers’ identity development. data collection and analysis technique the researchers used three kinds of method in gaining the data. they are open form questionnaire, open–ended interview, and classroom observation. the researchers collected the data in january 2020 up to march 2020 and carried out data validation by member’s checking in april 2020. to analyse the data, the researchers prepared data transcription continued by data coding. the data collection and analysis technique were arranged by the following diagram. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 51 diagram 2. the formulation of data collection and analysis technique first, the open form questionnaire was conducted to get prior information about how public senior high school english teachers defined and designed their identities as english teachers and whether cis helped them to develop their identities. second, the researchers completed the data transcription and data coding to develop the interview questions. the researchers followed the theory from ary et al. (2010) about “coding” to develop the concepts from raw data. it was designed to categorize the differences and similarities found in the data collection. third step, the researchers carried out individual open – ended interview to gain deeper data about the story of teachers’ identities development and gained information about how cis occurred, shaped, and developed their certain identities as public senior high school english teachers in yogyakarta. fourth, the researchers made the data transcription and data coding from the result of open-ended interview. after finishing data coding, the researchers observed the teachers carrying out the learning process in the class and later on analyzed the respondents’ stories. nevertheless, the process of classroom observation did not encounter cis as precisely experienced by the teachers. the initial intention of classroom observation was to provide research triangulation. next, the data collections were discussed with the supporting theories related to the teacher identity development and cis theory. the researchers analyzed the result using narrative inquiry in which the researcher told the teachers’ story during their teaching process related with the function of cis towards their identities development. the researchers followed the theory of ary et al. (2010) that is in narrative inquiry, researchers examine and analyze someone’s stories. after writing the analysis, the analysis was sent to all respondents in order to get data validation (member check). the researchers conducted member check to all respondents so that the data can be categorized as trusted and valid data. in writing the discussion, the respondents’ names are all disguised to protect their privacy. finally, from the data analysis, the researchers drew the conclusions. results and discussion in total, there are twelve critical incident stories gathered from the public senior high school english teachers to be discussed in this study. the stories were organized to answer the two research questions, namely the meanings of cis as reflected by the teachers and the roles of those cis to develop the teachers’ identities. the meaning of critical incidents for teachers the twelve stories of cis were categorized into three major categories of cis, namely students’ misbehavior, smart students, and selfimprovement. arima renny dayu putri & paulus kuswandono the roles of critical incidents to construct public senior high school english teachers’ identities development 52 the researchers summarized the cis stories in the three tables below. students’ misbehavior students’ misbehavior was improper behavior or unaccepted behavior for the teacher occurring in the teaching and learning process. the study found three kinds of students’ misbehavior, namely; “sleeping students”, “impolite words”, and “late arrival”. these students’ misbehavior suggested meaning for the teachers as mentioned in table below. table 1. students’ misbehavior no teacher’s name story / number meaning 1 ms. patricia sleeping student (1) i have to make reflection about the teaching method and material. 2 ms. elsa sleeping student (2) i have to discuss with other teacher to design our next step related to the students’ misbehaviour. 3 ms. anna impolite words (3) this kind of incident helped me to change my identity from fun teacher to firm and discipline teacher by creating consequence related to the students’ misbehaviour. 4 ms. sofia late arrival (4) i have to be a wise and caring teacher who is able to choose the right action related to the lateness of the student. 5 mr. henry late arrival (5) i developed an identity as a caring teacher who was able to find the reason and solution about the student’s lateness. the public senior high school english teachers in yogyakarta experienced some students’ misbehavior in their teaching process. first, the cases of “sleeping students” (1, 2) were defined as cis and experienced by ms. patricia and ms. elsa several times. these cases provided great meaning for both ms. patricia and ms. elsa. experiencing some cis like “sleeping students”, ms. patricia realized that she was given a big chance to evaluate or reflect her teaching techniques and material designed. ms. patricia’s case was in line with joshi (2018) and hall & townsend (2017) that cis are useful for teachers to learn and reflect on their most meaningful experiences for both positive and negative experiences. ms. patricia has done the right thing that she evaluated herself based on the case of “sleeping students” in her teaching process. thus, the case of “sleeping student” provided a meaningful experience for teacher to conduct reflection about her teaching techniques and material designed. second, ms. elsa’s case of “sleeping student” (2) took her to a related action which was conducting a discussion with the homeroom’s teacher and other teachers to find a solution. her action was confirmed by hall & townsend (2017) that cis become a meaningful learning moment for teachers to take related actions. in this case, ms. elsa defined that the case of “sleeping student” was a meaningful moment to find related useful action. case number three, “impolite words” (3) were experienced by ms. anna and categorized as meaningful experience because it could change her identity. ms. anna’s awareness on her identity’s role was confirmed by farrell (2011) that critical incident can generate teachers’ awareness of their identities’ roles. ms. anna changed her identity from fun english teacher to be a firm and discipline english teacher after designing consequences for students who produced impolite words in the school environment. ms. anna’s critical incident of “impolite words” was in line with schutz, hong, & cross francis (2018) and gilstrap & dupree (2002) that cis often occur unpredictably and they are potential to change people’s lives as well as their development of identities. thus, it is discernible that ms. anna’s case of “impolite words” was categorized as a meaningful experience because it was potential to transform the identity as an english teacher. other cases of students’ misbehavior were the cases of “late arrival” (4, 5) experienced by ms. sofia and mr. henry. these cis were meaningful moments to develop their identities as a genuine english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 53 caring teacher (noddings, 2017). both ms. sofia and mr. henry’s actions corroborated the arguments from joshi (2018) and hall & townsend (2017). the arguments suggest that cis are meaningful learning moment to develop teachers’ professional identities as they may guide teachers to choose related action to deal better with students’ problem or inappropriate behaviour. both of them had to find the best action to deal with the late-arrival problem through critical discretion. it means that by arriving late, the students will not always deserve bad effect in their learning progress. smart students having smart students are meaningful to every teacher. they also become a distinct sign that meaningful learning process have occurred. on the other hand, smart students can create some learning problems leading to cis as figured out in the following table. table 2. smart students no teacher’s name story / number meaning 1 ms. elsa student’s feedback (6) pronunciations mistakes help me to evaluate myself. i have to learn and prepare the material well before teaching in order to be a good example for my students. 2 ms. sofia smart student (7) the students were smarter than me made me realized that i have to study hard in order to be a better teacher. 3 ms. sofia ill-timed material coverage (8) i have to be more creative teacher in designing learning materials which are suitable for my students’ potential. resulting smart students is the goal of every teacher. however, having smart students can be a rewarding cis for some teachers. there were three stories about “smart students” in the classroom as reflected by ms. elsa and ms. sofia. ms. elsa’s case of “student’s feedback” (6) was a serious moment in her teaching career and it provided a substantial meaning to her. being corrected by her student after having mispronunciations, she turned into deep embarrassment. it was a quite unpredictable and unforgettable moments for ms. elsa. this event was confirmed by schutz et al. (2018) that cis often happen unpredictably but they are significant to change people’s lives. ms. elsa’s case of having student’s feedback really took place in sudden and provide great opportunity for her to change her style of being a senior high school english teacher. ms. elsa was motivated to prepare her teaching better in order to be a good model for her students. her motivation to be better was confirmed by richardson and watt (2018) that motivation is somebody’s energy to achieve their defined goals. furthermore, critical events are beneficial to challenge or support teachers’ goals, and it is principal in authoring teacher identity (schutz, et al., 2018 ; joshi, 2018). ms. elsa’s goal is to be a good model for her students. therefore, by having wrong pronunciation in her teaching, she had to change her strategy in preparing and conducting teaching. so, it was assumed that “student’s feedback” provided a great meaning for an english teacher to be a better teacher by preparing and conducting teacher activities in a correct way. case number seven, the story of having “smart students” (7) gave a great meaning for ms. sofia. in this case, she thought that her students were smarter than her since they could answer the task faster and better than her. the meaning of this critical incident was providing a learning moment for teacher to take related action as well as study hard to have better performance and knowledge in teaching english. she believed that teachers have to learn and learn over the time. as a teacher, she believed that studying harder will produce better teaching activities. ms. sofia’s meaningful experience was in line with atai & nejadghanbar (2015) that cis become a meaningful learning moment for teachers to take related actions. it was clear that having smart students led ms. sofia to learn more as a teacher. likewise, the case of “ill-timed material coverage” (8) contributed a great meaning for a better material designed. in this case, ms. sofia arima renny dayu putri & paulus kuswandono the roles of critical incidents to construct public senior high school english teachers’ identities development 54 experienced all materials that have already been delivered to the students before the semester ended. to cover the rest of the time, it was difficult for her to find materials to be delivered to the students. atai & nejadghanbar (2015) explained that cis become a meaningful learning moment for teachers to take related actions. in line with their findings, ms. sofia assumed that critical incident gave her meaning to design more creative material and well time management in teaching. self-improvement teachers’ self-improvement is continuous development of teacher’s knowledge and teaching quality. it is the requirement to upgrade their quality to be better in their teaching profession. the table below specified some experiences of cis supporting teachers’ self-improvement. table 3. self-improvement no teacher’s name story / number meaning 1 mr. christian high potential students (9) i have to upgrade my own quality in teaching and preparing the material for my high potential students. 2 ms. sofia high potential students (10) i have to learn how to design better material and to choose the better teaching methods to be applied in the new school. 3 mr. christian going abroad (11) i felt that my english was tested during school visit in australia. this experience improved my selfconfidence. 4 ms. sofia peer teaching (12) i developed my identity as a creative teacher who can design more interesting material for my students using technology as i learnt from the student-teacher. the last big major category of cis in this study was “self-improvement” which was experienced by two respondents. both mr. christian and ms. sofia experienced the case of “high potential students” (9, 10). their cis appeared when both of them faced high potential students on their movement in new public senior high schools. these new senior high schools as their new work places were categorized as favorite schools. the students there were very smart in comparison to their previous students in the previous schools. both of them thought and experienced that to deal with smarter students, it is mandatory to prepare better teaching techniques and materials. having such incidents, they realized that upgrading the quality of teaching must be done. mr. christian and ms. sofia’s actions were in line with harrison et al. (2011) that cis become a meaningful learning moment for teachers to take related actions. in this case, both mr. christian and ms. sofia were being agentic teachers to find solution in the challenging new classrooms. biesta and tedder (2007) argued that agentic teachers are those who are active and able to shape their responsibilities to the challenging classroom. in line with biesta and tedder (2007), mr. christian and ms. sofia took responsibility by upgrading themselves in terms of materials design and teaching methods. they were motivated to take responsibility so that they can be a good and appropriate teacher for high potential students. as richardson and watt (2018) defined motivation is somebody’s energy to achieve their defined goals, both of them had energy to have better teaching qualities. thus, having high potential students provided great meaning for teachers to burn up their energy or motivation to upgrade themselves and have better quality of teaching. the next case concerning with selfimprovement was the case of “going abroad” (11) experienced by mr. christian. he had an unforgettable experience on his first time visiting another senior high school in australia. unforgettable experience is confirmed by farrell (2013) that a critical incident is any unpredictable and unforgettable experience occurring both in the teaching process and outside class. both mr. christian and the natives’ teachers found difficulty and misunderstanding conversation since they had different dialects. thus, mr. christian struggled to have better communication. even though having difficulty, mr. christian thought that his english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 55 experience was a critical incident for him to achieve a better value of himself as an english teacher. his great point of view in analyzing critical incident was in line with schutz et al. (2018) that critical events are beneficial to challenge or support teachers’ goals, values, and beliefs and it is vital in authoring teachers’ identities. after visiting another senior high school in australia for about a month, he felt more confident to be an english teacher. in other words, his speaking english has been tested well by native speakers. it was clear that the case of “going abroad” provided special meaning for mr. christian for his english fluency improvement and his confidence in being senior high school english teacher in a favourite school. “peer-teaching” (12) was the last case of selfimprovement category which also provided deep meanings. ms. sofia learned how to design material using technology from the studentsteacher who practiced teaching in her classroom. by designing more interesting material and applying technology in teaching, she developed her identity as creative teacher. her critical incident’s meaning is in line with schutz et al. (2018) that cis take place unpredictably, they are potential to change people’s lives as well as their development of identities. it was found that ms sofia positively assumed the meaning of “peer-teaching” as having self-improvement to be creative teacher and have a better quality of teaching. the roles of critical incidents to develop teachers’ identities learning a larger study on teacher identity construction, those public senior high school teachers as the research respondents provided the roles of cis to develop their professional identities. the roles of cis to construct teachers’ identities were analyzed based on three major categories of cis. students’ misbehavior teacher identity is created during teacher’s life and the process of teaching. it means that identity can be developed by many factors, experiences, and conditions. identity is defined as a continual and dynamic process which involves both a person and a context (beauchamp & thomas, 2009). students’ misbehaviors were useful context which provided chance for teachers to develop their identity. ms. patricia’s case of “sleeping students” (1) was useful for her to be a reflective teacher. the incident of “sleeping student” made ms. patricia reflected on her quality of teaching. it was found that ms. patricia preferred to evaluate her quality of teaching than to classify “sleeping students” problem as students’ mistake. it was in line with schutz et al. (2018) that critical events are beneficial to challenge or support teachers’ goals, values, and beliefs based on teachers’ attributions and emotional responses, and it is essential in authoring their identities. the case of “sleeping students” was a challenging moment for ms patricia to develop her identity. it was assumed that ms. patricia chose more interesting teaching techniques and more creative material. the better quality of teaching was useful to develop students’ motivation in learning english. in this case, ms. patricia was an agentic teacher as she found solution related to the crucial problem in her english classroom. ruohotie-lyhty (2018) explained that an individual’s agency in a particular environment is crucial to identity development. she could design better qualities of teaching to support reaching her goal in teaching english trough self-efficacy. according to bandura (2010), self-efficacy indicates the success of a person’s belief in his ability to achieve goals that affect his life. by reflecting her teaching quality and designing better english teaching activities, ms. patricia’s identity as senior high school english teacher was developed to be interesting and creative teacher. the other case of “sleeping students” (2) could be regarded a role to develop teacher’s identity as experienced by ms. elsa. it was assumed that ms. elsa developed her identity as agentic and responsible teacher by creating solution dealing with students’ misbehavior. choosing teaching as a career involves individual qualities, expectancies, values, beliefs, and talents, as well as accommodating required social roles, responsibilities, and expectations (richardson & watt, 2018, p.39). in line with richardson and watt’s (2018) theory that teacher’s quality deals with responsibility, ms. elsa realized that she has the responsibility to educate students. therefore, she conducted discussion with homeroom teacher and other teachers related to the case of “sleeping arima renny dayu putri & paulus kuswandono the roles of critical incidents to construct public senior high school english teachers’ identities development 56 students” to find out the best solution. this was a challenging problem and demanded active teachers to find the solution. agentic teachers are those who are active and able to shape their responsibilities to the challenging classroom (biesta & tedder, 2007). evidently, ms. elsa seriously appreciated her profession as agentic and responsible teacher and consistently developed her identity. the case of “impolite words” (3) experienced by ms. anna gave beneficial function for her to develop her identity as a firm and discipline teacher. ms. anna’s first identity was a fun english teacher. she wanted to have successful english teaching by being a fun teacher. however, she found a critical incident in her teaching that her students produce impolite words. it was assumed that her students had low respect to her. after having such incident, ms. anna realized that she had to develop a better character as well as being firm and discipline teacher in order to fulfill the responsibility of educating students. she designed consequences for the students who produce impolite words. the development of ms. anna’s identity was in line with ruohotie-lyhty (2018) that identity development depends on the people who actively take action to construct their identity or how they create better identity over time. it was clear that ms. anna has developed her identity from fun english teacher to be firm and discipline english teacher because of having the case of students’ “impolite words”. “late arrival” could create bad emotion for both the students and the teacher. however, it could be very useful for reflective teachers in developing their identities. late arrival provided benefits for mr. henry and ms. sofia. they were identified as caring teachers. they always managed their emotion in facing late arrival students so that there is not bad effect appeared to all students in the class. being able to control emotion is one of teachers’ identities developments. emotion is related to the discussion of teacher’s identity because it is a feature between teacher-self and a factor that influence his/her identity and the shaping of it (day, 2018). both mr. henry and ms. sofia chose to control their emotion and care to the students who came late to the class. emotion was an essential factor in the teachers’ identity development because it is a feature between the teachers and factors that influence their identities (wolff & de costa, 2017). both mr. henry and ms. sofia chose to control their emotion and gave good attention to the students who came late to the class. thus, it was shown that the case of “late arrival” contributed a great role in developing teachers’ identities as well as being caring teachers. smart students every student needs good teachers to obtain good education, particularly in the ways they guide students to generate meanings in their learning moments. ms. elsa and ms. sofia’s cases of “smart students” (6, 7, 8) are good evidences for teachers to develop their identity. the three cases namely “student feedback”, “smart students”, and “illtimed material coverage” were in line with richardson and watt (2018) that choosing teaching as a career involves individual qualities, expectancies, values, beliefs, and talents, as well as accommodating required social roles, responsibilities, and expectations. having mispronunciation during teaching process and being corrected by her students, ms. elsa was motivated to be a better teacher in order to be a good model for her students. teacher’s identity is dynamic and formed by motivation and goals before becoming a teacher. it is constructed by the extent to which the teacher plays a role related to the tasks of the community and their profession in the future (richardson & watt, 2018). in this case, she was motivated to develop her identity to be a good model for her students as her goal in the beginning of being an english teacher. furthermore, case number seven (7) was beneficial for ms. sofia to construct her identity. according to ruohotie-lyhty (2018), identity development depends on the people who actively take action to construct their identity or how they create better identity over the time. in these cases, she realized that she had to improve her quality of teaching and prepare more creative material for the students. in this study, it was found that teacher identity is a dynamic process. every teacher could evaluate and improve their quality of teaching after having such cis. senior high school english teachers developed their identity during their teaching process from the existing cis. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 57 self-improvement personal growth and development can create teachers’ identities. to gain teacher’s personal growth and development, upgrading teaching quality will be one requirement in developing teachers’ identities. the cases of “selfimprovement” (9, 10, 11, 12) were related to teachers’ personal growth to develop their identities as senior high school english teachers. the case of “high potential students” (9 & 10) motivated mr. christian and ms. sofia to upgrade their teaching quality. their motivations to upgrade their teaching quality upon their movement into favorite schools are confirmed by richardson and watt (2018, p.40) that motivation was extended to explain processes that empower people to engage in tasks to achieve goals. teachers wish to create better identities for themselves through upgrading their teaching quality. in this case, both mr. christian and ms. sofia had high potential students that empowered them to take a decision as well as upgrading their teaching methods and material for the students. similarly, the case of “going abroad” (11) provided mr. christian a great role to improve his confidence as an english teacher who was successfully having conversation with native english teachers in australia. he thought that his first visit to australia strengthened his identity as fluent speaking senior high school english teacher. the last case, “peer teaching” (12) also provided a useful function to develop senior high school english teacher’s identity. the critical incident experienced by ms. sofia as well as having peer teaching with student-teacher corroborated the notion from meijer and oosterheert (2018) that learning to teach for creativity can then be approached as a process of professional identity development. this study found that ms. sofia learned how to be a more creative teacher by applying some new application using technology to have more interesting teaching and learning process. thus, ms. sofia developed her identity to be a creative teacher. in accordance with two respondents’ life experiences, both of them proved that teacher identity is dynamic and is continually developed by career motivations and goals, playing the roles required of a teacher related to social needs of teacher profession, and is committed to the career (richardson and watt, 2018). both mr. christian and ms. sofia were undertaking self-improvement because of their cis reflection in the teaching process. they were committed to have better quality of teaching in order to take up the responsibility of public senior high school english teachers. conclusion teacher’s identity is essentially a dynamic cycle of teacher’s experience during their teaching process. cis in the teaching process occasionally occurred and actually contributed profound roles to construct teacher’s identity. in this study, there were 12 stories of cis revealed and subsequently classified into three major categories respectively: student’s misbehavior (5 stories), smart students (3 stories), and teachers’ self-improvement (4 stories). the stories motivated the teachers to be reflective teacher, empowered themselves to be agentic teachers in finding solution, developed teachers’ identities, supported their confidence, and encouraged them to have better teaching quality. those 12 stories constitute the evidences of significant reflections on the english teachers’ identity construction as public senior high school. the researchers perceive that this study can provide contribution to english teachers, english education study program students, and other researchers. to english teachers, this study provides additional contribution to the existing varieties of cis in developing teachers’ identities. to pre-service teachers in english education departments, this study is expected to provide clear information and knowledge concerning the role of cis in teaching and learning process. preservice teachers can reflect the usefulness of cis to improve their identities as professional english teachers in the future. to future researchers, this study suggests that the roles of cis are not limited to teacher identity construction, but are also available to benefit students. by reflecting cis in students’ learning experiences, for example, the teachers can help students to craft their agencies to be more autonomous and self-motivated learners. the integration of cis for students’ learning can provide challenging research ground, and yet, worthwhile for further investigation. arima renny dayu putri & paulus kuswandono the roles of critical incidents to construct public senior high school english teachers’ identities development 58 reference ary, d., jacobs, l. c., sorensen, c., & razavieh, a. 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(2017). expanding the language teacher identity landscape: an investigation of the emotions and strategies of a nnest. the modern language journal, 101(s1), 76–90. https://doi.org/https://doi.org/10.1111/modl.12370 arima renny dayu putri & paulus kuswandono the roles of critical incidents to construct public senior high school english teachers’ identities development 60 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 855 social critique in merdeka short story by putu wijaya: a dystopian literature approach m. manugeren english department, faculty of literature, universitas islam sumatera utara email: manugeren@sastra.uisu.ac.id purwarno purwarno english department, faculty of literature, universitas islam sumatera utara email: purwarno@sastra.uisu.ac.id purwanto siwi english department, faculty of literature, universitas islam sumatera utara email: purwanto.siwi@sastra.uisu.ac.id susi ekalestari english department, faculty of literature, universitas islam email: susi.ekalestari@sastra.uisu.ac.id sri wulan english department, faculty of literature, universitas islam sumatera utara email: sriwulan@sastra.uisu.ac.id apa citation: manugeren, m., purwarno, p., siwi, p., ekalestari, s., & wulan, s. (2022). social critique in merdeka short story by putu wijaya: a dystopian literature approach. english review: journal of english education, 10(3), 855-864. http://doi.org/10.25134/erjee.v10i3.6621 received: 21-07-2022 accepted: 20-09-2022 published: 30-11-2022 introduction social critique and social problems always go hand in hand as they are interrelated. social critique arises because of unresolved social problems; while social problems exist in almost all societies. social problems arise owing to the inconsistency of relations between individuals and groups and if not resolved can give a negative impact on social life, such as hampering peace and comfort of the community in all forms of social interaction (merrill et al., 2017). social problems can be caused by changes in individual or group attitudes due to the development of science and technology, social systems, cultural shock and cultural and social gaps (mooney et al., 2021). in short, the incompatibilities of social and cultural life as well as conditions that are not desired by large groups in an environment are the triggers for social problems. poverty, crime, gender discrimination, family disorganization, environment, population, belief system and bureaucracy are problems always visible in society (zaitov & teshayev, 2022). society is the largest human group with the same traditions, customs, attitudes and feelings of unity. this shows that society consists of several abstract: changes in a society produce social critiques which in turn become a means of communicating new ideas in addition to assessing old ideas for social change, in short as a vehicle for the conservation and reproduction of a social system. social critique can be conveyed through literary works; this is seen from the short story of merdeka by putu wijaya. through a dystopian literary approach and supported by related theories and concepts, it is revealed that this short story is full of social critiques as a result of the author's observations of his environment. the flow of dystopia is generally speculative, presenting a catastrophic or chaotic landscape of the future civilization of the world. dystopian literature is always associated with socio political discourse. overall this research is carried out using a qualitative descriptive method with the aim of presenting a complete picture of the social setting and clarification of social phenomena in the short story of merdeka and then synchronizing it with social reality. the results show that the forms of social critique conveyed by the author is lack of self-introspection, social gap and environmental damage. these three forms of social critique if uncontrolled can cause chaos in the social system because the main result is conflict, the color of dystopian literature. keywords: environmental damage; self-introspection; social gap. mailto:purwarno@sastra.uisu.ac.id mailto:purwanto.siwi@sastra.uisu.ac.id mailto:susi.ekalestari@sastra.uisu.ac.id m. manugeren, purwarno purwarno, purwanto siwi, susi ekalestari, & sri wulan social critique in merdeka short story by putu wijaya: a dystopian literature approach 856 groups ranging from the smallest to the largest, having habits then forming a tradition producing rules. in social relations, a reaction arises as a result of the contact of the relationship causing individual behavior to expand then making a change or some changes in society establishing social values, social norms, patterns of behavior, organizational establishment, structure of community institutions, layers of society, power in authority, and social interaction (capozzi & ristic, 2018; vestner et al., 2020). it is undeniable that in social life, friction always exists; but to reduce the size of a problem in an environment or community, the community members must voluntarily have a sense of belonging and from this, a nation can be built; a nation that can always share identities and relate to one another in harmony. the process of nation building is problematic and it tries to create a national identity. when people are not able to relate, crisis occurs ( saraswati, 2018; wimmer, 2018; eriksen, 2020; heng, 2017). to avoid a social crisis, it is necessary to have an idea to observe, follow, and evaluate the social order in a community (roepke, 2017; chen et al., 2018). this idea can then be labeled as a social critique, an innovation that becomes a means of communicating new ideas in addition to assessing old ideas for social change. social critique as a form of communication in society aims or functions as a control over the course of a social system or social process (bianchin, 2019; matamoros-fernandez & farkas, 2021; lewis, mark c. (2018). therefore social critique is an input, refutation, satire, response, or even an assessment of something considered deviant or violating the values in people's lives and is conveyed to the community or to related parties who participate directly in the order, such as religious leaders, community leaders, and the government. social critique can be expressed directly or indirectly. social actions, rallies, and demonstrations are forms of direct critique. indirect forms of critique include critique through songs, literary works, films, theatrical actions and so on. both forms of social critique have important social influences and impacts in people's lives. social critique is a form of communication that can be understood both in oral and written form, aiming to control the course of the social system relating to interpersonal problems (beauchamp et al., 2019). social critique through literary work is the rationale for making this research, through a short story entitled merdeka by putu wijaya already published in the august 29 2010 edition of jawa pos newspaper, using a dystopian literature approach. dystopia literature is one of the genres in literature that is quite popular in the literary world, especially in fantasy and science fiction works (seeger & davidson-vecchione, 2019). although more familiar among fans of fantasy and science fiction novels, many consider dystopia to be a branch of realistic fiction. in simple terms, dystopia refers to a world that at first appears to be running smoothly or is often termed utopian but later appears to be full of imperfections due to social and economic inequalities. the state of dystopia is described as a disorder that causes a new social system that is more systematic but tends to be oppressive. however, in some works, there are also those that negate the existence of the social system and replace social and economic inequalities with equitable conditions of poverty (campbell, 2019; stoner, 2007). through a dystopian approach, a research is designed to raise the issue of anxiety about humanity and the socio-economic system in society. social problems at the present should be discussed in preparation for handling social problems in the future. given that literature is universal and can enter all socio-cultural domains, literature is the right choice to explore and analyze the state of society and dystopia becomes an instrument of critique and an implied warning for the ruling government and the prevailing system. thus, dystopia plays a role in literary works to provide education and stimulate public awareness to participate in handling every problem because every problem has the potential to trigger other problems (jerkovic and alihodzic, 2018; smith, 2017). merdeka short story by putu wijaya is full of social critiques, a description of the social life experienced by certain characters in the plot appointed by the author according to his mission, starting with the atmosphere of this nation in the early days of the struggle for independence from the hands of the colonizers. the values of struggle are illustrated through monologues and dialogues among characters. the final battle depicted in this short story is a decisive, with the meaning that they must succeed in seizing independence or they must die. with such a strong slogan, the soldiers muster all their souls to end the conflict that has been going on for hundreds years. apart from the struggles of the soldiers acted by the characters in the short story, there are human, english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 857 social and cultural values summarized in the form of social critiques, whether directed at individuals, groups, systems, or the ruling government. literary works have become one of the effective means to convey social critiques in addition to the press and physical movements in the form of demonstrations and along with its development has become a cultural spirit. literature is born from the writer's anxiety to see the condition of the people who are always involved in social problems. as a social portrait, literature can reflect various important events in society, describing the psychological state of society, and providing input for problem solving; all of this is certainly a source of thought, inspiration and community readiness to face social conditions that occur in society. literary works also act as a medium of entertainment (derrida, 2015; eagleton, 2017; attridge, (2017). when we read merdeka short story, we can see that putu wijaya focuses on moral messages in the form of social critiques because basically there is always an implied message behind a critique. progress, whatever its form can be seen and subsequently realized through critiques. to understand the meaning of social critiques in a short story, we must also be able to understand all the socio-cultural phenomena implied. putu wijaya's work merdeka is chosen because of its uniqueness, namely the way the short story is presented using simple language so that it can be digested by all levels of society. with a storyline that is not complex and generally has a flat plot, short stories are more in demand by the reader community. short stories are part of prose literary works other than novels. short stories are read by many people because they provide entertainment to readers. in addition, short stories provide information about various events in society, namely about life problems. as it is a social critique, the short story of merdeka is appropriate to be studied through a dystopian literary approach. dystopian literature generally describes inadequate living conditions due to a bad social order or a government system that does not take sides with the community, usually an authoritarian government. social critique in postmodern literature also uses the term dystopia to describe a post-industrial society considered to have a high concept of self-interest and class. people like this tend to justify any means to meet their needs and goals, without considering the consequences of their actions on the environment (horan, 2018; seeger & davidson-vecchione, 2019). in most dystopian literary works, corrupt governments create or maintain a poor quality of life, often conditioning the masses to believe that their lives are worthy and fair, even perfect. dystopia is often written as a warning, or as satire, showing current trends extrapolated into nightmare conclusion. dystopia in general can be said to be a bad picture of a place that includes an imaginative view of a society that focuses on critically highlighting the negative or problematic side of the ideal view of that society (khan & rasool, 2022; moylan, 2020). the term "dystopia" appears in literature as opposed to works written in the utopian genre. the first writer to launch a whole literary direction was the english philosopher thomas more. the origin of the utopia genre usually comes from his novel utopia (1516). in fact, most of his works show an ideal society in which everyone lives happily and quietly. the name of this world is utopia. in contrast to his "quiet" works, the author's works begin to emerge, telling stories about completely opposite societies, countries, or worlds. in it, the state limits one's freedom, often freedom of thought. works written in this tone begin to be called dystopia (beresin, and olson, 2019). different from the calm utopian literature that depicts a harmonious society, dystopian literature provides a picture of people's lives that are opposite to that of a utopian society. people's mindset and personality will determine the formation of a state of utopia or dystopia; because overall even though we see a social system or government that does not take sides with the community, everything starts from the mindset and personality of the individual that develops into the mindset and personality of the group. dystopia is characterized as a crisis of hope, the helplessness of the revolutionary struggle, an inescapable social evil. economics is not seen as a solution to global problems and a way of building social order, but as a tool to enslave people. everyone needs money, but that does not mean that people are slaves to money (fitzsimmon & wilson, 2020; moylan, 2020). dystopia presents a "new world" for one who lives in it, resulting in a soulless, intolerant, empathetic state; people are made into robots, human machines with one goal, whatever the path to be taken, and at a certain moment, a natural human feeling awakens in a person, not in accordance with the existing system, built on m. manugeren, purwarno purwarno, purwanto siwi, susi ekalestari, & sri wulan social critique in merdeka short story by putu wijaya: a dystopian literature approach 858 restrictions, prohibitions, and subordination for the benefit of the state and it is through this awareness that people will see that they have been dragged into a dystopian world. there is conflict between the individual and society. dystopia denotes the incompatibility of utopian ideas with individual interests, revealing the absurdity of the utopian project. this clearly shows how proclaimed equality turns into leveling; state structures forcibly determine human behavior and technological advances turn a person into a mechanism (herrero & royo-grasa, 2021). a dystopian society can be recognized by the existence of a social hierarchy, class division in society, the upper, middle and lower classes and generally the upper class becomes the ruler and acts arbitrarily. the lower class people will become powerless, nothing more than slaves who must obey all the rules applied, even though they are not in accordance with humanity or justice. then there is government propaganda voicing the concept that the government is right and must be appreciated and then there are strict regulations that limit the space for each member of society so that the nature of democracy is immersed in it. the moral crisis, in the form of indifference to the environment and the lack or absence of selfintrospection, is also a highlight in dystopian literature (moylan, 2020), which then leads to establish social critique. social critique is a form of communication in society that functions as a control over the course of a social system or process of social interaction. social critique comes to the surface when the social system and the order of life of a society do not work well due to clashes among individuals, groups and social institutions (langford, 2018). . when social problems are not recognized and lead to dissociative effects in society, social critique is needed. various media can be used to deliver social critique, such as newspapers, social media, television and one medium that is always effective in delivering social critique is literature. the scope of social critique includes the political field, matters relating to state affairs, government policies, or authority; economics, relating to production, contribution and production; culture, relating to aspects of creation, taste and intention of humans as civilized beings; law, in relation to rules and regulations. in this study, all areas of social critique are covered because social critique does not focus on one issue (connell, 2018; diedwardo, 2019). an issue remains related to all the problems facing humanity. social critiques which become the discussion in this research are: lack of selfintrospection, social gap and environmental damage. self-introspection is a person's way of looking at himself or reflecting on his thoughts, emotions, and memories. through introspection, a good and righteous personality can be formed. everyone must do self-introspection so that their perspective on self-worth and those around them can change. self-introspection can also increase emotional intelligence, making it easier for a person to overcome the challenges of life and social interactions can run smoothly (kusumawardhani, 2017). various ways can be done to do selfintrospection such as seeing and understanding the problems faced, adapting to the environment, and most importantly trying to make peace with oneself so that conflicts can be avoided. actions like this can give the brain a chance to pause for a moment from various muddled thoughts. at this stage we can sort through various experiences that have occurred and evaluate these experiences. this evaluation then becomes a lesson for us to determine a good mindset and behavior in the future. when there is disharmony in the social system and social institutions in a community, social inequality will occur; inconsistency between expectations and reality. social inequality is included in social problems that have an impact on conflict. not only from an economic perspective, conflicts can be due to legal issues, public services, bureaucracy, education, religion, and ethnicity. this form of social inequality makes it difficult for the lower class to get access to development outcomes, health and education. and all this of course will cause other social problems (dalton, 2017; umeanolue, 2018). this social gap is often related to the existence of a form of difference that is real and easy to see in terms of public finances, covering the value of assets. in addition, this social gap can also be seen from the inequality in goods or services, wealth, rewards, laws, opportunities that are obtained by everyone. the next issue is concerned with environmental damage, unlimited by space and time. this matter is getting worse day by day. the conditions have directly threatened human life. the level of natural damage also increases the risk of natural disasters. the cause of natural damage can be caused by two factors, namely due to natural events and human activities. the second cause of environmental damage is the result of english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 859 human activities. the damage caused by humans is actually greater than that caused by natural disasters. this is because the damage done can occur continuously and tends to increase. this damage is generally caused by human activities that are not environmentally friendly such as forest destruction and conversion, mining, air, water and soil pollution (steinmann et al., 2017). environmental damage can be interpreted as a process of deterioration or a decrease in environmental quality. this environmental deterioration is characterized by the loss of land, water, air resources, the extinction of wild flora and fauna, and the destruction of ecosystems. therefore, prevention of environmental damage must be implemented. the environment and its surroundings must be protected. protection and management of the environment must be in accordance with human welfare. otherwise, it can cause various environmental disasters. the environmental damage that has occurred so far is the result of weak government supervision and public reluctance to change unnatural behavior towards nature and weak law enforcement as the last bastion to ensure the rule of law (jargin, 2021). method the research is conducted with a qualitative descriptive method, descriptive in nature with the concept that the data obtained are decomposed in the forms of words or pictures not in the forms of calculations or numbers. the main principle of qualitative is to process and analyze the collected data into systematic, orderly, structured, and meaningful data. this research is then done by means of a dystopian literary approach. this approach reveals that literary works as a medium of social control provide an overview of the social order of a society that is not in line with expectations so that people face various difficulties in their daily lives (busetto, 2020; adhabi & anozie, 2017; sugiyono, 2017). the main data source is from the short story entitled merdeka by putu wijaya, published in august 29, 2010 edition of jawa pos newspaper and the data are from the texts of the short story referring to social critiques, among others, lack of of self-introspection, social gap and environmental damage. the technique used in this research is a documentary study technique as the point studied is merdeka short story document. this documentary study technique is carried out by examining literary works as a source of research data. the research instruments used are humans and cards. the persons in question are the researchers, while the card is a sheet of paper containing notes and observations. the techniques used in analyzing the data cover reading the texts of the short story repeatedly, finding the keywords reflecting social critique, describing, analyzing and interpreting social critique in the texts, and in the final stage drawing conclusions results and discussion putu wijaya, who was born in 1941, is known as a novelist, short story writer, playwright, and journalist. a number of short stories appeared in the forms of books and articles published in various magazines and newspapers. just like his dramas and novels, putu wijaya's short stories reveal many streams of consciousness, triggering the readers to think about and reflect on the various social inequalities that occur around them. wijaya is a reliable critic who uncovers various social problems through his works and one of them is the short story of merdeka which is then used as the object of this research. three points of discussion cover lacking of self-introspection, social gap and environmental damage lack of self-introspection self-introspection means that we seek to understand ourselves on a deeper level. this includes gaining a better understanding of what we have done or what we have not done yet as well as our strengths and weaknesses. indirectly self-introspection reminds us to think before acting and also able to understand the circumstances around us. one should not take immediate action in response to an event. everything must be considered carefully. we must not shoot forward because the real enemy is not in front, but on the side and behind; the real enemy is within us. another thing that needs to be seen and done is to cleanse our environment of all traitors, enemies in blankets; it is they who make this independence lose its meaning and value (wijaya, 2021). the essence of this quote is that any form of problem or conflict comes from within. most people will try to claim that they are in the right and the problem is caused by someone else. people like this are usually difficult to invite for self-introspection and are always busy blaming the situation and other people. this one bad trait is of course not good and can hinder selfdevelopment. this is because those who find it difficult to introspect are too busy commenting on m. manugeren, purwarno purwarno, purwanto siwi, susi ekalestari, & sri wulan social critique in merdeka short story by putu wijaya: a dystopian literature approach 860 other people rather than correcting their shortcomings. when a person always feels that what he is doing and saying is right, he will tend to find it difficult to realize his own mistakes. people like this are usually concerned with their own ego and are less able to think from other points of view. the data above are in line with the concept of dystopian literature which describes the state of society and also the personalities of community members getting worse day by day and can have a negative impact on the stability of the social structure. this is a social critique conveyed by wijaya, of course through his observations and understanding as a writer for literary works are a reflection of people's lives. through this short story, wijaya conveys the message that it is easier to defeat visible enemies, enemies who come or are in front of us; what often becomes a problem is that the people around us, who have been given the trust become traitors. in addition, the toughest enemy to defeat is ourselves and as long as we cannot do self-introspection, then we cannot make peace with ourselves and we shall continue to be our enemies. the next data related to the lack of selfintrospection can be seen from the words of a character whose contents state that change does not start from physical appearance, but from spiritual realm. if everything is right in the heart, then everything can go well. if the heart has not been thoroughly cleansed, then what is right can look wrong (wijaya, 2021). wijaya again reminds us that happiness, independence and serenity cannot be obtained from anywhere, everything comes from ourselves. dystopian literary works generally describe a chaotic and uncontrollable state of society with successive difficulties and all of this comes from the community. people who cannot or do not want to do self-introspection will not be calm in living life. people like this should be given input on the importance of self-introspection, should be criticized so that they can realize that they deserve to have a quiet and comfortable life and they must make changes. changes that are not forced, but changes that are carried out with self-awareness. we cannot change a situation until we change our personality; we cannot make others happy before we make ourselves happy. living with sincerity is the first path to peace. the point is that we must cleanse our hearts, keep ourselves away from thoughts and actions that harm others. social gap social gap is an imbalance in society. the causes of social gap are financial problems, lack of employment, poverty, to health. this social inequality results in injustice and position in society. the striking difference is in the financial ability and social status of the people living in certain neighborhoods. this gap is often associated with the existence of a very real difference that can be seen in terms of public finances, such as wealth, especially when it comes to economic disparities. now it is very easy to see from the potential and unequal opportunities in social positions in society. social gap can affect all sectors of people's social life. one illustration that can be seen owing to social gap, is the existence of social jealousy towards certain groups. one group of people can meet all their basic needs, while others have to fight hard to meet their basic needs and they are still unable to do so. thus jealousy arises, which if not controlled properly, can trigger other problems such as crime which ultimately disturbs the comfort and tranquility of all other members of society. this unstable and chaotic situation is a picture given by dystopian literature and of course it implicitly gives space to the author to convey social critique. literature as a social control medium must be implemented and optimized. the following data describe the social gap presented by wijaya and also serves as a forum for conveying his social critique so that the public through the readers can understand the real source of problems in their environment. a character in the short story says that life does not belong to people, but to leaders, party leaders, and intellectuals who become celebrities because of their incredibly intelligent humanitarian theories, but never side with humanity (wijaya, 2021). democracy means government by the people with the highest power in the hands of the people and carried out directly by them or their elected representatives through a free electoral system. however, in practice democracy is no longer fully implemented, according to the character who speaks in this short story. he feels that democracy is only a name. he does not feel that he is living in a democracy because all the steps are very limited; his life is regulated by a group of people who happen to have access to the authorities. democracy is a government by a group of people, a bad system because it is implemented by a group of people who can benefit the rulers and themselves so that they are vulnerable to anarchism. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 861 the system of government in the name of democracy will only result in unstable political and social conditions, all of which lead to social inequality. there is no such thing as humanity or for the benefit of the people in social inequality. in addition, such a situation will trigger sociopolitical instability and social integration, because there is a conflict between the rulers and the people. in fact, in many cases, this causes a dishonorable fall of government power, a dystopian state, a state of disorientation and everyone in it, especially civil society, victimized and has to bear all the burdens of hardship. this is a social criticism conveyed by the author with the aim that all parties immediately realize that the direction of the government system is starting to be damaged and must be repaired immediately so that the people could live in prosperity. the following data also relate to the problem of social gap. independence is essentially useless; independence is only for the rich and powerful; while civilians who have nothing will remain slaves with no future. it is not people who will write history, but conglomerates, political adventurers and elites, they are considered to have the ability to see life from behind their academic theories, even though all of them are abstract (wijaya, 2021). the remarks are carried out by a character in the short story. the words 'make people 'rich' and 'you will still be a slave who have no future', describe an extreme social gap with the phrase 'no future.' social gap is a condition where there is an imbalance in society, where there is social gap formed from an unfair distribution of many things that are considered important by society. in essence, social gap is caused by differences in social, economic, and cultural status that are striking, resulting in injustice in a society. therefore, resources and self-awareness as well as self-improvement need to be distributed evenly to everyone so that they could feel the real senses of rights and obligations. unresolved social inequality is a phenomenon of dystopian society. environmental damage environmental damage is a significant theme in dystopian literature. environmental damage can be interpreted as a process of environmental quality deterioration which is characterized by the loss or drastic reduction of land, water, air resources, the extinction of wild flora and fauna, and ecosystem damage. the following data describe the environmental damage caused by unmeasured and uncontrolled development. in the next 60 years, everything related to nature will be completely destroyed. the existing trees will be cut down converted to roads and malls. skyscrapers will pierce every inch of land throughout the city. overpasses wrap around the city, no one will ever get to see and feel the fresh morning and the red dusk, because the sky has been destroyed by the sins of construction. on the streets there is no more space for pedestrians and bicycles, everything is taken by luxurious vehicles owned by conglomerates (wijaya, 2021). furthermore, the description of environmental damage is also clearly illustrated here. forests and mountains are barren; rivers are dry, and the seas are polluted. the rainy season is beyond the prediction. natural disasters keep coming. rains, floods, landslides and then forest fires keep coming; volcanoes erupt, earth wells gush, drowning cities in muddy puddles; the we find dengue fever, swine flu, drugs, poverty, corruption, religious clashes and disintegration. the people are starving while those of the upper class are busy fighting, blaming each other and inciting they deserve to rule (wijaya, 2021). humans and environments are two words that cannot be separated. both influence each other. the influence of nature on humans is more passive, while the influence of humans on nature is more active. this illustrates that humans are the trigger for the destruction of nature; especially when humans use the concept of anthropocentrism, a perspective that places humans at the center of universe system. this view contains the idea that all policies taken regarding the environment must be judged based on human interests. it is not surprising that the focus of attention in this view lies in increasing human welfare and happiness. nature is seen as an object to fulfill human needs and interests, so that nature is only used as a tool for achieving goals. obviously the concept of absolute anthropocentrism cannot be fully accepted, unless anthropocentrism is controlled. environmental damage can disturb health, cause biodiversity loss and ozone depletion as protection from the sun's ultraviolet rays and also economic collapse. we need nature to survive. therefore, it is important to preserve nature so that it can maintain a healthy and suitable environment for living things to live in. this is the role of social critiques conveyed by the author. conclusion merdeka short story by putu wijaya is full of social critiques. lack of self-introspection is a m. manugeren, purwarno purwarno, purwanto siwi, susi ekalestari, & sri wulan social critique in merdeka short story by putu wijaya: a dystopian literature approach 862 significant feature of the dystopian literature reflected in the behavior and personality of individuals and groups in the text and by this any conflict is hard to resolve. the problem of social inequality described in the story is also a trigger for people's discomfort in carrying out social life and further if not well controlled, could destabilize the social structure, most likely projected to national political, social and cultural instability. relating to environmental damage, it is predicted that in the next sixty years, everything related to nature and enjoyed by humans today will be destroyed. trees are no longer visible in big cities and in their places, skyscrapers and greenhouses with various risks to human life thrive. through a dystopian literary approach, social critique is expressed from this short story with a focus on discussing the displacement of selfintrospection, social gap and environmental damage. the results of the analysis of the data obtained indicate that the three forms of social critique are found in merdeka short story. merdeka by putu wijaya, describes the anxiety of the people about the meaning of an independence, but no one in the community feels free in terms of social justice, morals, peace, and economy, which makes the characters question the ways how they face the issue of independence and they are all eager to get justice in this beloved country. putu wijaya also implicitly provides an input that there is a need of deep attention for social inequality in social life and the government or people who have more ability and income need to also understand the situation of the poor and take useful actions with the aim of protecting, serving, accompanying, and providing directions for a better life. references adhabi, e. a. r., & anozie, c. b. i. 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(2016). the empowerment of children in edith nesbit’s “the railway children”. english review, 4(2), 243-254 received: 16-02-2016 accepted: 25-03-2016 published: 01-06-2016 abstract: this research is aimed at describing the empowerment of children in edith nesbit’s the railway children. the problems formulated in the research will be answered in the descriptions consisting of thoughts, actions, and feelings of the main characters in the novel and presenting other characters’ comments dedicated to the main characters. the main source of the research data was edith nesbit’s the railway children. it is considered as a children’s literature. the focus of the research was events in the novel which showing the empowerment of the main characters. the data consist of thoughts, actions, and feelings of the main characters and presenting other characters’ admirable comments dedicated to the main characters. the data were analyzed inductively by using qualitative content analysis. the instrument of the research was the researcher himself. to get trustworthiness of the data, the researcher used four criteria, namely: credibility, transferability, dependability, and confirmability. the findings of the research showed that the novel contains of children’s empowerment, which can be divided into three categories. they are thought empowerment, action empowerment and feeling empowerment. as empowerment of children is considered as an important aspect in children’s story and it has great influence to enrich children’s intelligence and emotion in their growing period, the railway children can be categorized as a good novel. keywords: children’s literature, children’s empowerment introduction childhood is seen as a crucial formative period in life to gain basic education (stephens, 1994:8). it is a time to learn about the nature of the world, how to live in it, how to relate to other people, how to face and solve problems, how to think, and what to believe. children need something to teach them how to deal with life properly and honestly. for this reason, they need fair education. fair education is education which is governed of excellence, and not orthodoxy, timidity, or intolerance, to encourage children’s growing mind and critical thinking and to shape their future (west, 1998: viii-ix). unfortunately as one of the most influential subject in children’s life, children’s literature seems to have difficulties to be fair to children about the real facts in life. it is due to the fact that children’s literature has a unique condition involving a conflict of interests between children and adults. children, with their specific characteristics, interests, and knowledge, intentionally need to enrich themselves with lots of experiences from their readings. they want books that capable to challenge their critical thinking and empowering their growing mind. children are also eager to have honest books about life, though it may be a bitter fact of life. on the other hand, most adults 243 adam anshori the empowerment of children in edith nesbit’s the railway children use and see children’s literature from different point of view. they judge the value of a book, whether it is good or not, based on their own judgment. they feel that they have a right and better understanding to decide whether a book is suitable for children or not. moreover, adults have authority and capability to do that. many children consume children’s reading and books which are brought and chosen by the adults. furthermore, adults treat children as ones who are innocent and need protection. most authors of children’s books do not explore the truth of life which is considered by adults dangerous and inappropriate, such as sexuality, poverty, and death, whereas children actually need fair stories about the real condition of life. adults actually can tell children everything. however, adults must be aware of the way to present those things. the right way should be in children’s range of understanding. adults also use stories to inscribe their own judgments, wisdoms, beliefs, and norms. those values will provide them with adults’ approval of or hatred of something. nodelman (1992: 1) said that children’s literature is a form of adult style for dominating, restructuring, and having authority over childhood. so, it is obvious that children are victimized in their own reading materials because there are many stories which are not standing in their side. fairy tales, which are believed and assumed as children’s literature, usually have values that may not consider children in particular (tolkien, 1980: 113). snow white and seven dwarfs, for example, contain value that a good kid is a child who never gazes and fights against her stepmother even though her stepmother is cruel. she took for granted to all things that her mother did to her even when her mother tried to kill her. fortunately, the soldier, who is ordered to kill her, saved her life. then she hid in the jungle and depending her life to the kindness of the seven dwarfs. it shows that she is powerless and speechless. as a child, she depends and submits her whole life to adults, i.e., her stepmother, the soldier, and the seven dwarfs. this story will construct children’s mind to be passive. children are not stimulated to think critically and act bravely when they deal with adults. it also shows that adults dominate children. children are filled with values for adults’ benefit, so adults will be easier to handle children in their passive willingness. this story does not empower snow white, as the main character, who should have authority to decide her own life. this story also depicts that a girl is weaker than a boy. when a charming prince suddenly appeared, he easily broke down the curse and saved her life. then, as usual, the story ends happily ever after. it builds a frame of thought that children in their obedient and docile attitudes will get a happy life as her suffering repayment. so it will persuade children to believe that in their passive willingness, children will be blessed in their life. there is no argument or chance for them to fight against adults though actually the adults are wrong. many fairy tales also inscribe unequal position between boy and girl. girls are judged to be inferior to boys, whereas in fact it is untrue. they may do a lot of things as boys can. this value is dangerous because it can lead children’s way of thinking into wrong belief or perception. realizing this situation, adults should start to concern and be aware of their children’s reading material. children books may contain values that can endanger and harm them. it is seen in fairy tales as snow white and seven dwarfs, which is considered as children’s 244 english review: journal of english education issn 2301-7554 vol. 4, issue 2, june 2016 https://journal.uniku.ac.id/index.php/erjee story. so, it is important for adults who have great authority and power toward children to pay more attention to this problem. fair and wise adults must consider the need and desire of children who are longing for good books. children want books that stimulate their critical thinking and growing mind and are able to answer their curiosity about life. on the other hand, children deserve every ounce of their talent, intelligence, inventiveness, and care (hunt, 1995: 18). children need to learn about life from the right spectacles. they crucially need fair education and guidance. children are only inexperienced. they are not innocent or speechless at all and actually they have their own wisdom to judge something. however, they need adults’ guidance to figure out the hidden or profound values, and to stimulate them in developing an alert enjoyment in stories. adults must be honest with them. children may in their real life deal with situations that can be hard for them. therefore, an opinion that children have to keep away from the bitter of life is unnecessary. children experience the bitter of life from the everyday life instead of books. hence, literature can be a mean to transfer knowledge and understanding to children to get a better preparation to deal with the real life. a great value in children’s literature is that it can help children recognize their feelings and be aware of things they do or not to do to cope with their feelings. literature will also help children to be more apt to accept themselves if through stories they see other children with similar problems, worries, and conflicts (jones, 1988: 27). a book must enlighten child’s eyes and provide space for exploration, which extends their experiences, enjoyments, satisfaction and morality. considering the role of literature towards children, it seems necessary to conduct a research study concerning the influence of children’s literature as a means of educating and exploring emotions and also as agent of socializations. character generally means the aggregate of mental, emotional, and social qualities that distinguish a person. in children’s literature, the term character is used to mean a person, a personified animal or object that inhabits in a story (lukens, 1999: 80). in the story, the importance of a character determines how fully the character is developed and understood by the readers. character development means showing the character – whether a person or an animal or an object-with the complexity of human being (lukens, 1999: 80). a character may be presented mainly through description and discussion or, in a more dramatic manner; the author simply reports the character’s speech and action. in other words, the readers may reveal the character through the action, speech, and appearance, others’ comments and by author’s comment. these methods of characterization can be used together (little, 1981: 89). one extreme of dramatic method is the modern device of interior monologue or stream-ofconsciousness technique, in which all that is recorded is the flow of impression and thought passing through some character’s mind from moment to moment. characters are divided into two, namely: dynamic and static character (lukens, 1999: 86). dynamic character is one who changes in the course of action. the character demonstrates a new realization about himself or herself, or 245 adam anshori the empowerment of children in edith nesbit’s the railway children about his or her personal values. static character is one who does not change in the course of the story. the conflict does not influence the character to make any impact upon personality or outlook. children have keen interest in character (lukens, 1999: 94). they want stories that its characters especially child characters involved in action and making decisions. children are intent on the way characters’ decisions solving the problems. children like to follow characters and their motives through their emotions and their reasoning as they face decisions and make choices. they are also excited by the possibility of the accidental and also inevitable situations. these descriptions show the importance of characterization in children’s literature in drawing meaning and messages and pleasing the children. the railway children, as one of children’s novels, is interesting to be studied from many perspectives, such as plot, characterization, point of view, and setting. in order to be focus on the research, the research will be restricted to the description of the main characters’ thoughts, actions, and feelings and others’ comments appraising them, showing their efforts to deal with their life and the empowerment characterization of the children. the limitation of the problems is mainly based on the relevance of the research question, which is “what kinds of children’s empowerment appear in the novel?” method this research uses qualitative method. qualitative method is a research procedure which produces descriptive data results in the form of written or oral words from people and their behavior that are observed (bogdan and biken, 1982: 5). this method is concerned with the process rather than consequences, with organic wholeness rather than independent variables, and with meaning rather than behavioral statistics. it emphasizes a holistic interpretation. the main source of the research is the novel entitled the railway children by edith nesbit who is best known for her family stories. the penguin group firstly publishes this novel in england in 1906 and through the time this novel was being revised and reprinted in 1995. the data are analyzed by using content analysis. according to holsti (in lincoln and guba, 1985: 337-338), content analysis is an objective, systematic, and general description of the manifest content of a text. this analysis has five major characteristics. firstly, the process of analyzing the data follows certain formulated rules and procedures. however, it conforms that the rules do not need to be finally formulated until the end of the research. secondly, it should be systematic. it deals with forming categories, which have to be done according to determined procedures. thirdly, content analysis is a process that aims for generality by gaining theoretical relevance as the result of the analysis. theoretical relevance produces relevant and theoretical perspectives in relation to the context. fourthly, content analysis concerns manifested content. it will draw the conclusion based on the content of manifested context. finally, although content analysis emphasizes more on quantitative research, it also can be carried out with qualitative research. the qualitative content analysis procedure which is used in this research is inductive category development. its procedure formulates a criterion of definition derived from theoretical background and research question which determine the aspect of the textual 246 english review: journal of english education issn 2301-7554 vol. 4, issue 2, june 2016 https://journal.uniku.ac.id/index.php/erjee material taken into account (mayring, 2000: 4). the data of the research are events occurred in the railway children by edit nesbit that describe the empowerment of child characters to cope with their problems and feelings. the empowerment of children is shown through the capability and sensibility of children in solving their problems and others’ problems and also understanding others’ feelings. beside the characterization of the child characters, children’s empowerment is also strengthened by the praise of other characters for children’s kindness. the focus of the research is events, which show the empowerment of the main characters, roberta, peter, and phyllis to deal with their problems of lives and feelings. according to moleong the criteria to check the trustworthiness are credibility, transferability, dependability, and confirmability (lincoln and guba, 1985: 300). credibility is aimed at achieving the validity of the data. the researcher can achieve credibility through carefully and comprehensively reading and re-reading the selected data in accordance with the research question so that the data can be considered credible. this criterion is done until the researcher gets certainty and could not find any other significant variation in the data. the researcher also applies triangulation technique to gain credibility of the data. triangulation utilizes something outside the data to verify the data itself or to compare them (moleong, 2011: 178). kinds of triangulation technique are sources, methods, observers or researchers, and theories. the researcher applies one technique of triangulation that is another observer. in this technique, the researcher asks another person to discuss the valuable data to know the correct interpretation about the events whether they are relevant to the children’s empowerment or not. the person who became the observer is widyastuti purbani. she earns a doctorate degree from universitas indonesia majoring in children’s literature. therefore, her capability in analyzing children’s literature will be in accordance with the research. in applying transferability, the researcher should provide all the information needed by the readers in understanding the findings. this information that called thick description presents the detail and empirical findings, which describe the context of the research. the thick description is obtained through reading and analyzing the railway children comprehensively. to fulfill dependability, the researcher reads the data carefully and frequently in order to understand the content of the novel and to make correct interpretation. triangulation technique is also used to reach this criterion. the researcher asks the observer as the second reader and has some discussions with her. in some discussions, the observer states that she has the same perspective as the researcher about the novel. results and discussion there are many books written for children. through this research, however, it will be impossible to analyze all of the books. the researcher only focuses on one book in order to have detailed analysis. the researcher chooses the railway children by edith nesbit because the main characters in the novel are children who get misfortune in their life. it shows the struggle of children in facing and solving their own problems. according to neufeldt (1996: 445) ‘to give authority or power or ability to’ 247 adam anshori the empowerment of children in edith nesbit’s the railway children is similar to the word “empower”. empowerment is the noun form of empower that is defined as giving authority, power, or ability to someone. in accordance with the situation of children’s literature and the importance of good book for children, it is obvious that empowerment of children is crucial. empowerment becomes a significant role in children’s literature because children are eager to portray themselves in the story and tend to imitate what the characters do, especially the main character. when a story presents an empowerment spirit, it is expected that the readers are stimulated to think critically and do the same things as the empowering characters in order to draw the meaning of that story. nodelman sees the similarity frame of thought in orientalism to the frame of thought used by adults over children. in orientalism, said reveals that western (the occidents) tends to dominate, restructure, and have authority over the east (the orients) whereas in children’s literature nodelamn figures out the domination of adults (the authors) toward children (the readers). nodelman borrows said’s orientalism to make a brief description of the condition of children’s literature. nodelman (1992: 1) states: “children’s psychology and children’s literature can be discussed and analyzed as the corporate institution for dealing with childhood, dealing with it by making statements about it, authorizing views of it, describing it, by teaching it, settling it, ruling over it; in short, children’s psychology and children’s literature as an adult style for dominating, restructuring, and having authority over childhood” the quotation above shows that adults (the authors) have power to control children (the readers) through the stories. an exploration of parallel insight between said’s description of orientalism and the representation of childhood in children’s literature reveals a number of characteristics not empowering children. knowing the disempowerment characteristics in children’s stories will help to figure out the empowerment values as the contrary side. those characteristics are explained below. 1. inherent inferiority inherent inferiority deals with adults’ way of thought that posit themselves as superior, having more knowledge and ability, over children, the inferior one who are incapable to speak for themselves (nodelman, 1992: 1). in children’s literature, this characteristic is viewed from the author’s way in treating their readers. they restrict themselves to create a complex story because of their lack of vocabulary and knowledge as a means to understand the story. another form of inferiority is that the authors place child characters in a weaker side. this is obviously seen in fairy tales. child characters in fairy tales, though they are the main characters in the story, are described powerless and speechless. they tend to depend on and entrust their life to adults. 2. inherent femaleness this characteristic in children’s literature manages to suggest something traditionally feminine about childhood and on the contrary something traditionally masculine about childhood (nodelman, 1992: 2). this situation subordinates children to an inferior position. adults, in this case, plant the seed of their wisdom to children. they 248 english review: journal of english education issn 2301-7554 vol. 4, issue 2, june 2016 https://journal.uniku.ac.id/index.php/erjee gaze and talk about how charming or cute children are in passive willingness. children’s happiness is about pleasing them, bending their will, or doing what they want. adults will give reward for obedient children and give punishment whenever children dare to disobey or gaze back. 3. inherent adult-centered it mainly concerns the assumption that the authors of children’s books write the stories to provide the children with values and images that adult approve of or feel comfortable with. by large, this effort is aimed to give values and behaviors that make children easier to handle: more passive, more docile, and more obedient. as a result, children will need adults’ guidance and more willing to accept the need for it (nodelman, 1992: 2). 4. silencing and inherent silence silencing and inherent silence deals with adults’ effort to hide things, which are considered dangerous and inappropriate for children (nodelman, 1992: 2). adults want to protect children from the bitterness of life and taboo matter. for example they try to hide the matters of poverty, sexuality, and divorce, in order to believe that children are truly as innocent as they claim and that children’s life are devoid from bitterness of life. they would rather have to lie than be forced to confront children as they really are or as they really speak, whereas children crucially need the truth. in fact, the over-protective behavior from adults and the writers of children’s books precisely uneducated them. thought empowerment the railway children presents thought empowerment that is thinking ability of the children through its child characters’ knowledge or idea and understanding others feelings. the thinking ability here means the ability of children; roberta (bobbie), peter (pete), and phyllis, to develop their critical thinking and growing mind in order to overcome the situations or problems, which happened around them. thought empowerment is divided into two parts. they are thought empowerment through children’s knowledge or idea and through understanding others feelings. 1. thought empowerment through children’s knowledge and idea children have their own intelligence in the form of their knowledge and idea. knowledge includes their ability to understand something, familiarity gained by their experiences and information achieved, whereas, idea is about their plan, opinion, or conception of something. the position of children, both in reality and story, is inferior. it is because adults assume children as innocent and docile. however, in the railway children, bobbie, peter and phyllis are presented as an open mind and intelligent children. they quickly learn and understand new information that they achieved. the information, for children, will answer their curiosity and need of knowledge. it takes an important role in children’s growth. because of that, children crucially need fair and honest information of the description of life. in this story, bobbie, peter and phyllis accept new information about the equality position between boys and girls. when peter ask father whether girls can help to mend engine or not and father explains that girls are able to do all the things that boys can. 249 adam anshori the empowerment of children in edith nesbit’s the railway children ‘can girls help to mend engines?’ peter asked doubtfully. father: ‘of course they can. girls are just as clever as boys…(nesbit, 1995: 5). they learn this information first by comparing it with the fact in their daily life. in their reality, those three children mostly do their activities together. they never face any conditions that show imbalance ability between boys and girls. children then understand that the girls – bobbie and phyllisactually can do all the things that boy – peter – can do. this influences them to belief the truth of the information. the belief of equality position will construct children’s frame of thought. it empowers children to have self-confidence. bobbie and phyllis believe that they can do all things; on the other hand, peter never doubts his sisters’ capability. this will convince children that they can develop their ability and creativity to reach whatever they want in life without restricted by gender. 2. thought empowerment through understanding others’ feelings adults often assume that children are innocent, naïve, and weak. from that belief, adults think that it will be unnecessary to share or inform them about something considered difficult or complex. adults, in daily life, usually try to hide the problems and bitterness of life, such as poverty and sadness in order to keep the children away from misery. however, children can feel and see what actually happened, and may understand the situation better than what adult’s expected. “bobbie said,’ come on phil; i’ll race you to the gate.’ and she started the race, though she hated doing it”. (nesbit, 1995: 111) mother does not realize that bobbie knows her sadness. she thinks that bobbie is only tired of walking slowly. mother never expects that bobbie can do something to lift her burden up by giving her a chance to be alone. bobbie asks phyllis to race to the gate so she has her own little time to release her misery without any attentions and disturbances from her kids. bobbie’s capability to think of a way to show her affection for mother is a form of children empowerment. action empowerment the action empowerment mainly describes children’s action, behavior, and attitude in dealing with incidents in their daily life. it is divided into two parts. they are action empowerment through children’s bravery and through doing favor for others. 1. action empowerment through children’s bravery one of brave attitudes that should be learned by everybody is the willingness to confess his or her mistakes. it is important to learn because this action may require nerve to do and to accept any following consequences. peter can act and answer the station master’s greeting as usual like nothing happened before. however, he realizes that if the station master greets him first, it is plausible that the station master has not recognized him by daylight. peter does not want to feel uncertain about it. he takes a risk when he decides to inform the station master who he really is. he believes that it will be easier for both of them to make clear of this problem out. ‘i thought perhaps you didn’t know it was me that took the coals,’ peter went on,’ when you said “good 250 english review: journal of english education issn 2301-7554 vol. 4, issue 2, june 2016 https://journal.uniku.ac.id/index.php/erjee morning”. but it was, and i’m sorry. there.’ (nesbit, 1995: 38) peter wants the station master knows that he is the boy who has ever stolen the coals. fortunately, the station master appreciates his bravery to confess his mistake. the station master already has forgiven him. he has recognized peter before he greets peter. peter’s nerve to confess should be regarded as a brave attitude. he can manage his own doubt and fear to decide a proper action in solving the problem out. his action indicates his responsibility and honest personality. after this occurrence, the station master becomes one of his new friends. 2. action empowerment through doing favor for others to live in a society, children have to learn how to make relationship with others. they face the fact that they have to deal and work with others in their daily life. it is important to establish mutual assistance in their surroundings. bobbie, peter and phyllis are sociable kids. they make lots of new friends in their new neighborhood. they love to help other. there are many occasions that show their action in helping others. one of their actions is giving physical assistance to mother. they try to lessen mother’s duty by doing their own daily activities. ‘… no servant or anything. let’s get up and to be useful. we’ll just creep down mouse quietly and have everything beautiful before mother gets up.’ (nesbit, 1995: 20) in this story, the children have selfawareness to be accustomed to their duty of daily activities. it is a good habit to train discipline and responsibility. if they are able to do their daily duty well, they may be ready to a greater responsibility. feelings empowerment feeling empowerment is a form of children’s awareness and sensibility to deal with happening incidents. it is divided into two parts. they are feeling empowerment through empathy and through children’s unselfishness. 1. feeling empowerment through empathy empathy is an ability to share another’s emotion, thoughts or feelings. it is closely related to understand other’s feeling. children usually face difficulties to understand other’s feeling because of their less experience. to have sensitivity and awareness of the surroundings, children need practice. they have to learn about expressions, signs, or attitudes of a person to consider his real feelings. bobbie shows her deep empathy to the russian stranger for his suffering. she knows that he almost gives up finding his wife and kids. so when the doctor unconsciously laughs at bobbie’s story about the crying russian, she directly admonishes the doctor. ‘please don’t. you wouldn’t if you’d seen him before. i never saw a man cry before. you don’t know what it’s like.” (nesbit, 1995: 73) bobbie knows that it is hard for a man crying for his life. so, when the russian stranger cries in front of the crowd, she can feel that he is in a very distress and hopeless condition. the fact that he arrives in a foreign country without any money and ability to communicate with others makes him totally lost. moreover, he could not find any clues about his family existence in that country. it makes bobbie understands why he cries. the doctor realizes his mistake and feels sorry for what he has done. it illustrates that sometimes children have better sensitivity than adults. 251 adam anshori the empowerment of children in edith nesbit’s the railway children 2. feeling empowerment through children’s unselfishness unselfishness is the way of thinking or attitude of someone who tries to consider other’s need or welfare. it is a care expression for others. children express their unselfishness attitude on many occasions in the story. when peter gets involve in trouble, his sisters do not leave him alone to face it. they do things to help him, such as defending him or asking forgiveness for him. ‘it’s our fault just as much as peter’s. we helped to carry the coal away and we knew where he got it.” (nesbit, 1995: 32) it is clear that bobbie tries to exempt him. she tries to persuade the station master to forgive peter’s mistake. if the station master punishes him, bobbie and phyllis will deserve to get it too. the station master considers that peter actually has no intention of doing a crime. he only has a wrong perception of coal mining. his sisters try to convince the station master, and they succeed. he lets them go. their effort to help peter when he is in trouble shows their kindness and tolerance. tolerance is one form of unselfishness behavior. empowerment becomes the most interesting discussion in the railway children. this value is considered to have great influence in the improvement of children’s intelligence and emotion. child characters in children’s story are the best picture and reflection of life for them. they can portray themselves in the story, which will stimulate them to expand their experience. conclusion there are three kinds of empowerment in children characters, namely: thought empowerment, action empowerment, and feelings empowerment. thought empowerment focuses on thinking ability of the children coping with the situations or problems which happen around them. it consists of two parts. they are empowerment seen through children’s knowledge or idea and their understanding of other’s feelings. action empowerment describes children’s action, behavior, and attitude to overcome incidents in their everyday life. this type of empowerment is divided into two. they are empowerment seen through children’s bravery and their action to give favor for others. feeling empowerment shows children’s awareness and sensibility to understand other’s feeling. their awareness and sensitivity mainly deals with terrible feeling of others. feeling empowerment also consists of two parts. they are empowerment seen through children’s empathy and their unselfishness. acknowledgement in this section, the researcher personally wants to thank widyastuti purbani as the second observer. she plays an important role in order to make the data of this research credible. the researcher also wants to thank afdina afitri as partner for discussion. as fellow researcher which have the same interest in children’s literature, the discussion which we conduct help to determine the objectiveness of the research. references bogdan, r. c., & bilken, s.k. (1982). qualitative research for education: an introduction to theory and methods. boston: allyn and bacon, inc. (5) hunt, p. (1995). criticism, theory, and children’s literature. massachussets: blackwell publishers inc. (18) 252 english review: journal of english education issn 2301-7554 vol. 4, issue 2, june 2016 https://journal.uniku.ac.id/index.php/erjee jones, c. (1998). parents are teacher too. vermont: williamson publishing co. (27) lincoln, y. s., & guba, e. g. (1985). naturalistic inquiry. baverly hills: sage publication, inc. (300) little, g. (1981). approach to literature. new south wales: sciences press. (89) lukens, r. j. (1990). genre in children’s literature in critical handbook in children’s literature (4th ed). new york: harper collins. (80, 86) ------(1999). a critical handbook of children’s literature. new york: addison-wesley educational publishers, inc. (94) mayring, p. (2000). qualitative content analysis. volume 1, no. 2 &#8211 (4) moleong, l. j. (2001). metodologi penelitian kualitatif. bandung: pt. remaja rosdakarya. (178) neufeldt. (1996). webster’s new world college dictionary (3rd ed.). new york: simon and schuster, inc. (445) nesbit, e. (1995). the railway children. new york: penguin books. (5, 20, 32, 38, 73, 111) nodelman, p. (1990). the hidden meaning and the inner tale: deconstruction and the interpretation of fairy tales in children’s literature association quarterly. volume 15 no 3. (1-2) ------(1992). the other: orientalism, colonialism, and children’s literature. spring vol 17 no 1. (1) stephens, j. (1994). language and ideology in children’s fiction. new york: longman publishing. (8) tolkien, j. r. r. (1980). children and fairy stories. in only connect-readings on children’s literature (2nd ed). toronto: oxford university press. (113) west, m. i. (1988). trust your children: voices against censorship in children’s literature. new york: neal-schumann publisher inc. (viii-ix) 253 254 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 831 utilizing “wordwalls’ as an assessment tool for indonesian junior high school students lina anisah english language education study program, teacher training and education faculty, universitas sembilanbelas november kolaka, indonesia email: lina.anisah@gmail.com apa citation: anisah, l . (2022). utilizing “wordwalls” as an assessment tool for indonesian junior high school students. english review: journal of english education, 10(3), 831-842. http://doi.org/10.25134/erjee.v10i3.6472. received: 21-07-2022 accepted: 20-09-2022 published: 30-11-2022 introduction 21st century learning continues to adopt increasingly developing technologies. now, the use of computers and smartphones has become an important element for human life such as in the business field, office, home, and school (yarahmadzehi & goodarzi, 2020). the development of technology in the world of education has a role in the teaching and learning process, wherein the teaching and learning process technological developments are expected to be able to make changes and have a better impact on learning. smith & hill (2019) stated that face-to-face and online learning have been applied since the 1990s. in general, the use of technological developments that are often used in education is the use of smartphone technology in making learning media that can facilitate educators in finding material, for example in the form of reading media in the form of e-books. the rapid development of technology as it is today should be used more optimally to improve the quality of learning, especially in smartphone technology. the utilization of smartphone technology is not only a medium for finding materials and media for reading, but can also be used in the assessment process, namely as an assessment tool in learning. however, the use of smartphone technology itself is still not optimally carried out by educators. the school must develop their programs every year so that they develop students’ competencies that are adaptive to every development of science and technology (akbuber et al., 2019). for example, smp negeri 1 kolaka still uses a manual assessment system in providing english test questions, namely paperbased assessment. this type of assessment is usually done by giving questions on sheets of paper so that students write their answers on paper. this type of manual assessment has several disadvantages including being tedious, too monotonous, and not varied. from the lack of variation in giving questions so students get bored with the conventional test exam model (herianto, 2022). technology can help students overcome scheduling and location barriers to learning. student involvement mainly emphasizes the time and effort they put into online learning activities to achieve the desired learning effectiveness (hong et al., 2021). licorish et al. (2018) and santosa (2017) stated implementing technology in learning is taken as a consideration to increase students' learning motivation, so that there is interaction during learning. it is supposed that effective school is a school that has the ability to carry out its functions optimally and all students can develop themselves (d. darwissyah and indrasari, 2019). therefore, from some of these problems, the researcher offers an alternative solution by utilizing a smartphone application that abstract: the purpose of this research was to analyze students' perceptions of the use of interactive media wordwall as an assessment tool at smp negeri 1 kolaka. the design of this study used a study case design. the subjects in this study were students of class viii g smp negeri 1 kolaka, totaling 26 students in 2022. the collection technique used questionnaires and interviews. questionnaires were given to determine students' perceptions and interviews were conducted to find out more in-depth answers so that researchers could describe and study optimally students' perceptions of the wordwall application as an assessment tool. the results of this research indicate that 87,5% of students are interested in using the wordwall application as an assessment tool. easy use, attractive appearance, and varied questions make students want to use the wordwall application as an assessment tool in the future. keywords: perception; wordwall. lina anisah utilizing “wordwalls” as an assessment tool for indonesian junior high school students 832 can be done online, namely the wordwall webbased application. according to maulani (2019), word wall could be an assortment that square measures age-acceptable, classified or class, and settled on the room wall thus students can easily see and learn. sipayung (2019) also stated word walls are collection of words shown somewhere in the classroom that can be vocabulary significant to the students. cleaver (2018) said a wordwalls is dedicated to displaying high frequency words (these could be sight words or words that are used a lot in your class) that are important for students to know and use. utilizing this application, of course, can provide convenience to educators in the assessment process and can increase students' learning motivation in learning english. in the assessment system that uses the wordwall webbased smartphone application, the researcher gave assessment test questions that were made on wordwall. with a simple and attractive interface, it can make it easier to use and provide a different experience in working on questions so that it can increase students' motivation in learning english and can also measure students' abilities well in every assessment given. each online-based question has a predetermined time. therefore, the researcher introduced an assessment tool that utilizes a web-based application on a smartphone, namely wordwall to see students' perceptions of this application. one of the interactive learning media that can be used is wordwall, as expressed by (maghfiroh, 2018; permana & kasriman, 2022; pradani, 2022). wordwall is a web-based interactive application that can create various types of online quiz models. the advantage of this application is that it can make questions that are accompanied by a form of final score assessment. this website is also equipped with 18 templates to create questions that can be accessed for free so that the quiz model becomes more varied. an attractive template with sound effects can attract the attention of middle school-age students. the main reason for using this application is to see students' perspectives from various perspectives and student points of view. then, at this time there are not many educators who use this web-based application wordwall as a media in conducting assessments, especially at smp negeri 1 kolaka. the reason researcher uses wordwall as an assessment tool is because this application is effective and makes it easier for teachers to conduct assessments for student learning. in contrast to conventional evaluation tools that use paper-based assessments which can waste paper and take a long time to assess student test results, this application can save paper only by using smartphones to conduct assessments and students do not have to wait a long time to see the score of their test results. the attractive appearance and easy to use add to the attractiveness of the students themselves. previous related studies have been conducted regarding student’s perception or wordwall as an assessment. first comes from firdiansyah & pamungkas (2021) conducted research that discussed the use of educational games as a learning evaluation. in their research, firdiansyah & pamungkas (2021) examined student perceptions of the use of kahoot as a learning evaluation media in the monetary economic theory course. the object of the research is the 5th semester social studies study program students who take the monetary economics theory course involving 83 students. the results of firdiansyah & pamungkas’ (2021) research stated that the use of kahoot as a learning evaluation medium received a positive response from students. this is because kahoot is easy to use, has an attractive appearance, and is transparent in displaying scores. thus, students are increasingly motivated to study to achieve the highest score. arsini (2022) did the research of regarding the perceptions of hotel school students regarding the use of wordwall to enrich student work ready vocabulary mastery. the method used is qualitative and data is collected from 10 respondents who have been selected with qualifications of activeness during learning, and always participate during the process. the data analysis found that students have high enthusiasm for learning vocabulary through the wordwall application. this application provides various types of creative and interactive vocabulary games. in addition, research on the use of wordwall as an assessment tool has been carried out previously. savitri and kusnarto (2021) researched the use of wordwall educational games as an online evaluation of indonesian language learning in higher education. in their research, savitri & kusnarto (2021) used descriptive qualitative research methods and the data in their research were the results of an evaluation questionnaire through the educational game wordwall. the source of the research data is the student of the communication science study program of upn veteran, east java who is english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 833 taking indonesian language courses which shows that the level of understanding of students using wordwall is 96.8%. through the use of wordwall, students' interest in learning indonesian language material has been shown to increase. even as the second studies from sartika (2017) said the use of wordwall method in order to improve the ability to learn descriptive texts in junior excessive school students. by using the qualitative approach, sartika (2017) obtained data thru observations, questionnaires, and documents that were used as devices. the effects of her studies determined that the use of wordwall method was very beneficial for instructors to train descriptive texts to hone students' writing skills. using wordwall additionally received a advantageous response with the aid of college students, so the use of wordwall is advocated for in junior excessive faculties. the next studies got here from darliani & agustina (2019), with the aim of research on implementing wordwall in enhancing the writing abilities of excessive college students in bandung. they used commentary and interviews to collect qualitative facts. the outcomes in their studies also confirmed a high quality reaction, because students had been taken into consideration capable of write descriptive texts according to the instructions. the research describing wordwall become also performed through (ismiyati & saputri, 2020). the motive of this study become to describe the use of wordwall as an effective medium in english training, in particular in students' vocabulary. the research they conducted used a scientific overview technique, wherein they reviewed 6 theses, and 4 journals associated with the implementation of wordwall. the statistics acquired have been then analysed by approach of descriptive evaluation. the effects confirmed that wordwall can be an effective medium to be able to boom college students' insight into vocabulary, mainly on the junior excessive school level. in contrast to these researches, this study addresses a gap in students’ perception towards wordwall as an assessment tool. also, researcher believes that not many related studies talking about this. meanwhile, a lot of research, talking about wordwall as media to improve one of students’ skills or try to find the effect of using wordwall on students’ learning achievement. through this research, the researcher hopes to contribute research to teachers to innovate in using the wordwall application as a learning assessment tool. based on the above background, the researchers tried to examine “how is the perception of students after using the wordwall web-based application as an assessment tool for second-grade students at smp negeri 1 kolaka?”. by conducting this research, it is expected to be useful for students in carrying out better assessments, especially in english learning test to make it more effective, and practical and also useful in measuring and assessing results more accurately, effectively, and quickly. method this research was qualitative since it describes the students’ perceptions. qualitative research is an established tradition within management studies, and many authors have argued for its potential to provide richly detailed insights and contextual explanations for many of the challenges currently faced in modern management practice. it was reinforced by cresswell (2018) stated that qualitative research relies on text and image data, have unique steps in data analysis, and draw on diverse designs. this was relevant to creswell (2018) stated that one of the reasons why someone does qualitative research is because of the nature of the research question. in qualitative research, the research questions often begin with ‘how’ or ‘what’. thus, the initiation forces its way into the topic that describes what is going on. the design used in this research is a case study using a mixed method approach which is combines qualitative and quantitative approaches with a specific design to answer the research objectives. by using this research design, it can show a description of the phenomenon of student responses to the use of wordwall as an assessment tool for learning english subjects class viii g students of smp negeri 1 kolaka. this research was conducted in the second semester of 2021/2022. just like other research methods, case study research is also divided into several types. they differ from each other both in terms of hypotheses (temporary answers) and from the thesis to be proven (salmaa, 2021). these types of case studies can then be applied in various fields. research using the case study method is to examine scientific phenomena that occur in a place so that it requires an in-depth analysis of the symptoms that exist in nature so that it is interesting to study. in addition, the data and facts obtained must also be supported by valid supporting data and according to needs through the process of providing questionnaires, lina anisah utilizing “wordwalls” as an assessment tool for indonesian junior high school students 834 interviews, observations, or documentation. based on this, this research was conducted to reveal students' perceptions of the use of wordwall as an assessment tool in english subjects supported by data, namely the actual conditions that occur in the field using a case study with a mixed method approach. in addition, information must also be obtained by researchers in the field according to their needs. research must have a clear objective and be ready to be investigated as a follow-up to solving the problem formulation that has been proposed. the four informants who will be interviewed are chosen randomly in the class. the instrument is a key component in research. according to sugiyono (2017), a research instrument is a tool used to measure the observed natural and social phenomena. the main instruments in this research were questionnaires and interviews. the questionnaire guidelines in the form of questions posed through data collection applications and interviews were delivered orally to students. the questionnaire in this research contained two dimensions, namely internal and external factors. interviews were conducted to obtain more detailed information regarding the questions asked. table 1. questionnaire guidelines the likert scale is a scale used to measure perceptions, attitudes, or opinions. this scale is used to complete a questionnaire that requires respondents to indicate a level of agreement with a series of questions. in this research, researchers used 4 scales to measure student perceptions, namely strongly agree, agree, disagree, and strongly disagree. table 2. interview guidelines no. indicator list of question 1 usage 1. are you interested in using wordwall application? 2. did you find any difficulties when using the wordwall application as an assessment tool? 3. is the use of the wordwall application easy to use? 2 wordwall display 4. is the wordwall application interface attractive? 5. is the animation display in the wordwall application very attractive? 6. is the color display in the wordwall application very attractive? 7. is the appearance of the font in the wordwall application attractive and easy to read? 8. are the images displayed on the application interesting to see? 3 question variations 9. are the questions in the wordwall application varied? 10. are the variations of questions in the wordwall application interesting? 11. are the questions that display easy to do? 4 the effectiveness of the wordwall as an assessment tool 12. is this wordwall application interesting to use as an assessment tool? 13. is using wordwall as an assessment tool interesting to use in future tests? 14. is the wordwall application interesting to use for english quizzes? 15. is this wordwall application interesting to use for semester exams? there are three types of interviews: open interviews (unstructured interviews), probing interviews (semi-structured interviews) and structured interviews. an open interview is an interview whose open answer is not determined by the researcher. structured interviews are interview whose answers have been determined by the researcher, while semi-structured no factor indicator question item number 1 internal interest 1 2,3,4,5 2 external usage 6,7,8 3 wordwall display 9,10,11,12,13 4 question variations 14,15,16 5 the effectiveness of the wordwall as an assessment tool 17,18,19,20 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 835 interviews are to dig deeper into information and explore thoughts. in this research, the researcher chose semi structured questions because the researcher could dig deeper into the broad information and could find out more about student responses. for the second instrument which is interview, here is the technique of data analysis. the process in question is as follows: (1) data reduction, (2) data presentation, (3) draw conclusions. in this research, researchers used a questionnaire to determine students' perceptions of the use of the wordwall application as an assessment tool at smp negeri 1 kolaka. after the students answered the questionnaire, then the researcher collected data from the questionnaire, the researcher calculated and analyzed the answers to each statement in the form of a percentage and the researcher described the results of the questionnaire. the researcher calculated the data using the formula in the explanation (sugiyono, 2017): percentage of student perception = earning score / max ideal score x 100% to compile a classification table for the percentage of students' perceptions using the highest, lowest percentage, number of classes, and interval distance. highest ideal percent = 100% lowest ideal percent = 25% number of classes = 4 (from sd to sa) based on these data, a classification table is arranged as follows: table 3. perception score category average score percentage perception category 3.26 4 81.5% 100% strongly agree 2.6 3.25 65% 81.25% agree 1.76 2.5 44% 62.5% disagree 1 1.75 25% 43.75% strongly disagree data analysis technique used are data reduction, data display, and drawing conclusion (kalfa & alkar, 2019). triangulation and member check are used as the main references in processing data (muawanah, 2021). data reduction is a from of analysis that sharpens, classifies, removes unnecesarry ones (sunaengsih et al., 2019). results and discussion questionnaire result the results of data processing from the google forms app data processing application which was obtained from giving online questionnaires to 26 students, there were 20 closed questions in the questionnaire distributed online. the following can be informed: table 4. perception calculation result descriptive overall internal external the minimum mean value of each item 26 1 1 the maximum mean value of each item 104 4 4 the mean score for each item 3.315 2.95 3.68 total score gain 1818 384 1434 ideal max total score 2080 520 1560 percentage 87.5% 74% 92% the results of the analysis of research data as a whole from internal and external factors obtained a mean value of 3.315, with a total score of 1818 with a percentage of 87.5%. the calculation results obtained an average of 92% for external factors and 74% for internal factors. these mean values were consulted with the category table. categorization of student perceptions can be seen in table 4. based on table 4. it can be seen that the average questionnaire from external factors regarding the stimulus given about students' interest in the wordwall application is 92% in the category of strongly agree. while the average questionnaire from internal factors is 74%. this means that the average student answers strongly agree with the use of the wordwall application as an assessment tool. the results of the questionnaire are as follows: table 5. perception score influenced by internal factors no statement percentage of the mean score category 1 i'm excited about taking exams/tests. 70% agree lina anisah utilizing “wordwalls” as an assessment tool for indonesian junior high school students 836 2 i am interested in the type of assessment given by the teacher 75% agree 3 i am very enthusiastic about taking daily tests/tests. 68% agree 4 i am always ready to take the daily test/test. 72% agree 5 i do the questions seriously. 87% agree based on table 5, it can be seen that some of the student responses on average agreed with the statement about their mood and interest in assessment with an average of 74%. from the table, it can be concluded that students agree that they are interested in the assessment tool given by the teacher. enthusiasm, enthusiasm, readiness, and seriousness that are quite high make their interest in the exam test even higher. next are the results obtained from statements about their interest in using the wordwall application as an assessment tool: table 6. perception score regarding the use of wordwall as an assessment tool no statement percentage of the mean score category 1 i'm interested in using wordwall application. 