enjourme vol. 2, no. 1, 2017 18 is learning english at an earlier age better for indonesians? muhammad aminullah hakiki, laely hidayati university of new south wales, universitas negeri malang mhakiki25@gmail.com, laelyhidayati22@gmail.com abstract in indonesia, there exist many native languages which therefore position english as a foreign language following bahasa indonesia as the l2. this leads to the development of simultaneous bilinguals. however, there have been some contradictory opinions on whether learning english at an early age is effective as it can inhibit a child’s l1 and l2 development. this may lead to the phenomenon of subtractive bilingualism resulting in a major dilemma for the government and parents. however, this notion can be debated through the critical period hypothesis. this paper presents a literature review on the age factor of learning english and its implication in indonesia. keywords: lingua franca, early bilingualism, indonesian english learning indonesia is an archipelagic country which consists of 13,000 islands. due to this vast geographic area, the country consists of thousands of ethnicity and languages. however, out of the many languages spoken in indonesia, the national language is bahasa indonesia. bahasa indonesia is used in every aspect of social life and therefore became the communication language for indonesians. therefore, most indonesians are simultaneous bilinguals, speaking their native language first then introduced to bahasa indonesia but most indonesian are considered sequential in terms of english acquisition as it is a foreign language. mailto:mhakiki25@gmail.com mailto:laelyhidayati22@gmail.com enjourme vol. 2, no. 1, 2017 19 the acquisition of bahasa indonesia is easy as it is the main language in the country and a great amount of exposure to it helps the acquisition for the children. on the other hand, acquiring english is much more difficult as it is a foreign language (fl). as a matter of fact, the growing importance of english as an international language and as a global lingua franca is observable in virtually all the countries in the world in aspects such as education, politics, economy etc (zacharias, 2006). due to its importance, english has become a priority for the indonesian government which is accessible by all social level (zacharias, 2006). it is therefore no surprise that english is taught in the secondary schools as it can provide cultural experience and practical purposes for students that can be used in the future (nababan, 1991). however, the question here is that whether it is too late or not to start learning english at secondary schools. early childhood bilingualism there has been a general debate of the most effective stage of life in learning a language. the notion of learning a language early has become a well thought idea of the correct approach in language learning; however, there have been some contradictions to this statement. hamers and blanc (2000) state that languages learned informally before the age of six are generally mastered with native-like proficiency, whereas those learned in adolescence and adulthood will rarely attain a native-like level. moreover, taylor (1990, cited in hamers and blanc, 2000) states that learning a second language at a young age means that all the conditions favourable to first language acquisition are present, which is not the case for a later learned language. such favourable conditions are that early enjourme vol. 2, no. 1, 2017 20 language learners acquire language informally and in a more natural way whereas adolescents and adults learn language formally in schools or institutions. there have been several researches conducted which support the claim that learning language early has a better effect on the proficiency. ekstrand (1981) states that one greatest advantage of early bilingualism is that it allows a longer period of learning, starting at a time when the learner has to acquire less linguistic baggage in order to attain native like competence; this acquisition is, therefore, faster. furthermore, cummins (1984b, cited in hamers and blanc, 2000) state that there is a positive effect of age-of-arrival on proficiency among immigrants in which the younger the immigrants are, the higher their proficiency is. moreover, johnson and newport (1989, cited in hamers and blanc, 2000) found that there is a linier correlation between age-of-arrival and their grammar for korean and chinese youngsters who had learned english before the age of 10, the same result was not present for those who arrived after puberty. moreover, early language learners seem to have the ability to acquire the phonological aspects better in such they can produce native-like. this ability of imitating a foreign accent will diminish by the age of eight (tahta, wood, & loewenthal, 1981, hamers). it is also proven that early bilinguals have higher levels of awareness in phonology (rubin & turner, 1989), syntax (ben-zeev, 1977a) and lexis (diaz, 1985) compared to monolinguals meaning that exposing children at an early age will help them in the development of both. however, as late language learners, the children will learn language formally in schools and according to snow & hoefnagel-holhe (1978) late language learners are better l2 classroom learners than early language learners. moreover, in a formal classroom enjourme vol. 2, no. 1, 2017 21 situation older learners tend initially to learn quicker than younger learners (singleton, 2003). this indicates that late language learners have an initial faster rate in their second language development than early learners. maybe the only disadvantage that late language learners have is that they will not have a nativelike proficiency in the sense that they will not have a native-like accent. this perspective on viewing language development through age is further related to the critical period hypothesis. critical period hypothesis the critical period hypothesis states that linguistic development needs to be activated between 3-12 years of age for normal development to occur (lenneberg, 1967, cited in hamers and blanc). this implies that if a person is to learn language beyond this period, the chance for the person to acquire a language will get much harder. however, the hypothesis lacks empirical evidence and is a controversial issue in bilingualism and second language acquisition. however, if we relate this hypothesis to the human biological development, especially the brain, it may give us a clearer idea of the hypothesis. woods & carey (1979) state that children recover more quickly and more fully from aphasia than adults and this is because the brain of a child is not yet fully developed whereas the adult brain has fully developed. this means that the child’s brain has a greater plasticity compared to the adult’s brain; therefore other parts of the brain can take over the functions of the damaged one (hoff, 2014). moreover, penfield & roberts (1959, cited in hamers and blanc, 2000) assume that an early language learner’s ability to learn a language with ease is because of the relatively greater cerebral plasticity enjourme vol. 2, no. 1, 2017 22 that the child has. in sense to this, an early language learner’s brain has not neurologically matured thus giving the learner greater flexibility in learning a language and making the learner easier in acquiring it as he or she has less linguistic baggage. introducing english to indonesian family context in indonesia, the government has acknowledged english as a priority language to be acquired. however, introducing english at secondary level might not be the best approach. here, what is referred to as learning at an earlier age is around the age of 4 whereas secondary schools start at around the age of 12 years old and can be considered as a late language learner. based on the previous explanations of early and late language learners and the critical period hypothesis, it can be said that there is no definite answer whether introducing and providing language learning at secondary level is too late or not. however, it is clear that there is more good than harm in introducing a child to english earlier in life. so, even though late language learners can succeed in language learning, it is suggested if possible that indonesian parents facilitate their children to learn english language at an earlier age as it is not harmless towards their first language development. this idea of introducing english at the early stage is supported by cummin’s interdependence hypothesis (1979). he mentions that there is a common underlying proficiency that can be affected by the development in either language. this means that when a child is learning two languages simultaneously, the development of his/her first language can affect the development of the second enjourme vol. 2, no. 1, 2017 23 language and vice versa. cummin’s idea is empirically supported by the study conducted by holmstrand (1979) in sweden. this study showed that elementary students who already had a high competence in their mother tongue and who started to learn a foreign language at an early age would improve their competence in their mother tongue more than peers who did not have exposure to a foreign language. this means that the presence of a second language can positively influence the development of the first language and vice versa. however, there are still dilemmas indonesian parents in choosing at what stage they should start facilitating their children in learning a second language. the dilemma faced by the indonesian parents is that the introduction of english at an early age will threaten bahasa indonesia and may cause subtractive bilingualism. subtractive bilingualism is the process of valorizing the second language at the expense of the first language which may lead to the loss of the first language (hamers & blanc, 1989). introducing english at an early age means that parents have to enrol their children at preschool, in this case, international preschool which is available in indonesia. such school type is the only school that can expose children between the age of 3-5 to english. manara (2014) in her study analyzed the teacher’s perspective in teaching at an international school in indonesia and how it influences the child’s first and second language. here, one of her participants mentioned that english is used as the medium of instruction (moi) in all courses from the very beginning as they enter the international school and also used for social communication outside the classroom. this type of school encourages the use of the second language as the dominant institution language and to some extent abandons the student’s first language which may lead to enjourme vol. 2, no. 1, 2017 24 subtractive bilingualism (garcia, 2009). this early introduction to english worries the parents as children may lose proficiency in the first language (bahasa indonesia) due to early exposure of english. in this case, the parents’ role in maintaining both of their child’s language development is crucial. the role of the parents here is to maintain their child’s first language (bahasa indonesia) and as the parents are native speakers of the language, they can communicate with their children in bahasa indonesia at home and not shift to using english for communication, therefore, valorizing the first language. today, this may not be much of a problem in the indonesian context as not many indonesian parents have the ability to speak in english. however, for future purposes it is important as a reminder towards parents. therefore, emphasizing this matter is important due to the importance in regards to the valorization of a language. according to hamers & blanc (2000) valorization is giving value to language as a functional tool. if the surrounding of the child is valorizing a certain language, the child must valorize it as well to be able to communicate with the surrounding. furthermore, valorization of the language provides the children to build up the social psychological mechanisms relevant to their linguistic and social development (hamers & blanc, 2000). this means that it can give the opportunity for the children to have a positive relationship with the language and find meaning to the use of the language. if this is to be achieved, the two main functional aspects of language; the communicative and the cognitive develops within the children due the adequate environment (hamers & blanc, 2000). furthermore, valorization of the language gives extra motivation for the child to be proficient in the language as it has certain values within his social network. enjourme vol. 2, no. 1, 2017 25 since both languages are valorized in different context, the first language at home and the second language at school, there should be no problem in the language development of both languages if english is to be learnt at earlier age. moreover, learning two languages at the same time will benefit the child in both language development as mentioned through the interdependence hypothesis. conclusion in conclusion, there is no fine line in determining whether exposing children to language early or late brings more success. learning a language early often leads to higher language proficiency but it does mean that they are better than late language learners. however, what can be said is that facilitating a child to learn a second language at earlier age brings more good than harm. to put out the worries of indonesian parents in exposing their children to early exposure of english, they have to be aware that they have a significant role to play in which they must valorize the first language at home so that it does not lead to language shift and subtractive bilingualism. references ben-zeev, s. (1977). mechanisms by which childhood bilingualism affects understanding of language and cognitive structures. in p. a. hornby (ed). bilingualism: psychological, social, and educational implications. new york: academic press. cummins, j. (1979). linguistic interdependence and the educational development of bilingual children. review of educational research, 49, 221-251. cummins, j. (1984a). bilingualism and special education: issues in assessment and pedagogy. clevedon: multilingual matters, 6. enjourme vol. 2, no. 1, 2017 26 cummins, j. (1984b). wanted: a theoretical framework for relating language proficiency to academic achievement among bilingual students. in c. rivera (ed.) language proficiency and academic achievement. clevedon: multilingual matters. diaz, r. m. (1985). bilingual cognitive development: addressing the gaps in current research. child development, 56, 1376-1388. ekstrand. l. h. (1981). theories and facts about early bilingualism in native and migrant children. grazer linguitische studien, 14, 24-52. hamers, j.f. and blanc, m.h.a. (2000). bilinguality and bilingualism 1st edition. cambridge university press hamers, j.f. & blanc, m.h.a. (2000). bilinguality and bilingualism. 2th edn. cambridge: cambridge university press. hoff, e. (2014). language development. 5th edn. wadsworth: cengage learning. garcia, o. (2009). bilingual education in the 21st century: a global perspective. west sussex, uk: wiley-blackwell. holmstrand, l. e. (1979). the effects on general school achievement of early commencement of english instruction. university of upssala department of education, upssala reports on education, 4, 1-45. johnson, j. s. & newport, e. l. (1989). critical effects in second language learning: the influence of maturational state on the acquisition of english as a second language. cognitive psychology, 21, 60-99. lenneberg, e. h. (1967). biological foundations of language. new york: wiley. manara, c. (2014). “that’s what worries me”: tension in english language education in today’s indonesia. international journal innovation in english language, 3(1), 21-35. nababan, p. w. j. (1991). language in education: the case in indonesia. international review of education. 37(1), 115-131. penfield, w. p. & roberts, l. r. (1959). speech and brain mechanism. london: oxford university press. rubin, h., & turner, a. (1989). linguistic awareness skills in grade one children in a french immersion setting. reading and writing: an interdisciplinary journal, 1, 73-86. enjourme vol. 2, no. 1, 2017 27 singleton, d. (2003). critical period or general age factor(s)? in m. d. p. g. mayo and m. l. g. lecumberri (ed). age and the acquisition of english as a foreign language. clevedon: multilingual matters ltd. snow, c. e. & hoefnagel-hohle, m. (1978). the critical period for language acquisition: evidence from second language learning. child development, 49, 1114-11128. tahta, s., wood, m., & lowenthal, k. (1981). age changes in the ability to replicate foreign pronunciation and intonation. language and speech, 24, 363-372. taylor, i. (1990). psycholinguistics: learning and using language. englewood cliffs, nj: prentice hall. woods, b. t., & carey, s. (1979). language deficits after apparent clinical recovery from childhood aphasia. annals of neurology, 6, 405-409. zacharias, n. (2006). native or non-native teachers: a study on tertiary teacher’s beliefs in indonesia. collected essays on learning and teaching, vol. 6, 47-62. 02. 5701-19477-1-ce.pdf enjourme (english journal of merdeka): culture, language, and teaching of english jo urna l ho mep age: http: //ju rna l.u nm e r.ac .id /in dex. php /en jo u rme/ ind ex the graphic organizer’s effect on the students’ writing achievement in argumentative paragraph moh. hafidz prodi pendidikan bahasa inggris stkip pgri bangkalan, jl. soekarno hatta. no. 52. 