93% strongly agree 2 i found no difficulty when using the wordwall application as an assessment tool. 89% strongly agree 3 the use was of wordwall application easy to use. 91% strongly agree 4 the wordwall application interface is attractive. 95% strongly agree 5 the animation display in the wordwall application is very attractive. 95% strongly agree 6 the color display in the wordwall application is very attractive. 90% strongly agree 7 the appearance of the font in the wordwall application is attractive and easy to read. 88% strongly agree 8 the images displayed on the application are interesting to see. 92% strongly agree 9 the questions in the wordwall application are varied. 91% strongly agree 10 the variations of questions in the wordwall application are interesting. 93% strongly agree 11 the questions that display are easy to do. 93% strongly agree 12 this wordwall application is interesting to use as an assessment tool. 92% strongly agree 13 using wordwall as an assessment tool is interesting to use in future tests. 91% strongly agree 14 the wordwall application is interesting to use for english quizzes. 95% strongly agree 15 this wordwall application is interesting to use for semester exams. 80% agree this can be seen from the four question indicators regarding the use of wordwall as an assessment tool. usage. in indicators of usage, the average informant answered strongly agree with the value obtained was 3.65. on average, the informants agreed with the statement about the use of the wordwall application which stated their interest and ease in using the wordwall application as an assessment tool. wordwall application display. on the indicator regarding the display of the wordwall application, the average respondent answered strongly agree with a value of 3.72 which value is included in the category of perception strongly agree. the average informant is interested in the visuals displayed in this wordwall application such as interface indicators, animations, colors, font styles, and pictures. question variations. the next statement indicator is about the variety of questions that exist in the wordwall application with three statements that are displayed on the questionnaire, namely the variety of questions, interest in the variety of questions given, and the ease of doing each variation of the questions given. on average, the informants chose to strongly agree with the given statement with a value of 3.71, where the number was included in the category of strongly agree. the effectiveness of the wordwall as an assessment tool this indicator states the use of wordwall as an assessment tool which consists of statements containing the use of the wordwall application on daily tests, on giving quizzes, and english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 837 on semester exams. the average informant chose to strongly agree with the use of this wordwall application as an assessment tool with a total of 3.62, where the score is included in the category of strongly agree on the perception indicator. if presented in percent, the results obtained are 92% of the total score on each item of the question multiplied by the number of informants plus the maximum average value of each item plus the number of questions in the questionnaire. based on the results of the questionnaire found, students are more interested in this application is applied to assessment. the average student agrees if this application is applied during daily tests, giving quizzes, and semester exams. interview results the next data collection is using interviews with the type of probing question to find out more information about the questionnaire that has been given. here the researcher took four informants randomly from one class. the results of the interviews from the four question indicators are: table 7. interview results no indicator description example 1. usage students are interested in the wordwall application and like using the application. easy to use and no difficulties are found when using the wordwall application. no lag can hinder the use of the application for students, making it easier for them to use it. “yes, because, this test app is very fun to use. i did not find any difficulty at all in using this wordwall application. i think the preparation of questions in this application is easy to do.” (interview a2/a4/a6) “interesting. fun and easy to use. there is no lag at all which makes it difficult for me to operate the application.” (interview c2/c6) 2. display students said the interface presented was very interesting to look at. cool animations and like a quiz game which adds to their appeal. the colors in the appearance of the application are also very colorful and bright. display in a font style that is clear, large, and easy to read by students. likewise, students' responses to the pictures presented were that the pictures were so clear and very helpful for them in filling out the questions. “interesting. it's like a fun and very good quiz game. i love the colors displayed on this app, very colorful and bright. the writing displayed is very clear and large, easy to read. and also, the pictures are clear and very helpful in doing the questions. interesting. it's like a fun and very good quiz game. i love the colors displayed on this app, very colorful and bright. the writing displayed is very clear and large, easy to read. and also, the pictures are clear and very helpful in doing the questions.” (interview a10/a12/a14/a16) “yes, interesting. the animated videos and motion animations on the app are great. there is not much style in the writing font so it is easy to read. basically, i really like watching cartoons, so i like the pictures that are shown.” (interview d10/d12/d16) 3. question variations students said the questions were very different from what was given normally, the varied questions made them not bored quickly and were easy to do. “with various types of questions given, we don't get bored quickly. the types of questions are very different from those usually given by the teacher and are easy to do.” (interview a18/a20/22) “the questions given vary, so it is very fun to fill in the questions. the variety of questions keeps me from getting bored.” (interview d18/d20) 4. wordwall as an assessment students said they were interested in using the wordwall application as an assessment tool for daily tests, quizzes, and semester exams. it gives them something different from the previous assessment tool into a fun assessment tool that can “this is interesting. because it is good for use during exams or tests. it gives something different and fun to test.” (interview c24/c26) “i think it's good, because it can motivate us to study and be enthusiastic to face exams.” lina anisah utilizing “wordwalls” as an assessment tool for indonesian junior high school students 838 motivate them to learn. (interview d26) usage. based on the results of the interview above regarding the indicators for using the wordwall application as a whole, they are interested in using this application because of the animation display and the images displayed. the next question was about the difficulties that the informants encountered when using the application where there were some difficulties for the informants when using the wordwall application, namely when filling out questions. this is because the use of this application is based on a quiz game so there are difficulties for some of the informants who use it. other opinions do not find it difficult at all when using this wordwall application. the third question is about the ease of using this application. on average, the informants answered that this application was easy to operate because it was structured so that it was easier for the informants to operate it. another opinion, because this application has instructions and directions using english, it makes some students confused in operating it. therefore, informants still need supervision and guidance in operating this application. display. based on the results of interviews on the second indicator regarding the appearance of the wordwall application, it received many positive responses. the interface display on the wordwall application was given a positive response. on average, the informants answered that they were interested in the reason for the appearance that spoiled their eyes and the animations in the interface that made them interested. furthermore, the animated display presented received a positive response from the informant. the animations displayed are very appropriate for their age and school level. the colors displayed on the application also received a positive response. on average, the informants answered that they were interested in the colors displayed, even the colors displayed could motivate their learning. furthermore, the display of the font loaded on the application was responded positively by the informant. on average, the four informants answered that the font display was attractive. the type of font is simple and not tacky so that it is easy for them to read. including the images displayed in this application, the average informant was greatly helped by the images displayed when filling out the questions. question variations. based on the results of the interview above regarding the variety of questions in the wordwall application, it can be seen that all respondents answered the questions given were very varied. from the variety of questions given, they are more challenged and enthusiastic in working on the questions. also, they are interested in the questions in the wordwall application. however, there were some problems with the informants when filling out these questions, such as the informant being stiff when running the application to fill in the questions and the need for guidance to fill the questions. wordwall as an assessment tool. based on the results of the interview above regarding the opinion of the informant about if the wordwall application was used as an assessment tool. the average informant answered agreed if this application was used as an assessment tool such as daily tests or quizzes. however, for the semester exam, some are still hesitant to use this application due to the network. the rest of the informants agreed that the wordwall application was used as an assessment tool in the semester exam. perceptions arise from individual external factors by providing external stimuli that are received by individuals from outside to form an acceptance that determines perception. the responses given by respondents regarding the given stimulus are the wordwall application trial as an assessment tool. based on the research, it was found that the wordwall application was preferred by students to be used as an assessment tool such for daily tests, quizzes, and semesters. as for the results of collecting all data, data triangulation was carried out. the results are as follows: based on the percentage in table 7, the first statement regarding the use of wordwall, it can be concluded that 93% of students are interested in using the wordwall application, and it is included in the category of strongly agree. this is in line with the results of the interview in the following transcript: “yes, interested. because the application is fun to use.” (s1) (appendix/interview transcript/a2) “interesting. because it's fun and easy to use.” (s3) (appendix/interview transcript/c2) the second statement is about the students' not finding difficulties in using the wordwall english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 839 application. the percentage of all answers is 89%, which is in the category of strongly agree. the following is a statement of the results of interviews conducted to seek further information: the third statement is about the ease of students using the wordwall application. the percentage of all answers is 91%, including in the category of strongly agree. this is in line with the results of the interview in the following transcript: “no, i didn't find it difficult at all when using this app." (s1) "yes, because i think the preparation of the questions in this application is easy to work with.” (s1) (appendix/interview transcript/a6) for the fourth statement, about the attractiveness of the interface presented by the wordwall application. the results showed that a total of 95% in the category of strongly agree. this is in line with the results of the interview in the following transcript: “interested. because the interface is nice to look at.” (s4) (appendix/interview transcript/d8) for the fifth statement, about the attractiveness of the animated display of the wordwall application. the results showed that a total of 95% in the category of strongly agree. the following is a statement of the results of interviews conducted to seek further information: “yes, interesting. the animated videos and motion animations on the app are great.” (s4) (appendix/interview transcript/d10) the sixth statement is about their interest in the colors presented in the wordwall display. from the results of the questionnaire, it was found that the total answers can be concluded that there are 90% of students are interested in the colors presented, and it is concluded in the category of strongly agree. this is in line with the results of the interviews in the following transcript: “interesting. i like the colors displayed on this app, very colorful and bright.” (s1) (appendix/interview transcript/a12) the seventh statement is about the attractiveness of the font style and the ease of reading the font in the wordwall application. the percentage of all answers is 88%, which is at the level of the category of strongly agree. this is in line with the results of the interview in the following transcript: “yes, display writing is very clear and large, easy to read.” (s1) (appendix/interview transcript/a14) “interesting. not a lot of style in the writing font so it's easy to read.” (s4) (appendix/interview transcript/d14) the following is a summary of student perceptions based on the average calculation of indicators of use, appearance, variety of questions, and the effectiveness of using wordwall as an assessment tool for the wordwall application as an assessment tool: table 9. summary of student perceptions no statement mean of percentage category 1. i am interested in using the wordwall application. 91.25% strongly agree 2. i'm interested in the view presented by the wordwall application. 93% strongly agree 3. i am interested in the variations of the questions in the wordwall application. 92.75% strongly agree 4. i am interested in using the wordwall application as an assessment tool. 90.5% strongly agree student interest in using the wordwall application the results obtained above from giving a questionnaire for the first statement indicator regarding the use of the wordwall which discusses the respondents' interests and their difficulties in using the wordwall application, it is known that most of the participants strongly agree that the use of the wordwall application as an assessment tool is easy to use and interested in using it. around 91.25% of participants agreed with this statement. this is because they are happy if the assessment tool used uses game-based assessment which is easier to use than conventional assessment tools in general and can increase students' motivation to lina anisah utilizing “wordwalls” as an assessment tool for indonesian junior high school students 840 learn because they feel more excited when they get the highest score. this is in line with research conducted by firdiansyah and pamungkas (2021) which states that the use of game-based applications in the assessment process can help students increase their motivation to learn. the research conducted by sasongko and suswanto (2017) assessment using game-based applications can increase students' interest and interest in carrying out assessments. this opinion is in line with research conducted by haryadi & andriati (2020) which in his research proves that the use of game-based media can increase student interest both in learning and during assessment. student interest in the appearance of the wordwall application next for the second indicator which contains statements about the appearance presented in the wordwall application. the attractiveness aspect of wordwall media can be seen from the interface, animation, colors, font styles, and images in the application. the result is known that 93% of participants' overall use of wordwall was found interesting. interactive media used as an assessment tool make assessment activities or quizzes more interesting for students omar (2017). the attractive appearance of the wordwall is a factor that can increase student interest and curiosity. this is in line with research conducted by firdayansyah and pamungkas (2021) that interactive assessment media motivate students to pay more attention and become more involved in-class participation. this opinion is also supported by the results of research conducted by nuria (2019) which states that good, beautiful, and attractive visuals presented by an application can increase student interest in learning and the tasks they do. the visuals that involve animation, interfaces, colors, images, and writings that are presented on the display of an application can add to the attractiveness of students in evaluating learning. student interest in the variety of questions in the wordwall application the variety of questions contained in the application which states that the questions are varied, interesting, and easy to do are highly approved by students. this can be seen from the percentage obtained from the questionnaire results amounting to 92.75%. the importance of a variety of questions to make students not bored with the assessment tool. this is in line with research conducted by firdiansyah and pamungkas (2021) whose findings reveal that the variety of questions in a question greatly affects students' interest in using interactive application media for learning assessment. the diversity of questions proves that it is very influential on student interest. the variety of questions that are many and varied makes students interested in using the application. this is also in line with research conducted by salsabila (2020) which revealed that the large variety of questions from an application that is used as an evaluation tool has the potential to be used as an evaluation tool. this is because it can suppress the saturation level of students with many variations of challenging questions. student interest in using the wordwall application as an assessment tool the indicators regarding the use, appearance, and questions in the wordwall application received a positive response from respondents. this includes statements regarding the feasibility of the wordwall application to be used as a future assessment tool such as daily tests, quizzes, or semester exams. the statement received a positive response from respondents with a value of 90.5% where the average respondent with this statement. the interview results from 4 informants on average agreed if this application was used as a future assessment tool. this is because students prefer game-based assessment tools such as wordwall. this is different from the assessment tools that are often given, namely conventional assessment tools which still use monotonous paper-based assessment s. this research is in line with the results of research conducted by savitri and kusnarto (2021) with the use of wordwall, learning evaluation is not only done monotonously through practice questions and has proven effective in suppressing student boredom. overall, this application is good to use as an assessment tool that can be used as a future assessment tool. halimah, solfarina, and langitasari (2019) as revealed in their research that wordwall media is able to create beneficial interactions for student. for some student responses regarding the difficulty of filling out questions in several types of questions, this can be overcome by always guiding students before giving questions or starting the assessment. before evaluating using the new method, it is better for a teacher to provide easy-to-understand directions and provide clear instructions to students who will take the test. furthermore, this application is also based on english, where not all english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 841 students understand english. this can be given solution, by the way, the teacher guides and gives instructions before conducting an assessment. conclusion it can be described how students perceive the use of the wordwall application as an assessment tool for second-grade students at smp negeri 1 kolaka. it can be seen from the students' responses regarding positive statements in the questionnaire, on average they responded positively to the wordwall application. they strongly agree that they are interested in using this application as a future assessment tool such for daily tests, quizzes, and semester exams. this is reinforced by interviewing several students with probing questions. the statement indicators in the questionnaire are set as questions to get a more open answer from the respondents. the average informant interviewed said that this application is easy to use, the fun has an attractive appearance, and the questions are very varied so students are interested in using this application as the next assessment tool by utilizing a smartphone. it can be suggested to use the wordwall as a tool to maximize student learning outcomes, so that students feel comfortable and calm during the assessment and also the need for the skills and expertise of educators in applying wordwall to increase ideas and creativity in designing questions. the use of wordwall effectively and efficiently will assist in the implementation of the assessment of learning outcomes. suggestions for further research, research on the use of wordwall as an assessment tool have not been widely carried out, therefore it is necessary to conduct experimental research to test how much effectiveness wordwall is as an assessment medium. references akbuber, b., erdik, e., guney, h., cimsitoglu, g. g., & akbuber, c. 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(2020). investigating the role of formative mobile based assessment in vocabulary learning of pre-intermediate efl learners in comparison with paper based assessment. turkish online journal of distance education, 21(1), 181–196. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 1 exploring efl teachers’ new pedagogical content knowledge of genre-based approach suharyadi department of english, faculty of letters, universitas negeri malang e-mail: suharyadi.fs@um.ac.id utami widiati department of english, faculty of letters, universitas negeri malang e-mail: utami.widiati.fs@um.ac.id yazid basthomi department of english, faculty of letters, universitas negeri malang e-mail: ybasthomi@um.ac.id apa citation: suharyadi., widiati, u., & basthomi, y. (2021). exploring efl teachers’ new pedagogical content knowledge of genre-based approach. english review: journal of english education, 10(1), pp. 1-14. doi: https://doi.org/10.25134/erjee.v10i1.5348 received: 26-08-2021 accepted: 19-10-2021 published: 31-12-2021 introduction in english language teaching, teachers’ knowledge, as an important part of teacher cognition, has been a burgeoning area of research in the last four decades as one of the indicators of successful teaching (shulman, 1987). as a crucial foundation, knowledge is needed by teachers not only to accomplish the teaching and learning process (stark, eadie, snow, & goldfeld, 2020; carter and gonzalez, 1993), but also to fulfill learners’ needs (hao, 2016), and to improve the teaching efficacy and students’ learning achievements (walshaw, 2012). even in the 21st century, teachers’ knowledge is consistently required to advocate learners’ learning (kereluik, mishra, fahnoe, & terry, 2013). with knowledge, teachers are able to think, know, believe, and do (borg, 2003) to make their teaching better. among the types of knowledge, pedagogical content knowledge (pck) has been an interesting topic investigated in the literature. theoretically, pck emphasizes not only what to teach (content) but also how to teach (pedagogy) (shulman, 1987). the combination of these two entities has been empirically effective to be applied in the classroom instruction (schmidt, baran, thompson, mishra, 2009), particularly to help students learn better (kleickmann, richter, kunter, elsner, besser, krauss, & baumert, 2013; baumert, kunter, blum, brunner, voss, jordan, klusmann, krauss, neubrand, & tsai, 2010). as pck plays an imperative role in reaching the instructional goals, cesur and ertaş (2018) suggested that teachers abstract: this study aimed at exploring the efl teachers’ pedagogical content knowledge of gba and english instruction in the indonesian context. the data were collected from 42 senior high school english teachers by making use of a set of questionnaires, interviews, and observations. the first type of data was analyzed through a response counting to calculate the scores and percentages, with which the categories of teachers’ knowledge were engineered. meanwhile, the second type of data was analyzed by describing all indicators in the observation checklists (in the forms of spoken cycle and written cycle and four stages of teaching: building knowledge of the field, modeling of the text, joint construction of the text, and independent construction of the text). the data analysis reveals that the english teachers’ pedagogical content knowledge of gba can be classified into two major groups: 38.1% english teachers had deep knowledge and 61.9% english teachers had shallow knowledge. in connection to the classroom teaching, teachers with these different levels of knowledge are identical in implementing the guidelines of spoken and written cycles. one of the essential implications is that both categories of efl teachers need to understand theories of gba and concepts of gba used in the curriculum more in-depth as the reference and signpost to perform a better classroom teaching. keywords: efl teachers; pedagogical content knowledge; teaching practices; gba. suharyadi, utami widiati, & yazid basthomi exploring efl teachers’ new pedagogical content knowledge of genre-based approach 2 should have good pck in order to be able to teach students the contents with more appropriate teaching method. to do so, pck should be viewed and assessed within three components: curriculumrelated knowledge, students-related knowledge, and teaching strategies-related knowledge (bukovagüzel, 2010). these components become a guideline for teachers to make teaching scenarios successfully (irvine-niakaris and kiely, 2015). so far, pck has been studied both in a single variable and integrated with other types of knowledge in different settings with various purposes. for example, könig, tachtsoglou, lammerding, strauß, nold, & rohde (2017) investigated the relationship between the learning opportunities in the efl teachers’ preparation program and their pck. the result shows that learning activities in the program can aid teachers to increase the level and development of their knowledge. liu (2013) also conducts a study focusing patterns and development of lecturers’ pck. she finds that policy and culture become important aspects in shaping teachers’ pck. similarly, al-jaro, asmawi, and hasim (2017) also study pck in the curriculum of english teacher education program (etep) at a faculty of education in a yemeni university. the results indicate that teachers possess different facets of pck and pedagogy-related courses provided are inadequate to increase teachers’ pck including their teaching skills. pck is also studied together with tpack. for example, lux, bangert, and whittier (2011) include pck in order to develop an instrument for pre-service teachers’ tpack. mishra and koehler (2006) assess teachers tpack and find out that teachers should possess sufficient knowledge in terms of content knowledge (ck), pedagogical knowledge (pk), and technological knowledge (tk). similarly, wu and wang (2015) combine pck with tpack in order to investigate teachers’ knowledge and teaching performance. they claim that teachers require more knowledge on technology in order to develop their pck and tpack. those aforementioned studies apparently adumbrate the importance of teachers’ knowledge pertaining to subject matter, pedagogy, and technology which is required to conduct an effective teaching. however, none of them gives adequate attention to the exploration of efl teachers’ knowledge on specific approach of teaching, namely genre-based approach (gba) and their teaching practices. previous research has shown that a study on what teachers know and how they teach it is essential to be undertaken (usak, ozden, and eilks, 2011). it is also believed that the harmony of these two parts (knowing and doing) can be a portrait of ideal classroom teaching (neumann, kind, and harms, 2019). further, none of the existing studies has explored the specific levels of teachers’ knowledge which refer to deep knowledge and shallow knowledge as proposed by bennet and bennet (2008). deep knowledge reflects teachers’ strong comprehension and abstraction as it is processed, structured and stored in memory so that it is useful for application and task performance (jong and ferguson-hessler, 1996). meanwhile, shallow knowledge shows teachers’ weak comprehension and abstraction and therefore it can insufficiently describe complex situations (badiru and cheung, 2002). knowing teachers’ levels of knowledge is surely pivotal for us to identify parts of knowledge teachers know and do not know so that we can develop an effective instruction. the intended knowledge in this study is different from knowledge commonly investigated in literature. it refers to knowledge in a specific context, that is the understanding of gba. as one of the teaching approaches, gba is strongly influenced by halliday’s systemic functional linguistics principles on texts, contexts, and meanings (halliday and webster, 2007). since its first prominence in 1980s, it has been formally embedded in the english curricula in several countries such as in australia (rose and martin, 2012; burns and joyce, 2007; marshall, 1991; hammond, 1987); new zealand (locke, whitehead, dix, & cawkwell, 2011); the uk (paltridge, 2004), the us k-12 schools (brisk, 2014; oliveira and lan, 2014; gebhard, chen, and britton, 2014; moore and schleppegrell, 2014, harman, 2013); singapore (lin, 2006); hong kong (graves and garton, 2017; maxwell-reid, 2014); and five european countries: sweden, denmark, scotland, portugal, and spain (whittaker and garcía parejo, 2018), including indonesia (mbau and sugeng, 2019; graves and garton, 2017; emilia and hamied, 2015; widodo, 2006). with deep knowledge of gba, teachers are able to achieve the expected aims of teaching and learning of english with gba which emphasize the understanding and production of various texts. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 3 knowledge of gba in this study is called pck as it comprises knowledge of basic concepts of gba, knowledge of curriculum of gba, and knowledge of teaching strategies of gba. as relatively new in the pursuit of knowledge, these elements of gba (presented in table 1) are needed by teachers to facilitate students’ learning (triastuti, 2020; kissau and algozzine, 2017; stran and curtner-smith, 2010). this study is, therefore, inevitable to be undergone as it will enrich the body of knowledge in relation to genre pedagogy and types of knowledge and broaden teachers or practitioners’ perspectives about the importance of knowledge and its benefits for teaching practices. finally, this study is believed to enable teachers to positively transform the ways they teach in the future and bring about better students’ learning outcomes. method this study involved 42 senior high school english teachers of twelve senior high schools. they were selected based on the set-up criteria as follows: they should graduate from an english department; they should at least have had an undergraduate diploma as a minimum requirement of the teachers’ qualifications; they taught english in state senior high schools, not in private senior high schools and/or vocational schools; they should be tenured and certified english teachers; and they should have an experience of joining workshops, conferences, seminars, or training on english language teaching. the instruments (questionnaires, interviews and observations) aiming at collecting data related to teachers’ knowledge and teaching practice were developed based on the theory of gba (halliday and webster, 2007) and aspects of gba in the curriculum used in high schools in indonesia (kemendikbud 2013; emilia, 2011) and validated by the experts in the field and tried out to other english teachers. the questionnaires contained 63 gba-related items which were grouped under three major categories of gba (parts b, c, and d) as presented in table 1. the questions used for the interviews were also developed following the same procedures as employed in the questionnaires. the reason was that the interviews were utilized to confirm the teachers’ responses obtained through the questionnaires. in relation to observations, the checklists were developed as the guideline, containing two cycles (spoken cycle and written cycle) by which teachers conducted the teaching and learning process. each cycle was then followed by four stages of teaching, namely building knowledge of the field (bkof), modeling of the text (mot), joint construction of the text (jcot), and independent construction of the text (icot). in each stage, specific descriptors were elaborated concerning what and how teachers taught students based on gba. mainly formulated with open-ended questions, the questionnaires were distributed to 42 english of twelve state senior high schools. appointments to have face to face meetings were made so that teachers could spend time completing the questionnaires in the schools. having finished answering the questionnaires, they were also requested to be interviewed and observed. however, only 15 english teachers were available and willing to be involved in these stages. the interviews were conducted once for about 30-60 minutes for each teacher within their convinience. the interviews were carried out in a confortable place or room in the school so that noise or any other disturbance could be eliminated. indonesian language was used to avoid misleading questions and answers and misinterpretation. dealing with teaching practices, teachers were observed and recorded with the help of observation checklists from the beginning to the end of meetings. table 1. items in the questionnaire (adapted from kemendikbud, 2013; emilia, 2011; halliday and webster, 2007) variables part a: teachers’ background (10 items) part b: basic concepts of gba (11 items) part c: principles and models of gba teaching (33 items) part d: gba concepts in the curriculum (19 items) teaching experience training formal education text context types of contexts field tenor 3 principles of gba teaching concept of the curriculum cycle spoken and written types of conversations short functional texts monolog texts types of texts (recount, narration, news item, suharyadi, utami widiati, & yazid basthomi exploring efl teachers’ new pedagogical content knowledge of genre-based approach 4 mode text types genre cycles stages of teaching with gba procedure, spoof, report, description, explanation, discussions, exposition, and review) types of competences levels of literacy the data revealed from questionnaires and interviews were analyzed by comparing the teachers’ answers with the predetermined expected answers taken from the existing theory (scharfenberg and bogner, 2016; kellner, gullberg, attorps, thorén, & tärneberg, 2011). here, the correct and incorrect answers were then calculated to obtain the scores and percentages. the scores were utilized to categorize the teachers’ knowledge based on two levels of knowledge proposed by (bennet and bennet, 2008) as presented in table 2. it is important to describe whether teachers have shallow knowledge or deep knowledge on gba. to get details of how teachers with different knowledge teach, the results of observations were analyzed by describing all indicators in the checklists (in the forms of spoken cycle and written cycle and four stages of teaching: bkof, mot, jcot and icot. table 2. indicators of teachers’ knowledge (adapted from bennet and bennet (2008) teachers have deep knowledge if they… teachers have shallow knowledge if they… have information about gba and full understanding of the basic concepts of gba, principles and models of gba teaching, and gba concepts in the curriculum. have information about gba and some understanding of the basic concepts of gba, principles and models of gba teaching, and gba concepts in the curriculum. know the basic concepts of gba, principles and models of gba teaching, and gba concepts in the curriculum and can use them in the classroom teaching. know the basic concepts of gba, principles and models of gba teaching, and gba concepts in the curriculum but cannot use them in the classroom teaching. can make relationship between the basic concepts of gba, principles and models of gba teaching, and gba concepts in the curriculum. cannot make relationship between the basic concepts of gba, principles and models of gba teaching, and gba concepts in the curriculum. can easily remember the basic concepts of gba, principles and models of gba teaching, and gba concepts in the curriculum (they are not easy to forget). cannot easily remember the basic concepts of gba, principles and models of gba teaching, and gba concepts in the curriculum (they are easy to forget). develop/ construct the basic concepts of gba, principles and models of gba teaching, and gba concepts in the curriculum for understanding. memorize the basic concepts of gba, principles and models of gba teaching, and gba concepts in the curriculum for understanding. have more than 5 years of experience in using the basic concepts of gba, principles and models of gba teaching, and gba concepts in the curriculum in the classroom teaching. have less than 5 years of experience in using the basic concepts of gba, principles and models of gba teaching, and gba concepts in the curriculum in the classroom teaching. results and discussion results teachers’ pck of gba the data analysis shows that the english teachers’ pck of gba can be summarized in table 3. table 3. categories of teachers’ pck of gba categories teachers scores percentage deep 16 71.23-95.89 38.1 shallow 26 17.80-69.86 61.9 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 5 table 3 highlights that the teachers’ pck can be classified into two major groups: deep and shallow. sixteen teachers (38.1%) belong to having “deep” knowledge while 26 teachers (61.9%) fall within the category of possessing shallow knowledge. in details, teachers with deep knowledge mean that they are strong in two or three assessed parts of gba covering parts b, c, and d. from the responses, teachers with deep knowledge are strong in parts c and d as they are consistently able to explicate those parts as expected by the relevant theory, but weak in part b as they cannot theoretically elaborate the concepts such as “text, context, context of culture, context or situation, three elements of context of situation (field, tenor, and mode), and genre”. different from teachers with deep knowledge, teachers with shallow knowledge are weak in two or three measured parts. based on the data, they are weak in parts b and d. they cannot define the concepts of text, context, context of culture, context of situation, genre, levels of literacy, and types of competences, etc. however, they are strong in part c, which is related to the principles and models of gba teaching. teachers’ teaching practices of gba teachers with deep knowledge and shallow knowledge are also described based on the teaching practices. as reflected from the analysis, none of the teachers adheres the expected cycle of teaching in the form of spoken and written cycles as the guidelines which state that the listening and speaking skills are incorporated into the spoken cycle and the reading and writing skills are amalgamated in the written cycle. in this regard, teachers are also expected to integrate the language skills and components appropriately in the teaching practice. as revealed from the analysis, teachers with deep knowledge utilize the cycles to integrate the language skills and/or language components in the following patterns. for instance, in particular meetings with bkof-mot-jcot stages, teachers integrate readingspeaking; grammar-writing; speaking-reading; speaking-reading-speaking; reading-grammar-writing; speaking-writingspeaking; listening-reading-writing; listeningwriting-speaking; and grammar. in some other meetings with bkof-mot stages, teachers have the following styles of integration: speaking-readingspeaking-vocabulary; and speaking-grammarwriting. in bkof-jcot, teachers integrate the language skills and language components as follows: writing-reading-vocabulary; readingspeaking; reading-grammar; reading; speakingwriting-speaking; and speaking. in bkof-icot, teachers emphasize the teaching on one language skill only: writing. teachers with shallow knowledge on gba also deploy different styles of interpreting the spoken cycle and written cycle. for example, in bkofmot-jcot, teachers teach the language skills and components in this hierarchy: speaking-writingspeaking; listening-reading-writing; speakingwriting-speaking; grammar; listening-readingwriting; speaking-reading-speaking-reading; and listening-speaking-listening. in bkof-mot, teachers employ ten styles of integration: speakinggrammar-writing; writing-speaking-listening; listening; reading; speaking-reading-listening; listening-reading; speaking-reading; listeningspeaking; grammar; and reading-grammar. in bkof-jcot, teachers incorporate the language skills and components under these styles: speakinglistening-writing-speaking; speaking, writingspeaking; speaking-listening-writing; speakingreading-writing; reading; reading-speakingreading-writing-speaking; writing-speakingreading; reading-speaking-grammar; writingreading; speaking-listening; and speaking. in bkof-mot-icot, teachers possess two styles: reading-writing; and speaking-listening-vocabulary. discussion the main findings in this study are teachers’ pck related to gba and their teaching practices in the classroom. as portrayed from the results, sixteen (38.1%) teachers’ pck fall within “deep” and 26 teachers (61.9%) are found to be in the category of “shallow”. these categories indicate that the majority of teachers’ pck is low (61.9%). this finding can also similarly be portrayed in several previous studies. for instance, sumarsono (2015) finds out that the english teachers’ competence (combination of abilities, knowledge and skills) in indonesia is low as indicated by their national average score reaching 56.02 out of 100, which is below the minimal national passing grade, 75. in terms of english teachers’ professional competence, their average score is 32 and their pedagogical competence is 17. in another setting of study, kömür (2010) measures preservice efl teachers’ suharyadi, utami widiati, & yazid basthomi exploring efl teachers’ new pedagogical content knowledge of genre-based approach 6 knowledge of teaching and the result shows that their knowledge was not applied in their teaching. chen and goh's study (2014) focusing on teachers’ knowledge about spoken english teaching shows that that teachers do not have adequate pedagogical content knowledge. a similar study done by deboer (2007) reflects that a number of teachers possess insufficient knowledge on how to teach listening and speaking. with regard to grammatical knowledge, some other studies indicate that both pre-service english teachers and in-service english teachers are weak in their grammatical knowledge (borg, 2001; andrews, 1999; williamson and hardman, 1995). these studies inform that english teachers in different settings have shallow knowledge not only in terms of the language skills and components but also in teaching method. therefore, it is important for teachers to involve themselves in more focused and intensive professional development programs in the form of joining seminars, conferences and workshops, pursuing their studies, doing research and writing articles to be published in the proceedings or journals. the discussion on possible factors attributing to the teachers’ deep and shallow knowledge is presented in the following. teachers’ deep pck versus teachers’ shallow pck teachers with deep knowledge do not mean that they know all aspects of gba. they have different areas of mastery and non-mastery in their pck. for instance, they are strong in the principles and models of gba teaching (part c) and the gba concepts in the curriculum (part d), yet they are weak in dealing with the basic concepts of gba (part b). teachers with shallow knowledge also possess areas of mastery and non-mastery in their pck. in general, they are strong only in part c, which is related to the principles and models of gba teaching, but weak in the gba concepts in the curriculum (part d) and the basic concepts of gba (part b). in this context, teachers with deep knowledge can be described as the ones who have information and full understanding about the principles and models of gba teaching (part c) and the gba concepts in the curriculum (part d). they have deep knowledge of gba as they develop or construct, not memorize it. therefore, they can easily remember them in all occasions. with this knowledge, they are able to apply and undertake a better classroom teaching. in line with these characteristics, badiru and cheung (2002); jong and ferguson-hessler (1996) state that deep knowledge refers to the internal and causal structure of a system and involves the interactions between the system’s components. it is embedded in the person’s knowledge and deals with comprehension and abstraction. it is processed, structured and stored in memory so that it is useful for application and task performance. teachers with shallow knowledge can be also described in the following points. they have information and some understanding about the basic concepts of gba (part b) and the gba concepts in the curriculum (part d). they get their shallow knowledge of gba by means of memorizing, not by developing / constructing ideas. consequently, they cannot make connections among the concepts and application. since they have difficulties retrieving their knowledge, they cannot apply and undertake a better classroom teaching. in line with these, badiru and cheung (2002) state that shallow knowledge deals with reproduction and trial and error. this knowledge basically represents the input/output relationship of a system. it is stored in memory more or less as a copy of external information. shallow representation is limited. it may have little to do with the manner in which experts view the domain and solve problems. this may limit the capability of the system to provide appropriate explanations to the user. shallow knowledge may also be insufficient in describing complex situations. therefore, a deeper presentation is often required. regardless of these categories, there are interesting sides to explore pertaining to why they have different areas of mastery and non-mastery in the context of gba. here, we can say that teachers who are strong in a particular part or all parts may be sufficiently exposed to the concepts in the school context and therefore there is likelihood for them to read and understand the concepts correctly. in contrast, teachers who are weak in one part or all parts may also have no or less exposure to the concepts, and therefore it is difficult for them to figure them out. teachers’ exposures to the concepts seem to play an important role in making them have different levels of knowledge. in fact, teachers with deep knowledge have a better understanding about parts c and d compared to teachers with shallow knowledge who are good english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 7 only in part c although both types of teachers are similar in that they know part c. teachers know the concepts as they are frequently exposed to in the school setting through various activities. for example, they join a teacher forum to share and discuss the issues or topics related to english teaching. when teachers read the curriculum and syllabus, they are supposed to know the goal of english instruction, competences students need to achieve, types of texts, etc. another example is when teachers are preparing lesson plans. commonly, they are required to determine the objectives of the teaching, the texts to be taught, methods of teaching (i.e. using spoken and written cycles and stages of teaching), media of teaching, activities to be done, and assessment tasks and procedures. in this regard, tagle, díaz, etchegaray, alarcón, quintana, & ramos (2020) stated that teachers activate six types of knowledge when designing lesson plans: content knowledge, general pedagogical knowledge, pedagogical content knowledge, curricular knowledge, knowledge of learners, and knowledge of educational contexts. in the semesterly workshop provided by schools, teachers are usually also requested to analyze the relevant documents before conducting the classroom teaching in the following semester. these regular activities are the exposures teachers always deal with regardless of their different ages and teaching experiences. thus, these exposures are believed to help teachers be familiar with and understand the concepts. although there is no specific research on the issue, the exposures have been claimed to be influential, particularly in english language teaching and learning. for example, the provision of sufficient exposures in the forms of media (movies, books, magazines, and tv programs) can increase students’ vocabulary knowledge (peters, 2018). a study done by unsworth, persson, prins, & de bot (2014) also showed that giving early efl students exposures of grammar weekly can improve their grammar scores. these two studies indirectly indicate that exposures contribute to teachers’ familiarity and understanding of the concepts. besides those mastery areas, teachers also have nonmastery areas of knowledge. for example, as reflected in part b, teachers with deep knowledge get difficulties in defining the fundamental concepts of gba which include “text, context, context of culture, context or situation, three elements of context of situation (field, tenor, and mode), and genre”. they cannot elaborate the concepts based on the theory probably because they are not obviously operationalized in the curriculum, syllabus, and textbooks, so they have no idea to deal with and therefore they possess less exposures. to the best of our observation, the curriculum, syllabus, and textbooks provide limited information, for instance, about types of texts, types of competences, language skills and components. in other words, the ideas of “text, context, context of culture, context or situation, three elements of context of situation (field, tenor, and mode), and genre” should also be sufficiently provided in the curriculum or in a supplementary book which specifically elaborates the concepts and is accessible to teachers. surprisingly, what happens to teachers with shallow knowledge is quite unique in the sense that they do not understand the aspects of gba in the curriculum though they have been exposed to them in the schools. different from teachers with deep knowledge, the exposure to the concepts seems to have less influence to teachers with shallow knowledge and it is in contrast with the studies stating that exposures will increase teachers’ knowledge (peters, 2018; unsworth et al., 2014). for example, they are weak in explaining types of conversations, short functional texts, monolog texts, social functions, generic structures, and linguistic features of the texts instructed in schools, including types of competences. in addition, their teaching experience seems to not go hand in hand with their development of knowledge. even though they belong to experienced teachers with more than five years of teaching, their knowledge on gba is not developed. for example, two teachers involved in the study have been teaching english for about 30 years, yet they have shallow knowledge on gba. another teacher with eight-year teaching experience also has poor knowledge on gba. these examples of teachers show that the length of teaching does not guarantee that they have deep knowledge. this fact contradicts with the existing research results. for instance, and, tomer, and tamir (1990) prove that there is no connection between the length of teaching experience and knowledge of subject matter. more specifically, teachers with short and long years of teaching are similar in the sense that they possess partial knowledge of pedagogy. another study by chen suharyadi, utami widiati, & yazid basthomi exploring efl teachers’ new pedagogical content knowledge of genre-based approach 8 and goh (2014) focusing on teachers’ knowledge about spoken english teaching also shows that there is no considerable difference in terms of knowledge among teachers with various teaching experiences and involvements in training. a more surprising research finding also reveals that teachers with more years of teaching tend to have less pck (asl, asl, and asl, 2014). it means that teachers’ knowledge is complex, as it is determined not only by years of teaching, but also beliefs and positive attitudes towards the concepts in particular or gba in general. beliefs and positive attitudes can impact the levels of teachers’ knowledge and quality of teaching. in line with this, hu and tian (2012) state that beliefs and positive attitudes are key factors in determining the levels of teachers’ knowledge and quality of teaching. similarly, bernat and gvozdenko (2005) also assert that beliefs and attitudes become important determiners to the success of the classroom instruction including scaffolding instructors in preparing the syllabus and implementing teaching. some other research has also suggested that teachers with positive attitudes tend to have better knowledge and quality of teaching (al harthy, jamaluddin, and abedalaziz, 2013; nadeem, rana, lone, maqbool, naz, & ali, 2011; duatepe and akkus-cikla, 2004). therefore, teachers need to be open and have willingness (wong, 2011) to learn any changes in curriculum or development of teaching methods/media so that they have adequate knowledge. to do so, any teacher preparation programs should be effectively designed by focusing on how to develop pck (mayne, 2019; kaplan and owings, 2002). in addition to lack of exposure, beliefs and positive attitudes, teachers’ shallow knowledge is also related to their not being accustomed to reading concepts which sound too theoretical. in the efl context, not all teachers are interested in associating with something conceptual, which is full of abstractions and difficult to understand. in a response to it, author, (2001) state that teachers need to be equipped with more theoretical underpinning in the training so that they understand what underlies the practical matters. it is quite challenging also for them to spend adequate time enjoying reading, particularly articles and books that contain many theories, which include the notions of, for example, text, context, context of culture, context or situation, three elements of context of situation (field, tenor, and mode), and genre. to them, enjoying reading for comprehension and pleasure is not their habit and interest. research done by khan and madden (2018) has proven that psychological factors such as interest, anxiety, and motivation affect the reading activities. therefore, teachers need to psychologically be ready to start reading. it can be true also that having a reading habit is fundamental for teachers as it reflects their attitude and increases their understanding or knowledge. studies carried out by whitten, labby, and sullivan (2016); cullinan (2000) have empirically shown that enjoying reading can significantly enhance students or even teachers skills of reading comprehension, fluency, and general knowledge. a correlational study has also evidenced that the attitude towards reading directly has a positive correlation with reading habit and indirectly with critical thinking (ulu, 2019). here, reading habits become the key factors for teachers to be able to enrich their knowledge not only related to the subject matters but also pedagogical aspects to improve the quality of teaching. therefore, there should be a policy on promoting a reading habit for school teachers including the provision of a free online and anchor reading sources. another factor is related to teachers’ routine activities in the schools. during their teaching career for years, they have dealt with repeated activities such as preparing lesson plans and instructional materials and media, choosing teaching strategies, assessing students, and correcting students’ work. they have also been busy with administrative matters (ertmer and ottenbreit-leftwich, 2010) such as managing school finance, making proposals for school funding, attending meetings, etc. (dewi, hendrawani, kurniasih, suryati, & khery, 2018). these activities have, to some extent, changed their perception about how to develop their profession as teachers. in several formal meetings, teachers deem that that their job is teaching, not researching nor writing. teaching seems to be the only way to enrich their competence. consequently, not many teachers have interests to conduct research, write articles to be published in journals or proceedings, and take part in a seminar, conference, workshop, or training, particularly on gba as to develop their professional and intellectual competences as shown in our previous work (author, 2001) which reveals english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 9 that 45.2% english teachers are not interested in writing articles for publication. a similar study done by kartowagiran (2015) also shows that 82.5%-90% teachers, in general, have not done research and published articles. it means that the existing regulation stating that activities teachers can do for a promotion through research, dissemination, and publication is not optimally manifested. thus, the government should periodically evaluate and control the implementation of this regulation so that teachers’ research, dissemination, and publication can be increased. teachers’ knowledge and teaching practices this study is not correctional, yet it is interesting to see the teachers’ knowledge and their teaching practices. viewed from the levels, teachers with deep knowledge are supposed to perform a better teaching than those of teachers with shallow knowledge. a better teaching in this context is defined as a full implementation of the curriculum cycle to integrate the language skills and components in the real instruction. as shown in the data, however, both categories of teachers, in the spoken cycle, integrate listening not only with speaking but also with other skills and components. in the written cycle, teachers integrate reading not only with writing but also with other skills and components. for instance, teachers with deep knowledge mix listening with reading, writing and grammar. they also mix speaking with reading and vocabulary; and with grammar and writing. in the written cycle, teachers integrate reading with speaking, with grammar and writing, with listening, and with vocabulary. a similar phenomenon is also found out in teachers with shallow knowledge. they combine listening with reading and writing; speaking with writing; speaking with grammar and writing, speaking with reading; speaking with listening and writing. in the written cycle, they blend writing with speaking and listening, reading with grammar, reading with speaking and speaking, writing with speaking and reading, etc. these findings apparently evidence that there is no striking difference among those teachers in terms of utilizing the cycles of teaching as well as integrating the language skills and components. both types of teachers apply similar procedures in teaching although they have different levels of knowledge. obviously seen in this context, teachers’ knowledge is not always parallel with their teaching practice in the classroom. several studies have reported regarding this phenomenon. for example, al-husban and alkhawaldeh (2016) try to investigate a relationship between english teachers’ knowledge and the teaching practice. they find out that there is no connection between english teachers’ knowledge with the teaching practice. another study by cesur and ertaş (2018) on 127 english teachers’ perceptions in relation to their pck levels and the use of their pck in teaching also proves that their belief (being able to do) is not considerably reflected in their actual teaching, particularly in terms of lesson planning, leaners, and evaluation. a recent study is also conducted by triastuti (2020) assessing pre-service teachers’ knowledge base and their reflection on the real teaching in indonesia. the results reveal that their good knowledge is not adequately implemented in their teaching practicum. these findings show us that the quality of teaching of both categories is not yet reflected in the real classroom and is far from the expectation. they seem not to know what to do and how to do in the classroom. particularly, they do not have a clear lesson planning on what to teach and how teach english with gba. consequently, what can be seen in the classroom is just a set of teaching routines which may not make significant differences on students’ learning. in other words, the quality of teaching is not entirely related with the knowledge teachers possess. other factors such as beliefs and positive attitudes can be strong predictors. as mentioned earlier that both beliefs and positive attitudes influence the quality of teaching (al harthy, jamaluddin, and abedalaziz, 2013; hu and tian 2012; nadeem et al., 2011; bernat and gvozdenko, 2005; duatepe and akkus-cikla, 2004). being able to reflect is also paramount for teachers to help enhance their teaching performance (wong, 2011). triastuti (2020) finds out that reflections are also needed by pre-service teachers so that they can identify what works and what does not work in teaching. in other words, why teachers with deep knowledge and teachers with shallow knowledge do similar patterns in applying the spoken and written cycles is not merely because of the levels of their knowledge, yet their beliefs, positive attitudes, and reflections. another interesting thing to probe is that it can be a new piece of evidence that teachers’ suharyadi, utami widiati, & yazid basthomi exploring efl teachers’ new pedagogical content knowledge of genre-based approach 10 knowledge and teaching practice are of two different entities. they are not in nature connected, but they need to be purposively connected. knowledge is something teachers obtain from much reading and discussing, but quality of teaching is something teachers attain from real teaching practices and watching or observing teaching practices in the classroom. according to graham, white, cologon, & pianta (2020), the quality of teaching is not always related with whether teachers are beginning teachers or experienced teachers. knowledge is built from teaching, not the opposite. in line with this, watzke (2007) states that the development of teachers’ knowledge particularly on a teaching method occurs through the processes which include classroom teaching, conflict, reflection, and resolution. nilsson (2008); hashweh (2005) add that having more teaching experiences is an effective way to develop teachers’ knowledge and teaching quality. therefore, to get a better teaching, teachers need to do more teaching tryouts than knowledge mining. conclusion based on the findings and discussions, some conclusions are generated. first, the levels of the english teachers’ pedagogical content knowledge on gba are grouped into categories. from these categories, however, 38.1% teachers have deep knowledge and 61.9% teachers have shallow knowledge. second, both types of teachers have various areas of mastery and non-mastery regarding their pck of gba. these areas of mastery and nonmastery are not comparable with teachers’ length of teaching and teaching practices. third, both teachers with deep knowledge and teachers with shallow knowledge have similar patterns in utilizing the spoken cycle and written cycle in teaching resulting in similar integrations of language skills and components. fourth, teachers need to do more teaching practices to remember and apply what they have learned and understood from scholarly activities 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(2022). students’ beliefs about social media in efl classroom: a review of literature. english review: journal of english education, 10(2), 587-592. https://doi.org/10.25134/erjee.v10i2.6261. received: 02-02-2022 accepted: 28-04-2022 published: 30-06-2022 introduction the popularity of social media cannot undoubtedly. people use social media platforms for entertainment. since the pandemic era, people have relied more on social media to express feelings, get information, communicate with each other and even use social media as a tools for the teaching and learning process. this has an impact on increasing social media users as illustrated in the following table (cinelli, quattrociocchi, galeazzi, valensise, brugnoli, schmidt, zola, zollo, & scala, 2020): table 1. social media users according to cinelli et al. (2020) posts comments users period gab 6,252 4,364 2,629 01/0114/02 reddit 10,084 300,751 89,456 01/0114/02 youtube 111,709 7,051,595 3,199,525 01/0114/02 instagram 26,576 109,011 52,339 01/0114/02 twitter 1,187,482 390,866 27/0114/02 total 1,342,103 7,465,721 3,734,815 the data above depict the traffic on social media usage during the pandemic is quite high. the use of social media can have a good impact on increasing literacy skills, especially digital literacy. digital literacy can be translated into a third space in teaching (mcdougall, readman, & wilkinson, 2018). social media as part of digital applications makes it easier for people to communicate with each other even though they are in different places. easy access to social media allows everyone to talk freely even if they just know each other. on social media applications such as facebook, instagram, whatsapp, telegram, twitter, youtube, etc., everyone can upload photos and write captions and give each other comments. they can also upload live videos and video blogs (vlogs). by using social media, people can hone their language skills such as speaking, writing, listening, reading, and language components such as vocabulary, grammar, etc. in the teaching and learning process in the pandemic era, social media can be used as an interesting learning media. this can attract students' attention to learning activities that they are not aware of. students and some teachers as generation z have characters that support digital learning through social media. generation z are people born after 1995-2010 (mohr & mohr, 2017) who tend to be digital natives (ayuni, 2019). so for generation z, both students and teachers, there abstract: this article reviews research on student beliefs about the use of social media in english as a foreign language (efl) classrooms. this study involves a discussion of how social media impacts students' language learning from previous studies. this study uses a systematic literature review (slr) in reviewing articles. in determining the article, it is carried out in three stages, namely peer-reviewed articles, re-examined articles, and analyzing the selected articles. the literature review summarizes research on student beliefs from 2017 to 2021. a total of seven articles are referenced in this study. the conclusion drawn from the seven literatures is that students' beliefs about the use of social media in efl classrooms are positively affected. social media helps students to improve their english skills. the use of social media can be a reference for teach media that efl teachers can present in learning activities to attract students' attention and achieve goals in language learning. keywords: student; beliefs; social media; ef; classroom anita dewi ekawati students’ beliefs about social media in efl classroom: a review of literature 588 are very few obstacles in using digital media and using social media applications. they can operate both. some teachers have implemented the application by using social media even before the covid-19 outbreak. in addition, several studies have also suggested the effectiveness of social media in learning itself. some studies described about the advantages of using social media for students learning process. soviyah & etikaningsih (2018) in their articles concluded there is a significant difference in students writing score. students taught using instagram had a good score than those who aren't. azlan, zakaria, & yunus (2019) in their article believes instagram encourages and improvements pupils interest to practice english speaking and at the same time increase their speaking skills. they were concluded after they gave observation and semi structured interview for student year 6. gonulal (2019) in his study claims that the effectiveness of social networking platforms and mobile-assisted language learning (mall) applications in a mobile language learning tool is highly recommended. moreover, ahmed (2020) claimed social media let students to free communication with native-speakers. students had a good impact to elaborate the language. the effectiveness of the use of social media in teaching can also be seen from various points of view, namely the teacher as a teacher and students as learners. in this study reviews the effectiveness of students as users of social media in learning. this study uses a literature review of research that has been done previously. the questions that will be answered in this research are: how are the current researches of students’ beliefs about social media in efl classroom? the sequences of this review involves the methods in selecting the studies to improve the review and current the findings of the review. in section three discusses the results and discussion of the review. lastly, the conclusion of the review findings in the fourth section. method this research entitled students’ beliefs about social media in efl classroom: a review of literature. this study uses a systematic literature review method (slr). systematic literature review (slr) demands thorough and accurate understanding beyond traditional literature in answering questions or discussing topics of interest (xiao & watson, 2019). moreover, xia et al. in tan, le, & xuan, 2020 explained the sequences of slr as follow: first, search databases using keywords taken from abstract titles, search databases on wos, scopus, google scholar, and others, search for publications based on article research and time span: before doing research. second, re-check the articles obtained by eliminating duplicate documents, and eliminating unrelated articles. third, analyze the content of research articles through coding and synthesizing. in analyzing the text, the typology used is a narrative review method. the data obtained were extracted in an informal way (nonstandardized or systematic) and the data were synthesized by juxtaposing narrative evidence (xiao & watson, 2019). therefore, in this article the data is taken using three steps. first, the peer-reviewed article is collected from the online database of “scopus” and “google scholar” using publish or perish. specified key words were chosen; “students perspective using social media”, “students’ perception using social media”, “social media for writing”. furthermore, the criteria of article were 100 articles published from 2017 until 2021. second, re-examined unrelated articles. third, the articles were analyzed. observation is continued by processing data using vosviewer. the result of vosviewer as follow: figure 1. the results of vosviewer from the figure 1 above, it can be concluded that “student”, “perspective”, and “social media” are rarely discussed topic in research. hence, in this articles those topics interest to explain. results and discussion a total 7 articles chosen to described about social media in efl classroom. the articles illustrated in english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 589 table 2. it is divided into five columns consist of the author, the year of the publication, instruments, the number of participants, and the study result. table 2. articles about social media in efl classroom author year instrument participants the study result ayuni akhiar, alamin mydin & shaidatul akma adi kasuma 2017 questionnaire 101 students have very positive responses and wider views on using instagram to improve their writing skills. ismail xodabande 2017 classroom observation 30 social media had a great deal to helped writing class. geminastiti sakkir, a. eritme yustika abrar 2018 questionnaire 20 facebook group could attracting students in learning to write. renata kenanga rinda, adriadi novawan, alfi hidayatu miqawati 2018 questionnaire 70 instagram could control students to correct grammar, ideas to construct writing, spelling correction, and motivated to compose a better essay ari hilman 2019 pre test, post test, questionnaire 48 instagram had positive impact for students in writing activity. rahmah fithriani, utami dewi, sholihatul hamidah daulay, maryati salmiah, and widia fransiska 2019 questionnaire , interview, and observation of students’ 52 using facebook depict significant for students confidence, encouraging students participation in class discussion, and gaining students proficiency in the writing skill. nikenda putri, dyah aminatun 2021 questionnaire 20 students provide their positive response of using facebook to drill their writing skill. first, article entitled “students’ perceptions and attitudes towards the use of instagram in english language writing” written by akhiar, mydin, akma, & kasuma (2017) which published in malaysian journal of learning and instruction: special issues. in their research, 101 participants, consists of 70 percent female and 30 percent male, answered questionnaire with 20 closed-ended items, and five open-ended questions about using instagram for english language learning process. the close-ended questionnaire analyzed using quantitative to found mean scores and the openended questionnaire analyzed using mixed method (quantitative to found up mean scores and qualitative for content analysis). second, article entitled “the effectiveness of social media network telegram in teaching english language pronunciation to iranian efl learners” written by xodabande (2017) which published in cogent education. 30 efl learners from iran as the participants in this research. those students divided into experimental and control class. 14 students in experimental class and 16 in control class. they taught using different treatments over four weeks. they filled pre-test and post-test. then the test analyzed using spss and anova. third, article entitled “students’ perception of the implementation facebook group in learning writing skill” written by sakkir & abrar (2018) which published in the 65th teflin international conference. the participant were 20 students of second semester english education department in 2016/2017 academic year. the data taken from the questionnaire about the students’ perception and implementation in writing of facebook group. the scored were examined by using likert scale. fourth, article entitled “students’ perspectives on social media-based learning of writing through instagram” written by rinda, novawan, & miqawati (2018) which published in journal of english in academic and professional communication (jeapco,). the data collected using close ended questionnaire and focus group discussion. after that, the data were analyzed using qualitative method. anita dewi ekawati students’ beliefs about social media in efl classroom: a review of literature 590 fifth, article entitled “the effectiveness of using instagram in developing students’ descriptive text writing” written by hilman (2019) which published in journal of applied linguistics and literacy (jall). the participants were 48 students of tenth grade. they were divided into 24 students in control and 24 students in experiment class. their aged between 16-17 years old. the pre-test and post-test examined using quantitatively and the questionnaire counted using qualitatively. sixth, article entitled “using facebook in efl writing class: its effectiveness from students’ perspective” written by fithriani, dewi, daulay, salmiah, & widia (2019) which published in the second annual international conference on language and literature. the participants were 53 students, 40 female and 13 male. the data were composed using three instruments; close-ended and open-ended questionnaire, semi-structured openended in-depth interview; and observation. the data used mix method, qualitative and quantitative method. seventh, article entitled “using facebook to practice writing skill: what do the students think?” written by putri & aminatun (2021) which published in journal of english language teaching and learning (jeltl). the participants were 20 english students. the instruments were questionnaire adopted likert-type scale, and interviewed. from the five articles it can be concluded that social media attracts students to learn and explore their ideas. social media can be a media for traditional learning methods through drilling and discussion. through social media, students have more confidence in learning. this is good news for educators, learning can be done with social media. in addition to attracting students according to the data obtained from previous research, social media can also reduce students' feelings of depression while studying. conclusion advances in technology have brought smartphones that make it easier for everyone to access the internet. various applications are offered for various purposes. this application can be used by various groups such as applications to watch videos on youtube and youtube kids, social media applications such as facebook, instagram, whatsapp, and so on. however, the use of this technology has not been maximized in learning. most of the students spend much of their time accessing social networks and others, some students use the internet for dictionaries and games, and only a few students use the internet for educational purposes (lekawael, 2017). as time goes by, learning by using applications is getting more interesting and easier for both teachers and students. several studies reveal that the use of social media can be maximized in helping students learn. learning using social media also has a positive impact, namely fun learning without feeling pressured and not limited by space and time. students can also cultivate their creativity. the research was conducted using a systematic literature review (slr). the purpose of the slr is to assess a systematic literature review (secondary study) by conducting research as a tertiary literature review (kitchenham et al., 2009). a total of seven journal articles related to the research title "students' beliefs about social media in efl classroom: a review of literature" were analyzed. the conclusion that can be drawn from the seven articles is that students' beliefs about the use of social media in efl classes have a positive impact. social media is considered to be able to help students to improve their ability in learning english. thus, the use of social media can be a reference for teaching media that can be used by efl teachers in learning activities that serve to attract students' attention and achieve goals in language learning. from the results of the literature review in this study, it is hoped that it can provide a gap so that it can facilitate further research. references ahmed, b. e. s. 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(2017). the effectiveness of social media network telegram in teaching english language pronunciation to iranian efl learners the effectiveness of social media network telegram in teaching english language pronunciation to iranian efl learners. cogent education, 6(1). https://doi.org/10.1080/2331186x.2017.134708 1 anita dewi ekawati students’ beliefs about social media in efl classroom: a review of literature 592 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 561 exploring the integration of technological pedagogical content knowledge (tpack) in online teaching among efl lecturers endang darsih department of english education, faculty of teachers training and education, universitas kuningan, indonesia e-mail: endang.darsih@uniku.ac.id vina agustiana department of english education, faculty of teachers training and education, universitas kuningan, indonesia e-mail: vina.agustiana@uniku.ac.id wulan rahmatunisa department of english education, faculty of teachers training and education, universitas kuningan, indonesia e-mail: wulan.rahmatunisa@uniku.ac.id apa citation: darsih, e., agustiana, v., & rahmatunisa, w. (2023). exploring the integration of technological pedagogical content knowledge (tpack) in online teaching among efl lecturers. english review: journal of english education, 11(2), 561-570. https://doi.org/10.25134/erjee.v11i2.7570 received: 19-02-2023 accepted: 27-04-2023 published: 30-06-2023 introduction according to kozikolu and babacan (2019), tpack is the effective application of technology in the teaching-learning process as well as teachers' enrichment of their pedagogical subject knowledge using technology. the tpack framework, to put it briefly, is described as a model of framework that integrates the three elements of content, pedagogy, and technology knowledge (nisa et al., 2022). globally, tpack research has been conducted, and various researchers have made significant contributions. to enhance instructors' instructional skills and students' academic achievement, teacher training is essential (spear & da costa, 2018). it is crucial to help instructors (both pre-service and inservice) enhance their technical skills and the desire to use technology into their lessons (muhaimin et al., 2019). the unesco and nations all over the world make significant efforts to train teachers and employ a variety of strategies to support their professional development (ariffin et al., 2018; barnes et al., 2018). for instance, zhang et al. (2019) explored teachers' tpack in online collaborative discourse. their study found that teachers’ knowledge were mainly pedagogical content knowledge and general pedagogical knowledge. this underscores the need for multimethod approaches to assess tpack levels, a abstract: this investigation is carried out in light of the necessity of technology literacy for lecturers in online learning. finding out the tpack (technological pedagogical content knowledge) profile of english language education lecturers in online learning was the aim of this research. in particular, this study analysed the level of tpack along with the tpack forming components of 3 lecturers who teach english language education. this research applied a mixed method by implementing a concurrent embedded design. three lecturers from the faculty of teacher training and education, kuningan university were involved to participate in this research. since tpack is knowledge or competence that integrates 3 basic knowledge, namely content knowledge (ck), pedagogical content knowledge (pck) and technology (tck), so in collecting research data, there are 3 instruments that were used, namely self-report questionnaires, performance assessments and observations. with regard to the tpack level of english language education lecturers, the analysis results suggest that most english lecturers rate themselves as good or high in most of the domains examined in this study, covering ck, pck, tck, tpk, and tpack. they do, however, rate themselves highly in two areas: technological knowledge (tk) and pedagogical knowledge (pk). this is consistent with the findings of lesson plans and analyses of actual teaching, which indicate a high level of technological integration. keywords: efl lecturers; online teaching; tpack. mailto:endang.darsih@uniku.ac.id mailto:vina.agustiana@uniku.ac.id mailto:wulan.rahmatunisa@uniku.ac.id endang darsih, vina agustiana, & wulan rahmatunisa exploring the integration of technological pedagogical content knowledge (tpack) in online teaching among efl lecturers 562 consideration that could be taken into account in this recent study. another notable study was conducted by wen and shinas (2020) who measured tpack. the study stresses the need for further investigation into the practical implications of tpack for teaching, pointing to an area this recent study can contribute to. studies by bingimlas (2018) and yalley (2017) further expanded the exploration of tpack through surveys. these works collectively show how tpack can vary across different educational contexts, thus supporting the relevance of this focus on english language education lecturers. in terms of tpack implementation, research from koh (2019) focused on the teacher professional development model through the tpack framework. their work provides practical guidelines for leveraging tpack for teacher development, underscoring the real-world benefits of this theoretical model. a literature study by willermark (2018) and tseng et al. (2020) provides an overarching synthesis of tpack research, demonstrating the ongoing interest and diverse applications of this framework. their work suggests an ongoing need for additional context-specific research into tpack, which the present study could contribute to. in sum, prior research into tpack provides a foundation for this study but also underscores the need for further exploration into practical applications, context-specific variations, and robust measurement of tpack components. the research thus far has validated the tpack model and shown its applicability across various situation, but gaps remain in our understanding of how to leverage this knowledge for teacher development and practice, particularly in the specific context of english language education lecturers engaged in online teaching. recent studies have examined instructors' tpack using performance evaluation of lesson plans and content analysis of teacher conversations (akyuz, 2018; tseng et al., 2019). another investigation by cheng & xie (2018), scherer et al. (2018), and tuzahra et al. (2021) revealed a possible link between instructors' personal traits and their tpack. their findings may be pertinent to this research, particularly in the context of online education inspired by covid19, as they may highlight the necessity for thorough support systems to encourage tpack among educators. in terms of teacher profession education, a study by apriliaswati (2019) focused on the attitudes of in-service english teachers toward pedagogical competence by technology literacy at tanjungpura university showed that the participants' use of technology helped them improve their technological skill. quddus (2019) conducted a study on the use of technology integration in teacher preparation programs and found that using tpack through online learning effectively boosted instructors' competence. similar to this, ahmed et al.'s 2019 study found that instructors' use of technology improved their professional development. designing interventions to improve tpack among english language education lecturers may benefit greatly from these findings. taken together, these studies highlight the multifaceted nature of tpack and the range of factors that can influence its development. they underscore the importance of both individual factors, such as personal belief systems and selfefficacy beliefs, and external factors, such as peer learning opportunities and practical experiences, in developing tpack. these insights could provide valuable direction for this research into the tpack of english language education lecturers in online learning. a study by jang and chen (2010) designed an online course to improve pre-service teachers' tpack and found that such courses can assist preservice teachers enhance their tpack and gain confidence in integrating technology into their classroom instruction. this suggests that intentionally designed online courses could be an effective way to improve tpack of lecturers, which is particularly relevant to this research within the context of distance learning. in a study including pre-service teachers, chai et al. (2013) discovered a substantial association between the teachers' epistemological beliefs and their tpack. the study highlighted the importance of fostering sophisticated epistemological beliefs to improve tpack, indicating the importance of teachers' underlying beliefs in successful technological integration. another investigation by kopcha et al. (2014) discovered that a mix of learning technology by design, learning technology in context, and learning about technology in context can help teachers create tpack. this supports the idea of employing a multipronged approach to enhancing tpack among educators. a study by tondeur et al. (2017) proposed a framework that explains the integration of english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 563 technology in the classroom based on teachers’ tpack. their research shows that teachers’ pedagogical beliefs, school culture, and access to resources influence the development of tpack and its application. this means that the effective creation and deployment of tpack is influenced not only by the individual teacher's knowledge and skills, but also by the setting in which they work. in sum, these studies offer further evidence of the multifaceted nature of tpack, emphasizing the importance of belief systems, practical application, environment for learning, and contextual factors in the development and application of tpack. these studies' findings could be put to use to inform the design of interventions to improve tpack among english language education lecturers in online learning. method in general, the investigation begins with developing issues and then setting research goals. the phenomenon that is currently happening is the change in teaching patterns that were previously offline to online, so that the topic of tpack or the knowledge and competence of lecturers in integrating technology in teaching becomes very interesting to research. after that, literature review is then carried out in conjunction with the preparation of indicators for self-report questionnaires, tests, observations and performance assessments based on the results of literature studies. the instrument that is ready is then used to collect data to be processed and analyzed so that a conclusion is produced that is in accordance with the study aims. this research adopts a mixed method, which is a methodology that blends qualitative and quantitative data retrieval techniques, integrates the two data, and applies a specific design. (creswell, 1994). this study was undertaken at kuningan university with the participation of three instructors from the faculty of teacher training and education. tpack is knowledge or competency that incorporates three basic knowledges: subject knowing, pedagogy knowledge, and technology knowledge, therefore in collecting research data, there were four instruments that were used, namely self-report questionnaires, performance assessments, tests and observations. by using these instruments, it is hoped that it will produce more valid and accurate data related to the tpack level of english language education lecturers. several stages in taking research data include first distributing self-assessment questionnaires. the questionnaire used is adapted from bingimlas (bingimlas, 2018). the questionnaire consists of 39 items that measure the lecturer's tpack with the following details; 6 items each to measure tk, pk, ck, and tpk, 5 items each to measure pck, tck, and tpack. the questionnaire results then certainly be strengthened by data from the test instrument so that the second stage is to provide an english proficiency test to the lecturers. the test given is the toefl prediction test or the english proficiency test where this test is more specific to measure the content ability (ck) of english lecturers or the professional competence of lecturers. the next stage to measure the lecturer's tpack level is by performance assessment. in this stage, lecturers or research participants were requested to prepare a lesson plan on a specific topic in the english course. this instrument is used to find out whether lecturers apply the tpack framework in their lesson plan and what it looks like. to strengthen the data, observations were also made in teaching learning process directly as the final stage of data collection. this observation aims to investigate kind of technology integration lecturers apply in online learning. regarding data analysis techniques, data from self-report surveys and tests are quantitatively evaluated using descriptive and inferential statistics; the average, percentage, and frequency derived for each item using the spss program are shown. the greatest and lowest average scores, as well as the frequency of responses to questionnaire items, were reviewed. meanwhile, various sorts of data gathered through observation and performance evaluation of lesson plan papers are qualitatively examined through three steps, namely "categorization", "description" and "synthesis". with the application of this data triangulation, it is hoped that the correctness of the research results will be more accurate and the level of validity will be higher. results and discussion technological pedagogical content knowledge (tpack) level of english language education lecturers based on analysis of various data sources, namely questionnaires, lesson plans, and observations of the learning process carried out by lecturers, it shows that lecturers have generally high tpack levels in online learning. endang darsih, vina agustiana, & wulan rahmatunisa exploring the integration of technological pedagogical content knowledge (tpack) in online teaching among efl lecturers 564 using the bingimlas (2018) category level, which is shown in table 4.1, it is clear that english language education lecturers have a high degree of tpack (technological pedagogical content knowledge). the high tpack level of the lecturers is not only from the results of the questionnaires, but also seen from of the lesson plan analysis and observations results on their online teaching. table 1. category of lecturer's tpack level score of average level of tpack 1.0 – 1.9 very low 2.0 – 2.9 low 3.0 – 3.9 moderate 4.0 – 4.9 high 5.0 very high this study was adapted from bingimlas (2018). it used 39 questionnaire items to measure the knowledge of the english language education lecturers on the 7 tpack subscales. technology knowledge (tk), pedagogical knowledge (pk), content knowledge (ck), technological pedagogical knowledge (tpk) consist of 6 items for each, while pedagogical content knowledge (pck), technology content knowledge (tck), and technological pedagogical consist of 5 items for each. the questionnaire statements were modified in order to make the questionnaire more useful for teaching english. furthermore, the questionnaire was created using google forms. the lecturers then answered to the 39 questionnaire items on the five-point likert scale. they are strongly agree, agree, neutral, disagree and strongly disagree. the tpack level of english language education lecturers was assessed using spss program and the mean score and frequency obtained for each. the lowest and highest average scores, as well as the frequency of responses to questionnaire items, are also reviewed. table 2 shows data taken from a self-report questionnaire which indicates that english language education lecturers assess themselves as moderate to high in terms of tpack. table 2. average score for tpack domain no. domain average 1. technological knowledge (tk) 3.97 2. pedagogical knowledge (pk) 4.13 3. content knowledge (ck) 4.00 4. technological pedagogical knowledge (tpk) 3.83 5. pedagogical content knowledge (pck) 3.88 6. technological content knowledge (tck) 3.92 7. technological pedagogical content knowledge (tpack) 3.48 total average 3.89 based on table 2, english education lecturers' tpack level is generally moderate (mean = 3.9), indicating that english language education lecturers have adequate knowledge on tpack. the scores of mean suggested that english language education lecturers considered themselves to have adequate levels in the majority of the tpack categories studied, including tk (mean = 3.97), tck (mean = 3.92), pck (mean = 3.88), tpk (mean = 3.83), and tpack (mean = 3.48). furthermore, they describe themselves as having a high degree of knowledge in two domains: content knowledge (mean = 4.00) and pedagogical knowledge (mean = 4.13). the next sections will go through the tpack level of english education lecturers for items in each area. technological knowledge (tk) technological knowledge (tk) is the first domain of tpack. it is defined as knowledge of several technologies which range from low-tech technologies i.e. pencil and paper to digital technologies i.e. the internet, digital video, interactive whiteboards, and software program. this contains the six factors listed in table 4.3, which decided technological knowledge (tk) level of english language education lecturers. table 3. technological knowledge average score no. statement average 1. i am able to use public application software such as a word processor (word), presentation graphics (powerpoint), kahoot, memrise & quizlet. 4.4 2. i am familiar with social media platforms (twitter, facebook, blogs & wiki). 4 3. i am able to use basic computerattached devices for instance a printer, image scanner, digital camera, projector, and smart board. 3.8 4. i am able to install software items that i require. 4 5. i am capable of resolving simple technical issues with computers and their accessories. 3.8 6. i am capable at creating and editing video. 3.8 total average 3.97 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 565 based on the table 4.3, the technological knowledge (tk) level of english education lecturers is in the moderate level (mean = 3.97). in addition, it can be informed that almost all participants valued the items positively and all the average scores gained were above 3 which means that they have good technological knowledge. the highest average score was obtained for participants' capability to use common application software and social media (mean = 4.4), though all indicated items also had a high average score. based on findings, it can be concluded that english language education lecturers have adequate technological knowledge (tk), namely in operating computers, tablets, video recorders, projectors, speakers, and other electronic devices properly. pedagogical knowledge (pk) pedagogical knowledge (pk) is the second domain of tpack. it is well-defined as knowledge about teaching methods and processes which includes knowledge in managing classroom, assessing students, preparing the lesson plans, and student learning. table 4.4 shows the average score of the six items that determine the pedagogical knowledge (pk) level of english education lecturers. table 4. pedagogical knowledge (pk) average score no. statement mean (after) 7. i am capable of managing my classroom. 4.6 8. i’m able to link a wide range of concepts to pupils. 4 9. i’m conscious of the most prevalent errors and mistakes among my students. 4 10. i’m able to evaluate my pupils in a variety of scientific ways. 3.8 11. i am capable of using a wide range of teaching methods (including cooperative learning, problem-solving approaches, active learning, discovery learning, and projectbased learning). 4 12. i’m able to organize the group activities of pupils. 4.4 total average 4.13 table 4 shows that pedagogical knowledge (pk) level of english education lecturers is in high level (mean = 4.13). additionally, it can be conveyed that almost all participants rated the items positively and all the average scores gained were above 4 which means that they had high pedagogical knowledge. the highest average score was obtained for the capability of participants to manage the class (mean = 4.6), while all indicated items also had high average scores. to conclude with, the questionnaire results show that english education lecturers have high pedagogical knowledge on managing classroom, assessment, preparation of lesson plans, and student learning. content knowledge (ck) content knowledge (ck) is the third domain of tpack. it is described as knowledge about the actual subject matter to be learnt or taught. the average score of the six items that assess the level of content knowledge (ck) of english education lecturers is shown in table 4.5. table 5. content knowledge (ck) average score no. statement mean 13. i am self-assured enough to teach any subject expertise. 4.2 14. i am sufficiently knowledgeable about my field of study. 4.2 15. the capacity to assist my colleagues with knowledge and abilities in my field of study 3.8 16. i am acquainted with specialists and scholars in my field of study. 4 17. i keep up with fresh sources and current developments (books/journals/articles) in my subject expertise. 3.8 18. i am aware of conferences and events in my subject expertise. 4 total average 4 table 5 shows that content knowledge (ck) level of english education lecturers is in high level (m = 4). moreover, it can be seen that the descriptive statistics for ck reveal that almost all participants rated the items positively and almost all of the average scores obtained were 4 which mean that they had high content knowledge. the highest average marks were received for sufficient participant information and confidence to teach any subject specialization. (m = 4.2), while all indicated items also have a high average value. to conclude with, the questionnaire results show that english language education lecturers have high content knowledge (ck) of the actual subject matter to be learned or taught. the result is also in line with the results of their english endang darsih, vina agustiana, & wulan rahmatunisa exploring the integration of technological pedagogical content knowledge (tpack) in online teaching among efl lecturers 566 proficiency test which achieved high scores or more than 550. technological pedagogical knowledge (tpk) tpack fourth domain namely technological pedagogical knowledge (tpk). it relates to knowledge on the utilization of several technologies in education and how it changes the way teachers teach. table 4.6 shows the average score for the six elements that define english education lecturers' pedagogical technology knowledge (ck). table 6. technological pedagogical knowledge (tpk) average score no statement mean 19 i believe in my ability to select relevant new technology to drive my students to learn. 4 20 i am able to use new technologies to improve my teaching methods. 3.8 21 i have the skill to leverage new technology to boost student learning commitment. 4 22 i am capable of evaluating students in a variety of methods using new technologies. 3.2 23 i am capable of using social media in the classroom. 4 24 i am capable of managing classes well that are supported by modern technologies (smart classrooms). 4 total average 3.83 tpk descriptive statistics discovered that virtually all respondents assessed the points positively, and the majority of the average scores received were greater than 3, indicating that they had adequate pedagogical technology knowledge. the competence to select suitable new technology to stimulate students to learn, utilization of new technology to increase student learning commitment, use social media in teaching, and manage classrooms well supported by new technology (smart classroom) received the highest average scores. while the final item is also indicated, it has a high average score. finally, the survey results suggest that english education instructors have enough pedagogical technology knowledge (tpk) (overall m = 3.83). pedagogical content knowledge (pck) pedagogical content knowledge (pck) is the fifth domain of tpack. it relates to comprehension on linking lecturer knowledge of content and pedagogy, including the way lecturers teach, understand the context of the class, and the particular needs of students. the average scores for the five items that determined english lecturers' pedagogical content knowledge (pck) are shown in table 7. table 7. pedagogical content knowledge (pck) average score no statement mean 25 in my topic specialization, i am familiar with acceptable teaching strategies. 4 26 in my topic area, i am capable of planning successful actions. 4 27 i am capable of achieving the objectives in my lesson plan. 3.8 28 i am capable of assisting my students in connecting concepts from my topic area with concepts from other disciplines. 4 29 i have the skills to create evaluation tools for pupils, particularly in my topic specialization. 3.6 total average 3.88 the questionnaire results indicate that english education lecturers possess sufficient pedagogical content knowledge (pck) (m = 3.88), with high scores for teaching methods, effective activities, and connecting concepts. most participants rated items positively, indicating their knowledge is adequate. technological content knowledge (tck) technological content knowledge (tck) is the sixth domain of tpack. it describes knowledge about how technology can develop new illustration for particular material and how teachers can alter the way students apply and comprehend concepts in certain topic areas by employing certain technologies. table 4.8 shows the average score of the five items that assess the level of technological content knowledge (tck) of english lecturers. table 8. technological content knowledge (tck) average score no statement mean (after) 30 i am able to conduct scientific research on the internet in my field of expertise (subject area). 4.2 31 i can manage social media to expand my understanding in my specialty (subject area). 4 32 i am capable of expanding my knowledge in my specialty by utilizing new technology. 3.8 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 567 33 i am knowledgeable about emerging technology connected to my specialty. 4 34 i am capable of representing the content of my specialist using relevant modern technologies (such as multimedia, simulation, and modeling). 3.6 total average 3.92 the descriptive statistical analysis for tck showed that nearly all respondents assessed the items positively and that all average scores received were greater than 3, indicating that they possessed enough technology content knowledge. the highest average score was obtained for point number 30 addressing the capacity to utilize the internet in academic research in their profession. while the other things highlighted have a high average value as well. to summarize, the study found that english lecturers possess sufficient technological content knowledge (tck) (m = 3.92), with the highest average score for item 30 addressing internet use in scientific research. technological pedagogical content knowledge (tpack) finally, technological pedagogical content knowledge (tpack) is the last area of tpack. it describes the information that teachers require in order to effectively incorporate technology in any content area into their teaching. the average results for the five items that determined english lecturers' level of technological pedagogical content knowledge (tpack) are shown in table 4.9 table 9. technological pedagogical content knowledge (tpack) average score no statement mean 35 in my discipline, i am able to organize successful teaching approaches with relevant new technologies. 4 36 i might be a leader in assisting others in teaching topics in my specialty by using a suitable teaching technique and relevant new technologies. 3.6 37 in my specialty, i am capable of designing instructional activities that make use of appropriate modern technologies. 3 38 in my specialty, i am capable of designing efficient educational activities using social media (such as facebook, chat applications, blogs, and wikis). 3.2 39 i am capable of teaching my specialty (subject) lms such as (moodle, blackboard, e-class). 3.6 total average 3.48 descriptive statistics for this study showed that almost all respondents assessed the points positively, and all average scores found were greater than 3, indicating that they possessed enough technology pedagogical content knowledge. the capacity to blend successful teaching techniques with appropriate modern technologies received the highest average score for item number 35. while the other items mentioned have a high average value as well. in summary, the questionnaire results reveal that english lecturers have adequate technological pedagogical content knowledge (overall m = 3.48). the total average score of 3.48 for all items in the tpack questionnaire suggested that english instructors made strong judgments about themselves and were confident and aware of their own ability in general. they feel they have a solid understanding of technological pedagogical content knowledge, such as identifying how to successfully incorporate technology into the curriculum, including teaching modalities that are not only teacher oriented but also student centered, and incorporating integrated learning to generate new instructional communications. furthermore, the findings of the tpack questionnaire analysis suggest that lecturers of english class are able to choose the technology types and utilize technology to aid student learning based on the content and context, as well as employ learning management systems such as hybrid classrooms. the tpack level of english lecturers in the medium category is also bolstered by analysis of lesson plan results and observations of their actual teaching. observations illustrate that all lecturers maximize their use of technology in the online classroom. they can utilize technology as well as pedagogy to formulate content for teaching. all professors were discovered to utilize technology to develop materials for teaching. they formulated many educational technology equipment such as laptops, tablets, speakers, and overhead projectors. apart from that, they are also very good at implementing online learning by combining several applications. for example, when doing online learning using zoom or google meetings, they insert several audios, videos, teaching materials, and student worksheets that can be accessed by simply clicking the link given by the lecturers. endang darsih, vina agustiana, & wulan rahmatunisa exploring the integration of technological pedagogical content knowledge (tpack) in online teaching among efl lecturers 568 the incorporation of technology in english education has not only assisted lecturers in preparing for class, but has also assisted in making their e-classes more student-centered and engaging students in topic learning. in conclusion, the observation data reveal that all instructors used integrated technology in their learning processes. the findings of questionnaire and lesson plan analysis, as well as observations of lecturers teaching, reveal that the technological pedagogical content knowledge level of english lecturers is mostly high. lecturers assume that they own the subjects that they teach. they are proficient as well in technology understanding and implementation. conclusion the present study’s conclusion is that although there are some limitations, this study succeeded in answering questions that reveal the tpack level of english language education lecturers. with regard to the tpack level of english language education lecturers, the analysis results suggest that the majority of english lecturers rate themselves as being adequate or high in the majority of areas of this research, including ck, pck, tck, tpk, and tpack. they do, however, rate themselves as having high levels of technological knowledge (tk) and pedagogical knowledge (pk). this is consistent with the findings of lesson plans and actual teaching analysis, which indicate a high level of technological integration. references ahmed, g., arshad, m., & tayyab, m. 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(2007). breaking news: tpck becomes tpack! journal of computing in teacher education, 24(2), 38. tizahra, f., sofendi., & vianty, m. (2021). technology integration of the in-service efl teachers: a study at a teacher profession education program. indonesian journal of efl and linguistics, 6(1), 317-339. tseng, j. j., chai, c. s., tan, l., & park, m. (2020). a critical review of research on technological pedagogical and content knowledge (tpack) in language teaching. computer assisted language learning, 0(0), 1–24. https://doi.org/10.1080/09588221.2020.186853 1 tseng, j.-j., cheng, y.-s., & yeh, h.-n. (2019). how pre-service english teachers enact tpack in the context of web-conferencing teaching: a design thinking approach. computers & education, 128, 171–182. https://doi.org/10.1016/j.compedu.2018.09.022 wen, h., & shinas, v. h. (2020). using a multidimensional approach to examine tpack among teacher candidates. journal of digital learning in teacher education, 37(1), 30–47. https://doi.org/10.1080/21532974.2020.180449 3 willermark, s. (2018). technological pedagogical and content knowledge: a review of empirical studies published from 2011 to 2016. journal of educational computing research, 56(3), 315–343. https://doi.org/10.1177/0735633117713114 yalley, c. e. (2017). investigating the technological pedagogical content knowledge of social studies teachers in the senior high schools in the kumasi metropolis of ghana. journal of education and practice, 8(4), 102–110. zhang, s., liu, q., & cai, z. (2019). exploring primary school teachers’ technological pedagogical content knowledge (tpack) in online collaborative discourse: an epistemic network analysis. british journal of educational technology, 1-19. https://doi.org/10.3926/jotse.662 https://doi.org/10.1016/j.chb.2017.11.003 https://doi.org/10.1016/j.compedu.2018.09.022 endang darsih, vina agustiana, & wulan rahmatunisa exploring the integration of technological pedagogical content knowledge (tpack) in online teaching among efl lecturers 570 english review: journal of english education volume 6, issue 1, december 2017 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 99 interaction patterns in english as foreign language classroom at lower secondary schools hanna sundari english education department, universitas indraprasta pgri jakarta, indonesia e-mail: hanna.sundari@gmail.com zainal rafli language education, postgraduate of universitas negeri jakarta, indonesia e-mail: zainal.rafli@gmail.com sakura ridwan language education, postgraduate of universitas negeri jakarta, indonesia e-mail: sakura.hattamarrasjid@gmail.com apa citation: sundari, h., rafli, z. & ridwan, s. (2017). interaction patterns in english as foreign language classroom at lower secondary schools. english review: journal of english education, 6(1), 99-108. doi: 10.25134/erjee.v6i1.775. received: 29-08-2017 accepted: 31-10-2017 published: 01-12-2017 abstract: interaction plays an important role in language learning process in classroom setting. this present study aims at investigating the patterns used in classroom interaction by english lower secondary teachers. using qualitative approach, this study was carried out in eight lower secondary schools (smp) in jakarta. moreover, twenty english language experienced teachers with three to thirty-six years of teaching experiences were recruited as participants. interviews, classroom observations/recording and focus-group discussion were instruments to collect data. for analyzing the data, qualitative data analysis was selected in developing categories and sub-categories of the data. the findings showed that the teachers apply at least three identified interactional patterns in efl classroom in which modify the irf structure. teachers initiate interaction to the entire class (t-whole class interaction) by giving questions and instruction. then, they also point out one specific student to answer the question or do the required task (teacher fronted student interaction). in addition, teachers set the classroom activity to make the students interact each other (student-student interaction). moreover, the student responses and other interactional features identified in language classroom are also discussed. keywords: interaction patterns, efl classrooms, secondary school introduction illustration: once in language class, a language teacher calls name and gives questions to the students sitting in the front row; other time, she points out one student at the back seat. otherwise, she throws them away for those who can answer freely. in one time, she corrects the error made by the student by yelling “is it correct?”. in another time, she just ignores it. at one lesson, she sets the class in individual task; next lesson, the students are grouped in 3 or 4 to do the activity. language learning can be taken place in and through interaction with others in various social contexts. in sociocultural theory views on language learning, the major aspects of language is related to and formed by the ways in which the people interact with others in various communicative contexts; therefore, in learning language, interaction is not only as a learning facilitator but also primarily is as a resource for what to learn and how to learn (thoms, 2012). in short, interaction can be viewed as both the tool and the object in which language used in interaction is the medium as well as the goal to be learned. classrooms are one of social environment mailto:hanna.sundari@gmail.com/ mailto:zainal.rafli@gmail.com mailto:sakura.hattamarrasjid@gmail.com hanna sundari, zainal rafli & sakura ridwan interaction patterns in english as foreign language classroom at lower secondary schools 100 which language lesson could be complex. language classrooms are complicated places where social events and social relationship between teacher as the knower and students as the learners may influence their social interaction and classroom practices as a part of process in language learning. different from other social context, in language classrooms, language used is intentional and purposeful as walsh (2011) states that discourse in the classroom has to follow the teacher’s agenda. the delivered questions, correction and feedback by the teachers are set to help the students achieve language competences. meanwhile, the students’ responses are also to fulfill the task given. in general, interaction is dual communication acts between two people or more that have implication among them. in short, interaction can be stated as action and reaction of two people. according to brown (2007, p. 212), interaction is “collaboration of thought, feeling, or ideas between two people, resulting in a reciprocal effect on each other”. reciprocity as the implication indicates that interaction involving both parties as active interactants instead of passive ones. in the pedagogy field, allwright noted that a process of interaction is necessarily involved in a fruitful classroom pedagogy (seedhouse & jenks, 2015). it can be stated that successful pedagogical process in the classroom proceeds by successful interaction management. in the english language teaching (elt) enterprise, interaction has a prominent role in language acquisition and learning process. in the view of social interaction, child acquires language through social interaction with parent in her first life. interaction is important in natural language acquisition (choudhury, 2005). moreover, parental language as a model influences language complexity acquired by the child now and years after (sundari, 2016). meanwhile, in the classroom setting, interaction between teacher as a competent person and students as learners, or student-student interaction, leads them to get competences in knowing and using the language in the classroom. in the other words, language learning is mostly interactive process (richards & lockhart, 2007). classroom interaction is mostly in the form of conversational exchanges or dialogue between teacher and students in target language. markee and kasper (2004) cited by kharaghani (2013, p. 859) wrote that “interaction is a form of institutional talk which is locally managed but cooperatively constructed speech exchange system”. concerning to interaction in language classroom, the moves are mostly starting with teacher initiates the communication by asking the students questions to get them involved to the lesson. after that, the students are required to respond the questions. the last is feedback as immediate evaluation or correction for students’ responses (rustandi & mubarok, 2017). the pattern of interaction in language classroom, postulated by sinclair and coulthard (1975) cited by murray & christison (2011), is then called irf (initiation-response-feedback) exchange. moreover, hall (2003) exemplified this basic unit of classroom interaction in which involves the teacher, as expert, eliciting information (initiation) from students to confirm if they understand the materials by asking questions. then, the students are expected to deliver targeted responses (response). after that, the teacher examines the student’s response by giving feedback with such particular phrases as “good”, “well done”, “no, that’s not correct.” in addition, this pattern of classroom interaction as two-way a process between interactants in the learning process is depicted in figure 1 (dagarin, 2004; rustandi, 2013 in rustandi & mubarok, 2017, p. 241) depicted interaction in two-way process between participants in the learning process as seen in figure 1. figure 1. classroom interaction pattern teacher students english review: journal of english education volume 6, issue 1, december 2017 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 101 furthermore, the teachers have also a significant role in managing classroom communication. based on who communicates with whom, dagarin (2004, p. 129) formulated the four forms of interaction in the following: teacher-learners, teacher – a group of learners, learner-learner, learners-learners. in these forms of interaction, the teachers alternately change their roles as a controller, language model, guide, evaluator, and advisor in pair-work or group-work types of communication in the classroom. in addition to dagarin, malamah-thomas (1987 cited by (nisa, 2014) propose seven types of classroom interaction: teacher – whole class, teacher – individual student, teachera group of students, student – teacher, student-student, student – a group of students. a variety of interactional patterns in language classroom may affect the language learning process as well as the development of language proficiency. in classroom interaction, the teacher initiates communication by asking a question. teacher questions are mostly in display question in which the answer is already known to the teacher (choudhury, 2005; farahian & rezaee, 2012; petek, 2013; pujiastuti, 2013; suryati, 2015). even though teacher gives opportunities to students to involve verbally in the class in many ways, not all students participate verbally and actively in classroom communication by giving response for some reasons. factors in and outside the classroom may affect how the classroom discourse occurs. what kind of questions teachers deliver and how much teachers talk during the lesson may eventually influence how the students acquire and develop their language progress (hermanto, 2015; seedhouse & jenks, 2015). moreover, cultural background and personality may cause the student reticence (choudhury, 2005, p. 78). besides, teacher looks more focusing on the students sitting in the front, middle row, as illustrated by richards & lockhart (2007, p. 139-140). figure 2 shows when the teacher stands in the front of the class during the lesson and deliver the questions to all students. however, students in edge row sound no responses. figure 2. teacher interaction in the classroom the study of interaction in language classroom and its implication for language learning have been widely conducted in the field of english language teaching (elt). applying discourse analysis approach, rashidi & rafieerad (2010) investigated interaction patterns and its effect on gender in shiraz university iran. they concluded that the interaction patterns between participants vary with the participants making use of variety of discourse acts and male students are willing to be more interactive than female in language classroom. in 2013, nasruloh conducted a study to 30 elementary students hanna sundari, zainal rafli & sakura ridwan interaction patterns in english as foreign language classroom at lower secondary schools 102 in bandung and reported that teacher dominates the lesson verbally by giving direction, lecturing, and criticizing or justifying authority. the students seem to have great opportunity to talk; however, they keep restricted in some ways. by analyzing classroom interaction in efl speaking class, nisa (2014) concluded that the teachers facilitate the student-fronted speaking activities such as class discussion, presentation, simulation and communication games, yet, in fact, students’ first language during the lessons was often used. furthermore, rustandi and mubarok (2017)’s study on classroom interaction in efl speaking class at university sum up that irf pattern is fully implemented in the class. teacher initiates the interaction by giving questions, soliciting information, and identifying next students’ turn. besides, responses from the students are dominance; yet they depend on the content materials and teacher strategies in provoking students. related to study on questioning strategies as one of interaction features, rido (2017) also reported that teachers in vocational english classrooms nominated specific student to answer questions, asked questions to the entire class, and repeated questions when there were no response. on the other side, the study examining the interaction pattern in english as foreign language classroom at lower secondary schools based on teacher’s perspectives is still rare and restricted. present research on second and foreign language learning from sociocultural perspective mostly come from university-level classrooms; meanwhile, only a little is known to explore what occurs in elementary or secondary schools (hall, 2003). indeed, lower secondary students are mostly learning english as beginner; at the same time, they will take english national examination to continue their study. interaction and communication in the classroom, as the heart of language learning become necessary to understand and the constraints have to be solved. the way teacher interacts with the students determines the way student respond it; at the end, it influences how proficient the students are to communicate in target language. classroom interaction in the early years of learning process can be a foundation to the next language development. the fully understanding of its process becomes necessary and helpful. to devote to these views, this study addresses to the following research questions: what patterns are used in classroom interaction by english lower secondary teachers and why they use the patterns. method this present study, as a part of research in classroom interaction of efl setting, was carried out by qualitative research approach to investigate the interaction patterns in english as foreign language classrooms. to accommodate the research objective, twenty english language experienced teachers were recruited as participants from eight lower secondary schools (smp) in jakarta. they were three male and seventeen female teachers with three to thirty-six years of teaching experiences. for collecting data, classroom observations/recordings, semi-structured interviews and focus-group discussions with the teachers were instruments. 