69116, bangkalan, indonesia mohhafidz@stkippgri-bkl.ac.id article info article history: received 14 april 2021 revised 04 june 2021 accepted 04 june 2021 available online 10 july 2021 keywords: the graphic organizer strategy, argumentative paragraph, writing achievement doi: 10.26905/enjourme.v6i1.5701 how to cite the article: hafidz, m. (2021). the graphic organizer’s effect on the students’ writing achievement in argumentative paragraph. enjourme (english journal of merdeka) : culture, language, and teaching of english, 6(1) 11-17. doi:https:// doi.org/10.26905/ enjourme.v6i1.5701 abstract the graphic organizer strategy is visually mapped to organize the general into a particular idea in an argumentative paragraph to develop students’ writing scores. the purpose of this research is to enrich theoretical and practical strategies in writing paragraph argumentatively. this research is a quasi-experimental study with a pretest-post-test non-equivalent group and non-random sampling technique to determine the experimental group consisting of 23 participants and the control group consisting of 23 participants. the expert who validated the test was senior english lecturers. and the researcher used cronbach’s alpha to measure the reliability, and the result was 0.721 (acceptable). as the result, graphic organizer strategy significantly affected the students’ writing achievement in argumentative paragraphs, especially on the organization aspect. additionally, this strategy also allowed them to explore their ideas independently and unconsciously builds some connecting words up. © 2021 enjourme. all rights reserved. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no, 1, desember 2021, page 11–17 1. introduction some previous studies on the implementation of graphic organizer strategy have intentionally been conducted to test its effect on writing skills. statistically, there are various results that researchers academically reported in the points of view research-based. for instance, the graphic organizer effectively encouraged a process of selecting, organizing, and integrating cognitively in concluding (ponce & mayer, 2014), it can be an effective strategy in argumentative texts in computer-based instruction application (boykin et al., 2019), and also in narrative texts without technology’s support (aswita et enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 1, juli 2021, pp. 11–17 | 12 | al., 2018). in addition, the graphic organization specifically promotes students to be able to distinguish the main type of each text (torres, 2015) and influence the students’ writing aspects, namely vocabulary (dau, 2015), content, and mechanics (styati & irawati, 2020). the graphic organizer strategy is a conceptual form of knowledge to manage systematically each part of an idea in a paragraph sequentially (anggrainy et al., 2016; pratama et al., 2017) which consists of content, organization, grammar, and mechanics (styati & irawati, 2020) in language learning of writing. in this case, a graphic organizer is an intensive attempt or technique to run down the students’ argumentative idea from general information to specific one by structuring a mean, controlling, supporting, and concluding idea (lasaka et al., 2018). besides, some factors also support the students’ process of writing argumentative paragraphs including interest, self-confidence, topic, and media (aswita et al., 2018). it means that graphic organizer aids the students to arrange descriptive and informative knowledge, appropriate technique, particularly map the idea, and ensure the students write a paragraph freely (anggraini, 2017). practically, the procedure of graphic organizer strategy is by warming the students’ up to access the previous opinion, outlining it into the real pattern of paragraph structure, drafting the sentences into an outlined paragraph, evaluating each aspect of paragraph by correcting and revising, finishing the submitted texts, and publishing on the site (pratama et al., 2017). this procedure was digitally conducted in paragraph writing learning by using learning moodle system (lms). students not only write the paragraph in free writing technique or explore their ideas in written texts, but also unidentified academic paragraph (anggrainy et al., 2016) . in addition, most of the previous researchers investigate the graphic organizer in the descriptive and narrative paragraph. thus, this current research conducted to know the effectiveness of the graphic organizer strategy in the argumentative paragraph by formulating the research questions “is there any significant effect of graphic organizer strategy on students’ writing achievement in the argumentative paragraph?”. the hypothesis testing is the alternative hypothesis (ha) that the graphic organizer strategy significantly affects students’ writing achievement in the argumentative paragraph, which means ha is accepted. contrastly, the null hypothesis (ho) that the graphic organizer strategy does not significantly affect students’ writing achievement in the argumentative paragraph, means ho is rejected. 2. method in this research, the researcher used quantitative research to find out the significant differences between participants who used a graphic organizer strategy and those who had free writing in writing an argumentative paragraph. the population was 123 students. the researcher used a non-random sampling technique to determine the experimental group consisting of 23 participants and the control group consisting 23 of participants. the researchers selected whole groups using convenience sampling or available samples to be taught (fraenkel et al., 1993). this research used a quasi-experimental with pretest-post-test non-equivalent group design (cohen et al., 2007). in this type, pre-tests were given before treatment to know the real ability of the two groups. the treatment was given to the graphic organizer’s effect on the students’ writing achievement in argumentative paragraph moh. hafidz | 13 | the experimental group by using graphic organizer strategy as the independent variable, then the control group used freewriting to train participants’ writing skills. the last, both groups were also tested after conducting the treatment. additionally, the test was only one question which distributed to participants by making an argumentative paragraph by using the graphic organizer strategy and it takes 50 minutes to complete the test, then researcher analyzed the data from the pre and post-test score, the scoring rubric of writing skills developed by oshima and hogue (2007). table.1. writing rubric aspect maximum score format – 5 points there is a title. 1 the title is centered. 1 the first line is indented. 1 there are margins on both sides. 1 the paragraph is double-spaced. 1 total 5 punctuation and mechanics-5 points there is a period after every sentence. 1 capital letters are used correctly. 1 the spelling is correct. 1 commas are used correctly. 2 total 5 content-20 points the paragraph fits the assignment. 5 the paragraph is interesting to read. 5 the paragraph shows that the writer used care and thought. 10 total 20 organization-35 points the paragraph begins with a topic sentence that has both a topic and a controlling idea 10 the paragraph contains several specific and factual supporting sentences that explain or prove the topic sentence, including at least one example. 20 the paragraph ends with an appropriate concluding sentence. 5 total 35 grammar and sentence structure-35 points estimate a grammar and sentence structure score 35 total 35 grand total 100 the expert who validate the test are senior english lecturer which focus on language assessments. and the researcher used spss 23 to measure the reliability by using cronbach’s alpha which the result was 0,721 (acceptable). enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 1, juli 2021, pp. 11–17 | 14 | 3. results and discussion this study statistically explains the results of collecting data through descriptive statistics, the test of normality, paired sample statistics and paired sample t-test to answer the research question. table. 2. descriptive statistics the lowest score of student’s pre-test in experimental class was 33 and the highest was 58 which the mean was 45.52 and standard deviation was 6.775. for the students’ post-test score, the lowest was 62 and the higheest one was 81 which its mean was 69.17 and standard deviation was 5.158. in controll group, student’s free writing score in pre-test score was 34 as the lowest and the highest was 57 which its mean is 44. 09 and standard deviation is 6.735. and the post-test score was 55 the lowest and the highest one was 81 which its mean was 65.13 and standard deviation was 6.483. table.3 tests of normality n minimum maximum mean std. deviation pre-test experimental 23 33 58 45.52 6.775 post-test experimental 23 62 81 69.17 5.158 pre-test control 23 34 57 44.09 6.735 post-test control 23 55 81 65.13 6.483 valid n (listwise) 23 class kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. stude nts' achiev ement pre-test experimental (go) .124 23 .200* .970 23 .699 post-test experimental (go) .098 23 .200* .959 23 .449 pre-test control (fw) .102 23 .200* .960 23 .473 post-test control (fw) .151 23 .192 .961 23 .486 *. this is a lower bound of the true significance. a. lilliefors significance correction the statistical result of kolmogorovsmirnov proved that the significance (sig.) value of both pre and post-test in graphic organizer tests are .200 and .192 in post-test of free writing. it means that the significance value is higher than the probability value or standard of statistics value (> 0.05). as a result, the tests are normally distributed and uses paired sample t-test and independent t-test to analyze this research. the graphic organizer’s effect on the students’ writing achievement in argumentative paragraph moh. hafidz | 15 | table. 4 paired samples statistics mean n std. deviation std. error mean pair 1 pre-test experimental 45.52 23 6.775 1.413 post-test experimental 69.17 23 5.158 1.076 pair 2 pre-test control 44.09 23 6.735 1.404 post-test control 65.13 23 6.483 1.352 the data presents the result of the level of significant effect of graphic organizer technique on students’ writing skill in the argumentative paragraph which the mean of the pre-test is 45.52 and the post-test 69.17. thus, the level of significant effect of graphic organizer technique on students’ writing skill in the argumentative paragraph is 23.65. table. 5 paired samples test paired differences t df sig. (2-tailed) mean std. deviati on std. error mean 95% confidence interval of the difference lower upper pair 1 pre-test experimental post-test experimental -23,652 5,015 1,046 -25,821 -21,484 22,620 22 ,000 pair 2 pre-test control post-test control -21,043 5,076 1,059 -23,239 -18,848 19,880 22 ,000 the result of paired sample t-test explains that the significance (2 tailed) value is .000 which is lower than .5. it can be conclude that there is a different mean between the pre-test and post-test score of graphic organizer technique on students’ writing skill in argumentative paragraph and also in free writing technique. 4. discussion the result of paired sample t-test points out that the graphic organizer strategy increased the students’ writing skill in argumentative paragraph especially on organization aspects of writing. it is statistically proven after conducting a treatment in an experimental class, the mean of post-test score is higher than the mean of pre-test score. the effectiveness of graphic organizer as effective as the previous research that the implemention of teaching increases students’ vocabulary, mechanics and content (aswita et al., 2018; boykin et al., 2019; ponce & mayer, 2014; styati & irawati, 2020; torres, 2015). the implementation of graphic organizer also well applied based on the procedure which encourages the students to think independently, outline the line on each paragraph such as a main idea, enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 1, juli 2021, pp. 11–17 | 16 | controlling idea, supporting idea, and concluding idea (lasaka et al., 2018), revising the incorrect word, sentences, and grammar, and submiting on lms (anggraini, 2017; pratama et al., 2017). in addition, it also motivates the students to write an argumentative paragraph because it is new strategy to direct their idea to academic writing (anggrainy et al., 2016) . in line to this, studies mention the use of an interesting strategy proved to be increased students’ achievement and motivation (such as lailiyah & setiyaningsih, 2020; lutviana & mafulah, 2018; shaumiwaty, 2020). in conclusion, the researcher identified the chronological words to connect between one paragraph to the next ones which support the coherence of the whole texts. 3. conclusion and suggestions the graphic organizer strategy is an effective teaching strategy in improving students’ writing achievement of an argumentative paragraphs. the most influenced aspect of writing is organization of main idea, supporting idea, and concluding idea. other than that, it is also unconsciously relates to the paragraph with the connecting words, such as the first, the second, therefor, and addition. it also stimulates students to be more interested and challenged to explore their idea in writing paragraph argumentatively. as suggestions, the reesearcher suggests for the future researchers or practitioners to determine a specific topic and generic structure of paragraph before conducting graphic organizer strategy and using qualitative research design to gain more detail description of graphic organizer strategy. references anggraini, d. 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(2015). effectiveness of the use of graphic organizers and summaries: a case study of adult efl students in a reading comprehension course. revista de lenguas modernas, 22. https://doi.org/https://doi.org/10.15517/rlm.v0i22.19685 4. 6580-22379-1-ce.pmd enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index online college english teaching-learning amidst covid-19online college english teaching-learning amidst covid-19online college english teaching-learning amidst covid-19online college english teaching-learning amidst covid-19online college english teaching-learning amidst covid-19 pandemic: opportunities, challenges, and solutionspandemic: opportunities, challenges, and solutionspandemic: opportunities, challenges, and solutionspandemic: opportunities, challenges, and solutionspandemic: opportunities, challenges, and solutions 11111fujionofujionofujionofujionofujiono, , , , , 22222nurul hidayati, nurul hidayati, nurul hidayati, nurul hidayati, nurul hidayati, 33333desi kurniati agustina, desi kurniati agustina, desi kurniati agustina, desi kurniati agustina, desi kurniati agustina, 44444citra siwi hanayanticitra siwi hanayanticitra siwi hanayanticitra siwi hanayanticitra siwi hanayanti 1,4 faculty of engineering, university of madura, jl. raya panglegur km. 3,5, 69317, pamekasan, indonesia 2,3 faculty of agriculture, university of madura, jl. raya panglegur km. 3,5, 69317, pamekasan, indonesia corresponding author: fujiono@unira.ac.id article info received 15 october 2021 accepted 30 november 2021 available online 15 july 2022 keywords: online college english teachinglearning, opportunities, challenges, and solutions doi: 10.26905/enjourme.v7i1.6580 how to cite this article (apa style): fujiono, f., hidayati, n., agustina, d.k., & hanayanti, c.s.(2022). online college english teaching-learning amidst covid-19 pandemic: opportunities, challenges, and solutions. enjourme (english journal of merdeka): culture, language, and teaching of english, 7(1) 47-52, d o i : h t t p s : / / d o i . o r g / 1 0 . 2 6 9 0 5 / enjourme.v7i1.6580 abstract during covid-19 outbreak, the lecturers and learners adjust to carry out class by applying online teaching-learning. online teaching-learning built a new approach of communication between lecturers and learners in online course. this research aimed to describe online college english teaching-learning amidst covid-19 pandemic: opportunities, challenges, and solutions. this research applied phenomenological research design in which the data sources were questionnaire and observation results dealing with the learners’ responses on teaching-learning amidst covid19 emergency. it was found that almost all students studied english more accessible and flexible without came and met the lecturers in college, they could share information each other through online platform, nothing interaction among of them to prevent the outbreak. however, majority of college learners complained about financial, internet package, trouble networks, and time management that the learners sometimes got boring to study english. dealing with the issues, indonesia has contributed the internet package to assist the learners’ financial, and the lecturers has implemented games to create class more interactive, and energetic. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no, 1, july 2022, page 47–52 1. introduction english has become global language for sharing information cross the world. it has been applied in many sectors, such as for education, economic, social-culture, politic, and law sector. thus, it is crucial to learn in all level of education, including college level. however, the covid-19 has been revealed as universal pandemic since 12 march 2020 up to now. the pandemic has required physical distancing in all activities. abidah et al. (2020) said that the ©2022 the authors. published by university of merdeka malang this is an open access article distributed under the cc by-nc-nd 4.0 (https://creativecommons.org/licenses/by-nc-nd/4.0/) enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 47–52 | 48 | effect of the recent covid-19 emergency has begun to expand to the global education. responding to this, emergency regulation required all level of education, starting from the elementary school level to higher education level in order to prevent the spread of the covid-19 virus. according to bhagat and kim (2020) the college or school has been closed to minimize the transmission of the virus. the ministers of education in all over the world have recommended all institutions to implement emergency online learning to ensure the sustainability of educational process. simamora (2020) stated that face to face teaching-learning has turned into virtual classroom up to college with numerous online teaching-learning applications. online teaching-learning provides many advantages for teachers and learners by interacting anytime and anywhere among of them through various platform, such as email, zoom meeting, whatsapp group, facebook, and google classroom. meanwhile, the disadvantages of the online teaching-learning described that the message was delayed, there was also a trouble of internet package and signal (lailiyah et al., 2021). other than that, the online learning also leads the students to feel isolated from their classmates (syahputri et al., 2020) and demotivated by the teachers’ teaching styles (adara et al., 2021) in addition, a study mentioned that the learners felt less absorbing, synergetic, and effective in online learning (fujiono et al., 2021). the situation has enforced the lecturers to give the suitable material based on situation and condition, the strategies of teaching-learning, providing technology as intermediary for online learning. in another case, nartiningrum and nugroho (2021) discovered that online teaching also brought the challenges for teachers in implementing lesson, having poor network, and problems in adapting lesson plan. on the other side, dhawan (2020) stated that online learning can create the teaching-learning activity more focus on learners (student-centered learning), more contemporary, and flexible. unicef (2020) enounced that the learners who unable to come physically to the school were more than 1.5 billion learners in 190 states. needless to say, the pandemic required the education system to carry out various changes in teaching and learning methods, techniques, and strategies. in previous study, fujiono et al. (2021) has found that most of the students were less interesting, motivated, and effective in english distance learning through zoom application and whatsapp group, they often got the trouble signal and limited internet. in other research, ismail et al. (2020) also mentioned that 93.9% the learners were not ready for online learning due to the problem with the internet connection, lack of technological tools and capability, health problems, and inadequate references, and non-conducive condition. it showed the challenges in conducting online learning. however, this current study not only showed the challenges, but also the researchers also interested to describe the opportunities, challenges, and solutions in online college english teaching-learning amidst covid-19 pandemic. 2. method the methodology used a phenomenological research design. this research attempted to find out opportunities, challenges, and solutions in online college english teaching-learning amidst covid19. according to marshall and rossman (2016) stated that phenomenological approach aimed to explore, describe, and analyze the individual lived involvement meaning. the subjects of this study were 30 students of the faculty animal husbandry. in addition, the data collection procedure used in online college english teaching-learning amidst covid-19 pandemic: opportunities, challenges, and solutions fujiono, nurul hidayati, desi kurniati agustina, citra siwi hanayanti this study were observation and questionnaire distribution. then, the data were analyzed qualitatively. finally, the researchers reduced, displayed, and verified the data. 3. results and discussion opportunities the pandemic has changed the lecturers’ instructional and learners’ learning style. they used the technology to join the class without come physically to college. almost all learners (74%) felt more accessible and flexible to study english everywhere, they got convenience to communicate, chat, send and receive message directly without meet the lecturers in college. both lecturers and learners can share information and resources each other easily through online platforms (coman et al., 2020). nothing physical interaction among of them during the pandemic to prevent the transmission of covid-19. challenges in nowadays, the pandemic has become challenges for a number of students, staff, and lecturers to handle their college teaching-learning activity. one of the challenges dealing with online delivery. fujiono et al. (2021) stated that the learners obtained the problems of networks, and limited internet package. in additional issues, they could not hear lecturer’s voice when instructional strategy occurred in online class. most of the learners wasted time to learn english through online platform when they got trouble with the signal. the data revealed that 28% students always, 35% often, and 20% sometimes, and 17% never got trouble with the signal. in additional matter reported that the college students (25%) a little late, and 37% college students were late to send their task. based on the observation, they could not teach and learn english effectively. this issue caused the learners were fairly interested (42%) to study online english, and the learners felt the lack of sociable among of the lecturers-learners in virtual or online class. the learners also discovered many online alternatives to be more expensive than the traditional teaching-learning in class. they should have the internet package to connect college english teachinglearning process through online application, such as zoom, whatsapp group, google classroom, email, and youtube. almost all learners (82%) were complaint about financial to buy internet packages. in another case, bhagat and kim (2020) stated that the pandemic has influenced the family financial circumstance which implied on most of learners needed the financial aid. the pandemic also became an extra burden for the universities, as they experienced the budged challenges. eventually, the college should lower the tuition fees for the students in this emergency situation. according to dhawan (2020), sometimes the learners feel bored and are not involved in online teaching-learning process. the finding supported this research result that the learners (38%) less motivated to learn english from home, and 21% less motivated to learn english in school. solutions some issues referred to online education system, and we could not ignore the crisis of online teaching-learning amidst covid-19 emergency. thus, the lecturers and learners should cooperate to | 49 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 47–52 | 50 | overcome the problems either online time management, the internet troubles, financial, learners’ enthusiasm, or the strategy of online teaching-learning activity. communication is also one of the keys to reach online teaching-learning goal amidst covid-19. the lecturers invited the learners to join online class through various platform, such as whatsapp group, zoom meeting, google classroom, email. the activity is the solution for lecturers-learners to avoid the covid-19 outbreak. the lecturers also have designed the instructional strategy by implementing games to overcome the learning monotonous in the online english teaching-learning. in line with this, yani et al. (2021) investigated teachers’ problem during the covid-19 school closure through observation, documentation, and interviews. the result revealed that the teacher faced some problems during the implementation of virtual learning, such as the difficulties in finding learning sources and in evaluating students’ work. in addition, from the data analysis, the data revealed that almost (87%) of the learners felt interactive and energetic to study english through online games. table 1 describes the summary of the students’ responses on the questionnaire. the lecturers have found the greatly interactive, fun, and meaningful online english teaching-learning amidst covid-19 outbreak. in fact, the online program can be designed in order that they become more creative, interactive, relevant, student-centered learning, and group-based learning (partlow & gibbs, 2003). in line with this, many studies mention the important of strategy that the teacher should implement in classroom during the online learning (anjarwati & sa’adah, 2021; lailiyah & setiyaningsih, 2020; wediyantoro et al. 2020) table 1. the students’ responses on online teaching-learning amidst covid-19 questionnaire selection are you interested in online learning? very interested (25%) interested (19%) fairly interested (42%) not interested (14%) do you study online english more accessible and flexible? more accessible and flexible (50%) flexible accessible and (24%) fairly accessible and flexible (15%) not accessible and flexible (11%) do you get trouble with signal when online learning? always (28%) often (35%) sometimes (20%) never (17%) do you submit task on time? very punctual (21%) on time (17%) a little late (25%) late (37%) are you motivated to study english from home? very motivated (23%) motivated (19%) less motivated (38%) not motivated (20%) are you motivated to learn english in school? very motivated (36%) motivated (31%) less motivated (21%) not motivated (12%) do you feel interactive and energetic to study english with online games? very interactive and energetic (75%) interactive and energetic (12%) less interactive and energetic (8%) not interactive and energetic (5%) do you ever complaint about financial to buy internet package? always (65%) often (17%) sometimes (10%) never (8%) online college english teaching-learning amidst covid-19 pandemic: opportunities, challenges, and solutions fujiono, nurul hidayati, desi kurniati agustina, citra siwi hanayanti | 51 | 4. conclusion the covid-19 pandemic has created opportunities, challenges, and solutions in online college teaching-learning. the pandemic has effected the learners’ learning and lecturers’ instruction style. they could be easy to teach and learn everywhere, more accessible and flexible in online class. however, almost all learners felt unsatisfied to study english amidst covid-19 outbreak. they were enforced to apply technology such as mobile phones, laptop with poor internet connection. in addition, they faced some troubles with the internet connection in online class. it caused some problems, such as they unable to hear the lecturers’ voice, they also felt lack of interaction, and they were also late to submit task through their email. the condition caused the learners to become bored, they needed brainstorming in virtual class. responding to this situation, the lecturers are advised to implement online games to make class more effective, efficient, and interactive. 5. references abidah, a., hidaayatullaah, h. n., simamora, r. m., fehabutar, d., & mutakinati, l. (2020). the impact of covid-19 to indonesian education and its relation to the philosophy of “merdeka belajar”. studies in philosophy of science and education, 1(1), 38-49. https://doi.org/10.46627/sipose.v1i1.9 adara, r., puspahaty, n., nuryadi, n., & utama, w. (2021). demotivation factors’ differences of high school efl learners during covid-19 pandemic: a quantitative study. enjourme (english journal of merdeka) : culture, language, and teaching of english, 6(2), 176-186. doi: https://doi.org/10.26905/enjourme.v6i2.6519 anjarwati, r., & sa’adah, l. (2021). student learning engagement in the online class. enjourme (english journal of merdeka) : culture, language, and teaching of english, 6(2), 104-114. doi: https://doi.org/10.26905/enjourme.v6i2.6128 bhagat, s., & kim, d. j. (2020). higher education amidst covid-19: challenges and silver lining. information systems management, 37(4), 366--371. https://doi.org/10.1080/10580530.2020.1824040 coman, c., tiru, l. g., schmitz, l. m., stanciu, m., & bularca, m. c. (2020). online teaching and learning in higher education during the coronavirus pandemic: students’ perspective. sustainability, 12(24), 1-24. https://doi.org/10.3390/su122410367 dhawan, s. (2020). online learning: a panacea in the time of covid-19 crisis. journal of educational technology systems, 49(1), 5-22. https://doi.org/10.1177/0047239520934018 fujiono, paulina, hidayati, n., & khaja, f. n. b. m. (2021). impact of distance learning through zoom application and whatsapp group on students’ attitude and english aptitude: a case study on students of ict due to covid-19 outbreak. kontribusia, 4(2), 455-458. http://dx.doi.org/10.30587/kontribusia.v4i2.2744 ismail, n. s., bakar, n. m. a., & wafa, s. w. w. s. s. t. 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(2020). online learning drawbacks during the covid-19 pandemic: a psychological perspective. enjourme (english journal of merdeka) : culture, language, and teaching of english, 5(2), 108-116. doi: https://doi.org/10.26905/enjourme.v5i2.5005 unicef. 2020. children at increased risk of harm online during global covid-19 pandemic. https:// www.unicef.org/press-releases/children-increased-risk-harm-online-during-global-covid-19pandemic wediyantoro, p., lailiyah, m., & yustisia, k. (2020). synchronous discussion in online learning: investigating students’ critical thinking. enjourme (english journal of merdeka) : culture, language, and teaching of english, 5(2), 196-203. doi: https://doi.org/10.26905/enjourme.v5i2.5205 yani, m., yusra, k., & khotimah, k. (2021). a case study of teachers’ efforts towards learning problems in virtual efl class during covid-19 school closure.enjourme (english journal of merdeka) : culture, language, and teaching of english, 6(2), 77-90. doi: https://doi.org/10.26905/enjourme.v6i2.6463 enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 4 no. 2 (2019) page 63-69 enjourme (english journal of merdeka) : culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index online issn 2502-5740/© 2019 enjourme. all rights reserved. genre preferences in reading comprehension materials in first level english book of senior high school 1 heldina irawati panjaitan, 2 nofita romianna togatorop, 3 erikson saragih 1,2,3 english education department, prima indonesia university, jl. sekip, 20111, medan, indonesia corresponding author: heldinapanjaitan@gmail.com a r t i c l e i n f o a b s t r a c t article history: reviewed 01 december 2019 received in revised from 01 december 2019 accepted 20 december 2019 available online 31 december 2019 this study aimed to know genre preferences in the reading comprehension material in first level english book of senior high school. this study, which is employed a qualitative-narrative technique with no statistical analysis, described some material for reading comprehension material, such as descriptive text, narrative text, and recount text. this study revealed that the reading comprehension materials in first level english book of senior high school was presented into ten reading comprehension materials. such as: self-introduction, expression of compliment, plans and intention, descriptive text i and ii, announcement, past and present prefect tense, recount text, narrative text, and song. it also revealed that genre preferences in the reading comprehension materials in first level english book senior high school was presented into three genre preferences: descriptive text, recount text, and narrative text. © 2019 enjourme. all rights reserved. keywords: genre, second language reading, reading comprehension doi:10.26905/enjourme.v4i2.3708 how to cite this article: panjaitan, h., togatorop, n., & saragih, e. (2019). genre preferences in reading comprehension materials in first level english book of senior high school. enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2). doi:10.26905/enjourme.v4i2.3708 1. introduction reading is an activity performed to develop an understanding of a subject or topic. thus, having the ability to read means comprehending what is being read (fariduddin & parlindungan, 2018). hence, based on research evidence, reading is playing a role in the successfulness of the academic achievement. further, high level readers tend to be more success in their academic performances compared to low level readers (rachmajanti & musthofiyah, 2017). therefore, reading skill awareness is needed because it supports other mailto:heldinapanjaitan@gmail.com panjaitan, h., togatorop, n., & saragih, e. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 63 – 69 64 language skill competence (kurnia & erawati, 2018). in addition to this, in the term of teaching reading comprehension, it is evidently believed that there are many method that can improve one’s reading skill, for example jigsaw (silalahi, 2019), task-based language teaching (prasetyaningrum, 2018; shabani & ghasemi, 2014), cooperative integrated reading and composition (fariduddin & parlindungan, 2018). in getting the meaning from the materials in first level english book there are some genre preferences in reading comprehension. such as descriptive text, recount text, narrative text. these genre indicate an important of reading comprehension for students. some studies relating to this field have been carried out. gallo & ness (2013) investigated students’ perceptions and attitudes toward informational text. the subject was 46 third-grade primary school students. the research revealed that the students read more fictional texts compared to nonfiction. thus the researchers suggested strategies so that teachers might help the students to diversify their text preferences. although many previous research reports has given a comprehensive portrait on reading comprehension, the researcher think that it is important to explore more about the reading comprehension used materials in first level english book of senior high school. in this case, this study focus to materials of reading comprehension in appropriate at first level in senior high school. in line with the background of the study, the problem of the study is formulated as follows: 1. what are reading comprehension materials in first level english book of senior high school? 