10.5 hours of classroom observation/recording conducted only with teacher’s approval was to identify specific patterns in oral communication in the classroom. flint protocol analysis of classroom observation (moskowitz, in brown, 2007) was applied to capture interactional features completed by memo writings. meanwhile, interviews and fgd were to elicit teachers’ reasons, opinion and perspectives of their interaction practices in the classroom. the interviews and fgd then were transcribed verbatim and analyzed. after that, to analyze the obtained data, the researcher followed the steps in opencoding, developing categories, and triangulating data. at first, the data were carefully labeled and named into several categories. secondly, the categories were then divided into sub-categories. at last, the categories and sub-categories found were triangulated with the interview transcript and memo writings. english review: journal of english education volume 6, issue 1, december 2017 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 103 results and discussion this study is an attempt to identify interaction patterns in english as foreign language classrooms at lower secondary schools and discover the reasons why the patterns applied from the perspectives of english language experienced teachers in jakarta. the findings of the study will be presented in combination of interactional patterns and several causes of selected patterns from teachers’ perspectives. from classroom observations/recordings and interviews added by focus-group discussion, it is resulting in several interactional patterns in which is grounded by irf structure. modified irf structures can be apparent when teachers initiate the interaction in several ways, students respond in several ways; however, feedback by the teachers is not always available. to not strictly follow the irf structure, this finding is consistent to the study by rashidi & rafieerad (2010) in which not only teachers but students initiate conversation exchange. furthermore, question and answer routine are mostly emerged as the most dominated pattern. asking question is the most effective tool to initiate interaction and take immediate verbal response. mrs. lil starts the interaction with the students by delivering questions who likes sport? who usually plays badminton? (co-08). teacher asks who is absent today and divides the class into groups then asks you choose the group or i choose the group? (co-04). after 5 minutes, the teacher asks questions related to the poem, who writes the poem? what is the content of the poem? (co-02). then, teacher reviews previous lesson by asking question, what have we learned yesterday? (co-03). this result may support the study by rido (2017) and suryati (2015). they found english lessons were dominated by question and answer routine and the most popular interaction strategy is asking display question. meanwhile, giving directions or instruction is also apparently salient feature in initiating interaction in language classroom. by giving directions, the students are expected to do the required activity as response. teacher greets the students and gives some instructions of how to do the test. (co-01). teacher shows a poem on the lcd screen and directs the students to read it silently. (co-02). then, teacher gives instructions what to do with slow pace. (co-03). teaching can be said as talking in the classroom setting. teachers use speech to direct, lead, guide, instruct and persuade the students to act many things as well as to make them silent (robinson, 2005). by giving instructions, teachers act as controller and manager to manage the classroom. on the other side, the students listen and do the required tasks. the teachers are the subject of the learning process; while students are mere object (robinson, 2005). it depicts the fact that the relationship between teacher and students in the classroom is asymmetrical (consolo, 2006; walsh, 2011). the first pattern identified from the data is teacherwhole class interaction. it is when the teachers ask questions, direct the students, and communicate to all students in the classroom without nominating one specific student. the teacher lets any student to response. then, the students will yell and shout in responding teacher questions. teacher asks at least four times to the class: do you know television? do you have television. (co-01). again, teacher provides text about television on the lcd screen, asks the students to memorize it, and deliver several questions. then, she repeatedly asks “finish?” until she hears “yes” sound loudly. (co-02). moreover, teacher give instructions what to do with slow pace. all instructions are in english… teacher reads the text a loud and gives more examples on the board. (co-03). then, teacher directs the students to count 1-5… she explains how to do the whispering games. when the class look noisy and messy, teacher repeatedly shout “but” to get students’ attention. again, hanna sundari, zainal rafli & sakura ridwan interaction patterns in english as foreign language classroom at lower secondary schools 104 she asks a question: do you know what to do? (co-04). after the video was finished, the teacher suddenly asked question what are they, the students were just in silence with no response. (co-09). teacher-students (whole-class) interaction, according to harmer (2007), is the most widely used in various culture. this pattern is beneficial in giving long explanation and evaluating language progress because teachers easily control and handily manage the classroom. teacher speaking to the whole class is also revealed in study by nisa (2014) in which teachers use this mode in opening the lesson, giving feedback, and presenting information. the interactional pattern from efl classroom is teacher-student fronted interaction. in the front of the class, as the conventional standing position, the teachers sometimes choose to point out one student to answer the questions in purposes. furthermore, they also walk around the class and converse to certain student individually or in group for some reasons. the teacher walks around the class and comes to each student one by one to monitor their activities. (co-04). teacher displays some pictures of sport and its instruments on the lcd screen and asks the students to determine the names by pointing them out. (co-08). teacher calls several names to open their notebook. (co-09). rarely sitting in her desk, mrs. an keeps walking around to have a chat with the students. (co-11). sometimes, the teacher is calling students names, such as ryan, arif, to hear their answers. (co-12). after the video is finished, the teacher asks the questions to certain students one by one: what do you like to do, emma? what do you like to do, naya? what do you like to do, zahra? while approaching their desks. (co-03). the similar result also comes from the study rido (2017, pp. 203-204). he wrote that nominating specific students to answer questions was a common practice by master teachers in the classroom. in addition to nominating specific student, teacher mobility is one of the interaction feature showed in the language classroom. having finished giving directions, teachers walk around the class and come to each student or group. monitor and evaluation of student’s activity are the reasons as well as building rapport to the students. mrs. rah approaches one student to monitor her activity. (co-13). mr. am walks around one student to another, one group to another. (co-10). rarely sitting in her desk, mrs. an keeps walking around to have a chat with the students. she gives feedback to the students by saying: ok, i see, it’s ok. (co-11). the teacher approaches students’ desks one by one, monitors their activities, gives more explanation, and responding student’s questions. (co-03). teachers move around the class is also stated in several research findings. wachyudi, srisudarso, and miftakh (2015) reported that during the session, teachers stand and move around to make the lesson interesting. teachers approach the students who looks confused on the topic or task given. next, the similar result is also showed the study by rido, ibrahim, and nambiar (2014). they wrote that teachers move around the class and approach the students when delivering questions and paying attention to student’s response. another identified pattern in language classroom interaction is student-student interaction. while learning language in the classroom, teacher sometimes designs the classroom to make the student interact with other students. some classroom activities are set to stimulate them as peer or speaking partners for classmates. speaking activities seem quite difficult, the students do in pair, ask like/dislike to other students sitting next to her diagonally, and record them on note. (co-03). in whispering horse games, the class is so noise. in group, students are competing to be the fastest and the rightest. (co-04). having continued the lesson, the teacher gets the students to do in group of 4-6…. english review: journal of english education volume 6, issue 1, december 2017 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 105 the students then move the desk to make the group. (co-10). mrs. an distributes worksheets to the students so that they do the activity in group. (co-11). setting classroom activity in pair or in group brings advantages for both teachers and students. as harmer (2007, pp. 116-117) stated, pair and group activity provide a plenty room and opportunities to use the language with peers; meanwhile individual activity stimulate autonomy and independence in learning language. almost the same result is also apparent in research by nisa (2014). on her study, pair work and group work are used to stimulate the use of language among students in speaking classes. concerning to the responses, the teachers are waiting expected responses either verbal or non-verbal in which are in accuracy, fluency, and acceptance in the line with the learning objectives. however, the students, in fact, as language learners, respond in several ways: in verbal, in action, and no response. verbal responses are the most noticeable feature in language classroom. it primarily is for responding teacher questions. then, the students say it together with loud voice. (co-01). all students at once answer loudly the teacher question. (co-08). beside verbal responses, the students also providing action or activity as required and directed by the teachers. some of the students stay calm and quite as taking the test; while, the others are discussing with their classmates. (co-01). the students are walking around the class and asking their classmates about the required expressions, and taking note. (co-03). nonetheless, not all students give expected response. because of some causes, they do not answer the questions, answer the questions with wrong answer, or do something else. students are allowed to add the answer or give other different opinions. nevertheless, no student arises. teacher let any student to do question no. 4. yet, no one comes forward to. (co-02). mrs. rah asks the students to do the exercises on the worksheet. some of them are discussing; meanwhile, some others look confused and do something that is not instructed, such as drawing and keeping silent. (co-13). as the matter of the student response, rustandi and mubarok (2017) also reported that interaction in speaking class at university level, students are less initiative to start the conversation because of shyness and reluctance. these results may not be consistent to the research findings by nisa (2014) that, beside student response and initiation, silence and confusion in interaction during speaking session are when the teacher wrote the materials and confusion occurred as more than one person talking. however, related to how students interact with and responses to teacher’s communication in the classroom, it is also surprisingly identified that several students in particular situation initiates interaction with the teachers by asking questions or requesting something, though it does not frequently happen. students ask several questions related to content materials and vocabulary. (cw06). during the lesson, the students often ask “mom, i don’t understand about it” or “i’m confused, mom. can you explain more?”. else, for those who have limited language, they say “mom, how…how…” to require more explanation. (cw-10). some of the students often asks about vocabulary, “bapak, banyak bahasa inggris nya apa, pak?” (sir, what is many in english?). (lo-10). one student yells “why is it advice instead of advise?”; then the teacher explains the differences among those two words. (lo-12). one of the students says “another song, mom”. teacher accepts the student’s request and finds another song to play before the lesson starts. (co-03). the interaction patterns in efl classrooms can be schemed on figure 3. hanna sundari, zainal rafli & sakura ridwan interaction patterns in english as foreign language classroom at lower secondary schools 106 teacher-students (whole-class) interaction is as one pattern in which teachers initiate interaction to entire class by giving questions or directions. then, pattern two is teacher-confronted student interaction. teacher starts interaction by nominating one specific student or students in group. pattern three is when the teachers set the students in pair or group to make them to interact each other, called studentstudent interaction. these patterns add the types of classroom structures of interaction observed by suryati (2015) at lower secondary schools in malang, east java. she wrote two types of classroom interaction: teacher fronted interaction and student-student interaction. the similar patterns of classroom interaction can be taken from the research by nisa (2014). the types of classroom interaction during speaking activities are teacher-whole class, teacher-student, teacher-a group of students, studentteacher, student-student, and student whole class. figure 3. interaction patterns in efl lower secondary classrooms teaching is probably on the teacher’s hand as controller who usually initiates the interaction in language classroom. nonetheless, teacher has several considerations underpinning her selection and preferences used in the classroom. classroom interaction and dynamic result from teacher choices in classroom activity (richards & lockhart, 2007). based on the interviews, smooth and effective teaching process is the priority for teachers. to make each student speak, mrs. li prefers calling names and pointing the students out. when they are responding, there is time i call by names or calling names. else, when i deliver the question to entire class, no student responds or there are great responses with loud, shouted voices that make unclear noisy echo. i decide to select one by one. besides, i want them to produce much language. at this time, i will point out… (tw-02). calling names is not just random pick. excellent students are more preferable because they can be a good language model for others. at this time, i will point out the excellent student to stimulate less student. (tw-02). teacher delivers the questions to entire class; sometime she points out one student. especially excellent student is selected as language model for other students. (cwfgd-01). for instance, one student looks competent at the discussed topic. therefore, i point english review: journal of english education volume 6, issue 1, december 2017 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 107 him out. sometimes, he explains it in english or indonesian. (tw-12). nominating specific students was also revealed in study by rido (2017). he reported that teachers point out specific students to make proficient students help less proficient students. moreover, this strategy is to make student more alert and attentive to the lesson as well as to give equal opportunity for each student to practice english. conclusion this current study aims at describing the interaction patterns in efl classroom at lower secondary schools and some reasons underpinned the pattern selection. when interacting and communicating with the students in the classroom, teachers do not strictly follow the irf structure. they greet, ask, direct, and lead to the entire class, called teacher-whole-class interaction. to publicly communicate, the teachers feel more effective and saving time. then, they also nominate and call one specific student, as teacher-fronted student interaction, to stimulate individual language production and evaluation as well as a good language model. at last, teachers set the classroom activity to make the student interact each other. pair-work and group-work help the students communicate and improve their language. concerning to the interaction patterns in language classroom, the research found that at least three modified irf structure. firstly, teacher – whole class is as the most common pattern in the class, then students give various kinds of responses. the second pattern is teacher – individual student by nominating specific students; the student’s response can be expected and targeted response, confusion or giving non-verbal response. the last, teachers also set the class in pair work or group work to build communication and interaction among students. these research findings may not explicitly describe the importance and the quality of interaction in the efl classroom; neither may these assess the teachers’ interaction competences in language teaching. however, the results depict the teachers’ roles in language classroom in foreign context. they play the prominent roles. they control the moves of lesson, they manage who talks, when and how much, and they also become student’ speaking partners and language model. references brown, h. d. (2007). teaching by principles: an interactive approach to language pedagogy. new york: pearson education. choudhury, s. (2005). interaction in second language classrooms. brac university journal, ii(1), 77–82. consolo, d. a. (2006). classroom oral interaction in foreign language lessons and implications for teacher development. linguagem & ensino, 9(2), 33–55. dagarin, m. (2004). classroom interaction and communication strategies in learning english as a foreign language. elope: english language overseas perspectives and enquiries, 1(1–2), 127– 139. retrieved from https://doi.org/10.4312/elope.1.1-2.127-139. farahian, m., & rezaee, m. (2012). a case study of an efl teacher’s type of questions: an investigation into classroom interaction. procedia social and behavioral sciences, 47, 161–167. retrieved from https://doi.org/10.1016/j.sbspro.2012.06.631. hall, g. (2011). exploring english language teaching: language in action. new york: routledge. hall, j. k. (2003). classroom interaction and language learning. ilha do desterro, 44, 165–187. harmer, j. (2007). the practice of english language learning. malaysia: pearson education limited. hermanto, h. (2015). understanding teacher talk to support students’ communicative competence. jurnal sosial humaniora, 8(2), 143–159. kharaghani, n. (2013). patterns of interaction in efl classrooms. in the global summit on education (pp. 859–864). kuala lumpur: worldconferences.net. murray, d. e., & christison, m. (2011). what english language teachers need to know volume ii: facilitating learning. new york: taylor & fancis e-libaray. retrieved from https://doi.org/10.4324/9780203846292. nasruloh, m. i. (2013). teacher-student interaction in a project-based learning classroom. journal of english and education, 1(1), 142–153. nisa, s. h. (2014). classroom interaction analysis in indonesian efl speaking class. english review: journal of english education, 2(2), 124–132. petek, e. (2013). teacher’s beliefs about classroom interaction and their actual practices: a qualitative case study of a native and a non-native english teacher’s in-class applications. procedia social and behavioral sciences, 70, 1195–1199. retrieved from https://doi.org/10.1016/j.sbspro.2013.01.176. pujiastuti, r. t. (2013). classroom interaction: an hanna sundari, zainal rafli & sakura ridwan interaction patterns in english as foreign language classroom at lower secondary schools 108 analysis of teacher talk and student talk in english for young learner (eyl). journal of english and education, 1(1), 163–172. rashidi, n., & rafieerad, m. (2010). analyzing patterns of classroom interaction in efl classrooms in iran. journal of asia tefl, 7(3), 93–120. richards, j. c., & lockhart, c. (2007). reflective teaching in second language classrooms. usa: cambridge university press. rido, a. (2017). questioning strategies of master teachers in indonesian vocational english classrooms. teflin journal, 2(28), 193–211. rido, a., ibrahim, n., & nambiar, r. m. k. (2014). investigating efl master teacher’s classroom interaction strategies: a case study in indonesian secondary vocational school. procedia social and behavioral sciences, 118, 420–424. retrieved from https://doi.org/10.1016/j.sbspro.2014.02.057. robinson, h. a. (2005). the ethnography of empowerment: the transformative power of classroom interaction. london: taylor & fancis elibaray. rustandi, a., & mubarok, a. h. (2017). analysis of irf (initiation-respon-feedback) on classroom interaction in efl speaking class. edulite: journal of english education, literature, and culture, 2(1), 239–250. seedhouse, p., & jenks, c. j. (2015). international perspectives on elt classroom interaction. hampshire: palgrave macmillan. sundari, h. (2016). pengaruh input bahasa orangtua terhadap kompleksitas bahasa anak: studi kasus pada anak usia 5 tahun melalui interactive shared reading. jurnal pendidikan bahasa dan sastra, 16, 110–121. suryati, n. (2015). classroom interaction strategies employed by english teachers at lower secondary schools, 247–264. retrieved from http://journal.teflin.org/index.php/journal/article/ download/268/252. thoms, j. j. (2012). classroom discourse in foreign language classrooms : a review of the literature. foreign language annals, 45(s1), 8–27. retrieved from https://doi.org/10.111/j.19449720.2012.01177.x.foreign. wachyudi, k., srisudarso, m., & miftakh, f. (2015). analisis pengelolaan dan interaksi kelas dalam pengajaran bahasa inggris. jurnal ilmiah solusi, 1(4), 40–49. retrieved from https://doi.org/10.1017/cbo9781107415324.004. walsh, s. (2011). exploring classroom discourse: language in aaction. oxon: routlege taylor & francis group. english review: journal of english education volume 6, issue 1, december 2017 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 11 the effects of homogeneous and heterogeneous pushed output instructions on speaking complexity parviz ghasedi english department, faculty of humanity, university of zabol, iran e-mail: ghasedi.p.988@gmail.com habibollah mashhady english department, faculty of humanity, university of zabol, iran e-mail: mashhadyh@uoz.ac.ir farideh okati english department, faculty of humanity, university of zabol, iran e-mail: farideh.okati@uoz.ac.ir apa citation: ghasedi, p., mashhady, h., & okati, f. (2017). the effects of homogeneous and heterogeneous pushed output instructions on speaking complexity. english review: journal of english education, 6(1), 11-20. doi: 10.25134/erjee.v6i1.766. received: 28-08-2017 accepted: 31-10-2017 published: 01-12-2017 abstract: this study was set out to investigate the efficacy of homogeneous and heterogeneous pushed output based instruction on upper-intermediate efl learner’ speaking complexity. to do so, 41 (17 males and 24 females) efl learners were selected from university of zabol based on the results of opt. then, they were put in control and experimental groups based on the predetermined criteria. retelling and decision making tasks were used in the treatments of experimental groups while control group received placebo during 15 sessions, twice a week. public versions of ielts speaking test were used as pre/post-test. the results of independent sample t-test indicated that experimental groups outperformed control group. on the other hand, statistical analyses showed no significant differences between male and female speech complexity. to sum up, the findings demonstrated the fruitful effects of collaborative pushed output activities on speaking sub-skills. likewise, the results suggested the implementation of similar strategies in the development of male and female speaking dimensions. based on the findings, it can be claimed that teacher preparation programs should put teaching speaking on their list of priorities and provide courses on effective strategies for the development of speaking dimensions through implementing the main tenants of pushed output hypothesis. keywords: homogeneous, heterogeneous, complexity, speaking, pushed output introduction considering specific role for output to practice what language learners internalized as comprehensible inputs in educational contexts, swain (1985) introduced the notion of pushed output hypothesis and notes that it helps learners process comprehensible input more effectively (basterrechea, mayo & leeser, 2014). pushed output reflects the process of practicing written or oral outcomes accurately and effectively (swain, 2005). daring to criticize krashen’s (1985, p.61) strong claims that “comprehensible input is the only true cause of second language acquisition”, swain (1985, 1998, 2000) contemplates specific functions for output hypothesis that makes learners aware of their incapability in using the intakes in their outputs during conveying their intentions (byrne, 2012; thwaites, 2014). swain (1985, 1998, 2000) summarizes the main functions of pushed output under three titles of noticing/consciousness-raising, hypothesis testing, and metalinguistic. nation (1990) asserts that such main functions of pushed parviz ghasedi, habibollah mashhady, & farideh okati the effects of homogeneous and heterogeneous pushed output instructions on speaking complexity 12 output will inspire efl/esl learners to implement what they learned in interactions with their peers or teachers. the repetitions of such activities lead to the automatic use of lexical and grammatical structures which consequently improve their language proficiencies. generally speaking, pushed output hypothesis was proposed with the promise of boosting learners’ productive (oral or written) competence. on the other hand, developing learners’ oral subs-kills, complexity, accuracy, and fluency, is viewed as the ultimate goal of learning english in efl/esl contexts (mccarthy, 1998). moreover, alonso (2014) considers speaking as the building block for learning listening, reading, and writing. likewise, celik and yavuz (2015) add that speaking is the corner stone of conducting communicative role of language. on the other side, a conclusive review of the related studies indicates that one of the big challenges of efl learners is producing accurate, coherent, lexically dense, and fluent utterances (alonso, 2014; dahmardeh, 2009). furthermore, teaching speaking sub-skills, especially in efl countries, confronted with lots of problems because a native like oral outputs needs a combination of “phonetic, phonological prosodic, lexical, syntactic, semantics and pragmatic” (osada, 2004, p. 56) knowledge. with the emergence of pushed output hypothesis and its emphasis on providing learners with the opportunities to use target language in negotiation based activities, this problem seems to be resolved. some studies investigated the efficacy of pushed output in developing learner syntactic and grammatical accuracy or reading comprehension (doneschjezo, 2011; ertürk, 2013; tabatabaei & yakhabi, 2009). moreover, sadeghi-beniss and edalati-bazzaz (2014) investigated the effects of pushed output on speaking fluency and accuracy. however, no study investigated the effects of pushed output on speaking complexity. likewise, there is no valid long term research project on the efficacy of pushed output in developing speaking sub-skills. accordingly, this study was set out to fill the mentioned gaps and find new strategies for developing learner speaking complexity through implementing main tenants of pushed output hypothesis. the role of input in language acquisition the proposed theories of first language acquisition (such as behaviorists, nativists, and functional) and that of l2 acquisition, (such as input hypothesis and output hypothesis) attach different significance (principal or secondary) to the role of input in language development (ellis, 2008). from the behavioristic perspective, language input, which consists of the “production of correct response to stimuli” (brown, 2007, p. 26), plays a vital role in language acquisition (ellis, 2008). for nativists, it is a premium trigger for inspiring the pre-existed abilities (ellis, 2008). similarly, constructivists highlight the significance of input and interaction in learning the target language (ellis, 2008). krashen (1981) regards it as the main criterion for learning and advancement and notes that input provides incidental and sufficient data for development. krashen (1985) believes that if language learners are provided with lots of understandable data in different formats (oral, written, or pictorial), they will acquire l2. he introduces the notion of “i+1” and argues that, a vital issue regarding comprehensible input is the fact that learners should be exposed to the “input language that contains structures a bite beyond his or her current levels of competence” (krashen, 1981, p. 100). according to krashen (1982), the fundamental inspiration to comprehend the structures that we have not ace yet (i+1) is our abilities to use our already mastered knowledge, lexico-grammatical knowledge, logical information, and our insight into the world. put another way, he asserts that in sla, we use more than our lexical and grammatical competence. furthermore, krashen (1982) accentuates that learner should focus on the meaning of the messages that directed at him/her, not their structural forms. likewise, krashen (1982) believes that we should not push learner to speak. he adds that although learners with different proficiency levels start talking at different points in time, we should not expect them to produce accurate, well-formed, and precise outputs at english review: journal of english education volume 6, issue 1, december 2017 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 13 the beginning. therefore, we ought to give them the chance to talk when they feel ready for it and tolerate their grammatical and lexical errors. the role of pushed output in language acquisition swain (1995) considers a significant place for input in educational contexts. however, she notes that comprehensible input cannot lead to the advancement. language learner should gain enough opportunities to process the received inputs and implement them in their outputs (van patten, 2002). output is defined as linguistic outcomes that learners produce (orally or in written) to convey their intentions, wants, desires, or ideas (kumaravadivelu, 2006; van patten, 2003). nation (2011) notes that pushed connotes the cooperation process between interlocutors and pushed output implies pushing learners to use their background knowledge to produce outputs that are lexically dense and grammatically correct. pushing students to practice and revise their outputs seems emergence for becoming competent communicators (byrne, 2012). accordingly, swain (1985) numbers main functions of pushed output as noticing, hypothesis testing, and metalinguistic. gass (2003) views noticing as a factor that connects language comprehension to language generation. donesch-jezo (2011) indicates that noticing triggers the cognitive creation of new grammatical and lexical knowledge or integration of knowledge that stored in memory. likewise, noticing function of poh triggers essential intellectual procedures such as psychological comparison (muranoi, 2007). research represents two main benefits of noticing as ‘noticing the holes’ and ‘noticing the gap’ (muranoi, 2007; swain, 1998). the first one informs students of their weakness points in converting their thoughts into target language words and structures (byrne, 2012; schmidt & frota, 1986). the second one makes them aware of the distances between their oral or written outputs and those of more proficient cocommunicators (peers or teachers) or native speakers (izumi, 2003; muranoi, 2007; swain, 1998). the second function of pushed output relates to the facts that during interaction with peers or with proficient speakers or writers, learners test different outputs and receive positive or negative feedbacks, which consequently lead to the internalization of the more (pragmatically and syntactically) appropriate ones (kumaravadivelu, 2006). in the same line, it is argued that hypothesis testing set the grounds for learners’ use of production skills to test whether the newly shaped hypothesis about the form and manner of conveying their intentions are meaningful and well-formed or not (qin, 2008; swain, 1995). concerning the third function of output, metalinguistic function, swain (1998, p. 68) notes that “learners use language to reflect on language use”. kumaravadivelu (2006) asserts that metalinguistic function of poh refers to the fact that learners consciously reflect on the language system. he mentions that learners may consciously think about the phonological, lexical, and grammatical roles of the tl in order to be more fluent and accurate in their productions. speaking complexity the review of the related literature indicates that speaking has three main dimensions of complexity, accuracy, and fluency (skehan, 1998; skehan & foster, 1999). since some studies were done on speaking fluency and accuracy, this study focused on the efficacy of pushed output in developing speaking complexity. complexity concerns on the lexical density, grammatical well-formednes, and the richness of utterances produced by interlocutors (housen, kuiken, &vedder, 2012). skehan and foster (1999) assert that complexity refers to the students’ abilities to talk soundly and cohesively. saslow et al., (2014, p. 258) summarize the key features of linguistically complex speech as using more “exclusive words (such as but, except, however, and unless), tentative words (such as maybe, perhaps, hesitant, and guess), negations (such as never, neither, without, and cannot), and discrepancies (such as should, would, and wish)”. in the language learning and teaching parviz ghasedi, habibollah mashhady, & farideh okati the effects of homogeneous and heterogeneous pushed output instructions on speaking complexity 14 contexts, the mastery of oral ability becomes such a priority for many foreign or second language learners that many language learners evaluate the effectiveness of the course as well as their proficiencies on the basis of their improvement in speaking sub-skills (brown &yule, 1983; richards, 2008). moreover, rivers (1981) climes that the capacity to talk second or foreign language empowers learners to see new connections and opportunities and puts forth that speaking enables individuals to responds to different people and circumstances. skehan (2009) considers an antagonistic relationship among fluency, accuracy, and complexity. he states that learner cannot focus on the three dimensions simultaneously (because of the law capability of working memory). others believe that learners may focus on one dimension in specific points in time (gilabert, 2007; robinson, 2001; skehan & foster, 1999). in the eyes of ellis (1994), the main cause of such challenges is the fact that the psycholinguistic processes required in tl production (speaking or writing) are different from its comprehension (reading or listening). furthermore, he mentions that in the process of acquiring grammatical and lexical knowledge, learners must focus on input and monitor his/her outcomes, results in interference between fluent and accurate speech. yuan and ellis (2003) claim that pretask planning had significant effects on learners’ speaking complexity; however its effects on speech accuracy were not fruitful. likewise, the results of birjandi and alipour (2010) revealed that the effects of noncollaborative pre-task planning on learners’ speaking accuracy were more effective and fruitful than collaborative pre-task planning. on the other hand, the collaborative pre-task planning group outperformed the noncollaborative pre-task planning group concerning speech complexity. in a comparative study, tabatabaei and yakhabi (2009) compared the effects of input and output on efl learners’ speaking accuracy and complexity. they collected data from 60 female efl learners. their findings indicated that input was effective in developing speaking complexity. however, output was more effective in developing learner speech accuracy. moreover, the results of basterrechea et al., (2014) showed that the use of output based instruction in language classrooms provided learners with the appropriate and accurate speech which could be used as a model for novice learners to modify their outcomes and paid specific attentions to structures of native like speech. in sum, some studies approved the significant effects of pushed output in language classrooms. however, there is no valid quantitative research project on the efficacy of pushed output in developing learner speaking fluency, accuracy, and complexity (thwaites, 2014). on the other hand, one of the big challenges of efl teacher, especially in iran, is developing learners’ ability to produce lexical dense, coherent, appropriate, and to the points utterances (mohammadi, gorjian, & pazhakh, 2014). therefore, this study was set out with the intention of implementing the main tenants of pushed output hypothesis in order to find new strategies for developing speaking complexity. accordingly, the following research questions were proposed. 1. does homogeneous pushed output have any significant effect on efl learners’ speaking complexity? 2. does heterogeneous pushed output have any significant effect on efl learners’ speaking complexity? 3. does gender have any significant effect on efl learners’ speaking complexity? method this study was done at the second semester of 2016 academic year. the upper-intermediate efl learners (17males and 24 females) were selected based on the results of opt. the age of the participants ranged from 20 to 29. they were selected based on the results of oxford placement test (opt). accordingly, those whose score were between 40-47 were selected as the sample of this study. then, the selected samples were put in three groups of control group (cg), homogeneous group (hg), and heterogeneous or asymmetrical group (ag). table 1 represents group english review: journal of english education volume 6, issue 1, december 2017 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 15 specification. table 1. groups specification groups total no gender education male female ba ma ph.d. cg 14 7 7 8 5 1 hg 13 5 8 11 2 0 ag total 14 41 5 17 9 24 10 29 4 11 2 3 as table 1 shows 29 members of the sample were ba, 11 were ma, and 3 were ph.d. students. they were put in cg randomly but the member of hg were those students whose scores were not more than one standard deviation bellow or above the predetermined cut scores and the members of ag were those whose scores were more than one standard deviation bellow or above the predetermined cut score. at the beginning of the study, the researcher explained the aims and significance of the study to the participants and assured them that the information would be used just for research purposes and would be kept quite confidential. moreover, they were informed that the results of their responses would not affect their english marks. ielts speaking test was used to measure learners’ speaking complexity at the beginning of the study. the participants participated in face to face interview with the researcher in an empty room in the univercity of zabol, faculty of humanity. after that, they studied 7 lessons of new interchange 2 during 8 weeks, twice a week for about 45 minutes each session. cg participated in normal speaking classroom. the subjects listened to different audio files of the book. then, they were given 5 minutes to think about them. after that, the files were plaid again and teacher asked some general and specific questions about the plaid files. the interactions between subjects were limited in cg and much of the time of the class was spent on teacher explanations and managements. on the other hand, the hg and ag participated in task based classroom. the notion and aims of pushed output were explained to them at the begging of the study and they were informed of how they should cooperate and push their partners to use more complex structures in their outputs. two main tasks, retelling and decision making task, were used in such classroom. the subjects were supposed to push each other toward using more lexically dense utterances during task completion. moreover, they inspired each other to speak more accurately and coherently. at the end of the study another version of ielts speaking test was used as posttest. the interviews were audio recorded by philips gogear mix mp3 player. the recorded files were transcribed and coded for statistical analyses. after transcribing the collected data, they were coded for further analyses. to quantify speech complexity the authors used lexical density. accordingly, the number of uttered lexical words was divided by deliver words (based on norris & ortega, 2009; rahimpour, 1999). moreover, in line with rahimpour (2008) and rahimpour and mehrang (2010), the obtained results were multiplied by 100 (to make them more tangible). after coding the collected data and entering them into spss, descriptive statistics and independent samples t-test were run to answer the research questions. results and discussion the first research question investigated the efficacy of homogeneous pushed output based instructions on efl learner speaking complexity. independent sample t-test was used to answer this question. table 2 shows the results of descriptive statistics and table 3 presents the results of independent sample ttest. parviz ghasedi, habibollah mashhady, & farideh okati the effects of homogeneous and heterogeneous pushed output instructions on speaking complexity 16 table 2. descriptive statistics of pre/post-test for cg, hg, and ag groups n m sd se complexity pre-test cg 14 29.330 2.292 .612 hg 13 29.364 .764 .211 ag 14 29.384 1.997 .533 complexity post-test cg 14 35.366 4.097 1.095 hg 13 39.496 1.650 .457 ag 14 45.562 2.079 .555 table 2 indicates that the mean scores of cg (m= 35.366), hg (m=39.496), and ag (m= 39.496) are rather different at the posttest of the study. therefore, independent sample ttest was used as further analysis. table 3. results of independent samples t-test for the efficiency of hg f t df sig. (2-tailed) m difference std. error difference complexity 6.106 -2.080 24 .001* -4.13 1.065 note. * = p< .05. the result of independent sample t-test indicated significant differences between the mean scores of cg and hg (f=6.106, t= 2.080, df= 24, p= .001).therefore, it can be claimed that homogeneous pushed output based instructions have significant effects on efl learner speaking complexity. next, the second research question analyzed the effects of heterogeneous pushed output based instructions on speaking complexity. descriptive statistics of the participants in pre/post-test of the study are presented in table 1. accordingly, the mean score of ag (m=45.562) was slightly higher than cg (m=35.366). independent sample ttest was used to see whether these differences reached statistically significant level or not. table 4. results of independent samples t-test for the efficiency of ag f t df sig. (2-tailed) m difference std. error difference complexity 5.011 -3.458 24 .000* -10.196 .289 note. *= p< .05. table 4 indicates that there are significant differences between the effects of cg and ag on efl learners speaking complexity. in sum, the results show the efficacy of heterogeneous pushed output based instruction on upper-intermediate efl learners speaking complexity. further, the third research question checks the potential differences between male and female learners’ speech complexity. table 5. descriptive statistics of pre/post-test concerning learner gender groups n m sd se complexity pre-test male 17 29.309 1.492 .472 female 24 29.413 1.555 .377 complexity post-test male 17 42.486 3.411 1.078 female 24 42.733 3.806 .923 descriptive statistics indicated that the mean scores of male and female learners’ speaking complexity (mmale= 29.309; mfemale=29.413) were rather similar at the pretest of the study. likewise, their mean scores were rather similar at the post-test of the study (mmale= 42.486; mfemale=42.733). a series of independent samples t-test was run to check the potential differences in participants speaking complexities’ scores with respect to their gender. the results are shown in table 6. english review: journal of english education volume 6, issue 1, december 2017 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 17 table 6. independent samples t-test to compare male and female complexity scores on post-test f t df sig (2-tailed) m difference std. error difference complexity .031 -.169 25 .867 a -.247 1.462 note a = p> .05. table 6 indicates no significant difference between male and female learners’ speaking complexity (f=.031, t= -.169, df= 25, p=.867). accordingly, it can be concluded that gender is not a deterring factor in developing learner speaking complexity. from the analysis, it can be stated that hg (mcomplexity= 39.496) and ag (mcomplexity= 45.562) outperformed cg (mcomplexity= 35.366). the significance of the differences among mean scores are tested through independent samples t-test. the results revealed that such differences were statistically significant. to sum up, those learners who benefit from pushed output activities (in homogeneous or heterogeneous groups) use more lexical morphemes such as nouns, verbs, and adverbs in their outputs. the results are consistent with the findings of byrne (2012) that implementing pushed output exercises draw learner attentions to the linguistics structures (grammatical and discourse competence) of their utterances. similarly, ertürk (2013) mentions that engaging learners in such activities leads to the appropriate usage of conditional sentences in their interactions. on the other hand, the results conflict with those found by sadeghibeniss and edalati-bazzaz (2014). they clime that pushed output activities is not effective in developing learner speaking sub-components, especially speaking fluency. they relate their results to the nature of pushed output activities. the beneficial effects of pushed output in this study support swain’s (1985) clime and her notion of pushing. the results of this study can be justified through considering the fruitful effects of the main functions of pushed output (noticing, hypothesis testing, and metalinguistics). as swain (1985) argues such functions help language acquisition in different ways. besides, the fulfillment of pushed output tasks need interaction (especially student-student interaction). the nature of interactions and feedbacks (negative or positive) in intraclass groups in this study inspires participants to produce more lexically dense and linguistically complex utterances. moreover, such activities give learner the opportunities to take more responsibility for the accuracy, coherence, and complexity of their speech, consequently, lead to advancement. likewise, learners’ feedback in this study gives the group members second or third chance to repeat their utterances which make their productions more complex. on the other hand, the results of this study do not detect significant differences between male and female efl learners’ speaking complexity. the findings are not in the same line with the results of khomeijani et al., (2009). they mention that male speech is more accurate and complex while females are more fluent. on the other hand, the results are supported by the findings of more recent studies (gholizade, 2013; majidifard et al., 2014). gholizade (2013) mentions that there is no significant difference between learners oral outputs concerning their gender. moreover, majidifard et al. (2014) assert that male and female learners’ speaking fluency and complexity are not significantly different. it seems that male and female differences in using language are mostly related to the degree of politeness (haas, 1979), assertiveness (lakoff, 1975), and the implementation of discourse markers (alami, sabbah, &iranmanesh, 2012). conclusion while many studies are needed to be conducted to investigate the efficacy of pushed output in developing speaking complexity, especially in efl contexts, the results emerged from the statistical analyses of the current study made it certain that pushed output had valuable effects on speaking subcomponents. likewise, findings indicated that grouping learners homogeneously or parviz ghasedi, habibollah mashhady, & farideh okati the effects of homogeneous and heterogeneous pushed output instructions on speaking complexity 18 heterogeneously increase fruitful interaction among learners which could not be observed in teacher centered classroom. on the other hand, the results indicated that gender is not a determining factor in developing upperintermediate efl learners speaking complexity. taking the significant role of speaking in efl/esl academic contexts into account and paying specific attention to the factors, such as having no opportunity to use english in real context, teacher centered classroom, and lack of language teacher attention to the speaking sub-components (mohammadi, gorjian, & pazhakh, 2014) that are considered as the main challenges of efl learners, one should welcome any fruitful strategy that boost learner output complexity. therefore, the beneficial effects of pushed output based instruction, as presented in this study, can be regarded as an allegory to pay more attention to student centered classrooms in which learners are pushed to use target language more accurately in appropriate context in order to convey their ideas or desires. the findings of this research help to add new insights to the literature of pushed output hypothesis and provide fruitful new teaching guidelines. moreover, the results can be of great help for material developers and text book writers. besides, such findings suggest that teacher preparation programs should make the development of speaking sub-skills an integral part of program to equip teachers with a wide array of effective oral development strategies. the first limitation that the researcher confronted with in this study was the limited number of participants. likewise, just the upper-intermediate level was studied. finally, this study used lexical density as the indicator of speech complexity. therefore, studding large sample, different levels, or using different indicators of complexity (as-units) may lead to more fruitful results. references alami, m., sabbah, m., & iranmanesh, m. 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(1985). communicative competence: some roles of comprehensible input and comprehensible output in its development. in s. gass and c. madden (eds), input in second language acquisition (pp. 235-256). new york: newbury house. swain, m. (1995). three functions of output in second language learning. in g. cook and b. seidlhofer (eds.), principle and practice in applied linguistics: studies in honor of h.g. widdowson (pp.12544). oxford: oxford university press. swain, m. (1998). focus on form through conscious reflection. in c. doughty and j. williams, focus on form in classroom second language acquisition. cambridge: cambridge university press. swain, m. (2000). the output hypothesis and beyond: mediating acquisition through collaborative dialogue. in j. p. lantolf (eds), sociocultural parviz ghasedi, habibollah mashhady, & farideh okati the effects of homogeneous and heterogeneous pushed output instructions on speaking complexity 20 theory and second language learning (pp. 97114). oxford: oxford university press. swain, m. (2005). the output hypothesis: theory and research. in e. hinkel (ed.), handbook of research in second language teaching and learning (pp. 471–483). mahwah, nj: lawrence erlbaum. tabatabaei, o., & yakhabi, m. (2009).the effect of comprehensible input and comprehensible output on the accuracy and complexity of iranian efl learners’ oral speech. the journal of applied linguistics, 2(2), 218-248. thwaites, t. (2014). research metrics: calling science to account. nature, 511(7510), 5760. doi: 10.1038/511s5. van patten, b. (2002). processing instruction: an update. language learning, 52, 755-803. van patten, b. (2003). from input to output: a teacher's guide to second language acquisition. new york: mcgraw-hill. yuan, f., & ellis, r. (2003).the effects of pre-task and on-line planning on fluency, complexity and accuracy in l2 monologic oral production. applied linguistics, 24(1), 1–27. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 285 using drama in efl classroom for exploring students’ knowledge and learning deri sis nanda english education department, university of bandar lampung e-mail: derisisnanda@ubl.ac.id susanto susanto english education department, university of bandar lampung e-mail: susanto@ubl.ac.id apa citation: nanda, d. s. & susanto, s. (2021). using drama in efl classroom for exploring students’ knowledge and learning. english review: journal of english education, 9(2), pp.285292. https://doi.org/10.25134/erjee.v9i2.4353 received: 21-02-2021 accepted: 19-04-2021 published: 15-06-2021 abstract: this paper reported a research project on using drama in english as foreign language (efl) classroom for exploring students’ knowledge and learning. the exploration aimed at understanding the students’ interests, abilities and motivations. then, we also observed the teacher’s perceptions in the classrooms during the implementation of the drama for the students. in the study, we find that students show their good engagement and comprehension abilities. however, the perceptions of the teachers varied on the several aspects of the students’ preparation and performance. further, their perceptions reflect the pedagogical context offering possibilities for cultural production in language learning. the research results underline how the drama can be used to construct the abilities for early language learners especially for social engagement and language comprehension. keywords: efl classroom; drama; learning; social engagement; language comprehension introduction in indonesia, english is considered as a foreign language and taught in every level of education from primary school to university level. unfortunately, the indonesian education system does not have the distinction between second and foreign language studies. however, the system has the distinction among national, ethnic, and foreign language. as a foreign language in the country, english is only learnt during formal and non-formal education and not used on a daily basis. in english foreign language classroom, various pedagogical techniques and innovations have been applied to drive the students’ four language skills such as reading, listening, writing, and speaking. to develop those skills, the teachers can use dramabased pedagogy which employs creative and fun activities in the classroom. with the pedagogy, students may acquire rich experiences in learning english. there are some studies in relation to teaching drama in efl classroom. uysal and yavuz (2018) discussed language learning through drama by discussing the importance of integrating drama into the second or foreign language learning process and the role of teachers and students in the process. they found that teachers who utilized drama-based pedagogy became aware about students’ mistakes. then, the teachers were able to overcome the mistakes in learning the language. further, by introducing the pedagogical and linguistic aspects of using drama techniques in the language classroom, the teachers might focus on the dramaoriented verbal and nonverbal exercises. kondal (2016) discussed drama as a teaching tool for the integration of language skills. he described how dramatic techniques could be integrated in teaching language skills. for him, the techniques could involve and stimulate the feelings and visualization of the learners, providing them various stimuli and elevating their learning knowledge. in learning a foreign language, each individual may have different interests, abilities, and motivations (liu & chen, 2015; sansone, smith, thoman & macnamara, 2012; tsai & chang, 2013). understanding the knowledge and learning of these differences can be explored to generate and articulate ideas as in the context of foreign language learning. for the exploration of students’ differences in learning foreign language, an interaction framework may transform into creative dialogue such as that in utilizing drama for an mailto:derisisnanda@ubl.ac.id mailto:susanto@ubl.ac.id https://doi.org/10.25134/erjee.v9i2.4353 deri sis nanda & susanto susanto using drama in efl classroom for exploring students’ knowledge and learning 286 explorative way. in the exploration, sharing ideas and opinions among students and teachers can introduce performance outcomes, skills, and knowledge. in many cases, especially in the province of lampung-indonesia, the students’ language skills do not develop as expected in the designed curriculum. since then, it has been a debated problem of the education system in indonesia especially with the efl learning achievement. one of its central ideas deals with the students’ differences in interests, abilities, and motivations in learning foreign language. as an alternative to respond the problem, we propose an insight into english drama pedagogy as a teaching tool to explore and understand the students’ interests, abilities, and motivations. in exploring and understanding students’ interests, abilities, and motivations, we conducted a research project on utilizing drama as an exploration of knowledge and learning for primary schools in teaching english as a foreign language in indonesia. then, we observed the teacher’s perceptions in the classrooms during the implementation of the drama for the students. featuring trends in english teaching for primary schools in lampung-indonesia in the province of lampung, indonesia, primary schools are allowed to prepare their students for the growing influence of english as foreign language competence. models for english teaching in primary schools have been used, but the effectiveness of the models is being debated comparing with their counterparts, with two standing out in particular. the first is national language education (i.e. indonesian language), which is a core subject strengthening the national identity. the second is ethnic language education (i.e. lampung language) which has the emphasis on preserving the cultural based knowledge (see table 1). therefore, models for language teaching (i.e. english, indonesian and lampung languages) are potential to compete each other. the competition affects the public policy for reducing the foreign language education. implementing drama pedagogy offers the compensation of the reduction by teaching english through extracurricular activities (nanda, 2016; nanda & susanto, 2020). besides, the resources in national and ethnic languages can be used for drama activities, e.g. ethnic stories. table 1. philosophical outcomes in language education for primary schools curriculum outcomes national language education strengthening the national identity ethnic language education preserving the cultural based knowledge foreign language education preparing basic skills for globalized world with foreign language competence drama pedagogy drama pedagogy can be defined as a collection of drama-based teaching and learning strategies to engage students with the content they are learning (lee, patall, cawthorn & steingut, 2015; uysal & yavuz, 2018). researchers have explored the advantages of the pedagogy for primary students (strakšienė, 2015) and elementary students (cremin, gouch, blakemore, goff, & macdonald, 2006; demircioglu, 2010; dupont, 1992). it has also been explored for secondary learners (keehn, harmon, & shoho, 2008; certo & brinda, 2011; rothwell, 2011) and adult learners (dawson, cawthon, & baker, 2011). in the exploration, it is highlighted that using drama pedagogy as teaching tool can improve the students in learning english. not only does it help to learn language but it can improve their literacy skill such as understanding and learning the lives, culture, and wisdom. further, norris (2000) confirmed that using drama in educational context is effective to help students to understand live experiences that they do not have. drama pedagogy as a teaching tool is an integrated form which is useful for language learning. however, for language teachers, involving students in drama activities is a challenging task. when drama pedagogy activities, e.g. role-play, are conducted in classroom, the students are invited to engage in the content discussion, share their thoughts and opinions about characters and motivations. besides, they are encouraged to rethink and explore their perceptions about a situation. it can draw their attention and drive discussion among them. then, they are eager to play. as the result, the activities can speed up english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 287 the learning process and enrich the classroom environment (robinson, 2015). hence, considering its advantages, we utilized english drama pedagogy as a teaching tool in language learning classrooms for primary schools in lampung, indonesia. then, we tried to explore the teacher’s perceptions of using the pedagogy. method the research was designed in qualitative method. it focused on the description of implementing drama pedagogy in english learning classrooms of 10 (ten) primary schools in lampung, indonesia. the drama was derived from indonesian ethnic stories which are converted into english. the research was also designed to study the perception of the teachers when they used english drama pedagogy for their students in the classrooms (fig.1). in the study, perceptions are defined as the sensory experiences which involve both the recognition of environmental actions as well as the response to those actions (yates, 2007). the participants are 30 english teachers from the primary schools, both public and private, in lampung. the schools are located in the town and rural areas. the teachers are experienced and certified for their teaching service. data were collected from audio recorded interviews. the interviews were conducted in relaxed and open settings after they implemented drama activities. the responses gained from the interviews were transcribed and coded based on the themes. figure 1. a design for acquiring the teachers’ perception on the implementation of english drama pedagogy findings and discussion english drama activities the drama played by the students was taken from the indonesian ethnic stories such as malin kundang, a folktale from west sumatra, indonesia. the folktale talks about the retribution on an ungrateful son. it is chosen because the story has local wisdom to learn in the classroom. it is observed that before the students performed the drama, they were directed by the teachers in the preparation of english drama performance (fig. 2). further, it is underlined that the teachers designed and organized the drama activities in the classrooms with some difficulties because they did not have the educational background in theater study. however, in practice, the content of the drama activities was designed based on the teachers’ curricula unit. picture 1. the students are directed by the teacher in the preparation of english drama performance deri sis nanda & susanto susanto using drama in efl classroom for exploring students’ knowledge and learning 288 the teachers designed and organized each activity into several sections such as description, goals, rationale, guidelines, debrief, and reflection. then, the activities were combined with reading and writing assignments in the classroom. some activities were with the involvement of the teacher in a role play. the others involved the teacher as a facilitator. being involved in the role play and acting as a facilitator, it is found that the teachers welcomed the improvisation by the students and themselves. with the teacher involvement, the drama pedagogy activities were designed with the understanding that the teacher and the students had the shared experience using drama pedagogy in the classroom. it is as suggested in golinkoff, hirshpasek and singer (2006), and zigler and bishopjosef (2006) that drama pedagogy activities bring the involvement of not only the students but also the teachers. when the teacher gets involved in the drama activity, we observed that the teacher helps the students discover the ability to explore and understand the situations. it can be useful for the students to develop creativity and communicative competence. the students’ creativity in the drama activities helped the students developed their language use spontaneously. the teacher involvement also helps to prepare the students to understand self-knowledge to face real-life situations since the teacher facilitates the activities with the use of academic content and social experiences. as stated in baldwin and fleming (2003), creative thinking and self-knowledge can be acquired through the use of drama in education. moreover, we find that the activities bring the students’ engagement in learning situation. they engaged with the content they were learning (picture 2). picture 2. the students are reciting the text with the supervision of the teacher teacher’s perception the teachers gave various responses after they were interviewed. basically, what their responses are positive regarding english drama pedagogy as an effective tool for either teaching or learning. figure 4 shows the scoring values indicate the teachers’ perception on the implementation of english drama pedagogy. in one response, they agreed that the pedagogy is a good alternative way to develop pronunciation skill in communicative competence in the target language: i.e. english. but, they opined it is hard for the students as young learners to pronounce the english words as well as the intonation found in the drama that they never listen because they are indonesian natives (susanto, 2016). in another response, the teachers informed that they, in the beginning, did not know what to do with the drama pedagogy especially in english due to no experience in english drama activities. then, the teachers need much time to learn by themselves and explain the activities to the students. and they continued to struggle with explaining and setting up each activity for students. despite the struggles, teachers said that by doing drama pedagogy activities they see the students’ progress in pronouncing english words as well as sentences. the teachers also responded that they found the improvement in the students’ understanding on the english text. it was shown when the drama activities began, the students understood the information. as an example, they knew how a main character in the drama feels, e.g. the mother of malin kundang, and they could criticize why she behaves in a particular way when she is not recognized as the mother by her own son. it encouraged the students to learn the moral value in the cultural production depicted in the character. moreover, the teachers saw that the students got confident to speak in english and they attempted to make connection with the characters such as malin kundang, his mother, and his wife. they are eager to give some comments about the characters after the teachers gave the explanation. they pointed out that the students were completely engaged with those activities and the class became more dynamic through active cooperation of the classmates. for the teachers, the involvement of the students in the discussion on the characters shows their growing interest facilitated with their confidence to use and speak english. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 289 figure 2. the scoring evaluation of the teachers’ perception on the implementation of english drama pedagogy among those advantages, the teachers also responded about the difficulty for implementing english drama pedagogy as a teaching tool in language learning classrooms for primary schools in indonesia. it is about the policy that english is not a core subject in the school. as the consequence, the subject gets less class meetings. for teachers, it is difficult to set the time to implement the pedagogy especially for the students involved in the activities. limitations of the study and future research needs and possibilities this work is an exploratory study on the implementation of english drama pedagogy as a teaching tool for primary schools under the indonesian context in lampung province and the teachers’ perception of using the pedagogy in the classrooms. the number of schools involved may not fully represent the primary school population. in this respect, for the future research projects, we need more schools to observe and we will expand the exploration by looking through the dimension of multilingual context. we believe that by studying the dimension, we will have good opportunity to accommodate educational issues of multilingualism in indonesia, i.e. minority as compared to majority language students (festman, 2020) and ethnic in contrast with national and foreign language attitudes (bartram, 2010; dailey-o'cain, & liebscher, 2011). therefore, our future projects can contribute insights into multilingual approach dealing with utilizing drama pedagogy in efl classroom. conclusion studying the implementation of english drama pedagogy as a teaching tool for primary schools, we explored the drama activities in the language classrooms and the teacher’s perceptions. in our observation, the pedagogy contributed for building the students’ abilities for social engagement and language comprehension. those abilities were enhanced in drama activities with the involvement of the teacher in role play and as a facilitator. although some difficulties were found in designing and organizing the activities due to lack of theatre education, but in practice they could work based on the curricula unit. meanwhile in the perceptions of the teachers, we could examine how various their responses which are basically positive, i.e. the pedagogy can be effective for teaching and learning. the pedagogy is regarded as a good alternative for teaching pronunciation. although the students face that english words are not easy to learn because of its difference from indonesian, the teachers saw the students’ progress in pronouncing english words as well as sentences. besides, the teachers responded that they found the students’ improvement in understanding english text, e.g. by explaining and criticizing the characters. for the teachers, these made the class more dynamic with the students’ involvement in the discussion and their confidence to speak english. unfortunately, with the current deri sis nanda & susanto susanto using drama in efl classroom for exploring students’ knowledge and learning 290 policy treating english as not a core subject in the school, time constraints are the problems for implementing the pedagogy. references baldwin, p. & fleming, k. 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(2011). bodies and language: process drama and intercultural language learning in a beginner language classroom. research in drama education, 16(4), 575-594. doi: 1080/13569783.2011.617106. sansone, c., smith, j. l., thoman, d. b., & macnamara, a. (2012). regulating interest when learning online: potential motivation and performance trade-offs. the internet and higher education, 15(3), 141–149. doi: 10.1016/j.iheduc.2011.10.004. strakšienė, g. (2015). explication of activities in the textbooks on developing primary school age childrens communicative competence. pedagogika, 119(3), 82–96. doi: 10.15823/p.2015.025. susanto, s. (2016). a case study of prosodic phrasal grouping and intonational prominence in language acquisition. english review: journal of english education, 4(2), 289-295. doi: 10.25134/erjee.v4i2.342. tsai, c. c., & chang, i. c. (2013). the study on motivation and anxiety of english learning of students at a taiwan technical university. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 2, june 2021 https://journal.uniku.ac.id/index.php/erjee 291 international journal of english language teaching, 1(1), 24–41. uysal, n. d. & yavuz, f. (2018). language learning through drama. international journal of learning and teaching, 10(4), 376–380. yates, s. m. (2007). teachers’ perceptions of their professional learning activities. international education journal, 8(2), 213-221. retrieved from https://files.eric.ed.gov/fulltext/ej834237.pdf zigler, e. f. & bishop-josef, s. j. (2006). the cognitive child versus the whole child: lessons from 40 years of head start. in d. g. singer, r. m. golinkoff & k. hirsh-pasek (eds.), play = learning: how play motivates and enhances children’s cognitive and social emotional growth. oxford: oxford university press. https://files.eric.ed.gov/fulltext/ej834237.pdf deri sis nanda & susanto susanto using drama in efl classroom for exploring students’ knowledge and learning 292 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 91 the change of greeting words in besemah language and its implication for learning regional languages resky utami the master study program of indonesian language education, teacher and education science faculty, universitas sriwijaya email: reskyutami.fkip@gmail.com nurhayati the master study program of indonesian language education, teacher and education science faculty, universitas sriwijaya email: nurhayati@fkip.unsri.ac.id sri indrawati the master study program of indonesian language education, teacher and education science faculty, universitas sriwijaya email: sriindrawati1207@gmail.com apa citation: utami, r., nurhayati., & indrawati, s. (2023). the change of greeting words in besemah language and its implication for learning regional languages. english review: journal of english education, 11(1), 91-100. https://doi.org/10.25134/erjee.v11i1.7597 received: 09-10-2022 accepted: 27-12-2022 published: 28-02-2023 introduction generally, the languages in the republic of indonesia consist of two languages. the first language is the official language, indonesian language. according to agustina et al. (2021), the second language is vernacular language spreading from sabang to merauke. each vernacular language has specific grammatical rules. aritonang (2020) vernacular languages are important to develop the indonesian language. aritonang (2021) the vernacular languages are the parts of national language to preserve because the languages have potentials to develop the official language of indonesia. with a descriptive research greetings are words used to greet, admonish, or refer to the second person or the person being spoken to. another opinion was also expressed by asmara (2020) namely that greetings are words used to greet someone both written and spoken. greeting is a way of directing the intent of the person greeting to the addressee both orally and in writing, in the form of a series of words (aso et al., 2021). in addition. azis et al. (2019) stated that greetings are morphemes, words or phrases used to refer to different speech situations according to the nature of the relationship between the speakers. in the besemah language, greetings are called tutuwan or tuughan (speech, greeting speech). the word tutuwan comes from the basic word tutuw (speaking) and tuughan comes from the basic word tutugh (speaks) (asrif, 2019). baso (2018) added betutuw or betutugh (speaking) means greeting or saying hello, meanwhile, being tutuwi or tutuughi (spoken) means greeting. according to da costa (2021), from the various opinions above, it can be concluded that greeting words are morphemes, words, or phrases used to greet, admonish, or refer to the second person in the situation of the conversation itself, abstract: this research described the addressing terms and analyzed the addressing term shifts of besemah community in pagar alam regency. this research also described the implementation of besemah vernacular language on vernacular langauge lesson. the applied method was descriptive qualitative method and objective appraoch with four research techniques. the data source was the community of besemah, consisting of five districts in pagar alam regency. the results found five hundred and fifty-two addressing terms. these words include addressing terms within family context and community context. then, the researchers also found the shifting addressing terms. four of the words were not found at the present days. the result implications have some implications on vernacular language lesson and could be the teaching materials for primary school levels. keywords: addressing terms; besemah; implications, shifts. resky utami, nurhayati, & sri indrawati the change of greeting words in besemah language and its implication for learning regional languages 92 both orally and in writing. example: greeting father, mother, brother, sister, grandmother, grandfather, and so on. widianto (2018) states, given the position and duties of these regional languages, efforts should be made to inventory and document regional languages for the preservation of regional languages and culture. ferdianto & rusman (2019) state the description above shows that the besemah language information can be said to be quite complete, especially from a linguistic point of view. according to ferry et al. (2020), research on the besemah language greeting system was carried out in 2019 as a final project. however, his research discusses the form of greeting systems in the besemah language, does not discuss the shifts in greeting in the besemah language. the besemah speakers, historically, were the people living in the deep of south sumatera region (hariyanto, 2019). however, due to some mobilizations and migrations of the people, the besemah tribe went to many regions of south sumatera. zalwia et al. (2018) state that the besemah tribe also stays in various provinces in sumatera islands, such as in bengkulu and lampung provinces. administratively, the region of besemah tribe covers some regencies and cities, such as pagar alam, lahat, empat lawang, muara enim (besemah people with semende dialect), oku (besemah people with ulu ogan dialect), and some region of south oku (ayu et al., 2019). in bengkulu province, the besemah people stay in southern bengkulu. they stay in some districts, such as kedurang and kedurang ilir. they also live in kaur regency (except bintuhan) and northern kaur regency. for besemah people in lampung province, they live in northern lampung regency (tanjung raja), way kanan regency (rebang kasoy), and banjit district. there are interesting things in the besemah language, in the besemah language the forms of greeting and designation are different (lafamane, 2020). from the greeting it can be distinguished whether from blood relatives or non-blood relatives (mahmud, 2018). so in this study this unique thing will be detailed in full and thorough. mardian (2019) defines language shift as the study of regional languages in an interdisciplinary field of study called sociolinguistics, which is a combination of linguistics and social sciences. muin & sulfasyah (2018) states that the study of language externally involves two scientific disciplines, so that its form is in the form of a combination of two disciplines that merge from sociology and linguistics which have a very close relationship. sociolinguistics is part of linguistics (nasir & sahfitri, 2020). the term sociolinguistics comes from the words socio and linguistics. ulfa (2019) mentions sosio means society, meanwhile, linguistics means language. so, sociolinguistics is the study of language that places language in relation to its use in society. basically, this research has a form of similarity with previous research of nggaruaka et al. (2019) which discusses the shift in greeting words. the difference between this research and previous research of nisah et al. (2020), the previous research focused on studying and discussing the greeting system in besemah language, meanwhile in this study the researchers examined and discussed greeting words and the shifting forms of greeting words in besemah language and their implications for learning local languages. this research is important to do considering that currently greeting words in besemah language have begun to be forgotten by besemah residents and have even begun to experience shifts along with the times (pandaleke et al., 2020). researchers also obtained some data that strengthened researchers to research regarding shifts in greetings in besemah, namely: (1) data from the language center of south sumatra province, confirms that there has been a shift in the use of greetings in regional languages, especially besemah in the last thirty years, pengembangan & kementerian (2018); (2) the results of research in 2019 found that greetings in the besemah language began to experience a shift and it was even difficult to find the original form of the greeting. for example: there are many greetings for his mother-in-law, kenambe for nephew, bak for father, mother for mother, and mok for nephew, these greetings are hard to find; (3) currently in the city of pagar alam in the new school year 2022-2023 regional language learning has begun to be reactivated as a follow-up to the implementation of the free learning curriculum which prioritizes culture. addressing terms refer to utterances for permanent communication. pongantung et al. (2020) this statement indicates that the utterances remain still from era to era. addressing term is inseparable activity from human life. addressing term becomes the behavior and habit of human life. this behavior has an important role in a community. as the time goes by, the realizations of the community’s addressing terms shift (purwaningtyas & junining, 2009). language english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 93 shift occurs as a result of the language selection process over a very long period of time. when a language shift occurs, members of a community prefer to use a new language rather than the language they are used to (ramadinatha et al., 2021). for besemah people in pagar alam city, the researchers found many shifted addressing term realizations in terms of vocabulary and pronunciation. in line with rosita & aprila (2006), it was found in the besemah community, especially in the city of pagar alam, that the besemah language had undergone a significant shift or change. in the age range starting from children, adolescents, adults, and parents, the form of greeting in besemah language is clearly visible in changes in vocabulary and grammar (tamrin, 2018). the study of regional languages is included in the field of interdisciplinary study called sociolinguistics, which is a combination of linguistics and social sciences (sahril, 2018). the main variable in this study is the same as in previous research, namely studying the regional language, namely the besemah language. however, the implementation is different, previous research of seha & fatonah (2020) focused on discussing the greeting system in the besemah language, while in this study it focused on studying greeting words and the form of greeting shift and the implications for learning regional languages. this research is important to do considering that currently the greeting words in the besemah language have begun to be forgotten by the people of besemah and have even experienced a shift. the outline in this study, not only discusses greeting words and their shifting forms (i.e septiani & saragih (2020) research), but covers a wider scope, namely supporting the program being run by the pagar alam city education office to implement local language learning in all schools in pagar alam city. the results in this study can be used as a reference as an accurate regional language learning material. in this research, the researchers discussed the problems of how the forms of besemah terms of address, the shifts of the terms of address, and the research implication on vernacular language lesson. method the research applied descriptive comparative method supported by an objective approach. the data sources were the terms of address in besemah language (solihah, 2009). the researchers elicited the terms from some data sources, such as the besemah native speakers with some applied conditions and besemah native speakers that stayed in pagar alam. the researchers applied descriptive method with four techniques of collecting data. they were (1) interview, (2) questionnaire, (3) field note and recording, and (4) eliciting technique. the data analysis techniques were classifying and grouping the data. in this stage, the researchers grouped the same data. then, the researchers separated the similar data but different (rosita & aprila, 2006) after receiving the data from the questionnaire, face-to-face interview, and recoding and field note, the researchers analyzed the data with these stages. the researchers rewrote the collected data in the form of besemah to make them tidy. these data were arranged and classified based on the terms of address system of besemah language. the classified data were interpreted to obtain meaningful accuracy of the terms of address (sueca, 2020). the interpreted data were written in a table based on the needs and the relevances with the parts of besemah terms of address. then, the researchers wrote the analysis results to report the findings. results and discussion from the results and analyses about besemah terms of address, the researchers found some shifted terms of addresses that were not applied by the community. the example of the term was panci (tanu, 2018). literally, panci is translated to kitchen stuff. however, most men, especially husbands, used the term to address their wives. then, the wives addressed the husbands with a term of pangkug. this term literally is translated to any garden equipment (turiah, 2021). in this case, pangkur is used to address the husbands. besemah terms of address have some differences from generation to generation. however, in this research, besemah terms of address began to fade due to the era development. some terms were still observable and could be analyzed to differ the addressers’ ages or perangkat budaq and perangkat tuwe. here are the explanations of besemah terms of address and the implications on vernacular language lesson. the intra-family terms of address service the terms to address fathers or older men resky utami, nurhayati, & sri indrawati the change of greeting words in besemah language and its implication for learning regional languages 94 these terms included kamu, bape, bapaq, bapang, and baq. the examples of the term uses are: where are you going, dad? where are you going, dad? siape titu, bape? who is that, dad? the terms of addresses, such as bapaq, baq, and kamu were used by male and female children to address their fathers. on the other hand, the terms of bapaq and kamu were mostly used by older generation or perangkat tuwe. the generation refers to people aged older than sixty year old. on the other hand, the term of baq was mostly spoken by current generation people aged younger than 60 years old or perangkat budaq. these terms of addresses, baq and bapaq, do not show meaning differences. thus, the uses are interchangeable. the term of address for a father was pejadi lanang. the excerpt below shows the example. au, pejadi lanang ku! he is. he is my father! . at the present days, the kinship term of address for a father has shifted. the term of bape was not spoken by the native speakers. the same matter was also observable on the perangkat tuwe or older generation. they did not know the use of this term, bape. the term of address for a father in besemah language included kamu. this term was addressed for certain knowledgeable elders. the other terms of address for a fatehr were baq, bapaq, and bapang. the terms to address mothers the terms of address for mothers included kamu, nduq, umaq, and maq (the shortest form to address umaq). the excerpt below shows the example. tape bataqan, nduq? mum, what do you bring? payu nduq kita gheghadu kuday! shall we take a rest first, mum! the terms of addresses, such as kamu, nduq, umaq, and maq are used by children to address their mothers. the term, nduq, is mosly used by older generation, perangkat tuwe. most people in this generation were aged older tahn 60 years old. on the other hand, the terms of umaq and the shortest form, maq, were mostly used by younger generation, perangkat mude. this generation refers to people aged younger than 60 years old. the terms of maq, umaq, and nduq do not show significant meaning differences. the term of address for mothers of (female parent) was pejadi betine. the excerpt below shows the example. nyela, pejadi betine ku titu! that its it. the mother is me! at the present days, the terms of kinship for mothers or female parents did not shift. the terms of kamu, nduq, umaq, and maq remained still until the present days. however, the term of nduq was used by the perangkat tuwe aged older than 70 years old. on the other hand, the term of kamu, as the knowledgeable address, umaq, and maq were used by younger generation aged younger than 60 years old. the system of kinship addressing terms this system refers to addressing terms or speech acts, betutugh and betutuw, among relatives due to marital relationship. the kinship relationship due to marital relationship is called hubungan kule or perkulean, pekulean. some people call this relationship kawan kule or kawan (relative) due to tali perkulean or marital relationship. the terms of addressing for wives the addressing terms for wives are mostly by calling the names of the wives. the other terms to address were dengah or ‘you.’ if the women or the wives had children, the addressing terms would be nduq, ndung, or umaq entailed by the oldest child’s name. for example, the oldest name of a woman was riska. thus, the addressing terms would be nduq riska, ndung riska, or umaq riska. the examples of the term uses are: lah ude betanaq, ki? have you cooked the rice, ki? gulaykalah tighaw tu, umaq bait! please cook the mushrooms, bait’s mum! bait, in the excerpt, refers to the name of the oldest son of the woman. in the homeland of besemah people, around a hundred year ago, the terms to address wives had to attach on certain objects known by the wives. these objects were such as bakul (baskets), belange (cauldrons), and english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 95 sudu (spoons). here are the examples of the terms in uses. bakul, aku kah temalam di kebun bakul, i will stay in the garden. the wife, named bait, knows the term of bakul is the addressing term to call herself. thus, the response of the husband shall be au, hati-hati saje pehiuk. the term of pehiuk is to address the husband. long time ago, besemah people did this technique to address other people because calling other people’s names were something taboo. these addressing terms were applicable if the wives and the husbands did not have children because addressing their spouses with ay, uy, or hey were considered impolite. the case would be different if the spouses had children. in this case, they would call their oldest children’s names, for example bapang rizka temalam kamu? (will rizka's fatehr stay?) the addressing terms for wives are mostly by calling the names of the wives. the other terms to address were dengah or ‘you.’ if the women or the wives had children, the addressing terms would be nduq, ndung, or umaq entailed by the oldest child’s name. the shifts of the terms occurred because besemah people addressed their wives with some words referring to kitchen stuff. however, at the present days, the addressing terms are different. most besemah people currently address with some new terms, such as ibu or ndung. these terms do not exist in besemah's addressing terms. the addressing terms for the father (the male parent) of a wife the addressing terms for male parents or fathers of wives included was, mamag, ngkuaye, beliyaw, beliyaw tu, beliyaw banyaq, and beliau banyaq lanang. the examples of the term uses are: dide ka(h) kume wag saghini? will your father go tot he field? the addressing terms for fathers (the male parents) of wives included ntuwe, ntuwe lanang, bapang bini, and pejadi lanang bini. here are the examples. ntuwe ku titu. he is my father. the addressing terms for male parents or fathers of wives included waq, mamag, ngkuaye, beliyaw, beliyaw tu, beliyaw banyaq, and beliau banyaq lanang. the term, waq, was mostly used if the father of a woman is older. if the father of a woman is older than the man's father, the addressing term for the woman's father is mamaq or uncle. on the other hand, the addressing term of ngkuaye was used within the intimate conversation context. thus, this term should not be used to call. the term of beliyaw banyaq shifted from the term of beliyaw once a man had children. at the present days, most husbands called their wives’ fathers with baq or bapak (father). specifically, in rurah, spoken by people from gumay ulu and pagar gunung clans, the spoken term to address women's fathers was pengiran or the prince. this addressing term did not shift but it was only used based on certain adapted situation. the addressing terms for the mother (the female parent) of a wife the addressing terms for female parents or mothers of wives included waq, ibung, nguaye, beliyaw, beliyaw tu, beliyaw banyaq, and beliyaw banyaq betine. the examples of the term uses are: singgah kuday, beliyaw tu! please come over here, madam! the term of waq could be applied if the mother of a wive was older than the mother of a husband. if the mother of the woman was younger than the mother of a husband, the spoken term to address should be ibung or aunty. the terms of beliyaw banyaq and beliyaq banyaq betine were the shifted forms of beliyaw and beliyaw banyaq betine once a husband had children. at the present time, most husbands addressed their mothers-inlaw with umaq and maq. the addressing terms for the mothers of wives included ntuwe, ntuwe betine, ndung bini, and pejadi betine bini. here are the examples. ntuwe ku! she is the mother of my wife! the addressing terms for female parents or mothers of wives included waq, ibung, nguaye, beliyaw, beliyaw tu, beliyaw banyaq, and beliyaw banyaq betine. these addressing terms did not shift but it was only used based on certain adapted situation. the time makes the generation shifts and brings novelty. the attached cultures from generation to generation will also shift, including resky utami, nurhayati, & sri indrawati the change of greeting words in besemah language and its implication for learning regional languages 96 the addressing term of besemah vernacular language. most besemah addressing terms were used in the past events and are not spoken at the present days, for examples the terms of rame and bape to address male parents and gusti to address knowledgeable person. the other alternatives for rame and bape, the male parents, are bapaq and baq. then, the term of gusti has an alternative term of kabah, dengah, or kamu. each culture has specific identity and becomes the specific and signature features. the addressing system in besemah vernacular language is unique. the language has differences to address and mention other people. for example, an individual who addresses other people will have different forms of words to address the individual. here are the examples of the addressing terms and mentioning terms of a father, a male parent. ka(h) ke mane kamu baq? where are you going, dad? pejadi lanang ku! i am going to my father. the example shows the addressing terms and the mentioning terms in besemah vernacular language. the example shows the addressing terms of a father, a male parent, are baq, bapaq, and bapang. on the other hand, the mentioning term for a father was pejadi lanang. these differences were unique. the researchers found, summarized, and grouped 152 addressing terms. then, the researchers grouped them into two groups. the first group, consisting of 110 addressing terms, was the family or domestic addressing term. then, the second group was the community addressing term. the researchers explained the differences of the terms to address and mention other people in detail. the researchers grouped 152 addressing terms by identifying the terms comprehensively with experts. they were humanists, community figures, and lecturers. the researchers found 14 shifted addressing terms and 2 extinct addressing terms. here are the terms. table 1. shifted and extinct addressing terms no. old addressing terms current addressing terms remarks 1. 1. nduq umaq, maq, mamaq mothers (female parents) 2. ibungan bibiq, biq the younger sister of a father 3. nduq tuwe umaq tuwe, maq tuwe the older sister of a mother 4. mamaq, maq mamang, mang the younger brother of a mother 5. kenambe kemenakan the female sibling of a daughter or a son 6. pengiran, nguaye, waq, mamaq, beliyaw, beliyaw tu, beliyaw banyaq, and beliyaw banyaq lanang. baq the father (a male parent) of a wife 7. waq, ibung, beliyaw, beliyaw banyaq, and beliyaw banyaq betine. umaq the mother (female parent) of a wife 8. bapang (entailed with the oldest child's name) brother or sister husband 9. waq, mamaq, beliyaw, beliyaw tu, beliyaw banyaq, and beliyaw banyaq lanang. baq the father (a male parent) of a husband 10. waq, ibung, beliyaw, beliyaw banyaq, and beliyaw banyaq betine. umaq the mother (female parent) of a husband 11. rame, bape, baq, bapang the male parents 12. panggkur (cangkul) to address the husbands with the remarks of gardening tools no substitute addressing terms husband 13. belangge (cauldron/pot) to address the husbands with the remarks of kitchen stuff no substitute addressing terms wife 14. gusti no substitute addressing terms to address the knowledgeable person english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 97 the researchers found five besemah’s addressing terms as second-person singular. they were kabah, dengah, dighi, kenan, and kamu. in this research, the researchers found four addressing terms as the second-person singular. they were kaban, dengan, kangaw, and gusti. the term of kaban was spoken by people living in kisam besemah area. the term is equal to the term of kabah or ‘you.’ the term of kangaw was spoken in the area of former gumay ulu clan. the term of kangaw is equal to kabah or dengan, meaning ‘you.’ the term of dengan was spoken when a speaker was angry. the term of gusti was not spoken in current era. however, the term of gusti is still findable in various guritan. the term of kabah or ‘you’ was used to address relative or community member that did not belong to the same generation. the term was not also used to address relative or community member that came from younger generation and had the same sex types with the speaker. if the sex types were not the same as the speaker or addresser, the addressee should be addressed by a term of dengah or ‘you.’ the term of kamu or ‘you’ was used to address knowledgeable persons, such as fathers, mothers, and all relatives from the same generations. they could be from the bloodline family or not. the terms of kamu was used by non-relative community member, older than the speaker. in this research, the researchers found different addressing terms used by the older generation and the younger generations, for example bajiq to address older sister of a husband. the term was used by the older generation as the addresser to younger generation, younger than sixty years old. the younger generation did not suse the term of bajiq. they instead used the term of kakaq to address the older sisters of husbands. the other addressing terms that indicated the differences of the speakers’ generations were bapaq (father), nduq (mother), mamaq (uncle), ibung (aunty), and niniq (grandmother). these terms were spoken by older generation. on the other hand, the younger generations used the terms of baq (father), umaq (mother), mamang (uncle), bibiq (aunty), and niing (grandmother). the speakers used the terms both in complete forms and short forms without creating different meaning due to the positions. both complete and shortened addressing terms could be put in front, in the middle, and in the end of utterances. here are the examples of the complete and shortened forms. niniq/niq ndaq ke mane? grandpa, where are you going? ngape nining,/ning lum pegi? why have not you departed? makanlah kuday, bapaq/baq! please, have a meal, dad! the complete addressing forms and the shortened addressing forms included umaq/maq (mother), mamaq/maq (uncle), bibiq/biq (aunty), kakang/kaq (older brother or sister), kakaq/kaq (brother or sister in law), ading/ding (younger brother or sister), kance/ce (friends), and sename/me (peer friends). suan (2018) differed the terms of addressing and mentioning in utterances. here are the examples. ani mau ke mana? (where are you going ani?) (ani is the addressing term) ani! mau ke mana? (ani! where are you going?) (ani is the mentioning term) ani! kau mau ke mana ? (ani! where are you going?) (ani is the mentioning word while kau is the addressing term). in besemah vernacular language system, the previous examples are equal with the following examples: nit ndaq ke mane? nit, where are you going? nit! ndaq ke mane? nit! where are you going? nit! dengah ndaq ke mane? nit! where are you going? the term of nit in the first utterance is an addressing term of a childhood friend’s name. the term is also a shortened form of a complete name, harnita. nit in the second utterance is a mentioning term. nit in the third utterance is a mentioning term. dengan or ‘you’ is an addressing term for second-person singular. besemah vernacular language also has various refined addressing terms or addressing term resky utami, nurhayati, & sri indrawati the change of greeting words in besemah language and its implication for learning regional languages 98 auxiliaries. these auxiliaries are cih and ngkuaye. these terms have three functions. they are to address,t o mention, and to refine the addressing term. here are the examples. betanaqlah kuday cih! cook it first, cih! ade di ngkuaye tulah! it is up to the parents in law! cih! numpang betanye dikit! cih! let me ask something! the first cih and ngkuaye are addressing terms. the term cih in the third utterance and the term ngkuaye in the fourth utterance are the mentioning terms. these terms, cih and ngkuaye, are only for intimate addresser and addressee within face-toface situation. if the addressee is at a distance, the terms of cih and ngkuaye should not be spoken. the term cih in the fifth utterance and the term of ngkuaye in the sixth utterance are the addressing term refiners or auxiliaries. in a family or kinship system, cih is spoken by older people to address the younger family members with different sex types. in a relative system, the term of cih is spoken to address the sons or daughters in law from the siblings, sons and daughters, sons and daughters of the siblings, and husbands and wives of siblings with different sex types with the addresser. the term of ngkuaye is spoken to address knowledgeable persons within the family system, such as the mothers and fathers in law, and nduwayan for men that their wives have brothers or sisters. wiyanti et al. (2019) explain the realizations of the addressing terms. the realization includes a grammar of n + ku, for example tuhanku or my god. this grammar of addressing term only applies in indonesian language. however, in besemah vernacular language, the pattern will be n + ku to express the intimacy or compassion of the addresser's feeling. the examples are anaqku, cungku, and adingku to express the intimacy or compassion. these terms are more intimate than anaq, naq, cucung, cung, ading, and ding. the implication of the addressing system on besemah vernacular language in vernacular language lesson the implications of curent research results were for vernacular language lesson at first until sixth grades of primary schools within the revised 2013 curriculum assisted by the 2022 merdeka belajar curriculum. vernacular language was a local material for primary schools. this implementation of vernacular language, based on the merdeka belajar curriculum, was to realize excellent understanding, appreciation, response, analysis, and practice of the vernacular language, especially about the addressing terms of besemah. here are the themes for primary school lessons with the implications on besemah vernacular language materials. the implications were based on the core competence and basic competence of third theme living in harmony and the objective to understand the content of a text with various besemah's addressing terms. this objective was stated in basic competence 3.3. then, in the basic competence of 4.3, the objective was to develop and tell the content of puyang belulus’ traditional ceremony in rempassay within the material of the rhymes of besemah's addressing terms. conclusion from the discussion and the explanations, the researchers concluded that besemah’s vernacular language system had two systems. the first system was the kinship system while the second system was non-kinship system or a community system. the kinship system consisted of (1) intrafamily addressing term system, (2) kinship addressing term system, (3) lovely addressing term, and (4) kinship addressing system within specific situations. the addressing system in the community, non-kinship relationship, was categorized into (1) official community addressing system and (2) casual community addressing system. the realizations of the reviewed language shifts were based on the historical review. the researchers found some applied terms in the past. however, these terms are not spoken at the present days. for example, the researchers found the terms of bape and rame to address male parents. some shifted terms from the original terms were mostly used by people younger than 60 years old or perangkat mude. these terms were different from those spoken by people aged older than 60 years old, such as bapaq and ibung. however, for younger people, the most spoken term was baq to address male parents and bibiq to address the sister of a father and the wife of a woman’s brother, bajiq (spoken by older generation), and kakaq (spoken by the younger generation) to address the older sister of a husband. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 99 the research results had implications on school literature study, especially at jhs and shs levels. the researchers found three basic competences that could apply these research results as the references for both teachers and learners. the results of this research could answer the linguistic shift of besemah language. references agustina, d., setiawati, a., wedari, f. t., handayani, l., & mahdalena, m. 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(2018). modernisasi dan diskontinuitas bahasa daerah. neo societal, 3(2), 494-502. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 637 enhancing efl in-service teachers’ teaching skill through the role of video-based reflections zainuddin universitas terbuka, banten e-mail: ainuddinpau@gmail.com sunu dwi antoro universitas terbuka, banten e-mail: sunudwi@ut.ac.id herri mulyono universitas prof. dr. hamka, jakarta e-mail: hmulyono@uhamka.ac.id nani solihati universitas prof. dr. hamka, jakarta e-mail: nani_solihati@uhamka.ac.id rosalina universitas prof. dr. hamka, jakarta e-mail: ocalinaoca@gmail.com ferawati universitas prof. dr. hamka, jakarta e-mail: ferawati1996@gmail.com apa citation: zainuddin., antoro, s. d., mulyono, h., solihati, n., rosalina., & ferawati. (2022). enhancing efl in-service teachers’ teaching skill through the role of video-based reflections. english review: journal of english education, 10(2), 637-644. https://doi.org/10.25134/erjee.v10i2.6286. received: 02-02-2022 accepted: 28-04-2022 published: 30-06-2022 introduction the practice of reflection in education has been comprehensively investigated, especially video reflection in the last decade (sablić, mirosavljević, & škugor, 2021). referring to reflection itself, it can be considered an element of self-evaluation to determine someone’s competence, which is interrelated with thinking and behaving. in this regard, dewey in lebak (2017) suggested reflection to be fundamental in the learning process, and views it to be “active, persistent, and careful consideration of any belief or supposed form of knowledge in light of the grounds that support it and the further conclusions to which it tends”. building on dewey’s belief, hamel and viauguay (2019) associates this idea with educators in a way that reflection supports to encourage teachers’ performance in the classroom. in more detail, selfabstract: the essential purpose of the research was to examine efl in-service teachers’ perceptions after watching their teaching video recording. this research attempted to explore more insight of the video-based reflections roles focusing on teacher development. the research applied a qualitative design with eight efl inservice teachers as participants. the data were conducted through semi-structured interviews, journal reflective, and video recording. all these data were then analyzed using thematic analysis. the result demonstrates that video-based reflection is an accomplished way to gain self-evaluation. these in-service teachers have gained new views, and have chances to analyze both deficiencies and potencies using video-based reflections in their teaching experiences. conclusively, video-based reflections can promote teachers’ professional development. keywords: english as a foreign language; teachers’ teaching skill; video-based reflections; in-service teachers; reflection. mailto:sintalumbangaol12@gmail.com mailto:noviadamayanti800@gmail.com mailto:nani_solihati@uhamka.ac.idm mailto:ocalinaoca@gmail.com mailto:ferawati1996@gmail.com zainuddin, sunu dwi antoro, herri mulyono, nani solihati, rosalina, & ferawati enhancing efl in-service teachers’ teaching skill through the role of video-based reflections 638 reflection is crucially needed for teachers to evaluate previous activities in the classroom to improve their future performance (bergman, 2016). thus, reflection is now perceived as a key factor in developing teaching quality. in the same vein, mann, davidson, davis, gakonga, gamero, harrison, & mosavian (2018) highlighted that such videos have often been used as an instrument to improve professional teachers in various fields, for instance in mathematics and science. as indicated by wass and rogers (2022), videos allow actions in teaching schemes to be monitored and focus on the mentors and tutors’ individualized, contextual, and relevant professional development. similarly, gelfuso, (2016) offers a framework of reflection which assists pre-service teachers to create ‘warranted assertibility’ about literacy teaching and learning. the evidence presented through videos has an excessive impact on teaching programs. unfortunately, there has been little discussion with regard to this method in the indonesian teaching community. hence, the objective of this study is to explore the use of video-based reflection for efl teachers in indonesia and teachers’ perception of video-based reflection. our inquiry into this current study was prompted by the following questions: (1) what is the efl inservice teachers’ perception of watching a video of themselves in their teaching program? (2) does video recording help efl in-service teachers improve their teaching skills during the teaching program? the primary objectives of this current study are to explore the perception of english as a foreign language (efl) for in-service teachers after watching a video recording of their teaching process. it is intended to accomplish two aims: first, it is designed to develop the literature on efl teacher education in indonesia by scrutinizing critical issues in an undertaking of teaching sessions. second, it is aimed at harnessing more teaching skills, improving methods and performances in the subsequent teaching sessions, in addition to gaining fruitful insights to teachers in other educational and cultural contexts. method a qualitative approach was employed in this current research in order to gain an insight into the perceptions of in-service teachers after watching their teaching recording. subsequently, the narrative inquiry was implemented in this study because the researcher was interested in porting intensely personal of the teachers’ experience. thus, bell, (2010), p.21 indicated that a narrative inquiry is a strategy which includes reflective autobiography, personal story, or the incorporation of extracts from the respondent's stories to illustrate a theme that developed by the researcher. therefore, this current study conducted from may to june 2019. the journal reflective and semi-structured interviews were used to collect the data. as a result, this study took a month and thirteen days to collect all the data. eight efl in-service teachers who taught english as a foreign language in secondary school have participated in this research. participants engaged from five different schools in jakarta. the participants selected by purposive sampling. with this regard, robinson (2014) declared that purpose sampling techniques are non-random methods to ensure that specific categories of instances within a sampling universe were identified in the final sample of a study. the criteria for selecting the participants because of two main reasons: (1) english teachers of secondary school who teach in jakarta and, (2) the teachers volunteered to engage in this research. all of the participants were aged between 22-50 years old, and their teaching experience ranged from two up to thirty-three years whose backgrounds were: table 1. background of the participants me mbe rs name* sex level of teaching teaching experience s 1 mr. arya male senior high school 3 years 2 mr. gio male junior high school 8 years 3 ms. leen female senior high school 3 years 4 ms. deli female junior high school 2 years 5 mrs. nada female junior high school 2 years 6 mrs. arana female junior high school 33 years english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 639 7 mrs. aleena female junior high school 30 years 8 mrs. dania female junior high school 27 years results and discussion results this study was examined to explore the perceptions of efl in-service teachers after watching their teachings videos. the data was presented based on the reflective journal and interview. the main goals of this study were supporting the teachers in identifying their teaching for improving the teaching skill. with this regarding, the teachers highlighted that the video-based reflection was beneficial in teachers’ development. the teachers revealed a change process in these following steps: (a) recognizing the need to change, (b) brainstorming ideas for change, (c) implementing the ideas, and (d) evaluating changes (tripp & rich, 2012). recognize the need to change gain a new perspective the teachers gain new insight into their teaching. the most exciting finding was that seven from eight respondents claimed that this is their first time to watch their teaching during the entire teaching experiences. for instance, several teachers confirmed in these following statements: “this is the first time that i used video for selfreflection. i felt there are some weaknesses that i can recognize”. (mrs. dania interview in-line 4647) “i was shocked because this is my first time having reflection through video” (mrs. aleena interview in-line 27-28) “i haven’t seen my performance during 32 years of teachings” (mrs. arana interview in-line 21-22) perceiving themselves for the first time during the teachings’ experiences was gain a new perspective and realized something new. hence, observing themselves through a video provided them a chance to evaluate and realize the way of the teaching process. the teachers mentioned that it is like placing a mirror on their face. reflecting through video supported the teachers to comment on their teaching in real situations. mrs. dania felt she gained something different and funny to watch her video. when the researcher investigated how was her feeling to watch of her video, and she declared, “it is funny because during this time we watched others’ teachers and gave commented about their mistakes. then, after watching ourselves, we realized that there were several weaknesses. then, for me, having self-evaluation through video was great tools because i can see every single performance of myself.” (mrs. dania interview in-line 119121) watching the own teaching video realized the teacher that teacher during this time, the teacher focused on others’ teacher performance than reflecting their own performance. in addition, she mentioned that the video-based reflection such a significant component as selfevaluation. focus analysis teachers explained that they had reflected themselves by reviewing what was going on in the classroom. then, the other teachers obtained feedback from the supervisor’s comment. it was beneficial because teachers can understand what needs to be enhanced. similarly, with other teachers who represent the feedback from the student in every year. the reflection showed several benefits in the process of teaching. in addition, the teachers contrasted the reflection of what they organized earlier with video-based reflection. as a result, the teachers defined the video more beneficial because the video showed whole the part what they have done from opening to closing. every single portion can be seen while supervisors and students’ feedback, they only listen without knowing in which portion that needs to be improved. while analyzing the video, the teachers have a specific part of being identified. for instance, mrs. aleena indicated, “in my first video because i identified that i was talking too much” (mrs. aleena interview in-line 166-167) the teacher above specified the way she was delivering the materials that she realized how she talked more than the students. hence, mrs. arana focused on their pronunciation, grammar structure. she explained, “from the video, i knew when i am teaching, i have weak points in using the articles, an in several sentences. it is better to prepare the media zainuddin, sunu dwi antoro, herri mulyono, nani solihati, rosalina, & ferawati enhancing efl in-service teachers’ teaching skill through the role of video-based reflections 640 which is suitable for the materials.” (mrs. arana interview in-line 180-182) the explanation from the teacher overhead can be concluded in two aspects. first, the teacher recognized what have done in the previous activities. then, she also prepared the plan for better performance in the future. see with own eyes after watching their video, the teachers were feeling thankful because they can see the reality of themselves during this time. the focus of thankful here because the teachers mentioned that watching the teachers’ performance presented the teachers a new chance to see their performance with their own eyes. through video, teachers were seeing their performance along the time how they are delivering the materials and their communication with the students. everything is easy to be recognized. for instance, the teacher realized that she was too serious in order to deliver the materials. she mentioned, “my viewpoint video is … oh, this is the way that i am teaching, and i realized that i am too serious in teaching.” (mrs. arana interview in-line 90-91) mrs. arana realized how serious she is while explaining the material. watching themselves with their own eyes gave them a more obvious situation then listened to the suggestion from the students and supervisors. brainstorm ideas for change after recognizing each part in the video, the teachers enquire to write what would they improved and changed for the next. the main focus of the teachers was realized how teaching method is essentials. previously, the teachers mentioned that they found several weak points on their selves. several teachers highlighted by the comment, “video helped me to see my teaching performance to evaluate how i teach in the class. it was beneficial to prepare things for the next teaching. i need to up my voice, be active in approaching the students, and motivating the students more.” (mrs. deli interview in-line 7376) “maybe i would develop an enhancement in instructional media during my teaching. in each session, i would yield an entertaining media based on the lesson plan.” (mrs. deli interview in-line 143-146) watching the video of teaching assisted the teachers to brainstorm several ideas for developing the teaching performance in the upcoming sessions. gain a new change the following stage, the teachers had a plan to change their teaching method became students center in order to gain fun learning and to make active interaction with students. for example, mr. gio reflected in this statement, “from the video, i realized how important the teaching method is. because my teaching method is still on the teachers’ center, then, i would implement the student’s center approach for the next performance.” (mr. gio interview inline 7376) the teachers focused on the teaching method while analyzing their video. numerous of the teachers mentioned that they applied the teachers’ center than students’ center. as regard, the video presented how their method didn’t show excessive interaction with the students. moreover, the teachers assumed to change the method for the upcoming sessions. implementing ideas implementing the ideas are the next steps after brainstorming the ideas for change. teachers commented that they generate the change after identifying their self on video. with this concern, the teachers mentioned that they prepared a change for the students in upcoming sessions. in addition, the teachers specified the ideas what must be employed in the classroom. for example, mrs. nada explained, “i am a spontaneous teacher. i am preparing the plan, but i am teaching the classroom differently.” (mrs. nada interview in-line 125) the teacher taught based on the contextual. she performed based on her mood. therefore, planning and action were different. hence, reflecting through video. then, she supported the ideas with her planning for the future sessions as corresponding to her ideas, “then, after watching my teaching video, i decided to develop the lesson plan with the material which is concentrating on the students ' creativities. the lesson plan will assist us as english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 641 teachers to deliver the materials properly. then if i have extra time in the class, i will generate a vocabulary with a flashcard.” (mrs. nada interview in-line 158-161). some participants expressed how they desired to implement new things to develop their teaching for the next. as a result, the teachers always struggled to give their best effort to make better teaching and learning. overall, video-based reflection revealed as substantial elements supported the teachers to increase their teaching quality. vivid images in order to reflect ourselves, the teachers declared that from the video, the teachers perceived obviously about the real situations. in this case, mrs. deli stated, “from the video, i noticed our manner, how we performed, and how we noticed the students. in fact, i realized that without video, i could not see my performance clearly.” (mrs. deli interview in line 53-57). the vivid images helped the teachers to evaluate the situation in detail. how the teachers act, how the teachers speak, exclusively of activities can be recognized easily. repetition the value of reflecting through video is the video can be watched multiple times, which is the function to reach more and more something that needs to be identified. in proven in these following sentences that the teacher explained, “we could play the videos many times to observe and convince ourselves that i lacked here. then it could be an archive for us to see the progress of our teaching in the long term.” (mr.gio interview in line 291-294) evaluating changes video realized mrs. aleena how she was active in class without giving a chance to the students to explore their ideas. as regards, she attempted her best to develop classroom interactions to obtain active learning. mrs. aleena highlighted, “i noticed that i was too much delivering with speech method, but effectively in the next teaching, i was struggling to talk less to allow the students to explore their thoughts. with this reflection like this, it influences the teachers”. (mrs. aleena interview in-line 166-170) mrs. aleena presented how video helped herself to change her teaching strategies. she took an effort to implement the new activities that she evaluated in the reflective journal after watching her first video. proof video can be an element as proof when the teacher performance was improved. the teachers recognized the enhancement of the part that they have been predictable earlier. one of the teachers indicated how her performance improved in order to approach the students, and she stated, “from the video, i noticed several parts in myself. the part that i focused on was my action. i realized that i lack noticing the students in my first video. but in the second video, i am trying to approach my students one by one by questioning, “do you understand?” (mrs. deli interview in-line 65-68) the video showed the proof of how the teacher became more aware in order to check the students’ understanding. as regards, the teacher above proved the implement of her change in the teaching process. formative evaluation the formative evaluation is an activity which has a goal to involve the feedback to improve the next performance. the teachers such has a new motivation after analyzing their performance to develop their teaching method. the number of teachers defined that video has a beneficial tool as the self-evaluation by stating, “by watching my video, i sensed a lack of confidence because the students in the classroom were passive and also only several students coming to the school. moreover, in the second video, i noticed that i have a significant intonation when explaining the materials.” mrs. nada “here what i think, oh, the fact i realized that i am full of weaknesses and i supposed to do this, but it is not like what i hope.” however, i am happy because all of those are great feedback for me.” (mrs. deli interview in-line 11-17) “in my mind, video is helping the teacher to recognize the mistake. and i will prepare for this and if i can for the next semester i will ask the students to record my teaching. i feel that i am lucky.” (mrs. arana interview in-line 180-184) zainuddin, sunu dwi antoro, herri mulyono, nani solihati, rosalina, & ferawati enhancing efl in-service teachers’ teaching skill through the role of video-based reflections 642 interestingly, one of the teachers have stated that she would request her students to record her in teaching for the next time because reflecting through video helped the teachers to identify the weaknesses in details. overall, the teachers contributed how video-based reflection is vitally needed for the teachers to ensure great feedback from themselves by observing by their own eyes. discussion as mentioned in the literature review that two initial objectives of the study were to explore the teacher's perceptions of english as a foreign language (efl) in-service teachers after watching the video recording of their teaching. this study aimed to generate valuable insights to teacher educators in indonesia contexts. this study also has a conclusively huge purpose of developing the quality of the teacher in the next teaching sessions which has similar goals with the previous studies such as (baecher & mccormack, 2015; tripp & rich, 2012), which focus on developing teachers’ quality. the present study yielded the two significant aspects; firstly, the teachers presented the positive impact of the used video-based reflection as evaluation tools for analyzing themselves. these results agree with the result of the previous study, in which baecher, kung, jewkes, & rosalia (2013) indicated that observing the video of teaching involved to obtain the teachers more aware of assessing and prepared themselves for the future teaching. in similar with (tripp & rich, 2012) which stated that the benefit of observing videos is to support the prospective teachers and encourage the teachers’ development in teaching. interestingly, the teachers indicated how video-based reflection helps them in fostering the teachers’ development. secondly, eight of efl teachers mentioned how video-based reflection assisted them to improve their teaching in the way the teachers’ delivering the material, the teaching method, and the preparation such has been declared above. in addition, the teachers mentioned that reflecting through video is easier to recognize the weak points. in a nutshell, my research findings specified the valuable of video-based reflection in order to gain the teachers’ perspective about their own teaching. with this regard, the outcomes of this research revealed that video-based reflection is a component as self-evaluation to assist the teachers in being aware of the teaching sessions. reflecting through video by teachers’ itself is gain a new perspective to identify the strengths and weaknesses in details. however, zhang, lundeberg, koehler, & eberhardt (2011) claimed that watching the others teachers’ recordings were enormously contributing in teachers’ enhancement than watching videos of one’s own teaching because the others teacher’s recording assisted the teachers in gaining a new perspective about how their performance. by the present results, previous studies have demonstrated that gelfuso (2016) video supported to capture the teachers’ performances in the real context and writing the comment in the reflective journal is essential in order to provide the video with knowledgeable to create “warranted assertability” to support professional improvement. conclusion this study contributed the efl in-service teachers in expanding their teaching quality in the classroom by reflecting themselves through video-based reflection. these findings enhance our understanding of how important of video-based reflection with the purpose to reflect what has accomplished in preceding performance. the key strengths of this study are the teachers have reliable data to observe and recognize their performance with their own eyes. as mentioned earlier, the teachers highlighted, such as having a mirror on their face. by the same token, this study declared the idea that the teaching skills can be developed in view of the teachers has a high desire to improve the part that needs to be established. additionally, this study has attempted to enrich the literature on efl teacher education in indonesia by examining essential concerns in undertaking the teaching sessions and to the development of an efl teacher education curriculum. finally, a number of significant limitations need to be considered. firstly, this study focused on efl in-service teachers’ perception after watching their own teaching video. the second, this study identified the impact of video-based reflection in improving the teaching skill. furthermore, the researcher should provide the codes while watching the video for the participants is recommended for the future study in order to assist the teachers in supporting the statement in the specific. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 643 acknowledgement earlier findings of the research in this paper was presented at the 2nd international conference on advance and scientific innovation, icasi 2019, 18 july, banda aceh, indonesia. funding the current research was funded by universitas terbuka, indonesia. references baecher, l., & mccormack, b. (2015). the impact of video review on supervisory conferencing. language and educcation, 29(2), 153–174. baecher, l., kung, s. c., jewkes, a. m., & rosalia, c. (2013). the role of video for self-evaluation in early field experiences. teaching and teacher education, 36, 189–197. https://doi.org/10.1016/j.tate.2013.08.001 bell, j. (2010). doing your research project (fifth ed). new york: open university press. gelfuso, a. (2016). a framework for facilitating videomediated reflection: supporting preservice teachers as they create “warranted assertabilities” about literacy teaching and learning. teaching and teacher education, 58, 68–79. https://doi.org/10.1016/j.tate.2016.04.003 gelfuso, a., & dennis, d. v. (2014). getting reflection off the page: the challenges of developing support structures for pre-service teacher reflection. teaching and teacher education, 38, 1–11. https://doi.org/10.1016/j.tate.2013.10.012 lebak, k. (2017). international and multidisciplinary perspectives using video-supported reflection in peer groups to increase instructional effectiveness instructional effectiveness. reflective practice, 3943(january), 1–18. https://doi.org/10.1080/14623943.2016.1251412 mann, s., davidson, a., davis, m., gakonga, j., gamero, m., harrison, t., & mosavian, p. (2018). video in language teacher education. london: the british council. hamel, c., & viau-guay, a. (2019). using video to support teachers’ reflective practice: a literature review. cogent education, 6(1), 1-14. sablić, m., mirosavljević, a., & škugor, a. (2021). video-based learning (vbl)—past, present and future: an overview of the research published from 2008 to 2019. tech know learn, 26, 1061– 1077. wass, r., & rogers, t. (2022). using video-reflection and peer mentoring to enhance tutors’ teaching. innovations in education and teaching international, 58(1), 36–46. robinson, o. c. (2014). sampling in interview-based qualitative research: a theoretical and practical guide. qualitative research in psychology, 11(1), 25-41. https://doi.org/10.1080/14780887.2013.801543 tripp, t. r., & rich, p. j. (2012). the influence of video analysis on the process of teacher change. teaching and teacher education, 28(5), 728– 739. https://doi.org/10.1016/j.tate.2012.01.011 zhang, m., lundeberg, m., koehler, m. j., & eberhardt, j. (2011). understanding affordances and challenges of three types of video for teacher professional development. teaching and teacher education, 27(2), 454–462. https://doi.org/10.1016/j.tate.2010.09.015. https://doi.org/10.1016/j.tate.2013.08.001 zainuddin, sunu dwi antoro, herri mulyono, nani solihati, rosalina, & ferawati enhancing efl in-service teachers’ teaching skill through the role of video-based reflections 644 open access proceedings journal of physics: conference series english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 613 the effect of learning strategy and cognitive style on students’ narrative writing ability tata tambi department of applied linguistics the post-graduate school of universitas negeri jakarta, indonesia email: tatatambi_7317157802@mhs.unj.ac.id fathiaty murtadho department of indonesian education faculty of language and arts, universitas negeri jakarta, indonesia email: fathiatym@gmail.com aceng rahmat department of applied linguistics program universitas negeri jakarta, indonesia email: aceng.rahmat@unj.ac.id apa citation: tambi, t., murtadho, f., & rahmat, a. (2022). the effect of learning strategy and cognitive style on students’ narrative writing ability. english review: journal of english education, 10(2), 613620. https://doi.org/10.25134/erjee.v10i2.6278. received: 05-02-2022 accepted: 23-04-2022 published: 30-06-2022 introduction the study of the relationship between learning strategies and cognitive styles interest many researchers. changju shi from school of foreign language and cultures, nanjing normal university, china focuses on relationship between cognitive styles and learning strategies of 184 second-years english majors from the foreign language school of a university in wuhan. in this study, quantitative data is presented. two selfreported inventories are employed. learning survey style is used to examine the learning style of the participants and the chinese version of oxford’s strategy inventory for language learning (sill) is conducted to survey the subjects’ learning strategies. the results show that cognitive styles have significant influence on learners’ choices of learning strategies. synthesizing style, sharpener style, field-independent style, and impulsive style of cognitive styles correlate positively almost with every strategy presented in this paper, so they turn to be the most influential cognitive styles that have an impact on learners’ learning strategy choices (shi, 2011). the other study related to communicative language learning in class was titled students’ abstract: in the class, most of the teacher use a single teaching strategy to students who have different cognitive styles when teaching narrative essays in the class. therefore, it is necessary to improve teaching strategies in the teaching and learning process. the teaching strategies that fit with the cognitive style of students in order that the learning objective is improved. this paper investigates the effect of learning strategy and cognitive style on student’s narrative writing ability. this study was conducted on the vii grade students at madrasah tsanawiyah ibnu taimiyah bogor, west java. treatment by level design and two-factorial anova analysis with α = 0.05 were applied in this experimental study. the sample was 40 students grouped into experiment classes and 40 students was grouped into control classes. there was a different ability in narrative writing in bahasa indonesia between students having field independent cognitive style (a1) and students having field dependent cognitive style (a2). results of two-way interrow analysis of variance showed that fcalculated (4.123) was higher than ftable (3.97) at a significant level of α = 0.05. the findings showed the ability to write a narrative writing in bahasa indonesia of students having a field independent cognitive style was higher than that of students having a field dependent cognitive style. keywords: inquiry-based learning strategy; expository-based learning strategy; writing narrative text; cognitive style. mailto:tatatambi_7317157802@mhs.unj.ac.id tata tambi, fathiaty murtadho, & aceng rahmat the effect of learning strategy and cognitive style on students’ narrative writing ability 614 output in communicative language teaching classrooms by ahamad shah and normala othman. the study was conducted in two learning classes, one of which was in a university in malaysia. in this study, data were collected from two classes of elementary and intermediate levels in a malaysian university. interaction between teacher and students in class was recorded and analyzed. this was expected to motivate students to modify their utterances. results of the study showed that the chance of output production was not always applicable to students. this indicated the necessity of adaptation by teacher during the interaction process in class in order to improve communication and make a better language teaching (mohamed, ismail, ahamad, shah, & othman, 2006) considering learning implementation in the classroom also influences students’ success in learning (damopolii, keley, rianjani, & hendriek, nunaki, nusantari, & kandowangko, 2020). in a learning process, the teacher should be creative to find an appropriate leaning srategy. learning will be more meaningful if students are given the opportunity to know and be actively involved in finding concepts from existing phenomena from the environment with the guidance of teachers (suwandy and irhasyuarna, 2017). moreover, teachers are required to be more creative in providing materials or topics that suit the needs of students to achieve learning objectives by creating techniques that can create classes, more interesting and fun (ode & suherman, 2022). as stated by brown (2007), an interaction between the approach and practice of teaching in class is a key to the creation of dynamic and spirited teaching (richards & renandya, 2002). teachers’ experience in class can support the teacher to find and practice that learning strategy. considering teachers’ experience in class, the principles of a teaching approach should not be rigid. learning experiences given by teacher are the aim of training students' process skills (af’idayani, setiadi, fahmi, 2018). furthermore, setting and context play an important role in acquiring a language as well as to be successful in language learning (diptoadi, mindari, and tedjasuksmana, 2018). there are internal and external factors that influence the student’s learning succes. external factors are factors that come from outside of students, such as family factors, school environment, quality of teaching and learning, and playing environment. while internal factors are factors that come from within a person such as intelligence, interests, talents, and motivation. in addition to these two factors, other factors can affect student learning outcomes, namely cognitive style (vergas, ibáñez, & prada, 2017; payung, nuriah, & sarkadi, 2019; & lin, lu, & lin, 2018). cognitive style relates to how a person receives, processes, and uses the information to address various environmental problems or situations (kozhevnikov, 2007). herman a. witkin was one of the pioneers of the theory of cognitive style and a learning style by using the field-dependency and field-independency concepts (witkin, 2016). knowledge of cognitive style is needed to design or modify learning material, learning objectives, and learning methods as it is expected that with the interaction of cognitive style factors, goals, materials, and learning methods, student learning outcomes can be achieved to the maximum extent possible (wahyuddin, satriani, ernawati, nursakiah, 2022). further, it assists them in planning their learning and developing strategies that bridge with different learning environments to make learning more meaningful and effective (liyadipita, 2021). this is proven by previous researcher, singh (2017) who highlighted and found that there is a specific bond between cognitive style with academic achievement of students. students with good cognitive style ability can perceive and organize the information they get such as how to remember, think, solve problems, and make conclusions (nahdi, cahyaningsih, jatisunda, suciawati, sofyan, 2022). compared to fielddependent learner type, learners with fieldindependent type are considered to be independent in developing their skills. in this study, the instrument developed by othman, raskin, and witkin, known as a group embedded figures test (geft), was used as the instrument to develop the cognitive style. this instrument was used to measure students’ ability to find a simple form hidden in a complex pattern. the test consisted of three parts containing 7 problems in the first part, 9 in the second part, and 9 in the third part. through this test, students were grouped into field independent and field dependent cognitive style learners. in this study, inquiry-based language learning strategy was used. inquiry learning is considered appropriate to be used for seventh grade students of english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 615 smp, because the characteristics of class vii junior high school students who are still not fully able to learn self-directed, the level of cognitive development of students in the intermediate stage from concrete operations to formal operations (rahayu, hadi, istyadji, zaini, sholahuddin, & fahmi, 2018). according to bruce joyce and marsha wei, an inquiry teaching method is a method which makes students as the center of learning (child-centered learning). maryam, kusmiyati, merta, & artayasa (2020) asserted that the process of inquiry begins with collecting sources and data using the human senses, like listening, seeing, touching, tasting, and smelling. the inquiry based learning model seeks to instill the basics of scientific thinking in students, and places students in a role that demands great initiative in finding important things for themselves (yusuf, hobri, & suparti, 2022) which is developed to find and use various sources of information and ideas to improve their understanding of specific problems, topics, or issues (ulansari, ansori, & yennita, 2018). in inquiry based learning, the students can explore their ability to express their thoughts and feelings in the text (masyithah, jufrida, & pathoni, 2017). all students' abilities or by inquiry is a process that involves students in the learning activity, formulate the question, investigating objectively and then developing new understanding, knowledge and meanings (amelia & prystinianta, 2021). whereas in an expository method, teacher is the center of learning (teacher-centered learning) (joyce & weil, 2015). expository learning strategy is a series of learning activities that emphasize the delivery of facts, ideas and important information to students sourced from textbooks, references, or personal experiences using lecture techniques, demonstrations, and study reports (nasution, 2020). in expository method, the students only become object not subject of the learning as the model is such a direct explanation from lecturer or teacher to student (heryadi & sundari, 2020). in the class, most of the teacher use a single teaching strategy to students who have different cognitive styles when teaching narrative essays in the class. therefore, it is necessary to improve teaching strategies in the teaching and learning process. the teaching strategies that fit with the cognitive style of students in orther that the learning objective is improved. in this study, the researcher conducted a study using inquiry-based language learning strategies and expository-based language learning strategies. in this study, an inquiry-based language learning strategy was implemented in experimental classes. cognitive style of students was determined before the learning process started. the narrative writing ability of students with field independent cognitive style was expected to improve after they received narrative writing materials by using an inquirybased language learning strategy. students easily acquire writing skills when they bring and show positive responses during their learning (aditiya, 2022). the complexities of writing lie both on how ideas are generated and organized, and on how these notions are translated into legible text (budiharto, 2018). students naturally believe that writing is difficult because they must pay attention to a variety of factors, including ideas, concepts, vocabulary, and grammar (falihah, rahmawati, & baihaqi, 2020). likewise, that of students with field dependent cognitive style was expected to improve after they received narrative writing materials by using an expository-based language learning strategy. this research concerns in the writing skills of junior high school learners either grade 7, 8, or 9. and equivalent taught both in grades vii, viii, and ix. narrative texts themselves are generally taught to the intermediate level (azis, bugis, harziko, 2022). writing naration is one of the subject taught continouslly for the three grades. the narrative text is a type of english text that aims to tell a story that has a series of connected chronological events (hidayatullah, 2022). the genre mapping of indonesian language subject carried out based on the basic competencies of ki-3 and ki-4 of junior high school curriculum 2013, the narrative writing materials focus on narrative stories and local fables/legends for grade 7, drama narration for grade 8, and inspiring story narratives for grade 9. the hypothesis in this study is the ability to write a narrative writing in bahasa indonesia of students in the field independent cognitive style group is higher than that of students in the field dependent cognitive style group. the tested statistical hypothesis was: h0 : µb1≤ µb2 h1 : µb1> µb2. method tata tambi, fathiaty murtadho, & aceng rahmat the effect of learning strategy and cognitive style on students’ narrative writing ability 616 john w. creswell stated that an experimental research is conducted to assess whether an idea (practice or procedure) affects the results or dependent variables (cresswell, 2012). an experimental method in a 2 x 2 factorial design was used in this research. a 2 x 2 factorial design was used and the layout of the experiment is shown in table 1. table 1. the experimental design cognitive style (b) learning strategy (a) inquiry-based language learning strategy (a1) expository-based language learning strategy (a2) field independent (b1) a1b1 a2b1 field dependent (b2) a1b2 a2b2 ability to write a narrative writing in bahasa indonesia result of narrative writing in bahasa indonesia result of narrative writing in bahasa indonesia notes: dependent variable: ability to write a narrative writing in bahasa indonesia treatment variables: a = learning strategy a1 = inquiry-based learning strategy a2 = expository-based learning strategy attribute variables : b = cognitive style b1 = field independent cognitive style b2 = field dependent cognitive style a1b1 = students participating in learning process using an inquiry-based strategy and having field independent cognitive style a2b1 = students participating in learning process using an expository-based strategy and having field independent cognitive style a1b2 = students participating in learning process using an inquiry-based trategy and field dependent cognitive style a2b2 = students participating in learning process using an expository-based strategy and field dependent cognitive style the population in this study was all 180 students of grade vii in odd semester, academic year of 2017/2018 in mts ibnu taimiyah, bogor. these students were divided into six learning groups, namely vii a, vii b, vii c, vii d, vii e, and vii f. all students had equal chance to be selected as samples in this study. samples were taken by using a cluster random sampling method. wibisono stated that in a cluster random sampling method, all elements of a population share equal chance and are known to be selected as subjects. for example, if there are 1000 elements and the researcher needs to select 100 subjects, each element will have a 0.1 chance to be selected as subject. this sampling method is known as a simple random sampling which has the smallest bias and offers a good generalizability (wibisono, 2013). four of six classes of grade vii including vii a, vii b, vii d, and vii e in mts ibnu taimiyah, bogor were selected by using a drawing method. then, another drawing was taken to select 2 classes as experiment and control classes. the drawing was conducted by using ballot paper. each ballot paper was identified as either experiment or control class. results of the drawing showed that classes vii a and vii d were selected as experiment classes and classes vii d and vii f as control classes. twenty of 59 students in the experiment class had a field independent cognitive style and 20 students had a field dependent cognitive style. nineteen students were excluded from the subject of the study. these students followed a narrative writing in bahasa indonesia by using an inquirybased strategy. twenty of 58 students in the control class had a field independent cognitive style and 20 students had a field dependent cognitive style. eighteen students following a narrative writing in bahasa indonesia by using an expository-based strategy were excluded from the subject of the study. in grouping the students into field independent cognitive style and field dependent cognitive style in both experiment and control classes, 33% of students of high score group and 33% of students of english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 2, june 2022 https://journal.uniku.ac.id/index.php/erjee 617 low score group were selected. this was in line with what was stated by naga (1992) that subjects of the study could be divided into three parts which should not be equal in number. the top part was called the highest group and the bottom part, which was usually as big as the top part, was called the lowest group. no attention was given the middle part (naga, 1992). the experiment class was the one followed by students who became the samples of the study. these students were given a learning process by using an inquiry-based language learning strategy in a narrative writing class by considering the students’ field independent and field dependent cognitive styles. meanwhile, students in the control class were sample students who followed a narrative writing learning process by using an expository-based language learning strategy by considering the students’ field independent and field dependent cognitive styles. results and discussion the followings are the results of the test of the study hypothesis. table 2. ability of narrative writing in bahasa indonesia score calculation results cognitive style learning strategy inquiry-based learning expository-based learning total field independent n = 20 ∑x = 87 ∑x2 = 7569 n = 20 ∑x = 74 ∑x2 = 5476 n = 40 ∑x = 80 ∑x2 = 6400 field dependent n = 20 ∑x = 76 ∑x2 = 5776 n = 20 ∑x = 81 ∑x2 = 6561 n = 40 ∑x = 77 ∑x2 = 5929 total n = 40 ∑x = 81 ∑x2 = 6561 n = 40 ∑x = 77 ∑x2 = 5929 n = 80 ∑x = 157 ∑x2 = 24649 notes: n : number of data in each cell ẍ : mean score of narrative writing ability there was a different ability in narrative writing in bahasa indonesia between students having field independent cognitive style (a1) and students having field dependent cognitive style (a2). results of two-way interrow analysis of variance showed that fcalculated (4.123) was higher than ftable (3.97) at a significant level of α = 0.05. this meant that h0 was rejected and h1 was accepted. therefore, the hypothesis stating that there is a different ability of narrative writing in bahasa indonesia between students having field independent cognitive style (a1) and students having field dependent cognitive style (a2) was accepted at a significant level of α = 0.05. this indicated that the ability to write a narrative text of students having a field independent cognitive style was higher than that of students having a field dependent cognitive style. students in the field independent cognitive style group had better ability to write narrative text in bahasa indonesia than those in the field dependent cognitive style group did. this might be caused by the finding that students in the field independent cognitive style group had higher analytical ability than those in the field dependent cognitive style group. writing a narrative text in bahasa indonesia requires strong analytical and abstraction ability in order to produce a writing which has good content and organization. witkin in tennant (2006) stated that in the test called the embedded figures test, designed to measure this general ability, the subject is asked to locate a simple figure in a complex design. once again some people find this task easy and complete it quickly (field independent), while others find it difficult and take longer to complete the test (field dependent). students in the field independent cognitive style group had better ability to analyze data in the form of interesting experiences which were experienced by the students themselves or others than those in the field dependent cognitive style group. with better analysis ability, students in the field independent cognitive style group had better availability of narrative materials than those in the field dependent cognitive style group did. these students were easier to be independent and did not depend on others with authority. in general, in order to draw a conclusion or finish a work, they believed more in their own or standardized values. tata tambi, fathiaty murtadho, & aceng rahmat the effect of learning strategy and cognitive style on students’ narrative writing ability 618 nugraha & awalliyah (2016) on the study with the aim to analyze the differences in cognitive styles of students, namely field dependent and field independent cognitive style towards mastery of concepts found the students with field dependent cognitive style increased mastery of concepts with n-gain of 0.27, while students with field independent cognitive style increased mastery of concepts with n-gain 0.23. based on the research results, mastery concepts for field dependent students slightly larger than field independent students, it is predicted because of the learning process tend to be clustered so that more support dependent cognitive style. in contrast, students in the field dependent cognitive style group, in the language learning process, tended to have dependency on other people having authority in certain thing and had preferences in works requiring cooperation with others. in order to draw conclusions, they needed guidance from authority holder or peer groups. in addition, the students in the field independent cognitive style group can fully develop their imagination in writing their narrative texts in bahasa indonesia. in general, students were found to have difficulty in developing their imagination which made it not easy for them to pour their ideas down in the narrative form. the students develop their own narrative ideas so that they needed to write independently. this had resulted in more varied narrative ideas and more interesting narrative organization. for the students in the field independent cognitive style group, the learning process did not only push them to develop their narrative ideas in the form of narrative writing but also gave them chance to organize the intrinsic elements and structure of narrative text by themselves. this made students get accustomed to analyzing data and draw conclusion. in contrast, the students in the field dependent cognitive style group get a lot of examples and guidance in the process of narrative text writing. students received exercises and assignments in the process of narrative text writing. teacher played a role as the center of the learning process. conclusion based on the results of data analysis described previously, the following conclusion was drawn. the ability to write a narrative writing in bahasa indonesia of students having a field independent cognitive style was higher than that of students having a field dependent cognitive style. references aditiya, m. d. 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(2022). development of learning tools to improve writing skills with the inquiry based learning model of indonesian lessons for students’ class iv sd negeri 2 bungatan situbondo. pancaran pendidikan, 11(1), 7-20. tata tambi, fathiaty murtadho, & aceng rahmat the effect of learning strategy and cognitive style on students’ narrative writing ability 620 collaborative strategic reading implementation to improve students’ reading comprehension english review: journal of english education issn 2301-7554 vol. 1, issue 2, june 2013 http://journal.uniku.ac.id/index.php/erjee collaborative strategic reading implementation to improve students’ reading comprehension desy olivia riani department of english education, university of kuningan, indonesia email: oliviadesy309@ymail.com apa citation: riani, d. o. (2013). collaborative strategic reading implementation to improve students’ reading comprehension. english review: journal of english education, 1(2), 231-239 received: 02-03-2013 accepted: 13-04-2013 published: 01-06-2013 abstract: this collaborative action research is aimed to find out whether or not the implementation of collaborative strategic reading (csr) improves students' reading comprehension and also to identify students' attitude towards the implementation of csr. csr is reading strategy that employs four strategies namely preview, click and clunk, get the gist and wrap up during students’ cooperative learning. a class of eleventh grade students of a public senior high school in majalengka, west java, indonesia is participated as the participant of the study. the required data were collected through the use of questionnaire, observation checklist, and reading test. the data from the questionnaire indicated that 82% students had positive attitude toward the implementation of csr. they feel that csr improves their motivation in learning english and csr brings more fun to the process of learning. moreover, it was found from observation data that the students were actively participated during csr implementation and they were motivated when comprehending a text by means csr strategy. finally, the study proved that csr improved students’ reading comprehension. students’ mean score of reading test in the beginning of the study was 67, meanwhile, after applying csr as reading strategy, their mean scores improved to 88. keywords: csr, reading comprehension, action research. introduction as one of the four language skills, reading plays an important role in enhancing students’ english ability. reading has a function as a tool to access information. according to anderson, hiebert, scott, and wilkinson (1985, p.7), “reading is the process of constructing meaning from written texts. it is a complex skill requiring the coordination of a number of interrelated sources of information.” it means that reading is a complicated process of extracting meaning from written texts and in order to be able to read, information sources are needed. the information sources should be comprehensible and interconnected. teaching and learning of reading process in indonesia have been introduced to students since they were in elementary school. reading has been acknowledged to them from the simplest form e.g. reading words, reading sentences, and reading paragraphs. meanwhile, in senior high school level, students are expected to be able to read a more complex form of reading such as reading text. based on an interview with an english teacher at one of senior high school in majalengka, west java, that conducted on march 19, 2015, it is found kuang ching hei & maya khemlani david not careless but weak: language mixing of malaysian chinese in a business transaction that many students still have problems in reading. when the teacher asked students to read, they seemed to be less motivated and some other students are found lack of vocabulary, with the result that these situations make them difficult to understand what they are reading. the other problem from the students is fluency. many students are not fluent in reading. those cases were quite problematical and should be solved because they can cause further difficulties to the next reading lesson. thus, it is important to find out solution for students’ reading problems. concerning the problems, the researcher proposed an alternative reading strategy to be used in teaching and learning reading called collaborative strategic reading (csr). csr is originally designed by klingner and vaughn in 1996 that combines modified reciprocal teaching and cooperative learning (bremer, vaughn, clapper & ae-hwa, 2002). according to bremer, vaughn, clapper and ae-hwa (2002, p.1), “csr consists of four comprehension strategies that students apply before, during, and after reading in small cooperative groups. these reading strategies are: (a) preview (before reading), (b) click and clunk (during reading), (c) get the gist (during reading), and (d) wrap up (after reading)”. elkaumy (2004) in abidin and riswanto (2012) explains the concept of csr as the following: the concept of this strategy is engaging students to work in small cooperative groups (3-5) and apply four reading strategies: preview, click & clunk, get the gist and wrap up. preview allows students to generate interest and activate background knowledge in order to predict what they will learn. click & clunk are selfmonitoring strategy which controls their understanding about words, concepts and ideas that they understand or do not understand or need to know more about. get the gist. students identify the main ideas from reading to confirm their understanding of the information. wrap up provides students with an opportunity to apply metacognitive strategies (plan, monitor and evaluate) for further extend comprehension. in short, csr is a reading strategy that lets the student work in group of three to five students to examine a text by employing preview, click & clunk, get the gist and wrap up strategy. preview creates students’ interest about a topic and makes the students predict the content of the text. click & clunk controls students’ understanding especially towards difficult words they don’t know. get the gist obligates students to know main idea in a paragraph so they can easily proceed to the next paragraph. meanwhile, wrap up evaluates significance of a text and it invites students to make conclusion from the text. by applying csr as reading strategy during reading lesson, students are hoped to have improvement on their reading comprehension. method this present study applied classroom action research (car) method by following kemmis and mc. taggart model (1988). elliot (1991) as cited in burns (2010) maintains that action research is a study of a social situation to improve the quality of the action in it. explaining what action english review: journal of english education issn 2301-7554 vol. 1, issue 2, june 2013 http://journal.uniku.ac.id/index.php/erjee research is, kemmis and mc taggart (1998) as cited in burns (1999, p.32) state “action research occurs through a dynamic and complementary process, which consists of four essential moments: planning, action, observation, and reflection. these moments are the fundamental steps in a spiraling process.” figure 1 an action research spiral proposed by kemmis and mc. taggart (1988) kemmis and mctaggart (2000) as cited in koshy (2005) describe action research as participatory research. in this study, the researchers collaborate with an english teacher, so this study is a collaborative action research. collaborative action research strengthens the opportunities for the practice to be fed back in a more substantial and critical way (burns, 1999). this study is carried out in sma negeri 1 talaga with the participant 40 students. the english teacher recommends this class because there are some reading problems found. not only the students, the researcher and the english teacher are also the participant in this study. the researcher acts as an english teacher who teaches reading to students by using csr strategy, while the english teacher acts as an observer who observes teaching learning process during the study. this action research is carried out within two cycles, cycle 1 and cycle 2. the procedures of the study is begun by conducting pre-research, followed by planning step, action step, observation step, and reflection step. there are several data collection techniques applied in this study such as test, observation, field notes and questionnaire. the test is consisted of three tests, namely pre-test (test 1), posttest in cycle 1 (test 2) and post-test in cycle 2 (test 3). meanwhile, during observation, observer is equipped with an observation sheet adapted from sa’diyah (2011) to observe students’ seriousness, enthusiasm, and participation in the class during the implementation of csr. completing observation, field notes are taken to record classroom situation during the implementation of csr. in addition, questionnaire is administered to the students at the end of action research to find out their attitudes toward the implementation of csr. the questionnaire is adapted from al-roomy (2013), consists of twenty questions. it covers nineteen close-ended questions and one open-ended question. analyzing the data, students’ tests (test 1, test 2 and test 3) were analyzed by calculating their mean score and class percentage which pass minimum score. the assessment of students’ answer of test 1, test 2 and test 3 is as follows: correct answers are scored with two points, as suggested by brown (2003), while incorrect answers and absent or omitted answers are scored with zero. table 1 multiple-choices assessment kuang ching hei & maya khemlani david not careless but weak: language mixing of malaysian chinese in a business transaction kind of answer point correct answer 2 incorrect/absent answer 0 meanwhile, in analyzing the data from observation, field notes and questionnaire, the study applied data analysis from miles and huberman (1994) as cited in koshy (2005) that consist of data reduction, data display and conclusion drawing and verification. results and discussion the following are the calculation of students’ improvement in test 1, test 2 and test 3. on each test, students were asked to ask questions related to an analytical exposition text that learnt by using csr strategy. test 1 test 2 test 3 score category score score category score score category score highest score 87 highest score 87 highest score 100 lowest score 47 lowest score 60 lowest score 73 mean score 67 mean score 76 mean score 88 in test 1, students’ mean score was 67. class percentages which passed minimum score was only 7, 5 % with 3 students passed minimum score. meanwhile, in test 2, students’ mean score improved to 76. class percentages which passed minimum score improved from 7, 5% to 52 %. from 31 test takers, 16 students passed minimum score in this cycle and it was a significant improvement. furthermore, students’ reading comprehension was extremely improved in cycle 2. students’ mean score continued to improve to 88 with class percentages which passed minimum score 97 %. from 36 test takers, 35 students could pass minimum score. in this cycle, students’ reading comprehension was extremely improved since the students had understood csr strategy well and they had applied csr strategy to reading in longer period. in addition, in terms of reading comprehension aspects, students’ reading comprehension was also improved. students’ reading comprehension improvement on each reading comprehension aspect was summarized in the following table: students’ improvement on reading comprehension aspects english review: journal of english education issn 2301-7554 vol. 1, issue 2, june 2013 http://journal.uniku.ac.id/index.php/erjee in terms of main idea, students mean score before the implementation of csr was 2,3. after csr has been implemented to their reading lesson, their mean score become 3, 0. in terms of supporting idea, students mean score before the implementation of csr was 1, 4. after csr has been implemented to their reading lesson, their mean score become 2, 3. meanwhile, in relation to passage structure, students mean score before implementing csr was 2, 4. after csr has been implemented to their class, their mean score improved to 2, 6. in relation with vocabulary aspect, students mean score before implementing csr was 3, 4. after csr has been implemented to their reading lesson, their mean score become 4, 3. in the last aspect, making inference, students mean score before the implementation of csr was 0, 5 and improved to 0, 9 after the implementation of csr. in addition, in relation to students’ attitudes towards the implementation of csr, students give positive attitudes towards the implementation of csr. the result of questionnaire is explained as follows: based on the data above, mean score of questionnaire (152) passed agree scale. so, it could be concluded that majority of student with percentage 82 % of students were agree towards the implementation of csr and they gave positive attitude towards the implementation of csr. in addition, to know problems faced by the students during the implementation of csr, they were asked to answer questionnaire item 20. the most frequently problem was related to vocabulary. twenty students (54%) from thirty seven students reported that the most difficult problem they encountered was there were too many words they did not understand. the second most difficult issue was the complexity of the structures of the passages. meanwhile, sixteen students (43, 2%) mentioned that the situation of the class which is noisy also disrupt csr implementation. eleven students believed that group members who are not actively participated in group discussion and who sometimes absent affected their group discussions. surprisingly, some of the factors such as shyness, confusion of csr strategies, interest in english and time allocation did not seem to have caused major problems. conclusions this study focuses on the implementation of csr to improve students’ reading comprehension. the purposes of this research are to find out whether or not the implementation of csr improves students’ reading comprehension and to identify students’ attitudes towards the implementation of csr. in this study, the data collected strongly disagree disagree neutral agree strongly agree 37 74 111 148 167 185 152 kuang ching hei & maya khemlani david not careless but weak: language mixing of malaysian chinese in a business transaction through reading test, observation, field notes and questionnaires. based on the findings, this study concludes that csr improves students’ reading comprehension. it can be seen from students’ reading test mean score in preliminary study which was 67, and then it is improved to 76 in cycle 1. the mean score is continued to improve to the value of 88 in cycle 2. moreover, after implementing csr to students’ reading lesson, they show improvement on each reading comprehension aspect. in terms of main idea, students mean score before the implementation of csr was 2,3. after csr has been implemented to their reading lesson, their mean score become 3, 0. in terms of supporting idea, students mean score before the implementation of csr was 1, 4. after csr has been implemented to their reading lesson, their mean score become 2, 3. meanwhile, in relation to passage structure, students mean score before implementing csr was 2, 4. after csr has been implemented to their class, their mean score improved to 2, 6. in relation with vocabulary aspect, students mean score before implementing csr was 3, 4. after csr has been implemented to their reading lesson, their mean score become 4, 3. in the last aspect, making inference, students mean score before the implementation of csr was 0, 5 and improved to 0, 9 after the implementation of csr. thus, students’ reading comprehension was increased after csr had been applied in reading lesson. the researcher would relate the research finding with the theory of csr. as stated by abidin and riswanto (2012), the goals of csr are to improve reading comprehension and increase conceptual learning in ways that maximize students' involvement. in relation with that goal, the result of this study had shown that csr had improved five indicators of students’ reading comprehension which covered main idea, supporting idea, passage structure, making inference and vocabulary. firstly and secondly, csr made students to be able to identify main idea and supporting idea from the text. students were able to identify main idea and supporting idea from the text because csr obligizes them to restate the most important ideas and supporting ideas about the person, place, or thing of a paragraph or section of the text through get the gist strategy. thirdly and fourthly, csr made students to be able to identify passage structure and to conclude the text. students were able to identify passage structure and to conclude the text since csr obliges them to review what they already learnt from the text during wrap up strategy. meanwhile, students were able to understand vocabulary from the text because their comprehension is monitored during click and clunk strategy. click and clunk strategy obliges them to find out the meaning of difficult words they found in the text. supporting students’ reading comprehension improvement, csr also were provided by some helpful materials that helped students when comprehending the text. in this study, csr material used consisted from sample csr lesson that outlined the procedures during csr group discussion and csr learning log that record students’ ideas while discussion. in addition, during csr implementation, csr reading materials given had some helpful characteristics such as; providing a clues/ pictures that help students to predict what they would learn and having one main idea in a paragraph of english review: journal of english education issn 2301-7554 vol. 1, issue 2, june 2013 http://journal.uniku.ac.id/index.php/erjee the text. thus, the researcher claimed that csr strategy and csr materials hold important roles in improving students’ reading comprehension. besides of those findings, the data collected from questionnaire showed that students give positive attitude towards the implementation of csr. majority of students (82%) are agree towards the implementation of csr. based on the result of questionnaire, students’ interest towards english is improved after the implementation of csr and they feel that csr bring more fun to the process of learning. it also can be supported by the findings from observation and field notes that students are actively participated during the implementation of csr. references abidin, m. j. z. & riswanto. (2012). collaborative strategic reading (csr) within cognitive and metacognitive strategies perspectives. international journal of humanities and social science, 2(3), 192-198. retrieved on september 03, 2012 from: www.ijhssnet.com/journals/vol_2_no _3_february_2012/25.pdf alderson, c. j. (2000). assessing reading. cambridge: cambridge university press. retrieved on march 25, 2012 from: http://en.bookfi.org/s/?q=alderson+as sessing+reading&t=0 al-roomy, m. (2013). an action research study of collaborative strategic reading in english with saudi medical students. university of sussex. retrieved on april 10, 2012 from: http://sro.sussex.ac.uk/46830/1/alroom y,_muhammad.pdf alsamadani, h. a. (2011). the effects of the 3-2-1 reading strategy on efl reading comprehension. english language teaching, 4(3), 184-191. retrieved on march 09, 2012 from: www.ccsenet.org/journal/index.php/e lt/article/viewfile/11890/8350 anderson, r. c., hiebert, e. h., scott, j. a., and wilkinson i. a. g. (1985). becoming a nation of readers. washington dc: center for the study of reading, national academy of education. retrieved on march 10, 2015 from: files.eric.ed.gov/fulltext/ed253865.pdf bremer, c. d., vaughn, s., clapper, a. t., and kim, a. (2002). collaborative strategic reading (csr): improving secondary students’ reading comprehension skills. national center on secondary education and transition. 1(2), 1-8. retrieved on february 25, 2012 from: www.ncset.org/publications/viewdesc. asp?id=424 brown, h. d. (2001). teaching by principle : an interactive approach to language pedagogy. second edition. new york: longman. brown, h. d. (2003). language assessment principles and classroom practice. new york: longman. retrieved on april 30, 2012 from: http://dl.lux.bookfi.org/genesis/65800 0/dddc004fdf305f1c8e4098dbf2576506/ _as/[h._douglas_brown]_language_a ssessment__principle(bookfi.org).pdf burns, a. (1999). collaborative action research for english language teachers. cambridge: cambridge university press. retrieved on march 02, 2012 from: http://dl.lux.bookfi.org/genesis/42100 0/6c2224a811a83882e4128dcff2f3218e/_ as/%5banne_burns%5d_collaborative _action_research_for_eng(bookfi.org). pdf creswell, j. w. (2012). research design qualitative, quantitative and mixed methods approaches:third edition. california: sage publication, inc. fajriyani, t. n. (2001). improving students’ writing ability through clustering technique (a classroom action research in the second year of smp alhasra bojongsari-depok). retrieved on april 21, 2012 from: http://repository.uinjkt.ac.id/dspace/ bitstream/123456789/1721/1/102345tita%20nurul%20fajriyanifitk.pdf http://www.ijhssnet.com/journals/vol_2_no_3_february_2012/25.pdf http://en.bookfi.org/s/?q=alderson+assessing+reading&t=0 http://sro.sussex.ac.uk/46830/1/alroomy,_muhammad.pdf http://www.ccsenet.org/journal/index.php/elt/article/viewfile/11890/8350 http://www.ncset.org/publications/viewdesc.asp?id=424 http://dl.lux.bookfi.org/genesis/658000/dddc004fdf305f1c8e4098dbf2576506/_as/[h._douglas_brown]_language_assessment__principle(bookfi.org).pdf http://dl.lux.bookfi.org/genesis/421000/6c2224a811a83882e4128dcff2f3218e/_as/%5banne_burns%5d_collaborative_action_research_for_eng(bookfi.org).pdf http://repository.uinjkt.ac.id/dspace/bitstream/123456789/1721/1/102345-tita%20nurul%20fajriyani-fitk.pdf kuang ching hei & maya khemlani david not careless but weak: language mixing of malaysian chinese in a business transaction fan, y. (2010). the effect of comprehension strategy instruction on efl learners’ reading comprehension. asian social science, 6(8), 19-29. retrieved on march 08, 2012 from: http://www.ccsenet.org/journal/inde x.php/ass/article/download/6841/535 7.pdf fraenkel, j. r & wallen n. e. (2006). how to design and evaluate research in education. new york: mcgraw-hill companies, inc. gerot, l., & wignell, p. (1994). making sense of functional grammar. sidney: antipodean educational enterprise (aee). harmer, j. (2007). the practice of english language teaching. new york: longman. hikha. (2013). analytical exposition text. retrieved on april 01, 2012 from: http://hikhaz.blogspot.com/2013/12/rpp-bahasainggris-tentang-analytical.html kazemi, m., hosseini, m., & kohandani, m. (2013). strategic reading instruction in efl contexts. theory and practice in language studies, 3(12), 2333-2342. retrieved on march 08, 2012 from: http://ojs.academypublisher.com/inde x.php/tpls/article/viewfile/tpls031223 332342/8159 klingner, j. k., vaughn, s., boardman, a., and swanson, e. (2012). now we get it!: boosting comprehension with collaborative strategic reading. usa: john wiley & sons. klingner, j. k., vaughn, s., dimino, j., schumm, j. s., & bryant, d. (2002). collaborative strategic reading. colorado: sopris west. koshy, v. (2005). action research for improving practice: a practical guide. london: paul chapman publishing. retrieved on march 09, 2012 from: http://dl.lux.bookfi.org/genesis/42800 0/65d174b54649cb0e26560f43f3fe5ce3/_ as/%5bvalsa_koshy%5d_action_rese arch_for_improving_practi(bookfi.org). pdf lems, k.., miller l. d. and soro, t. m. (2010). teaching reading to english language learners: insights from linguistics. new york london: the guilford press. retrieved on december 14, 2012 from: http://dl.lux.bookfi.org/genesis/45500 0/ecacadaa0518630b9651fbeccbeb304e/ _as/%5bkristin_lems,_leah_d._miller, _tenena_m._soro%5d_tea(bookfi.org). pdf mali-jali, nomfundo. (2007). a genre-based approach to writing across the curriculum in isixhosa in the cape peninsula schools. stellenbosch university. retrieved on may 18, 2012 from: http://scholar.sun.ac.za/bitstream/ha ndle/10019.1/1412/malijali_genrebase d_2007.pdf?sequence=3&isallowed=y mckay, sandra lee. (2006). researching second language classrooms. london: lawrence erlbaum associates publishers. moreillon, j. (2007). collaborative strategies for teaching reading comprehension. chicago: the american library association. retrieved on march 08, 2012 from: http://dl.lux.bookfi.org/genesis/54700 0/3747a9bcf134159d63bda8caf19f0103/ _as/%5bjudi_moreillon%5d_collabora tive_strategies_for_teac(bookfi.org).pd f nosratinia, m., mirzakhani, e., & zaker. (2013). toward a humanistic instruction: collaborative strategic reading approach and efl learners’ reading comprehension. international journal of advanced studies in humanities and social science, 1 (8)1119-1138. retrieved on march 19, 2012 from: ijashss.com/upload/ijashss-1141.pdf oskamp, s., schultz, p. w. (2005). attitudes and opinion. new york: psychology press. oxford advanced learners’ dictionary (5th ed.). (1995). oxford: oxford university press. puspita, e. d. (2012). improving students’ reading comprehension using collaborative strategic reading (csr) (a classroom action research study at the eighth grade students of smp negeri 1 ngadirojo in the academic year of http://www.ccsenet.org/journal/index.php/ass/article/download/6841/5357.pdf http://hikha-z.blogspot.com/2013/12/rpp-bahasa-inggris-tentang-analytical.html http://ojs.academypublisher.com/index.php/tpls/article/viewfile/tpls031223332342/8159 http://dl.lux.bookfi.org/genesis/428000/65d174b54649cb0e26560f43f3fe5ce3/_as/%5bvalsa_koshy%5d_action_research_for_improving_practi(bookfi.org).pdf http://dl.lux.bookfi.org/genesis/455000/ecacadaa0518630b9651fbeccbeb304e/_as/%5bkristin_lems,_leah_d._miller,_tenena_m._soro%5d_tea(bookfi.org).pdf http://scholar.sun.ac.za/bitstream/handle/10019.1/1412/malijali_genrebased_2007.pdf?sequence=3&isallowed=y http://dl.lux.bookfi.org/genesis/547000/3747a9bcf134159d63bda8caf19f0103/_as/%5bjudi_moreillon%5d_collaborative_strategies_for_teac(bookfi.org).pdf english review: journal of english education issn 2301-7554 vol. 1, issue 2, june 2013 http://journal.uniku.ac.id/index.php/erjee 2011/2012). universitas negeri semarang. retrieved retrieved on july 04, 2015 from: http://digilib.uns.ac.id/dokumen/deta il/26807/improving-students-readingcomprehension-using-collaborativestrategic-reading-csr-a-classroomaction-research-study-at-the-eighthgrade-students-of-smp-negeri-1ngadirojo-in-the-academic-year-of20112012 rozak, r. r., ngadiso, & asib, a. (2012). the effectiveness of collaborative strategic reading (csr) to teach content area reading comprehension viewed from students’ intelligence. english teaching, 1(1), 54-67. retrieved on march 10, 2012 from: http://jurnal.pasca.uns.ac.id/index.ph p/elt/article/viewfile/138/129 sa’diyah, h.(2011). improving students’ ability in writing descriptive texts through a picture series aided learning strategy. the english teacher. 40, 164-182. retrieved on april 10, 2012 from: http://www.melta.org.my/et/2011/1 64_182_halimatus.pdf thompson, s. l. and vaughn, s. (2007). research-based methods of reading instruction for english language learners, grades k–4. alexandria: association for supervision and curriculum development. retrieved on february 27, 2012 from: http://dl.lux.bookfi.org/genesis/52200 0/9c5b263cc8449076c40c9f09c8fe75a2/_ as/%5bsharon_vaughn,_sylvia_linanthompson%5d_researchba(bookfi.org).pdf http://digilib.uns.ac.id/dokumen/detail/26807/improving-students-reading-comprehension-using-collaborative-strategic-reading-csr-a-classroom-action-research-study-at-the-eighth-grade-students-of-smp-negeri-1-ngadirojo-in-the-academic-year-of-20112012 http://jurnal.pasca.uns.ac.id/index.php/elt/article/viewfile/138/129 http://www.melta.org.my/et/2011/164_182_halimatus.pdf http://dl.lux.bookfi.org/genesis/522000/9c5b263cc8449076c40c9f09c8fe75a2/_as/%5bsharon_vaughn,_sylvia_linan-thompson%5d_research-ba(bookfi.org).pdf anderson,r.c.,hiebert,e.h.,scott,j.a.,and english review: journal of english education volume 8, issue 2, june 2020 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 211 pronunciation learning, participation, and attitude enhancement through mobile assisted language learning (mall) alfi hidayatu miqawati department of english study program, language, communication and tourism, politeknik negeri jember, indonesia e-mail: alfi_hidayatu@polije.ac.id apa citation: miqawati, a. h. (2020). pronunciation learning, participation, and attitude enhancement through mobile assisted language learning (mall). english review: journal of english education, 8(2), 211-218. doi: 10.25134/erjee.v8i2.2118. received: 29-01-2020 accepted: 20-03-2020 published: 01-06-2020 abstract: a mobile application, tflat english pronunciation, is proposed in the teaching of pronunciation for it possesses features that can assist students when learning how to enunciate english words and identify english phonemic symbols. thus, this study presents the results of the implementation of tflat english pronunciation mobile courseware to gain the ability of the first semester students of english study program politeknik negeri jember in pronouncing english words. this study is a collaborative classroom action research. thirty students enrolling in pronunciation class at english study program politeknik negeri jember were taken as the source of data. the result showed that the materials and practices in tflat courseware could enrich students' pronunciation learning, improve their participation, and nurture a positive attitude toward technological learning. the findings of this study also depict the potential and power of mobile assisted language learning (mall) to encourage students to engage in classroom activities and monitor their learning. hence, it can be concluded that mall is pivotal and can be one alternative to facilitate students’ pronunciation learning. keywords: pronunciation; participation; positive attitude; tflat english pronunciation; mall. introduction mastery of a language, including foreign languages and in this case english provides many benefits in various aspects and fields. moreover, globalization encourages everyone to be able to speak good english to create smooth and meaningful communication. however, to possess communication skills, one needs to go through contextual learning and training activities because communication itself involves complex processes including understanding, speaking, and listening systematically and continuously (ahmad, 2016). many experts have highlighted the importance of pronunciation in communication. pronunciation becomes a major aspect of understanding and interpreting speakers' intentions and spoken language and speakers can be considered unintelligible if they have poor pronunciation (reed & lewis, 2019; pennington & rogerson-revell, 2019; nair, krishnasamy & de mello, 2017). in the teaching of english as a foreign language in indonesia, many teachers still focus more on teaching grammar than pronunciation. the students are exposed to master lexical aspects and construct linguistic structure flawlessly but not to pronounce english expressions accurately and the teaching of pronunciation is overlooked, implicitly taught and often neglected (silalahi, 2016; haryanto, 2015; widagsa, wiyanah, & wahyuni, 2019) to investigate learners' proficiency in english pronunciation, the researcher conducted a preliminary study on the first-year students of the english study program at politeknik negeri jember. it was found out that the students’ english pronunciation ability was unsatisfactory. most of them could not achieve the minimum standard passing criterion, 65 (c). furthermore, in the teaching and learning process, the students showed a low degree of participation and motivation in pronouncing english words and utterances. the difficulties were due to several factors including students' low interest, limited vocabulary storage, first encounter with studying a language component (pronunciation) separately, and diffidence, colorless teaching strategy, and monotonous instructional media. among those factors, the instructional media were considered one of the most vital problems since the teaching of pronunciation needs instructional media so that the students can contextualize what they are learning and acquire it better and faster. to make the learning of pronunciation more mailto:alfi_hidayatu@polije.ac.id alfi hidayatu miqawati pronunciation learning, participation, and attitude enhancement through mobile assisted language learning (mall) 212 effective and interesting and to strive for intelligible and comprehensible speech, afshari & ketabi 2016) emphasize the need for teaching pronunciation to gain full communicative competence and the importance of incorporating the findings of other disciplines, such as psychology, nlp, and technology. the use of many technological devices and softwares in the teaching of english has gained much attention in the recent decade. the implementation of mobile assissted language learning (mall) has contributed siginificantly toward students’ success in learning. according to kumar, wotto, & bélanger (2018), mall is a powerful method for engaging learners on their own terms. klimova (2019) also stated that studying by using smartphones is effective in the enhancement of university students’ performance and can be a complementary method to other forms of course delivery. more advantages of mobile learning are also highlighted by hosseini, ezzadeen, & alhazmi (2015) that it can promote an enhanced understanding of material content, costeffectiveness, game learning, and informal learning. students also perceive mobile learning as a challenging and motivating activity (novawan, aisyiyah, wijayanti, miqawati, indrastana, 2019). many studies have also addressed the effectiveness of mobile phones in language teaching and learning. liu, lu & lai (2016) analyze 24 journal articles in order to examine developments and trends in mall. they claimed that mall approach is beneficial present some challenges to users, academics, and teachers. however, they suggested that more research is needed to further investigate the communication that occurs among learners with the use of various mobile devices, and their developments of various cognitive learning domains. in relation with the use of mobile phones, android-based applications or platforms have provided empirical results for assisting students’ in learning english pronunciation. arashnia & shahrokhi (2016) conducted an experimental study about the use of mobile learning application and they found out that students taught english pronuciation using mobile phone application outperformed those who were taught using ordinary methods (without mobile phones). liu, xu, li, han, chen, mo, chen & liu (2019) carried out a study about automatic speech recognition (asr) technology in english pronunciation correction. the findings showed that asr technology can help chinese english learners improve their english pronunciation. sufi & shalmani (2018) also found out that one courseware namely “tflat” could improve greatly the pronunciation ability of the students. the courseware contains complete materials and exercises for students to practice and assess their english pronunciation. in the recent five years, more applications are implemented and developed to increse students’ the motivation and make learning easier and more enjoyable, cure and prevent their fossilization of english pronunciation errors. and improve their overall english pronunciation and intonation (liu, zhu, jiao & xu, 2019; cavus, 2016; mutqiyyah & muhammad, 2016). considering the positive effect and complete features of tflat to the teaching of pronunciation and the need of the students to improve their english pronunciation, the researcher conducted a study on the implementation of tflat english pronunciation mobile courseware to enhance the ability of the first semester students of c-class english study program politeknik negeri jember in pronouncing english words. method after identifying the problem through the preliminary study, the researcher conducted a collaborative classroom action research (ccar) in c–class (semester 1) of english study program politeknik negeri jember which has 28 students. this design is called ccar because 1) is done by teaching practitioners or lecturers who teach in class, 2) is applied collaboratively, and 3) aims to change a thing/overcome the problems of students in the classroom. the collaborator in this study was a lecturer who teaches pronunciation course. the lecturer was equipped with explanations and training before the teaching media implementation. during the learning process, the researcher filled in the field notes and the list of observations with factual data of what happened during and after the learning process. the research aims to provide a new and practical way for elf/esl learners to improve english pronunciation as well as provide a new mode of english pronunciation teaching for relevant educators. planning at this stage, the researcher and collaborator jointly designed lesson plans, handouts, worksheets, and instruments dealing with the implementation of tflat english pronunciation. english review: journal of english education volume 8, issue 2, june 2020 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 213 the application was chosen because it has complete activities that cover many language skills and provides ample information on how to articulate each vowel, diphthong, and consonant. besides, once the application is downloaded, it can be accessed anytime and anywhere without any internet connection (offline android application). implementing the procedure of teaching was implemented in cclass of english study program (first semester) – politeknik negeri jember. there were several steps covered during the teaching and learning process. first, the students were explained how to articulate the vowels and consonants while checking the detail information and examples in tflat english pronunciation mobile courseware. second, they practiced pronouncing the words. in this step, the teacher checked each student’s accuracy in articulating the sounds and helped the students to overcome their difficulties when learning. third, they had the sound details and checked whether they pronounced the words accurately or not while identifying their problems when pronouncing the words. fourth, they recorded their voices and identified the pronunciation accuracy in the application. to gain optimum mastery, they also did the reading, writing, and listening parts in the application. the implementation stage was conducted in seven meetings. observing in this step, the researcher observed the results of tflat english pronunciation implementation. two kinds of data were collected; numerical data and verbal data. the numerical data were obtained from the students' pronunciation scores. meanwhile, the results of the observation checklist, field notes, and open-ended questionnaire represent the verbal data. there were four instruments implemented in this study; questionnaire, observation checklist, field notes, and a test. the questionnaire was used to know the students’ opinions toward the implementation of tflat english pronunciation. in addition, the field note was used to find out the strengths and weaknesses of the application implementation. meanwhile, to monitor the students’ the students’ participation and performance during the teaching and learning process, the observation checklist was employed. the last instrument employed was a test administered after the students were taught using an android-based application. table 1 shows the students’ involvement description while table 2 shows the pronunciation scoring rubric. table 1. students’ involvement description no categories description 1 very poor < 20% participate 2 poor 20% 40% participate 3 fair 41% 60% participate 4 good 61% 80% participate 5 very good 81% 100% participate table 2. pronunciation scoring rubric aspects poor (0-1 point) fair (2-3 points) good (3-5 points) dimension student makes little or no effort to enunciate and articulate in the target language. the student has errors in pronunciation, some effort in articulation in the target language. the student makes minor or no errors in pronunciation, great articulation in the target language with expression. (adapted from http://www.rcampus.com/rubricshowc.cfm?code=f6w345&sp=true) reflecting this stage involves a result analysis of the action implemented in the first cycle. the analysis was conducted by analyzing the students' learning performance and the teaching and learning process. the results were compared with the predetermined criteria of success. if one of the indicators of the criteria was not reached, the researcher would carry out the second cycle by revising the planning stage. however, if the results were appropriate, the researcher would immediately conclude the research results. table 3 contains information about the criteria of success in this study. alfi hidayatu miqawati pronunciation learning, participation, and attitude enhancement through mobile assisted language learning (mall) 214 table 3. criteria of success components criteria of success data source instrument participation 90% of the students are engaged actively in the teaching and learning process. 90% of the students have positive attitudes. the students’ involvement in the classroom activities questionnaire observation checklist field notes learning performance 100% of the students obtain a minimum passing score of 66 (c) the scores of pronunciation accuracy pronunciation test results and discussion the findings of the study include the students’ involvement, the students’ opinion toward the implemented media, and the students’ pronunciation score. students’ involvement in the classroom activities to obtain data about the students’involvement in the implementation of tflat english pronunciation mobile courseware, the observer used observation checklists and fieldnotes. the findings showed a satisfying result for the expected outcome. the summary of the students’ involvement is presented in table 4. the information about the students’ involvement was obtained from analyzing the observation checklist and field notes. from the data obtained, the observer also pinpointed some findings related to the students'involvement. in meeting 1, two points were considered as the strengths and one point as the weakness. the students were enthusiastic to pay attention to the lecturer and directly downloaded the application. since it was their very first time learning pronunciation, they were amazed at the features provided in the application. the students admitted that they have never known the application. when they opened the application, they could find buttons for short vowels, long vowels, double vowels (diphthongs), voiced and voiceless consonants. all students explored every single feature in the application vivaciously. the weakness found was that two students used iphone and could not download the application. the lecturer lent him her mobile phone so that he could get engaged in the classroom activities. they identified their problems after the class and succeeded in downloading and operating the application. table 3. summary of the students’ involvement meeting activity % of ss’ involvement interpretation 1 exploring the application features and manuals 93 very good 2 utilizing the application (short vowels) 97 very good 3 utilizing the application (long vowels) 93 very good 4 utilizing the application (voiced consonants) 93 very good 5 utilizing the application (voiceless consonants) 100 very good 6 utilizing the application (other consonants) 100 very good 7 pronunciation test 100 class’ average involvement 96,6 very good several more strengths were also noted in meetings 2, 3, 4, 5, 6. when utilizing the application, students learned the materials provided in the application like understanding how the sounds are articulated and practiced articulating the sounds accurately. in each meeting, all students are involved except students who did not attend the class. since the application does not need any internet connection after being downloaded, the students could access it smoothly. in addition, the students adapted themselves fast with the application. the problem found in the meeting was several students hardly succeeded in articulating the intended sounds because they are not accustomed to articulating them or got confused as they sound similar to them. they also got difficulties in identifying and distinguishing symbols of the vowels, diphthongs, and consonants, especially when they did the listening and writing parts in the application. the observer suggested the lecturer tell the students to have more practice at home or every time they have spare time. before the test, the students were given information related to the test to be administered so that they were prepared for the english review: journal of english education volume 8, issue 2, june 2020 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 215 test. the observer did not find anything to pinpoint during the administration of the test. huang, yang, chiang, & su (2016) noted that mobile learning tool gain more superior results in term of students’ participation and motivation. in other words, it can be concluded that mall provides opportunities for students to actively participate in every classroom activity. students’ opinion toward the implementation of tflat english pronunciation the students expressed their opinion through the distributed questionnaire that showed that all of them enjoyed learning using the application. they also mentioned that the application was very useful in assisting them to learn how to pronounce words. it also gives them a new way of learning and optimizes the use of their gadgets. it corresponds positively with findings of studies conducted by ghounane (2019); saidouni & bahloul (2016); thomas & munoz (2016); and white & mills (2014) that students showed positive attitudes towards the introduction and integration of mobile technology in language learning and any classroom activities. students’ achievement the last criterion of success determined was the students’ learning performance. all students (30 students) needed to gain scores of more than 66. when converted, the needed to gain at least a c. c score was also the minimum requirement to pass the pronunciation class. after the test administration, the data obtained from the writing test showed that 30 students achieved the target score, 66. thus, it had met the criterion of success related to the students’ learning achievement. the findings showed that the use of tflat english pronunciation courseware could promote the students' ability in pronouncing english words. the improvement was gained through the materials in the application and the teacher’s guidance during classroom activities. each menu in the courseware provides an ample overview and practices to help students pronounce words accurately. the finding of this study is in line with those of arashnia & shahrokhi (2016) and kim & kwon (2012) that giving instruction through mobile phones can help students learn pronunciation effectively and mobile applications are also effective to provide students individualized and student-centered learning opportunity. that mobile assisted language learning (mall) can enhance students' language skills and knowledge has been proven by other findings in the previous studies. in line with what the researcher found regarding mobile learning and language proficiency improvement, burston (2015) pinpointed the learning outcomes of the implementations of mall are unquestionably positive. the optimum result of the implementation is also supported by the teacher’s roles during the teaching and learning activities. in this study, the teacher actively aided the students in their effort of enunciating english words. thus, the fact that mobile learning does not work solely to enhance students’ language ability cannot be neglected. burston (2015) supported this notion that the implementation of mall should focus more on how technology is manipulated to affect achievement, not attribute learning gain to the technology. ample models and examples are given to help students identify the sound and practice of pronouncing vowels and diphthongs. the screen display is attractive and the navigation buttons are simple and easy to access. cavus (2016), who developed an intelligent mobile application for english pronunciation teaching, also mentioned that this kind of mobile application features can make learning easier and more enjoyable than the traditional learning methods. during learning, students could access the mobile application and asked questions whenever they found problems and difficulties and the teacher addressed them directly. every learning activity utilizing the courseware required students' active engagement. passive students could be more active and engaged in the learning process without any hesitance and anxiety and it is in line with miqawati and wijayanti (2017) argument that mall enables students to be actively involved in the classroom pronunciation activities. besides being more involved in the teaching and learning process, the students perceived positively toward the implementation of tflat courseware. thus, it can be concluded that the implementation of mobile-assisted language learning can promote the students’ participation and positive attitude toward learning and it pointed out what is suggested by kukulska-hulme (2006) that mobile devices are representative for language learning purposes, two of which are for personal engagement and interaction as well as communication. alfi hidayatu miqawati pronunciation learning, participation, and attitude enhancement through mobile assisted language learning (mall) 216 conclusion the implementation of tflat english pronunciation courseware can enhance the students' learning performance, boost their involvement in classroom activities, and promote a positive attitude toward the potentials of mobile technology in language learning. the findings of the study presented here showed a promising model of language teaching to adult learners using a mobile application. the findings of this study also depict the potential and power of mobile assisted language learning (mall) to encourage students to engage in classroom activities and monitor their own learning. more exploration and experiment on the potentials of mobile-assisted learning media are eminently encouraged. references teaching of pronunciation in the esl classroom afshari, s., & ketabi, s. 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(ed.), from vision to practice: language learning and it. sweden: swedish net university, 295-310. kumar, b. s., wotto, m., & bélanger, p. (2018). elearning, m-learning and d-learning: conceptual definition and comparative analysis. e-learning and digital media, 15(4), 191–216. liu, g. z., lu, h. c., & lai, c. t. (2016). towards the construction of a field: the developments and implications of mobile assisted language learning (mall). digital scholarship in the humanities, 31(1), 164-180. liu, x., xu, m., li, m., han, m., chen, z., mo, y., chen, x., & liu, m. (2019). improving english pronunciation via automatic speech recognition technology. international journal of innovation and learning, 25(2), 126-140. liu, x., zhu, c., jiao, j., & xu, m. (2018, july). promoting english pronunciation via mobile devices-based automatic speech evaluation (ase) technology. international conference on blended learning (pp. 333-343). springer, cham. miqawati, a. h., & wijayanti, f. (2017). optimalisasi penggunaan flashcards melalui mall (mobile assisted language learning) pada pengajaran pronunciation (optimizing the use of flashcards through mall (mobile assisted language learning) in teaching pronunciation). prosiding. mutqiyyah, r., & muhammad, a. f. (2016). developing mobile app of english pronunciation test using android studio. 2016 international electronics symposium (ies), 487-492. nair, r., krishnasamy, r., & de mello, g. (2017). rethinking the. the english teacher, 14. novawan, a., aisyiyah, s., wijayanti, f., miqawati, a. h., & indrastana, n. s. (2019). investigating students’ mall experience in light of an ecological perspective. journal of english in academic and professional communication, 5(2). pardede, p. (2018). improving efl students’ english pronunciation by using the explicit teaching approach. jet (journal of english teaching), 4(3), 143-155. pennington, m. c., & rogerson-revell, p. (2019). english pronunciation teaching and research. londres: palgrave macmillan, 10, 978-988. reed, m., & levis, j. (2019). the handbook of english pronunciation. new york: john wiley & sons. saidouni, k., & bahloul, a. (2016). teachers and students’ attitudes towards using mobile-assisted language learning in higher education. arab world english journal (awej), 3(special issue on call). english review: journal of english education volume 8, issue 2, june 2020 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 217 sharples, m., & spikol, d. (2017). mobile learning. in: duval e., sharples m., sutherland r. (eds), technology enhanced learning. springer, cham. silalahi, r. m. p. (2016). pronunciation problems of indonesian efl learners: an error analysis. journal of english language and culture, 6(2), 163-176. sufi, e., & shalmani, h. b. (2018). the effects of tflat pronunciation training in mall on the pronunciation ability of iranian efl learners. european journal of foreign language teaching, 3(2), 87-103. thomas, k., & munoz, m.a. (2016). hold the phone! high school students’ perception of mobile phone integration in the classroom. american secondary education, 44(3), 19-37. white, j., & mills, d. j. (2014). examining attitudes towards and usage of smartphone technology among japanese university students studying efl. call-ej, 15(2), 1-15. widagsa, r., wiyanah, s., & wahyuni, p. (2019). the influence of indonesian prosodic features on english word stress production. english review: journal of english education, 7(2), 77-84. yudhiantara, r. a., & saehu, a. (2017). mobileassisted language learning (mall) in indonesian islamic higher education. ijeltal (indonesian journal of english language teaching and applied linguistics), 2(1), 21-31. alfi hidayatu miqawati pronunciation learning, participation, and attitude enhancement through mobile assisted language learning (mall) 218 english review: journal of english education issn 2301-7554 vol. 5, issue 1, december 2016 https://journal.uniku.ac.id/index.php/erjee figurative language in english stand-up comedy maharani widya putri department of english education, university of kuningan, indonesia email: putrimaharaniwidya@gmail.com erwin oktoma department of english education, university of kuningan, indonesia email: oktoma09erwin@yahoo.com roni nursyamsu department of english education, university of kuningan, indonesia email: roninursyamsu@gmail.com apa citation: putri, m. w., oktoma, e., & nursyamsu, r. (2016). figurative language in english stand-up comedy. english review: journal of english education, 5(1), 115-130 received: 21-10-2016 accepted: 18-11-2016 published: 01-12-2016 abstract: this descriptive qualitative research was about the analysis of figurative language in english stand-up comedy. the purposes of this study were to identify the types of figurative language and to describe the functions of figurative language found in the selected video of stand-up comedy show. the data source was taken from one of selected videos of russell peters stand-up comedy show. russell peters’s speech contained about figurative language in the video is observed. the data were collected through content analysis technique by collecting the verbal language used by russell peters. the first research questions was analyzed by mcarthur (1992) theory and supported by crystal (1994) theory to find out the types of figurative language found in english stand-up comedy. to answer the second research questions about the functions of figurative language found in english stand-up comedy was analyzed by chunqi (2014) theory and suppoted by kokemuller (2001) theory and turner (2016) theory. after analyzing data, it was found that irony was the most dominant figurative language used by russell peters in “russell peters comedy now! uncensored” with 29.94%. it was happened because the kind of topics used by russell peters in that show were about ethnics (canadian, white people, black people, brown people and asian), society case (beating child) and culture (accent and life style of various ethnics in the world, habitual of various ethnics in the world). irony and hyperbole were needed dominantly in the performance, to entertain the audiences in the stand-up comedy show. the function of eleven types of figurative language which were used by russell were concluded. the functions were to amuse people in comedic situations, to expand meaning, to explain abstract emotions, to make sentence interesting represented and give creative additions. keywords : figurative language, stand-up comedy, english stand-up comedy. introduction it has been known for decades that communication can be done with a process of interaction between sender and listener which uses message and produces feedback. then, communication also can be done with just a process of transmitting message from the sender to the listener without a feedback. one way communication is 115 maharani widya putri, erwin oktoma, roni nursyamsu figurative language in english stand-up comedy considered as a special way of communicating because it produced several unique phenomena. fenner (2003) says that “in one-way communication, information is transferred in one direction only from the sender to the listener.” one-way communication is limited because it just occurs in a straight line from sender to listener and get little feedback. as an example, stand-up comedy represents the unique realization of oneway communication. astuti, sada, wardah (2013, p.2) mentions that “...humor and joke transformed into monolog activity and performed which makes any listener and audience enjoy and pleasant that called as stand-up comedy.” in monologue activity, a standup comedian talks to express ideas, experiences, feelings, and opinions in his/her mind. humor can be delivered in particular ways in stand-up comedy. most of stand-up comedy performance is presented in verbal ways because standup comedian relies their performance on their stories to make audiences interested. in term of the language used by stand-up comedian, chunqi (2014, p.276) mentions that “...in a stand-up comedian’s speech, there are figurative language, word play, puns, implication and allusion as the linguistic aspect to make the performance interesting and funny.” figurative language as one of linguistics aspect make the verbal communication used in stand-up comedy become more interesting and stimulate feedback in the form of laughter. in the field of semantic study, it is quite ordinary to do a research about figurative language in literary works because it can be found easily. therefore, conducting a semantic study with different subject becomes very interesting. stand-up comedy research seems to be important in indonesia society now. in line with (papana 2012) as cited in (fitri, 2013, p.22) states that “stand up comedy has been popular in indonesia for the last two years, since kompas tv held a stand-up comedy indonesia competition in september 2011 and brought this comedy show successfully into public.” so, if this research can reveal one of unique phenomena in stand-up comedy, this study will be useful for indonesia society who like watching stand-up comedy. based on the background above, the writer would like to answer the following questions: “what are the types of figurative language found in the selected video of stand-up comedy show?” and “what are the functions of figurative language found in the selected video of stand-up comedy show?” based on the research questions above, the objectives of this research are, as follows: to identify the types of figurative language found in the selected video of stand-up comedy show and to describe the functions of figurative language found in the selected video of stand-up comedy show. method descriptive qualitative method is used in this research. cresswell (2012, p.247) mentions that, “description involves a detailed rendering of information about people, places, or events in a setting.” the types of figurative language in the selected video of stand-up comedy show are described in detail in this research. the selected video of russell peters stand-up comedy show “russell peters comedy now! uncensored” used as the data source in this research. the url of the video is https://www.youtube.com/watch?v=c pyyt0tmqjk which is published on 116 english review: journal of english education issn 2301-7554 vol. 5, issue 1, december 2016 https://journal.uniku.ac.id/index.php/erjee march 11th, 2012. the duration of the video was 00:45:07. russell peters’s speech which contains about figurative language in the video is observed by the writer. based on techniques of collecting data by kothari (2004, p.110), content analysis is used in this research. kothari (2004, p.110) states that “the analysis of content is a central activity whenever one is concerned with the study of the nature of the verbal materials.” the verbal language used by stand-up comedian in stand-up comedy show is analyzed by the writer to collect the data. the processes in collecting the data are; first, the video is watched by the writer then russell peters’s speech is transcribed. after that, each of russell peters’s speech which has an indication to be figurative language is classified. after finding the occurrences of figurative language in the data source, the first step in the analyzing process to answer research questions is identifying the types of figurative languages found by using the theory of figurative language by mcarthur (1992). crystal’s theory (1994) also used to support and to analyze russell peters’s speech which can’t be analyzed by mcarthur’s theory (1992). from the theory, not only the most dominant figurative language in the selected video of russell peters’s stand-up comedy show will be shown. but also the functions of figurative language found in the selected video of russell peters’s stand-up comedy show will be revealed clearly. in order to reveal the function of figurative language found in the selected video of russell peters’s stand-up comedy show, chunqi’s theory (2014) will be used. kokemuller’s theory (2001) and turner’s theory (2016) also will be used to support chunqi’s theory (2014). results and discussion after analyzed the data, for the first research question it was answered that there were found 167 (one hundred and sixty seven) utterance contained of figurative language. mcarthur (1992) proposed fourteen types of figurative language; alliteration, chiasmus, euphemism, hyperbole, idiom, irony, litotes, metaphor, metonymy, onomatopoeia, oxymoron, paradox, personification and simile. in the selected video of russell peters stand-up comedy show, it was found eleven types of figurative languages. each figurative languages types found in the selected video of russell peters’s stand-up comedy show counted by using frequency of cummulative formula by subana as cited in (oktoma, & mardiyono, 2013, p. 79). where: fk = frequency of cumulative (the number of occurences of figurative language types) σf = frequency of total (the number of the whole occurences of figurative language types) fk rel = frequency of relative cumulative (the result of percentages) subana as cited in (oktoma, & mardiyono, 2013, p. 79) the classification and percentage of figurative language used in the video of russell peters – comedy now! uncensored (2006) stand-up comedy show could see in the table 4.4 types of figurative language and occurrences found in russell peters – comedy now! uncensored (2006) below: fk rel = 𝐅𝐊 𝚺𝐅 x 100% 117 maharani widya putri, erwin oktoma, roni nursyamsu figurative language in english stand-up comedy table 1. types of figurative language and occurrences found in russell peters – comedy now! uncensored (2006) no. figurative language number of occurrences percentage 1. alliteration 7 4.20% 2. chiasmus 8 4.80% 3. euphemism 4. hyperbole 40 23.95% 5. idiom 9 5.38% 6. irony 50 29.94% 7. litotes 2 1.20% 8. metaphor 3 1.80% 9. metonymy 18 10.77% 10. onomatopoeia 16 9.58% 11. oxymoron 12. paradox 13. personification 3 1.80% 14. simile 11 6.58% total 167 100% from the table above, it was shown that in the video of russell peters – comedy now! uncensored (2006) standup comedy show, there were found 11 (eleven) types of figurative languages. the types were alliteration, chiasmus, hyperbole, idiom, irony, litotes, metaphor, metonymy, onomatopoeia, personification, and simile. euphemism, oxymoron and paradox were not found in the video of russell peters – comedy now! uncensored (2006) stand-up comedy show. from the table above, it could be known the number of occurrences of figurative language in the video of russell peters – comedy now! uncensored (2006) stand-up comedy show. there were only 167 types of figurative language which were found in the russell peters’ utterances. there were 7 utterances (4.20%) belonging to alliteration, 8 utterances (4.80%) belonging to chiasmus, 40 utterances (23.95%) belonging to hyperbole, 9 utterances (5.38%) belonging to idiom, 50 utterances (29.94%) belonging to irony, 2 utterances (1.20%) belonging to litotes, 3 utterances (1.80%) belonging to metaphor, 18 utterances (10.77 %) belonging to metonymy, 16 utterances (9.58%) belonging to onomatopoeia, 3 utterances (1.80%) belonging to personification and 11 utterances (6.58%) belonging to simile. the most dominant of figurative language was irony with the number of occurrences was 50 (29.94%). the less figurative language was litotes with the number of occurrences was 2 (1.20%). in the video of russell peters – comedy now! uncensored (2006) standup comedy show, russell peters used irony as the most figurative language used in his show. in his show, russell wanted to deliver his stories in stand-up comedy in unique way by make an irony statement almost in every utterance. as chunqi (2014, p.227) states that “irony is often taken as a common and incisive device for amusing people in comedic situations.” hyperbole also took in the 118 english review: journal of english education issn 2301-7554 vol. 5, issue 1, december 2016 https://journal.uniku.ac.id/index.php/erjee second place as the most dominant of figurative language use by russell peters in 40 utterances (23.95%). chunqi (2014, p.227) also adds that “...hyperboles creates a humorous effect by directing a satirical implication at a person who is in a superior social status. by using the hyperboles, the joke becomes indirect and less aggressive in attacking the target.” in the video of russell peters – comedy now! uncensored (2006) standup comedy show, russell told various topics in society. “stand-up comedy function not only to entertain people but also to present various current issues and topics ranging from ethnicity, gender, politics, to those considered taboo” (setyaningsih, 2013, p.145). the topics were about ethnics (canadian, white people, black people, brown people and asian), society case (beating child) and culture (accent and life style of various ethnics in the world, habitual of various ethnics in the world). russell used irony to express something by using sarcastic expression. “...words with an implication opposite to their usual meaning, ironic comment may be humorous or mildly sarcastic” (mcarthur, 1992, p.532). irony statement was used by russell to tell about ethnic and culture stories to amuse people in the comedic situations. hyperbole was used to create an extra effect for comedy statement. “hyperbole is a rhetorical term for exaggeration or overstatement, usually deliberate and not meant to be taken (too) literally” (mcarthur, 1992, p.491). hyperbole was used by russell to tell stories about society case. so, irony and hyperbole were needed dominantly in the performance, to entertain the audiences in the stand-up comedy show. to answer the second research question, in order to reveal the function of figurative language found in the video of russell peters comedy now! uncensored stand-up comedy show, chunqi’s theory (2014) was used. kokemuller’s theory (2001) and turner’s theory (2016) also was used to support chunqi’s theory (2014). kokemuller (2001) has given a description about what are the purposes of figurative language in communication. figurative language plays a major role in compelling literary works. figurative language is a contrast to literal language. its primary purpose is to force readers to imagine or intuit what an author means with an expression or statement. applying the right element in making specific points in writing is necessary to make figurative language work. regardless the tool, figurative language strengthens or makes a point more compelling and effective (kokemuller, 2001). chunqi (2014) explains the finding from his journal about the function of figurative language in stand-up comedy. the functions were hyperbole used to exaggerate reality by carrying beyond the boundaries of rational thought, irony was often taken to infer the speaker’s intention and to amuse people in comedic situations, the last simile used to make analogy statement in stand-up comedy more interesting and unexpected to the live audience. in this present study, various types of figurative languages were used because of particular function. the function of figurative language found in the selected russell’s stand-up comedy show presented below: 1. alliteration the first function of figurative language in stand-up comedy which will be presented is alliteration. alliteration is sound device in figurative language. “alliteration is terms in rhetoric, poetics, and general usage for the repetition of 119 maharani widya putri, erwin oktoma, roni nursyamsu figurative language in english stand-up comedy the same sound, usually an initial consonant such as the/in 'fixed fate, free will, foreknowledge absolute'” (mcarthur, 1992, p.29). in stand-up comedy, alliteration is used to give creative additions. in line with kokemuller (2001), alliteration is used to give an image in the form of playing sound to deliver stories. by using alliteration in telling the stories, the audiences will think that the stories is more interesting than usual stories because alliteration gives sound phenomenon in communication. one of alliterations which be the sample was: utterance 75 (20:17) • i went to italy.. the italians thought i was italian. russell used the repetition ly, lians and lians in the word ‘italy’ in one sentence to give creative additions in telling the stories. as we know, a stand-up comedian used a limited properties in stand-up comedy performance. one of ways that can they use to make their stories is catched by the audiences by playing the word in telling the stories. in the show, russell wanted to show his skill in telling the stories interesting by making a sentence which full with alliteration word. 2. chiamus the second function of figurative language in stand-up comedy which will be presented is chiamus. according to mcarthur (1992, p.209) “chiasmus in rhetoric is an inversion of word order that creates a counterbalancing effect in the second of two linked phrases.” chiasmus is a figure of speech in figurative language which represents word play like alliteration. the differences are alliteration hold the role of figurative language on the same sound or consonant in the word but chiasmus hold the role on the balance structure between two sentences. one of chiasmuses which be the sample was: utterance 10 (03:40) • “you know, it’s not so much a problem. it’s a problem if you want it to be problem.” in that sentence, russell made a sentence or phrase in which the order of some words in the first sentence or phrase is reversed in the sentence or the phrase that follow. the arrangement of words, phrases and clauses were reversed with a phrase or clause that follows. if we heard a stand-up comedian used chiasmus like the exmaple above, it seemed to be more interesting and easy listening because it used balancing structure. in order to make the statement was interesting to speak, chiasmus as one of types in figurative language can be used. the way chiasmus represents two sentences in the complete sentence which has different meaning makes chiasmus can be used to make the word was interesting represented. so, chiamsus used by stand-up comedian to make sentence represented interesting. 3. hyperbole the third function of figurative language in stand-up comedy which will be presented is hyperbole. in stand-up comedy show, russell used hyperbole to make a dramatic effect in his utterance because of overstatement word. in line with mcarthur (1992, p.491) states that “hyperbole is a rhetorical term for exaggeration or overstatement, usually deliberate and not meant to be 120 english review: journal of english education issn 2301-7554 vol. 5, issue 1, december 2016 https://journal.uniku.ac.id/index.php/erjee taken (too) literally.” one of hyperboles which be the sample was: utterance 29 (07:27) • “indian people has been in south africa for like six, seven generations now.” the sentence was overstatement word. how can russell peters know that indian people lived in south africa until seven generations while he was born in 70’s. chunqi (2014) explains that the function of hyperbole used in stand-up comedy is to exaggerate reality by carrying beyond the boundaries of rational thought. in line with what kokemuller (2001) says that “some figurative language is used to expand beyond the literal narrative in the story. hyperbole is a grossly exaggerated or excessive claim.” by overstating the word, audience’s mind will be opened because the meaning of the word has been expanded from the ordinary word. so, in stand-up comedy hyperbole used to expand meaning. 4. idiom the fourth function of figurative language in stand-up comedy which will be presented is idiom. idiom is a figure of speech in figurative language which represents uniquely. “an expression unique to a language, especially one whose sense is not predictable from the meanings and arrangement of its elements” (mcarthur, 1992, p.497). in stand-up comedy, idiom used to make the audiences think deeply about what of stand-up comedian real utterance meaning. therefore, they will be curious and impressed because of the moral lesson in idiom sentence itself. idiom has a same function like hyperbole, because the word which is used is not ordinary and has more meaning. one of idioms which be the sample was: utterance 12 (04:22) • “i wouldn’t want my mom to pick my clothes!” that sentence means russell has been adult and know what he can do and choose for his life. the sentence was trying to make a word has more than one meaning. by using that sentence, audience’s will be interested, focussed and trying to interpret the sentence because the sentence has an expand meaning function. so, idiom used to expand meaning. 5. irony the fifth function of figurative language in stand-up comedy which will be presented is irony. “...words with an implication opposite to their usual meaning, ironic comment may be humorous or mildly sarcastic” (mcarthur, 1992, p.532). in that standup comedy show, most of irony statement told about the way russell gave an ironic statement when he told stories about ethnic cases between chinese people and indian people, white people and black people etc. one of ironies which be the sample was: utterance 47 (11:37) • “chinese people and indian people cannot do business together. cos indian cannot live without a bargain and chinese people cannot give you a bargain.” that sentence heard sarcasm but humorous. because of indian people and chinese have same characteristic they can convince someone to be wrong in selling and buying event. 121 maharani widya putri, erwin oktoma, roni nursyamsu figurative language in english stand-up comedy so, they couldn’t be united in selling and buying event. russell wanted to amuse audiences by stating the popular issue in the society in that moment in ironic way. as the result, almost the audiences involved in the room and laugh although russell told stories about certain ethnics issue in ironic way. so, the function of irony in stand-up comedy here were to infer the speaker’s intention and to amuse people in comedic situations. 6. litotes the sixth function of figurative language in stand-up comedy which will be presented is litotes. litotes is a figure of speech in figurative language which almost has same function like irony. “litotes is a positive and often emphatic statement made by denying something negative” (mc.arthur, 1992, p.622). litotes is an ironic understatement that uses a negative statement. it is the opposite of irony. if the irony states something bad with the good statement in ironic way, litotes states something good by using negative statement in order to make the statement friendly and down to earth. one of litoteses which be the sample was: utterance 107 (27:21) • “we know it’s not the coolest accent in the world, you know” that sentence showed understatement of the word which tells about that indian people knew their accent was unique when they use english. russell used negative statement to tell audience that indian accent is not full bad, it is just unique and different from others. the statement is used more humble than in irony by understatement the word. litotes in that stand-up comedy almost has a same function but they have a different role. litotes is more positive than irony although it uses understatement word. so the function of litotes is similar like irony. it used to infer the speaker’s intention and to amuse people in comedic situations. 7. metaphor the seventh function of figurative language in stand-up comedy which will be presented is metaphor. metaphor is one of rhetorical devices in figurative language which uses comparison statement to make the word is interpreted clearly. “a figure of speech which concisely compares two things by saying that one is the other” (mcarthur, 1992, p.653). kokemuller (2001) states that using metaphor and simile is a simple way making a statement about a person, place or thing interpreted clearly. these tools allow you to make the point by comparing one thing to another. by using metaphor, a sentence will be created lively and will make audiences understand easily about satnd-up comedian word. when audiences seemed to be easier in comprehending stand-up comedian speech, the situation will be created between audiences and standup comedian is more lively. one of metaphors which be the sample was: utterance 164 (40:45) • “yes i can. she’s a jackass.” in that sentence, russell tried to compare ryan’s mother with jackass although the comparison word (like, as) was not shown. the example showed that by using figurative some utterances in a language would be presented in expressive way because it uses the broader word. so, it will be 122 english review: journal of english education issn 2301-7554 vol. 5, issue 1, december 2016 https://journal.uniku.ac.id/index.php/erjee clearer than the bland statement. by using figurative some utterances in a language would be presented in expressive way because it used the broader word. it would be clearer than the bland statement. so, the function of metaphor was to make a life of stand-up speech in stand-up comedy performance. 8. metonymy the eighth function of figurative language in stand-up comedy which will be presented is metonymy. crystal (1994) says in metonymy, symbol of a language or something is used. “metonymy is used to present a moral lesson or broader point by having a noun in the story represent something beyond the story” (kokemuller, 2001). one of metonimies which be the sample was: utterance 36 (09:36) • “glad to see brown people in the audience.” brown in that statement refered to indian people. when russell said ‘brown people’ in that statement, the audiences would think who is brown people. so, audiences will try to extend their thought about that reference. it means the function of metonymy in stand-up comedy is to expand meaning. 9. onomatopoeia the ninth function of figurative language in stand-up comedy which will be presented is onomatopoeia. as we know, figurative language was used in literary works in order to make the language become imaginative and give different insight. because of that, the purpose of giving a creative addition in here was needed. in creative works, some figurative language tools simply increase the creativity of the writing. imagery is one of the simpler elements to understand. it is the use of descriptive, expressive language to give the reader a mental image (kokemuller, 2001). in the onomatopoeia utterances, russell showed his skill in mimicking many accents of some ethnics in the world. one of onomatopoeias which be the sample was: utterance 129 (30:57) • cause you’re saying stuff like “fuuuckkk asss!” (with donkey sound) “buuuulshiiit!” “yee haw! yee haw!” in that statement, russell was mimicking donkey’s sound when he told about the way canadian people curse to someone. it sounded like donkey sound. by using that sound, russell was seen to give a creative addition to his stories. so, his stories will draw audience’s attention. by showing that skill, it is shown that the function of onomatopoeia is to give a creative addition. 10. personification the tenth function of figurative language in stand-up comedy which will be presented is personification. like in “metonymy is used to present a moral lesson or broader point by having a noun in the story represent something beyond the story” (kokemuller, 2001). “personification is used to give human qualities to an object or animal” (kokemuller, 2001). personification helps to relate ideas and objects to people, allowing an author to convey his meaning more effectively. one of personifications which be the sample was: 123 maharani widya putri, erwin oktoma, roni nursyamsu figurative language in english stand-up comedy utterance 131 (31:33) • “this is nice room tonight, you know.” in that statement ‘room’ as inaminate object is given human characteristics by using ‘nice’ word. russell tried to give an image about his feeling in that show when he saw many people in stand-up comedy show’s room. turner (2016) says that “figurative language can be used, however, to explain abstract emotions such as love, grief, envy and happiness. besides to expand meaning, personification used in stand-up comedy to explain abstract emotions when a stand-up comedian in telling story. if it concluded, the function of personification in stand-up comedy was to expand meaning and to explain abstract emotions. 11. simile the eleventh function of figurative language in stand-up comedy which will be presented is simile. simile uses a form of comparison in which one thing is compared to another unlike thing by using specific words of comparison like: like, as in order to explain the word clearly by comparing it to another. simile has a similar function like metaphor. but difference is the using of comparison word is in direct or indirect way. one both of the examples made the bland statements become colorful because it was presented in expressive way. one of similes which be the sample was: utterance 130 (31:00) • “white people, when you swear you sound like donkeys” that sentence showed the way russell wanted to make the situations in the stand-up comedy show’s live by using simile word. he stimulated audience’s attention by making comaprison word. in line with chunqi (2014) says that simile is used to make analogy statement in standup comedy more interesting and unexpected to the live audience. so, the function of simile in stand-up comedy is to a life of stand-up speech in stand-up comedy performance. from the explanation above, it was concluded and found that the functions of figurative language used in stand-up comedy are: first, alliteration and onomatopoeia were used to give a creative addition. second, the function of chiamus was to make sentence represented in interesting way. third, hyperbole, idiom, metonymy and personification were used to expand meaning and to explain abstract emotions. fourth, irony and litotes were used to infer the speaker’s intention and to amuse people in comedic situations. fifth, simile and metaphor were used to make a life of stand-up comedy speech in stand-up comedy performance. as mentioned before, this research tried to reveal the analysis of figurative language in english stand-up comedy. stand-up comedy show video which was used as the data source was the video of russell peters – comedy now! uncensored (2006) stand-up comedy show. in that video, russell used various form of figurative languages to make his utterances was interesting. to reveal figurative language phenomenon, in this subsections the writer tried to explain clearly the conclusion and the discussion which were gotten from the finding data in this present study. after analyzing the data, it was concluded that both of main research questions answered clearly. the first research question which told about types 124 english review: journal of english education issn 2301-7554 vol. 5, issue 1, december 2016 https://journal.uniku.ac.id/index.php/erjee of figurative language were used in standup comedy were figured out. by using mcarthur’s theory (1992) and crystal’s theory (1994), there were found eleven types of figurative language from 167 utterance. the types were alliteration, chiasmus, hyperbole, idiom, irony, litotes, metaphor, metonymy, onomatopoeia, personification and simile. euphemism, oxymoron and paradox were not found in the video of russell peters – comedy now! uncensored (2006) stand-up comedy show. the most dominant of figurative language was irony with the number of occurrences was 50 (29.94%) and the less figurative language was litotes with the number of occurrences was 2 (1.20%). in the video of russell peters – comedy now! uncensored (2006) standup comedy show, russell peters used irony as the most figurative language used in his show. probably, russell used an ironic statement as the most dominant figurative language in his speech because he has a particular purpose and wanted to deliver his stories in stand-up comedy show in unique way. in line with what chunqi (2014) states that joe wong as one of stand-up comedian in his research used the most frequently figurative language like irony, hyperbole to convey ironies expression about ethnic and culture topic, to attract audience’s attention and to provoke laughter. hyperbole took in the second place as the most dominant of figurative language used by russell peters in 40 utterances (23.95%). by using the hyperboles also, probably the joke becomes indirect and less aggressive in attacking the target. in the video of russell peters – comedy now! uncensored (2006) stand-up comedy show, russell told various topics in society. the topics were about ethnics (canadian, white people, black people, brown people and asian), society case (beating child) and culture (accent and life style of various ethnics in the world, habitual of various ethnics in the world). russell told about ethnic topic by using general characteristic, like white people, brown people, etc. in stand-up comedy, the techniques is called as stereotypes ethnic. in line with setyaningsih (2013), in her journal about ethnic stereotypes in stand-up comedy, she stated that to minimize the negative impact in telling ethnic issue in stand-up comedy show, ethnic stereotypes could be used to make the jokes more smooth. in this present study, figurative language in the form irony and hyperbole used to make ethnic issue stories told in safe way but still invited audiences to laugh. by using ethnic topics and mix with irony statement and positive hyperbole statement, russell hoped that expression could draw audience’s attention in safe way. in conclusion, probably when russell told about ethnic topic in irony way and hyperbole way, the jokes becomes smooth and indirect but still make audience to laugh and draw audience’s attention. because of that, irony is used dominantly by russell peters in his stand-up comedy show. litotes was the less figurative language used by russell peters in that stand-up comedy. litotes is an ironic understatement that uses a negative statement. it is the opposite of irony. if the irony states something bad with the good statement in ironic expression, litotes states something good by using negative statement in order to make the statement friendly and down to earth. in that stand-up comedy, russell didn’t tell much his stories in litotes way perhaps because his main topics in that stand-up comedy show were about ethnics. he wanted to tell it much in ironic way than in litotes way to make the stories became 125 maharani widya putri, erwin oktoma, roni nursyamsu figurative language in english stand-up comedy funnier in front of the audiences. so, litotes became the less figurative language which was used in russell peters – comedy now! uncensored (2006) stand-up comedy show. the second research question which told about the functions of figurative language were used in standup comedy were figured out. all of function of stand-up comedy could be concluded by using chunqi’s theory (2014) and supported by kokemuller’s theory (2001) and turner’s theory (2016). in his journal, chunqi (2014) told about linguistic perspective used by two standup comedian in delivering humour on the stage. one of stand-up comedian there, used figurative language to make his performance draw audience attention and make audience to laugh. in his journal, it was found that just irony, hyperbole, simile and metaphor were types of figurative language that could make jokes became funny. moreover, the function of figurative language which were found were just limited to the fourth types. in this present study, because 11 (eleven) types of figurative language were found, this present study was developed from chunqi’s journal (2014). the function of eleven types of figurative language which were used by russell was concluded. the functions are to amuse people in comedic situations, to expand meaning, to explain abstract emotions, to make sentence represented in interesting way and give creative additions. each function was shown in different types of figurative language used by russell peters. the first function is shown through the using of irony and litotes in that stand-up comedy. most of irony statement in that stand-up comedy told about the way russell gave an ironic statement when he told stories about ethnic cases between chinese people and indian people, the function of irony and litotes in stand-up comedy here were to infer the speaker’s intention and to amuse people in comedic situations. the next function can be found in the using of hyperbole, metonymy and personification. the function of hyperbole, idiom, metonymy and personification were to expand meaning. when telling about ethnic stories, each functions of figurative language were shown clearly. beside to expand meaning, figurative language also can be used to explain abstract emotions and creative additions in the speech of standup comedian. the next function can be shown through the using of metaphors and similes. metaphors and similes in russell’s utterance made the bland statements become colorful because it is presented in expressive way. by using figurative some utterances in a language would be presented in expressive way because it used the broader word. it would be clearer than the bland statement. so, the function of simile and metaphor here were to make a life of stand-up speech in stand-up comedy performance. the next function can be shown through the using of chiasmus. russell made a chiasmus sentence or phrase in which the order of some words in the first sentence or phrase is reversed in the sentence or the phrase that follow. the arrangement of words, phrases and clauses were reversed with a phrase or clause that follows. if we heard a standup comedian used chiasmus, it seemed to be more interesting and easy listening because it used balancing structure. so, the function of chiasmus is to make sentence represented in interesting way. the last function could be shown through the using of onomatopoeia and alliteration in that stand-up comedy show. as we know, figurative language was used in literary works in order to 126 english review: journal of english education issn 2301-7554 vol. 5, issue 1, december 2016 https://journal.uniku.ac.id/index.php/erjee make the language become imaginative and give different insight. because of that, the purpose of onomatopoeia and alliteration in that stand-up comedy were to give a creative addition. conclusion this study investigates figurative language in english stand-up comedy show. figurative language as one of the communication strategies is used by people to express the inner feeling and to make the communication more expressive, imaginative and colorful. after analyzing one of selected videos of russell peters’s stand-up comedy show in chapter 4, the writer found many particular ways and complex sentences to express the conclusion. the conclusion is based on the research question, that is what are types of figurative language found in stand-up comedy and what are the functions of figurative language used in stand-up comedy. from this study, it is concluded that russell as the stand-up comedian in the selected video of stand-up comedy used various figurative language. there were 11 (eleven) types of figurative language which were used. the types were alliteration, chiasmus, hyperbole, idiom, irony, litotes, metaphor, metonymy, onomatopoeia, personification and simile. from 167 utterance contained figurative language, there were 7 utterances (4.20%) belonging to alliteration, 8 utterances (4.80%) belonging to chiasmus, 40 utterances (23.95%) belonging to hyperbole, 9 utterances (5.38%) belonging to idiom, 50 utterances (29.94%) belonging to irony, 2 utterances (1.20%) belonging to litotes, 3 utterances (1.80%) belonging to metaphor, 18 utterances (10.77 %) belonging to metonymy, 16 utterances (9.58%) belonging to onomatopoeia, 3 utterances (1.80%) belonging to personification and 11 utterances (6.58%) belonging to simile. from the percentage above we can see that the most dominant of figurative language was irony with the number of occurrences was 50 (29.94%). the less figurative language was litotes with the number of occurrences was 2 (1.20%). russell peters used irony as the most figurative language used in his show. russell wanted to deliver his stories in stand-up comedy show in unique way by make an irony statement combined with positive hyperbole statement almost in every utterance. hyperbole also took in the second place as the most dominant of figurative language use by russell peters in 40 utterances (23.95%). by using the hyperboles, the joke becomes indirect and less aggressive in attacking the target. in the video of russell peters – comedy now! uncensored (2006) standup comedy show, russell told various topics in society. the topics were about ethnics (canadian, white people, black people, brown people and asian), society case (beating child) and culture (accent and life style of various ethnics in the world, habitual of various ethnics in the world). russell told about ethnic topic in irony way and hyperbole way, to make the jokes becomes smooth and indirect. because of that, irony is used dominantly by russell peters because he wanted to attract audience attention. in conclusion, probably by using ethnic topics and mix with irony statement and positive hyperbole statement, russell hoped that expression could draw audience’s attention, made the irony statement become smooth and provoked audience’s laughter. litotes was the less figurative language used by russell peters in that stand-up comedy. in that stand-up comedy, russell didn’t tell much his stories in litotes way because his main topics in that stand-up comedy show 127 maharani widya putri, erwin oktoma, roni nursyamsu figurative language in english stand-up comedy were telling about ethnics issue in interesting way. he wanted to tell it much in ironic way than in litotes way to make the stories became funnier in front of the audiences. the functions of figurative language found in the selected video of stand-up comedy are: alliteration and onomatopoeia were used to give a creative addition in russell’s utterance. chiasmus was used to make sentence interesting represented. hyperbole, idiom, metonymy and personification were used to expand meaning. irony and litotes were used to infer the speaker’s intention and to amuse people in comedic situations. simile and metaphor were used to make a life of stand-up speech in stand-up comedy performance. thus, figurative language in this world has various types. the types can be found in people communication. that language is used to make word widely described and to give a special effect to listener. many functions and reason can be found when someone uses figurative language in communication. the functions itself can come from the situation in communication, etc. but the most domminant function is created from the needs of people itself in communication. references anonymous. figurative language, retrieved from 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(2013). an analysis of types of figurative language used in internet advertisement. fbs universitas negeri padang, 72 – 79. retrieved from ejournal.unp.ac.id 129 maharani widya putri, erwin oktoma, roni nursyamsu figurative language in english stand-up comedy duck a duck walks into a feed store and asks, "got any duck feed?" the clerk tells him, "no, we don't have a market for it so we don't carry it." the duck says, "okay," and leaves. the next day, the duck again walks in to the feed store and asks, "got any duck feed?" again the clerk says no and the duck leaves. next day, the duck once again walks in, and asks, "got any duck feed?" the clerk says, "i've told you twice, we don't have duck feed, we've never had duck feed and we never will have duck feed. if you ask me again, i'll nail your feet to the floor." the duck leaves. the next day, the duck walks in and asks, "got any nails?" "no." "got any duck feed?" (source: http://www.study-express.ru/humour/funny-stories.shtml 130 investigating chinese efl students’ perceptions of writing prompts of different amounts of information su you investigating chinese efl students’ perceptions of writing prompts of different amounts of information investigating chinese efl students’ perceptions of writing prompts of different amounts of information su you school of humanities, beijing university of posts and telecommunications e-mail: suyou@bupt.edu.cn apa citation: su, y. (2015). investigating chinese efl students’ perceptions of writing prompts of different amounts of information. english review: journal of english education, 3(2), 230-238 received: 11-04-2015 accepted: 26-04-2015 published: 01-06-2015 abstract: this study aims to explore how chinese efl students perceive the advantages and disadvantages of prompts providing different amount of information, namely prompt with more information and prompt with less information. both qualitative and quantitative data were collected through questionnaire survey and semi-structured interview. research results indicate that: 1) respondents hold a mixed attitude towards the prompt effect on their task accomplishment. 2) students believe that prompt type can affect their expression in writing; 3) students generally agree that prompt with more information facilitate their writing in terms of content and organization; 4) students’ preference for the prompt type differs across different english proficiency level. keywords: prompt effect, english writing, testing writing, perceptions introduction since the role of writing in second language education increases, there is also a greater demand to test writing in a valid and reliable way. in writing assessment, writing prompts are designed with a view to providing an adequate sample of written discourse to make appropriate and reliable assessments of the linguistics skill of the candidate (o’loughlin & wiggleworth, 2007). however, there is also the risk of “construct-irrelevant variance” (messick, 1996) or what jenning, fox, graves, and shohamy (1992:456) have called a “prompt effect”. in other words, in writing performance assessment, prompts are systematically varied for different students, raising the possibility of a prompt effect and thus affecting the validity, reliability and fairness of these tests. however, the question of the extent to which the specific task prompt affects writing in a foreign language is “a vexed one” (o’loughlin & wigglesworth, 2007:380). weigle (2011:69) also points out that it is still not clear in terms of which specific differences in writing prompts affect examinee’s performance and in what ways. testing specialists (bachman and palmer, 1996; alderson et al, 2000; weigle, 2011) point out the usefulness of task specifications in terms of test objectives and test takers’ interpretation. meanwhile, some scholars (li, 2001; wu, 2008; gu & gao, 2007) worried that too much amount of information in chinese provided in the prompt might result in test takers’ direct translation of the prompt and it might deduce the validity of the writing test. this raises the question that whether the prompt with or without an outline will affect test takers’ writing performance and how prompts with different amount of information affect test takers’ english review: journal of english education issn 2301-7554 vol. 3, issue 2, june 2015 http://journal.uniku.ac.id/index.php/erjee performance. besides, one of the objectives in developing assessment prompts is to ensure comparability across different administrations. in order to achieve this, it is crucial that we understand better about the effects of prompts, how test takers approach them, and what affect the difficulty of a prompt. whether the changes to the task specification affect test takers’ performance, has received some amount of attention. according to hinkel (2002), prompt wording affect test takers’ writing performance since they insert language from the prompt into their essays. in brossell and ash’s (1984) study, they examined the possible effect of the wording of essay topics by looking at whether phrasing the task as a question or as a statement make a difference in test takers’ writing performance. they also analyzed whether it matters when a topic is addressed to the writer in personal way (“you”) or is addressed in impersonal or neutral terms. this study provided no evidence to support the claim that small changes in the wording of essay test topics affect test takers’ outcomes. studies have also dealt with the amount of information given in prompts and the extent to which task difficulty and test takers’ performance will be affected by it (kroll and reid,1994; brossell, 1983; o’loughlin and wigglesworth, 2007). o’loughlin and wigglesworth (2007) investigated the extent to which the difficulty of ielts academic writing task 1 is affected by the amount of information provided to the candidate and the extent to which the difficulty of the task is affected by the presentation of the information to the candidate. analysis revealed that there were no substantial differences in difficulty between the tasks and it appears that tasks providing less information actually elicit more complex language. brossell (1983) discovered that the information load apparently can affect a test taker’s tendency to begin writing purposefully by helping or hindering the focusing and organizing of a test taker’s thoughts. another investigation conducted by oh and walker (2007) evaluated whether new scholastic assessment test’s essay prompt type (either a simple one-line prompt or a prompt including a short passage) affects test-takers’ essay production. research findings indicated that the one-line prompt and the prompt with a passage providing more information have a similar impact on the test-takers’ essay performance. other studies have revealed that test takers do take the generality and specificity of prompts into their consideration when it comes to decide which one to choose (polio & glew, 1996; powers & fowles, 1998). chiste and o’shea (1988) found that esl writers preferred the shorter prompt but esl writers studied did not perform significantly better on short questions because such questions may limit writers’ range of topic choices and offer less insight into an essay’s development and structure. thus, it is claimed that prompt should be phrased as succinctly as possible and prompts should be comparable in length (chiste and o’shea, 1988). besides, brossell (1983) claims that a medium level of specification and information load is the best choice for prompt design as this facilitates examinees focus without overloading them with information or narrowing their thoughts. based on the review of theoretical concerns on writing and writing assessment, one can see that prompts su you investigating chinese efl students’ perceptions of writing prompts of different amounts of information can be systematically varied for different test takers, raising the possibility of a prompt effect and thus affecting the validity, reliability and fairness of writing performance tests. however, research on the designing of writing prompts, specifically, the prompt effect, has not been well addressed. as prompt with necessary content and structure support is the format frequently used in the writing assessment in china(gu, yang & feng, 2009), there is the necessity to investigate chinese efl students’ perceptions of different writing prompts. considering the issues and problems mentioned above, this study aims to explore how test takers may perceive the relative advantages and disadvantage of writing prompts with different amount of information. to achieve the research purpose, the research questions of this study are: 1) what are students’ perceptions of the advantages and disadvantages of the prompts that provides more information (specific-points prompts)? 2) what are students’ perceptions of the advantages and disadvantages of the prompts that provides less information (basic-points prompts)? method participants a total of 102 chinese efl students took part in this study. among the 102 participant, 61 of them were male while 41 were female. they are all non-native speakers of english and speak chinese as their mother tongue. the average age of these participants is 17. all the participants started to learn english when they entered junior high school and they have just started the third year’s study of the senior high school at the time when they participated in the present study. as third-year senior high school students, they were required to write coherent and well-structured short essays to express their opinions and attitudes (necs: 2001). to prepare them for college entrance examination, prompt with necessary content and structure support is the format frequently used by the teachers. data collection method to serve the purpose of the present study, both qualitative and quantitative data were collected through questionnaire survey and semi-structured interviews. the questionnaire was designed in the form of likert scale, which is adapted from xu (2006) whose research was on identifying and controlling writing task difficulty factors in english tests. the questionnaire intends to extract students’ perceptions in terms of task fulfillment, vocabulary use, structure organization, cohesion, expression and grammar use. participants were asked to number from 5 to 1 to indicate the degree they agreed with each statement (5=strongly agree, 4=mostly agree, 3=not sure, 2=mostly disagree 1=strongly disagree). for the accuracy of responses, the questionnaire was designed in chinese. the reliability of the questionnaire was reliable with a cronbach alpha of .8127. based on the results of the questionnaires, it was intended to use interviews to gain deeper insight into participants’ conceptions of some specific issues related to the advantages and disadvantages of the amount of information provided in the prompt. interviews with the students were conducted after the questionnaire survey. six students across three proficiency levels, basic, intermediate, and advanced, were chosen as the participants for the interview. the average time length of the interviews was about 15 minutes. all interviews were recorded and later transcribed by the researcher. english review: journal of english education issn 2301-7554 vol. 3, issue 2, june 2015 http://journal.uniku.ac.id/index.php/erjee results and discussion questionnaire responses on the liker scale were presented after data processing with spss (16.0). one thing worth noting here is that we combine “agree” and “strongly agree” on the scale in the following discussion. the specific areas under investigation were: language use, writing process, and writing quality. as for the writing quality, it includes content, structure and organization, cohesion, expression and word choice, and grammar. perceptions of the specific-points prompt language use data from the questionnaire survey showed that only 35% of the students felt that their writing on the specific-points prompt can reflect their english writing ability objectively (no. 1). for a closer examination of the statistics on language use, one can see that less than 20% of respondents felt that prompts with specific points could make their expression more native-like (no. 6) and around 40% of them believed that this kind of prompt hindered the variety of vocabulary in their writing (no.7). however, around half of the respondents to the questionnaire felt that the specific-points prompt enabled them to write more (no.3). table 1 presents the specifics of statistics including the frequency, mean score, and standard error. table 1. students’ perceptions of specific-points prompt: language use i think the prompt with more information: frequency (%) n=102 sd d n a sa m s.d. 1 reflects my english writing ability objectively. 6.0 13.0 46.0 24.0 11.0 3.21 1.01 3 enables me to write more. 5.2 16.7 31.3 36.5 10.4 3.30 1.04 6 makes my expression more native-like. 4.0 28.7 47.5 15.8 4.0 2.87 0.87 7 hinders the variety in vocabulary. 7.9 24.8 26.7 25.7 14.9 3.15 1.19 note: sa = strongly agree; a = agree; n = not sure; d = disagree; sd = strongly disagree writing process more than half of the respondents to the questionnaire felt that they were more familiar with the prompt with specific points and had inherent routines to complete the task (no.5). for a closer examination of the statistics on the writing process, one can see that 75% of the respondents agreed that specific-points prompt made them tend to directly translate the chinese prompts into english (no.8). this echoes some scholars’ (li, 2001; wu, 2008; gu & gao, 2007) assumption that too much amount of information in chinese provided in the prompt might result in students’ direct translation of the prompt and it might deduce the validity of the writing test. besides, more than half of the respondent felt that the prompt with more information restricted their thoughts and hindered the performance of their wiring ability (no. 4). additionally, we are surprised to find that there were still 44% of the respondents felt that the specific-points prompt actually restricted their writing in terms of the content (no.9). the interview indicated that students thought sometimes they found it hard to cover all those information provided in the prompts while some others held that they could nor write other things that they would really want to write if the prompt gave too much information. this could be the reason why many students still felt this kind of prompt challenging (no.2). table 2 presents the specifics of statistics. su you investigating chinese efl students’ perceptions of writing prompts of different amounts of information table 2 students’ perceptions of specific-points prompt: writing process i think the prompt with more information: frequency (%) n=102 sd d n a sa m s.d. 2 is not challenging, decreasing my interest in writing. 18.8 38.6 30.7 8.9 3.0 2.39 0.99 4 restricts my thoughts, thus hinders the performance of my writing ability. 8.0 21.0 12.0 40.0 19.0 3.41 1.24 5 makes me more familiar with this mode of writing and i have inherent routines to complete the task. 2.0 17.8 23.8 48.5 7.9 3.43 0.94 8 makes me tend to directly translate the chinese prompts. 5.0 12.0 8.0 51.0 24.0 3.77 1.10 9 restricts my writing in terms of the content. 5.0 26.0 25.0 32.0 12.0 3.20 1.11 writing quality as for writing quality, the investigation focuses on students’ perceptions of the advantages and disadvantages of specific-points prompt from the perspectives of organization, coherence, and grammar. table 3 presents the specifics of statistics. table 3. students’ perceptions of specific-points prompt: writing quality i think the prompt with more information: frequency (%) n=102 sd d n a sa m s.d. 10 helps me develop the overall structure. 2.0 6.9 17.8 62.4 10.9 3.73 0.82 11 enables me to pay more attention to the transition between sentences. 1.0 18.8 33.7 37.6 7.9 3.33 0.91 12 makes the writing structure more complete. 4.0 17.0 24.0 47.0 8.0 3.38 0.99 13 makes my writing more coherent and logical. 3.0 17.0 43.0 31.0 6.0 3.20 0.90 14 promotes the accuracy of grammar. 5.0 24.0 46.0 22.0 3.0 2.94 0.89 15 reminds me of constant checking of the accuracy of grammar while writing. 2.0 32.3 42.4 21.2 2.0 2.89 0.83 16 promotes the variety of grammatical structures. 5.0 26.7 49.5 16.8 2.0 2.84 0.83 17 promotes my accuracy of tense. 2.0 21.8 42.6 29.7 4.0 3.12 0.86 the questionnaire survey indicated that another advantage of the specific-points prompt is that it facilitates students in writing in terms of organization and structure. around 80% of the respondents believed that prompt with more information helped them develop the overall structure (no.10) and more than half of the respondents agreed that it made their writing structure more complete (no.12). this result echoes with the findings of the empirical study conducted by xu (2006) which indicated that providing stimulus may help students with idea generation. in addition, 45% of the students felt that specific-points prompt enabled them to pay more attention to the transition between sentences and 37% of them believed it made their writing structure more complete. however, one can see that respondents hold very neutral attitude towards the advantages and disadvantages of prompt with more information from the perspective of grammar use (no.14, no.15, no.16, and no.17). perceptions of the basic-points prompt the specific areas under investigation were: language use, writing process, and writing quality. as for the writing quality, it includes content, structure and organization, cohesion, expression and word choice, and grammar. language use data from the questionnaire survey indicated that more than 63% of the respondents believed that their writing on the basic-points prompt reflected their english writing ability more objectively english review: journal of english education issn 2301-7554 vol. 3, issue 2, june 2015 http://journal.uniku.ac.id/index.php/erjee (no. 1). this is a sharp contrast with respondents’ perceptions of specific-points prompts (35%). in other words, in the test takers’ eyes, prompt with less information is a better way to measure their english writing ability. besides, 34% of the students thought that prompt with less information enabled them to write more (no.3). table 4. students’ perceptions of basic-points prompt: language use i think the prompt with more information: frequency (%) n=102 sd d n a sa m s.d. 1 reflects my english writing ability more objectively 5.0 5.0 26.7 37.6 25.7 3.74 1.06 3 enables me to write more 5.0 25.0 36.0 28.0 6.0 3.05 0.99 6 makes my expression more native-like 5.0 21.0 53.0 14.0 7.0 2.97 0.92 7 promotes the variety in vocabulary 5.0 6.0 31.0 50.0 8.0 3.50 0.92 for a closer examination of the statistics on language use, we can see that more than half of the respondents felt that the basic-points prompt promoted the variety of word choice in their writing (no.7). this might because it is possible for students to avoid direct translation of the chinese prompt. follow-up interviews revealed that students usually found it hard to choose the exact word to translate the prompt if there were too much information, but it would be easier for them to try other ways of expression or other similar words to directly express their opinions when dealing with the prompt with less information. as for the expression, it seemed that students held a neutral view on whether basic-points prompt made their expression more native-like (no.6). table 4 above presents the specifics. writing process another advantage of the basic-points prompt students considered was that it broadened their thought and thus promoted the performance of their writing (no.4, 69.3%). besides, around half of the respondents thought that basic-points prompt is more challenging and increases their interest in writing (no. 2). this might be the reason why many students believed that their performance on the prompt with less information reflected their writing ability more objectively. however, there were 59% of responses showed that the missing of outline in the prompt made it difficult to complete the writing task (no.5). this is different from students’ perception of the prompt with more information which was believed to be easier for students in terms of task fulfillment. table 5 below presents the specifics. table 5 students’ perceptions of basic-points prompt: writing process i think the prompt with more information: frequency (%) n=102 sd d n a sa m s.d. 2 more challenging, increasing my interest in writing 5.9 6.9 36.6 33.7 16.8 3.49 1.05 4 broadens my thought, thus promotes my writing 4.0 4.0 22.8 48.5 20.8 3.78 0.96 5 makes it difficult to complete the task since the outline is missing 8.0 21.0 12.0 53.0 6.0 2.98 1.10 8 makes it possible for me to avoid direct translation of the chinese prompts 4.0 12.9 14.9 49.5 18.8 3.66 1.05 9 makes my writing more free and open in terms of content 4.0 2.0 16.0 58.0 20.0 3.88 0.89 su you investigating chinese efl students’ perceptions of writing prompts of different amounts of information by examining the statistics closely, we can see another obvious advantage of basic-points prompt was that it made students’ writing more free and open in terms of content (no.9, 78%). besides, most students felt that it is possible for them to avoid direct translation of the chinese prompt (no.8). this result is consistent with participants’ perception of specific-points prompt where 44% of the respondents felt that prompt with more information restricted their writing. the interview also revealed that students, especially those of high english proficiency, felt that there was more flexibility in terms of what to write instead of being limited by the information provided in the prompt. table 18 below presents the specifics. writing quality as for the quality of students’ writings, respondents to the questionnaire felt that it was difficult for them to organize the structure and make the writing coherent and logical when responding to the basic-points prompt. only 28% of the students felt that basic-points prompt helped them develop the overall structure and 16% of them believed that this kind of prompt made their writing structure more complete. besides, around 30% of the students thought that basic-points prompt enabled them to pay more attention to the transition between sentences. however, we can see that students held a neutral attitude towards the advantages and disadvantages of basic-points prompts from the perspective of grammar use (no.14, no.15, no.16, and no.17). table 6. students’ perceptions of basic-points prompt: writing quality i think the prompt with more information: frequency (%) n=102 sd d n a sa m s.d. 10 helps me develop the overall structure. 3.0 20.0 49.0 20.0 8.0 3.10 0.92 11 enables me to pay more attention to the transition between sentences. 2.0 19.8 46.5 23.8 7.9 3.16 0.90 12 makes the writing structure more complete. 3.0 21.0 60.0 13.0 3.0 2.92 0.76 13 makes my writing more coherent and logical. 3.0 23.8 51.5 16.8 5.0 2.97 0.85 14 promotes the accuracy of grammar . 2.0 28.0 48.0 18.0 4.0 2.94 0.84 15 reminds me of constant checking of the accuracy of grammar while writing.. 3.0 20.8 46.5 22.8 6.9 3.10 0.91 16 promotes the variety of grammatical structures. 3.0 20.8 41.6 27.7 6.9 3.15 0.93 17 promotes my accuracy of tense. 3.0 22.8 53.5 15.8 5.0 2.97 0.84 the prompt type that students preferred participants were also asked which prompt type they prefer. results indicated that perception of students differed across different english proficiency level as they self-rated. in the interview, the interviewee of advanced english level expressed that the prompt with less information gave them more freedom to write and they felt that the choice of words was not limited so that the accuracy of their writing was ensured. as for the reason why they preferred the prompt with less information, some students also thought that it gave them opportunity to write something of themselves instead of writing things that shared high similarity with other students. when asked why they preferred the prompt english review: journal of english education issn 2301-7554 vol. 3, issue 2, june 2015 http://journal.uniku.ac.id/index.php/erjee with more information, some students responded that they didn’t have to generate ideas and this saved much time in a time-controlled testing situation while others thought that more information provided in the prompt could enable them to write long sentences and have a better control over the structure of their essay. the reason for the difference is that student of lower proficiency have more demand for content and outline support than those of higher proficiency who don’t want to get restricted by the information provided in the prompt. this is also in line with previous studies which revealed there is interaction between prompt preference and proficiency level (chiste & o’shea, 1988; jennings, et al., 1999). this indicated that students’ language ability can be an important factor that determines their perceptions of the advantages and disadvantages of the two different prompt types. conclusion this study investigated into participants’ perceptions of the advantages and disadvantages of writing prompt with different amount of information. the areas explored include students’ general opinions on task accomplishment, and factors considered important in writing such as content, structure and organization, cohesion, expression and word choice, grammar, and mechanics. research results indicated that respondents held a mixed attitude towards the prompt effect on their task accomplishment. students also felt that prompt type can affect their expression in writing. they agree that translation effect may appear when they are taking the prompt with too much information. besides, students agreed that prompt with more information facilitates their writing in terms of content and organization. most students believed that the prompt providing structure and content support made their writing more free and open in terms of content. it also reveals that students’ preference for the prompt type differs across different english proficiency level. students of advanced level preferred the prompt with less information while many students of the basic level would like to write on the prompt with more information. in terms of future research, quantitative and qualitative analysis of students writing performance on different prompts could be conducted to further examine the prompt effect. acknowledgements this paper is supported by the fundamental research funds for the central universities (2014rc0703) and 2014 research projects for national college foreign language teaching (s2014175). references alderson, j. c., clapham, c., & wall, d. (2000). language test construction and evaluation. beijing: foreign language teaching and research press. bachman, l., & palmer, a. (1996). language testing in practice. oxford: oxford university press. brossell, g. (1983). rhetorical specification in essay examination topics. college english, 45(2), 165-173 brossell, g., & ash, b. h. (1984). an experiment with the wording of essay topics. college composition and communication, 35(4), 423-425 chiste, k. b., & o'shea, j. (1988). patterns of question selection and writing performance of esl students. teachers of english to speakers of other languages, 22(4). gu, x., & gao, x. (2007). an investigation into the writing tasks of nmet 2007. china examinations, (12), 28-36. su you investigating chinese efl students’ perceptions of writing prompts of different amounts of information gu, x., yang, r., & feng, n. (2010). a study on the quality of the writing tasks of nmet. educational measurement and evaluation , (12), 47-50. hinkel, e. (2002). second language writer’s text: linguistic and rhetorical features. mahwah, nj: lawrence erlbaum. jennings, m., fox, j., & graves, b. (1999). the test-takers' choice: an investigation of the effect of topic on language-test performance. language testing (16), 456-462 kroll, b., & reid, j. (1994). guidelines for designing writing prompts: clarifications, caveats and cautions. journal of second language writing. 3(3), 231-255. li, x. (2001). the science and art of language testing. changsha: hunan education press. ministry of education. (2001). national english curriculum standards. beijing: beijing normal university press. messick, s. (1996). the interplay of evidence and consequences in the validation of performance assessments. educational researcher, 23(2), 13-23. oh, h., & walker, m. e. (2007). the effects of essay placement and prompt type on performance on the new sat. new york: the college board. o’loughlin, k., & wigglesworth, g. (2007). investigating task design in academic writing prompts. in taylor, l. (ed.), ielts collected papers: research in speaking and writing assessment. 379-418. cambridge: cambridge university press. polio, c., & glew, m. (1996). esl writing assessment prompts: how students choose. journal of second language writing, 5(1), 35-49 powers, d. e., & fowles, m. e. (1998). test takers' judgment about gre writing test prompts (rr 98-36). nj: princeton: ets. qi, l., (2004). a study on the washback of nmet. foreign language teaching and research, 36(5), 357-363. weigle, s. c. (2011). assessing writing. beijing: foreign language teaching and research press. wu，z. (2008). theory and practice of english language testing. beijing: foreign language teaching and research press. xu, y. (2006). identifying and controlling writing task difficulty factors in english tests. unpublished phd dissertation, shanghai international studies university. english review: journal of english education volume 6, issue 1, december 2017 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 125 the gap between learning needs and its’ implementation in english for hospitality specific purposes program dian kardijan department of english education, faculty of teacher training and education, university of siliwangi email: diankardijan@unsil.ac.id emzir language education, postgraduate program, state university of jakarta email: emzir.unj@unj.ac.id zainal rafli language education, postgraduate program, state university of jakarta email: zainal.rafli@unj.ac.id apa citation: kardijan, d., emzir & rafli, z. (2017). the gap between learning needs and its’ implementation in english for hospitality specific purposes program. english review: journal of english education, 6(1), 125-135. doi: 10.25134/erjee.v6i1.779. received: 26-08-2017 accepted: 24-10-2017 published: 01-12-2017 abstract: this study is to reveal the gap between the english language communicative competence required by students of the hospitality department and english learning program provided at state of vocational high school 1 tasikmalaya, indonesia, drawing through qualitative evaluation approach, including semi-structured interviews and observations. it explores how learning needs is implemented in teaching-learning process and the respondents’ description, what they saw and what they felt. findings show inconsistency between learning needs in enrichment students’ english communicative competence and teaching-learning process. this prompts a re-instructional design of english learning for hospitality specific purposes program at this department currently. it provides to support of graduating required at hospitality industry workplace. lead of recommendations, in terms of both the instructional design including materials development, teaching method usage and the professional development of esp teachers, to address an understanding of the gap identified, so that students will enable to communicate more effectively with the english, in such contexts graduates can hire at the hospitality industry workplace. keywords: learning needs, pre-vocational english field, authentic materials and teaching methods introduction learning needs is an effective ways of teaching and learning process to achieve the learning objectives of the students’ competency targeted. it is one of the ‘needs analysis’ component in which esp principles showing the important of learning needs analysis, target situation analysis, and present situation analysis. learning needs involves teaching methods and authentic materials that must be implemented by the teachers to facilitate students’ needs in improving english communication skill. learning needs is related to participants’ specific learning needs based on the personal needs of teaching content, interests, and motivation (xie & adamson, 2015). dudleyevans and st. john in basturkmen state learning needs is language learning information: effective ways of learning the skills and language to facilitate the learners’ dian kardijan, emzir, & zainal rafli the gap between learning needs and its’ implementation in english for hospitality specific purposes program 126 lack in english learning (basturkmen, 2010, p. 18). in relation to students’ need of tourism vocational high school in learning english, in terms of language skills, they expect to improve their speaking ability, and listening ability. this makes sense because the two skills are closely interrelated (amin, arifudin, & nurahmadi, 2017). in order to help the students to communicate english meaningfully, the teachers need a variety of teaching approach, in which communicative language teaching can be covered to develop students’ communicative competence. this ‘authenticity-centered’ approach directly informs the design of language learning materials-exemplifying the symbiotic relationship between the approach to learning and the content/materials used in applying it (mishan, 2005, p. ix). strategies employed to develop communicative competence might include the use of authentic texts and teaching methods. the use of authentic materials and appropriate methodology can support real-life language by providing meaningful exposure to language as it is actually used. basturkmen (2010) defines “the materials presented the students with complex information/ideas communicated through the second language” (p. 10). furthermore, patel and jain (2008) state “methodology is systematic and scientific way of teaching any subject and it guides teacher "how to teach" and "how his teaching may be effective” (p. 70). employing such materials and methodology of teaching that covered by broader of communicative language teaching approach can be engaging and motivating, where learners need to communicate effectively in a specific work. esp is goal oriented and focused english teaching and learning, designed for the specific learners according to learners’ academic and professional needs (rahman, 2015). pedagogically, the course needs to reflect this diversity and offer support which can be tapped according to a greater range of individual learning needs (tomlinson & whittaker, 2013, p. 102). hospitality students of vocational high school need the tasks and activities at the beginning of the course about what they can do in english learning with the specific subject for workplace demands. furthermore, dudley-evans & st. john state “english for vocational purposes (evp), prevocational english specifically, concerns with finding a job and interview skills and it also deals with succeeding in a job through an understanding of employer expectation and policies” (1998, p. 7). therefore, the learning process and the english material should really be able to contribute positively and relevant to the interests and needs of the students vocationally. the strategies of cooperative activities, role-play, creative tasks, and drilling helped students to speak, as well as concerned oral production (syafrizal & rohmawati, 2017). an understanding toward the kind of language required at the workplace, there are different types discourse that needed by employees. the types of hospitality workplace discourse include interpersonal and transactional utterance in language use. the transactional sense is a particular kind of negotiation to get things done in language or exchanging information to develop an understanding of the self and the other in communication, in which people interact and communicate” (liddicoat & scarino, 2013, p. 66). it describes various types of communication activities that promote the kind of comprehension that may lead to message acquisition. rutherford and o’fallon (2007) state that the prospective qualification of hospitality employees should be able to read, write and communicate in english and they have good organizational skills. through interactions with customers, important messages about their needs and expectations can be received by service staff for their immediate actions to create customer satisfaction. “hotel front office management” was recommended as core material, along with some exercises (masoumpanah and tahririan, 2013). it shows that communicating with all guests’ needs to provide the best possible guest services. interaction in communication necessarily is about verbal language as well as english review: journal of english education volume 6, issue 1, december 2017 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 127 body language. if it is necessary to talk to colleague in the presence of guest, it is suggested to talk in a standard language of communication. the common things to do while communicating are presenting ourselves with a warm smile, speaking in audible voice by maintaining eye contact with the listener, using simple and correct language that can be understood by everyone, and asking politely if missing to hear any point the guest or the colleague is putting forward. hayes and ninemeier (2009) state it is important to recognize that many employees in the hospitality industry have neither the language skills nor the computer skills and access required to take advantage of some of the communication options available today. it provides some insights in the nature of communication at the hospitality industry workplace with the implication for the development of interpersonal skill. the important elements of hospitality workplace discourse are needed to look on how the students are able to communicate in english to fulfill their tasks in doing works. building vocational knowledge and skills is a key goal to equip learners through a variety of applied activities within the workplace environment. murray and christison (2011) define, vocational programs involve teaching the necessary skills for specific jobs. these programs are often conducted in technical and further education institutions, and may include communication skills. the vocational program aims to prepare skilled learners using english in a communicative and applicative way to do certain kinds of work. this content should be designed and prepared with teaching materials based on vocational themes, assignments and activities and their supportive language to be skilled in communication. teaching materials used and designed to prepare students for hospitality industry contexts should aim, therefore, not only at supporting transactional talk, but should also address relational aspects of communication. learning in the esp approach is directed at achieving the competencies of learners that can be seen in the ability to perform communicative steps. if esp is to play a role of the broader educational process, then boarder competencies will be developed in courses with broader aims, courses which focus on" purposeful activity "rather than specific language” (flowerdew & peacock, 2001, p. 18). communicative actions and strategies is a particular activity as a vehicle for mastering language skills in context. unfortunately, relational talk in english is required for vocational educational settings, and awareness-raising of the importance of being able to handle this. the authentic materials can support reallife language by providing meaningful exposure to language as actually used. hospitality students are likely basic communicative competence required for their communication in workplace, in which might the effective require of learner context. paltridge and starfield (2013) and day and krzanowski (2011) state english for specific purposes (esp) refers to the teaching and learning of english as a secondary domain and it is always a professional purpose a set of skill that learners currently need in their work or will need in their professional careers. it is clear that esp related to the approach of teaching and learning process that purposed to support students’ ability to communicate in english and communicative in the context of the field of science or a particular field. the focus of esp specifically facilitates the needs of learners to speak english language in doing certain work in the workplace or professional career. it is important that teachers as well as materials designers are aware of how to select, adapt and evaluate materials used in the classroom. “english teachers and vocational content teachers were involved in the design of vocational english (ve) materials, and this cross-curricular collaboration assisted esp teachers to select the texts that were relevant to students’ vocational areas” (renandya & widodo, 2016, p. 278). it is also important that teachers employ appropriate classroom methodology through which the benefits of using authentic materials within a broad dian kardijan, emzir, & zainal rafli the gap between learning needs and its’ implementation in english for hospitality specific purposes program 128 communicative language teaching approach by problem based learning or project based learning methods usage can be realized. educational authorities is the study conception of what teachers think, know and believe in arranging and choosing authentic materials and appropriate methodology to apply in classroom practice, likely learners training. “learner training aims to help learners make more effective use of the learning opportunities they encounter focusing how to learn rather than what to learn. it seeks to broaden learners’ knowledge and use of language learning strategies” (thornbury, 2006, cited in hall, 2011, p. 151). all teachers’ concept should be covered in course planning that sometimes anyone might face some obstacles to implement it, provision of authentic materials and methodology specifically. “course and lesson planning help you to develop a personal style since they involve sifting through all your information, resources and beliefs, and boiling them all down to a distillation for one particular group, time and place” (woodward, 2001, p. 181). there is also a shortage of esp teachers with appropriate training. however, these difficulties, some vocational teachers have attempted to implement of using authentic materials and teaching methodology that covered within communicative language teaching in their teaching contexts based on vocationally by their own desire to learn how to teach and how to communicate in english more effectively. department of hospitality accommodation is one of five departments held at state of vocational high school 1 tasikmalaya, indonesia, which belongs to the tourism study scope. they have recognized that english learning program should be prioritized to meet students’ need in which evidence of how the english language can operate in the real workplace. it is not only competence to do their job but also need competency in english communication with the specific demands of industry situation setting (kardijan, 2017). on target situation, the ability to communicate in english has become a demand for employees of hospitality industry that cannot be ignored. hospitality industry is one of business organizations that focused in service field. in such contexts, “an employer may have a rule requiring that employees speak only english at certain times where the employer can show that the rule is justified by business necessity” (hayes and ninemeier, 2009, p. 66). it indicates the important of english communication competence for hospitality employees that functioned to serve every customer or guests’ need. at present situation, the english communication skill is required by students to support them to become successful employees at the hospitality industry workplace. an understanding of learning needs has implication to use of authentic materials and teaching methods providing opportunities for the students in using english communicatively. the teachers themselves are suggested to design and use authentic materials and teaching methods effectively in line with principles of communicatively that reflect a learner centered approach. in reference to the background of the research previously mentioned, this study aims to explore these issues. in particular, it looks at how learning needs design is implemented in teaching-learning process to meet the students’ needs in using english communicatively. the assumption, there are may be a gap, that learning needs not met particularly well, a hypothesis will explore by review the relevant literature and outline the research methodology employed to present, discuss findings and draw conclusions including reflections, pedagogical implications, and future studies. method this is part of a larger study of evaluation research in english for specific purposes field using responsive model with countenance overview in which after analyzing of target situation, present situation, and learning needs as antecedents aspect (input and context), teaching-learning process and environment interaction as transaction aspect (process), and english review: journal of english education volume 6, issue 1, december 2017 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 129 result as outcomes aspect, saving each dimension in another article. however, due to limitations of space, this article would like to focus on the gap between antecedents and transaction aspects, learning needs and teaching-learning process specifically. english instruction in the vocational high school must be based on vocational english principles as part of english for specific purposes field. there was generally emphasized writing and speaking skills. hospitality accommodation department at state of vocational high school 1 tasikmalaya, west java, indonesia has realized and emphasized communication skill in english as priority of students’ needs. this study was conducted within three months, starting from february to april 2017. through the result of target situation analysis, the english syllabus was developed and organized by the teachers in the lesson plan form that covered of materials and teaching methodology. as learning needs of authentic materials and teaching methodology, the teachers asked to organize english instruction to improve speaking ability in which the students give opportunity through learning tasks that required self-expression in using english communicatively. thus, investigating is focused on learning needs implementation in teaching-learning process of english for hospitality specific purposes to support students’ confidence in english communication with the unique demands of the hospitality workplace. there are three english teachers teaching at the hospitality accommodation department and 204 students who are divided into three grades of classes. grade 10 consists of class a (35 students) and class b (35 students), grade 11 consists of class a (34 students) and class b (35 students), and grade 12 consists of class a (33 students) and class b (32 students). to be an effective in choosing respondents, the researchers purposively selected, as follows: head of hospitality department, one an english teacher, and three students’ 3rd class who have done field work practice in the hotel. it will be served primary data sources to meet the nature of research design, aims and objectives. this study is an evaluative research using qualitative evaluation approach which requires sharpness of analysis, objectivity, systematic and systemic to obtain accuracy in interpreting data. “qualitative evaluations often derive their data from fieldwork observations to describe activities, behaviors, actions, conversations, interpersonal interactions, and organizational or community processes, as well as open-ended interviewing to generate in-depth responses on the experiences, perceptions, feelings, and knowledge of individuals involved in an evaluation” (leslie goodyear, jennifer jewiss, janet usinger, and eric barela, 2014, p. 9). a qualitative case study and narrative method were chosen to illuminate the analysis of data. qualitative case study is characterized by the main researcher spending substantial time on-site, personally in contact with activities and operations of the case, reflecting, revising meanings of what is going on (stake, 1994, cited in stufflebeam and coryn, 2014, p. 296). furthermore, goodyear, et. al. state “where descriptive studies will describe people’s experiences in-depth” (2014, p. 155). as outsider of school, the researchers had consider the ethical issues in observing classroom activities of teacher work and openended interview that would be integral to the research design included students’ perceptions on teaching-learning process. instruments and data analysis there were two main stages of the research. firstly, the researcher conducted two interviews: (a) to the students in order to cover their perception toward what they saw and what they felt during teaching-learning process, and (b) to english teacher in order to determine what kind of materials and teaching method were required as learning needs to dian kardijan, emzir, & zainal rafli the gap between learning needs and its’ implementation in english for hospitality specific purposes program 130 enrich students’ competency in english communicatively. the interviews were conducted through open-ended interview questions designed. secondly, the researcher conducted a classroom observation to the teacher with an interval of two weeks in between (90 minutes was kept of each lesson) focusing on acts, events, and participants within the setting, in order to cover the achievement of learning goals, classroom interactions and classroom management. afterwards, the researchers reviewed and expanded the notes, analyzing the recordings to include further information and detail. after doing each observation, there was discussed with the teacher related to use teaching materials and method in classroom activities to be reached students’ competency in using english communicatively. the observation data were used to complement the interview data to facilitate comparison between learning needs and its implementation in teachinglearning process. the transcripts of the two data resources (observations and interviews/discussions) were analysed and integrated, split into segments and then made into themes. a selection of extracts from observation and interview data, some of which were converted from indonesia to english, was analyzed. the rounds of data collection mentioned above permitted methodological triangulation to do strengthen the trustworthiness of the research. in approaching the data, observation notes were compared with interview notes. results and discussion this is a larger study of evaluation research in english for specific purposes field with a small-scale set in one of vocational high schools at tasikmalaya, indonesia. the aims is to set out exploring the any gap between learning needs and its implementation in english learning process for hospitality specific purposes. a selection of extracts from observation and interview data in which were converted from indonesia to english was analyzed. the gap findings in the implementation of learning needs in english teaching-learning process are inconsistency between the learning needs components and classroom management including classroom interactions to enrich students’ capable and confidence to use english communicatively. the teachinglearning process is not oriented to interactive habits, communicative, and applicative directly to use english in every activity. therefore, the learners did not get opportunity and challenge to use english communicatively in real context of hospitality workplace discourse. it is in line with dudley-evans and st. john that “the ultimate proof for an esp course is how well the learners fare when using english in their target situation; after the course they should be more effective and more confident using english in their target situations” (1998, p. 210). thus, communication is crucial factor which requires the involvement of both customers and service staff to achieve excellences in delivery process. any part of gap occurred, there were no appropriate materials vocationally that supported relational talk in hospitality industry settings. instead, the teachers used the general english textbooks provided which contains largely inauthentic material. likewise in using teaching method, there was traditional method that primarily focused on accuracy norm, rather than communicative interaction pattern. in short, there was little evidence that communicative competence that would facilitate workplace discourse was being developed (inauthentic materials and teaching methods in overview of communicative teaching language approach). these would be described in the following section. communication characteristics in hospitality workplace the important of english skills types on target situation is ability in english communicatively. the most frequently of conversation at hospitality workplace can be classified under directives and requests. it is occurred in transactional work oriented. in english review: journal of english education volume 6, issue 1, december 2017 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 131 order to get work done, communication strategies must be adopted by hotel employees to serve the foreign guests’ needs with directives and requests for explanation, for help, negotiations, and functional expressions. these observational data were used in hotel conversations, for example in booking the hotel; a : fairway hotel. can i help you? (for greeting and for help) b : hello, i would like a room for tonight. a : what kind of room would you like? (negotiation) b : i’d like a single room, please. a : hold on, please.... (explanation) i’m afraid all our single rooms are reserved. the only room we have available is a twin. b : how much for the twin room? a : sixty dollars including tax/excluding tax / before tax. (negotiation) b : does that include breakfast? a : no, but breakfast is available in our dining room. (explanation) b : ok, i’ll take a room for tonight (only). a : i’ll need to get your credit card information to guarantee your room.... (functional expression) (iec institute of hotel management, 2003) all those are such strategies that often used in the employees’ daily english conversation at the hospitality workplace. this phenomenon is appropriate with the respondents’ perceptions (head of hospitality department, an english teacher, and students’ 3 rd class who have done field work practice in the hotel). this is a selection of extract the interview data from respondents that have converted and analyzed from indonesia to english. basically, all hotel employees should have the ability to communicate with guests, including communicating in english by good attitude. in the interaction of communication occur information transactions between guests and hotel employees. (interview data: head of hospitality department, february 16, 2017, 08.4509.15 am) it shows that the most frequency of daily conversation at the hospitality workplace was transaction in giving information. it also perception was given students my experience during field work practice in the hotel, the most types of english daily usage in conversation is greeting with good attitude to give transaction information clearly that guests required. (interview data: student, february 16, 2017, 10.2510.45 am) understanding of working in the field of hospitality could be quite challenging. different from other sectors, the hospitality industry is unique in its nature which tends to be service-oriented and has a strong emphasis on human exchange in the service delivery processes (chan and mackenzie, 2013, p. 15). to lead into transactional, it is clearly needed rational talk in the hospitality workplace discourse. broadly communication characteristics in hospitality is the act of kindness in welcoming and looking after the basic needs of customers or strangers, mainly information in relation to guests’ needs (food, drink and accommodation, etc). bardi (2007) state the responsibility of communications within the hotel usually rests with the front office. from the guests’ perspective, this department is the most visible part of the lodging establishment. a contemporary explanation of hospitality conversations refers to the relationship transaction process between a customer and a hotel staff. however, this characteristic of hotel conversation only satisfies most situations to fulfill the guests’ needs. learning needs all learning needs aspects (objectives, materials, teaching and learning process, dian kardijan, emzir, & zainal rafli the gap between learning needs and its’ implementation in english for hospitality specific purposes program 132 media, resources, and assessment) are attempted to reach the use of english in the real world outside the classroom. in that context, the language element (grammar and vocabulary, including its pronunciation and writing) is more appropriately seen as a tool, not as a goal: a tool for implementing language action correctly, strategically, according to its purpose and context. immediately, the action of 'learning by doing' is a more natural way (ministry of national educational republic of indonesia, number 60, 2014). it is similarity with english for specific purposes (esp) principles which is stated by dudley-evans and st.john (1998), basturkmen (2010), day and krzanowski (2011), and paltridge and starfield (2013) that basically, esp has functioned to help learners in developing english communicatively usage based on needs to function effectively at specific workplace domain, rather than their level of english. the fundamental is “what learners need to do with english. generally, the objective competence of english teaching-learning is students’ capable in communication using english including interpersonal and transactional discourse through habitual action to carry out social or workplace functions. “...english for specific purposes (esp), which focus on the communicative needs and practices of particular professional or occupational groups” (hyland, 2006, cited in cummins and davison, 2007, p. 234). an understanding of this definition, the participant states: we are concern to push students not only competence to do their job but also need expresses confidence in using english communicatively with the unique demands of hospitality industry setting. they have to communicate in english habitually. (interview data: head of hospitality department, february 16, 2017, 08.4509.15 am) to achieve the objective, the authentic material is considered as the suitable material to improve the students’ competence. nunan (2004) and kiely and dickins (2005) all state it is one of the teaching strategies that covered in classroom management. classroom materials describe the scheme of teachers and students work. this insight led teachers to approach in curriculum development, material design, and pedagogy. in application of using authentic materials, the teachers have to connect it with the learning process and actual variety of vocationally. it can be used and applied in social workplace to do certain types of work. “english teachers and vocational content teachers were involved in the design of vocational english (ve) materials, and this cross-curricular collaboration assisted esp teachers to select the texts that were relevant to students’ vocational areas” (renandya & widodo, 2016, p. 278). in developing of materials, concept of genre is used as the basic to be consistent, groove, and showing communicative action. the authenticity in constructing teaching materials is an approach that described as orientation to the purpose of communicative activity through text types with meaningful specific outcomes not in the language pattern. “this ‘authenticity-centred’ approach directly informs the design of language learning materials-exemplifying the symbiotic relationship between the approach to learning and the content/materials used in applying it” (nunan, 1989 as cited in mishan, 2005, p. ix). therefore, any task related to interpersonal and transactional texts should be an opportunity for learners to interact with teachers, friends, and others during the learning process in and out of the classroom, hospitality industry workplace specifically. furthermore, other than authentic material in enhancing students’ competence in using english communicatively, employing teaching method is also required. patel and jain (2008) state “methodology is systematic and scientific way of teaching any subject, and it guides teacher "how to teach" and "how his teaching may be effective” (p. 70). the teachers have to provide challenges and opportunities for learners to continue trying english review: journal of english education volume 6, issue 1, december 2017 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 133 used english in every activity and not to fear wrong. students are expected to practice as an effort to take communicative action independently. miscommunications in english seemed to cause a lack of confidence, with students who have done field work practice in the hotel reporting occasional reluctance to speak english with foreign guests, even though they knew the answers to their questions. here the student’s statement: to hard communicating in english, i am unconfident, although i knew what the foreign guests meant. competency in english communicatively is important, so practicing english conversation needed more and more as habitually. (interview data: student, february 16, 2017, 10.2510.45 am). classroom english pedagogy has its own characteristics. one of them is to use of appropriate teaching technique by various activities that must be student-centered approach where teachers become good model to support students’ confidence in english communicatively. in addition, teachers have to be excellent especially in deciding the most suitable teaching techniques for their students and managing vocational classroom discipline. teachers are suggested to use teaching method, such as; inquiry based learning, discovery learning, project based learning and problem based learning by a wide variety of techniques, including group discussion, lecture, and individual task (ministry of national educational republic of indonesia, number 60, 2014). in english for specific purposes field, need analysis enables teachers to understand students’ needs, students’ learning problems, and lesson plan suitable for instructional goals. additionally, teachers must have competence of stimulating interaction and cooperation in the classroom as well as implementing appropriate classroom management. implementation of learning needs in teaching – learning process the classroom observations and interview were focused on covering the materials and teaching method used by teachers to facilitate students’ competence and confidence in english communicatively. generally, the implementation of learning needs does not run naturally with the students’ needs in taking opportunity to use english in various activities. the process does not show the students centered approach, so the students are not accustomed to direct english usage. the results of observation toward the teaching-learning process covers: (a) teachers do not adapt the authentic or relevant materials to the learners vocationally, (b) teachers do not motivate students to learn contextually through the benefits and application of authentic materials in the local, national and international of hospitality industry workplace, and (c) teachers do not use instructional methods that appropriate with the students’ characteristics. besides, there were no materials available that can be supported relational conversation in target situation settings. instead, the teachers used the general english textbooks provided, these containing largely inauthentic material. the teacher states, i tend to follow the material in the 2013 curriculum syllabus to prepare the national exam ... i do not have time to develop and search the material because there is no time and preoccupied with administrative obligations…but sometimes, i also use discourse that related to the hospitality workplace, such as the reservation material in the book package (interview data; teacher, february 22, 2017, 10:15 10:38 am). it shows that the materials usage is not oriented to students in habitual english communication for target situation. the teacher is not maximal in preparing the learning process, authentic materials specifically. the feature of a communicative dian kardijan, emzir, & zainal rafli the gap between learning needs and its’ implementation in english for hospitality specific purposes program 134 approach is contextualization of the teaching material. thus, the teacher has to try creating a learning context by personalizing the material and asking questions relating to students’ experiences. it could encourage students to speak actively and enrich the students’ experiences. there was also little variety in classroom interaction, with group work, which can help students improving their confidence in english communication. moreover, the teacher was given opinion, the application of learning scientific method is sometimes difficult to apply, because the background of the students' ability previously and their learning habits, especially when asked to communicate in english. (interview data; teacher, february 22, 2017, 10:15 10:38 am). the problem is that there is a genuine information gap. the teacher did not use the appropriate method to develop communication skill. the main focus seemed to be on accuracy rather than extending communication practice, with grammatical categories rather than practical uses of language involving interaction with the students. teacher was sometimes asked to work in pairs or groups, particularly towards the end of a lesson, activities were sometimes inappropriate for group work that students focused on vocabulary memorization and having little to discuss to try interpersonal transaction. i prefer to learn english with direct practice of speaking, such as dialogue in the role play ..so, we will be able to speak and communicate in english habitually. (interview data: student, february 16, 2017, 10.25-10.45 am). in summary, there was little evidence that communicative competence that would facilitate hospitality workplace discourse was being developed. there were inauthentic materials that rarely contextualized in hospitality topics. traditional methods and interaction patterns with the teacher focusing primarily on accuracy were the english norm. there was notwithstanding apparently positive attitudes among the teachers towards communicative language teaching approaches, therefore, this was not a conducive environment to support the students’ competence suitably in english communication required in hospitality workplace. conclusion the english for hospitality workplace’s needs to be focused on communication skills in any discourse form (interpersonal and transactional) toward esp materials. it is more closely tailored to the workplace needs and utilizable some technique based on communicative language teaching input that was carried out by teachers in this context into their own practices to improve their students’ experiences. developing materials and teaching method can be adopted anywhere to address communication required in the hospitality industry workplace. this would emphasize that this was not the teachers’ fault in any way. besides, regarding the various implications toward the materials design, there are implications for teacher development, so that the suggested lesson plan innovations can be realized. it is likely that the teachers in this context would benefit from such an approach, as well as support for reflecting deeply on their work. through responsive evaluation, the gap between english communication required at the hospitality workplace and the materials as well as teaching methods employed for english learning program at the hospitality accommodation department could be narrowed. to facilitate such a process of tailoring teaching-learning more closely to needs, there is a need to maximize institutional support, since investment in both material design and teacher of esp knowledge is needed. however, in approaching any lesson plan change designed to better meet students’ needs. clearly, teachers and leaders of school worked in would benefit from support. english review: journal of english education volume 6, issue 1, december 2017 p-issn 2301-7554, e-issn 2541-3643 https://journal.uniku.ac.id/index.php/erjee 135 references amin, m., arifuddin, & nurahmadi. 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(2017). teacher’s speaking strategies at vocational high school. the journal of english language studies, 2(1), 6683. retrieved from http://jurnal.untirta.ac.id/index.php/jels/ issue/view/235. tomlinson b., & whittaker, c. (2013). blended learning in english language teaching: course design and implementation. london: spring gardens. woodward, t. (2001). planning lessons and courses: designing sequences of work for the language classroom. new york: cambridge university press. xie, q., & adamson, b. (2015). how effective is workplace english for occupational purposes (eop) training? case studies of corporate programs in the chinese context. the asian esp journal, 11(1), 151-184. retrieved from https://www.asian-esp-journal.com/. dian kardijan, emzir, & zainal rafli the gap between learning needs and its’ implementation in english for hospitality specific purposes program 126 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 283 exploring classroom interaction patterns in efl virtual learning magdahalena tjalla (corresponding author) email: magdahalenatjalla@iainpare.ac.id marlina syamsir iain parepare, indonesia email: marlina.syamsir98@gmail.com zulfah iain parepare, indonesia email: fahruddin.zulfah@yahoo.com abdul haris sunubi iain parepare, indonesia email: abd.harissunubi@iainpare.ac.id arqam iain parepare, indonesia email: arqam@iainpare.ac.id apa citation: tjalla, m., syamsir, m., zulfah., sunubi, a. h., & arqam. (2023). exploring classroom interaction patterns in efl virtual learning. english review: journal of english education, 11(1), 6374. https://doi.org/10.25134/erjee.v11i1.7878 received: 29-10-2022 accepted: 26-12-2022 published: 28-02-2023 introduction classroom interaction is a crucial element in the efl learning context. some researchers have shown that classroom interaction significantly affects the teaching-learning process and learning achievement. for teachers, classroom interaction is beneficial to help them create a supportive atmosphere for interactive teaching-learning activities (winanta et al., 2020). class interaction in the efl context also facilitates students with concrete and natural practice of the target language (al-munawwarah, 2021; some-guiebre, 2020; wizheng, 2019). it is also helpful to engage students in learning by triggering their interest during the teaching and learning process (entusiastik & siregar, 2022; kholisoh & barati, 2021), a benefit which at the same time can decrease their anxiety (alahmadi & alraddadi, 2020). in addition, class interaction provides a path for students’ academic success as well as determines the achievement of the learning objective in each meeting (eisenring & margana, 2019; siddig & alkhoudary, 2018. thus, teacherabstract: this study analyzed classroom interaction patterns in four efl virtual learning classes at iain parepare: speaking, listening, writing, and reading. the purpose of this study was to give an overview of classroom interaction involving lecturers and students during the learning process. the researchers used a video recorder and field notes to capture the spoken and written interaction during the learning process. data were transcribed and codified based on the intuitive taxonomy of the discourse act framework of tsui. data showed that both in spoken and written interaction, patterns of initiation-response (ir), initiation-responsefollow up (irf), and initiation-response-follow up-follow up 2 (irff) occurred. in detail, the complete interaction patterns were in listening class, both in spoken and written form. in reading and writing classes, the initiation-response (ir) and the initiation-response-feedback (irf) occurred. however, in speaking, only initiation-response (ir) was produced. in written interaction, except in the listening class, only initiation-response (ir) occurred. data also showed that utterance categories occurred less in written interaction than in spoken. most of the interactions were done when the lecturer provided information on learning material and instructions on how to do assignments. thus, there was no feedback given by the lecturer in this interaction. the study also found that the interaction was lecturer-centered, and both the lecturers and the students employed the l1 in the classroom interaction. keywords: classroom interaction patterns; efl virtual learning; spoken interaction; written interaction. magdahalena tjalla, marlina syamsir, zulfah, abdul haris sunubi, & arqam exploring classroom interaction patterns in efl virtual learning 284 student interaction is a vital tool to involve students in learning and improve their achievement. classroom interaction in an efl setting often does not run smoothly. learners of english commonly have problems with interactional skills. in addition, teachers are difficult to elicit students’ talks during the learning process. a study conducted by alam & ashrafuzzaman, (2018) founad that many students are not interested to participate in classroom interaction. some of the reasons are they have low english competence that they mostly yield incomplete sentences, and the factor of shiness and anxiety to talk in front of the class. some studies by ate et al. (2021) and fachrunnisa & nuraeni (2022) also revealed that students tend to be passive in interaction and choose to be silent when teachers ask a question, and they are not interested to ask questions when the teacher gives them a chance to ask. another factor relies on the domination of the teacher in the interaction in which most of the classroom talks are produced by a teacher resulting in a monstrous classroom interaction atmosphere (pratiwi, 2018). there are two main factors contributing to the changes from face-to-face classroom interaction to virtual learning, namely technological development and the case of pandemic covid-19. technology development is the main reason for the integration of technology in language learning. according to khodabandeh (2020), technology is used extensively in all facets of life, including education. this has caused a shift in the way that people learn from traditional classroom learning contexts to new forms of learning contexts like virtual classes. in addition, virtual classroom platforms combine a variety of technological tools such as computers and smart gadgets connected to the internet, and allow text-, audio-, and videobased communication in actual time (coulianos et al., 2022; tyrväinen et al., 2021). in general, virtual learning offers wonderful prospects for expanding access to learning, costs reduction, and—most importantly, improving the standard of instruction and learning (rachmah, 2020). dealing with language learning, the positive impact of technology enables the use of internet resources while learning a language, giving students more possibilities to practice their communication abilities. (alshumaimeri, 2019; alswilem, 2019; cong-lem, 2018). as a result of the pandemic, english language classrooms changed quickly to the innovative and effective use of technology to enhance the teaching and learning process and address anticipated obstacles (hakim, 2020). virtual learning was the best solution to save people from the attack of the covid-19 virus. virtual learning challenges traditional definitions of a situation and the way teachers and students are expected to interact (willermark, 2020). yet, some previous studies demonstrate the strength of classroom interaction in virtual learning. willermark (2020) reported that virtual learning in an efl context affects positively student interaction. virtual learning provides easiness for teachers to monitor students’ activity, and arrange them in individual and small group activities, providing no chance for students to dominate the classroom activity as in traditional face-to-face learning. this situation improves inter-student interaction. the positive effect of teacher-student interaction in virtual learning also showed in the studies of masjedi & tabatabaei (2018) and vindyasari (2022). they found that online learning provokes students to actively participate in classroom interaction, and avoid the teacher’s dominance in the interaction, and produce a variety of classroom interaction pattern, likewise, a study conducted by alahmadi & alraddadi (2020) investigated whether virtual learning during the pandemic era was effective to assist students in their second language interaction and whether virtual learning facilitated students’ interaction and language learning. the study on the preparatory year students of the saudi english language center showed that interaction in efl virtual learning was effective, as students have a positive perception of the virtual class. students stated that they participated in the learning, shared ideas, and they reported that their language skill was improved. apart from the strengths of classroom interaction in virtual learning explained above, some studies show the complexity of teacherstudent interaction in virtual learning. abdusyukur (2022) explored the teacher-student interaction in an online efl classroom and compared the interaction patterns of teachers and students to find who was dominant in the interaction. this study found that class interaction in virtual learning was teacher-centered. students tended to be passive in interaction which led teachers to talk more and dominate the interaction. in the same way, havwini (2019) compared the interaction patterns of teachers and students that focused on the initiation act. the study revealed that teachers dominated the interaction. teachers did more initiation to elicit information from the students. in addition, students also initiated to get information on things they were not clear about the material. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 285 however, none of the studies described a virtual class that employed both oral and written interactions as the case at english education language program in iain parepare, indonesia. this study was meant to investigate how lecturers and students interacted in a virtual learning context using spoken and written modes. specifically, this study was conducted to provide a detailed linguistic description of interaction patterns in virtual efl classrooms and the utterance functions as well. by analyzing the interactions that occurred in the virtual efl classrooms, the research finding was expected to contribute to a deeper understanding of virtual learning and in turn, will help the lecturers to find the best strategy to overcome problems in the virtual learning environment method this research was conducted using a descriptivequalitative design. the qualitative approach was relevant to use in this study because it described the patterns of class interaction in a virtual english learning environment. the classroom interaction occurred in efl virtual class setting in iain parepare. there were four classes selected in this study: speaking, listening, writing, and reading classes, with four lecturers and 114 students. the researchers used observation, field notes, and open interviews to collect the research data. the researchers acted as non-participant observers by entering the virtual class in the live conference via zoom or discussion groups in whatsapp. in some meetings, the researchers directly stayed beside the lecturer or one of the students to observe the activities to gain data and a direct understanding of the class interaction. all the situations and conditions related to classroom interaction in the virtual learning process were noted and recorded. the interview was used to ensure data validity by asking the participants whether they agreed or disagreed with the collected data. the transcribed data were then analyzed using a discourse analysis approach with the aid of the seventeen-category system of tsui (1995) to find out the interaction patterns that occurred in virtual learning. this framework provides seventeen categories of speech with subcategories. this is also beneficial to explain the functions of both lecturers’ and students’ utterances in classroom interaction. tsui’s system can be summarized in table 1 below. table 1. the seventeen-category system by tsui (1995) move/exc hange head/discourse acts sub-classes teac her’ s talk initiate 1. elicit a. display qs 1. direct 2. nominate 3. inform 4. recapitulat e 5. frame 6. starter 7. check a) factual q. b) yes-no q. c) reasonin g q. d) explanati on q. b. genuine qs a) opinion q b) informati on q. c. restating elicit respond 9. evaluate 10. accept 11.comment 12. clue a.encouraging/ positive b. negative stud ents’ talk respond 13.reply 14. apologize a.restricted b. expanded initiate 15.request 16.elicit 17. interrupt results and discussion the result of this study shows that there were three kinds of interaction patterns found in spoken interaction, namely the initiation response (ir) pattern, initiation respond follow up (irf) pattern, and the initiation respond follow up follow up 2 (irff) pattern. the result also shows that these three patterns were completely produced in listening class. in reading and writing classes, both ir and irf patterns were produced, but the irff pattern was not. moreover, in speaking class, irf and irff patterns were not produced. it means that only the ir pattern was produced in the speaking class. the lecturers-students interaction patterns were shown in the following table: table 2. spoken interaction patterns in efl virtual learning environment efl virtual class interaction patterns ir irf irff listening √ √ √ speaking √ reading √ √ writing √ √ the finding in the table above indicates that the most frequent interaction pattern produced was magdahalena tjalla, marlina syamsir, zulfah, abdul haris sunubi, & arqam exploring classroom interaction patterns in efl virtual learning 286 initiation-response (ir) pattern in which the lecturers initiated the interaction by asking questions and the students responded to them. the lecturers did initiation to elicit information to know the students’ knowledge on the topic being discussed. the questions could be in the form of yes-no questions or explanation questions. initiation in the ir pattern is also sometimes produced by the students. initiation-response-follow-up (irf) was also found in the lecturers-student interaction. the initiation was produced by the lecturers and was responded to by the students. the follow-up act was mostly produced by the lecturers as an endorsement or acceptance of the student's responses. the follow-up pattern was produced by the lecturers because students responded to the initiation with the correct answers and followed what was expected by the lecturers as in the following extract: extract 1 l : “… apa yang dia katakan?” (what did he say?) s3 : “i love durian.” s5 : “i love it.” s1 : “i live it.” ss : “i love it.” l : “ok! perfect!” (spoken interaction in listening class) the dialogue in extract 1 above illustrates the irf pattern produced in the spoken interaction process. the lecturer initiated the conversation by asking a question. the students responded to the question, and when they did it correctly, the lecturer gave feedback by saying “ok! perfect!” therefore, feedback was given by the lecturer in response to the students’ correct answers. the use of the irf pattern in teacher-student interaction is an indicator that the interaction was not dominated by teachers or students, instead the two parties have the same opportunity to actively interact within the interaction (kartini et al., 2020). as explained earlier, one of the interaction patterns produced in the lecturers-students interaction was initiation – respond – follow upfollow-up (irff). the follow-up act from the lecturers such as 'repair' was sometimes followed by a new movement sequence in the form of the second follow-up produced by the students as an acceptance of the repairs suggested or commanded by the lecturers. this interaction pattern is demonstrated in the following extract: extract 2 l : “….because i don’t like. bukan lagi like, but i hate durian. what about you? what about you, class? what about you students?” ss : “i like ma’am. i like durian mam. so, it’s very, eee… very delicious, ma’am.” s4 : “very delicious, mam.” l l : “ok! if you like durian so much, you should say “i love durian”. not “i like”, but “i love durian”.” s4 : yes mam! i love durian (spoken interaction in listening class) the dialogue in extract 2 above illustrates how the follow-up movement occurred differently. the lecturer initiated the interaction by giving a specific question to students to get information on whether they liked durian did not. then, the students enthusiastically said that they liked durian so much. however, the response was deemed inaccurate. therefore, the lecturer gave repair by correcting the students' answers about the right way to express something that people like most. students then accepted the lecturer’s repair and corrected their answers as a follow-up act 2. dealing with written interaction in efl virtual learning environment, there were also three kinds of interaction patterns found here, namely initiation response (ir) pattern, initiation respond follow up (irf) pattern, and initiation respond follow up follow up 2 (irff) pattern. the written interaction patterns produced in efl virtual learning environment are presented in the following table. table 3. written interaction patterns in efl virtual learning environment efl virtual class interaction patterns ir irf irff listening √ √ √ speaking √ reading √ writing √ the same finding as in the spoken interaction is seen in the table above; the three patterns of lecturers-student interaction completely occurred in listening class. some conversations between the lecturer and the students represent the complete pattern of interaction in which the lecturer started the interaction with initiation, then it was english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 287 responded to by the students, followed by the lecturer’s feedback, and ended with the students’ feedback. in other classes namely speaking, reading, and writing, the only pattern produced was the ir. this means that there was no feedback given in the written interaction in those three classes. the following extract is the representation of the irff pattern in the written interaction: extract 3 (8 students collected their assignments.) l : “excellent, but you don’t need to write all the conversation. you just need to say they like or not. if he likes, what he said to express his like? such as “i hate it” or if he does not like it. what he said? (5 students collected their assignments.) s : “he hasn’t like it. because it was the first time he taste it, mam.” l : “you should write he doesn’t like it” s : “okay, mam.” (written interaction in speaking class) the conversation above shows the complete pattern of classroom interaction in the virtual learning environment. the lecturer initiated the interaction by giving a compliment to the students who have participated in finishing and submitting their assignments. on the other side, the student's assignment was out of the lecturer’s instruction. the lecturer then gave some ‘clues’ which was also an initiation act. the purpose was to guide the students to the correct answer. in turn, students responded to the ‘clue’ given by the lecturer. the lecturer gave a follow-up as a 'correction' by saying "you should write he doesn't like it'". then, the students answered by saying "yes mam". this kind of movement is called 'follow-up 2'. both in spoken and written interaction, lecturers initiated the conversations. however, in some situations, the initiations were produced by students. class interaction with the student’s initiation is presented below: extract 4 s1 : “assalamu’alaikum mam!” l : “waalaikumsalam. move to zoom now!” s2 : “iye bu” (all right, mam). s1 : “baik bu” (okay, mam) s2 : “yes mam.” (written interaction in speaking class) regarding the conversation above, the students initiated the interaction by expressing a greeting. this was done because the class time was already begun. students initiated the interaction by greeting as muslims used to do. the lecturer then gave a response to the greeting. this finding supports some previous studies' results that students sometimes initiate a talk (mardani, & gorjizadeh, 2020; mier & blanco, 2022; rasmitadia et al., 2019; selamat & melji, 2022). based on the findings above, the characteristics of spoken and written interactions of the four classes of efl learning in iain parepare are described as follows: the three interaction patterns of the ir, irf, and irff occurred both in spoken and written interaction in the listening class. in general, the ir pattern was the most common form of interaction performed both in spoken and written interactions. the ir pattern occurred when the lecturer initiated the interaction by asking the question and the students responded to the initiation. this pattern of interaction has some benefits, such as students actively participate in decision-making, and are involved all day long in classroom activities (fibri, 2018). the interaction was then restarted with a new initiation. occasionally, the lecturer gave a follow-up act as an evaluated purpose. this kind of move exchange is then called initiation – response – follow-up (irf). in certain situations, the lecturer gave a follow-up to guide the students to the correct answer that was categorized as ‘repair’. the student’s acceptance of the lecturer’s repair was categorized as ‘accepted’. both the spoken and the written interactions produced in this study follow the initiation – response – follow-up – follow-up (irff) pattern. the production of the irff pattern in the lecturerstudents interaction process can be explained here: the first turn is an initiation that was taken by the lecturer. the initiation produced by the lecturer is the first turn to open the sequence in the classroom interaction. initiation is widely used by the lecturers in this study in various functions, such as greeting, conveying information, or stimulating students to display their knowledge about the topic of discussion. however, the researchers also found that the interaction was also initiated by the students. therefore, it can be said that interactions in virtual classrooms do not always follow a rigid irf pattern where initiation is produced by the lecturers. students’ initiations also take a large portion of classroom interaction. the purpose of the initiation act carried out by the students is to obtain or share information. this finding is consistent with a study conducted by li & lam study (2022). magdahalena tjalla, marlina syamsir, zulfah, abdul haris sunubi, & arqam exploring classroom interaction patterns in efl virtual learning 288 one of the factors that underlie the initiation carried out by the students is the topic chosen in the learning process. selamat & melji (2022) argued that the choice of a topic had an impact on the willingness of the students to respond to participate in the interaction. in addition, if the topic is the one related to the student’s experience, they would answer the teacher’s questions (nernere, 2019). this means that students are brave and confident enough to start interacting with the teachers to get or share information. the second turn of the irff pattern is a response (r) which was performed by the students to answer the lecturer’s question or to show their understanding of the teachers’ command and instruction. although the responses were mainly produced by the students, the researchers discovered that the response was sometimes produced by the lecturer if the students initiated a question. hence, the response was not always given by the students. overall, the ir pattern was always found in every meeting of the four efl virtual classes both in spoken and written interaction. in the third turn, it was found that the lecturer provided various types of follow-up (f) in following the students' response during the classroom interaction as seen in table 4. providing follow-up on students’ responses might increase students' self-confidence, and create close social relations between lecturers and students (yulia & zainil, 2021). afterward, follow-up 2 was the fourth turn in classroom interaction. in this study, the irff pattern was only found in the listening class. the lecturer realized the mistakes made by students in giving answers as in the sentence (s: "i like durian, mam"). to correct the students' answers, the lecturer produced the 'repair' utterance category by saying (l: “... if you like durian so much, you should say "i love durian"/s: yes, mam.). feedback in the form of correction is normally produced by the teacher (selamat & melji, (2022). as a form of acceptance of the correction given by the lecturer, the studentproduced utterance was categorized as 'accept'. it can be seen how lecturers tried to create interactive classroom conditions, and involved students actively to provide their arguments or opinions. interaction with feedback is the ideal form of teacher-student interaction. feedback might speed up learning and draw students' attention to their language errors (mohammed, 2019). also, when using the irf/irff pattern, the teacher could produce lengthy interactive interactions, which provide a variety of feedback such as the exchanged feedback and arbitrary corrective feedback (estaji et al., 2022). in spoken interaction, speaking class only performed the ir pattern, while reading and writing classes produced the ir and irf patterns. in written mode, the three classes of speaking, reading, and writing, only produced the ir pattern. this means that there is no feedback in the interaction. the researchers found that several categories of the response act given by the students did not require further movements pattern such as the follow-up act. this occurred in certain situations when initiation began with certain utterances, such as 'elicit: inform' in the form of 'information question', 'elicit: clarify', request, directive, informative such as report, expressive, and so on. for example, (l: ....jaringan kurang bersahabat yah? (the network is bad, isn’t it? (i)/s: yes, mam.... (r)/l: so, bagaimana ini? (how, is it?). (i)), the follow-up action was not needed by students because the responses given by students were information that does not require evaluation or acceptance as usual. as a result, the lecturer initiates interaction by asking questions to obtain the students’ opinions on whether learning continued or skipped. a study conducted by atmojo & widhiyanto, (2020)) also found the same, the interaction begins with the teacher informing only followed by the student's answer, then the teacher does not give any follow-up act to the students. the research found twenty-five utterances categories in spoken interaction, which are demonstrated in the following table: table 4. taxonomy of discourse act in spoken interaction produced in efl virtual learning environment head act subclasses initiating act elicitation elicit: inform a. display qs a) factual b) yes-no q c) reasoning q d) explanatio n q b. genuine q a) opinion q b) informatio n q c) restating elicit elicit: confirm elicit: agree elicit: repeat english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 289 elicit: clarify requested request for action request for permission offer invitation directive advisives 1. advice 2. warning mandative 3. instruction nominate informativ e report expressive assessment s: compliment clue recapitulate frame respond act positive respond negative respond negative respond follow up act endorseme nt positive evaluation concessio n acknowle dgment 1. accept 2. repair 3. accept with repair the table above presents the utterances categories that occurred in spoken interaction. there were twenty-five categories of utterances produced in the initiation act. in response act, there were only two categories produced. henceforth, there were 5 categories in the follow-up act and two categories or utterances produced as follow-up act 2. however, there are only seven utterances categories found in written interaction as seen in the following table: table 5. taxonomy of discourse act in written interaction produced in efl virtual learning environment head act sub-classes initiati ng act elicitation : directive informative elicit: inform mandatives: instruction report expressive assessments: compliment clue factual q informatio n q respon d act positive respond follow -up act endorsement positive/encour aging evaluation acknowledge ment a) accept b) repair the table above indicates the utterances produced in written interaction. there were seven categories produced in the initiation act and one category in the response activities. henceforth, there were three categories of utterances that occurred in the follow-up act and two categories in follow-up act 2. these data suggest that utterances produced by lecturers and students serve a variety of functions. the findings above also indicate that fewer interaction patterns, as well as utterances categories, are produced in written interaction than in spoken as well. written interactions in the current research, as has been previously explained, employed the whatsapp application. a study has proved that the learners tended to be passive and gave low responses in interactions using the whatsapp application. classroom interaction was considered monotonous and therefore affected the students’ frustrations (budianto & arifani, 2021). the study also found the use of the student’s native language both in spoken and written interaction. both the lecturers and the students used the native language, namely indonesian. the use of the native language in classroom interaction is positively viewed by some experts. according to li (2018), the learners’ native language could be used as a means to start a conversation in teacherstudent interaction as well as to promote the employment of the l2. in addition, vazquez & ordonez (2019) argue that the use of the l1 is beneficial as “it reduces the time students devote to the use of the l2”. however, the excessive use of the l1 is contra-productive, as the students have fewer opportunities to experiment with and use their english (huriyah & agustiani, 2018). the finding of this study also showed that lecturer-student interaction in both spoken and written modes was lecturer-centered. in such an interaction, communication is dominantly handled by the teachers and most of the language produced by them (sarhandi et al., 2018). while learnercentered learning which should be used in classroom interaction has some powerful strengths such as improving students’ motivation, selfdirected learning, attitude toward the target language, and belief in the language learning and at the same time reducing students’ anxiety (kassem, 2019), all the lecturers dominated the magdahalena tjalla, marlina syamsir, zulfah, abdul haris sunubi, & arqam exploring classroom interaction patterns in efl virtual learning 290 interaction in the current study. the ideal classroom interaction suggests that teachers should talk 30% of the whole talk, while students should do 70% (kostadinovska-stojchevska, 2019). teacher-centered interaction was also found in a study conducted by abdusyukur (2020); the teacher-student interaction in an online efl classroom followed the traditional pattern, in which teachers play a dominant role in conversations, and students were passive. however, the teacher-centered interaction model is not only experienced in virtual learning but also face-to-face learning. even though teachers believe that learner-centered is the ideal interaction, in the actual realization, they practiced teacher-centered interaction more frequently than the studentscentered model (kaymakamoglu, 2018). a study conducted by huriyah & agustiani (2018) also found that teachers dominated classroom interaction by asking students questions. a different finding was seen in a study conducted by khodabndeh (2021) that compared interaction in online efl learning to conventional one. the study revealed an interesting fact that online efl interaction was more dynamic where students were active and dominated the interaction than in the conventional classroom. conclusion there were three kinds of interaction patterns produced both in spoken and written forms of the efl virtual learning environment conducted in iain parepare, namely initiation – response (ir) pattern, initiation – response – follow-up (irf) pattern, and initiation – response – follow-up – follow-up2 (irff). among the four classes, only the listening class produced the complete patterns of interaction, both in the spoken and written mode. in the spoken mode, the reading and writing classes showed the same pattern of interaction, the ir and irf occurred in the classroom interaction, while in the speaking class, only the ir pattern occurred. generally, the most common pattern of interaction that occurred in all the classes was the ir. the ir pattern mainly occurred when initiation was started by the lecturer, and students responded to it. the irf pattern then occurred when the students’ responses were accepted by the lecturers. while the irff pattern was produced when the lecturer repaired the students’ responses, and the students acknowledged the repair. interaction in the three classes of speaking, reading, and writing performed the same interaction pattern in the written mode. here, only the ir pattern occurred. this indicates that the lecturers did not provide any follow-up to the student’s responses. written interaction in this virtual learning employed utterance categories fewer than spoken interactions. written interaction applied in this virtual environment was limited for some purposes, such as sharing materials and giving instruction on how to do the tasks, and the dominant pattern of interaction used was the ir, where lecturer-initiated interaction and responded to by students. in this context, lecturers rarely gave feedback on students’ responses. other characteristics found in both spoken and written interaction of lecturers’ and students’ talks were the use of the l1 and the domination of lecturers’ talks. even though some studies claimed the positive impact of the l1 in efl learning, the frequent use of the l1 prevents students from experiencing the target language, affecting to low level of students’ english proficiency. likewise, the domination of the teacher in classroom interaction causes students to be passive, and therefore the classroom interaction is monotonous. also, students are lazy to engage in learning. therefore, lecturers should limit the use of l1 in the classroom to help students practice their english. the lecturers should also give students more opportunities to be active in classroom interaction by providing students more chances to initiate and respond to the conversations. based on the findings of this study, it is suggested to lecturers give more feedback to students, especially feedback on repairing as a way to teach students a good form of language. moreover, the lecturers should minimize the use of written interaction to give students more chances in practicing all the utterances categories. this study had a weakness in the unstable connection of students’ internet that less number of spoken interactions produced by the students. since hybrid learning has become a trend in the efl learning context in indonesia, it is recommended that future researchers explore more interaction patterns in online efl classrooms with more stable internet connections. references abdusyukur, m. r., sudana, d., & muslim, a. b. 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(2021). an analysis of teachers’ oral feedback in efl classroom interaction at smp negeri 10 batam. journal of english language teaching, 10(1), 45-52. code switching analysis in classroom interactions in husnul khotimah islamic senior high school yuli yulyana code switching analysis in classroom interactions in husnul khotimah islamic senior high school code switchinganalysis inclassroom interactionsinhusnul khotimahislamicsenior highschool yuli yulyana husnul khotimah islamic senior high school, kuningan, indonesia e-mail: ummudinda85@gmail.com apa citation: yulyana, y. (2015). code switching analysis in classroom interactions in husnul khotimah islamic senior high school.english review: journal of english education, 1(1), 104-113 received: 01-09-2012 accepted: 03-10-2012 published: 01-12-2012 abstract : this study examines types, functions, teacher’s reasons and students’ responses of code switching in classroom interactions in school context at husnul khotimah islamic senior high school. this study focuses on analyzing english teacher’s utterances at eleventh grade and their students’ utterances by using poplack and gumperz theory. the method of this study is descriptive qualitative. the data of the study is in the form of written recording utterances during teaching and learning process in the classroom, interview and questionnaire. based on the analysis of the data, this study concludes that the teacher used code switching in order to give particular purpose in delivering the teachers’ feelings during teaching and learning process. the language change often makes the teacher and the students feel better and more meaningful in conveying and obtaining their feelings. concisely, code switching not only represents teachers’ competence but also shows particular purposes. keywords: code switching, classroom, interactions introduction code-switching, the alternate use of two different languages is situated in the field of bilingualism and is seen as a common feature of those who speak two or more languages. code-switching is usually approached from two different perspectives: linguistic and social, and it is thus defined differently. exploring the phenomenon of code-switching in bilingual and social settings, many researchers place their focus mainly on its types and its functions (e.g., gumperz, 1982; myers-scotton, 1993; poplack, 1980). their studies set a good background for later researchers in other settings, in particular education. in the classroom context, this phenomenon has attracted more and more educational researchers in their investigation into the different types of code-switching, its function, its effect on the speakers who employ it, and the reasons for code-switching. it occurs commonly in language classrooms around the world where teachers are teaching a foreign language (fl) or a second language (sl). here, this research investigates a sociolinguistic phenomenon called code switching in classroom interactions at ma husnul khotimah. this study attempts to identify the forms of code switching, the functions of codeswitching used by teacher’s and students’ classroom interactions, and to describe the teachers’ reasons for doing the code-switching in classroom interactions. in the conversational code switching, a speaker may switch codes within a single sentence and may even mailto:ummudinda85@gmail.com english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee do so many times. code switching emphasizes the creative performance that offers tentative structural constraints on code switching. it means that conversational code switching rather focuses on the creative process of different language in words, phrases, even sentences when the occurrence of code switching does not accompany a change in topic or participant. there have been many attempts to give a typological framework to the phenomenon of code-switching. one of the most frequently discussed is that given by poplack. poplack’s theory about code switching as citted by jingxia (2010: 10-11) identified three different types of switching occured in her data, namely tag, inter-sentential and intrasentential switching. tag switching is the insertion of a tag phrase from one language into an utterance from another language. it seems that the fixed phrases of greeting or parting are quite often involved in switches. since tags are subject to minimal syntactic restrictions, they may be inserted easily at a number of points in a monolingual utterance without violating syntactic rules. tag switching is merely tags such as you know, ya or yes and it usually consists of one or two words. intra-sentential switching takes place within the clause or sentence and is considered to be the most complex form of switching. it seems most frequently found in the utterances, though it involves the greatest syntactic risk since the switching between languages occurs within the clause or sentence boundries. intra-sentential switching may be avoided by all but the most fluent bilinguals. inter-sentential switching occurs at a clause or sentence boundary, where each clause or sentence is in one language or another. according to romaine (1996: 160), inter-sentential switching could be considered as requiring greater fluency in both languages than tag-switching since major portions of the utterance must conform to the rules of both languages. code-switching performs several functions; firstly, people may use codeswitching to hide fluency or memory problems in the second language. secondly, code-switching is used to mark switching from informal situations (using native languages) to formal situations (using second language). thirdly, code-switching is used to exert control, especially between parents and children. fourthly, code-switching is used to align speakers with others in specific situations. code-switching also functions to announce specific identities, create certain meanings, and facilitate particular interpersonal relationships. gumperz in gardner-chloros (2009: 67), gives possible functions of code switching, such as the reinforcement of an important message or the introduction of specific connotations linked to the other language. furthermore, albrecht (2004: 47) gives other functions of code switching in conversation, namely quotations, addressee specification, interjections or sentence fillers, reiterations, message qualification, and personalization or objectification. quotation means that switching is used to draw a stretch of direct speech in other language which is different from the main narrative. the function is as quotation mark when bilinguals report and present a direct speech by using its original language, for example, person a wants to report something that has been said by person b; person a is talking in english but inserts the reported words of person b in indonesian language. yuli yulyana code switching analysis in classroom interactions in husnul khotimah islamic senior high school addressee specification is to draw attention to the fact that the addressee is being invited to participate to the conversation, for example, a : sometimes you get excited and then you speak in hindi, then again you go on to english. b : no non-sense, it depends on your command of english. a : [shortly after turning to a third participant, who has just re-turned from answering the doorbell] kən hai bai (who is it)? code switching serves to mark interjection or sentence filler. here, a piece of sentence from one language is inserted or injected to the other, for example, the insertion of the english filler “you know” in an otherwise completely indonesian language utterance. reiteration, frequently a message in one code is repeated in the other code either literary or in somewhat modified form. it means to clarify what is said or to emphasize a message, for example, a spanish/english bilingual mother may call her children who are playing on the street first in spanish, but if they do not listen, then in english. message qualification, the speaker simply tries to demarcate a distinction between two parts of the discourse, a topic is introduce in one language and then commented or further qualified in the other, for example, the oldest one, la grande la de once anos (the big one who is eleven years old). the function of code switching can be used to mark personalization or objectification. by switching to the other codes, a speaker tries to express his knowledge or expertise about the discussed topic. for example, person a is talking about quitting smoking to person b; person a is code switching between spanish and english. in other words, person a talks about her problem (how to quit smoking) in english but acts out her problem (how the cigarettes run out in the night) in spanish. codes switching in regular social context and code switching in language learning classroom have separate and distinct functions though sometimes some functions are common in both the situations. classroom code switching is a common phenomenon in many multi lingual and multicultral classes. chowdhury (2012, p. 40) states that “…in monolingual country such as bangladesh, classroom code swicthing as a part of the global transformation in the methods and techniques of english language teaching”. we need to consider classroom code switching as a fact which cannot be ignored in any way especially in indonesia where english is taught as a foreign language. in english language teaching, students tend to switch code but is also common in teachers’ discourse. modupeola (2013, p. 93) says “teachers’ employ code switching strategy as a means of providing students with opportunities to communicate and enhance students understanding”. it further helps to facilitate the flow classroom instruction since the teachers do not have to spend much time trying to explain to the students or search for the simplest words to clarify any confusion that may arise. the teacher use code switching by starting the lesson in the english language and may move into the second language and back. code switching help the students to enjoy their learning due to their ability to comprehend the teachers input. the comprehensible input also allows them to fell less stressful and to become more comfortable to learn. according to simon in yletyinen (2004, p. 30), “a typical feature of bilingual or multilingual language english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee classroom interaction is that code switching has been thought of as a forbidden practise, or if not forbidden then to be avoided at all costs”. she continues to state that teachers who have employed code switching have felt guilty of doing this, so it has not been considered as good practise. simon in yletyinen (2004) proposes that foreign language classrooms are a specific code switching context since, firstly, foreign language classrooms can be considered as a multilingual community to the effect that the participants share knowledge about the pedagogical contract which governs code choice in different pedagogical situations. secondly, the learners have limited knowledge of the foreign language whereas the teacher knows it well; this may increase the occurrences of code switching. thirdly, teacher and the pupils have socially and institutionally predetermined roles: teacher-status is associated with the use of foreign language and learner-status is associated with the implicit obligation to use the foreign language. method this study aims to identify the forms and functions of code switching used by the teachers in classroom interactions, and to identify the teachers’ reasons for doing it. the researcher observes one of the english teacher and two classes of second grade students. the number of students are 49 students. the population of this study is the eleventh grade students of senior high school in kuningan. the population is taken from 2 classes, they are xi ipa 3 and xi ipa 5 classes. the writer uses descriptive qualitative method. techniques of collecting data are observation, questionnaire and interview. the observation was conducted on 1 teacher and 49 students from two classes chosen. the main purpose is to find out the types and the functions of code switching that are used by the teacher and students’conversations in classroom interactions. after recording the teacher and the students’ activities, the researcher makes video transcripts, then analyzes the types and the functions of code switching. the interview is recorded by using tape recorder. then the researcher listens and transcribes it. the researcher analyzes the result of transcribing process to find out the teachers’ reasons for doing the code switching in making conversations with their students and drawing the conclusion from the english teacher’s answers. the researcher distributes the questionnaire to the two selected classes of the eleventh grade. resultsanddiscussion the classification of code switching in the conversation between the teacher and the students in classroom interactions is based on poplack in jingxia (2010: 10-11) divides three types of conversational code switching: tag switching, intrasentential switching and intersentential switching. the results are discussed in the table below: table 1. types of teacher’s code switching occurrences no types of codeswitching frequency percentage (%) 1 tag switching 23 16% 2 intrasentential switching 94 67% 3 intersentential switching 24 17% total 141 100% yuli yulyana code switching analysis in classroom interactions in husnul khotimah islamic senior high school table 1 indicates on the types of code switching from teacher’s utterances in classroom interactions. the researcher concludes that there are three types of code switching employed by the teacher in classroom interactions. the type of intrasentential switching is the most dominant used by the teacher with 94 occurrences. on the other side, the type of intersentential switching is more dominant used by the teacher with 24 occurrences than tag switching with 23 occurrences. thus, the researcher concludes that the number of frequency from teacher’s code switching is 141 occurrences. the types of code switching from the students utterances in classroom interactions are discussed in the table below: table 2. types of students’ code switching occurrences no typesof codeswitching frequency percentage (%) 1 tag switching 1 1% 2 intrasentential switching 66 94% 3 intersentential switching 3 4% total 70 100% based on the table 2, the researcher concludes that there are three types of code switching employed by the students in classroom interactions. the type of intrasentential switching is the most dominant used by the students with 66 occurrences. on the other side, the type of intersentential switching is more dominant used by the students with 3 occurrences than tag switching with 1 occurrences. the number of frequency from students code switching is 70 occurrences. the result of code switching types occurrences between teacher and students in the classroom interactions, are discussed in the table below: table 3. types of code switching occurrences used in classroom interactions no typesof codeswitching frequency percentage (%) 1 tag switching 24 11% 2 intra-sentential switching 160 76% 3 inter-sentential switching 27 13% total 211 100% based on the table 3, the researcher concludes that there are three types of code switching employed by the teacher and students in classroom interactions. the type of intrasentential switching is the most dominant used by the teacher and their students with 160 occurrences. on the other side, the type of intersentential switching is more dominant used by the teacher and their students with 27 occurrences than tag switching with 24 occurrences. thus, the researcher concludes that the number of frequency is 211 occurrences. to find out the function of code switching employed in the conversation, the analysis is mostly based on gumperz’s theory that classifies the discourse function into six classifications, namely code switching as quotation, addressee specification, interjections, reiteration, message qualification and personalization. the results are discussed below: english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee table 4. functions of teacher’s code switching occurrences no functionsof codeswitching frequency percentage (%) 1 quotations 0 0% 2 addressee specification 64 45% 3 interjections or sentence fillers 23 16% 4 reiteration 33 23% 5 message qualification 21 15% 6 personalization or objectification 0 0% total 141 100% table 4 indicates on the functions of code switching from teacher utterances in classroom interactions. the researcher concludes that there are four functions of code switching employed by the teacher in classroom interactions. the function of addressee specification is the most dominant used by the teacher with 64 occurrences, reiteration with 33 occurrences, interjections is more dominant with 23 occurrences than message qualification with 21 occurrences. thus, the researcher concludes that the number of frequency is 141 occurrences. the functions of code switching from the students utterances in classroom interactions are discussed in the table below: table 5. functions of students’ code switching occurrences no functions ofcodeswitching frequency percentage (%) 1 quotations 0 0% 2 addressee specification 37 53% 3 interjections or sentence fillers 1 1% 4 reiteration 7 10% 5 message qualification 25 36% 6 personalization or objectification 0 0% total 70 100% from table 5, it can be concluded that there are four functions of code switching used by the students. addressee specification is the most dominant with 37 occurrences, message qualification is more dominant with 25 occurrences than reiteration with 7 occurrences, then interjections with 1 occurrence. thus, the researcher concludes that the number of frequency is 70 occurrences. in this research, it is revealed that the teacher used code switching for several reasons. the teacher told in the interview that her reasons doing code switching in classroom interactions are to help the students understanding the material well and some occasion the students can’t catch what the teacher said about the material or instructions for doing exercise. the students ability or their understanding in mastering english can become another reasons for doing code switching. the reasons employed by the teacher is related to the functions of code switching as reiteration in observation. there are 23% or 33 occurrences reiteration occurs in the teacher’s utterances. the teacher uses code switching to repeat words or sentences in one language to other language. it means yuli yulyana code switching analysis in classroom interactions in husnul khotimah islamic senior high school to give clear explanation about the instructions, or to give the clear information about the material. in this research, researcher finds out the students’ responses on the classroom interactions using code switching to measure the effectiveness of code switching used in the teacher’s and students’ conversations. frequency of code switching to indonesia it indicates the ideas of the students on the frequency of code switching to indonesia in english class. 34 students (69%) responded that the teacher occasionally used code switching when the teacher interacted with the students. table 6. ‘how often does your teacher use indonesian language in the classroom?’ responses frequency percentage always 0 0% sometimes 13 27% occassionally 34 69% never 2 4% consciousness using code switching it indicates that the most students (35%) are sometimes or occasionally conscious of code switching to indonesia. it implies that the students didn’t notice the switching from english to indonesia. thus, they are unclear about the situations where the teachers make the switches. table 7. ‘are you conscious of teacher’s code switching to indonesian language in the classroom?’ responses frequency percentage yes, always 11 22% yes, sometimes 17 35% yes, occassionally 17 35% no, never 4 8% attitudess towards code switching answering to question 3 ‘what’s your attitude towards the use of indonesian language in the classroom?’ there are 25 students (51%) who agrees with the use of indonesia. at the same time, 20% of the students have the neutral views. only a small percent of the students (18%) disagree with the use of indonesia. however, we can see that most of the students hold a positive attitude towards code-switching to indonesia. ideal frequency of code switching it shows that most of the students prefer their teacher to use indonesia occasionally. it indicates that the students really want to improve their english competence as much as possible. however, they think it is important for their teachers to use indonesia sometimes or occasionally to meet their needs as we know their textbooks are generally a little beyond their comprehension. english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee table 8. ‘what’s the ideal frequency of teachers’ use of indonesian language in the classroom?’ responses frequency percentage always 1 2% sometimes 18 37% occassionally 29 59% never 1 2% code switching as effective strategy in efl class answering question 5 ‘do you think code switching to indonesian language is an effective strategy of learning and teaching english?’ there are 41 students (84%) who responded that code switching to indonesia as a good strategy to make an effective efl class. the students think code switching is an easier and helpful way to learn a foreign language like english. influence of code switching on indonesia it shows that the majority of the students (73%) believe that code switching to indonesia benefit in the efl class. on the other hand, a small number of students 2% consider code switching to indonesia to be harmful. it means that the students are able to communicate her knowledge of the subject matter to the teacher through the use of two languages clearly. table 9. ‘how does code switching to indonesian language influence the classroom?’ responses frequency percentage greatly beneficial 12 24% beneficial 36 73% no influence 0 0% harmful 1 2% situation of code switching we can see that as regards code switching to indonesia, the students have different choices. the results go in the following order: to translate unknown vocabulary items, to introduce background information, to check comprehension, to give grammar instruction and to manage class. the students’ view on the situation of code switching to indonesia may reflect the functional categories of code switching to indonesia. table 10. ‘in what situations does your teacher switch to indonesian language?’ responses frequency percentage to manage class 4 4% to translate unknown vocabulary items 46 47% to introduce background information 20 20% to check comprehension 14 14% to give grammar instruction 8 8% others 6 6% yuli yulyana code switching analysis in classroom interactions in husnul khotimah islamic senior high school conclusion the researcher concludes that english teacher and the students in eleventh grade of husnul khotimah islamic senior high school occasionally switch their language in the beginning, middle and end of sentences during teaching and learning process. the teacher and the students often switch their language from english to indonesian or vice versa. there are three types of code switching in classroom interactions: firstly, intrasentential switching. it occurs when the teacher or the students switch the words or phrase of indonesian language within their english conversation or vice versa. secondly, intersentential switching. it occurs at a clause or sentence boundary, where each clause or sentence is in one language or another. thirdly, tag switching. here, the teacher or the students insert indonesian words into english conversations. the tag being inserted are the words ‘ya’ and ‘iya’. there are four functions of code switching in classroom interactions. they are interjection, reiteration, message qualification and addressee specification. there is a phenomenon that code switching can also function as speaking habit, but it is more or less similar to the function of code switching as interjection or sentence filler. the teacher uses code switching to help the students understanding the material and the instructions well. on the other hand, when the students have less capability and understanding in mastering english, the teacher also uses code switching in classroom interactions. code switching may be used by the teacher to develop student’s skill to catch what the teacher said. the students respond positively on the use of code switching used by the teacher. they believe that code switching can help them understanding well about what their teacher said. code switching used by the teacher in classroom interactions is a good strategy to create an effective efl class. in this research, the researcher concludes that the teacher use code switching in order to give particular purpose in delivering the teachers’ feelings during teaching and learning process. 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(2004). the functions of codeswitching in efl classroom discourse. jyvaskyla: university of jyvaskyla. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 171 authors’ affiliation influence towards rhetorical moves and linguistic features of rejected raas ayu intan harisbaya english education department, faculty of language and literature education, universitas pendidikan indonesia, bandung, indonesia email: ayuintan16@upi.edu eri kurniawan english education department, faculty of language and literature education, universitas pendidikan indonesia, bandung, indonesia email: eri_kurniawan@upi.edu arif husein lubis korean education department, faculty of language and literature education, universitas pendidikan indonesia, bandung, indonesia email: lubis_ah@upi.edu apa citation: harisbaya, a. i., kurniawan, e., & lubis, a. h. (2023). authors’ affiliation influence towards rhetorical moves and linguistic features of rejected raas. english review: journal of english education, 11(1), 171-182. https://doi.org/10.25134/erjee.v11i1.7579 received: 13-10-2022 accepted: 25-12-2022 published: 28-02-2023 introduction each year, the academic world is always bombarded by the prevalent genre in academic writing, which is research articles published in reputable journals (kaya & yağız, 2020; swales & feak as cited in qurratu’aini, 2022). through research articles (ras), scholars can try to contribute more in increasing public knowledge based on their respective fields of study, reflecting on their previous research in order to enrich their comprehension through other related ras, broadening both national and international research collaborations, and legitimating their noteworthy claims in an academic and professional career (hyland, 2000; kanoksilapatham, 2005). while research articles (ras) are used as the media for the authors in analyzing current phenomena and expanding the findings of previous studies in particular fields, research article abstracts (raas) tend to help the readers of ras in determining whether a research article is worth further reading (amnuai, 2019; kaya & yağız, 2020). an abstract is a reflection and the miniature of a research article because it has to present the whole contents of an ra comprehensively yet as compactly as possible due to the limitation of words. the essential role of abstract has also been the main concern of study in some research (e.g., amnuai, 2019; fauzan et al., 2020; kaya & yagiz, 2020). salager-mayer (as cited in hyland, 2000) stated that abstracts abstract: an abstract is the selling point of a research article (ra), due to the fact that it can help the readers and particularly journal reviewers in selecting which ras are remarkable to be read further and accepted. a plethora of research has analyzed the rhetorical moves and linguistic features of accepted raas. nevertheless, almost none of them have explored the rejected one, based on the authors’ affiliation. invoking hyland’s (2000) rhetorical move model as the main instrument, this study intends to dismantle and fill up those lacunas by utilizing 31 rejected raas in total from indonesian journal of applied linguistics (ijal), submitted in 2019, 2020, and 2021. the data were then separated into the same affiliation (13 abstracts) and different affiliation (18 abstracts) groups in order to find the commonality and discrepancy in the rhetorical move and linguistic features (i.e. tenses, voice, and grammatical subjects). as a result, the authors’ affiliation had some influences on the structure of rhetorical moves of raas and the accommodation of linguistic features in each move. it also appeared that there were some primary shortcomings found in the rejected abstracts as compared to the accepted ones. this study can be adopted as the reference for future research in rhetorical moves analysis, specifically regarding the authors’ affiliation and rejected raas. keywords: authors’ affiliation; linguistic features; research article abstracts; rejected; rhetorical move analysis. mailto:ayuintan16@upi.edu mailto:eri_kurniawan@upi.edu ayu intan harisbaya, eri kurniawan, & arif husein lubis authors’ affiliation influence towards rhetorical moves and linguistic features of rejected raas 172 should reflect the moves which are “fundamental and obligatory” (p. 64) in a research article. in a similar vein, amnuai (2019) also agreed that move-based analysis has been widely used as the main tool in dismantling the parts of the research article abstract. a plethora of research in raas has applied rhetorical move analysis to identify not only the moves of abstract but also the steps of it. moves exhibit the communicative purposes of abstract, while steps that are integrated into moves provide narrower strategies in organizing and explaining the concise ideas of the author of ras (harisbaya et al., 2021; yoon & casal, 2020). furthermore, linguistic features also take a role in rhetorical move analysis to set the functional boundaries in helping the researchers classify the potential moves and steps of raas (andika et al., 2018; yoon & casal, 2020) and even denoting authorial stance (pho, 2008). consequently, it is important for the authors of ras to be aware, learn, and master the skill of conventional rhetorical organization of raas (amnuai, 2019; kanoksilapatham, 2005; pho, 2008). nevertheless, hyland (2000) contended that the perfect model of rhetorical moves is rarely found in his data of analysis. despite the fact that many research articles (ras) have been published hitherto in reputable journals, the awareness of writing a well-constructed ra, specifically its abstract as the foremost part-genre of ra is still low (kaya & yağız, 2020). many writers of research article abstracts still fail to communicate their notions through the ideal form of rhetorical moves. thus, again, hyland (2000) emphasized that “more than summarising is taking place” (p. 68). rhetorical moves analyses have been extensively established in the area of research article abstract; however, scant attention has been paid to analyzing raa based on authors’ affiliation. harisbaya et al. (2021) and kanafani et al. (2021) conduct similar research through their proceedings regarding the effect of authors’ affiliation collaboration in constructing raas. their findings are interesting, yet still require to be discussed further. most researchers just explore research article, ma thesis, or dissertation in the area of english native and non-native speakers (e.g. jawad, 2018; noorizadeh-honami & chalak, 2018; sadeghi & alinasab, 2020), novice and expert authors (e.g. fatma & yağiz, 2020; nabilla et al., 2021; ye, 2019) various disciplines of study (e.g. bhatti et al., 2019; gani et al., 2021; huang, 2018; omidian et al., 2018; qurratu’aini, 2022), or national and/or international authors (e.g. arsyad et al., 2020; nurcik et al., 2022). from the perspective of linguistic features, tseng (2011) only focused on verb tenses and found that present and past tenses dominantly appeared in applied linguistics journals. meanwhile, some other previous studies identified grammatical subjects and/or voice (e.g. nurcik et al., 2022; pho, 2008; kafes, 2015) in analyzing linguistic features of raas. pho emphasized that grammatical subjects contributed more in distinguishing moves, nurcik et al. (2022) claimed that the voice from all data was apparently similar, whereas kafes referred to pho’s findings yet with few discussions of grammatical subjects. moreover, using rejected research article abstracts as the source of data analysis is also still scarce to be found in rhetorical moves research that has existed so far because the data is not accessible for public in any national or even international journals. some related previous studies of rhetorical move analysis have been carried out, but the main data are the accepted and also rejected conference abstracts (cas), not rejected raas (yoon & casal, 2020). in order to occupy those lacunas, this research presents the comparative study of rejected research article abstracts based on indonesian authors’ affiliation from the perspective of rhetorical move analysis and some linguistic features i.e. tense, voice, and grammatical subject. the authors’ affiliation will be divided into two groups, which are the same affiliation and different affiliation. using hyland’s (2000) rhetorical moves model which was also employed in some previous studies (e.g. amnuai, 2019; kurniawan et al., 2019; harisbaya et al., 2021; tamela, 2019; wahyuni et al., 2021; pratiwi & kurniawan, 2021) as the basis of analysis, this research is expected to produce clear answers for the following questions: (1) how is the rhetorical organization of the rejected ra abstracts manifested across two groups of affiliation? (2) what linguistic features were dominantly exhibited in both groups? method a comparative approach using quantitative and qualitative research methods was applied in this research, in order to discover similarities and disparities of rhetorical moves and linguistic features on selected rejected ra abstracts based on the same and different affiliations. the qualitative method had the function of describing and elaborating the quantitative data of analysis that were provided in the form of percentages. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 173 this research analyzed 31 abstracts from rejected research articles that were submitted to indonesian journal of applied linguistics (ijal) in 2019, 2020, and 2021. ijal was chosen due to its reputation as the only applied linguistics journal in indonesia that has been indexed by scopus (q2). those abstracts were selected based on two groups: group “sa” which consisted of authors from the same affiliation, and group “da” which consisted of authors from different affiliation. authors’ affiliation in this research was based on higher education institutions in indonesia. 31 raas were divided into two groups: the first group had 18 abstracts from authors of different affiliation, while the second group consisted of 13 abstracts from authors of the same affiliation. the ra abstracts were mostly collected from english language and english education fields of studies. considering raas as prominent writing in the academic world and motivated by the limited previous studies that unraveled rejected raas as the main data, this research applied a systemic rhetorical move analysis from the perspective of hyland (2000). there were some reasons in deciding hyland’s model as the main instrument of rhetorical moves analysis in this study, as cited and in accordance with kurniawan and sabila’s (2021) research: (1) move 5 – conclusion in hyland’s model more thoroughly dismantled the discussion and recommendation or implication compared to santos’ (1996) model. move 5 of santos’ model only highlighted the discussion of the findings; (2) the introduction and purpose parts of an abstract in hyland’s were precisely divided into move 1 and move 2, while swales (1990) combined them into one move only; (3) 800 raas from the various discipline of studies has been verified using hyland’s to acquire its generic patterns (hyland, 2000); and (4) in the most current research, hyland’s has been the most utilized framework for rhetorical moves analysis (lubis & kurniawan, 2020). table 1. hyland’s (2000) five-model of rhetorical moves move step move 1 introduction (i) step 1 – arguing for topic significance step 2 – making topic generalization step 3 – defining the key term(s) step 4 – identifying gap move 2 purpose (p) stating the research purpose move 3 method (m) step 1 – describing participants/data sources step 2 – describing instrument(s) step 3 – describing procedure and context move 4 product (pr) describing the main results move 5 conclusion (c) step 1 – deducing conclusion step 2 – evaluating the significance of the research step 3 – stating limitation step 4 – presenting recommendation or implication pho (2008) stated that there were seven classes of grammatical subjects as the part of linguistic features applied in rhetorical moves, including the epistemic classes. phenomenal classes (i.e. the things that the researcher studies): class 1. objects of research and their attributes (including nouns referring to people or objects studied and their ‘attributes, properties, action, behavior, or motivations and thoughts’: the participants, variables, these strategies, scores for the 3-criterion variables,...). epistemic classes (i.e. nouns ‘belonging to the researcher or referring to the reasoning of academics’) class 2. self-reference (to the author(s) of the paper): i, we, the author, the researcher,... class 3. other-reference (including 4 subcategories: (3a) specific names of other researchers or citations of the author’s own previous studies: hyland (2000)...; (3b) previous research or studies in general without referring to any specific researchers: previous researchers, previous studies, numerous research,...; (3c) general topics in the field: self-efficacy, communication across cultures, educational practitioners,...; and (3d) specific research objects or outcomes mentioned in previous research: the notion of “accommodation”,...). class 4. audience (including words involving the readers/audience): ‘we’ (i.e. ‘we’ that refers to both the author and the reader),... class 5. reference to writer’s own work – macro-research outcome (including words referring to the study or the paper): this study, this ayu intan harisbaya, eri kurniawan, & arif husein lubis authors’ affiliation influence towards rhetorical moves and linguistic features of rejected raas 174 research, this investigation, this paper, this article, this report, . . . class 6. reference to writer’s own work – micro-research outcome (referring to details of the study, research instruments, and research-related events/processes): the findings, the results, the purpose of this study, questionnaire, discussion, a quasi-experimental with one time series design,... class 7. anticipatory it and existential there. the process to collect and analyze the main data went through several steps. first, a letter was made for ijal in order to ask permission in accessing the rejected manuscript. second, the data was sorted and an online consent form for asking permission in accessing and analyzing the abstracts was sent through email to the potential participants which presumably were suitable with the data criteria. after that, the abstracts which were allowed to be used as the main data began to be analyzed by breaking down the abstracts into sentences and labeling each sentence to the compatible move and step. furthermore, the linguistic features of the data (i.e. voice, tenses, and grammatical subjects) were also dismantled in this study as illustrated in table 2. z-test was utilized in order to analyze the equality of steps proportion based on these hypotheses: h0 : there is no difference between the proportion of steps occurrences in sa and da groups. h1 : there is a statistically significant difference between the proportion of steps occurrences in sa and da groups. table 2. rhetorical moves and linguistic features labeling move step tense voice verb gs the aim of this research is to investigate the culture-specific items (csis) and the techniques of translation applied to translate them from indonesian into english in the booklet of yogyakarta calendar of event 2020. 2 simple present active is class 6 in order to check the reliability of the analysis done in this present study, the inter-coder reliability assessment was chosen as the best tool. an experienced lecturer who put a high concern in rhetorical move analysis was enlisted as the inter-coder. afterward, the corresponding author of this study and the inter-coder independently checked and coded 41 sentences randomly obtained from the main corpus. the results of the inter-coder agreement were 90.24% for steps analysis and 100% for move analysis. it could be seen that the agreement attained a satisfactory level of inter-coder reliability. some previous studies also conducted the inter-coder reliability in rhetorical moves and attained agreement (e.g. fauzan et al., 2020; rashidi & meihami, 2018). results and discussion rq1: the manifestation of the rhetorical organization from the rejected ra abstracts across two groups of affiliation this section delineated the results concerning the manifestation of move-step occurrences, movestep salience, and linguistic features of the data from the perspective of grammatical subjects, tenses, and voice. this section also provided the answers to the research questions: (1) to compare and explain the rhetorical organization of the rejected ra abstracts manifested across two groups of affiliation, and (2) to compare and identify the linguistic features that dominantly appeared in both groups. there were two uncommon steps found in both sa abstracts and da abstracts, which were step previous research labeled as 2* in move 1 introduction and step design labeled as 1* in move 3 method. due to the fact that sentence was the main focus of rhetorical moves analysis in this research, some phrases and/or clauses indicated as potential embedded moves and grammatical subjects were considered not to be discussed further. move-step occurrences table 3. move-step occurrences abstracts z-test for equality of proportion (steps) sa da moves steps moves steps z p (2-tailed) 1 18.75% 1 12.50% 1 16.03% 1 32% -1.635 0.102 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 175 2 66.67% 2 36% 2.147 0.032 3 12.50% 3 12% 0.053 0.957 4 4.17% 4 12% -1.001 0.317 2* 4.17% 2* 8% -0.559 0.576 2 10.94% 2 17.31% 3 25% 1 31.25% 3 28.85% 1 24.44% 0.661 0.509 2 9.38% 2 15.56% -0.795 0.427 3 37.50% 3 42.22% -0.416 0.677 1* 21.88% 1* 17.78% 0.447 0.654 4 34.38% 4 28.21% 5 10.94% 1 35.71% 5 9.62% 1 33.33% 0.135 0.893 2 7.14% 2 13.33% -0.547 0.584 3 3 6.67% -0.983 0.326 4 57.14% 4 46.67% 0.564 0.572 *note: the difference in the proportion of each step is significant at p < .05 p< .05, using the z test for the difference between two proportions. this subsection presented the overview of move-step occurrences. the data were obtained by converting the analysis results from numbers into percentages for moves and steps columns. however, in order to provide the exact proportion of steps occurrences, z-test was also applied in this analysis. as seen from table 3, the percentage of move 4 product in group sa was the highest among other moves, while move 3 method reached the highest percentage of occurrence in group da. move 2 purpose and move 5 conclusion in group sa obtained the same percentage of occurrences, which was 10.94%. both moves were noted as the least occurring moves compared to the other four moves in group sa, whereas move 5 in group da obtained the lowest percentage of occurrence among other moves. on the other hand, the step occurrences of sa abstracts and da abstracts seemed atypical. step 2 of move 1 (making topic generalization), step 3 of move 3 (describing procedure and context), and step 4 of move 5 (presenting recommendation or implication) in both groups had the highest percentage of occurrences among other steps. however, when the equality of steps proportion had been analyzed using z-test, it could be seen from the highlighted parts of the table that there was a statistically significant difference between the proportion of step 2 of move 1 occurrence in group sa and that in group da . meanwhile, there was no statistically significant difference in other step occurrences proportion. therefore, the results of z-test for the equality of steps proportion justified that h1 was accepted only in step 2 of move 1. step 3 of move 5 (stating limitation) were not found in any abstracts of group sa. meanwhile, 6.67% of step 3 of move 5 still could be found in group da abstracts with insignificant proportion between group sa and da. as previously stated, this research found two uncommon steps: step 2* of move 1 (previous research) and step 1* of move 3 (design). the following excerpts represent the manifestation of the uncommon steps. example 1. some experts analyzed synchronous classroom activities through multimodal discourse analysis. (sa9, move 1, step 2*, sentence 2) example 2. previous studies suggested that male’s masculinity and female’s femininity largely remained to conform to their respective biological attributes. (da17, move 1, step 2*, sentence 3) example 3. a quasi-experimental with one time series design was employed to examine the effectiveness of amall to improve the speaking of efl slow learners. (sa2, move 3, step 1*, sentence 4) example 4. this research uses quantitative with experimental of one group pretest-posttest design. (da12, move 3, step 1*, sentence 4). based on the findings of this study, move 4 product and move 3 – method tended to occur in sa and da abstracts respectively, whereas the tendency of move occurrence in accepted raas was only move 3. those findings were partly in line with some related previous studies (e.g. harisbaya et al., 2021; kanafani et al., 2021; kurniawan et al., 2019). in harisbaya et al. 's findings, move 4 became one of the prior moves, yet the appearance still did not predominate the data. kanafani et al. showed that in the groups of different and same authors’ affiliations from accepted abstracts, the first major move was move 1 – introduction. although the general ayu intan harisbaya, eri kurniawan, & arif husein lubis authors’ affiliation influence towards rhetorical moves and linguistic features of rejected raas 176 variable of analysis was similar to this study, which is authors’ affiliation, the results were not the same. in addition, only move 3 had the highest number of occurrences in kurniawan et al., but it did not apply to move 4 of the previous findings. since step 2 of move 1 (making topic generalization) became the most manifested step of rejected raas based on the equality of proportion, this result was not in line with some previous studies that collected accepted raas as the main source of data analysis (e.g. kurniawan et al., 2019; kurniawan & sabila, 2021; pratiwi & kurniawan, 2021). those previous studies claimed that steps 3 of move 3 (describing procedure and context) was the most manifested step. regarding the uncommon steps (previous research and design steps), those were also discovered in lubis and kurniawan (2020)’s research which generated the synthesized coding scheme of rhetorical moves from previous studies of raas across academic genres. move-step occurrences are scarce to be discussed in some research, particularly the occurrence of uncommon steps outside hyland’s (2000) rhetorical organization model. thus, these findings can shed light on the revelation of movestep occurrences of the rejected raas based on authors’ affiliation. move-step salience table 4. move-step salience in percentages move sa da step sa da 1 76.92 77.78 1 23.08 33.33 2 61.54 38.89 3 15.38 16.67 4 7.69 11.11 2* 7.69 11.11 2 100 100 3 84.62 94.44 1 69.23 44.44 2 23.08 33.33 3 69.23 66.67 1* 46.15 44.44 4 92.31 94.44 5 61.54 50 1 30.77 27.78 2 7.69 11.11 3 5.56 4 38.46 16.67 this subsection provided the overview of move-step salience from group sa and group da. the data were obtained by translating the analysis results from numbers into percentages. the consideration to analyze the salience was based on the number of abstracts featuring the moves and steps. if, for example, move 1 – introduction appeared twice in an abstract, then it still counted as one for the salience. according to kanoksilapatham (2005), there were some labels related to the salience of move or step: conventional and optional. a move has to reach 60% of all the data to be recognized as a conventional move. if the frequency of a move is considered under 60%, it is labeled as an optional one. however, amnuai (2019) clarified kanoksilapatham’s criteria by classifying the move or step salience into three parts: obligatory (100%), conventional (60% 99%), and optional (less than 60%). from table 4, it could be seen that the obligatory move both in group sa and da abstracts was move 2 procedure with a percentage of 100%. there was no optional move in group sa abstracts, but it was found in move 5 conclusion from group da abstract (50%). the rest of the moves from sa abstracts were labeled as conventional moves: move 1 introduction (76.92%); move 3 method (84.62%); move 4 product (92.31%); and move 5 conclusion (61.54%). meanwhile, move 1, move 3, and move 4 were indicated as the conventional moves in da abstract. both move 3 and 4 in da abstracts obtained the same percentage (94.44%), but move 1 reached 77.78%. the percentage of step salience from both data were varied, however the obligatory step could not be found in both data. step 2 of move 1 (making topic generalization) and step 1 and 3 of move 3 (describing participants/data sources and describing procedure and context– respectively) were categorized as a conventional step in sa abstracts, but the rest of the steps from move 1, move 3, and move 5 identified as the optional steps. on the other hand, only step 3 of move 3 was categorized as the conventional step of all da abstracts, and the rest of the steps were considered as the optional steps. from the perspective of move-step salience, it was detected that the obligatory move from sa and da abstracts was move 2 – purpose. in contrast, there were commonly three obligatory moves that showed in accepted raas: move 2, move 3, and move 4. this result partially resonated with some previous studies (e.g. kafes, 2015; kurniawan et al., 2019; pho, 2008). in kafes’ findings, move 2 (presenting research) and move 3 (methods) were considered as the obligatory moves in two out of three groups of analysis. kurniawan et al. (2019) stated that move 2 – purpose and move 4 – product were categorized obligatory in all journals. moreover, english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 177 pho claimed that presenting the research and summarizing the findings were the obligatory moves in all groups of abstracts, but describing the methodology categorized obligatory in two of three groups of abstracts. rq2: the foremost linguistic features appeared in both groups linguistic features of abstracts moves the distribution of each linguistic feature across the five moves of the main data was calculated separately to disclose the linguistic features that were dominantly appeared on each move. the characteristics of linguistic features from both groups were alike with the accepted raas. as mentioned earlier, sentences were the main unit of analysis in this present study. therefore, if any linguistic features were discovered in a phrase or a clause, those would not be the main focus of the data analysis, as tseng (2011) also stated. due to the space constraints, the whole tables were not provided here; however, the characteristic of linguistic features on each move were grouped together and discussed under the relevant subsection below. almost all grammatical subjects classes emerged in the main data–except class 4. nevertheless, this research would only focus on four of seven classes found in the whole corpus due to the frequency of occurrence. both groups sa and da abstracts elicited similar forms of grammatical subjects from move 1 – introduction to move 4 – product, except move 5 – conclusion. some anomaly linguistic features were also found in this research, such as the absence of voice and tense, double verbs, or the choice of transition and pronoun words due to the incomplete or incorrect structure of a sentence. therefore, some linguistic features labels (in terms of tense and voice) were manipulated based on the tense and voice pattern from the previous and following sentences in the abstracts. move 1 – introduction the most dominant class of grammatical subject in move 1 of both groups was class 3 – other reference subject. the following excerpts represent the most dominant grammatical subject class in move 1. example 5 brown and levinson's theory on politeness (3a) stated that ... (sa7, move 1, step 2, sentence 2) example 6 numerous researches (3b) focused on technology-assisted language learning, but few of them cover inclusive learning style with authentic elements. (sa2, move 1, step 4, sentence 3) example 7 the output of vocational school (3c) still has lower competence in english communication for industrial networking. (sa13, move 1, step 2, sentence 1) from the examples above, there was no class 3d specific research objects or outcomes mentioned in previous research found in group sa abstracts. on the contrary, the specific names of other researchers or citations of the author’s own previous studies (class 3a) did not appear, but instead class 3d in group da abstracts. example 8 previous studies (3b) have analysed song lyrics to identify their intended messages. (da13, move 1, step 4, sentence 2) example 9 self-efficacy (3c) is a person's belief in his ability to carry out planned activities. (da12, move 1, step 3, sentence 1) example 10 the notion of “accommodation” (3d) has been explained by giles and his colleagues in 1973. (da5, move 1, step 2*, sentence 4) from the perspective of verb tense and voice, simple present tense dominated the occurrences in both groups sa and da (62.5% and 72% respectively), whereas the second rank of verb tense occurrences emerged differently from the groups. simple past tense (20.83%) was the second rank in group sa, while present perfect tense (20%) appeared as the second rank in group da. active voice also dominantly appeared in move 1 of groups sa and da (87.5% and 64% respectively). although class 3 was dominantly employed as the main grammatical subject of the whole corpus, it could be inferred from the tense occurrence that specifically sub-class 3c was the most frequently used grammatical subject as it was applied to inform the general topics in the field. the discussion of linguistic features in this study mostly referred to pho’s (2008) findings, especially for the grammatical subjects. as seen ayu intan harisbaya, eri kurniawan, & arif husein lubis authors’ affiliation influence towards rhetorical moves and linguistic features of rejected raas 178 from examples 5 to 10, each sub-classes of class 3 had its own style of the verb tense and voice occurrence. sub-class 3a indicated specific researchers applied simple past tense, while subclass 3c applied simple present tense to convey the general topics in the field. this observation was in accordance with pho’s. nevertheless, there was a slight difference with pho’s findings regarding the correlation between sub-class 3b and the verb tense choice. although pho stated that sub-class 3b tended to take the present perfect in the whole data, it did not appear the same in this research. sub-classes 3b (previous research or studies in general) and 3d (specific research object or outcome mentioned in previous research) in da abstracts applied present perfect tense. meanwhile, simple past tense tended to be used for verbs with sub-class 3b subject in sa abstracts. move 2 – purpose the majority of grammatical subjects in move 2 from the whole data was the reference to the writer's own work – macro research outcome (class 5), as in line with the communicative function of move 2 that intended to elucidate the purpose of the research. the following excerpts present the class 5 subject in move 2. example 11 this study (5) aims to determine the variation method used in online learning. (sa1, move 2, sentence 3) example 12 this research (5) investigated the translation process of the english-indonesian language pair performed by a translator using translog ii. (da10, move 2, sentence 1) most of the data utilized “this study”, “this article”, “this paper” or even “this research” as the subject of a sentence in move 2, and were accompanied by the simple present tense. simple present was still the foremost tense in both groups, with 85.71% occurrence in sa abstracts and 70.37% occurrence in da abstracts. simple past was also found in both groups, yet it did not stand out. the occurrence of active voice in sa and da abstracts was the highest; however, the sa abstracts did not contain any passive voice. sa abstracts reached 100% occurrence, whereas da abstracts got 85.19% occurrence for active voice. the findings of the simple present as the verb tense that tended to be utilized in move 2 of rejected raas resonates with some related previous studies (e.g. amnuai, 2019; qurratu’aini, 2022). pratiwi & kurniawan (2021) mentioned that active voice was also highly emerged in move 2, due to the fact that the authors intended to emphasize the doer rather than the action in order to make the raas more intelligible. move 3 – method the analysis for the grammatical subject of move 3 revealed that class 1 objects of research and their attributes obtained a great proportion in group sa and da. the following excerpts illustrate the class 1 subject of move 3. example 13 one hundred fifty-three participants (1) are submitting the completed questionnaire, and the majority of the respondent in both languages is a student at the university. (sa7, move 3, step 1, sentence 6) example 14 five students who did their final project and five lecturers who were involved reviewing activities (1) were investigated in this study. (da15, move 3, step 1, sentence 3) it was apparent from the excerpts above that class 1 tended to be used as the subjects of participants in the data analysis, which in accordance with the function of step 1 of move 3 (describing participants/data sources). in contrast to the previous moves that had the same analysis of tenses for both groups, the primary tense employed in group sa for move 3 contrasted to the tense that highly appeared in group da. while simple present became the primary tense in group sa (71.88%), simple past tense was preferred in group da (73.33%). in fact, simple past tense could not be found in any moves of sa abstracts. in terms of voice, group sa tended to use the active voice (56.25%), while the passive voice (71.11%) dominantly appeared in group da. from the perspective of move 3, some previous research claimed that most of the method moves tended to use past tense with passive voice (e.g. nurcik et al., 2022; pho, 2008) apparently found in abstracts from different affiliation authors. in contrast, this present study also discovered that simple present tense with active voice could also be the prominent linguistic features in method move, specifically in this case was retrieved from the rejected raas of the same affiliation authors. amnuai (2019) also agreed with the tendency of using simple present with english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 1, february 2023 https://journal.uniku.ac.id/index.php/erjee 179 active voice in move 3 from the accepted international corpus. move 4 – product the observation of the grammatical subject of move 3 showed that class 6 (reference to writer’s own work – micro research outcome) stood out both in group sa and da. moreover, 17 of 18 abstracts in group da contained class 6 as the subject of a sentence. the following excerpts depict the class 6 subject of move 4. example 15 the techniques of translation which are frequently applied (6) are literal translation with 31 data and transference with 28 data. (sa10, move 4, sentence 5) example 16 the findings from this study (6) revealed that the participants in this study might have used english in speech situations in which they would have used recycling the mistake word. (da16, move 4, sentence 6) in terms of verb tenses and voice, group sa and da respectively had the same tenses with the previous move–method move. simple present was highly accommodated in sa abstracts with 75% occurrence. on the other hand, the proportion of simple present and simple past tenses were nearly commensurate in da abstracts. unlike the verb tenses, the realization of voice both in group sa and da was considerably more unified. both groups utilized active voice with 81.82% occurrence in most of the sentences appearing in product move. the preference of active voice by the majority of authors from both groups resonates with kurniawan et al.’s (2019) findings that analyzed accepted ras. the previous study claimed that most authors from the data took active voice as the main voice in move 4. as stated by pho (2008) regarding the results of verb tenses in summarizing the findings move based on santos’ (1996) model, present tense was applied in order to provide the sense of “widely accepted findings” (p. 243) beyond the results of the study. meanwhile, the use of past tense left the sense of authors’ objectivity in revealing the research findings. thus, pho’s statement was in a similar vein with the purpose of present and past tenses in the product method of this present study. move 5 – conclusion unlike the previous grammatical subject realization in four moves, the subject class in move 5 varied across the two groups. class 1 dominated the conclusion move of sa abstracts, meanwhile class 5 prevailed in da abstracts. the following excerpts from both groups show the results of class 1 and class 5. example 17 vocational school in indonesia (1) should change english curriculum from general english to english for specifics purpose (esp). (sa13, move 5, step 4, sentence 17) example 18 this study (5) also reveal recommendations to tackle these issues, including: a) vocabulary enrichment through reading, b) presentation rehearsal, c) observing other students when presenting, d) learn to make effective and interesting slides, e) learn most commonly used phrases for presentation, f) practice using mind mapping and small cards to organize ideas (da15, move 5, step 4, sentence 11) in the conclusion move, the nouns referring to people or objects of study needed to be reappeared in order to emphasize the main concern of the study which had been analyzed. it was also important for class 5 to be restated in move 5 as the way to confirm the readers of abstracts regarding the conclusion, suggestion, recommendation, or implication of the research. since most sentences in move 5 were determined to remind the readers about the object studied and provide generalizations of the previous moves, it was not surprising that simple present became the most common tense used in group sa and da (85.71% and 80% respectively). the use of passive and active voice in sa abstracts was nearly commensurable, while active voice prevailed in da abstracts with 73.33% occurrence. the results of move 5 conclusion in the findings section were partly in contrast with pho’s (2008) findings in discussing the research (move 5). class 6 was not found as one of the prominent grammatical subjects in this study; but instead, class 5 was not accommodated in pho’s findings of move 5. however, the simple present tense which was almost exclusively employed in move 5 of the present study agreed with pho’s (2008) research in order to make “the sentence sound more general” (p. 244). ayu intan harisbaya, eri kurniawan, & arif husein lubis authors’ affiliation influence towards rhetorical moves and linguistic features of rejected raas 180 conclusion this research deduces that there are some similarities and differences between the rejected and accepted raas in general, and also between the same affiliation group of raas and different affiliation one in particular. it can be summed up from the results that authors' affiliation have some impact in constructing an abstract of the research article. there are two main concerns in this conclusion part that can be summarized based on the research questions. by using hyland’s (2000) model, it can be seen that the rejected raas tend to emerge move 4 – product (sa abstracts) and move 3 – method (da abstracts). step 2 of move 1 (making topic generalization) is the most occurring step in rejected raas with different equality of proportion between sa abstracts and da abstracts. it is also discovered that the obligatory move of rejected raas is only move 2 – purpose. in terms of step salience, there is no obligatory step found in rejected raas. referring mostly to pho’s (2008) analysis, this present study discloses that class 1, class 3, class 5, and class 6 of grammatical subjects tend to be applied in the rejected corpus with some distinction of move 5 – conclusion subjects in each group of affiliation. simple present and simple past tenses with active and passive voice have dominantly appeared in rejected raas with some distinction realized in each group. thus, it can be inferred from all the results of linguistic features on each move that the grammatical subject also plays a prominent role regarding the verb tenses and voice selection based on the context. this research also suggests that the uncommon steps realized in this present study need to be added and explored further as the new steps in rhetorical move analysis, as lubis and kurniawan (2020) already proposed with their synthesized model of hyland’s move. this study should be viewed with some caution: (1) future research should involve more abstracts to capture more data; (2) sentences as the unit of analysis may not be able to capture the results as good as phrases. therefore, it is recommended to explore not only sentences but also clauses or phrases as the unit of analysis in rhetorical moves. references amnuai, w. 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(2008). research article abstracts in applied linguistics and educational technology: a study of linguistic realizations of rhetorical structure and authorial stance. discourse studies, 10(2), 231-250. pratiwi, s. n., & kurniawan, e. (2021). rhetorical move and genre knowledge development of english and indonesian abstracts: a comparative analysis. studies in english language and education, 8(3), 885-900. qurratu’aini, s. f., kurniawan, e., & lubis, a. h. (2022). rhetorical move analysis of science and engineering abstracts rejected in a scopusindexed journal. retorika: jurnal ilmu bahasa, 8(1), 38-47. rashidi, n., & meihami, h. (2018). informetrics of scientometrics abstracts: a rhetorical move analysis of the research abstracts published in scientometrics journal. scientometrics, 116(3), 1975-1994. sadeghi, k., & alinasab, m. (2020). academic conflict in applied linguistics research article discussions: the case of native and non-native writers. english for specific purposes, 59, 1728. santos, m. b. d. (1996). the textual organization of research paper abstracts in applied linguistics. text, 16, 481-499. swales, j. (1990). genre analysis: english in academic and research settings. cambridge university press. tamela, e. (2020). move structure analysis on research article abstracts in national and international scopus indexed journals. proceedings of international conference on english language teaching (iconelt 2019) (pp. 12-17). atlantis press. tseng, f. p. (2011). analyses of move structure and verb tense of research article abstracts in applied linguistics journals. international journal of english linguistics, 1(2), 27-39. wahyuni, i. t., gunawan, w., muniroh, r. d. d. a., & kurniawan, e. (2021). rhetorical moves and genre development in soft science research article abstracts. indonesian efl journal, 7(2), 121-130. ye, y. (2019). macrostructures and rhetorical moves in energy engineering research articles written by chinese expert writers. journal of english for academic purposes, 38, 48-61. yoon, j., & casal, j. e. (2020). rhetorical structure, sequence, and variation: a step‐driven move analysis of applied linguistics conference abstracts. international journal of applied linguistics, 30(3), 462-478. ayu intan harisbaya, eri kurniawan, & arif husein lubis authors’ affiliation influence towards rhetorical moves and linguistic features of rejected raas 2 a struggle for love of bella swan reflected in new moon movie: an individual psychological approach english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee a struggle for love of bella swan reflected in new moon movie: an individual psychological approach ayu riska lestari sdn ii cimangu kuningan, indonesia aiiu.rile@gmail.com apa citation: lestari, a. r. (2012). a struggle for love of bella swan reflected in new moon movie: an individual psychological approach. english review: journal of english education, 1(1), 47-56 received: 03-09-2012 accepted: 03-10-2012 published: 01-12-2012 abstract: this paper described the struggle for love of bella swan reflected in new moon movie by using alfred adler’s individual psychology and analyzed the plot of the movie. it used qualitative research method and the object of this study was a major character named bella swan. primary data sources were the new moon movie directed by christopher weitz and the script of the movie, while secondary data sources were collected from many sources such as dictionary, articles from internet, and books related to this study. methods of data collecting were observation and library research. the method of data analysis was descriptive analysis. based on the analysis, it reflected the condition of a person who had a goal and struggle to get it. it concluded that bella had high struggles to reach her goals. the plot of new moon movie is complicated and stimulating, therefore it made the story was not flat and boring. by analyzing the plot, the viewers could easily understand the story and the message of the movie and catch up the moral lesson of it. keywords: bella swan, new moon, alfred adler’s individual psychology, plot, struggle for love. introduction love is a part of life. we can not live without it. because of love, we can do everything. it makes people do everything to get their love. love is something we have to fight for. when we experience deeply love, we will struggle to reach it. it is very ironical if there is someone who loves you but he or she does not fight for getting your love. therefore, love needs struggles and sacrifices. for example, a mother struggles between life and death to give birth her children. a father seeks a living for his wife and his children. even, when people love someone, they are willing to sacrifice their life for the sake of someone they love. those are a struggle for love. love is a struggle as described in new moon movie which tells about a struggle for love of bella swan to maintain her love. new moon movie is the continuation of twilight movie. this paper analyzed the new moon movie directed by christopher weitz because of three reasons. the first is it shows unusual story. although this movie is about vampire, it is not horror movie. it is about a teenage romance movie which includes elements of vampire mythology and elements of romance. the second is the characters of new moon movie. the characters of this movie are awesome. kristen stewart as bella swan and robert pattinson as edward cullen can play role as a couple of lover well, so they can make the ayu riska lestari a struggle for love of bella swan reflected in new moon movie: an individual psychological approach characters alive. the third is a struggle for love of bella swan. bella’s love to edward is so deeply, so she will do everything to maintain her love, even she is willing to sacrifice her life to be a vampire like edward. this paper analyzed the movie by using individual psychological approach. it explored a theory which related to problem in the movie, which was a struggle for love of bella swan. in analyzing a struggle for love of bella swan, it used individual psychology theory proposed by alfred adler. the use of alfred adler’s theory since it reflects the condition of a person who has a goal and struggles to get it. individual psychology is “adler’s theory of personality that emphasizes the uniqueness of each individual and the processes by which people overcome their limitations and struggle to reach their life goals” (adler in hjelle & ziegler, 1992: 183). individual psychology emphasized how people reach goals that influence their behavior to reach the goals (adler in pervin, et al., 2005: 139). in brief, individual psychology is adler‘s theory of personality which explains about human striving (adler in schultz & schultz, 2005: 127). individual psychology can be categorized into six basic concepts: (1) fictional finalism; (2) striving for superiority; (3) inferiority feelings and compensation; (4) social interest; (5) style of life; and (6) the creative self (adler in hall, et al., 1998: 128). fictional finalism is an imagined goal (adler in cloninger, 2004: 109). it is a very real spur to reach the goal of human’s life (adler in hall, et al., 1998: 129). fictions are “ideas that have no real existence, yet they influence people as if they really existed” (adler in feist & feist, 2006: 73). for example, when someone imagines tasting a lemon, he/she tastes the lemon "as if" there was really a lemon to lick (www.durbinhypnosis.com/adler.htm). thus, fictional finalism clarified that what a person wants to achieve in the future which affects present behavior (adler in feist & feist, 2006: 73). adler (1927) concluded that people are motivated by their expectations of the future, not by their experience in the past (adler in hall, et al., 1998: 129). for example, if a person believes that there is heaven for good people and hell for bad people, it will affect how the people live (adler in hall, et al., 1985: 146). striving for superiority is “an innate drive that propels us toward perfection” (adler in phares, 1984: 92). every people have many ways differently to reach superiority, and human does efforts to compensate his bad or less characteristics in order that he/she reaches the goal (adler in hall, et al., 1998: 130). it means that striving for superiority is to overcome inferiorities that make us do efforts to reach our goals (adler in hall, et al., 1985: 149). by this concept, “adler (1927) does not mean being better than others, but he means continually trying to become something better, to become nearer and nearer to one’s ideal goals” (adler in hall, et al., 1985: 147). inferiority feelings are “the normal condition of all people and the source of all human striving” (adler in schultz & schultz, 2005: 127). by nature, people are prone to develop feelings of inferiority because the human being is born weak and helpless (adler in phares, 1984: 92). therefore, inferiority feelings are feelings appear because psychological and social deficiencies felt subjectively or feelings appear from http://www.durbinhypnosis.com/adler.htm english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee weakness or physical defect (adler in hall, et al., 1998: 131). then, compensation is a motivation to overcome inferiority by strengthening his/her weakness, or by developing other organs or something else instead of his/her weakness (adler in pervin, et al., 2005: 138). for example, demostheness who stuttered as a child, but finally he became one of the world’s greatest orators after practicing continuously (adler in hall, et al., 1998: 131). then, when adler was child, he was a weak and sickly child, it motivates him to defeat death by becoming a doctor (adler in feist & feist, 2006: 74). in addition, a person with a weak body is not necessarily to become a strong athlete but to compensate it may become an intellectual, an artist, an actor, a writer, and so on (adler in feist & feist, 2006: 72). for example, someone with a defect in vision may attempt to develop special listening sensitivities (adler in pervin, et al., 2005: 138). social interest is relationship individual between society which forms individual’s personality to reach the goal (adler in hall, et al., 1998: 132). it means that an individual must interact with the others in society because the society can form individual’s personality and help him toward striving for superiority (adler in hall, et al., 1998: 132). social interest does not appear spontaneously, but it must be guided and practiced (adler in hall, et al., 1998: 132). according to adler (1927) in feist & feist (2006: 75), social interest is “the natural condition of the human species and the adhesive that binds society together”. society is a necessity to human beings for protection and survival (adler in schultz & schultz, 2005: 133). for example, without perfection and nourishment from a father or a mother, a baby would perish (adler in feist & feist, 2006: 75). both father and mother give powerful contribution to the developing social interest of their children (adler in feist & feist, 2006: 76). style of life is formed by the age of four or five years (adler in hall, et al., 1998: 134). style of life can be defined as unique ways of individual to reach the goal (adler in hall, et al., 1998: 132). everyone has different style of life, and it is impossible that there are two people who develop the same style of life (adler in hall, et al., 1998: 132). for example, style of life of an intellectual and an athlete are different (adler in hall, et al., 1998: 133). style of life of an intellectual is reading, studying, and thinking (adler in hall, et al., 1998: 133). his life is more sedentary at home and to stand apart, while style of life of an athlete is practicing and more active (adler in hall, et al., 1998: 133). a person develops style of life to overcome feelings of inferiority (adler in phares, 1984: 93). for example, if a child has physical weakness, so his style of life will do things to get strong physical such as by lifting weights, whereas style of life of a stupid person will strive to reach intellectual superiority (adler in hall, et al., 1998: 135). then, napoleon’s style of life that was fond of conquering was caused by his slight physical stature, and hitler’s rapacious craving that wanted to dominate the world was caused by his sexual impotence (adler in hall, et al., 1998: 135). creative power of the self is “the ability to create an appropriate style of life” (adler in schultz & schultz, 2005: 131). creative self gives meaning in human’s life, it creates the goal, and it becomes a tool to reach the goal (adler ayu riska lestari a struggle for love of bella swan reflected in new moon movie: an individual psychological approach in hall, et al., 1998: 135). creative self can be defined as “concept used by adler to reflect his belief that each person is empowered with the freedom to create his or her own personality” (adler in hjelle & ziegler, 1992: 183). in other words, “we are free to choose and create it ourselves” (adler in schultz & schultz, 2005: 132). creative self asserts that “they are responsible for who they are and how they behave” (adler in feist & feist, 2006: 79). moreover, it is interesting that “adler (1927) offered a portrait of humans that was more satisfying, more hopeful, and far more complimentary to humans” (adler in hall, et al., 1998: 136). then, adler (1930) emphasized that “we are in control of our fate, not victims of it” (adler in schultz & schultz 2005: 131). plot is “a structure of events arising out of a conflict” (kennedy, 1991: 7). plot includes all the story events that are directly depicted (bordwell & thompson, 2008: 76). plot has a beginning, a middle, and an end (kennedy, 1991: 6). therefore, plot can be defined as a series of events in a story that incorporate the beginning to the end. there are four parts of plot, namely exposition, complication, climax, and resolution (klarer, 2004: 15). exposition is “the opening portion that sets the scene, introduces the main characters, tells us what happened before the story opened, and provides any other background information that we need in order to understand and care about the events to follow” (kennedy, 1991: 6). it means that exposition is a beginning or an introduction of the story. complication introduces a conflict, and it creates suspense (kennedy, 1991: 7). climax is the turning point of the story (klarer, 2004: 15). in this portion, viewers want to know what happens next. resolution is the outcome or conclusion of the story (kennedy, 1991: 7). it refers to the resolution of the complication or conflict (klarer, 2004: 15). therefore, it gives problem solving of the events in the story. based on the rationale, research questions of this study are as follows: (1) how is a struggle for love of bella swan in new moon movie reflected by using alfred adler’s individual psychology theory?; (2) how is plot constructed in new moon movie? this study is expected to be able to give information and knowledge about alfred adler‘s individual psychology theory described through a character named bella swan in new moon movie. therefore, the readers can know and understand how adler’s theory reflected in the movie. in addition, they can use this study to compare it with another. then, this study is expected to be able to give message to the readers that it is not easy to get whatever we want to. it is needed a struggle to get it because sometimes you have to face great challenges to get happiness. nevertheless, if you do not fight for it, you can lose your happiness. method this study applies descriptive qualitative method. descriptive research is a research which is used to describe subject, phenomena, or characteristics about what is being studied (mason & bramble, 1978: 31). it can be used to understand and describe human behavior (yin, 2011: 4). then, qualitative research involves defining something to investigate, collecting relevant data, analyzing and interpreting the result, and drawing conclusion (yin, 2011: 49). based on the explanations, descriptive english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee qualitative research is a method of research involving method of collecting, describing, analyzing, classifying the data and then drawing conclusion. the data can be sentences, pictures and spoken words of observed object. by using the descriptive qualitative research, this research is aimed to describe a struggle of bella swan in new moon movie based on alfred adler’s individual psychology. the object of this study is a major character named bella swan in new moon movie. the data sources of this study can be divided into two categories, namely primary data source and secondary data source. primary data sources are new moon movie directed by christopher weitz and the script of the movie. in addition, secondary data sources are collected from many sources such as dictionary, articles from internet, and books related to this study. there are two methods of data collecting: observation and library research. observation is a way of collecting data which gets data by way of what you see with your own eyes and perceive with your own senses, not by what others report to you (yin, 2011: 143). it is the researcher gathers data by watching the respondent in a research (fox, 1969: 51). by using method of observation, it enables the researcher to collect direct information about human behavior (borg & gall, 1979: 28). meanwhile, library research is a research which is done to get books related on the research topic by going to a library. library research is used when you need much information to find data needed. the data are collected from the books related to the research topic. there are some steps of library research. first of all, go to the some libraries. next, find out books related on research topic and read the relevant data. then, write and put all the collected data into a document. after that, write down the references. the data both primary data source and secondary data source are collected and recorded in a form of document and picture as evidence. after the data had been collected, the researcher began to analyze them. the method used to analyze the data is descriptive analysis. by using descriptive analysis, a researcher wants to get better understanding about a research topic. it describes a struggle for love of bella swan in new moon movie by using alfred adler’s individual psychology and analyzes plot of new moon movie. first, the data will be analyzed are collected. second, after the data are collected, it begins to describe a struggle for love of bella swan in new moon movie by using alfred adler’s individual psychology, and it analyzes plot of new moon movie. in analyzing a struggle for love of bella swan and plot of the movie are needed dialogues and pictures of the movie as evidence. third, the data have been analyzed are arranged into each categories and developed into a good unit. finally, the researcher draws conclusion from the data. results and discussion based the investigation, it was found that struggles for love of bella swan in new moon movie analyzed by using alfred adler’s individual psychology are as follows: ayu riska lestari a struggle for love of bella swan reflected in new moon movie: an individual psychological approach fictional finalism bella wanted to be immortal. she wanted to live together with edward happily ever after. she wanted to see edward. striving for superiority bella stayed together with edward although he was a vampire. she went to italy and met the volturi to foil edward’s suicide plan. she was willing to sacrifice her soul to save edward. she chose edward rather than jacob although she also loved jacob. inferiority feelings and compensation as a human being, bella was weak and her strength was limited. she couldn’t fend for herself, and she depended on others. first, she was unable to protect herself when the cullens (edward’s vampire family) threw a birthday party for bella at their house. bella got a paper cut while unwrapping a gift from esme and carlisle, and spilt blood. jasper who has not been able to resist his urge to drink human blood lost control and immediately attacked her. she was unable to protect herself, so she was saved by others such as edward, emmett, and carlisle. second, bella was unable to protect herself when she met laurent who attempted to kill her. when he wanted to kill her, she didn’t try to fight him because she realized that she was unable to protect herself without the help of others. in the scene, she was saved by a pack of werewolves. after that, she ran away instead. third, bella was unable to protect herself when she slapped paul’s face who immediately turned into a werewolf and attacked bella. she couldn’t do anything, so instead she ran away from the werewolf, and then jacob who turned into a werewolf saved her. fourth, bella was unable to save herself when she did cliff jumping into the ocean and almost drowned. the wave was so great, and jacob saved her from drowning. she felt that she didn’t suit edward because she felt nothing. she was afraid that she could get older because she was afraid that edward didn’t love her anymore when she looked like a grandmother. she was afraid that she lost edward. social interest bella was close with jacob who was able to make her smile anymore and helped her repair motorcycles which she got from the junkyard. due to jacob, bella found herself capable of smiling again. she kept a secret about who the cullens were true to other people in order that their existences were safe in society and for the sake of her relationship with edward because she didn’t want to separate of him. even, she wanted to become a part of them, namely to be a vampire. she was different with others. she preferred interacting with vampires and werewolves to interacting with humans such as her friends. she wasn’t close with her friends. even, she refrained from all social activities since edward left her, and her friends avoided her because of her strangeness. style of life bella did reckless things such as by jumping on the back of an unknown motorcyclist, riding a motorcycle by herself, and doing cliff jumping. she remained to interact with the cullens although they were vampires. she english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee remained to interact with jacob although he was a werewolf. she didn’t like shopping, and she was not interested in fashion. creative self bella wanted to be a vampire like edward in order that she could be immortal. she put herself in danger to see edward. she looked for the rush of danger because it could take to see edward. that’s why she put herself in danger although it could threaten her soul. the research found that plot is constructed in new moon movie is as follows: exposition exposition is a beginning or an introduction of the story (kennedy, 1991: 6). a beginning of new moon movie was that bella dreamt an old woman and apparently the old woman was herself. she was shocked that she saw herself as the old woman. after she had woken up, she got a birthday surprise from her father and he gave her gifts. complication complication introduces a conflict, and it creates suspense (kennedy, 1991: 7). the complication occurred when the cullens (edward’s vampire family) threw a birthday party for bella at their house, bella got a paper cut while unwrapping one of her gifts, and spilt blood. jasper who still struggled to resist his urge to drink human blood lost control and immediately attacked her. the accident made edward realize that if bella stayed close with vampires, it was dangerous for her. he thought that she would be better without him. therefore, he decided to leave her because he didn’t want to put her in danger anymore. he convinced her that he no longer loved her. climax climax is the turning point of the story (klarer, 2004: 15). the climax occurred when edward left bella, her whole life turned upside down. she felt her life was over. since edward’s departure, bella’s life became heartbroken and depressed. then, she discovered that when she did reckless things, she could see visions of edward. thus, to see edward, she had to put her in dangerous situations. bella constantly put herself in danger in order that she could see edward. for example, she jumped on the back of an unknown motorcyclist. after that, she tried to ride a motorcycle by herself. finally, she tried to do cliff jumping into the ocean and nearly drowned, but jacob rescued her. due to alice’s futureseeing skills, she saw bella to jump off a cliff into the ocean, and she supposed that bella committed suicide. then, alice met bella, and she was shocked to see bella alive because she supposed that bella has passed away. edward heard the false news of bella’s death, and it made edward want to commit suicide because his existence in the world was not worth anymore if bella passed away. he decided to commit suicide in volterra, italy. then, bella who was accompanied by alice went to italy to save him. finally, edward’s suicide plan was successful to be stopped by bella. when bella, edward and alice met the volturi and aro was about to kill bella, alice stopped it. through alice’s vision of bella’s future, aro who was able to read thoughts through touch saw bella would become ayu riska lestari a struggle for love of bella swan reflected in new moon movie: an individual psychological approach a vampire, and finally the volturi released her. resolution resolution is the outcome or conclusion of the story (kennedy, 1991: 7). in the end of the story, bella and edward were eventually reunited and the cullens returned to forks. edward realized that apparently bella was in more danger without him. he also swore that he would never leave her anymore. then, edward told bella that he agreed to change her into a vampire, but only if she married him first. based on the analysis, bella had high striving to reach her goals. struggles for love of bella swan in new moon movie reflected by using alfred adler’s individual psychology are as follows: 1) she was willing to sacrifice her soul for edward. 2) she stayed together with edward although he was a vampire. 3) she wanted to be a vampire in order that she was immortal and always stayed young, so she could live together with edward happily ever after. 4) she constantly put herself in danger to see edward by jumping on the back of an unknown motorcyclist, riding a motorcycle by herself, and doing cliff jumping into the ocean. 5) she went to italy and met the volturi to foil edward’s suicide plan because she couldn’t imagine her existence in the world if edward passed away. 6) she remained to interact with vampires although it could threaten her soul. 7) she kept a secret about who edward and the cullens were true to other people for the sake of her relationship with edward because she didn’t want to separate of him. 8) she chose edward rather than jacob although she also loved jacob. she kept choosing edward although he has ever left her. in addition, dealing with plot analysis, plot of new moon movie was complex and stimulating. it makes the story is not flat and interesting. by analyzing plot, the viewers can easily understand the story and the message of the movie. conclusion this research analyzes a struggle for love of bella swan in new moon movie by using individual psychology proposed by alfred adler. based on the analysis, this research concludes that bella has high striving to reach her goals. in addition, this research shows that there is close relationship between bella swan and alfred adler’s individual psychology, namely they equally describe about human striving to reach their goals. in new moon movie, this research focuses on a struggle for love of bella to reach her goals. this research describes a struggle for love of bella swan in new moon movie based on the six basic concepts of individual psychology. they are fictional finalism, striving for superiority, inferiority feelings and compensation, social interest, style of life, and the creative self. the six elements are interrelated and have important roles. fictional finalism related to goals which bella wants to reach for. she has goal to be together with edward, so she sets her sights to reach her goals. she does striving for superiority by doing everything for edward, even she is willing to sacrifice her soul. nevertheless, english review: journal of english education issn 2301-7554 vol. 1, issue 1, december 2012 http://journal.uniku.ac.id/index.php/erjee she has to control inferiority feelings as a human being such as she can get old, she is weak and her strength is limited. then, she has social interest which is different with others. she is not close with humans such as her friends. she prefers interacting with vampires and werewolves to interacting with humans such as her friends. even, she refrained from all social activities since edward left her. she has unique style of life, that is, she does reckless things which can threaten her soul. her style of life will do things to reach her goals. then, she has creative self to reach her goal. therefore, this study reflects the condition of a person who has a goal and struggles to get it. in addition, this research analyzes plot of new moon movie. plot of new moon movie is complex and stimulating, so it makes the story is not flat and interesting. by analyzing plot, the viewers can easily understand the story and the message of the movie. therefore, after analyzing this study, it is expected to be able to give moral value that it is not easy to get whatever we want to. it is needed a struggle to get it because sometimes you have to face great challenges to get happiness. if you do not fight for it, you can lose your happiness. references bordwell, d. & kristin t. (2008). film art: an introduction. eighth edition. new york: mcgraw-hill borg & gall. (1979). educational research, third edition. new york: longman cloninger, s. c. (2004). theories of personality: understanding persons, fourth edition. new jersey: pearson education durbin, p. g. tribute to alfred adler. retrieved june 24, 2012 from http://www.durbinhypnosis.com/ adler.htm accessed on april 20, feist, j. & gregory j. f. (2006). theories of personality, sixth edition. new york: the mcgraw-hill companies film definition (2012). retrieved may 27, 2012 from http://en.m.wikipedia.org/wiki/fil m#_ fox, d. j. 1969. the research rrocess in education. new york: holt, rinehart and winston, inc. hall, c. s., gardner l. & john b. c. (1998). theories of personality, fourth edition. canada: john wiley & sons hall, c. s., gardner l., john c. l., martin m. & virginia o. l. (1985). introduction to theories of personality. canada: john wiley & sons hjelle, l. a. & daniel j. z. (1992). personality theories: basic assumptions, research, and applications, third edition. new york: mcgraw-hill kennedy, x. j. (1991). literature: an introduction to fiction, poetry, and drama, fifth edition. new york: harpercollins publishers klarer, m. 2004. an introduction to literary studies, second edition. london: routledge mason, e. j. & william j. b. (1978). understanding and conducting research. new york: mcgraw-hill new moon script. (2012). retrieved june 24, 2012 from http://www.script-orama.com/movie_scripts/t/twilight -saga-new-moon-script.html pervin, l. a., daniel c. & oliver p. j. (2005). personality: theory and research, ninth edition. new york: john wiley & sons phares, e. j. (1984). introduction to personality. columbus: bell & howell company schultz, d. p. & sydney e. s. (2005). theories of personality, eighth edition. australia: thomson wadsworth supriyadi. (2010). struggle for love of bella swan in twilight films: an individual psychological approach. unpublished research paper. surakarta: muhammadiyah university of surakarta http://www.durbinhypnosis.com/adler.htm%20accessed%20on%20april%2020 http://en.m.wikipedia.org/wiki/film http://www.script-o-rama.com/movie_scripts/t/twilight-saga-new-moon-script.html ayu riska lestari a struggle for love of bella swan reflected in new moon movie: an individual psychological approach wardani, l. h. (2010). a struggle for love of isabella swan in catherine hardwicke’s twilight movie: an individual psychological approach. unpublished research paper. surakarta: muhammadiyah university of surakarta yin, r. k. (2011). qualitative research from start to finish. new york: the guilford press yoga, p. (2011). konseling alderian. retrieved june 24, 2012 from http://konsikum.wordpress.com/20 11/05/01/konseling-alderian/ http://konsikum.wordpress.com/2011/05/01/konseling-alderian/ english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 539 developing cross-cultural understanding (ccu) materials in tourism guiding for vocational students anis nurul hidayah nafa postgraduate of english language education department, universitas muhammadiyah malang email: anisnurulhidayahnafa@gmail.com miftha yuliana postgraduate of english language education department, universitas muhammadiyah malang email: mifthayuliana@umm.ac.id moh. kholilurrahman jailani postgraduate of english language education department, universitas muhammadiyah malang email: kholilurrahmanj@umm.ac.id nana parama sari postgraduate of english language education department, universitas muhammadiyah malang, indonesia email: nana.paramasariii@gmail.com wuri anggraini postgraduate of english language education department, universitas muhammadiyah malang, email: wurianggraini1234@gmail.com fardini sabilah* postgraduate of english language education department, universitas muhammadiyah malang email: fardini@umm.ac.id apa citation: nafa, a. n. h., yuliana, m., jailani, m. k., sari, n. p., anggraini, w., & sabilah, f. (2023). developing cross-cultural understanding (ccu) materials in tourism guiding for vocational students. english review: journal of english education, 11(2), 539-550. https://doi.org/10.25134/erjee.v11i2.6653 received: 23-02-2023 accepted: 28-04-2023 published: 30-06-2023 introduction the role of english in vocational students is essential, and it cannot be avoided. henceforth, certain ways are needed to encourage students' needs. students must be taught adequately in certain ways based on their program of study (azizah et al., 2021). this is necessary for students to develop skills for them be able to compete after graduating from college and achieve their future career according to their field. this is in line with (nurdin et al., 2019) who convinced that education is a process of forming abstract: learning english for specific purpose (esp) for vocational students, is very important so that certain ways are needed to encourage students' needs. students must receive sufficient material in certain ways based on their interests and majors. this study aims to analyze learning needs of tourism guide materials. the method used in this study is qualitative and quantitative research design where the data is collected with numerical form then described in the form of a description. the research instruments used in this study are questionnaires and open-ended interviews. this study conducts a needs analysis to measure student needs and to develop esp materials. the participants of this research are 3rd and 4th semester students majoring in d3 vocational department unmer malang. the results of the study indicate the needs of students to improve their english-speaking skills and develop cross cultural understanding (ccu) as tourism guiding materials. furthermore, students' english skills also show low results which lead to low self-confidence because the learning methods used by lecturers have not developed due to the application of teacher-centered classes which lead to a lack of practice from students. therefore, learning methods that are able to stimulate students’ speaking proficiency and ccu material development are needed. keywords: cross culture understanding (ccu); english for specific purpose (esp); needs analysis; international guiding; vocational student. anis nurul hidayah nafa, miftha yuliana, moh. kholilurrahman jailani, nana parama sari, wuri anggraini, & fardini sabilah developing cross-cultural understanding (ccu) materials in tourism guiding for vocational students 540 intellectual and emotional basic skills which is an effort to develop quality human qualities that are useful for the progress of the nation and state. therefore, this study discusses certain english terms that are used in the tourism industry by tourism vocational students or, in short, english for tourism purposes. a study conducted by (pakpahan, 2018) revealed that students who have a highly spoken language worldwide are more enjoyable. moreover, (ilyosovna, 2020) revealed that if you understand english well then you have a chance to rule the world. it happens because they have good english competence. in addition, the tour guide surely has deep knowledge and ability to explain clearly about the tourism place during the trip in order to give satisfaction to the tourist (ratih et al., 2023). thus, they definitely need english to communicate both in spoken and written form. it will be much better if students can also connect or use english for tourism purposes. it was understandable that component of materials in vocational tourism courses appears to have a limited scope since the topic is specific to the related vocational majors which in this case is tourism industry. vocational students majoring in tourism need to be provided with sufficient information related to the courses for example tourist attractions, accommodation, and facilitation (rahmiani, 2018). (choi & kurnia, 2020) also stated that touring education information requires appropriate and adequate skills training. they have to be trained to be professional and skilled in workforce in the tourism industry that is widely known to have many professions offered such as travel agents, hotel administration, tourism offices, and other job occasions. based on previous research conducted by researchers on the use of speaking materials for tour guides, students still need sufficient time to practice and understand the implementation of how they guide tourists well. therefore, the speaking ability of tourism students must be improved. furthermore, (bao et al., 2016; kharkhurin & yagolkovskiy, 2021) and (mukundan, 2015) stated that incorporate knowledge of culture in developing teaching materials is highly essential considering understanding people’s background is one way of success in proper human interaction. in addition, language teaching has to reflect learners’ experiences and language biographies in particular (maligkoudi et al., 2023). before creating instructional materials, jameel (2012) suggested taking the interests and skill levels of the students into account. there will be discouragement that leads to failure when the instructional materials and the needs and levels of the learners are incompatible (deressa et al., 2022). based on this perspective, the erudite presentations in this modern global exchange should not only focus on tourists but also conclude their own culture based on each country. (gómez yepes et al., 2023; wu, 2015) showed that individuals in high-context cultures used a inferred style of conversation which they doesn’t explain themselves while acting in a certain way. in low-context cultures, people use more direct language to communicate. these various kinds of ways of communicating using this language can be achieved if cultural understanding is carried out. therefore, it is necessary to study cross cultural understanding (ccu), especially for tourism. ccu is defined as an understanding of a culture that is not shared by someone who studies it. cross-cultural understanding is the ability to recognize the cultural differences, make correct interpretation and react properly to people or situations in the communication with these communities (ratnasari, 2019). in other words, ccu is a person's attempt to understand the culture of a group that is foreign to him, such as a group from another country. ccu is essential for achieving the bonds of strangers with each other. (cliftci, 2016; khodakarami et al., 2022) mentions that in today's era simply knowing about a culture is not enough to achieve attachment between human relationships. critical knowledge is needed so that human relations can be close because from this a sense of familiarity arises. tourism is a profession that cannot be separated from the realm of human relations, therefore ccu is very important to be developed as a teaching material. a study conducted by (kemala & mulyana, 2022) stated that the results of needs analysis of material requirements for tourism is cross cultural understanding materials. through these materials, understanding foreign cultures becomes a balance of knowledge which results in good service for foreign tourists. the results of research from (soldatenko & backer, 2019) also state that by understanding the ccu, it can also be seen the interests of tourists visiting a country because the culture that tourists bring affects their attitudes and interests. in the analysis of cross-cultural understanding (ccu) of hospitality and tourism (cruz et al., 2023; m. li, 2014) points out that in academic studies, students must be able to find differences english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 541 between cultures which are not only influenced by geographical location which affects the weather climate but also the habits of ancestral heritage. {following a study by (huang et al., 2021) of ccus in tourism, this study identified the behavior of tourists who show the greatest differences by nationality. this study highlights the importance of ccu in studying tourism behaviors perceived by indonesian tour guides. at the same time, ccu's analysis of behavioral traits is expected to help identify professional tourism students, especially in international instructional materials. therefore, this research was conducted for extended analysis by formulating following questions: (1) what are the needs of materials in learning tourism guiding for d3 vocational department students? (2) how are the practical use of materials in learning tourism guiding for d3 vocational department students? method this research carried out need analysis to measure the shortcomings and needs of students to develop english for specific purpose (esp) for ccu in tourism course materials. (li & heron, 2021) stated that scholars in china have proposed theoretical frameworks for needs analysis, including scenario analysis, learning aim analysis, occupational requirements analysis, social and students' needs analysis (brown & green, 2019). the importance that teachers place on motivational ideas and how they view the motivation of their esp students are just a couple of the elements that are likely to influence teachers' motivational approaches (mauludin, 2021). various factors will have influenced the cognitions of these esp teachers in turn of schooling, professional coursework, and classroom experience are some examples of these sources (nithideechaiwarachok et al., 2022). this study used a mixed-method between qualitative and quantitative instruments. it involved in collecting, analyzing, and integrating data from multiple sources and employing diverse research techniques. the purpose is to gain a comprehensive understanding of a research problem by leveraging the strengths of both qualitative and quantitative approaches (dawadi et al., 2021). in a mixed-methods study, qualitative methods allowed researchers to explore complex phenomena and generate hypotheses or theories (mele & belardinelli, 2019). quantitative on the other hand, provides researchers with precise measurements, patterns, correlations, or generalizability of findings to a larger population (mohajan, 2020). it is important to note that conducting mixed methods research requires careful planning, integration of data, and analysis techniques (plano clark, 2019). researchers considered the sequencing of data collection, the weighting of qualitative and quantitative components, and how the findings integrated to answer the research questions effectively (pardede, 2019). therefore, mixed methods research was used. in this study, a group of 25 undergraduate students from various backgrounds and disciplines were recruited as participants. the sample consisted of 15 women and 10 men, with an age range between 18 and 20 years. these participants were specially selected from semester 3 and 4 students majoring in d3 vocational department university of merdeka (unmer) malang. the d3 vocational department at unmer malang offers specialization programs in various vocational fields, one of which is international guiding. the decision to select students for this class is based on several considerations. first, their enrollment in semesters 3 and 4 shows that they have acquired basic knowledge and skills in the field of tour guides. this ensures that they have a certain level of competence and understanding to contribute meaningfully to research. second, the focus on d3 vocational students allows targeted investigations into the specific challenges and opportunities faced by individuals pursuing vocational education in an international guiding context. by studying this particular group, this research aims to gain valuable insights to the needs of ccu materials in learning tourism and its practical use to help future careers in the field (mason, 2020). the selection of 25 participants provided a manageable and representative sample for indepth analysis, ensuring a comprehensive check of the research objectives within the given resources and time constraints. in addition, the diversity of backgrounds and disciplines within the group offers a variety of perspectives and experiences that enrich research findings. overall, the inclusion of 25 student’s semester 3 and 4 majoring in d3 vocational at unmer malang adds to the depth and relevance of the study. the collection of the data was obtained by conducted questionnaire and open-ended interview. questionnaires was addressed to the third and fourth semester students majoring in d3 anis nurul hidayah nafa, miftha yuliana, moh. kholilurrahman jailani, nana parama sari, wuri anggraini, & fardini sabilah developing cross-cultural understanding (ccu) materials in tourism guiding for vocational students 542 vocational department unmer malang, while interviews were addressed to a lecturer responsible for esp in tourism course materials. the data collected from the questionnaire instrument is in the form of a likert scale which has a choice of answers on a scale from 1 to 5 that differ in each section such as; language skills, proficiencies, and needed materials. interviews were conducted exclusively with lecturer who are responsible for esp in tourism material course with the aim of digging deeper information about the learning process, the problems faced, and the progress of student’s abilities. these data then analyzed with basic statistic of mean, median, and modus for questionnaire and mile’s and huberman’s interactive model for interview. the results of the study were reported in a descriptive statistical form with numerical data display followed by detailed descriptions. the validity of the questionnaire was tested by comparing the r table and r count on the basis of pearson correlation (yusup, 2018). the questionnaire items indicator has result of r count by 0.417 0.896 that exceeds r table by 0.413, so the data is said to be valid (janna & herianto, 2021). the reliability for questionnaire is calculated by implementing the cronbach's alpha formula that calculates item variance and total variance. the results of the formula were juxtaposed with guilford's reliability coefficient category. the reliability test has result from items indicator of 0.89 – 0.96, indicates very high interpretation (amirrudin et al., 2020). so, the data obtained from questionnaire is valid and reliable. as for the validity and reliability for the interview were carried out by adjusting the compatibility of the question with the indicators that have been made in accordance with the questionnaire. results and discussion the results of the analysis show that there is a need for material development, especially those related to international guiding courses. the summary of the analysis of student and teacher needs is collected through questionnaires and semi-structured interviews. speaking skill according to the questionnaire analysis, most of the students' speaking level is at the preintermediate level. this can be seen from the results of the percentage analysis of the questionnaire responses; the majority of the students chose 'quite capable' instead of 'capable' and 'very capable' options. figure 1. the result of students’ speaking level the percentages above the questionnaire data show the five categories of capability. the highest percentage was in the category of quite capable with 54% and less capable with 28%, while the lowest percentage was in the very capable category with 0%. and it can be seen that the most dominant limitations shown in students' answers were in items 2 and 7. item 2 discusses speaking with traveler foreigners. where 36% were found in the less capable and 8% found in the not capable category. item 7 discusses controlling complaints where 40% were found in less capable and 12% found in the not capable category. listening skill in listening and understanding english, students still have low self-confidence. this is obtained from the results of the percentage analysis of the questionnaire responses in which most students choose 'less capable' and 'quite capable' compared to 'capable' and 'very capable' options. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 543 figure 2. the result of students’ listening level the analysis explained that the first item is understanding explicit (indirect) and implicit (direct) expressions in english conversation, students answered 44% in less capable and 40% in quite capable meanwhile, the capable option was only answered by two students with 8% percentage and zero in very capable option. the second item is listening and understanding conversations between coworkers in english, students answered 40% in less capable and 44% in quite capable meanwhile, the capable option was only answered by three students with 12% percentage, and one student answered very capably with 4% percentage. the third item is understanding the intentions of foreign tourists; students are still not very confident. it was shown that seven students answered less capable by 28%, 13 students answered quite capable by 52%, four students answered capable by 16%, and one student answered very capably by 4%; in conclusion, the dominant limit of students' ability to listen to understand the expression of explicit and implicitness from foreigners. proficiency the diagram below represents data about proficiency. there are 12 students (48%) at the pre-intermediate level. then, five students (20%) at the pre-elementary and elementary levels. meanwhile, three students (12%) are at the advanced level. moreover, in terms of listening ability, there are 88 students (32%) at the preintermediate level and seven students (28%) at the pre-elementary level. then, at the elementary and intermediate levels, there are five students (20%). thus, it can be said that their abilities are sufficient. figure 3. the result of students’ proficiency in english in conclusion, speaking and listening skills are significant in english proficiency. based on the student proficiency analysis, it is found that almost half of the students are at the preintermediate level. meanwhile, it is not much different from the ability listening skill. the largest presentation shows that the students' listening ability is also at the pre-intermediate level. materials from the diagram below, the most wanted material to develop is promoting tourist attractions, which has 60%. another most chosen material is communicating with foreigners with 56%. meanwhile, the least chosen material is guiding tourists to buy something from the local market, which the only item that has strongly disagreed responds with 4%. anis nurul hidayah nafa, miftha yuliana, moh. kholilurrahman jailani, nana parama sari, wuri anggraini, & fardini sabilah developing cross-cultural understanding (ccu) materials in tourism guiding for vocational students 544 figure 4. the result of most wanted material by the students in developing ccu materials based on listening and speaking skills, there were still deficiencies in communication with tourists in terms of understanding the meaning of tourists' words and handling their complaints. therefore, taking into account the students' english proficiency in terms of overall deficiencies and requests for material development, it was found that the ccu material development was developed on the topic of promoting tourism and handling complaints. lecturer’s perspective two lecturers from different institutions were interviewed based on their perspectives and opinions on the development material of tourism guidance. the first teacher is from universitas merdeka (unmer) malang in the vocational department. the students are in the 3rd and 4th semester of the d3 vocational department and have received the material about tourist guiding. commonly, the materials taught by the lecturer were in the form of theory on guiding techniques in the classroom. moreover, the lecturer said that the students only knew how to service the domestic tourist so far around malang city tour, batu tour, and pemerintah kota (pemkot) tour. on the other hand, the lecturer's technique in teaching the students still uses the old fashion of teaching, which is a teacher-centered learning method, and the lack of a learning platform applied in the teaching and learning process since the lecture only used zoom meeting. the lecture exposed that the student tended to know practically how to be a good tourist guide as they applied it with their partners. so, it is hoped that the material that will be developed can be concerned with how the students practice and talk directly with foreign tourists. therefore, the types of tourists that they need to service our domestic tourists, domestic foreign tourists, foreign tourists, and indigenous foreign tourists. hopefully, the students are ready to guide foreign tourists from europe (netherlands, germany, and france). in the material development for d3, the vocational department can focus on the needs of students to fulfill the excellent service of guiding tourists. the materials consist of international guidance of cross-cultural understanding (ccu). the second lecturer comes from pariwisata perhotelan ganesha malang. the lecturer focuses on the material in hospitality. the student received the contents of material about greeting, f&b product and service, front office, and housekeeping which were designed in the introduction to tourism material. this will be a bit different from the previous lecture that derived the student directly to the practice of tourism guiding; in this case, the lecture only handled tourism hospitality and its speaking practice. therefore, the learning process is still on teacher-centered learning, and the english practice is in the third and fourth semesters at the hotel. thus, the lecturer only uses zoom meeting to conduct a class and never uses others' learning platforms to support the learning process. the lecture suggests that the development of material can concern the needs of students to improve the use of vocabulary and conversation practice regularly because the students in the tourism hospitality department of ganesha malang lack vocabulary improvement and the ability to practice it directly in speaking skills. based on the research results, speaking skill showed that speaking skill data from need analysis showed the five categories of capability, which are: not capable, less capable, capable, quite capable, and very capable the highest english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 545 percentage was in the category of less capable and quite capable, while the lowest percentage was in the very capable category. this shows that although students can speak and understand english itself, there are still many of them who lack vocabulary and fluency in their speaking skills this result is similar to (pahargyan, 2021) which stated one of the factors of student’s anxiety in speaking is the lack of vocabulary knowledge. the study found that the results of english teaching came from three main causes of anxiety which are communication, test, and negative evaluation. it was proofed as the research subjects showed sign of vocabulary deficiency, low confidence and motivation, and lack of preparation and practice which contributed to students' fear of speaking. however, because of its unusual writing norms and exclusive vocabulary, which are referred to as "demotivating factors" in esp language learning and teaching studies and are frequently disregarded in the study sector, motivation to learn esp is obstructed. demotivation can be essentially understood as the absence of sufficient motivation to complete a particular task (giang et al., 2023). therefore, the development of materials that can introduce them to the spoken language must be completed. the main limitations that appeared in student responses were items 2 and 7. item 2 is speaking with traveler foreigners, and item 7 is discussing controlling complaints. this means that the main limitation shown by students is their vocabulary and fluency in conversing with foreigners and controlling complaints. even less because they lack the practice of direct conversation with native english speakers, this undoubtedly makes it difficult for them to speak in an exchange conversation. this means that there must be exercises to hone their skills. as claimed by (borsatti & riess, 2021) fl learners typically have a restricted vocabulary in addition to less exposure to the target language than l1 readers, who typically have a vast vocabulary before they start reading. with the development of technology in this day and age, it is not difficult to practice direct speaking skills with native speakers. this exercise can be done through remote interpersonal communication. however, students prefer to practice speaking directly with native speakers. despite their lack of vocabulary and fluency, they still want to practice directly with native speakers in person. the conclusion for the speaking aspect is students are able to speak with foreigners and can control complaints, but their vocabulary and their fluency in their speaking skills are still low. they also find it difficult to hear distinct words directly because they are not used to them. therefore, it is necessary to develop practice-based materials that allow students to face real-life situations directly and engage in english conversations directly with native speakers. for the listening skill, the need analysis showed five categories of capability which are: not capable, less capable, capable, quite capable, and very capable. the highest percentage was in the category of less capable and quite capable, while the lowest percentage was in the very capable category. this shows that although students can listen and understand english speech, there are still many of them who lack confidence in their listening skills. this result is the same as the previous study by (khoirunnisa et al., 2018) which examined the perceptions of teachers and students on learning speaking skills in the tourism program. they found that the challenges faced by students in speaking english were lack of confidence, motivation, and limited learning resources, so the development of material that can familiarize them with listening needs to be done. it's critical for instructors to understand l2 motivation because it will probably influence their practices and attitudes. in addition, the importance that teachers place on motivational ideas and how they perceive the motivation of their esp students are likely to influence how they motivate their students. these esp teachers' cognitions will, in turn, have been influenced by a variety of factors. these resources would comprise schooling, professional coursework, and classroom experience (yang & wyatt, 2021). the dominant limitation shown in the students' answers was in item 3. item 3 discusses listening and understanding the explicit and implicit meaning in live conversation with foreigners. this means the dominant limitation shown by the student is understanding the explicit and implicit expression of a foreigner. their lack of practice for direct conversation with english native speakers makes it difficult to recognize the hidden and direct meaning in exchange dialogue. this means that the practice of honing skills needs to be done. with the development of technology in today's era, it is not difficult to practice direct listening skills with native speakers. practice can be done virtually with long-distance interpersonal communication. however, students prefer to practice by listening directly face to face with native speakers. despite their lack of confidence, anis nurul hidayah nafa, miftha yuliana, moh. kholilurrahman jailani, nana parama sari, wuri anggraini, & fardini sabilah developing cross-cultural understanding (ccu) materials in tourism guiding for vocational students 546 they still want to practice in person with native speakers directly. this is in line with studies conducted by (suprayogi & pranoto, 2020) who conducted research on virtual activities in the english for tourism class. he found that even though technology provided access to alternative learning, students still wanted to learn the handson practice. then, the conclusion for the listening aspect is students are able to listen to and understand english conversations, but their confidence in their listening skills is still low. based on the results of the questionnaire, their limitations are in understanding the meaning explicitly and implicitly. they also still find it difficult to hear the words of strangers directly because they are not used to it. therefore, the development of practice-based materials, where students are faced directly with real situations by listening to english dialogue directly from native speakers, is needed. in addition to speaking and listening proficiencies, students are at the pre-intermediate level. this can be seen from the results of the student questionnaire, which stated that the preintermediate level had the largest presentation of the two skills. intermediate level means that students already have fairly good fluency in speaking and listening to english. so, it can be said that although students are quite able to speak and listen. however, the skills still need to be sharpened again so that they can be even better, especially in the practice of using them. (tampubolon, 2021) in their paper also explain the importance of listening and speaking. thus, students have to practice a lot and learn in practice because practice makes perfect. furthermore, the advice given by students in learning courses is to have english language material or training guides using english. this is desirable because it suits their future job prospects as professional tour guides. then, they also expect vocabulary material, exercises to guide using english, and the delivery of material by lecturers in a more interesting way, such as using videos. this is in line with research conducted by (syafiq et al., 2021) which states that video is a composition of spoken language and visual context so that it can increase students' ability to comprehend and enjoy english lessons. as a consequence, students are highly motivated to learn english. based on the findings from previous studies, the material needed in guiding learning consists of several materials such as giving information about tourist places, communicating about tourist packages, communication, and hospitality toward the tourist. in addition, (ratminingsih et al., 2018) stated that in fact many tour guides are still lacking in basic english skills, but they are very good at showing off to do scouting. incidents like this are very common in developing countries such as indonesia. regarding to this problem, it was needed to understand the correct learning materials in guidance, especially on cross culture understanding with tourists to obtain the hospitality on tourism. for the chosen materials, most of the students during on-the-job training face difficulties communicating materials with the tourist on the trip, such as giving information about tourist attractions during the trip. however, in order to get good marks in practice, students must have adequate marks. moreover, materials on international guidance, especially in english communication, are very important in vocational colleges, especially in the field of tourism. last, as mentioned in the results of the lecturers' interview, the students need to know the practical use of tourism guidance based on the development materials. thus, these guides should be attentive with language features including vocabulary, tone, and pace since these are able to create different meaning in different context and situation. furthermore, huang (2011) as cited in (muhazir, 2018) defines several aspects in which this aspect of developing a tour guide skill is a good public speaking skills and good narration, and must be able to adapt to cultural differences and create similarities as described below. excellent public speaking and narrative skills taking a public speaking class is a great job, so tour guides can easily address people in an engaging way. clear speaking should be learned by the tour guide, vocally and in a calm tone, so that guests can easily grasp all the information provided by the tour guide. adaptation of cultural differences the tour guide needs to know all the cultural backgrounds of the guests and can work together. tour guides must consistently find a good approach for accommodating the differences between them and tourists. successful adaptation requires an understanding of cultural differences that was divided into two parts which are adaptation interests and styles. creating similarities chiao et al. (2018) stated that there is a common english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 547 factor in the tour guide strategy that that build the awareness of the need which is to create a common perception between people from foreign cultures. that common perception are crosscultural boundaries and encouragement of tourists to communicate. not only inequality but a comparison is also a very useful way of helping tourists to understand the culture of the place they visit. this is a way of creating commonalities between cultures and the ability to build foundation of understanding from both sides of the culture which can be achieved by effective communication between tour guides and foreign tourists. this shows that the results of the findings of this research are more fulfilling what has become a problem in the needs of students, especially at the university level. this is very different from the previous findings, which findings from previous research are only the discrepancy of the material taught in class, the material being not properly accommodated, the lack of practice in english and so on. in these findings of this research, everything is covered with a complex. both in giving the material, how to make the material interesting and the practice of speaking english itself. the english proficiency is become important in tourism. this language has played an essential in the development of tourism and has also been used for travel for nowadays. the previous study conducted by (gani & damayanti, 2018) examined english proficiency of local guide in museum tsunami aceh, the previous researcher point out the level of english proficiency of tourist guide dealing with vocabulary. the researcher did not examine several parts of english such as listening, speaking and material on tourism. however, this research study has observed four important points in english for specific purposes (esp) in tourism. interestingly, this research is complete because the researcher also observed the material on ccu. that is why, this study has distinction with other previous study. the method is using questionnaires (google form) to measure the student ability and students need in material of english international guiding. moreover, this study has several benefits for the next researcher who will observe the same material on vocational students, because the method being used in this study including interview two lecturer from different vocational universities. this study is more fulfilling what has become the problem in esp in tourism material. conclusion it is essential to know about the role of english in vocational university students. it is needed to prepare them to be full fill their experience after graduating from university. one of the criteria that has been prepared for it is the need to be a tour guide. the first for the needs of students who are more likely to learn english speaking skills, and also for the material they want is cross culture understanding (ccu); it means that they need to know and understand well about the culture of foreign tourists and consider their future needs when becoming professional tour guides in the next future. on the other hand, students also need much material about talking to foreigners, handling complaints, and promoting tourist attractions that are in line with their majors. it means what they learn in lectures can be applied and used when they have occasion to work on another day, while the students' lack of speaking and listening is still low self-confidence. in short, the learning method used by the lecturer is lecturing, storytelling, and sharing experiences of being a tour guide. in addition, students also want the lecturer to increase the amount of material that uses english and use more interesting digital media such as videos in delivering the material. also, the students need to speak with a real native speaker to increase their experience and confidence. acknowledgement appreciation and gratitude profusely to our lecturer for her support, input, and assistance in this mini-research. an expression of gratitude is also conveyed to d3 vocational department at the university of merdeka (unmer) malang, tourism hospitality of ganesha malang, pt. selecta batu, department of tourism and culture batu, and postgraduate program of the university of muhammadiyah malang. references amirrudin, m., nasution, k., & supahar, s. 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(2018). uji validitas dan reliabilitas instrumen penelitian kuantitatif. journal ilmiah kependidikan, 7(1), 17–23. anis nurul hidayah nafa, miftha yuliana, moh. kholilurrahman jailani, nana parama sari, wuri anggraini, & fardini sabilah developing cross-cultural understanding (ccu) materials in tourism guiding for vocational students 550 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 203 analyzing 'hate speech phenomenon' research in indonesia: a systematic review yelly andriani barlian school of creative industries, telkom university, bandung, indonesia email: yellybarlian@telkomuniversity.ac.id pikir wisnu wijayanto school of applied science, telkom university, bandung, indonesia email: pikirwisnu@telkomuniversity.ac.id apa citation: barlian, y.a., & wijayanto, p.w. (2021). analyzing 'hate speech phenomenon' research in indonesia: a systematic review. english review: journal of english education, 10(1), pp. 203-212. doi: https://doi.org/10.25134/erjee.v10i1.5371 received: 28-08-2021 accepted: 21-10-2021 published: 31-12-2021 introduction the current technology has brought human beings to a more developed civilization. almost all the working procedures and tasks run more accessible and faster, not to mention its limitless border. distance is no longer a severe problem in communication since social media takes its place to alter one's existence. the positive impacts occur in varied life aspects. in the economy aspect, technology assists the traders to market their products online. they do not have to own stores or places; however, they can spread their products widely. in the education aspect, technology contributes much in bridging difficulties, particularly in the chaotic condition lately (covid 19 pandemic), the students gain knowledge with long-distance learning, and the sources are millions apart from learning materials uploaded by the teachers. furthermore, there are still more benefits in other life aspects by technology. technology significantly plays a vital role in communication needs. it creates new and modern media and their characteristics. starting from the oldest social media such as bulletin board system (bbs) that announced meetings and shared information in 1978, then friendster in 2002 as a growing social network that connected people worldwide virtually. the latest social media is instagram, created in 2010 by kevin systrom dan mike krieger (sartika, 2019), and it has defeated facebook's popularity. these platforms can represent real-life in cyberplace. dialogic (two-way) communication is efficiently conducted with social media. as a result, they are the potential to expand human social interaction. however, undoubtedly, they also cause negative impacts on communication issues. one of them is the hate speech phenomenon. according to myers in rahma and andreas (2020), this communication issue is aggression, defined as physical or verbal actions that hurt others. hate speech is one of the insulting verbal actions. in indonesia, hate speech is delivered in varied forms, such as words, phrases, clauses, and sentences (syafyahya, 2018). the forms of hate speech could be blasphemy, defamation, unpleasant conduct, provoking or inciting, and spreading false news (handayani, 2019). research conducted by the centre for innovation policy and governance (cipg) in 2017 revealed that the hate speech phenomenon in indonesia has emerged since 2012 with political issues in jokowi ahok, jakarta local election (pilkada jakarta). it abstract: this study aims to analyze some hate speech phenomenon reviews in indonesia. it compares how these two reviews are carried out to indicate how each source contributes and integrates the topic. the research uses a qualitative method with a systematic review. they were analyzed using a literature review matrix with the abstract data, such as author, years published, topic, and effects and findings. the prisma checklist (reporting guide for systematic review) is also applied to validate the observed systemic review. the research findings demonstrate that the clarity and transparency of the observed literature reviews need to be improved. keywords: hate speech; prisma checklist; systematic literature review. yelly andriani barlian & pikir wisnu wijayanto analyzing 'hate speech phenomenon' research in indonesia: a systematic review 204 was started with the shifting role of buzzer from promoting products to campaigning specific political figures. it shows that buzzer reputation has shifted to negative (camil et al., 2017). for instance, we often observe social media platforms such as instagram, facebook, youtube, twitter, and whatsapp, the latest name-callings 'kadrun,' short for kadal gurun (dabb lizard), referring to jokowo critics and jakarta governor anies baswedan supporters. meanwhile, derogatory terms cebong (tadpoles) is associated with jokowi devotees (heriyanto, 2019). social media has been dominated by a rude sarcasm language style that contains swearing, satire, ridicule, and insulting (jamilah, 2020). furthermore, cipg found that buzzers, mostly influencers, have a significant role in persuading and managing their followers to support their opinions driven by voluntary or commercial motives. at this level, most of them will not concern communication ethics. indonesians have frequently degraded noble values because of this modern technology and postmodern paradigm that only prioritizes human rationality and objective clarity. this view belongs to deconstructionists (poststructuralists). they are famous for "a text meaning depends on the point of view of each interpreter. then the meaning is also different and varied". for example, if the phrase "setan kau" (you are evil) is spoken to other people, and they both understand the expression as a regular thing, it should not be interpreted as an insult. in contrast, the act is subjective to the victim when the person who hears that expression feels humiliated (nasution, 2019). this different interpretation often causes conflict. meanwhile, the other research stated that those who commit hate speech develop insufficient linguistic intelligence and communication ethics (syafyahya, 2018; nasution, 2019). the negative, unpleasant impact is still increasing today, and unfortunately, it tends to create and endanger national conflict. these two parties keep opposing each other using hate speech almost in all social issues in politics. public figures, such as celebrities, often face situations once what they write on social media contradicts local society values. it was found in young lex's case when he revealed his present wife was pregnant before marriage (latifah, 2019). however, sometimes hate speech is given without specific reason, for instance, taboo words given to aurel hermansyah, the daughter of indonesian singer anang hermansyah (suryani, 2021). it is also known that cyberbullying has been contributed to mental health and suicidal number (popoola et al., 2020). many researchers have investigated hate speech from varied perspectives to counter this possible national conflict, such as language features, hate speech reasons, or its solution. some researchers mainly investigate hate speech from its grammatical units and their meaning using forensic linguistics. subyantoro in suryani (2021) stated that forensic linguistics is a multidisciplinary study, namely linguistics and forensic science. particularly, danielewicz-betz in hazhar (2021) explained that forensic linguistics assesses and observes the language in the aspects of “crime, judicial procedures or disputes in law.” nowadays, forensic linguistics is used in court to observe hate speech as provoking, inciting, insulting, blasphemy, defamation, and spreading the hoax. each charge will bring the offender to jail, for example, in ahmad dani's case, as he provokes people to oppose the regime in power (permatasari & sunyantoro, 2020). these aspects are urgently required to be investigated; thus, we can formulate some proper solutions to counter this hate-speech phenomenon. before that, specific hypotheses, new theories should be investigated from previous related research. the research investigating what and how it happens (grounded theory) is a systematic literature review. in this case, the research type investigates secondary data of the hate speech phenomenon. in other words, it observes research conducted by others. the previous research has explained how to conduct this systematic literature review in the field of tropical medicine and health (tawfik et al., 2019). before that, the same research field was also conducted to evaluate the quality of the systematic review (vu-ngoc et al., 2018). one of the tools used to evaluate systematic review quality is the prisma statement, and a guideline has been conducted by page m.j (2021). however, we hardly find the study that compares the literature review analysis by using reporting guide for systematic review (prisma checklist). the research findings will show how these research types are conducted. this is needed as the research phases should be done appropriately to validate the clarity and transparency of the english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 205 systemic literature review. an error in one of the phases, such as in searching strategies, will negatively affect information retrieval (salvadoroliván, j., 2019). these failure terms were synthesized and clarified in research studies published between 1970 and mid2018 (simpson, 2020). however, some methodological solutions were carried out to diminish the difficulties (haddaway et al., 2020). in this study, two qualitative systematic literature reviews were taken randomly to compare how these two reviews were carried out and indicate how each source contributes and integrates to the topic. furthermore, from the research findings, it is expected that some pedagogical research will be conducted to minimize and solve this hate speech phenomenon later on. method this research uses a qualitative method with systemic literature review or systematic qualitative review. along with davis in snyder (2019), this method is most widely used, particularly in medical science, as it is considered transparent, systematic, and reproducible. the systematic qualitative review is also called 'meta-synthesis that integrates the data to gain new detailed concepts and theories (lachal et al., 2017). this systematic review can analyze and identify empirical evidence to respond to the research questions or hypotheses. to validate the research questions, initially, it can be done by testing the research titles. picos (population, intervention, comparison, outcomes, and study design) is mainly used in a systematic literature review. however, they are hard to accommodate the qualitative systematic literature review. therefore, another tool developed by cooke et al., 2012 known as spider stands for sample, phenomenon of interest, design, evaluation, and research type. they are usually used as research instruments (flemming & noyes, 2021). 'sample' size in qualitative research is smaller, but they are more detailed if it is compared to quantitative research. 'phenomenon of interest' triggers the researchers to discover why the phenomenon happens and why it happens. 'design' research of these research papers is reflected in the abstracts. in a qualitative systematic literature review, the qualitative method should be revealed to guarantee the quality of the analysis. 'evaluation' is the outcomes measure. it could be different from quantitative research that usually consists of statistics. the measurement could be unobservable and subjective. the last one is 'research type,' which is qualitative, quantitative, and mixed-method. this research is qualitative. the construction of the spider tool is explained in table 1 below. table 1. the construction of the spider tool spider justification s more minor participants tend to be used in qualitative research than quantitative research, so this term was deemed more appropriate. pi qualitative research aims at understanding the how and why certain performances, judgments, and personal experiences. therefore, its intervention/exposure is not always marked in qualitative research questions. d qualitative research uses a theoretical framework to determine which research method to use. inference statistics are not used in qualitative research, so the details of the research plan will help you make decisions about the robustness of your research and analysis. in addition, this may increase awareness of qualitative research in databases where titles and summaries are not structured. e qualitative research measures the same results as quantitative research methods, that is, results. these vary depending on the survey question and may contain more unobservable and subjective composition than quantitative surveys (e.g., attitudes and views and so forth), so evaluation was deemed more suitable. r three types of surveys can be searched: qualitative, quantitative, and mixed-method source: flemming & noyes (taken from cooke et al., 2012) this research is conducted to analyze some hate speech phenomenon reviews in indonesia. it compares how these two reviews are carried out to indicate how each source contributes and integrates the topic. once, the research uses secondary data, taking other literature as the research materials, it is yelly andriani barlian & pikir wisnu wijayanto analyzing 'hate speech phenomenon' research in indonesia: a systematic review 206 a systematic qualitative review. the approach is shown in table 1 below. table 2. approach to systematic literature reviews approach systematic typical purpose synthesize and compare evidence research questions specific search strategy systematic sample characteristics quantitative articles analysis and evaluation quatitative example of contribution evidence of effect inform policy and practice source: snyder, h. (2019) additionally, snyder concludes there are four steps in conducting this systematic qualitative method, such as 1) designing, 2) conducting, 3) analysing, and 4) writing up the reviews. in designing the review, the first question is the significance of the evaluation and which method is most appropriate for the research topic and its contribution. a qualitative systemic review is chosen as this research analyzes the hate speech phenomenon review in indonesia. after deciding on the research questions, the research strategy can be started by searching related studies. these studies were taken from secondary data, namely journal articles, thesis, proceedings, and online magazines. there are 2 indonesianlanguage articles taken from a varied database and available in google scholar, researchgate, and doaj.org. in gaining reliable synthesis on this research topic, a literature review matrix was made with the data abstracted, such as the author, years published, topic, and the effects and findings (snyder, 2019). the second phase is conducting the review. both researchers chose the secondary data to guarantee quality and reliability. snyder proposes some strategies, such as reading all the selected research papers and reading some parts (the methodology and findings). the last option is reading the abstract, selecting, and then rereading the full text before deciding. in this study, the researchers chose the second method, reading the methodology and findings as time-consuming. after conducting the review and choosing the research materials, the researchers analyzed them using the most appropriate approach for the research purposes. as this research analyzes the hate speech phenomenon review in indonesia, the approach used is a systematic qualitative review. the last phase of conducting this systematic review is writing up the review. the appropriate reporting guide for a systematic review is prisma (preferred reporting items for systematic review and meta-analysis) which is a revision of the quorom (quality of reporting of meta-analysis) statement. prisma was developed by 29 review authors, methodologies, clinicians, medical editors, and a customer (selçuk, 2019). it consists of 27 checklists for giving a transparent report of this systematic review. table 3. 27-item reporting guides of prisma section/topic item checklist items title title 1 identify the report as a systematic review, meta-analysis, or both. abstract structured summary 2 if necessary, provide a structured summary that includes: goals; data sources; qualification criteria, participants and interventions; study evaluation, and synthesis methods. results; limitations; conclusions and implications of important findings; systematic review registration numbers. introduction rationale 3 please explain the reason for the review about what is already known. objectives 4 ask clear questions about participants, interventions, comparisons, results, and study design (picos). methods english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 207 protocol and registration 5 if possible, provide registration information, including the registration number, confirmation logs, availability, access locations (such as web addresses). eligibility criteria 6 specify and justify the characteristics of the study used as admission criteria (e.g., picos, duration of follow-up) and reporting factors (e.g., years considered, language, publication status). information sources 7 describe all sources at the search date and the last search (e.g., a database containing the acquired data, contact the study author to identify additional studies). search 8 presents a complete electronic search strategy for at least one database, including the limits used, to be repeated. study selection 9 demonstrates the process of study selection (i.e., screening, eligibility, inclusion in systematic reviews, and inclusion in the meta-analysis, if applicable). data collection process 10 describes one way to extract data from a report (for example, individual and duplicate pilot forms) and the process for retrieving and validating data from investigators. data items 11 list and define all the variables for which the data was sought (picos, funding sources, etc.), as well as assumptions and simplifications. risk of bias in individual studies 12 describes how to assess the risk of bias in an individual study (including whether this was done at the study level or the results level) and how this information is used in each data synthesis. summary measures 13 enter the most important summary indicators (risk ratio, mean difference, etc.). synthesis of results 14 describes how to process data and combine research results, including a measure of consistency for each meta-analysis (e.g., i2). risk of bias across studies 15 describe all risk assessments of bias that may affect cumulative evidence (e.g., publication bias, selective reporting within the study). additional analyses 16 explain any additional analysis methods (sensitivity or subgroup analysis, metaregression, etc.) and provide predefined methods. results study selection 17 include the number of studies included in surveys, ratings, and reviews, ideally with a flow chart, along with reasons to exclude them at each stage. study characteristics 18 for each study, provide the characteristics from which the data were extracted (study size, picos, follow-up period, etc.) and provide citations. risk of bias within studies 19 includes data on the risk of bias in each study and, where possible, provides an assessment at the outcome level (see point 12). results of individual studies 20 available in each study at all endpoints (benefit or harm) considered: (a) simple summary data for each intervention group (b) effect estimates and confidence intervals, ideally forest diagrams. synthesis of results 21 presents the results of each meta-analysis performed, including confidence intervals and consistency measures. risk of bias across studies 22 presents the results of assessing the risk of bias throughout the study (see point 15). additional analysis 23 when complete, state the results of further analysis (e.g., sensitivity or subgroup analysis, meta-regression [see point 16). discussion summary of evidence 24 for each primary endpoint, summarize the key findings, including the strength of the evidence. take into account relevance to essential groups (health providers, users, policymakers, etc.). limitations 25 discuss limitations at the study and outcome level (risk of bias, etc.) and review level (incomplete search of identified study outcomes, error reporting, etc.). conclusions 26 provides a general interpretation of the results concerning other evidence and its impact on future studies. funding funding 27 describe funding sources for systematic reviews and other support (providing data). the role of the funder in systematic reviews. source: nawijn., et al. (2019) yelly andriani barlian & pikir wisnu wijayanto analyzing 'hate speech phenomenon' research in indonesia: a systematic review 208 only items 1 and 2 will be revealed in the two chosen research papers in the research implementation. they are the title and the structured summary (context, objectives, data sources, study selection, and data synthesis. findings and discussion two articles were reviewed for the second time to eliminate unfit for the selection criteria. a literature review matrix was made to synthesize this research topic with the data abstracted (muniarti et al. 2018), such as the author, years published, topic, and the effects and findings (snyder, 2019). table 4. literature review matrix no author year published topic method effect and findings conclusion suggested solution 1. irawan 2018 hate speech in indonesia: bahaya & solusi literature review, but it is not mentioned explicitly, research method: critical race theory & islamic perspective. 1) hate speech in indonesia: verbal & non-verbal 2) hate speech causes social division, rudeness, and national decline 3) hate speech does not reflect the respected indonesian characteristics or nationalist values 4) hate speech causes violence and intolerance between religions, ethnic groups, races, and groups. government, religious leaders, and society should solve the hate speech phenomenon. 2. hanna rahmi, andreas corsini 2020 overview of the phenomenon of "hate speech" with political content in indonesia in the perspective of "psychological hatred" systematic literature review, and using secondary data, psychological studies. the emergence of hate speech: 1)political events, such as in indonesia president election (2014-2019) between jokowi and prabowo 2)jakarta (local) public election in 2017 between anies baswedan and ahok 3) the social gap 1) moral and religious education at school and home 2) parents and teachers roles 3) tolerance education 4) multiculturalism they were taken and analyzed using a literature review matrix and prisma statements to answer the research questions. these articles are written in the indonesian language with the same topic, the hate speech phenomenon in indonesia. for instance, from most research papers, these articles, we realize that this cyber harassment can be found almost in all media, printed and online. the prisma statements were made to give a clear and transparent report systemic literature review. in this case, the research will take snyder's strategy in reading some parts of the research paper (the methodology and findings). the prisma checklist item 1: title & abstract english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 209 title research 1: 'hate speech in indonesia: bahaya & solusi' title research 2: overview of the phenomenon of "hate speech" with political content in indonesia in the perspective of "psychological hatred" item 1 identifies the report as a systematic review, meta-synthesis, or both. the title is observed with the spider tool. explanation: the title of the first research should be more informative to help the readers and the search engine. spider (sample, phenomenon of interest, design, evaluation, and research type) approach can be used to make titles. research' sample' is defined as a smaller group from a certain population. it could be a group of people, objects, or items (bhardwaj, 2019). the titles of the two research papers refer to a sample of hate speech items in indonesian, which are available in varied media. they are a smaller group from the population. 'the phenomenon of interest' is reflected in the first titles (bahaya & solusi or hazard & solution in english), and in the second title refers to a political issue. the 'design' research of these two research papers is not described in their research titles. they are mentioned insufficiently in abstracts. the 'evaluation' only appears in the title of the second research that uses the psychological hatred perspective to discuss its research data. as the systematic literature review, both titles should reflect it by adding the phrase 'systematic review,' 'meta-analysis,' or 'meta-synthesis as the 'research type.' item 2: structured summary provides a structured summary and includes background information as needed. goals; data sources; qualification criteria, participants and interventions; study evaluation and synthesis methods. results; limitations; conclusions and implications of essential findings; funding for systematic reviews. systematic review registration number. this step significantly improves the writing quality as it guides the writer to jot the information down in detail and is well organized. it is also known as the ‘initial impression’ (tullu, 2019). report-research 1: 'hate speech in indonesia: bahaya & solusi' context: hate speech in social media (mainly) is categorized in many forms, and it can endanger indonesia's 'unity of diversity' value. objective: the research aims to capture the hate speech phenomenon in indonesia and its solution. data sources: this research uses the critical race theory perspective from delgado & jean stefancic (harris, 2001), islamic perspective on hate speech, the universal declaration of human rights, kuhp (book of criminal law), and some additional online services. study selection: this research focuses on the critical race theory perspective from delgado & jean stefancic (harris, 2001), islamic perspective on hate speech data synthesis: hate speech can be categorized into verbal and non-verbal disturbing actions. this research observed the hate speech phenomenon in indonesia, particularly digital social media. due to its adverse effects, the indonesian government has committed to oppose it by instructing all the social media to confirm the 'regime of censorship' and delete all the hate speech contents, besides the cyber policy implementation. this first research suggests the critical race theory (crt) and islamic perspectives to offer the solution. it explains that crt can learn and transform the relationship among races, racism, and power. moreover, political subjectivity will degrade the objectivity of social and human welfare implementation. based on the crt perspective, hate speech can cause physical and psychological disorders. thus, the crt perspective needs to provide social media users with techniques, guidance, and counseling. another perspective suggested by the researcher is applying the islamic perspective. principally, there is no prohibition of free speech as long as the verbal or non-verbal actions are not contrary to islamic values and against others' freedom and dignity. furthermore, the researcher also demonstrates the 'shura' concept in islam. it is noted that 'shura' is such a discussion forum where people can have different opinions to find the best solutions (nusa, 2018). conclusion: according to the crt perspective, the hate speech phenomenon should be prevented due to its adverse impacts on individuals and nations. the researcher proposes the concept of 'shura' to improve people's communication issues. yelly andriani barlian & pikir wisnu wijayanto analyzing 'hate speech phenomenon' research in indonesia: a systematic review 210 the researchers also urge active participation from the government, religious leaders, and society. report-research 2: overview of the phenomenon of "hate speech" with political content in indonesia in the perspective of "psychological hatred" context: the phenomenon of political hate speech in indonesia ojective: this second research observed the emergence of hate speech to discover the reasons, especially in pedagogy. data sources: this research uses systemic literature review, electronic information and transaction (indonesian: ite law), "duplex theory of hatred," semiotics, social and contains control theory, bio sociological theory, cognitive perspective. study selection: systemic literature review, duplex theory of hatred, perspective cognitive. data synthesis: the negative impacts of social media are fraud, hoax, cyberbullying, and hate speech intensely in a political context. hate speech is known as aggression, precisely non-physical or verbal aggression. this phenomenon is increasing because hate speech characteristics are 1) permanent, 2) itinerancy, 3) anonymity, and 4) transnationality (anis, 2017). besides encouraging all social media to delete hate speech contents, the indonesian government authorizes the ite law and cybercrime determination to overcome this issue. the researcher exposes "duplex theory of hatred" to relate hate speech to a psychological perspective: (1) hate is psychologically related to love. (2) hate is not the opposite of love, nor is it the absence of love. the relationship between these is quite complex. (3) hate, like love, is a story related to emotional character. (4) hatred, like love, can be explained using a triangulation structure based on individual stories, and the components of that structure exist negation of intimacy, passion, and commitment. (5) hate is the main component that gives rise to violence large (e.g., terrorism and genocide) (sternberg, 2003). conclusion: due to the negative impacts of the hate speech phenomenon, some solutions should be provided. it should be supported by all aspects, especially in the education aspect. teachers, principals, and parents are obliged to educate young generations to be tolerant regardless of different issues. from the results, the two research should be more informative both in title and abstract. the report noted that research title (1) only exposes the sample and the phenomenon of interest. in contrast, the title of research (2) only exposes the sample, phenomenon of interest, and evaluation. a good title in a systematic literature review should reflect the research sample, the phenomenon of interest, design, evaluation, and the research type. some elements should be available in a research abstract. they are the 1) objective, aim, the research purpose, 2) research method, 3) result of significant findings, and 4) principle conclusion (regoniel, 2021). the second research explores the topic phenomena more and a concise research objective in the last sentence of the abstract. it should have revealed the research method as well. meanwhile, the first abstract is complete. besides explaining its research method, it also contains the research conclusion. the structured research summary of these two research sufficiently covers all the research questions. conclusion from this research, we can conclude that writing a systematic literature review is challenging. to conduct an excellent systematic literature review, we can use the prisma checklist statements to guide us in composing the research and the spider tool as an instrument to decide the systematic literature review titles. furthermore, a more complete and detailed observation of related topics will be conducted, particularly in pedagogical aspects, such as academic writing issues. references anis, m., anggreni, l. and yuliarti, m. 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(2018). ujaran kebencian dalam bahasa indonesia kajian bentuk dan makna. makalah kongres kbi 2018. fakultas ilmu budaya universitas andalas. tawfik, g.m., dila, k.a.s., mohamed, m.y.f., tam, d., kien, n., ahmed, a., huy, n. (2019) a step by step guide for conducting a systematic review and meta-analysis with simulation data. trop med health 47, 46 (2019). https://doi.org/10.1186/s41182-019-0165-6 tullu m. s. (2019). writing the title and abstract for a research paper: being concise, precise, and meticulous is the key. saudi journal of anesthesia, 13(suppl1), s12–s17. https://doi.org/10.4103/sja.sja_685_18 vu-ngoc h, elawady ss, mehyar gm, abdelhamid ah, mattar om, halhouli o, vuong n., ali, c. d., hasan u. h., kien n., hirayama, k., huy, n. t. (2018). quality of flow diagram in systematic review and/or meta-analysis. plos one 13(6): e0195955. https://doi.org/10.1371/journal.pone.0195955 https://doi.org/10.32528/bb.v6i1.4167 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 451 advancing english language learning: innovations in web-based learning media development siti maesyaroh faculty of computer science, informatics engineering study program, universitas kuningan, indonesia email :siti.maesyaroh@uniku.ac.id nida amalia asikin department of english education, universitas kuningan, indonesia email: nida.amalia.asikin@uniku.ac.id daswa faculty of computer science, informatics engineering study program, universitas kuningan, indonesia email: daswa@uniku.ac.id apa citation: maesyaroh, s., asikin, n. d., & daswa. (2023). advancing english language learning: innovations in web-based learning media development. english review: journal of english education, 11(2), 451-460. https://doi.org/10.25134/erjee.v11i2.7468 received: 09-02-2023 accepted: 29-04-2023 published: 30-06-2023 introduction currently, there is a growing demand for proficiency in english. in addition, there is a need for interactive and engaging learning media to assist students in improving their english language skills (januarisman and ghufron; 2016). efl learners need to possess the skill to effectively express their intended meaning using spoken and written language. teachers evaluate this competence by employing various techniques to assess the learners' speaking and writing capabilities, with the goal of achieving a level of proficiency comparable to that of native speakers (asikin, 2017). in the 4.0 era, integrated learning media is crucial in creating an effective teaching and learning environment, especially for those learning english as a second language. the utilization of technology in the learning process has been further reinforced by the covid-19 pandemic. smp negeri 1 garawangi is one of the schools that still implements a teacher-focused approach to learning, where the teacher delivers instruction using traditional materials such as books or powerpoint and utilizes paper-based assessments to evaluate students. however, this learning method presents a few problems. firstly, the limited two-hour duration of school sessions may result in suboptimal learning outcomes. secondly, conventional teaching methods can bore students and reduce their interest in learning (maesyaroh, 2019). lastly, using books or paper for evaluation can be time-consuming. considering these challenges, it is essential for teachers to integrate education with digital technology (yuniarti, asikin, and thamrin: 2021). in the modern era of digital advancements, teachers have an essential role that extends beyond the simple transmission of information. their responsibilities encompass designing, organizing, and coordinating various learning activities within the classroom setting (darsih & asikin, 2020). thus, it is necessary to develop interactive and engaging learning media for junior high school students to learn english, utilizing information technology and learning applications to achieve abstract : smp negeri 1 garawangi kuningan is a junior high school that employs traditional methods of english learning, such as books and paper, for evaluation purposes. however, this manual learning system presents numerous issues, including longer assessment processes, susceptibility to damage, and a teachercentered approach that may bore students and reduce their interest in learning. consequently, there is a need for innovative web-based english learning media for junior high school students to facilitate learning and comprehension outside of school hours. this research aimed to produce an english learning application that is both engaging and easy to use. a qualitative descriptive method was utilized, based on direct observation and theoretical learning media principles. the development of the system utilized the extreme programming method, which consists of four stages: planning, design, coding, and testing. the outcome of the study reveals that the english learning application was widely accepted and utilized by students to learn english after school hours. keywords: english; extreme programming; learning media application; web. siti maesyaroh, nida amalia asikin, & daswa advancing english language learning: innovations in web-based learning media development 452 optimal learning outcomes. the strategy referred to as technology-enhanced language learning (tell) strives to improve the effectiveness of teaching and learning by integrating technology into the process (kirkwood & price, 2013). this research presents an innovative approach to learning media development by creating a mobile phone or personal computer application. this application is designed to enable students to learn english conveniently outside of school hours and assess their progress through evaluations. the study's findings are significant for the future of language learning as they offer an insight into how technology can be harnessed to improve education. research in the field of language learning has shown that the use of technology can enhance language acquisition, improve student engagement, and promote autonomous learning (kukulska-hulme, 2016). moreover, mobile learning applications have become increasingly popular in recent years due to their accessibility, flexibility, and convenience (traxler, 2016). additionally, the integration of technology in language education has been found to promote the development of various skills, including critical thinking, communication, and digital literacy (nikolov & mihaljević djigunović, 2019). furthermore, research has shown that technologyenhanced language learning can improve language proficiency, particularly in the areas of vocabulary, grammar, and pronunciation (levy & stockwell, 2006). thus, the development of a mobile learning application for english language education, as demonstrated in this study, is an effective means of improving language learning outcomes. it allows for autonomous and interactive learning, provides students with opportunities to practice and develop language skills beyond the traditional classroom setting, and promotes the acquisition of digital literacy skills. furthermore, the advantages of using learning media applications have been demonstrated in various previous studies. for example, a study conducted by erwin and anik (2016) titled "development of web-based learning media for natural science subjects for class vii students" used the borg & gall research method and the alessi & trollip development method. the research included preliminary research and information gathering, planning, developing preliminary form of product, initial field trial, revision on the main product, main field testing, revision of field trial products, operational field testing, revision of the final product, and product dissemination and implementation. the results showed that the web-based science learning media was effective in improving student learning outcomes based on pretest and posttest evaluation data. another study conducted by heni and hary (2017) titled "development of web-based learning media to measure student learning outcomes in basic computer network subjects computer and network engineering expertise program" used the addie development model, which involves the analyze, design, development, implementation, and evaluation stages. the results of the study revealed a significant increase in the average score from the pre-test to the post-test, indicating that the developed web-based learning media efficiently improved student learning outcomes in the basic network subject. in addition, yogi and ahmad (2021) conducted a study titled "development of web-based learning media to improve student skills in basic web programming courses at stkip muhammadiyah muara bungo" using the research and development with 4d development method, which includes the define, design, develop, and disseminate stages. the study found that web-based learning media can be an effective supporting medium for the learning process and evaluating learning, which ultimately improves student learning outcomes (putra and ridoh, 2021). therefore, it can be concluded that web-based learning media can significantly contribute to improving student learning outcomes and can be utilized as a supportive tool in the learning process. this research is built on the foundation of ten previous studies that focus on web-based english learning media. firstly, hamdan, nawfal, and alshammari (2018) found that gamification significantly improves english language learning outcomes. secondly, zheng and cheng (2018) emphasized the importance of personalization in web-based english learning media development and its positive impact on learner motivation and engagement. furthermore, chen et al. (2018) explored the potential of ai in providing personalized feedback and content recommendations. the fourth study by stockwell and hubbard (2013) reviewed the benefits and challenges of mobile learning in web-based english learning media development. kukulskahulme and viberg (2018) examined the use of augmented reality in web-based english learning media development and its potential to create immersive learning experiences. additionally, english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 453 chen and zhou (2018) reviewed the use of adaptive learning and its potential to improve learning outcomes. the role of online communities in web-based english learning media development and their impact on learner motivation and engagement were explored by li and li (2018). wang et al. (2018) examined the impact of social media on web-based english learning media development and its potential to facilitate collaborative learning and peer-to-peer interactions among learners. elola and oskoz (2018) discussed the potential of virtual worlds and their impact on learner engagement and motivation. lastly, thomas (2016) provided an overview of the latest trends in web-based english learning media development, including gamification, personalization, and adaptive learning, and their impact on learner outcomes. in conclusion, the field of web-based english learning media development is continuously evolving, and the ten research studies highlighted above shed light on the latest trends and technologies used in this field. these findings can guide the design and development of effective web-based english learning media that cater to the diverse needs and learning styles of learners, leading to improved learning outcomes. method the research method used in this study is a qualitative descriptive approach, which involved data gathered from direct observation and literature studies on the application of english learning media. this methodology is in line with the framework proposed by creswell and creswell (2018). to ensure the research process was wellstructured, a flowchart was created to illustrate the various stages involved in the study. by following this workflow, the research was conducted systematically, leading to reliable and valid findings. a visual representation of the research stages is presented in figure 1. figure 1. research stages the research utilizes the extreme programming system development method, which falls under the category of agile software development approaches. extreme programming is an objectoriented software engineering process that emphasizes teamwork among small to mediumsized teams. this approach is particularly suited for projects with rapidly changing requirements, as it provides flexibility and adaptability (supriyatna, 2018). figure 2. extreme programming method (supriyatna, 2018) the extreme programming (xp) method comprises four stages that must be completed for system development. the first stage is planning, which involves identifying problems, analyzing needs, and setting a development schedule. the second stage is design, which includes modeling activities such as system modeling, architectural modeling, and database modeling using unified modeling language (uml) and class diagrams. the third stage is coding, which involves implementing the modeling into a user interface using the structured php programming language and mysql for database management. the final siti maesyaroh, nida amalia asikin, & daswa advancing english language learning: innovations in web-based learning media development 454 stage is testing, in which the system is tested for errors during application and to ensure it meets user needs. blackbox testing method is used in this study. to collect the data needed for this study, the author utilized several methods. direct observation was made of class vii students at smp negeri 1 garawangi during the process of learning english, from the delivery of learning materials to evaluation. literature review was conducted by studying relevant documents, journals, and literature related to online learning media. interviews were also conducted with english teachers to obtain data relevant to the research object. by utilizing these methods, problems can be identified and addressed throughout the research process, leading to more reliable results. results and discussion in this study, the main outcome of the research is a web-based learning media application for junior high school students. the development process of the application was carried out using the extreme programming method. the following are the series of activities that were conducted to create the application: planning the first stage of the system development process was planning. in this stage, the author identified the problems and prepared the schedule for the development of the learning media application. moreover, the author selected the appropriate tools and software to be used in building the application. the hardware and software used in the application development process were documented and presented in table 1: table 1. application development requirements hardware software a. laptop processor core i3 b. ram 8gb c. hdd 120gb d. mouse e. printers a. microsoft windows 11 b. adobe dreamweaver cs5 c. xampp 1.8.6 d. google chrome for hardware and software used in implementing the application can be seen in table 2. table 2. application implementation needs no. need server computer client computer 1. hardware pc processor core i5 10gb of ram hdd 500gb mouse pc processor core i3 ram 8gb hdd 240gb mouse keyboards keyboards 21' lcd monitors printers 21' lcd monitors printers 2. software windows 10 xampp 1.8.6 google chrome windows 10 google chrome based on observations and interviews, the study identified the following problems in english learning: (1) limited time in school for english instruction resulting in suboptimal student outcomes. (2) traditional methods using books or powerpoint contribute to student boredom and disinterest. (3) evaluation procedures still involve books and paper, causing delays in the assessment process. the schedule for implementing web-based english learning media application development for junior high school students can be seen in table 3. table 3. system development schedule design to design the learning media, the author starts with system modeling, architectural modeling, and system modeling, all of which use the unified modeling language (uml). the design of the system requirements and business processes for the english learning media application is depicted using a use case diagram, which is shown in figure 3. figure 3. use case diagrams english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 455 based on the use case diagram, use case scenarios can be created as follows: table 4. use case scenarios for doing exercises use case name uc03 actor student purpose displays questions randomly and generates the correct number of questions preconditions the actor has entered the name and is on the main page of the system scenario actor system 1. students work on english practice questions 2. the questions that are worked on consist of several types including, multiple choice, essay, matching answers and completing sentences that are displayed randomly. 3. students answer practice questions and press the save button. 4. the system will match the answers with the answer keys and save the number of correct questions in the database. coding after completing the design stage, the next step is to start coding, which involves implementing the models that have been created into a user interface using a programming language. in this study, the application was developed using the php programming language and the codeigniter framework. the coding phase resulted in the creation of an english language learning media application for junior high school students. once the application is launched, the main page will be displayed as the first screen. figure 4. main page figure 4 is the main page when the user runs the application, where on that page there is a main menu that can be accessed by the user, namely learning english, exams, and learning materials. on the exam menu there is a feature for practicing english questions, where the user is asked to enter a name before working on the questions. figure 5. name input form figure 5 shows the input form for entering a name before working on the questions. this application displays several types of questions such as multiple choice, matching, completing, and essay which can be seen in figure 6. figure 6. english question page after working on the questions, the user can see the value and questions that were answered correctly on the exam result menu with a display like in figure 7. siti maesyaroh, nida amalia asikin, & daswa advancing english language learning: innovations in web-based learning media development 456 figure 7. display of the exam results menu the learning materials menu contains english material pages consisting of greetings, present tense, and past tense material. users can study material according to the material selected on the page as shown in figure 8. figure 8. learning material page teachers can include english material and questions into learning media applications. to be able to access the application, the teacher must log in as shown in figure 9. figure 9. login form in figure 9 is the login form used by the teacher in order to be able to manage english material and questions. after entering the username and password, a display will appear as shown in figure 10. figure 10. page for teachers in figure 10 there is a question, material and exam result menu where the teacher can choose the question menu to manage english questions. in the question menu there are several types of questions such as multiple choice, essay, story, match, and complete dialog so that the teacher can choose the type of questions to be managed. if the teacher will add multiple choice questions then it will appear as shown in figure 11. figure 11. question management page to add multiple choice questions, you can press the create button in figure 4.11 and then a question input form will appear as shown in figure 12. figure 12. question input page meanwhile, to manage english material, the teacher can select the material menu and then press the create button if you want to add the type of material as shown in figure 13. figure 13. manage material page but if you want to add material to one type of material, the teacher can choose the type of material then press the navigation image on the action, a display will appear as shown in figure 14. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 457 figure 14. material input page the teacher can see data on the results of students who have worked on english questions on the exam result menu as shown in figure 15. figure 15. display of exam results testing (testing) the final stage in the extreme programming method is the testing phase. this stage involves executing the application to ensure that it meets the system specifications and user requirements. the primary objective of testing is to check the functionality of the software, as stated by greenit (2018). the test is designed to evaluate both the external appearance, or interface, and the functionality of the software. the results of the testing for the learning media application are presented in table 5. table 5. black box testing no. testing information test result 1 testing the name input page in the name form, the user enters a name then clicks the save button. testing when inputting the name was successful. 2 testing the exercise page questions after entering a name on the exam page the user fills in or works on practice questions and then presses the save button. testing the successful practice questions will display the questions answered and the number of questions correct. 3 content page testing on the material page i.e. the user can select the user has successfully accessed the material. the type of material. 4 testing the login form in the login form, the teacher enters the correct username and password then clicks the login button. the teacher enters the wrong username and password in the login form then clicks the login button testing when inputting the correct username and password will display the main page. if you enter the username and password incorrectly, you will be asked to enter the username and password again. 5 testing the question form in the question form, the teacher adds questions by selecting the type of question. the teacher changes the questions in the question form according to the type of question. the teacher deletes questions on the question form according to the type of question. the teacher succeeded in adding questions according to the type of questions. the teacher managed to change the questions according to the type of questions. the teacher succeeded in deleting the questions according to the type of questions. 6 material form testing in the material form, the teacher adds material by selecting the title of the material. the teacher changes the material on the material form according to the material title. the teacher deletes the material on the material form according to the material title. the teacher managed to add material according to the title of the material. the teacher succeeded in changing the material according to the title of the material. the teacher succeeded in deleting the material according to the title of the material. 7 testing the results of on the exam result page, the the teacher managed to siti maesyaroh, nida amalia asikin, & daswa advancing english language learning: innovations in web-based learning media development 458 student practice teacher can see student grade data. access student grade data. the test results have confirmed that the english learning media application has successfully passed all the tests conducted and runs with 100% functionality on all 12 functions. consequently, the application can be deemed to be running smoothly and without any failure. conclusion the research and testing conducted on the webbased english learning media applications built with php and mysql programming have led to the following conclusions: a. the web-based english learning media application can serve as a viable alternative to conventional learning methods, and it provides an easy-to-use platform for seventh grade junior high school students. b. students can use the english learning application to learn independently, both during and outside of school hours. c. the learning media application is highly accessible, and it can be used on any computer with a web browser installed by both students and teachers. based on the problems identified and the results of this study, several suggestions can be made for the future development of learning media applications. these suggestions are aimed at improving the current application and enhancing the overall learning experience for junior high school students. firstly, it is suggested that the application should be developed for different platforms such as mobile web applications, android, and java mobile. this will allow students to access the learning material from different devices, making it more convenient for them to learn anywhere and anytime. secondly, to make the learning material more interesting, it is suggested to add more material variations and practice questions. this will keep the students engaged and motivated to learn more. lastly, it is suggested to add pictures with storylines to make the application more interactive. this will help students to visualize the learning material and understand it better. we would like to thank those who 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(2018). personalized learning in web 3.0 era: the role of mobile applications. british journal of educational technology, 49(6), 1044-1055. siti maesyaroh, nida amalia asikin, & daswa advancing english language learning: innovations in web-based learning media development 460 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 489 multiliteracies pedagogy: a case study of critical reading in elt classroom by implementing situated practice mikhael misa universitas timor, east nusa tenggara province (ntt), kupang–indonesia email: mikhaelmisa@unimor.ac.id apa citation: misa, m. (2023). multiliteracies pedagogy: a case study of critical reading in elt classroom by implementing situated practice. english review: journal of english education, 11(2), 489500. https://doi.org/10.25134/erjee.v11i2.7918 received: 19-02-2023 accepted: 27-04-2023 published: 30-06-2023 introduction in today's sophisticated digital technology, mastering critical reading skills is paramount for a student's reading proficiency. furthermore, when instructed in this discipline, students can assess their readings based on facts and logical reasoning rather than being swayed by emotions (hakim et al., 2021). recognizing the significance of critical reading, english language teaching (elt) experts have dedicated substantial efforts to researching this area. instructors' most formidable challenge of english as a foreign language (efl) is effectively teaching students to engage in critical reading. as content is examined from various perspectives, the educational process must keep pace by formulating thought-provoking questions or themes for debate that foster critical reading. critical reading is an essential requirement, particularly in light of the rapid growth of information and communication technology, which has profound implications for the availability of diverse sources and reading materials. it constitutes a fundamental component of the reading process, serving as a method of analysis. by adopting this approach, students are empowered to become adept readers and thinkers, perceiving reading as an ongoing process rather than a mere outcome. in such circumstances, individuals engage in simultaneous thought and analysis while reading, thereby discerning relevant information and acquiring a solid foundation of knowledge (dehghani & zamorano, 2023; egurrola & garcía, 2023) extensive studies have been conducted on critical reading analysis (alhusban, 2019; dehghani & zamorano, 2023), the conceptual framework for teaching critical (li & wan, 2022), and the cultivation of critical readers (dehghani & zamorano, 2023; gill, 2021). furthermore, literacy encompasses an individual's capacity to process and comprehend information while reading and writing effectively. literacy extends well beyond reading and writing, encompassing a broader range of skills and competencies. it entails effectively utilizing, interpreting, and generating text in diverse contexts, including non-verbal forms such as gestures, noises, and body language (ocak & karslı, 2022; siraj et al., 2019) literacy is regarded as a fundamental cultural and social influence arena, necessitating a comprehensive discourse competency that involves reading and critically evaluating a wide array of written and spoken texts (sumardi & muamaroh, 2020). abstract: this research study aims to investigate the implementation of situated practice in multiliteracy teaching within an english language teaching (elt) classroom, specifically focusing on critical reading activities. this study employed a qualitative approach. the study focuses on lecturers delivering lectures to third-year students enrolled in the english study program at teacher training and educational faculty, timor university, east nusa tenggara province. to analyze the data gathered and insights linked to the situated practice of multiliterate teaching in the elt classroom, data were transcribed, encoded, displayed, and interpreted. the collected data is subjected to a comprehensive analysis to assess the effectiveness of implementing the situated practice of the multiliteracies pedagogical framework through students' critical reading. it highlights the significance of engaging strategies like visual media and thought-provoking questions to motivate students. the role of the lecturer as a model, meaningful practice within a learning community, designated roles, and fostering active participation and collaborative learning are also emphasized. the findings revealed a significant enhancement in students' critical thinking abilities due to engaging in a series of learning activities within the multiliteracy pedagogy framework. keywords: meaningful practice; motivated students, role model; technological use; telling experience. mikhael misa multiliteracies pedagogy: a case study of critical reading in elt classroom by implementing situated practice 490 moreover, multiliteracy emerges as a response to the evolving landscape of education, which extends beyond the mere teaching of language skills to encompass the complexities of social and cultural enculturation in the learning process. multiliteracy represents a novel paradigm in literacy instruction (bosch, 2017; rivas & cardozo, 2018; siyaswati, 2020). it signifies a shift in literacy's scope, where the focus expands to include sociocultural accuracy, enabling students to recognize, understand, utilize, and navigate sociocultural values more effectively. in recent years, literacy has acquired additional dimensions, encompassing environmental, intellectual, media, technical, and even moral aspects (damico et al., 2021; xie, 2021). the emergence of multiliteracy stems from the realization that humans not only read and write but also engage in these activities within specific genres that are intertwined with social, cultural, and political goals, especially in the era of globalization (saputri et al., 2019). this concept establishes the framework for integrating multiliteracy within the educational sector. numerous researchers have explored the application of multiliteracy pedagogy in various contexts. these investigations include examining the impact of incorporating multiliteracies pedagogy in esl writing (jerome et al., 2023), exploring the design of literacy and social learning features (da silva, 2023), conducting youth literacy courses (sholihah & purbani, 2021), instructing students in technology-mediated environments (prihantoro et al., 2022), employing multiliteracies pedagogy in second language learning (laboni, 2021), investigating the feasibility of integrating multiliteracies pedagogy in introductory foreign language courses and writing instruction (dunster, 2023; kiss & mizusawa, 2018), adopting a multiliterate approach in the paradigm of teaching english in the 21st century (siyaswati, 2020), examining the impact of digital multimodal texts on changing the practice of multiliteracy pedagogy in efl classrooms (ilmi et al., 2020), and incorporating multiliteracies into the process writing approach in the elt classroom, with a focus on implementation and reflection (nabhan, 2019). however, there remains a need for further research to explore the application of the situated practice of the multiliteracies pedagogical framework in the context of students' critical reading skills within the elt classroom. therefore, this research aims to figure out how english lecturers implement the situated practice of the multiliteracy pedagogical framework through students' critical reading in elt classrooms. critical reading is a significant aspect of reading that involves both cognitive and dynamic processes. the cognitive processes encompass the skills necessary for comprehending, analyzing, and evaluating texts, while the dynamic processes involve the reader's emotions, attitudes, and beliefs. engaging in critical reading requires readers to be aware of their biases and assumptions and actively examine the author's perspective (chotimah & astiyandha, 2019; nelson, 2019). another critical reading theory emphasizes using various reading strategies and techniques. critical readers employ various tactics, such as predicting, questioning, summarizing, and evaluating, to interact with a text effectively (greenhalgh, 2019; guzzetti & foley, 2018). these strategies enable readers to actively engage with the information presented and better understand the author's point of view. moreover, critical reading involves evaluating the context and purpose of a text. to fully comprehend and evaluate the content, readers must consider the author's intentions and the historical and cultural context in which the text was written. analyzing the context and purpose of a text is crucial for critical reading as it allows readers to assess the validity and relevance of the information provided. individuals can enhance their analytical and evaluative skills by engaging in critical reading, enabling them to form informed opinions and judgments (hobbs, 2020; suteja & setiawan, 2022). the concept of a multiliteracies pedagogical framework has gained significant popularity in recent years, especially in the context of digital literacy and the integration of technology in education. the aim of multiliteracies pedagogy is to equip students with the necessary skills and knowledge to navigate and engage with various forms of communication, including print, visual, digital, and social media (di cesare & rowsell, 2020; jiang et al., 2022). multiliteracies encompass the diverse range of communication channels and media and the growing importance of cultural and linguistic diversity in our globalized societies (di cesare & rowsell, 2020; yap & gurney, 2023). individuals must be able to navigate different modes of communication and understand cultural and linguistic nuances in various contexts. scholars have developed several concepts to elucidate the principles of multiliteracy teaching. the digital literacy framework, for instance, english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 491 emphasizes technical skills, critical thinking, social and emotional intelligence, and creativity as essential components of digital literacy (bacalja et al., 2021). a multiliteracies pedagogical framework incorporates these elements into the teaching and learning process, aiding students in acquiring the skills and knowledge necessary to thrive in a digital society. students can become more informed and engaged citizens by integrating critical media literacy into instruction. this multiliteracy educational approach is particularly beneficial for students learning english as a second language (holloway, 2021; mirhosseini et al., 2022). in today's culture, the multiliteracies pedagogical framework is important in teaching and learning. it acknowledges the diverse literacies required for individuals to navigate a globalized environment and incorporates them into the educational process. critical media literacy and the digital literacy framework underscore the importance of integrating critical thinking and creativity into teaching and learning practices. as technology continues to reshape our modes of communication and interaction, a multiliteracies pedagogical framework becomes increasingly essential in equipping students with the skills and knowledge they need to succeed. situated practice is a fundamental element within the broader multiliteracy pedagogical framework, comprising four essential components. it recognizes that literacy practices are intricately tied to specific social and cultural contexts. how we read, write, and communicate is influenced by the contexts in which these activities occur. situated practice assumes great significance within the multiliteracy educational paradigm as it underscores the importance of understanding the social and cultural contexts within which literacy practices unfold. students must navigate the complex multimodal environments where communication occurs, necessitating a grasp of their communities' linguistic and cultural practices (jiang et al., 2022; menke & paesani, 2019; xie, 2021). understanding literacy practices' social and cultural contexts are crucial in enabling students to communicate effectively in diverse settings. moreover, the significance of situated practice in fostering students' multiliteracy skills is emphasized in various scholarly papers and publications. literacy activities are always embedded within specific contexts, and recognizing and appreciating these contexts is vital in enhancing students' ability to communicate successfully in different scenarios. situated practice equips students with the necessary skills to engage in cross-cultural communication while being mindful of the specific demands of different contexts (irwandy et al., 2019; mirhosseini et al., 2022). in the multiliteracy framework, the concept of "genre" is intricately linked to situated practice. genres represent real-world tasks that mirror or simulate the types of work individuals undertake beyond the confines of the school environment (bacalja et al., 2021; chang et al., 2023; tschida, 2020) understanding the genres valued in diverse social and cultural contexts are thus a critical component of comprehending situated practice. overall, situated practice is central to the multiliteracy pedagogical paradigm. recent scholarly articles and books underscore the importance of comprehending the social and cultural settings within which literacy practices occur to promote multiliteracies in the classroom effectively. by embracing and emphasizing situated practice, educators can empower students with the skills and knowledge to navigate and thrive in various communicative contexts. some previous researchers have used situated practice in the following ways: (yap & gurney, 2023) investigated the practices of multiliteracies pedagogy (mlp) in new zealand schools, aiming to uncover the utilization of digital technologies by teachers. the research methodology includes interviews and classroom observations to delve into the strategies employed by a single teacher in incorporating digital technologies and multimodal texts into literacy instruction. (yu et al., 2022) examines "we've been wastin' a whole million watchin' her doin' her shoes" to unveil the utilization of situated practice within a pedagogy of multiliteracies by australian learners. the research employs an ethnographic approach to investigate the interactions between pedagogy and access to multiliteracies among learners from culturally and linguistically diverse backgrounds. (yap & gurney, 2023) studied the integration of a pedagogy of multiliteracies into practice, specifically focusing on a case study in a grade one literacy classroom. the study aims to uncover how educators utilize this pedagogy to create meaningful learning opportunities for young children based on their diverse interests and needs. (anwar et al., 2021) examines the situated multiliteracies approach to uncover how english language learners (ells) participation in classroom mathematics practices utilized in an urban canadian classroom. the research employs an ethnographic research methodology to investigate the involvement of ells in mikhael misa multiliteracies pedagogy: a case study of critical reading in elt classroom by implementing situated practice 492 mathematics practices within the classroom setting. the provided information presents four different research studies conducted in the field of multiliteracies pedagogy. yap's study focuses on the utilization of digital technologies by teachers in new zealand schools, employing interviews and classroom observations to explore the incorporation of digital technologies and multimodal texts into literacy instruction. mills' research, conducted in australia, adopts an ethnographic approach to examine the interactions between pedagogy and access to multiliteracies among culturally and linguistically diverse learners. xing's study investigates the integration of multiliteracies pedagogy in a grade one literacy classroom, aiming to understand how educators create meaningful learning opportunities for young children based on their diverse interests and needs. takeuchi's research examines the involvement of english language learners (ells) in mathematics practices in an urban canadian classroom, utilizing an ethnographic research methodology. method this section outlines the comprehensive design of the study, encompassing the research design, study participants, data collection, and analysis procedures. the primary objective of this research is to investigate the implementation of situated practice in multiliteracy teaching within an english language teaching (elt) classroom, specifically focusing on critical reading activities. the study employs a qualitative approach to explore a specific occurrence or series of events thoroughly. the researcher assumes the role of a nonparticipant observer, adopting non-participant observation techniques where notes are taken without active participation in the events, as described by cresswell (2018). the study centers on lecturers delivering lectures to third-year students enrolled in the english study program at an institution in east nusa tenggara, indonesia. the participating lecturers hold a master's degree in english education, while the students enrolled in the critical reading courses for the semester also possess a similar educational background. the study includes 39 students, comprising 13 male and 26 female participants. they are selected from viewing the last result of final semester test and interview the lecturer. additionally, the researcher fulfills the role of a non-participant observer throughout the study. data collection involves the use of observational techniques. the researcher observes the classroom environment when the lecturer employs situated practice in multiliteracy teaching, specifically targeting critical reading skills. three categories of data are collected: 1) field observations provide direct insights into classroom dynamics and interactions. 2) transcripts of observations document the data gathered during teaching and learning activities. 3) documentation collected during english language learning sessions serves as an additional source of information. the collected data will be subjected to a thorough analysis. the analysis will examine the field observations, transcripts, and documentation to identify patterns, themes, and key insights related to the situated practice of multiliteracy teaching in the elt classroom. the qualitative data will be carefully coded and analyzed to extract meaningful findings, thereby addressing the research question and objectives of the study. the collected data is subjected to a comprehensive analysis to assess the effectiveness of implementing the situated practice of multiliteracy pedagogy in the elt class through students' critical reading skills. the analysis follows an inductive theme analysis approach, as described by creswell and poth (2018). the essential framing components are transcribed, encoded, data reduced, displayed, and interpreted to draw meaningful conclusions. to ensure the reliability of the findings, the transcribed data is cross-checked with the observation data, validating the accuracy and consistency of the analysis. to minimize subjectivity in interpretation, the researcher engages in a cross-checking process with the assistance of a colleague who serves as an interpreter. prior to data collection, the researcher obtains the necessary ethical approvals. authorization is sought from the rector, who subsequently addresses the vice-rector responsible for the academic area. permission is then requested from the dean of the faculty of teacher training and educational science (fkip) and the head of the english study program. the researcher establishes communication and coordination with the instructor and students, presenting the research objectives and ensuring their understanding and cooperation. data sources include observation sheets, field notes, research approval documents, attendance lists, articles, and other relevant records. participants are informed about the confidentiality and privacy of their responses, with english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 493 assurances that the data will be solely used for research purposes. results and discussion in the elt class, the researcher carefully observed implementing the situated practice of multiliteracy pedagogy to enhance students' critical reading skills. the lecturers' teaching and learning activities were thoroughly examined, specifically focusing on applying situated practice as a key component of multiliterate pedagogy. the findings revealed that although there were notable instances of utilizing the situated practice approach, not all subcategories of the multiliteracy pedagogy's situated practice component were fully met during the classroom learning process. table 1. class observation results no learning practice checklist code situated practice 1. motivate students to learn √ sp.1 2. references past and current student experiences √ sp.2 3. role models, lecturers, or colleagues √ sp.3 4. meaningful practice in the learner community √ sp.4 5. including the student's mother tongue x sp.5 as illustrated in the table provided, the components of multiliteracy pedagogy were evident in the teaching and learning process, as indicated. situated practice, being the first component, consisted of five subcategories, of which four were successfully addressed. the classroom activities facilitated a more refined understanding of learning, primarily through interactive dialogues between the lecturers and students. the lecturers encouraged the students to describe actions depicted in various visual media. additionally, they motivated and stimulated the students' participation by posing a series of thought-provoking questions. situated practice fivectivities, five subcategories within the multiliteracies component during the teaching and learning activities incorporated. four of these subcategories were successfully fulfilled, while one subcategory, involving the use of students' native language, was not met as the lecturer did not employ it in classroom learning activities. motivating students to learn at the commencement of the activity, the lecturer employs various strategies to motivate students. this includes greeting them, inquiring about the previous week's topic, capturing their attention through the use of visual media, and posing several questions to elicit their experiences. finally, students engage in a guessing activity based on pictures. the interactions between students and the lecturer during these discussions demonstrate the manifestation of this subcategory. (1) lecturer : “ok, good morning everybody.” students : “good morning” lecturer : “how are you today?” students : “we are fine.” (3) lecturer : “before coming to the material, i would like to find out whether you remembered the topic last week or not. what was the topic of last week?” students : “sport or library” “the first figure.” (6) lecturer : "ok then, let us look at the second picture.” “what is it?" students : “children and parents are playing together.” lecturer : "ok, one student, please, student (f)." student (f) : "it is about one family." lecturer : “yes, family, what are they doing?” student : “they are playing with gadgets.” the second figure (8) lecturer : “and then, we come to the last picture. what about the last picture?” student : "it is also the same as the first picture.” lecturer : "what do you mean: the same pictures.” students : “in different positions, kids sit in front of their laptops, and their parents stand behind them." lecturer : "what do you think about their parents? what are they doing behind their kids?" mikhael misa multiliteracies pedagogy: a case study of critical reading in elt classroom by implementing situated practice 494 students : "controlling their children. they want to know what their children are doing?” lecturer : "they want to know what kids do with laptops?” (1) lecturer : “ok, good morning everybody.” students : “good morning.” lecturer : “how are you today?” students : “we are fine” (3) lecturer : “before coming to the material, i would like to find out whether you remembered the topic last week or not. what was the topic of last week?” students : “sport or library” as mentioned above, the provided dialogue represents a classroom interaction between a lecturer and the students. in the beginning, the lecturer greets the students and asks about their well-being. then, the lecturer inquires whether the students remember the topic from the previous week. the students respond with two different answers: "sport or library" and "the first figure". later, the lecturer proceeds to discuss a series of pictures. the second picture depicts children and parents playing together, and the students provide an accurate description. the lecturer engages a specific student (f) to share their interpretation of the picture, which involves a family. moreover, the lecturer introduces the last picture, and a student points out its similarity to the first picture. the students elaborate that in the last picture, the children are sitting in front of their laptops while their parents stand behind them. when questioned about the parents' actions, the students suggest that the parents are controlling their children and want to monitor their activities. previous and current student experience reference in the activity mentioned above, the lecturer encouraged students to share their personal experiences by posing a series of questions. these questions aimed to elicit information about the students' past encounters outside the school environment. the student's understanding of the topic being discussed was influenced by their experiences within their familial surroundings, exposure to media, and other relevant resources. following the description of the actions depicted in the pictures, the lecturer prompted the students to recount their own experiences, guided by specific questions. these discussions took place between the students and the lecturer, allowing for an interactive exchange of ideas and perspectives. (1) lecturer : “ok, good morning everybody” students : “good morning” lecturer : “how are you today?” students : “we are fine.” (3) lecturer : “before coming to the material, i would like to know whether you remember last week's topic. what was the topic of last week?” students : sport or library” “the first figure.” (6) lecturer : “ok then, let's look at the second picture, what is it?" students : “children and parents are playing together.” lecturer : ”ok, one student please, student (f)." student (f) : “it's about one family.” lecturer : “yes, family, what are they doing?” student : “they are playing with gadgets.” the second figure (8) lecturer : “and then, we come to the last picture. what about the last picture?” student : “it's also the same as the first picture.” lecturer : “what do you mean: the same pictures.” students : kids sit in different positions before their laptops, and their parents stand behind them." lecturer : “what do you think about their parents, what are they doing behind their kids?” students : “controlling their children. they want to know, what their children are doing?” lecturer : “they want to know, what kids do with laptops?” (1) lecturer : “ok, good morning everybody.” students : “good morning.” lecturer : “how are you today?” students : “we are fine.” english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 495 (3) lecturer : “before coming to the material, i would like to know whether you remember last week's topic. what was the topic of last week?” students : “sport or library” as mentioned above, the lecturer greeting the students and asking about their well-being. the lecturer then inquires if the students remember last week's topic, and they provide two responses: "sport or library" and "the first figure". furthermore, the lecturer introduces the second picture and asks the students to describe it. the students correctly identify that the picture shows children and parents playing together. the lecturer then selects a specific student (f) to elaborate on the picture, and they mention that it is about one family. the lecturer further asks about the family's activity, and the student responds that they are playing with gadgets. next, the lecturer transitions to discussing the last picture. a student comments that it is similar to the first picture, and the lecturer seeks clarification on what they mean by "the same pictures." the students explain that in the last picture, children are positioned differently in front of their laptops, with their parents standing behind them. moreover, the lecturer asks the students about the parents' actions behind their kids. the students suggest that the parents are controlling their children and want to know what they are doing. the lecturer reaffirms their understanding, mentioning that the parents want to know what the kids are doing with the laptops. previous and current student experience reference in the activity mentioned above, the lecturer actively sought to encourage students to share their personal experiences by posing questions. notably, these questions centered around the students' past encounters and acquired knowledge, extending beyond the school environment's confines. students were prompted to reflect on their developmental experiences within their familial settings and their exposure to media and other external resources. following a detailed description of the actions depicted in the picture media, the lecturer invited the students to share their own experiences, guided by thoughtprovoking questions. these discussions between the students and the lecturer provided a platform for exchanging ideas and perspectives. (9) lecturer : “ok, here are some questions to stimulate or brainstorm your ideas related to the topic. so, first, can student (v) read the question?" student (v) : “do you think computers are important in human life, especially for children?” lecturer : “what do you think? computers are an important thing in human life, especially for children. yes or no?” student : “yes.” lecturer : “why did you say, yes? student (r) why?” student (r) : “to find out any information from the internet.” lecturer : “from the internet or gadgets, who else?” student (o) : “children can seek knowledge from the internet.” lecturer : “so, different words but the essence is the same. so, this one says that to get information, and student (o) says that to get knowledge." lecturer : i asked the student (s) to read the next question. (10) student (s) : “do you think working with computers is appropriate for children? lecturer : “what do you think, about working with computers? it’s suitable for children? why yes?" student (a) : “yes, because they can increase their knowledge.” lecturer : “ok, that's a good job. specifically? student (m)!” student (m) : “yes of course. they can increase children's knowledge and also have fun by playing games.” lecturer : “ok, that's the right information. so, for fun, like playing games, for example. ok, that's mikhael misa multiliteracies pedagogy: a case study of critical reading in elt classroom by implementing situated practice 496 a good job. it’s suitable for children to play games with the computer. student (k)! what do you think?” student (k) : “no, i think, don't you?” lecturer : “it doesn't follow.” students : “because playing too much computer makes their eyes hurt.” lecturer : “electronic gadgets can affect children’s eyes if they play with them too much. ok, that's a great idea." : "so, let us move on to the next question. student (y), can you read the question? during this phase, the lecturer presents a series of questions to stimulate discussions related to the topic. student (v) reads the first question, asking whether computers are important in human life, especially for children. the students agree that computers are important, emphasizing their role in acquiring information and knowledge from the internet. furthermore, student (s) reads the second question, asking if working with computers is appropriate for children. the majority of students express their belief that working with computers is suitable for children as it helps increase their knowledge and provides enjoyment through activities like playing games. however, student (k) disagrees, mentioning concerns about eye strain caused by excessive computer usage. the lecturer acknowledges this point, emphasizing the potential impact on children's eyes. finally, the dialogue ends with the lecturer requesting student (y) to read the next question, setting the stage for further discussion and exploration of ideas. role model, lecturer, or colleague lecturers assume the role of exemplary figures during classroom teaching and learning activities. consequently, it is incumbent upon them to strive towards comprehending and recognizing the challenges students encounter. to this end, lecturers take note of and classify words that pose difficulties in pronunciation while students engage in discourse. the lecturer acknowledges and articulates these arduous words, with students subsequently repeating them. following the student's completion of the reading task, the lecturer guides them in identifying problematic words from the text they have read. the lecturer identifies and enunciates the challenging words, with students repeating them in turn. (29) lecturer : “so, based on the text, what do you think about difficult words to pronounce when you read?” students : “identified the pronunciation of the difficult words.” lecturer : “they have identified the difficult words pronounced by the students when they read the passage. marked the pronunciation of the difficult words and grouped them in the table. there are health, usage, owned, social, sites, safety, campaigned, necessary, software, logger, enough, done, privacy, multifunctional, tendency, and acquainted.” (32) lecturer : “pronounced the difficult word's identification followed by the students.” in the session mentioned above, the lecturer discusses the pronunciation of difficult words encountered when reading a text. the students are able to identify and pronounce these difficult words. the lecturer acknowledges their effort and proceeds to mark the pronunciation of the identified difficult words, organizing them into a table. the mentioned difficult words include "health, usage, owned, social, sites, safety, campaigned, necessary, software, logger, enough, done, privacy, multifunctional, tendency, and acquainted.” moreover, the lecturer then pronounces the identification of the difficult words, with the students likely providing the correct pronunciations. this activity helps improve their understanding and pronunciation skills related to challenging words encountered in the text. meaningful practice in a learning community in the given activity, the lecturer organizes the students into four groups, each comprising four english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 497 students. a group leader is appointed for each group to facilitate and guide the discussions. (47) lecturer : “and then now, we have come to discuss the text based on some development questions so i will divide the students into four groups as group leaders. group one is the student (k), and then group two is the student (v), group three is the student (h), and group four is the student (c). ok. so, last, you have to count from one up to four.” students : “started to count from one up to four (1-4)” lecturer : “please move based on the numbers counting in each of the groups.” students : “i moved to join and formed the group in a circle form to have a discussion.” (54) lecturer : “before you present the result of your discussions, i would like to explain the rule of giving. so, there will be a moderator to organize your presentation, and then the moderator will tell the presenter who read to answer the question. the first question will be answered by... and the second question will be answered by ... or the third question will be answered by ... and then after the presenters have answered the questions and then the moderator will take the time and then will invite other groups to like to interrupt or to comment.” at this activitystage, a lecturer is conducting a discussion based on a text and decides to divide the students into four groups: group one represented by student (k), group two represented by student (v), group three represented by student (h), and group four represented by student (c). the lecturer instructs the students to count from one up to four, and the students follow the instructions accordingly. after the counting, the lecturer instructs the students to move based on the numbers they counted in each group. the students move and form their respective groups in a circular form, preparing themselves for a discussion. before the students present the results of their discussions, the lecturer introduces a rule regarding the process of giving presentations. the lecturer explains that there will be a moderator assigned to organize the presentation. the moderator will instruct the presenters on who should read and answer each question. the lecturer provides an example, stating that the first question will be answered by a specific group member, the second question by another group member, and so on. after the presenters have answered the questions, the moderator will keep track of time and then invite other groups to interrupt or comment on the presentation. at the end, to summarize, the lecturer divides the students into groups, assigns a moderator to organize the presentation, explains the order of answering questions, and allows other groups to participate in the discussion through interruptions or comments. the findings presented in this report pertain to the observed learning activities conducted by the researcher, focusing on different topics in each session. out of the four topics examined, the researcher selected the fourth session, which explored the theme of controlling children's use of computers. this topic was chosen to exemplify the four components of multiliteracy pedagogy. however, it was discovered that not all subcategories within the situated practice of multiliteracy were fully addressed during the teaching and learning process in the classroom. situated practice serves as the initial component of multiliteracy and is implemented through various learning activities. within this component, five subcategories are included. four were adequately addressed among these subcategories, while one subcategory remained unfulfilled, namely the utilization of students' mother tongue. lecturers need to incorporate the use of students' mother tongues in their teaching and learning activities. moreover, lecturers strive to motivate students by sharing their own experiences using visual media within the multiliteracy component. this approach aligns with the notion that students benefit from being encouraged in their learning endeavors. the lecturer employed motivation as a mikhael misa multiliteracies pedagogy: a case study of critical reading in elt classroom by implementing situated practice 498 fundamental concept in this study (main, 2011). the lecturer also sought to motivate students by eliciting their experiences through relevant questions and visual stimuli. these images and questions were designed to connect students to their experiences outside the school environment. students draw upon their experiences, media exposure, and other resources to shape their understanding of personal development. following this, the lecturer prompted students to guess the topic of discussion, presenting various options and eventually revealing the designated topic through slide presentations on the wall. moreover, lecturers serve as exemplary figures in the classroom, setting an example for students in their learning activities. in line with this, the lecturer takes measures to identify and categorize words that pose pronunciation difficulties when students engage in reading tasks. additionally, the lecturer provides corrections for students' pronunciation errors and guides them in pronouncing challenging words individually and in group settings. during group discussions, students can share questions relevant to their discussions. this promotes the exchange of experiential values among students and underscores the significance of collaborative sharing and expression of student experiences (meng, 2016). to foster meaningful practice within the learning community, the lecturer divides students into four groups to discuss the assigned questions from the text. each group consists of four students, ensuring active participation from all students in seeking and addressing the questions assigned to their respective groups. by incorporating activities that motivate students and draw upon their previous experiences, students can tap into their prior knowledge on the topic and enhance their learning process. prior knowledge acquired from home, school, community, and culture can be valuable resources for students to contribute to their language learning endeavors (pahl, k., & rowsell, 2005). this allows lecturers to serve as role models in facilitating these activities. conclusion this research study aimed to investigate the implementation of situated practice in multiliteracy pedagogy through students' critical reading skills. the findings revealed a significant enhancement in students' critical thinking abilities due to engaging in a series of learning activities within the multiliteracy pedagogy framework. the importance of motivating students through engaging strategies, such as visual media and thought-provoking questions, the role of the lecturer as a model in identifying and addressing pronunciation difficulties, and the benefits of meaningful practice in a learning community through group discussions, designated roles, fostering active participation and collaborative learning. these activities effectively fostered analytical thinking among students. based on the compelling findings of this study, it is highly recommended that the research highlights the value of implementing situated practice in multiliteracy pedagogy to enhance critical reading skills and analytical thinking among students. the implications for english language teaching and learning include pedagogical innovation, teacher professional development, curriculum and material design, and fostering collaborative learning. future research can explore comparative studies to assess the effectiveness of multiliteracy pedagogy, longitudinal studies to examine skill sustainability, and the development of assessment tools to measure critical reading skills. additionally, investigating the application of situated practice in diverse contexts would provide insights into generalizability and adaptability. references al-husban, n. a. 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(2022). an exploration of a novice kindergarten teacher’s enactment of multiliteracies pedagogy during the pandemic: a case study of a virtual kindergarten classroom. 30th international conference on computers in education conference, icce 2022, 527–536. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 61 teachers’ emotion in teaching practicum yayu heryatun english education department, state islamic university smh banten email: yayu.heryatun@uinbanten.ac.id tri ilma septiana english education department, state islamic university smh banten email: tri.ilma@uinbanten.ac.id apa citation: heryatun, y. & septiana, t. i. (2020). pre-service teachers’ emotion in teaching practicum. english review: journal of english education, 9(1), 61-68. https://doi.org/10.25134/erjee.v9i1.3779 received: 29-06-2020 accepted: 28-09-2020 published:11-12-2020 introduction teaching practicum program which is provided to pre-service teachers aims to develop teacher competencies and link the pedagogical theories that they have learned with actual teaching practice in school. during this program, preservice teachers may struggle to apply their cognition, personal, social, professional, even their own emotion. emotion has a vital role to play in our understanding and perception of place based on meanings and interactions (pile, 2010; urry, 2005; wood & smiith, 2004). in other words, teaching practicum could be regarded as an emotional exercise which is associated with the expression of emotions in interpersonal relationships. it means pre-service teachers during teaching practicum have emotional experience both positively or negatively, as a result throughout interaction with mentor teachers, students, even with their own friends. thus, pre-service teachers learn what it means being a teacher in a real practice (meyer, 2009). moreover, there is a mutualism symbiotic relationship between emotion and place. emotion reflects our real personality in interacting with other people in the working environment (berrens, 2016, p.76) while people exert a powerful influence on and within place. in school context, emotional understanding and misunderstanding thereby result from what hargreaves (2002, p.508) called as “emotional geographies”. emotional geographies comprise with “the spatial and experiential patterns of closeness and/or distance in human interactions and relationships that help create, configure, and color the feelings and emotions we experience about ourselves, our world, and each other” (hargreaves, 2001). in the concept of emotional geographies, it assists to recognize the support for and threats to the basic emotional bonds and understandings of schooling that arise from forms of distance and closeness in people interactions or relationship (hargreaves, 2001). furthermore, he vividly classified emotional geographies into six distinctive categories, namely, personal, professional, cultural, moral, political, and physical geographies, which will serve as the conceptual framework as well as analytical abstract: this present study involved two novice pre-service teachers who had teaching practicum. it focused on their emotion during two-months teaching practicum. their emotion dealt with personal geography as well as professional geography. the results revealed that pre-service teacher had emotional experience positively and negatively. the emotional experience that pre-service teachers had in personal geographies starting from nervous, anxious, scared, guilty, shame, self-doubt, and being oppressed to being calm, being enthusiasm to teach, having self-confidence, and having good rapport with school citizens. meanwhile, in term of professional geographies, pre-service teachers’ emotions were various, ranging from how to adopt theory to practice, confused how to interpret mentor teachers’ feedback to being disciple, learning how to both design lesson plan and manage classroom, learning to dress well and keeping good relation to students, mentor teacher, supervisors, and school staffs. in addition, this study found the culture influence on pre-service teachers personally and professionally. the indonesia culture to respect senior emerge during teaching practicum such different social status between student and teacher, tendency to underestimate the value of quality and achievement. keywords: pre-service teacher’s emotion; personal geography; professional geography; teaching practicum yayu heryatun & tri ilma septiana pre-service teachers’ emotion in teaching practicum 62 device (see also hargreaves 2000, 2001a, 2001b, 2005) where the first two categories will be employed in this study. a number of studies has been done deals with pre-service teachers’ emotion in variety educational context (vaflander, 2008; barcelos, 2015; marais, 2016; yuan & icy lee, 2016). day and leitch (2014) expressed that emotions play a significant part in teaching learning that can serve as a filter for how pre-service teachers perceive and enact teaching. yongcan liu (2016) alerted that pre-service teachers experienced in her emotions, not only positively but also negatively in terms of different aspect of schooling. in addition, these pre-service teachers should be able to manage her emotion in order to adopt with her new school environment. among above previous studies, study on preservice teachers’ emotion in efl classroom, however, specifically in indonesia academic setting often neglected and less attention among indonesian scholars. these issues are not quite explored and less is known how pre-service teachers adopt their emotions during teaching practicum. indeed, emotion has significant role in teaching practice, specifically for pre-service teachers. therefore, this present study addresses the gap and discusses how pre-service teacher engage their emotion during teaching practicum in efl classroom. pre-service teachers’ personal and professional emotion is two important categories which are unified in one time during teaching practicum. methods this study applied the qualitative case study because case study involved the study of a particular issue that explored through one or more cases within a bounded system (i.e. setting, a context) over time, through detailed, in-depth data collection involving multiple sources of information rich in context (e.g., observations, interviews, documents, and reports). creswell (2016, p.79) clarified that case study research as “the in-depth study of instances of a phenomenon in its natural context and from the perspective of the participants involved in the phenomenon. two pre-service teachers from one of the state islamic universities in indonesia took part in this study, they are goni (pseudonym, female) and jack (pseudonym, male) who had carried out teaching practicum for two months in a senior high school in banten province. goni and jack were just ordinary university students and they previously had no teaching experiences. thus, this teaching practicum program became their first teaching experience in the real setting, efl classroom. the data from teacher reflective journals (glossed by rj) and open interviews (glossed by i) were employed to explore and describe preservice teacher’s emotion positively and negatively in teaching practicum by referring to the two hargreaves’ emotional geographies framework; personal geographies and professional geographies. the data from reflective journals were collected in a portfolio and it told about the entire of their feelings after accomplishing teaching practicum in every session. as soon as writers received the reflective journals, we began to identify, classify, and code with hargreaves’ emotional geographies framework. in addition, based on the reflective journals data, we developed interviews scripts. the interviews with these two pre-service teachers were conducted separately by utilizing their mother tongue (indonesia language) in order to make them feel more comfortable and able to express their feelings freely. the data from interviews were firstly transcribed verbatim and labeled with one of hargreaves’ emotional geographies categories and finally paired up with those derives from the reflective journals to be triangulated and/or to be cross checked its validity and credibility. these processes were committed repeatedly until we found pre-service student’s emotions positively and negatively in teaching practicum that fitted two categories of hargreaves’ emotional geographies. results and discussion results during conducting teaching practicum, preservice teachers did not only acquire additional pedagogic knowledge but also emotional experiences. the following data demonstrate how pre-service teachers’ emotion came up related to the relationship with mentor teachers, supervisor, students, fellows, and other school citizens at the school. professional geography teaching is art works, it needs persistency, sincerity, and seriousness. at the beginning, two pre-service teachers admitted that they were inexperienced and so nervous to encounter teaching practicum. in reflective journal, goni shared her feelings about the first teaching experience: english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 63 “to be honest, i have no thought about teaching because this is actually my new experience. i feel very nervous because i am scared my students do not understand what i’ve thought and they have more knowledge than me. however, my mentor teacher always reminds me to be calm and enjoy my teaching time. after teaching i got many corrections from her and it helps me to improve my teaching performances and administrative skills.” (rj_g1) the same case also happened to jack, although he also felt anxious on his first teaching experience, but in the interview, he told that he got praise from his mentor teacher. “similar to my fellows, i also feel anxious, but luckily, i can handle my mixed feelings by directly opening communication with students and stimulate them to be more active and engage in learning process. in the end of teaching practicum session, my mentor teacher was surprised with my performance and she also gave me many inputs regarding to designing lesson planning.” (i_j1) in teaching practicum, a supervisor also has prominent role. although s/he did not always monitor pre-service teachers’ performances at the classroom but her/his contribution could be seen when preparing mental readiness and equipping teacher professionalism competencies of preservice teachers. in the interview, goni and jack concurrently exposed their feelings on supervisor’s role during teaching practicum. goni said that: “before teaching practicum, he taught me many things such as teacher code of ethics, the implementation of scientific approach which refers to 2013 curriculum (current curriculum in indonesia), process of designing a lesson planning, and how to arrange preliminary research for my proposal paper. besides, in every teaching practicum session, he also reminds me to write teacher reflective journal that contains on my various feelings and experiences.” (i_g1) meanwhile, jack did not deny the substantial contributions of supervisor in preconditioning his mental readiness before teaching practicum. “on pre-departure, i had opportunity to talk privately with him. i said i did not have any experience in teaching, i was afraid i could not handle the classroom and deliver material that easily understood by students. he invited me to discuss on how to build a good rapport with students and school citizens. he boosted morale and burned my spirit. in the end of meeting, he smiled at me and whispered in my ears: “chase your moment and enjoy your time” while hugging me.” (i_j2) moreover, some experts (rosenholtz, 1989; mclaughlin & talbert, 1993; fullan & hargreaves, 1996; wiley, 2001) believed that teaching with fellows is considered to be better than teaching alone. hargreaves (2001, p.503) assumed that cooperation and collaboration among teachers give them access to the new ideas, creativity energy, and moral support that help them to be more effective with their students. in addition, in his study, hargreaves (2001) found that when teachers work together, they value appreciation and acknowledgment as well as personal support and acceptance, but tend to avoid disagreement and conflict, whether they regard themselves as close friends or as more distant colleagues. moreover, he also reiterated the importance of close personal bonds in teaching should not be neglected. they could and did sustain teachers in the face of professional stress, crisis, and difficulty. in the context of team teaching, they can also stimulate and energize professional engagement. nor should close bonds and friendships necessarily inhibit the creativity and disturbance of professional conflict and disagreement (hargreaves, 2001). in line with hargreaves’s perspectives, goni extended personal experiences with her fellows on how friendship support her teacher professionalism. “i learned a lot from my fellows. although we came from different majors but we often organizing teaching sharing before entering class at the dormitory. indeed, this was a good chance for me who basically very common in the education world to broaden my horizons and enhance teacher professionalism competencies. we discuss many things such as how to behave and dress well, how to implement certain teaching method, how to develop instructional media, how to build good rapport, how to design lesson planning, and so forth. in conclusion, i fond of this relationship because we did many positive things relates to teacher professionalism improvement.” (rj_g2) other issues that became concern on this study was how pre-service teachers interact with school citizens. according to zembylas (2007, p.355), teaching in a new workplace implies that they need to epistemological beliefs in order to understand the new moral legitimacy of practice. during this process, various emotions such as guilt, shame, and self-doubt could emerge, which require constant work and management. jack in his reflective journal told his adaptation process yayu heryatun & tri ilma septiana pre-service teachers’ emotion in teaching practicum 64 and sacrifice efforts in order to be accepted by board of teachers and staffs at school: “at the beginning of our arrival, i, along with my fellows experienced difficult periods, we were treated like stepchildren because we were placed in a library not teacher’s room. i felt isolated, awkward when saw other teachers as well as reluctant to see my mentor teacher. and it became worse when one of senior teachers told me that there was unwritten custom at school for pre-service teachers to serve meals and beverages in the teacher’s room. i realized that this was a kind of hazing. in addition, we also have to come earlier and go home later than others. i and my fellows tried to think clearly and react calmly to face these problems. after discussing with my fellows and obtaining advices from supervisor, we strive to get closer to school citizens and endeavor to be more engaged in all school programs. after a few days, we began to be welcomed warmly and enjoyed school circumstances.” (rj_j1) the quotation above indicates school circumstances influence pre-service teachers’ emotions and construct perspectives on their future fieldwork. school as a work place has potential to evoke a range of emotional responses (simm & marvell, 2015); understanding that places can generate emotional reactions is important in developing a sense of place and (in turn) an emotional attachment to place (smith, davidson, cameron & bondi, 2009). personal geography before the implementation of teaching practicum, both goni and jack had taken some pedagogic subjects that equip their teacher professionalism competencies. this implies that theoretically they have already sufficient knowledge for doing teaching practice in real place. however, personally, they are inexperience teachers. they also needed time to build self-confidence and good rapport with school citizens, capability to handle classroom, composure to manage various emotions as well as ability to design lesson planning. the following lines express the mixed feelings of pre-service teachers’ emotions that arises deal with how their relationship with people who involved in teaching practicum. inevitably, a mentor teacher becomes the most influential person. she has a strategic role in constructing teacher profile of pre-service teachers as well as describing their future workplace. generally, both two pre-service teachers have good relationship with their respective mentor teachers. in the interview, goni said that: “i had good relationship with my mentor teacher. even though she looked like serious person but our relationship went naturally not because there was an objective in order to get good grades. in every session of teaching practicum, i always obtained many corrections. i was happy with all corrections from her and without thinking twice i followed her instructions. i believed in her advices can improve my teaching performance. weeks later, she gave me more freedom to explore my potencies and it really increased my selfconfidence and competencies. now i am ready to be an english teacher.” (i_g2) in the same way, jack also had similar experiences. in the reflective journal, he wrote his opinion on his mentor teacher. “overall, even though i rarely talked to my mentor teacher but i was grateful for her feedback and sincerity in guiding me. i felt appreciated and helped by her when undergoing teaching practicum. she looked like a rigid person, talk a little but work a lot. she was one of senior teachers at school and everybody respected her so much. she was a model of professional teacher who had broad knowledge and extensive experiences.” (rj_j2) out of six pre-service teachers, goni and jack are considered as two prominent pre-service teachers who have attractive personalities. they are easy going, cheerful, helpful, and humble. they are able to interact well, not only with teachers or staffs but also students. after undergoing teaching practicum for two weeks, some students became more familiar with goni and they were keen to spend some time with her after class. some students wanted to consult their problems in learning but they were reluctant to discuss it in the casual way. in reflective journal, goni shared her rapport with students: “i have quite good relationship with almost all students. in the morning, i usually greet my students or have a small talk before entering class. after class, some students often come to my room, we discuss many things especially those related to the improvement of english skills. i give them some advices and we practice english little by little. in the weekend, sometimes i received invitation from my students to have a small potluck party. we enjoyed our holiday while practicing speaking english. hopefully, from this forum, they are excited to learn english.” (rj_g3) on the other hand, in the first two meetings jack have experienced difficulties in handling english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 9, issue 1, december 2020 https://journal.uniku.ac.id/index.php/erjee 65 students. some pupils were disobedient and difficult to be controlled. jack reveals that: “in the early weeks, i had difficulties to manage classroom. some students lack motivation and interest in learning religious subject. they were rebellious and noisy; that made me frustrated. however, i tried to find out the main factors why they dislike learning religious subject. after interviewing some students randomly, many students told me they didn’t like religious subject because the teacher always asked them to memorize qur’anic verses and taught them in old fashioned way.” (i_j3) to overcome to those problems, jack attempted to apply attractive teaching method and used different approach that suits to the students’ characteristics to attract and build students’ motivation in learning, jack often gave students project-based learning so they can work cooperatively. besides, jack also often invites students to study in library or open environment. discussions this study presents how pre-service teachers engage their emotional experiences either positively or negatively in teaching practicum. data from interviews and reflective journals were analyzed comprehensively based on hargreaves’ (2001) emotional geography framework which focuses on two categories namely professional and personal geography. the previous stories of goni and jack, it illustrated that they have experienced various emotional conflicts that indirectly have a valuable contribution to building their profiles as a teacher and practicing their ability to adapt with fieldwork. in school setting, the emotional geographies consist of the spatial and experiential patterns of closeness and/or distance in human interactions and relationship that help create, configure, and color the feelings and emotions we experience about ourselves, our world, and each other (hargreaves, 2001). in terms of relationship with mentor teachers, two pre-service teachers told that they academically had good relationship with their respective mentor teachers and acknowledged if mentor teachers had big contributions to their teacher professional development. it reflected on some feedbacks or inputs that they had gained before and after teaching practices. moreover, these two pre-service teachers become more motivated to apply any new innovation at efl classroom as they have positive emotion, especially when they consult with their mentor teachers. however, this could also threaten their creativities because they are too dependent upon mentor teachers’ instructions. in result, they definitely will be reluctant to have different ideas with mentor teachers. this could hamper the way they improve their teaching. because in indonesia, culture which still adheres to patronclient relationship, it is very taboo to refute the opinions of experienced and older people. meanwhile, regarding the relationship between pre-service teachers and students. goni and jack had extremely good relationship where they often had incidental potluck party with students after class or did pleasure activities on weekend together. this case was very different from what happened to wen (see liu, 2016:9) who taught at language center of an english university. when some chinese immigrant students became more familiar and considered her as big sister. she was forced to decline students’ genuine invitation because she had kept a professional distance from them. what happened to wen was very different from the culture and custom that prevails in indonesia where a teacher commonly has a tight personal relationship with students. teachers protect students like their children and students respect teachers like their own parents. this type relationship is very important as it could help pre-service teachers to always keep their positive emotions and reduce negative ones. besides, this study also captures the relationship between pre-service teachers and school citizens i.e. board of teachers except mentor teacher and staff. in principle, teaching practicum program is a valuable momentum for pre-service teachers to develop their teacher competencies, gain wide experiences as well as to manage their emotions. as adult learners, of course they have got in touch with various people with different characteristics and social status. on one hand, they had close relationship with one of female teacher, ratu (pseudonym). she often came to library just to chat or make sure the condition of pre-service teachers was fine. goni revealed that she personally felt comfortable with ratu’s presence and still keeping in touch with her. in other words, pre-service teachers’ positive emotion also achieved when there is the supportive work environment like support and encouragement from other teachers of school. the motivation from them become energy for pre-service teachers to work hard, give the best for school and feel valued. in contrast, most of pre-service teachers also experienced culture yayu heryatun & tri ilma septiana pre-service teachers’ emotion in teaching practicum 66 shock at work place. it is reasonable that preservice teachers may experience some reality shock due to the change of learning environment from university to practicum school (veenman, 1984, p.14). in this case, the culture shock at workplace was caused by seniority factor and social status. in reality, pre-service teachers like or dislike must to follow all prevailing custom at school. the bullying acts are seen obviously when one of senior teacher asked them to serve snacks and beverages in the teacher’s room and handle the classroom when he was absent. it is one of examples that makes pre-service teachers’ negative emotion come up. it means pre-service teachers’ expectation on teaching are not full filled at the place where they are teaching. indeed, some of pre-service teachers thought that by following all instructions they will get good grade. this indicates that there is still a misconception in pre-service teacher’s mind if the main objective of teaching practicum is only for obtaining satisfied score. in other words, they seek for academic degrees not the expertise they entail. in turn, teaching practicum is essentially to facilitate a pre-service teacher to attain teacher competencies as well as gain real teaching experiences (anonymous, 2019). conclusion in brief, the findings above infer that pre-service teachers’ emotions fundamentally interrelated with some factors such as identity (van veen and ilasky, 2005), place (smith 1993, bartos, 2013, berrens, 2016), age (hargreaves, 2000; 2005) teaching and learning strategies (marvell and simm, 2018), as well as colleague (hargreaves, 2001). empirically, this study more or less has similarity points with the previous studies. nevertheless, in this study there are distinguishing factors namely indonesian cultural and habits that influence pre-service teachers’ emotions that arise positively and negatively in teaching practicum implementation. in sum, preservice teachers’ positive emotions arise when their expectation on how they perceived teaching activities are achieved at school. on the other hand, 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(2007). emotional ecology: the interaction of emotional knowledge and pedagogical content knowledge in teaching. teaching and teacher education, 23, 355-367. yayu heryatun & tri ilma septiana pre-service teachers’ emotion in teaching practicum 68 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 223 the investigation of modality and adjunct in spoken text of proposing a girl using waijewa language based on halliday’s systemic functional linguistic approach magdalena ngongo english education department, faculty of teacher training and education, universitas kristen artha wacana, kupang, indonesia e-mail: magdalenangongo12@gmail.com apa citation: ngongo, m. (2021). the investigation of modality and adjunct in spoken text of proposing a girl using waijewa language based on haliday’s systematic functional linguistic approach. english review: journal of english education, 6(2), 223-10. doi: 0.25134/erjee.v10i1.5382. received: 04-08-2021 accepted: 27-10-2021 published: 31-12-2021 introduction modality in the text generally means expressing interpersonal meaning that is realized in in mood system. it indicates several implications, such as judgments, request and command. this study concerns to the analysis of modality used in the texts. it is only focused on what types of modality used by the speakers in oral texts, and what interpersonal meaning is revealed through the use of modality in the texts. modality represents the interpersonal meaning since it indicates the speakers’ judgement of the probabilities or the obligations involved in what he or she is saying (gerot & wignell in yang, 2021). other views such as matthews (2005) as cited in rui and jingxia (2018) defines modality as “category covering either a kind of speech act or the degree of certainty with which something is said”. moreover, eggins (2004) in arabzoozani & pahlavannejad (2019) writes that modality is a complex area of an english grammar which investigates how to convey the message of the text, and how human express their attitudes and judgements through different ways. furthermore, halliday and matthiessen (2004) in amalia et al (2018) write that modality as the speaker’s judgement, or request of the judgement of the listener, on the status of what is being said. from the definition above, modality is generally defined as a means of expressing the relationship between a speaker and an utterance, in a stricter sense a speaker and the truth-value of an utterance. as one of the sfl tools, modality also has a system. halliday and matthiessen (2004) in yang (2021) divided it into two terms, they are propositions and proposals which are also known as modalizations and modulations. halliday and matthiessen (2004) in yang (2021) state that modalizations involve the expression of intermediate possibilities; first, degrees of probability (possibly/probably/ certainly), second, degrees of usuality (sometimes, usually, always). eggins (2004) in xuan and huang (2017) defines the terms of probability and usuality as follows the speaker expresses judgements as to the frequency in which something happens. furthermore, eggins (2004) in xuan and huang (2017) argues that modal adjuncts and modal abstract: this paper is aimed to describe modality and adjunct in spoken text of proposing girl using waijewa language. modality refers to degrees of indeterminacy. it is to construe the region of uncertainty that lies between ‘yes’ and ‘no’. it refers not only to verb modal but also to modality idea. thus, modality is manifested into two ways, namely modalization and modulation. the use modality grammar enables people to emphasize what can or cannot be done on what is ordered or offered. data informing this study were from observation by recording oral texts of proposing a girl happened in wewewa community. these data then were transcribed and analysed based on systemic functional grammar. the results showed that the use of modality was realized simultaneously by verb such as baka amiko-ngga dede wa kadanu … ‘i will come to take my handbag…’. the use of modality showed varieties of probabilities and obligation. modalization tended to be uttered by bride’s party whereas modulation by groom’s party. this fact indicated interpersonal relationship in which groom’s party took a position as humble as possible in speaking and usually agreed everything stated or asked by bride’s parents. while bride’s party was dominant in speaking. this condition was influenced by honour value as one of the six values in this text. the use of adjunct related to mood adjunct that covered modal adjunct such as probability, usuality, obligation, obviousness, intensity, and polarity; and comment adjunct such as admissive, desiderative, entreaty, evaluative, opinion, predictive, persuasive, and presupposition. keywords: adjunct; modality; girl proposing; text; waijewa magdalena ngongo the investigation of modality and adjunct in spoken text of proposing a girl using waijewa language based on haliday’s systematic functional linguistic approach 224 operators can also be categorized into three values of certainty or usuality; first, in high: must, certainly, always, etc; second, in median: may, probably, usually, etc and third, low: might, possibly, sometimes, etc. the use of modality indicates as justifying idea as almaida and pastor’s statement (2017: 304) that participant internal and external possibility modality appeared as a useful resource in justifying idea. rahmasari and lawren (2020:118) found that medium and low category dominate the usage of modality in those ten highlights. it is also stated by farshbafiana and esmaeil (2021:782) that what is responsible for the truth and falsity of proposition, and the finite which includes three elements of modality, primary tense and polarity and as the chief constituent of the clause determines the mood of the clause. thus, related to this study, modality in the texts indicates several implications, such as judgments and command as interpersonal meaning. in addition, modality system in the texts can be power of language used by the speakers in the texts. related to this study, spoken text was one of text in which speaker utter varieties of probability and obligation that show the use modality system in texts. therefore, modality in the text generally means expressing interpersonal meaning between the speakers and listeners that indicates the truth value of modality. the use of modality in spoken texts especially in a proposal of a girl in local language were characterized by the context such as modality that were used by groom’s parents/ mediators and bride’s parents/mediators. the research about modality and adjunct in waijewa language did not have many references since not many researchers conduct the research. but, the researcher has found a previous study related to metafunction in a language presented by farshbafian & safaei (2021) in their research entitled a metafunctional approach to word order in persian language. matthiessen (2004)’s metafunctional model was used to describe and analyze word/element order in a simple persian declarative clause. in fact, based on evidence from the persian language, which includes samples from persian texts and works by other persian researchers, we have sought to show how the three experiential, interpersonal, and textual metafunctions are involved in determining the order of the main elements in an active simple declarative clause in persian. there is a "basic" order for the main elements in a persian simple clause and specifically a single-complement clause that is consistent with both experiential and interpersonal metafunctions, according to the findings of this research. based on the background previously described, the problems of the study related to the modality and adjunct used or uttered in spoken text. therefore there were two research questions that were answered, namely: (1) how is modality realized in spoken text of proposing a girl using waijewa language? (2) how is adjunct realized in spoken text of proposing a girl using waijewa language? systemic functional linguistics theory theory of functional systemic linguistics is employed to find out and describe modality system in text and how it realizes experiential metafunction of meaning in text. this theory has centered on the lexico-grammatical study of the three meta-functions of ideational meaning, interpersonal meaning and textual meaning by taking clause as representation, exchange and message (suardana, 2020; hutabarat et al, 2020). sfl, has developed from the work of halliday (1985, 1994, 2004, 2014). the sfl conception of language is a set of resources that enable speakers to exchange meanings. the relation between social context and language is conceived as ‘realization’, that is, social contexts are realized by language. this theory concerns to the function as a fundamental property of language (susanto and watik, 2017; herman, 2014; purba and herman, 2020). language enables human beings to build a mental pictures of reality, to make sense of what goes on around them and inside them (herman et al, 2019; zhao and ou, 2020). in other words, this theory describes how language functions in use and it uses text as its approach to analyze language. as what has been mentioned previously that modality system is included in mood system of lexico grammatical level that realizes experiential meaning (alaei and ahangari, 2016). it represents the interpersonal meaning since it indicates the speakers’ judgement of the probabilities or the obligations involved in what he or she is saying (xiuye and wencheng, 2020). modality system can be studied in the view of modalization ad modulation. (yang, 2021). it is also be studied in the viewed of adjunct. adjunct in text is an element that does not have potential of being subject. other adjunct can be viewed from it is usually realized by adverb or prepositional phrase that are called comment adunct. adjunct gave more and varieties information that were added to clauses. adjunct consisted of adverb group, prepositional phrase, and modal adjunct. therefore, this study covers the discussion of modality and adjunct used in text. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 225 method the method applied in this study was descriptive. the oral data were taken from observation by recording the events of proposing a girl happened in wewewa society in sumba island. these data were transcribed, identified and analysed following analytical procedures techniques that based on functional grammar (systemic functional linguistic), focused on the level of lexicogrammatical in which modality system as one important features realizing interpersonal meaning. it also covered additional information in clauses known as adjunct either mood or comment adjuncts. the results of the analysis is presented by using formal, informal method and combining formal and informal methods. results and discussion modality in text based on the texts analysis, it can be stated that modality in text refers to degrees of indeterminacy. speakers usually uttered their judgement of probability and obligation modality used referred to modal verbs, such as noto-ngge ‘may/might’, budi, wuku ‘’will/would’, takka ‘must’, and marginal modals, such as pongngu ‘had to’. modality used also refered to modality notion that was extended to every verb. relating to verbs, modality was manifested in two ways, namely modalisation and modulation. modalization relates to probability, certainty, or usuality. whereas modulation relates to obligation, permission, or inclination. participant internal and external possibility modality appears as a useful resource in justifying ideas. the following clauses are presented to show the use of modalisation in text. (ii:85) ///pamiyangge ba ndakura wi wawi// kata sabaya///. ///heti toro da ata panewe// kanda pandedaka ndi ne sabayango/// //notongge ka ta liwe bata sadeka ndi ata panewe///(01) table 1. clauses which show the use of modalisation in text noto-ngge may be ka ta we liwe discuss ba that ta we sadekka once ndi ata panewe this people speaker f/modal conj s p conj s ar c mood residue mood residue ‘may be we discussed once about mediators’ awards.’ (i:83) ///wai pona kira //nyaka baka na duada kabullu pakai da// gai ka nda duada kabullu//, na kabullu weitaka wi na kabullu//. ///nyaka na kabullu enga tama na//, nyaka touda kabullu karambo//, ia mane ia bei a kondo ndi/// /…// //ka wa’i kua pongngu ndi hida oma rara//.///mi ya kua pongngu-ngga ndi hida duada bolo oma rara //ne maromba na kana bowo kingge//, ka na manawara ndi hitti tante na// nya palunggu na//. //nyaka ne keto ullu lele na tama//. //nyaka bahina ko hida patekinggu nya ba wi//. (02) table 2. clauses which show the use of modalisation in text mi you ya give kua all pongngu must ngga me ndi hida dua bolo oma rara those two piece gold red s p ar am c c mood residue residue ‘ you must give me all two pieces of gold.’ (iii:51) ///ndapeibana neengge, ba ne palummu pongngungge//, ba na rato olumu// ba nya a nee waina lunggu hinangge// pakole dengngakya we wee maringngi ba oongge// ba indaki ba nyamo teki wi///. ///oo bahina pongngu bangge na maringngingge// mono kana tulu ama mawolo ama marawi lunggu hinangge nati pamama///…./// (03) table 3. clauses which show the use of modalisation in text pakole get dengngado will nda we wee maringngi water cool p modal s c mood residue ‘we will get cool water (blessing).’ all the clauses (01—03) have modalisation, such as notongge ‘may/might be (clause 01), pongngu ‘must’ (clause 02), and dengnga ‘will’ magdalena ngongo the investigation of modality and adjunct in spoken text of proposing a girl using waijewa language based on haliday’s systematic functional linguistic approach 226 (clause 03). especially clause (03), the word wee maringngi ‘cool water’ has metaphor meaning, namely ‘blessing’. modulation in text concerning to obligation, permission, or inclination, such as takka ‘must’ and enga ‘can’. the following data are presented to show the use of modulation in text. (i:83) ... //nyaka hida oma rara duada bolo ku dengngi wa na ana kabinne//, umba ka nda kai ka ngga ndi//. //ka wa’i kua pongngu ndi hida oma rara//.///mi ya kua pongngu-ngga ndi hida duada bolo oma rara //ne maromba na kana bowo kingge//, ka na manawara ndi hitti tante na// nya palunggu na//. //nyaka ne keto ullu lele na tama//. //nyaka bahina ko hida patekinggu nya ba wi//. (04) table 4. clauses which show the use of modulation in text hida duada bolo oma rara those two piece gold ka mi you ya give taka pongngu must ngga ndi me those c conj s p modal c residue mood mood ‘those two piece of gold, you must give them to me,’ you must give me those two pieces of gold.’ (05) table 5. clauses which show the use of modulation in text ka for enga would tuluki help ngga me ndi these hina say nati kaweda that oldman conj modal p c p s residue mood modus ‘that oldman said, ‘i would be helped ‘ in clause (04), the more information is stated by the use of modal adjunct taka pongngu ‘must or had to. it concerns to inclination or obligation. while in clause (05), it concerns to ‘probability or permission’ enga. the use of modality in text enable tenor to state or explain his message that can or cannot be done. by using varieties of probability, usuality, or frequency tenor also stated and explained something whether it can or cannot be done. the use of modality also enable tenor to exchange experience using varities of obligation, such as takka pongngu, must or had to’, okkoki ‘frequency’, notongge ‘may/might be’. these varieties of obligation were used by tenors to do what are asked or demanded. modality were always used by tenor in text, such as baka ami kongga dede wa kadanu lili wa kaleku ‘i will come to take my wallet and carry my handbag’. the use of modality baka ‘will’ in that clause has inclination meaning. the use of grammatical of proposition in text was to exchange experiences. when tenors exchanged his experience they used indicative type of mood. this type of mood in text can be differentiated from interrogative type of mood by the use of intonation. from the grammatical point of view of yes/no interrogative, it could be differentiated since it was the same as affirmative type. tenors could differentiate or understand whether it was interrogative or not by paying attention to the intonation that usually used raising intonation. in text, yes/no interrogative can be understood by the use of word peina ‘how’, garra ‘who’, gei ‘when’, where’, appa ‘what’. the examples of clauses in text using whinterrogative type of mood are presented as follows. (iii:6) ///nyaka bahinako ne a nee na ponu mareda byali// mono byali ba garraku ndi a nee na katuku tana rara// mono a nee na lenango pamareda// pakako lolongge/// (06). garra ndi ata panewe pa-pende mi who these people speaker be choose you ‘ who are these speakers/meditors you choose ?’ (ii:70) //kabullu iapo wa na ranga//, neengge bara mi//, geingge ne rapa ba ammi minggi ponnu wa ranga kette//, baka dekengge diki//. (07). gei na rapa ba ammi minggi ponnu ranga kette what the time that come you finish animal held ‘when do you come to bring/complete animal of proposing to a girl?’ as it has been explained before, clause 06) is wh-interrogative type, that is garra ‘who’ and in clause (07) gei na rapa ‘when’. more information relating to ‘who’ and when’ is the needed answer on the interrogative grammar. this kind of exchanging experience indicates some aspects of propositional grammar. the question and answer are stated by using mood form. this fact relates to english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 227 almaida and pastor’s statement (2017:304) that participant internal and external possibility modality appeared as a useful resource in justifying idea. adjunct in text adjunct in text is an element that does not have potential of being subject. it is usually realized by adverb or prepositional phrase. adjunct gave more and varieties information that were added to clauses. adjunct consisted of adverb group, prepositional phrase, and modal adjunct. (i:4) ///nyado… bata babado na pamadengngi bara na ama mawolo marawi// tutuna bata ma dengngi// ba ata a wainda barra na ama mawolo marawi//, nyaka bahinna kowe / notongge /ka ta dukki ngge ne pamai dengnga nda ne bahinna///. ///nyaka ka kako belli hida pamama pata patama wainda//, kata mama belli// nyaka ba yodikyaki// appa ko ne padukki dengnga nda// kata padukki ndi hiddi pateki///. (08) table 6. adjunct in text noto-ngge may be ka that ta we duki-ngge arrive ne pamai dengnga nda the come with our ma conj s p c mood residue ‘ we may come to our presence.’ (ii:30) … …/// ///taka ndaku teki kipu ne// kana pandengge hindangu mi///. ///ia mane tanggu uma kalada//, okkokina netingge hina uma kalada baku kako barra da hittingge// nati ata nee ndi buka bera//, waimangura// neti ka lende zodina kaku ngare ngare kalete zodi// baku pangga hina pateki na/// ///.ia nenti nai manu// mono hida papala karewe langutaka//, kabola wirro// kabola rara taka wi// nai manu///. .//…// (09) table 7. adjunct in text okkoki na rarely netti-ngge even ba that ku i kako go barra da hitti-ngge to them ma ar conj s p prep mood residue m rarely i go to them.’/ i rarely go to them.’ (i:95) ///…//…/// // //hidi oma a pata bolo oma rara// gai ka na ya taka pongngu ngga ndi//. ///heti ba lunggu ku ngge// gai ne lodo boro mema// mawo roo karambo ba nee ko yodi kyaki bana bitaka tana gonggola mi donga watu// enga donggu ba mi tawa ngge ngundu// nibangge nangga// hidi paworo ma puu na// pakado ma lawina na bata///…/// (10) table 8. adjunct in text hida oma pata bolo these gold piece four ka mi you ya give takapongngu must ngga ndi me them c s p ma c conj mood mood residue ‘these two piece of gold, you must give me .’/ ‘you must give me those two pieces of gold.’ (iv:38/78) (11) table 9. adjunct in text papala pass beli first ndi them ba and budi will tekiku talk wi them p ar c konj ma p c mood mood residude ‘pass/retell these (information) first and they will be discussed.’ (ii:17)/ ///indaki ndahinaki hida ole//, ne bara mi yemi bapaduki na lodo// nya papala belli mu///. ///heti appaku pangindi mi// hida papapalami/// (iv:23) //kanyado dappa pasala lunggunya//. //nda hinaki nya ole…?// (12) magdalena ngongo the investigation of modality and adjunct in spoken text of proposing a girl using waijewa language based on haliday’s systematic functional linguistic approach 228 table 10. adjunct in text indaki, nda no, not hina say ki it hida those ole friend f p c c s mood residue ‘no, it (that saying) is not like that, friend.’ (13) table 11. adjunct in text ka mala ok duada gazu two bar pa that lu say nggu hina i ar c conj p s residue mood ‘ok, i have said two bars.’.’ adjunct in clauses (08--13) give or add more information to those clauses. additional information is realized by modal and adverbial adjunct. in clause (08), modal adjunct noto-ngge ‘may be’ adds more information relating to ‘probability’. in clause (09), modal adjunct okkoki ‘rarely’ adds information relating to usualilty, and adverbial adjunct netti ‘later’ adds information relating time. therefore, this clause has information that is realized by either modal or adverbial adjunct. in clause (10) modal adjunct taka ‘must’ adds information relating to obligation. in clause (11) adverbial adjunct beli ‘firstly’ adds information relating to time, and modal adjunct budi ‘wiil’ adds information relating to intensity. in clause (13) adverbial adjunct mala ‘ok” adds information relating to request. whereas, clause (12) is polarity indaki, nda. ‘no’ modal adjunct are clause constituents that add interpersonal meaning to the clause. it covers mood and comment adjuncts (eggins 1994:167168; halliday 1994:82-83). mood adjunct added/gave more information relating to probability and usuality, intensification, presumption, inclination and polarity. whereas comment adjunct add an expression and attitude and evaluation. it consisted of admissive, desiderative, entreaty, evaluative, opinion, predictive, persuasive, and presupposition. the use number of modal adjunct in texts are presented in table one below. table 12. the use number of modal adjunct in texts tipe modal adjunct text i text ii text iii text iv total adjunct % mood adjunct 158 42 71 149 420 66 comment adjunct 124 30 28 33 215 34 total of clauses 1250 472 544 854 635/ 3120 100 table one pictures the total use number of adjuncts in texts is 635. the use number of mood adjunct is 420.(66%).and comment adjunct is 215 (34%). the use number of mood adjunct is higher than the use number of comment adjunct. the following data can show the use of adjunct in clauses. (iv:14) (14) //ne ba wai ma ne lodo// ma tunda bana kira//. //ka ma woro-ngge ne lodo//, nda papande taka mi yemi//. //nyawi hida ka ma kako nee ba bawai ndi ne bahina// ne padengngi na kaweda dada// gai ka manowara-ngga hina ne panewe//. //nyaka waiku ndi ndapa pande ma yame ata ene// nya pahinda na kapapala ndi// kana ounda wi//. //remangga ba lu-nggu-ngge bahina-ngge waina heti tudana ba ndappa kambu ate we//. / //langka ndaiku taka orona ba wai ndi paworo ma heti// nyaka ne lodo kira na//. //nyaka teki we ka ounda// nya kaidu pakambu ate ma yame//. //today we are presence, we have postponed the time// so, we have discussed something that you really do not know // ///that is why we go there and they are here now // the demand of grandma, dada is that she was loved // so, if there is something that six of us do not know, i tell it now in order to be known/ understood /// ///what had been said to be waited last time does not seem not to have intension /// ///eventhough he is not here, we have had our discussion at that time. therefore, to day is the time /// /// so, tell it in order to be known and it is our purpose // // looking at the clauses or text (14), we can identify that it consists of eight independent clauses and six dependent clauses. when tenor gave information, he used affirmative type, such as ne ba wai ma ne lodo ma tunda bana kira ’ today english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 229 we are present, for we have postphoned the time’. tenor also used imperative type, such as teki we ka ounda,’’tell them in order to be known’. those clauses have additional information that are realized by modal adjunct such as nda papande taka mi yemi ( ‘nda ’ not’, taka ‘really) ‘that you really do not know’, and comment adjunct such as nyaka waiku ndi ndapa pande ma yame ata enne ‘so , if there was something that six of us did not know,’ look at the presented data below. the clauses have additional information realized by mood adjunct and comment adjunct. (i:45) //o…o.. kanyado tenababa//, ka netti banapa pillo.//. //nee bange ne barramu hidanggu//. //a pala bana hida ngawu//, na wawi wa’i ba ni tyana/gyounga//. //ka enga tekkimu ne patekimu//, a limma hidangge hida umbamu//, nda ta dapa padekuki hidanggu//. (15) nda ta dapa padekuki hinda-nggu am s ar p p s not we just follow say i ‘we did not just follow, i said.’ (iv:15) //nya ndapa wi wainda//, ne tanggal enam belas// wai keto agazu//. //malla tau wolla ingngi// wolla wee// ati ia manu//. //enga wai gobba na ne katopo nyapo // ongo tunda bina ko bangge takangge kira lodo// (16) enga wai gobba na ne katopo,… am p pos s must there was pair it this machete ‘this machete must have its pair.’ (iv:52) //kanyado nai ranga a touda kabullu ndara// touda kabullu karambo// ka ya takakingga ndi//, dukabana hinanggu// (17) nai ranga a touda kabullu ndara// touda kabullu karambo// ka mi ya those animal thirty hourses thirty buffalows so you give k s p taka-ki ngga ndi must them me them ma c c c you had to give me those animal, thirty hourses and thirty buffalows.’ i:34) ///kanyado hinna ngge na ama// kaba barra du barra dadi do// nya kanda rema na parangi tilli bendo// kanda mangga na kamutu leto tana// ka wak’i ndi ne ne ba toma ngge ne milla// ba dukki ngge ne ndengo// ka … na tenawi ba hida ngge///. ///takka ba hina wali kaia// ka mama belli ponggai na kaleku nggu// hina ngge pateki na ama umba mi ne olle.///. (18) ///takka ba hina wali kaia// ka mi mama belli na kaleku nggu eventhough/now that you eat first this handbag my ar s p ar c pos ‘now that you firstly eat my handbag.’ (it means that you firstly have betel and areca nut) (ii:38) //oo , malla… hina hida//. ///nee nda dappa nangu-nangu// nda etakaikipo wana pakambu ate kaida hida///. //heti paya lima yemi// apaumba na hida// (19) /oo , malla… hina hida//. ///nee nda dappa nangu-nangu// yeah, ok say they we continous talk am(ar) p s s am p ‘yeah/ok, we are still talking/discussing.’ (ii:25) //hinaba wi,// teki loloko pateki//. (20) //hina ba wi teki loloko pateki//. surely it say just speech ma s p ar c ‘surely it is, just say the speech.’ clauses (14--20) have additional information that are realized by mood adjunct nda, ‘not’, enga ‘ still’ and taka ‘must/had to’. nda’ not’ is polarity and enga ‘still’ and taka ‘must are obviousness. whereas, in clauses (18--20) have additional information that are realized by comment adjunct takka ba hina wali kaia ‘eventhough’, malla ‘all right’, and hina ba ‘ it is right’. examples of adjunct in text are presented as follows. table 13. mood adjunct budi okko domma ongo enga taka pongngu kali pata sadeka nda hinaki takka nda kali wai wuku nda, indaki ‘will’ noto ‘always’ okko ‘must’ ongo ‘usually’ pongngu ‘not like that’ sadeka ‘not usually’ takka no, not’ wuku ‘may/might be’ table 14. comment adjunct badekuko-ngge ‘according to’ bahinako ‘therefore’ baka ‘then, and’ balengnga ‘because’ bangge ‘then’ bengge ‘even if ‘ magdalena ngongo the investigation of modality and adjunct in spoken text of proposing a girl using waijewa language based on haliday’s systematic functional linguistic approach 230 kalongga ate ‘willingness’ kanyado, nyado ‘ok, surely’ karoba ‘surprise’ langka ‘though’ lapata ‘up to’ loko hina wali kaiya ‘though, eventhough’ louka-louka ‘even if, mainly’ malla ‘all right’ melle ‘‘if’ na tenaba it is right/surely, exectly’ na tenawi ‘it is right/surely’ nda kali waikina ‘not always’ nda peikina ‘does not matter’ ndua atedo ‘kindness’ nggai ‘kindness’ nyaka ‘so’ oro ‘because’ papangeda-nggu ‘my opinion’ taka nyakido ‘eventhough’ tutuba ‘it is enough’ utuba ‘luckily’ wali kalaki ate from deeply hard’ beside modal adjunct, comment adjunct that add more information in clause were found in texts. the table (2) below are presented to show the use of ar and prepositional phrase in text. table 15. the use number of adverbial residue and prepositional phrase in text adjunct types text i text ii text iii text iv total percentage adverbial 315 135 163 339 952 67 prepositional phrase 107 48 63 88 461 33 total adjunct 422 182 226 427 1.413 100 table two shows the additional information that are realized by ar and prepositional phrase. the total use number of adverbial adjunct is 952 (67%). the total use number of prepositional phrase is 461 (33%). ar is higher than prepositional phrase. this fact indicates that using adverbial adjunct is more important when tenor exchange experience. it is aimed to have other tenor ensure the information stated. if they miss the information realized in addvrbial adjunct, culturally there would be a cultural sanction. therefore, the aim or purpose should be understood and some decision can together be decided. the function of comment adjunct accordoing to eggines (1994:168) was to express an assessment about the clause as a whole. look at the data below. (iv:123). (21 a) //nyaka ole… neme bali tonga//, patoo baka nda na bali gollu dommo ka ne panewe//. ///pateki da bali tonga//, tanggala enam belas wulla ka ia tahun dua ribu tiga belas// ponu ranga heti//, ka ami pamalle///. //wale we koro dana// wulla ka ene tanggala satu// kappa malle tanggala tiga puluh hina ka ponu ranga//. //hina by ali //mono byali,// orona eta pateki na maro bali tonga hina koro dana///. //hinako heti yame pawai da ma a ene// ka tai ma ne tillu na// katuku tana rara// kangali dua paduana//, ba hina ne pateki// oro heti byali// mono byali// ba ma eta yame neti a nee na tillu na// ne tanggala enam belas// wulla ka lima// ponu ranga///. ///ponu ranga budi worongge kira pamalle// hina ne paworo ma //paduada ma ne tillu na// ba ma teki minggi///. ///ata pawai ya ma //nyaka tai ma ne tillu na bali tonga// koro dana//, gainanggu kadapa nya padeimba lunggu minggi ne bahina// pateki ma ata ene//, ka dukabana///. ///garra ko a wale ullu// koro dana //bali tonga, ka wale we…/// ///tanggala enam belas// wulla lima// ponu wi ranga//, pamalle//, hida pateki ma ata a ene///. //gara wale ullu//, koro dana//, bali tonga?// (iv:124) (21b) //nyado ku walepo yauwa bali tonga// ba lengnga limi dongge//. ///nyado nena ka ndaiki duka na// ba limiko-ngge ne bahina nee// mono ata pabeiba mi// nyaka tai minggi tillu na ata ene// ka pawai weki na///. //bahinako ne bahina nee ata pabei ba mi katorro na pamama//. // all underlined words in clauses (21a and 21b) are adverbial adjunct and prepositional phrases. those adjuncts add more information to the clauses. in clauses (21a), there are 19 adverbial adjuncts and eight prepositional phrases. whereas, in clauses (21b), there are four adverbial adjunct and one prepositional phrase. it seems that in clauses (21a), there is restated information used by tenor. this fact causes the use number of adjunct in clauses (21a) is higher than the use number of adjunct used in clause (21b). the purpose of repeated adjunct by tenor is to make or ensure other tenor get clear information that can be together understood. based on the fact shown in clause (21b) adjunct are less used since tenor has understood the message, and therefore he does not need to use more adjuncts in clauses (21a) . the following presented data are adverbial adjunct and prepositional phrases in text. english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 1, december 2021 https://journal.uniku.ac.id/index.php/erjee 231 table 16. prepositional phrase and adverbial adjunct in the text prepositional phrase adverbial adjunct aro umma ‘in front of house balitonga ‘waiting room’ barra ‘near’, ‘closed to’ byali ‘beyond’ dana ‘inside’ deta ‘on’ gyounga ‘outside’ katonga deta ‘on stage’ korodana in bed room’ lira ‘behind’ lola ‘down’ mbondo ‘above’ ne’e ‘over there’ nenna ‘there’ newe ‘here’ oma dana in the garden, field’ omba dana ‘in the lake’ pandou deta ‘on a bed’ ponnu ‘up’ tidi ‘beside’ tillu ‘middle’ umma dana ‘upstair’ duada wulla ‘two months later kapugede ‘in the morning’ kira ‘time’ koka ‘tomorrow’ male ‘last night’ mewa ‘day after tomorrow muriwali muri wali ‘for ever’ murri ‘follwing day’ ne bahina nee ‘now’ ne lodo ‘today’ neme ‘later’ neme ndou ‘next year’ nena ‘a while ago’ sebentar ‘for a moment’ tanggala ‘date’ touda dou ‘ three years’ ullu na ‘last time’ waina ‘last time’ wulla kaia ‘the first month’ wulla kapata ‘the four month’ yodikyaki ‘next time’ yone ‘over here’ adverbial adjunct included adjunct residue, such as circumstances. adjunct position can be either at the front or the end of a clause. look at the following data. (i:148, 182) //duka bana.// //kanyado kapeinda ndi hida ama anton?// //ne bahina ne’e hida ranga enne kabullu wa//, touda kabullu karambo// touda kabullu ndara//. ///ne toma nda ndakurapu hida wawi// ne kata naba memapu hida olle//, kana sadekapu ne/// (22) //ne bahina ne’e hida ranga enne kabullu wa//, touda kabullu karambo// now these animal sixty them thirty buffalow ar s c touda kabullu ndara thirty hourse ‘now, these animals are sixty of them, thirty buffalows, thirty hourses.’ (i:178) //oo, ka ne hida ngge hida ata wee leo// ne lodo ba waingga kette katonga weri kawendo// a lima hidi pangindi nggu// berarti kabullu lima powa nda wai na ranga kette katonga weri kawendo//. ///duada wulla nangge ka amiko ngga// kaku ponuku// kaku ngindi wa na kabullu lima// bolo oma rara//, hina ne pateki na///…/// (23) ///duada wulla na ka ami ngga// ka ku ngindi wa na kabullu lima// two month that come i in order i bring those fifteen ar p s conj s p c ‘two months later , i come to bring those fifteen.’ (iv:9) //heti nya ba wi// papala ndi pateki ullu na nena// //ne pateki mu na tena we// (24) //heti nya ba wi// papala ndi pateki ullu-na nena// these are they retell this speech a while ago ar p c ar ‘here they are, retell this speech a while ago.’ (iv:115, 118) ///pateki na kaweda kalli//, kana duki pongngumo neme dua ribu tiga belas///. //ka ba nyakido a hina na// kadaku sadekamo neme tahun dua ribu tiga belas// baami hinangge nati kaweda kalli///. ///yang berikut// nda lakawa a dapa mawanggoki wa neti gyounga// , remana manairo/// ///na marro pongngu we ne tanggala pateki mi//, hinangge pateki na nati kaweda kalli///. (25) nda lakawa a dapa mawanggo -ki wa neti gyounga// not chil that just play she out side am conj ar p s ar ‘she is not a child that just plays outside.’ (26) ba yodi kyaki ka nda dappa mawewaraka na yame ata a nee na tillu na later not just scaterred we people that are middle ar am p s ar ‘later, we, the six people that are in the middle (as mediators) are not scattered.’ magdalena ngongo the investigation of modality and adjunct in spoken text of proposing a girl using waijewa language based on haliday’s systematic functional linguistic approach 232 (iv:7) //nyaka ne hina nena koro dana//, tyana//, bali tonga//, pangau we kabutika gainanggu// ka parengnge pateki na//. //ne byali tonga piya lakawa//, koro dana piya lakawa// gainanggu yodi kyaki ka bana kako panewe// kadana matagelaka// nyaka hina kata teki//. (27) //ne byali tonga piya lakawa//, koro dana piya lakawa// in living room all children in bedroom all chilrdren ar ar s ar f s ‘in the living room and bedroom are all children.’ all clauses (22--27)) have additional information relating to time and place. information relating time such as ne bahina nee ‘now’ (clause 22) , dua wulla na ‘two months later’ (23), ullu na nena ‘ a while ago’ (clause 24), and information relating to place such as neti gyounga out side’ clause 25), ne byali tonga ‘in the living room’ (clause 26). in clause (25), there are additional information relating to modal adjunct nda ‘ not’ and residue adjunct neti gyounga ‘outside’. in clause (26), there are additional information relating to residue adjunct yodi kyaki ’later’, tillu na ‘ in the middle’, and adjunct modal nda ‘not’. conclusion the use of modality in spoken text related to two ways, namely modalization and modulation. modalization were always used by groom’s parent and mediators. while modulation were used by bride’s parent and mediators. this fact relates to what cheng and wang (2017) findings that the disparity of modals verbs in different situations depended on distinct situation. it is also proved ravelli’s statement (2000) that modalization related to fact (giving/demanding information, and modulation related to facts (giving/demanding goods and services). modalization involves the scale of probability and usuality and modulation relates to the scale of obligation and inclination (halliday and matthiessen (2004). the terms of probability and usuality as follows the speaker expresses judgements as to the frequency in which something happens (eggins, 2004). modal adjunct covers mood and comment adjunct were used in text that add more information to a clause. the use of polarity of modality in text indicated how strong the language reveals interpersonal meaning suggested by speakers. the more use of modal adjunct than comment adjunct indicates that the speaker’s judgement or request in propositions and proposals were very important in this text. modality system in text realized interpersonal meaning. it is suggested that it is interesting to conduct more study relating to modality system that also covers its orientation, value and polarity completely references alaei, m. and ahangari, s. 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(2020). an analysis of interpersonal function in ted educational speeches. ieee/wic/acm international joint conference on web intelligence and intelligent agent technology (wi-iat), 2020, pp. 724-729, doi: 10.1109/wiiat50758.2020.00111. magdalena ngongo the investigation of modality and adjunct in spoken text of proposing a girl using waijewa language based on haliday’s systematic functional linguistic approach 234 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 875 lexicostatistics of malay and malagasy languages: comparative historical linguistic study wan anayati english literature study program, faculty of literature, universitas islam sumatera utara email: wnnt70@gmail.com muhammad kiki wardana english literature study program, faculty of language and communication, universitas harapan email: muhammadkikiwardana@gmail.com mayasari english literature study program, faculty of language and communication, universitas harapan email: mayasarispdmsi@gmail.com purwarno purwarno english literature study program, faculty of literature, universitas islam sumatera utara email: purwarno@sastra.uisu.ac.id apa citation: anayati, w., wardana, m. k., mayasari., & purwarno, p. (2022). lexicostatistics of malay and malagasy languages: comparative historical linguistic study. english review: journal of english education, 10(3), 875-882. https://doi.org/10.25134/erjee.v10i3.6690 received: 29-06-2022 accepted: 23-08-2022 published: 30-10-2022 introduction history reveals there is a strong and pivotal relationship between madagascar and indonesia. some scientific and academic evidences unveil that the ancestors of the madagascar people came from the archipelago. in addition to the similarities in the physiology of the people with indonesian, another similarity is found in the language. madagascar's official language is malagasy, which is believed to be similar to other indonesian languages, such as banjarese malay, dayak, and some sabah languages in malaysia. ducros (2018) argues that the malagasy language comes from the southeastern barito language in borneo, kalimantan. this is also approved by serva & pasquini (2020) who highlighted that malagasy has a very strong connection to one of the languages in indonesia. in addition to the previous fact, beaujard (2011) and serva et al. (2013) in their researches attempt to investigate historically about the early migration of indonesian people to madagascar in accordance with what has been done by dahl (2011) in his previous research in the same scientific area. the opinion of these experts concludes from some forensic linguistic evidences in which it is true that the malagasy language originated in borneo. it is estimated that the first indonesians got to madagascar by sea about one thousand to two thousand years ago. the most likely explanation about the ancestors of the abstract: this study examines the kinship of the malay language and the malagasy language. these two languages come from the same proto language, namely proto austronesian (pan). departing from the researchers’ assumptions about the linguistic relationship both at the phoneme and morpheme levels, there is a close kinship system or relationship between these two languages. even though they are geographically and geo-politically separated, preliminary research on these two languages shows several universal features, one of which is that both languages are agglutinative languages. therefore, this study is an attempt to find empirical evidence about the separation time between malay and malagasy by using language grouping methods and lexicostatistical techniques. the first stage, the researchers collect 300 basic vocabularies compiled by swadesh (1995). the method used in providing the data is the referential method, while the technique used is the note-taking technique. second, the researchers determine which pairs of the two languages are cognate languages. third, the researchers calculate the age and separation time of the two languages. fourth, the researchers calculate the error term to determine a more precise separation time. the result of this research indicates that malay and malagasy were a single language at 4223-3951 thousand years ago and began to separate from their proto languages in 2201-1929 bc. keywords: comparative historical linguistics; kinship; lexicostatistics; malagasy language; malay language. mailto:wnnt70@gmail.com mailto:muhammadkikiwardana@gmail.com mailto:mayasarispdmsi@gmail.com wan anayati, muhammad kiki wardana, mayasari, purwarno purwarno lexicostatistics of malay and malagasy languages: comparative historical linguistic study 876 madagascar is that they did not sail alone but were brought as slaves by malay sailors. evidences from other studies say that the madagascar community comes from approximately 30 women from indonesia (ramanantsoa et al., 2021) and this has been concurred by goodman & jungers (2018 ) and serva (2018). the most recent study on this area was written by serva & pasquini (2022) who concur that malagasy language was initially identified as a member of the austronesian family around the beginning of the 17th century. it is particularly similar to several of the languages spoken in indonesia. dahl, who in 1951 clearly established a startling kinship with maanyan, spoken in the south-east of kalimantan, is responsible for the connection to a specific indonesian language. the introduction of bantu terminology has been extremely restricted; in contrast, the genetic makeup of the malagasy people is primarily african and indonesian. while linguistics and genetics concur that indonesian sailors colonized madagascar in the second half of the first millennium, they dispute on the significance of east africa in this process. the facts above are very interesting to be studied further from a linguistic perspective as said by dardanila et al. (2020) that an analytical approach was carried out to know how far the historical relations of one language with another were compared. it is enhanced further by aminin & dacholfany (2021) who state that related languages have their history of development that needs to be studied historically. therefore, the comparative historical linguistic study tries to connect and relate the points of knowledge that are still tenuous in discussing the kinship of the malay language used in indonesia with the malagasy language. as two languages that come from the austronesian family, and have the same type, namely agglutinative, then the search for language kinship, the time of separation of languages and when these two languages are in the same family need to be studied more deeply. researches related to lexicostatistics in the proto austronesian family (pan) only focus on the comparison of languages in the archipelago, and only a few discuss other languages such as malagasy, cebuano, ilokano, and the austronesian language family located in pacific island countries. therefore, this research tries to fill the gap in knowledge related to the discussion in the same area. some studies on lexicostatistics have been carried out, such as reid (2018; 2017) attempts to research the philippine language as one of the austronesian languages and the result of the research which breaks the assumption that tagalog has more words related to ilokano than bikolano, but it unveils that tagalog, ilokano, and bikolano have the same proportion of cognates. current research on another lexicostatistics study conducted by wardana et al. (2022) which discovered that the results of this study indicate that malay and tagalog share about 28% of words that are related and fall into the category of stock clumps. other results also show that malay and ilocano historically and linguistically are closer and classified as category of language stock with the cognate or related words as much as 31%. meanwhile, research conducted by sofiyatunnida & hendrokumoro (2021) on lexicostatistics of malay and mandailing reveals that batak mandailing and malay have a percentage of 58% kinship. based on lexicostatistical calculations of 200 lists of swadesh’s vocabulary in batak mandailing and malay, 114 kinship vocabularies and 84 non-relative vocabularies are found. the conclusion of this research is that batak mandailing and malay are related and belong to the language family level. another study on malay was conducted by istiqamah (2017) who claims that that (1) the kinship level of acehnese language with malay is 48.4%, (2) acehnese language and malay began to separate from its proton language (parent language) since 1,635 years ago, (3) the acehnese language with the malay language is included in the classification of the language family. further research about lexicostatistics is presented by mbangi & marafad (2018) which found that according to the analysis's findings, which were based on the lexicostatistic technique, there is a quantitative 39% vocabulary similarity between the tolaki and culambacu languages. both languages diverged from a protolanguage around 230–307 years ago. abner et al. (2020) reveal that the study of sign language families and histories is less advanced and suggest a lexicostatistic analysis utilizing modern quantitative techniques and discuss the tools and techniques for annotation that can make this approach easier. another research on austronesian language that is close to both indonesian language and malagasy language is conducted by paul & ralalaoherivony (2020) and cole & hermon (2018) which presented in a thorough investigation of the languages spoken in the philippine territory of the zambales mountains, a lexicostatistic survey was carried out. six separate languages were defined as a result of the survey, which involved the gathering and analysis of about forty-word lists in a region where the linguistic situation was previously mostly english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 877 unknown. this article proposes a general-use computer software that significantly improved the accuracy and speed of the lexicostatistic analysis and presents the survey results as a language tree. arokoyo & lagunju (2019) examine african languages of yorùbá, àkúré ̣ and ìkàré ̣ àkókó dialects and discovered that standard yorùbá and kré had a greater cognate percentage (86.40%), followed by kàré, kókó, and kré (74.60%), and standard yorùbá and kàré, kókó (78.90% cognates). this study found that standard yorùbá and kré have a higher degree of mutual intelligibility than standard yorùbá and kàré kókó, although kàré kókó and kré have a lower level of mutual intelligibility. adjacent to this research, hendrokumoro & temaja (2019) conducted a study on malagasy and ma’anyan language and revealed that the findings show that both languages' lexicostatistical cognate percentage is 37%. the two languages diverged from their protolanguage between 273 bc and 94 ce, according to glottochronology calculations (2018). four different types of sound modifications and seven sets of sound correspondence are found qualitatively. nurhayati (2017) in her findings indicate that the malay (indonesian) and bugis languages are related. there are 72 terms in the bugis language that are kin to words in the indonesian language. there are 14 similarly identical words among the 72 comparable words, as well as insertions, metathesis, sound modifications, sound increments, and sound disappearances. based on these findings, it was also discovered that the malay language (indonesian), along with the bugis language, split out from their parent language 414 years ago. last but not least, ntelu (2017) exposed that the findings of this study further demonstrate that the glottochronology of the gorontalo and atinggola languages is as follows: (a) at 1.377 + 122 years ago, gorontalo and atinggola languages were one single language; (b) at 1.449 1.255 years ago. the study's findings are (a) that these two languages are related through kinship and (b) that the separation of the gorontalo and atinggola languages occurred between 1.4 and 1.2 thousand years ago, or in the 12th to 14th century. lexicostatistics technique not only serves to determine the percentage of related words and calculate language age, but can also be used for grouping kin languages. languages that show a high percentage of kinship are groups that are closer in membership, while those with a low percentage of kinship are groups whose membership level or kinship is more distant. according to keraf (in indrariani, 2017) lexicostatistics is a technique in language grouping that tends to prioritize statistically observing words (lexicon). meanwhile, glottochronology groups the lexicon between languages to calculate the age of related languages. this echoes starostin (2013) about both "glottochronology" and "lexicostatistics," two approaches originally put forth by swadesh in (suzuki, 2019) to construct relative genetic classifications of languages based on percentages of related items in their basic lexicons, have not been particularly well-liked by mainstream comparative linguists because of an early set of critical works that called into question their general veracity. the majority of lexicostatistical research is avowedly quantitative; it has primarily focused on analyzing pairwise comparisons of languages to determine the percentage of cognate forms they contain and has built trees from the results of these pairwise comparisons, which are then presented in matrices or are displayed in tree-like cladograms after being expressed in tables of percentages (grant, 2010). swadesh (1995) proposed a classification of language kinship systems, namely: table 1. classification of language kinship systems (keraf, in indrariani 2017) language level separation time in centuries percentage of relatives language 0-5 100-81 language family 5-25 81-36 stock 25-50 36-12 micro phylum 50-75 12-4 meso phylum 75-100 4-1 macro phylum 100-more 1-less than1% method this research was examined using language grouping methods and lexicostatistical techniques. the first stage, the researchers collect 207 basic vocabularies compiled by swadesh (1955). the method used in providing this data is a referential method, while the technique used is a note-taking technique (kesuma, 2007, p.48; sudaryanto, 1993, pp.13-16; sudaryanto, 1988, p.5). second, determine the word kin (cognate) to find the percentage of kinship from the three languages by classifying based on: (a) identical pairs, (b) phonemic correspondence pairs, (c) phonetically similar pairs, (d) different pairs. one phoneme. third, calculate the age and separation time of the three languages and also calculate the error range to determine a more precise separation time. fourth, the preparation of the classification of kinship systems, whether as one language wan anayati, muhammad kiki wardana, mayasari, purwarno purwarno lexicostatistics of malay and malagasy languages: comparative historical linguistic study 878 (language), language family (subfamily), language family (stock), micro phylum, meso phylum, or macro phylum (keraf, 1996). results and discussion based on the cognate percentage, malay and malagasy are included in the family of stock family with the word relatives reaching up to 16.5%. loanwords from malay and (to a lesser extent) javanese have been incorporated into malagasy, and they occasionally refer to historical details that historians, archaeologists, and anthropologists were previously unaware of competent to establish loanwords indicate that the earliest malagasy settlers in the east. the malays had already established contact with africa during the malay era. madagascar contacts took a while. this time frame began prior to the move. until after interactions between austronesians and east africans, when madagascar has a multicultural society as a result of the presence of africans (mostly bantus). we are able to phase malaymalagasy encounters because of two factors. a number of time periods, including the appearance of banjarese malay loanwords and the malay loanwords that haven't undergone any significant etymological phonological alterations. when the first european settlers arrived, malay had surpassed chinese as the primary interethnic language in southeast asia and beyond. it served as the interethnic commerce language, but it had also evolved into the language of islam, probably because muslim traders from the middle east and india were the first to introduce islam to the harbor towns of the archipelago. malacca's status as the epicenter of islamic malay culture was terminated by the entrance of the portuguese. the position of the malay was unaffected. the nature of the portuguese reconquista required them to go beyond trade because they had been fighting the "moors" both inside and outside of portugal for ages. they launched an aggressive campaign to spread catholicism. and they spoke malay, which was the most generally recognized language, for this purpose. for instance, the jesuit francis xavier spent considerable time in malacca studying malay before going to east indonesia to convert the moluccans (adelaar & himmelmann, 2019) the distinctive feature of madagascar is that it is essentially monolingual, meaning that the local dialects that make up the malagasy language are closely linked to one another. a small comoran village that speaks bantu is located in the northwest, and there used to be a purportedly arabic-speaking settlement in the southeast. there are also several immigrants and expatriates from france, china, pakistan, and india. however, the nation can be characterized as being linguistically homogeneous overall. ecologically and economically, however, it is not, which is ultimately the cause of the national language's development's resemblance to the philippine situation (adelaar & himmelmann, 2019) the official language of madagascar, as well as a number of communities on mayotte in the comores, is malagasy. the exact level of mutual intelligibility of malagasy lects is difficult to measure despite having a standard written form due to the widespread use of a standard variation. there are many dialects of malagasy, but the most significant ones are merina, tanala, betsileo, antankarana, tsimehety, and sakalava (blench, 2018). adelaar (2017; 2021) strengthens his findings in his early research by saying that if linguistic areas are not required to be physically adjacent to one another, southern borneo and madagascar constitute one such area. it is supported by four structural linguistic characteristics that appear in the languages ngaju, ma'anyan, banjar malay, and malagasy. considering the shortcomings of the many formulations of the idea of the linguistic area. both the applicability of this notion and the veracity of the relevant aspects may be questioned in light of this result. lexicostatistics on malay and malagasy after determining the word relatives, the next step is to find the percentage of relatives with the formula: c= vt x 100% vd information: c= relative word; vt= number of relatives' vocabulary; vd= amount of gloss calculated c= vt x 100% = vd 33 x 100% = 0,165 x 100% = 16.5 % 200 once the percentage of relatives is known, we can calculate the separation time from malay and malagasy is known: c = 16.5 % log r = 80,5 % asked: w= ......? english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 10, issue 3, october 2022 https://journal.uniku.ac.id/index.php/erjee 879 answer: w = log.c 2 log.r w = log -1.833 2 x log 0,805 w = -1,833 2 x (-0,217) w = -1,833 -0,434 w = 4,223 the split time is multiplied by 1000 so that the result becomes 4.223. so, the calculation of the initial separation time for malay and malagasy is 4.223 years ago. in other words, the calculation of the initial separation time of malay and malagasy can be expressed as follows: (1) malay and malagasy are thought to have formed a single language about 4,223 years ago. (2) malay and malagasy are thought to have started to separate from their proto language around 2201 bc (calculated in 2022). after the results of the separation of malay and malagasy are known, the next step is to calculate the error term. this is done to avoid miscalculations and to set a more precise separation time. it should be remembered that to anticipate errors in statistics is to give an estimate, not in a certain time, but in a certain time period. the following formula can be used to calculate the error term: s = standard error in the percentage of relative words c = percentage of relative words n = number of words compared, both relatives and non-relatives is known: c = 0.16 n = 200 asked: s = ….? answer: s = √c(1 − c n s = √0,16 (1 − 0,16) 200 = √0,16x 0,84 200 s = √0,1344 200 = 0,0259 (rounded to 0, 02) the result of this standard error (0.02) is summed with the percentage of initial relatives (c1) to get c2 (c2 = c1 + s). so c2 the result is 0.16+0.02=0.18. with c2, the separation time can be calculated again, using the same formula: c2 = 18% log r = 0,805 w2 = ......? w2 = log 0,18 2 log 0,805 w2 = -1,715 2 x -0,217 w2 = -1,715 -0,434 w2= 3,951. this separation time is eventually multiplied by 1000 to get 3,951. thus, we can calculate the error term is = w1 – w2 = 4.223 – 3.951 = 272. so, the age of malay and malagasy can be expressed as follows: (1) malay and malagasy are thought to have formed a single language around 4223 – 3951 years ago. (2) malay and malagasy are a single language in 4495-3951 years ago. (3) malay and malagasy are thought to have started to separate from the proto malay language around 2201-1929 bc (calculated in 2022). conclusion malay and malagasy come from the same family, namely the proto austronesia (pan) family whose kinship is found through the lexicostatistical technique as much as 16.5% and is included in the family of stock group. malay and malagasy were a single language 4495-3951 years ago and were separated from their proto language around 22011929 bc. acknowledgements the researchers would like to thank the institutions for fully supporting the completion of this research. the researchers are also grateful to wan anayati, muhammad kiki wardana, mayasari, purwarno purwarno lexicostatistics of malay and malagasy languages: comparative historical linguistic study 880 colleagues who have contributed to facilitate the process of completing this research. the researchers also express their gratitude to their family and friends who have motivated the researchers to continue working in academics. references abner, n., geraci, c., yu, s., lettieri, j., mertz, j., & salgat, a. 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(2021). leksikostatistik bahasa mandailing dan bahasa melayu. nusa, 16(2), 165–180. starostin, g. s. (2013). lexicostatistics as a basis for language classification. in h. fangerau, h. geisler, & t. halling (eds.), classification and evolution in biology, linguistics and the history of science. concepts – methods – visualization., hymes, pp.125–146. franz steiner verlag. suzuki, h. (2019). 100 linguistic maps of the swadesh word list of tibetic languages from yunnan. ilcaa. wardana, m. k., iqbal, m., sastra, d., universitas, i., medan, h., linguistik, d., sumatera, u., pendidikan, d., indonesia, b., & kuala, u. s. (2022). lexicostatistics of malay, tagalog and ilocano languages: a comparisonal historical linguistic. journal education and development, 10(3), 475–479. wan anayati, muhammad kiki wardana, mayasari, purwarno purwarno lexicostatistics of malay and malagasy languages: comparative historical linguistic study 882 english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 525 utilizing indonesia’s super-diversity as a learning source in creative writing teaching for indonesia efl students wenda marlin kakerissa faculty of language and literature education, universitas pendidikan indonesia, bandung, west java, indonesia email: w3nlin@yahoo.com nenden sri lengkanawati faculty of language and literature education, universitas pendidikan indonesia, bandung, west java, indonesia email: nendensl@indo.net.id ahmad bukhori muslim faculty of language and literature education, universitas pendidikan indonesia, bandung, west java, indonesia email: abukhmuslim@upi.edu apa citation: kakerissa, w. m., lengkanawati, n. s., & muslim, a. b. (2023). utilizing indonesia’s superdiversity as a learning source in creative writing teaching for indonesia efl students. english review: journal of english education, 11(2), 525-538. https://doi.org/10.25134/erjee.v11i2.7343 received: 14-02-2023 accepted: 17-04-2023 published: 30-06-2023 introduction literature review from several sources in online mass media states that creative writing has become a topic widely discussed in academics, publications, and literature in the last five years. creative writing is also a compulsory or elective subject in the digital era curriculum in various countries. therefore, it is unsurprising that many institutions or universities/campuses held national or international webinars, seminars, or even workshops under the creative writing theme. some examples include the "international webinar on creative writing in online learning mode" organised by english literature untag surabaya on june 19, 2020, which 647 participants from various countries attended. surabaya state university also held a national webinar under the theme "trends and challenges of creative writing in the digital era" on august 26, 2020, which 400 participants from various professions attended. there is also a student webinar series held by nala ireland under the creative writing theme via zoom on november 4, 2021. of course, many more similar activities are being carried out in other regions or countries. most of the information obtained reveals that creative writing is an activity that can be done anywhere, anytime, and without time limits so that it can be done in a relaxed manner while following the imagination of the writer. however, what is the definition of creative writing? the definition of creative writing varies greatly. each writer can define creative writing according to their ideas, imagination, and abstract: much research on english creative writing has been carried out considering how important creative writing is for learning literature in general and english in particular. likewise, research on indonesia's super-diversity. however, more research on english creative writing still needs to be done using indonesian super-diversity as a learning resource. for this reason, this research with a qualitative descriptive method was carried out. this study explored the benefits of teaching creative writing utilizing indonesia's super-diversity as a learning resource. the research instruments were questionnaires and student artifact documents. fifty-nine participants from the creative writing language education: poetry class were involved. they are convenient and purposeful samples. the results showed that students' english skills improved, and their knowledge of indonesian diversity, including cultures and traditions that were new to students, also increased. even the topic of diversity instilled in students a sense of love for the country and respect for differences. similar research can also be conducted on other subjects so that tolerance and mutual respect become a beautiful culture in the lives of indonesian people. keywords: benefits; creative patterned poetry; indonesia super-diversity. wenda marlin kakerissa, nenden sri lengkanawati, & ahmad bukhori muslim utilizing indonesia’s super-diversity as a learning source in creative writing teaching for indonesia efl students 526 creativity. maley (2018), in his article entitled "creative writing for language learners and teachers," defined creative writing as a text production with an aesthetic rather than a purely informative, instrumental, or practical goal. even kumar (2020) stated that creative writing is a writing activity that gives freedom to the writer to create his/her own thoughts and feelings about an object so that the work he/she produces is more personal. having the same voice with maley (2018), kumar (2020) also added that creative writing has the significant quality to evoke sensations. however, these various definitions have the same standard concept, namely an author's accessible writing that is original, using creative ideas, creative imagination, and creative writing methods so that people who read the work can enter into the author's creative imagination and enjoy the creativity of the idea and how to write the work. creative writing also consists of several forms of writing, as quoted from licciardi (2021) in a learning video entitled "what is creative writing?" namely: poetry, drama, film and television scripts, fiction, songs, any scripts (speeches), autobiographies, and individual essays. however, this study focused on creative writing in poetry, specifically english creative writing. creative writing requires ideas. the knowledge of each author could have inspired the idea, and it could also have been from the author's reading material, phenomena that occurred around the author, or merely the author's imagination. a creative writing teacher can explore using indonesia's diversity as creative writing material. similar research has never been done before. creative writing from indonesia's unique diversity can be promoted through literary stories such as poetry, short stories, or non-fiction stories. works produced through creative writing can also inspire readers to maintain the richness of cultural diversity, for example when the efl students are asked to produce creative writing about the borobudur temple from central java, it is expected that the students' poems about the borobudur temple can inspire readers to maintain and care for one of the wonders of the world that belongs to the indonesian nation. thus, using indonesian diversity as the primary material for creative writing allows writers to inspire, educate, and entertain readers while expanding their understanding of the unique diversity of indonesia. the biggest challenge of this activity was when efl students were asked to produce creative writing in the form of a simple poem in english and follow a specific pattern of writing according to the type of creative poetry requested using the topic of indonesian diversity. this study explored it. study about creative writing has been widely carried out both inside and outside indonesia. this patterned poetry is very familiar with the term creative writing (poetry) for some people. when efl students learn english, they could utilize writing poetry as a practical way. this is in line with alsyouf's study (2019). many literature reviews reported an elemental connection between poetry and memory when educators and learners utilize poetry in-class activities. poetry or any poetic words tend to be easier to memorize than non-poetic ones because learners are motivated to read and re-read the words, so it can assist the learners in improving their memory. by doing this, learners are expected to remember other information more receptive. after all, saputra (2022) stated that reading any kind of literature is a great combination of reading for information and enjoyment. thus, it bridges the need for more non-literary texts. meanwhile, alsyouf (2019) added that creative writing activities, such as poetry, are beneficial where language plays a significant role as a rich source of learning because it can maintain the memory of efl learners. moreover, this activity is carried out continuously. the previous studies showed that learning about creative patterned poetry has many advantages for efl students. the efl learners can enjoy practicing creative poetry writing as an effective classroom method that assists in avoiding falling into the traps of the routine of traditional ways of instruction. creative patterned poetry in efl classrooms is an ever-renewing, profitable, and enjoyable learning method since poetry, as a branch of literature, is an inexhaustible source of language (alsyouf, 2019). furthermore, cubukcu (2001) and cumming (2007) argued that one of the main study areas in elt is utilizing creative writing in english classes. rejina (2021) emphasized that creative writing has several benefits in improving students' language skills; besides improving english skills, students' vocabulary knowledge also increases. creative writing (poetry) is a significant tool and a great source for familiarizing learners with an extensive vocabulary and its utilization (khan, 2019). poetry teaching is a form of selfexpression for poets, in this case, students. even poetry can educate more than basic understanding inside and outside academics. even more english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 527 significantly, teaching creative writing in elt classes can increase students' creativity since they are free in an open interpretation. however, due to some considerations, the current study focused on exploring the benefits of teaching creative writing utilizing indonesia’s super-diversity. first, indonesia is a multicultural country that is so rich with diverse cultures, religions, ethnicities, races, and even social statuses. each region in indonesia has different customs, cultures, beliefs, and habits that must be maintained and appreciated by everyone who comes from the same or different tribes so that they become national wealth, that is, the wealth of the nation. second, nieto (1994) conducted a study on multiculturalism in some schools in america, and the result revealed that by infusing students' diversity in schools' curricula, more students would feel less angry about their invisibility. minority students particularly experience this. so do the teachers. in her opinion, that is a part of respect. she assumed that it is significant since america is a multicultural nation. it is the same with indonesia, which is also a super-diversity country. therefore, learning about indonesia’s super-diversity through creative patterned poetry is vital. third, there are many benefits to learning about indonesia’s super-diversity. two of them are increasing love for the country and respecting differences, which people usually call tolerance. furthermore, the drexel university school of education website states that there are at least two benefits when teaching students about diversity, namely first, introducing students to various cultural and social groups, and second, preparing them to become citizens with a sense of belonging—high tolerance and respect for differences in various communities. it is also the same with nieto (1994) in anggriawan (2020) that tolerance, acceptance, respect, affirmation, solidarity, and critique are significant in building a harmonious life in a super-diversity country. in the indonesian context, encouraging students by teaching them about the super-diversity of indonesia will enrich their knowledge of diversity, prepare them to adapt and accept other cultures that must also be respected, create tolerance and respect for differences such as religions, cultures, ethnicities, races, beliefs, and so on, so that at the end, they can instill a sense of love for the country that is rich in diversity. susanto (2017) argues that one of the benefits for students in learning indonesia's super-diversity is to build students' positive perceptions of indonesian cultural diversity. conceptually, the students' positive perception of the nation's cultural diversity refers to the ability of each element of the country to interpret the conditions of plurality and multiculturalism as educational values that align with the principle of diversity. referring to the three reasons mentioned previously, this study aimed to explore the benefits of teaching creative writing by utilizing indonesia’s super-diversity for indonesian efl students. holmes and moulton (2001) suggested that one way to learn english creatively is to have students write creative and simple poems with specific patterns. holmes and moulton (2001) offered 25 types of creative patterned poetry. however, the study's researchers only selected 7: acrostic poem, adjective poem, adjective placement poem, adverb poem, beginnings and endings poem, bio poem, and contrast poem. these seven types of poetry were chosen to consider the lecturing time of 1 semester, which is 16 meetings only. one type of poetry requires two weeks. the first week is used to explain the poetry and its patterns, while the second week is used to present the students’ patterned poetry. table 1 portrays the distribution of those seven poems in 1 semester of lecturing. table 1. distribution of seven poems week types of poem event/culture representation 1 acrostic poem natsepa beach ambon city 2 presentation 3 adjective poem reba ritual kupang 4 presentation 5 adjective placement poem solo batik carnival solo 6 presentation 7 adverb poem soto banjar south kalimantan 8 presentation 9 mid exam presentation 10 beginnings and endings poem mangongkal holi north sumatra 11 presentation 12 bio poem frans kaisiepo papua 13 presentation 14 contrast poem mask dance west java 15 presentation 16 final exam presentation wenda marlin kakerissa, nenden sri lengkanawati, & ahmad bukhori muslim utilizing indonesia’s super-diversity as a learning source in creative writing teaching for indonesia efl students 528 it is expected that the teaching of foreign languages such as english has an excellent opportunity to instil cross-cultural awareness while at the same time embodying the multicultural education standards that have been stipulated in the education law number 20 of 2003 to avoid conflict. however, the education law has yet to be implemented optimally in indonesia. incorporating indonesia's superdiversity materials into teaching materials is one way that teachers can create so that each student and teacher who comes from different backgrounds such as religions, languages, cultures, ethnicities, and even social statuses have a high tolerance and respect for differences to minimize religious and social conflicts as had happened in the cities of ambon and ternate a few years ago. as mentioned, research on creative patterned poetry has been carried out widely both outside and within indonesia. however, research on incorporating indonesia's super-diversity through learning patterned poetry has never been done in indonesia, especially in ambon. this city has experienced religious and social conflict. another significance of this research is to motivate other teachers to be able to use indonesia's diversity as creative teaching materials in other lessons or subjects at school or university. thus, this research must be carried out by considering some of the significance mentioned. method the study explored the benefits of teaching creative writing utilizing indonesia's superdiversity as a learning resource from indonesian efl students’ voices. this study employed a qualitative descriptive method. as primary data collection, a questionnaire in indonesian was distributed via google form. fifty-nine respondents were involved in a creative writing (poetry) subject at a state university in eastern indonesia. they were chosen as the respondents of this study because: 1) this class was the most suitable for the research topic, namely creative writing, 2) they had passed an introductory literature course, namely literature in language education, 3) they were easily accessible to researchers, and 4 ) they were willing to fill out the questionnaire. wan (2019) stated that as long as the recruited respondents felt comfortable and accessible in collecting research data, they were convenience sampling. the rating scale questionnaire consists of statements that are followed by the rating of the participants’ existence starting from strongly agree (sa), agree (a), disagree, (d) to strongly disagree (sd). the researchers made up fifteen statements in the questionnaire based on classroom observation during the learning process. questions 1 to 9 explored students' voices on learning patterned poetry. questions 10 to 13 focused on exploring students' voices on learning about indonesia's super-diversity. questions 14 and 15 focus on general perspectives on learning patterned poetry using indonesia's super-diversity. thus, the questionnaire results were analyzed based on the three sub-topics above and discussed by adding to the discussion of previous creative writing research results. after that discussion, it was followed by the result of students’ artifacts, namely mid and final examination results. for more details, each statement in the questionnaire can be seen in the finding and discussion section. to assist in getting the frequency and percentage, jeffrey's amazing statistics program (jasp) 0.14.1. was used to manage the questionnaire data. there was also documentation of students’ artefacts. students’ artifacts refer to the students’ works (creative patterned poetry) in mid and final examinations. the students’ works were assessed using a rubric adapted from rcampus (2023). it is not a standard rubric, yet it is a particular rubric for assessing students’ creative writing products. the rubric can be seen in table 6 in result and discussion section. the procedure of the study can be seen below: (1) researchers designed and created teaching materials using indonesia's super-diversity for creative writing language education: poetry subject. several cultures, customs, events, and even traditional foods from several regions in indonesia were taken as topics of discussion in creating creative patterned poetry (creative writing) for the students. the researchers’ design became samples for students to produce their creative writing. (2) taught the students patterned poetry using indonesia’s super-diversity as the learning source. they had been informed that their class was used as a research class. there were mid and final exams. everyone agreed. (3) asked and assisted the students in producing their creative writing (poems). (4) mid exam. (5) asked and assisted the students in producing other creative writing (poems). (6) final exam english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 529 (7) asked students to fill out a scale rating questionnaire about the advantages of utilizing indonesia’s super-diversity as the learning source in creative writing teaching. (8) analyzed the result of the questionnaire. (9) reported the result. the data were analyzed descriptively when the study participants had filled out and submitted the questionnaire. after analyzing the data, a conclusion was drawn, and ultimately it was reported. the consequent part portrays the finding and discussion of the study. results and discussion before going deep into the result and discussion, a brief description of the seven types of selected poetry and each pattern of the poems that the participants must adapt will be provided first in this part. the learners must follow the pattern or rule of each type of poetry. first, acrostic poem. it is a type of creative writing in which each initial letter in each line spells out a word vertically, and the initial letters summarize the theme or object of the poem. spelling, vocabulary, and dictionary usage are emphasized. the pattern of the acrostic poem follows its rules: determine and write a simple theme or object vertically in the column on the left side of the paper. do as in the "word" below. w (write a word, phrase, or sentence starting with the letter of the word being spelt down the left column) o (write a word, phrase, or sentence starting with the second letter of the word being spelt down the left column) r (write a word, phrase, or sentence starting with the third letter) d (write a word, phrase, or sentence starting with the fourth letter) continue the pattern for each letter in the word. second, adjective poem. there are only six lines in this creative poem. these lines are loaded with adjectives that describe the object of the poem. through the adjective poem, efl students learn to appropriately practice, identify and even incorporate adjectives, word orders, and adjective agreements. efl students learn to use adjectives and linking verbs through this poem. below is the pattern: line 1 noun line 2 similar noun + is/are + adjective 1 line 3 similar noun + is/are + adjective 1, adjective 2 line 4 is/are + adjective 1, adjective 2, adjective 3 line 5 adjective 1, adjective 2, adjective 3, adjective 4 line 6 new related noun third, adjective placement poem. it is a patterned poem that strongly features a series of adjectives in the proper order. through this kind of poem, efl students learn vocabulary, adjectives, and their order in a noun phrase. below is the pattern. choose a destination. you won’t be returning for a very long time, so think of special things you’ll need to keep you happy, favourite things that you can’t bear to be without for a long time. line 1: i’m (you’re, we’re) taking a trip to _________ line 2: and i’m (you’re, we’re) taking all of my (our) favourite things: line 3 line 4 line 5 noun clauses with descriptive adjectives line 6 line 7 (last line starts with “and”) the five-line stanza above can be repeated with new noun phrases as long as the students have items they wish to describe. one option is to give the poem closure by having the last line refer to returning from vacation. fourth, adverb poem. the poem modifies or tells the learners more about a verb. the poem explains when, where, why, and how an action happened. many adverbs end in -ly. like the adjective, the adverb poem also consists of six lines, accumulating a list of adverbs to describe a single topic or action. the teaching points are adverbs, dictionary skills, and thesaurus usage. below is the pattern of the adverb poem. line 1: noun line 2: similar noun + verb + adverb 1 line 3: similar noun + verb + adverb 1 + adverb 2 line 4: verb + adverb 1 + adverb 2 + adverb 3 line 5: adverb 1 + adverb 2 + adverb 3 + adverb 4 line 6: phrase or clause showing condition, wenda marlin kakerissa, nenden sri lengkanawati, & ahmad bukhori muslim utilizing indonesia’s super-diversity as a learning source in creative writing teaching for indonesia efl students 530 time, or place fifth, beginnings and endings poem. this poem consists of five lines; 4 exclamation statements and one summary at the end. lines 1 and 3 have the same theme as lines 2 and 4. this type of poetry can be used when educators ask their efl students to think about and describe something contrasting or opposite. interestingly, the 5th or the last line summarizes the poem by repeating one dominant word three times, namely the poem's theme. the teaching points are exclamatory statements, opposites, and contrast. below is the pattern of the poem. farewell to ………. hello to ………. farewell to ………. hello to ………. it’s ……, ……, …… yes to ………. no to ………. yes to ………. no to ………. it’s ……, ……, …… sixth, bio poem. it is a simple poem about a person's life or subject using a series of adjectives, relative clauses, and items. the poem can be based on personal knowledge, yet on the other hand, it can also be a creative showcase for research on people, plants, or animals. the teaching points are on adjectives, relative clauses, and items in a series. below is the pattern of the bio poem. line 1: first name line 2: four traits that describe the character line 3: relative of …… (brother, sister, daughter, etc.) line 4: lover of …… (list three people, things, or ideas) line 5: who feels …… (three emotions) line 6: who needs …… (three items) line 7: who fears …… (three items) line 8: who gives …… (three items) line 9: who would like to see …… (three items) line 10: resident of …… line 11: last name seventh, contrast poem. it allows the learners to practice linking verbs followed by adjectives. the learners must describe a given topic by linking descriptive characteristics to the topic using complete sentences. the poem consists of four lines, with the first three being similar characteristics or traits and the last two being opposite characteristics or traits. the poem may be rhymed or unrhymed. composing the contrast poem teaches the efl students adjectives, linking verbs, verbs in the negative form, and the conjunction but. below is the pattern of the poem. a ____ is ____ . a ____ is ____ . a ____ is ____ . but, a ____ is not ____ . subject …(linking verb) … adjective, subject … (linking verb) … adjective, subject … (linking verb) … adjective, but subject … (negative)(linking verb) … adjective. to make it easier to analyze the result of the questionnaire, the finding was presented in four parts, namely students’ voices on the learning of the patterned poetry, students’ voices on the learning about indonesia’s super-diversity, general perspectives on the learning on patterned poetry based on indonesia’s super-diversity, and result of students’ work in mid and final examination. students’ voices on the learning of the patterned poetry table 2 below presents that 58 participants out of 59 participants agreed (mostly strongly agreed) that they were interested and comfortable learning patterned poetry for several reasons: they learned a lot of new things about indonesia’s superdiversity, became more confident and challenged in producing the best creative poems, able to communicate using creative words which then can be utilized in other subjects such as speaking and writing skills, and increasingly proficient in diction for a patterned poem. even the participants admitted that they learned a lot of new local languages. since a poem is more interesting than any textbook for students because it has poetic words, it is unsurprising that learning any kind of literature, including poetry, motivates efl students to read more and more pieces. according to burroughs (2018), poetry is a poet's free expression of what he sees or feels, not limited to english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 531 certain emotional expressions, whether with or without a specific purpose. this means that if for a specific purpose, the writer must carefully consider the literary techniques of writing a poem. however, even if a writer has understood the meaning of a poem, he can still produce creative poetry. the study participants become more and more creative since every two weeks, they must create new patterned poetry with a different rule or pattern. it is in line with rejina’s (2021) study that creative writing activity can increase learners’ creativity by giving them massive opportunities for self-expression and wider open interpretation. this happened because the students did it repeatedly. thus, students’ imagination is also stimulated. in the current study, since the participants must create their patterned poetry following specific rules about indonesia’s superdiversity, the participants learned a lot of many new local words, such as bekarang iwak, baileo, bundo kanduang, sinden, gamelan, reba, adu betis, iki palek, and many more. this happened because one of the criteria in creating every patterned poetry is that the students must infuse local language/local wisdom to promote a particular culture, ethnicity, race, religion, tradition, belief, and food in indonesia through their poetry. nevertheless, the result also revealed that not only a lot of new local languages they got, but the students also got new english vocabulary that can be utilized in other subjects such as speaking and writing. chaal (2022), in a conference, stated that in english teaching, language teachers must focus on developing four language skills, namely listening, speaking, reading, and writing integrated, as well as the sub-skills, including; pronunciation, structure, grammar, and vocabulary. language teachers often mention culture as the fifth skill. chaal (2022) adds that culture is a significant aspect of efl teaching, which aims to instill intercultural communicative competence among students. the foreign culture that students study will be a mirror for them to see their own culture. when efl students learn something they believe in, practice every day, and are accepted confidently by society, they will feel happy. it is also fun when the students learn about a culture that is different from theirs. the ability to read and write is, of course, closely related to literature in language teaching. likewise, listening and speaking skills. so, teaching culture provides the same importance and benefits in learning students' four english language skills. since the participants of the current study had to create their patterned poetry using indonesia’s super-diversity and then read it to their friends and lecturer, they must expose their literature knowledge about the super-diversity of indonesia, writing, speaking, reading skills to express their knowledge, and finally listening skill to listen to others’ works (different culture, ethnicity, race, religion, tradition, belief, and food). by listening to other classmates’ creative writing (poetry), students’ communication skills are also improved (deepa and ilankumaran (2018). hameed (2019) through his research, shows that there is a very clear and guaranteed positive relationship between teaching english poetry as a source of teaching and learning four skills in english including pronunciation, grammar, structure, and vocabulary. this means that teachers and students can use poetry as a learning resource to learn english skills. not only that, farrah and al-bakri (2022), through their study, mentioned that utilizing poetry is beneficial in developing learners’ vocabulary, pronunciation, and motivation as well. suppose this creative poetry writing activity is continuously carried out, honed, and accompanied/guided by educators or anyone professional in creative writing. in that case, it is believed that students' creative writing skills will benefit their future, or in other words, creative writing can be turned into a remunerative career. thukral (2022) in a website writes that "creative writing is a lucrative career." he adds that some trend and demand issues can earn the writer/poet $100,000 yearly. however, it depends on the poet's field of expertise and level of skill. she/he must drill the skill happily without coercion from anyone or anything by using unlimited imagination. when students were learning to produce patterned poems by following specific rules, few admitted that this was their first time producing a poem. “i never write poems, mam. i’m so sorry, this is my first time writing a poem, mam” (kk, 2023). what is even worse is when the poem that must be composed must follow specific writing rules. some say that they just realized that poetry is patterned and not just free writing. “mam, i just knew that poem has a certain pattern.” (mf, 2023) “mam, i thought writing poem/poetry is free writing, no need any rules.” (sfs, 2023) wenda marlin kakerissa, nenden sri lengkanawati, & ahmad bukhori muslim utilizing indonesia’s super-diversity as a learning source in creative writing teaching for indonesia efl students 532 “so did i, mam. i thought that writing a poem is just about my imagination, not related with culture at all.” (rh, 2023) they conveyed those honest and innocent expressions at one of the moments after finishing the presentation of the acrostic poem. this means that composing poetry is something new for them and, simultaneously, a challenge that the students and their lecturer must face. this condition further motivated the lecturer to teach their students by introducing other types of patterned poetry and asking them to make the same poem with the specified pattern. actually, the most significant factor in creative writing is motivation. both students and teachers must have motivation, namely the driving force from within each to teach and invite students to write poetry and encouragement from within students to write, because the writing problem is quite difficult, especially writing poetry in english, especially for efl students. having motivation within each one is a good writing capital. gonen (2018) through a study, argued that teaching poetry in language classes can promote motivation, creativity, and self-expression along with multi-skill development and interaction among students. but all of that can be achieved if there is motivation from the teacher and the students themselves. motivation will determine the success or failure of a creative writing activity (qur'aini, anggraini, widodo, 2020). table 2. students’ voices on the learning of the patterned poetry statement (sa) (a) i’m interested in learning creative patterned poetry because i have learned a lot of new things about indonesia’s super-diversity 54p (91.5%) 4p (6.8%) i feel comfortable in learning creative patterned poetry because it is not testing but trying to assist me learning about the super-diversity of indonesia 43p (72.9%) 16p (27.1%) i become more confident in creating patterned poetries. 32p (54.2%) 27p (45.8%) i feel challenged to create and produce the patterned poems that get better in each process 39p (66.1%) 20p (33.9%) the activity of creating creative patterned poetry enables me to interact through communication using creative words too 34p (57.6%) 24p (40.7%) the varied types of patterned poetry encourage me to produce very creative poems too 42p (71.2%) 17p (28.8%) i'm getting better at word choice when composing a patterned poem 42p (71.2%) 16p (27.1%) i got a lot of new vocabulary which i can use in other subjects such as speaking and writing skills 42p (71.2%) 16p (27.1%) i get a lot of new local languages from indonesia’s super-diversity through patterned poetry 34p (57.6%) 24p (40.7%) students’ voices on learning about indonesia’s super-diversity table 3 below shows that learning to make poetry based on indonesia's super-diversity made participants aware that indonesia is a superdiversity country. another advantage is stimulating thoughts and feelings because of students’ curiosity about indonesia’s superdiversity so that participants' knowledge increases, such as knowledge about the origin of certain cultures in indonesia. those results cannot be denied because when the students learn about any literature, they indirectly also learn about the authors' culture or the object or topic written in the work. therefore, it is not surprising when saputra (2022), in his thesis, mentioned that poetry is universal. themes of poetry always deal with universal emotions, such as love, jealousy, amazement, enmity, admiration, children, death, and other feelings. so it is expected that students will have absolute control over these feelings. another reason poetry is universal is because a writer or a poet can use any topic as his/her idea. there is no limitation in exploring ideas. poetry deals with all cultures and situations in the world. social environment can be an option. qur'ani, anggraini, and widodo (2020) argued that the social environment could be an alternative choice for students or poets in composing creative writing. students can start by observing their social environment, allowing them to express their feelings/ideas through a simple poem. by learning any literature, efl students will learn to respect their and other cultures. it is a fact that literary texts are representational rather than referential. referential language is very informational and less appealing, while figurative language appeals to someone's mental state and is extremely interesting. in the current study, the literary text english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 533 that is creative patterned poetry shows two functions at once: literary text as a figurative language of the students as the poets and also referential about indonesia's super-diversity. the referential language through the patterned poetry also increases the student’s knowledge of specific cultures in indonesia, for example, when they learn about the finger-cutting tradition called iki palek. most of them just knew/found out that the tradition is of the dani tribe from papua. it increases their knowledge. the respondents of this study came from several ethnic groups in indonesia, such as the bugis, javanese, and ambonese, who also come from several small villages in maluku. when an ambonese student (jfw) produced and presented "baileo", which is a traditional house of maluku people, there were several friends from other tribes who just understood that "baileo" is the name for the traditional house of the maluku people. "oh, so "baileo" is a traditional moluccan house?" (rac, 2023) "sorry, mam, i just found out, even though i have lived in ambon for over three years." (vw, 2023) this means that learning to produce patterned poetry using indonesian diversity as the primary material can add insight and knowledge about indonesian culture, thereby instilling respect for other people's cultures which are also national culture. when jfw finished presenting his poem about "baileo," the lecturer asked him about his feelings, and he said: "i am proud, mam, because through patterned poetry i can introduce and promote maluku traditional house to friends who do not come from maluku." (jfw, 2023) in creating patterned poetry, students must employ an appropriate language adapted to the situation and condition in the created poetry. the educators asked the learners to use the local term in promoting the local thing in their creative poems. table 3. students’ voices on learning about indonesia’s superdiversity statement (sa) (a) after learning about indonesia's diversity, which is expressed in creative patterned poetry, i became aware that indonesia is 31p (52.5% ) 27p (45.8 %) a superdiversity country. materials about culture, traditions, and the wealth of the other regions in indonesia stimulate my thoughts and feelings because of my curiosity 41p (69.5% ) 17p (28.8 %) my knowledge increases when i’m required to choose an object/culture/tradition from another area in indonesia 46p (78%) 13p (22% ) i come to know about some of the origins of certain cultures originating from certain regions in indonesia 38p (64.4% ) 20p (33.9 %) general perspectives on the learning of patterned poetry using indonesia’s super-diversity table 4 below portrays students’ general perspectives on learning patterned poetry based on indonesia’s super-diversity. the table shows that the participants' grammar and pronunciation skills improved. as mentioned previously, students’ vocabulary knowledge increased and can also be seen in their communication; they also employ it creatively in other subjects such as speaking and writing. it is in line with alsyouf’s (2019) point of view that poetry is a rich source of vocabulary and syntactic structures that the learner of efl can employ for language interactions. the study participants of the current research also experienced it. wysocka (2019) argued that poetry writing activity significantly decreases students’ grammatical errors and is a means of ‘grammar refresher’. likewise, their grammar and pronunciation improved since the students were asked to make the correct sentence structure adapted to the poem pattern they were working on. every time they get a new word (unfamiliar word), either they or their friends employ in their poems, they were trained to pronounce it correctly. when students learn poetry which is part of literature, one of the results that is clearly visible is that students acquire a lot of new vocabulary/unfamiliar words (ilankumaran & deepa, 2018). this result will affect their communication skills as well. they can also utilize new vocabulary / new poetic words in speaking and writing skills as receptive skills. finally, learning to make poetry based on indonesia’s super-diversity can instil a sense of love for the country and respect for differences. after students took the final exam, there were a number of them who came to their lecturer and said that the learning activity of producing creative writing was really fun for some reasons, wenda marlin kakerissa, nenden sri lengkanawati, & ahmad bukhori muslim utilizing indonesia’s super-diversity as a learning source in creative writing teaching for indonesia efl students 534 namely first, their english language skills increased, which was noticed by their knowledge and skill on grammar and pronunciation that were getting better. second, students creative writing activities using indonesian super-diversity every week make them richer in knowledge about the nation's culture, fostering a love for national wealth and the nation. third, students are more creative in writing. this is evident from the diction or choice of words that they use are very varied, and they rarely use exact/repeated words. one of the benefits of using poetry in english teaching is improving students' writing skills, especially in choosing the appropriate diction (imron & hantari, 2021). a study conducted by fithriani (2021) reveals that efl students enjoy writing poetry as an expressive pedagogy, eliminating the negative notion that efl students lack interest and appreciation in writing poetry. to achieve enjoyment, arafah (2018) argued that a language teacher must ensure that any literary works, including poetry, that will be discussed make their students happy and enjoy writing activities. the two factors above are "motivating factors" that inspire students to read and are interested in reading and producing creative writing (poetry). the findings of this study certainly contribute significantly to the existing literature because learning english usually focuses on vocabulary, grammar, pronunciation, tenses, language expressions, and others. even though the findings of this study indicate that efl students can learn english by composing creative writing using indonesia's super-diversity as the primary material for writing. writing activities like this are, of course, very influential on students' english skills while at the same time increasing and enriching students' knowledge about the nation's culture. it is expected that efl english teachers can also apply this method, namely using indonesia's super-diversity as the main material in learning english, for example, infusing stories about culture, traditions, customs, traditional food, and art from ethnic groups in indonesia in their teaching materials. from that material, students can learn about articles, adverbs, verbs, tenses, and grammar to hone students critical thinking when explaining a particular culture. in essence, one activity gets many benefits. literature is also related to developing language skills such as listening, speaking, reading, and writing (yulnetri, 2018). in this current study, students are also allowed to share knowledge about the ideas their friends convey in their creative writing presentations. when friends share knowledge about another friend's poetry object, they can also convey their thoughts/criticisms about that object, for example, one of the dani tribal traditions in papua, namely “iki pelek”. some argue "why do they have to cut thier finger?" wouldn't that add to the sadness/distress, especially in making a living daily? from this, it can be seen clearly that creative writing can hone students' critical thinking and how they should behave in the midst of indonesia's cultural super-diversity. table 4. general perspective on the learning of patterned poetry based on indonesia’s superdiversity statement (sa) (a) learning to create patterned poetry based on indonesia’s super-diversity not only increased my knowledge about it but also improved my english grammar and pronunciation 43p (72.9 %) 15p (25.4%) patterned poetry material based on indonesia's superdiversity is crucial in instilling a sense of love for my country and respect for differences. 47p (79.7 %) 12p (20.3%) result of students’ work in the mid and final examination for the mid exam, students were free to choose one of the four types of poetry taught: acrostic poem, adjective poem, adjective placement poem, and adverb poem. their selection was also very varied. some feel safe choosing an acrostic poem or an adjective poem, but some like the challenge of choosing an adjective placement poem or an adverb poem. each type of poetry requires good language skills and high creativity, especially in choosing the right words (appropriate diction), not repeating them, and using them in the proper position. meanwhile, students were asked to compose a creative contrast poem type for the final exam. according to students, a contrast poem was the most challenging type because it involved imagination, creativity in choosing words, and having to use several opposite adjectives. therein lies the challenge. table five below reveals that 71 was the lowest score in the mid examination, while the highest was 86. there was an increase in the final examination, with the lowest score being 84 and the highest score being 95. the results from these english review: journal of english education p-issn 2301-7554, e-issn 2541-3643 volume 11, issue 2, june 2023 https://journal.uniku.ac.id/index.php/erjee 535 two examinations are categorized into the good to outstanding category. so, it is inferred that the participants got the best score assessed using an assessment rubric. table 5. the result of the students’ work in the mid and final examination exam lowest highest category result mid 71 86 good to very good final 84 95 good to very good below is the rubric for assessing students’ creative patterned poetry in the mid and final examinations. table 6. the scoring rubric to assess students’ creative patterned poetry category exceeding standards 4 pts meeting standards 3 pts approaching standards 2 pts bellow standards 1 pts creativity very creative creative ordinary/routine imitative originality & meaning poem is original which proves that the poet put thought into words and uniquely conveys his/her ideas and emotions poem is thoughtful. a couple of phrases or ideas may be revisited, yet the overall product is carefully written most of the poem appears to be rushed. this is evident in the poet’s redundancy or use of cliches poem appears to be thoughtless or rushed. ideas are unoriginal. the product is very repetitive sensory detail vivid, detailed images, & intensely felt emotion make the poem come alive clear sensory images are used to portray ideas/emotions some use of image, idea/emotion difficult to visualize image/emotion form/patter n the poem is complete and follows its intended form/pattern the poem is written in its proper forms with a few mistakes the poem is somewhat written in its proper form the poem is not written in its proper form grammar proper use of english spelling and grammar is used consistently throughout each poem. punctuation is utilized when necessary a couple of spelling or grammar mistakes are evident, yet do not diminish the meaning of the poem. punctuation is utilized when necessary the poet’s intended meaning is confusing by several spelling or grammar errors. punctuation may be misused there are numerous spelling or grammar errors, making the poem difficult to understand. punctuation is used incorrectly on average, their shortcomings are in spelling and grammar errors. sometimes when the students have to use the past tense in their work, they keep using the present tense. and vice versa. however, in general, the best grade of the participants lies in using the right pattern, a high level of creativity, and the originality of the work. some students even achieved the highest score on their sensory detail because they could express vivid and detailed images and the best imagination to create an atmosphere that seems real and makes the reader feel as experienced by the poet. it shows their creative thinking and feeling. therefore, it is unsurprising when maley (2018) stressed that creative writing is a personal activity involving feeling and needing creative thought. a created product requires a unique combination of creative thinking and feeling. a poetry is considered as 'articulate energy.' maley (2018) added that creative writing is aesthetically motivated and deals less with facts than the imaginative representation of emotions, events, characters, and experiences. below are some student-written examples from their mid and final examination. a serimpi dance is slow a serimpi dance is graceful a serimpi dance is deliberate but a serimpi dance is not boring a serimpi dance needs the beautiful sound of gamelan a serimpi dance needs sanggul a serimpi dance needs sampur but a serimpi dance doesn't need a dalang (contrast poem by jfw) keukarah keukarah tastes savory keukarah tastes savory, sweetly tastes savory, sweetly, deliciously savory, sweetly, deliciously, lusciously aceh (adverb poem by rk) maratua beach is a wonderful beach in east kalimantan a lot of lodges are comfortable to live in rest in a quiet place to relax body and soul amazing ocean diversity inside the sea there are many kinds of beautiful sea animals unforgettable experiences to share with beloved persons a holiday weekend must be spent here brightly blue water along the coast wenda marlin kakerissa, nenden sri lengkanawati, & ahmad bukhori muslim utilizing indonesia’s super-diversity as a learning source in creative writing teaching for indonesia efl students 536 eating gence ruan will be more tasty after snorkeling and diving into the deep of the ocean come here and enjoy the sedately vibes honestly, you won’t regret it in your life (acrostic poem by rk) ma’nene ma’nene is accustomed ma’nene is accustomed, antidotal. is accustomed, antidotal, bold accustomed, antidotal, bold, courteous ritual (adjective poem by fat) i'm taking a trip to lampung to enjoy lampung krakatau festival and i'm taking all of my favorite things two little pink and white suitcase to keep my clothes the cutest green polaroid camera some souvenirs from my city for my friend in lampung a beautiful and colorful lampung’s traditional clothes can be seen in this festival and of course, it will be a memorable things to keep (adjective placement poem by sm) soekarno firm, brave, patriotic, politician son of raden soekemi sosrodihardjo and ida ayu nyoman rai lover of fatmawati, yurike sanger, and. indonesian people who felt, deported, threatened, imprisoned by the dutch invaders who needed to fight dutch colonial, to propose the name of indonesian, to repel invaders from indonesian who feared nothing to dutch colonial, nothing to put back in jail, nothing to dead execution who gave his life, effort, energy to fight dutch colonial who would like to see indonesian independence, dutch defeat, nation’s welfare resident of blitar, east java hatta (bio poem by rd) farewell to an old lower place hello to a new higher place farewell to a daily meal hello to a delicious meal prepared from buffalo meat it’s a form of respect, respect, respect for ancestor yes to respecting the ancestors no to asking the respect from others yes to tightening the ties of kinship no to living alone it’s a tradition, tradition, tradition of the toba batak community (beginning and ending poem by wk) there were still more examples of students’ creative works that they submitted in the form of documentation and videos. conclusion english learning usually focuses on vocabulary, grammar, pronunciation, tenses, language expressions, and others, covering four skills. however, the results of this study show that producing creative poetry using indonesia's superdiversity as the primary material for writing can also improve creative writing skills because students have to use the right and creative words.