2. what is genre preferences in reading comprehension materials in first level english book of senior high school? 2. method this research used a qualitative study design. this study was chosen because this research purpose was to find out what were the reading comprehension materials and genre preferences in the reading comprehension materials. by looking over this, this study is qualitative in the book with observations used to do the research. according to airasian, gay, & mills (2006) said the qualitative methodology allows researcher to focus on perceptions, behaviors and experiences. the subjects for this study were genre and reading comprehension. the data on the genre preferences used for the reading comprehension materials was gathered by doing observations to the books in the first level english of senior high school. the genre used on reading comprehension materials in first level english of senior high school was the focus of this study. both the genre and the reading comprehension materials were the focus of these observations. each part of data collection was by observing the first level english book in senior high school which was analysed directly. specifically all data were collected transcribed, compacted, displayed, and finally verified and reported. the data analysis in this study used the qualitative-narrative technique with no statistical analysis. panjaitan, h., togatorop, n., & saragih, e. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 63 – 69 65 3. result and discussion the reading comprehension materials in first level english book of senior high school the first researcher question of these study was an attempt to find out the reading comprehension materials in first level english book of senior high school. based on the observations of the first level english book, “bahasa inggris untuk sma/ma/smk/mak kelas x kelompok wajib (herman benyamin)” the reading comprehension materials in first level english book of senior high school was presented into ten reading comprehension materials, they are: self-introduction, expression of compliment, plans and intention, descriptive text i and ii, announcement, past and present tense, recount text, narrative text, and song. in the self-introduction materials, students learned about introductions, including the expression of self-introducing, completing the dialog consisting of self-introductions, analyzing the dialog and monolog related to self-introduction text, exploring the expressions and personal information in self-introduction, and composing a self-introduction text. introduction self-identity is important in building a healthy, beneficial, and harmonious meeting that may lead to friendship. in the expression of compliment materials, students learned about complimenting expressions, and its responses, in which include the observation of the expressions of a compliment, analyzing the dialog and video related to compliment, exploring the expressions of a compliment and its responses, and writing dialog consisting the expressions of a compliment and its responses. giving compliment is important since it gives positive energy either for the receiver or the giver. in the plans and intention materials, students learned about expressing intentions to do things in the future, and responding to it. it includes the observation of the expressions of showing intentions, analyzing the dialog and watching video as related to expressions of showing intentions, exploring the expressions of showing intentions and responses, and writing a dialog consisting the expressions of showing intentions which need conscious decision, consistency, and efforts. on the other hand, planning things in many aspects really pays off, especially when students complete the plan. planning things will keep students on course in achieving students’ goals and objectives. moreover, when students complete the plan, students will be overwhelmed by gratitude, pride, and satisfaction. in the description text i materials, students learned about descriptive text through some learning process, such as observing descriptive text, discovering the characteristics of descriptive text, exploring descriptive text, and communicating. descriptive text’s purpose is to described and reveal a particular person, place, or thing. therefore, a good descriptive text gives a clear and through description that makes the reader be able to imagine the things being described. in the descriptive text ii material, students’ learned about describing historical buildings. the materials were learned by watching a video, reading texts, and comparing the texts. students’ used adjectives to describe something, and also used adverbs of degree to make students description more alive. most descriptive texts used passive sentence rather than active ones. in the announcements materials, students’ learned about announcements through observing, questioning, exploring, associating, and communicating steps. announcement can be found easily in students’ lives, at schools, train stations, airports, streets, etc. panjaitan, h., togatorop, n., & saragih, e. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 63 – 69 66 moreover, it can be in the form of spoken or written. in the past tense and present perfect tense material, students learned about a simple past and the present perfect tense. both materials consist observing of the transactional text containing the simple past and present perfect tense, questioning the simple past and the present perfect tense, exploring the use of the simple past and present perfect tense in transactional text, associating the use of the past and present perfect tense, and producing text containing the simple past and present perfect tense. even though these both tenses were dealing with the past action or situation, but each of them have different kinds of rules. in the recount text materials, students’ learned about the recount text through historical event. the learning process includes observing the recount text in forms of videos or text, discovering the characteristics of a recount text, exploring recount text with means to identify its social functions, and text structure, associating the language features of recount text, and communicating. recount text is a text which deals with telling past events. it purposed either to inform or to entertain. in the narrative text materials, students learned about a narrative text in form of folklore. the material was learned by observing the narrative text, questioning the social functions of narrative text, exploring the topic sentences of each paragraph in order to discover the text structure of narrative text, analyzing the language features of narrative, such as the direct-indirect sentence and past tenses, comparing two narrative texts concerning is structure and language features, and continuing the narrative text based on students’ own imagination. similar with the other text genres, narrative texts take form either in written or spoken form. it purposes to amuse and entertain the reader or listener. narrative text include folktales, fable, legends, and myth, and so forth. a narrative text not only to entertain but also gives moral values since there are lessons can be appreciated in the story. in the song materials, students learned about a functional text, song. the materials were learned by watching a video, listening to songs, discovering the social functions of song, exploring the part of songs, analyzing the language features found in songs, comparing two songs in terms of their structure, and language features, and performing song. songs were very important in daily live. a song carries its writer/singer true feeling. understanding the message of a song brings us to get closer with the writer or singer. however, it is acceptable if a song may be interpreted differently based on the listener’s assumption. panjaitan, h., togatorop, n., & saragih, e. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 63 – 69 67 figure 1the front cover of the book being observed figure 2the back cover of the book being observed the genre preferences in reading comprehension materials in the first level english book of senior high school according to pardyono (in purba, 2018), there were twelve types of genre, they were: narrative, recount, description, report, discussion, explanation, analytical exposition, procedure ,anecdote ,hortatory exposition, spoof, and news item. based on the observation, genre preferences in the reading comprehension materials in first level english book of senior high school was presented into three genre preferences: descriptive text, recount text, and narrative text. further he said that a descriptive text was about the description of panjaitan, h., togatorop, n., & saragih, e. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 63 – 69 68 something or someone who consists of characteristics, something special, quality and quantity. based on the explanation above, descriptive text which says what a person or a thing was liked. it’s purposed to describe and reveal a particular person, place, or thing. the context of these kinds of the text was to describe and reveal a particular thing, animal, person, or others. the generic structure of descriptive text were identification (identifying the phenomenon to be described), and description (describing the phenomenon in parts, qualities, or/and characteristics). there were some language features of descriptive text. such as : certain nouns, simple present tense, detailed noun phrase for adding information about the subject, descriptive, adjectives, thinking verbs and feeling verbs for expressing the writer’s personal about the subject, action verbs, and adverbials. according to grace, eudia and sudarwati (2007) recount text was a text that told the reader or listener what happened in the past through a sequence of events. the researcher concluded that recount text was the text telling the reader what happened. it retells a past event. it begins by telling the reader who was involved, what happened, where this event took place and when it happened. based on curriculum 2013, there were some kinds of text that students of senior high school need to learn, one of them was recount text. the researcher believes that recount text was the text which was so closed to the students’ life. the students do need to think hard to find the ideas in creating the story, because they went through the events, so, they can write the story smoothly. recount text was one of the kinds of text which aims to inform in the pastime and amuse the readers. the generic structure of recount text were orientation consists of opening which introduces the participants in the story, events consists in sequence of activity, reorientation was conclusion of the event. there were some features of recount text. such as : introducing personal participant, used chronological connection, used linking verbs, used action verb, used the simple past tense. narrative text was a kind of text that exactly tell the activities or events in the past, that showed problematic experience and resolution means to amused oftentimes meant to give moral lesson to the readers (pardyono in purba, 2018). based on the explanation, narrative text was a genre of text that told a series of events or stories that were written to entertain the reader. narrative text has several sections such as orientation, complications, and resolution. orientation was the opening part in which the character of the story was introduced. complication was the part of the story where the problem of the story begun to emerge. resolution was the problem solving part of the story. some language features of narrative text were as follow: direct and indirect speech, description of characters and places used adjectives to described nouns, adverbs to describe verbs, time words, action verbs, used past tenses. 4. conclusion and suggestion the researcher concluded that descriptive text, recount text, and narrative text become genre preferences in the reading comprehension materials because, in these types of texts, everything was explained in detail in paragraph form. each paragraph contains a core/ meaning in which the reader must really understand the story to know the intent and purpose of the author. then, the researcher suggested providing students’ with more exercises, especially reading comprehension by using descriptive text, narrative text, and recount text as a genre preferences in the reading comprehension materials. and for the next researcher to use other method in going researching. panjaitan, h., togatorop, n., & saragih, e. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 63 – 69 69 5. references airasian, p., gay, l., & mills, g. (2006). educational research: competency for analysis and applications (8th edition). new jersey: pearson prentince hall. fariduddin, m., & parlindungan, f. (2018). comprehending narrative text: the effectiveness of cooperative integrated reading and composition (circ). ethical lingua: journal of language teaching and literature, 5(2), 139-148. grace, eudia and sudarwati,th.m. (2007). look a head an english course. jakarta: erlangga kurnia, y. r., & erawati, n. l. e. (2018). teaching reading in junior high school. journal of applied studies in language, 2(2), 102-108. prasetyaningrum, d. (2018). improving agriculture students’ reading comprehension through task-based language teaching (tblt). enjourme (english journal of merdeka) : culture, language, and teaching of english, 3(1), 5-14. doi:10.26905/enjourme.v3i1.2202 purba, rodearta. (2018). improving the achievement on writing narrative text through discussion starter story technique. state university of medan. from https://files.eric.ed.gov/fulltext/ej1166925.pdf rachmajanti, s., & musthofiyah, u. (2017). the relationship between reading selfefficacy, reading attitude and efl reading comprehension based on gender difference. journal of english language, literature, and teaching (j-ellit), 1(1). shabani, m. b., & ghasemi, a. (2014). the effect of task-based language teaching (tblt) and content-based language teaching (cblt) on the iranian intermediate esp learners’ reading comprehension. procedia-social and behavioral sciences, 98, 1713-1721. silalahi, e. (2019). jigsaw method in reading comprehension. enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(1), 11 17. doi:10.26905/enjourme.v4i1.3184 https://files.eric.ed.gov/fulltext/ej1166925.pdf enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 4, no. 1 (2019) page 37 – 42 enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme a study on moral values as reflected by two main characters in william shakespeare’s macbeth suatmo pantja putra diii english program, faculty of social and politics science, university of merdeka malang, jl. terusan raya dieng no. 62-64,65137, malang, indonesia corresponding author: pancaputra234@gmail.com a r t i c l e i n f o a b s t r a c t article history: reviewed 09 may 2019 received in revised form 11 may 2019 accepted 21 june 2019 available online 31 july 2019 this study is concerned to find out the elizabethan moral values which are described by shakespeare in his play macbeth. a deep analysis on the two main characters, macbeth and lady macbeth, is done to explore their moral values seen from christianity and the perspective of moral experts. this study applies approach which take account of three disciplines literature, religion and morality. the literary analysis helps to clarify the good and bad qualities of the two characters. the religious point is applied to explore the influence of christian moral values, in relation to elizabethan moral values, from which the elizabethan people are christians. further, morality is used to reveal whether the balance of the two characters id, ego, and super ego also give influence to their downfalls. © 2019 enjourme. all rights reserved. keywords: moral values, literature, analysis doi: 10.26905/enjourme.v2i2.3613 how to cite this article: putra, s. (2019). a study on moral values as reflected by two main characters in william shakespeare’s macbeth. enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(1). doi:10.26905/enjourme.v4i1.3613 1. introduction as a complex creature, humans need moral guidance. they are in the personal processing development with dynamic personality. their basic behavior, basically, is similar to another and they live side by side in society. being a social creature, they cannot live alone, so they need others to make their living easier and meaningful. to be social means to live with others and consequently to live with others needs compromise each other since every human being has personal needs that may be different from others. however, for the sake of their own reason, they are more dominant than the other. that case can indicate what kind of behavior mailto:pancaputra234@gmail.com putra, s/ enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(1) 37 – 42 38 they have. not all personal behaviors are permissible otherwise they are prohibited. as a matter of fact, the kinds of regulations are needed to reconcile this traffic of personal need in society. human beings then civilize themselves by making rules and restrictions that bind an individual within a society. hopefully, every human being has some sort of goodwill to understand and adhere to the codes of ethics observed by the social group to which s/he belongs. naturally, man lives in his dualistic nature i.e. to do the right things and the wrong ones. he is in dilemma whether to follow his personal ‘wrong’ behavior or to obey the ‘right’ social rules, which is in the realm of ethics. in humans, the set of values supplied at birth are extended by experience and upbringing. scoresby (1998) states that when parents want to their children learn the moral lives, then parents should make the ready in many situation and also should act appropriately to children. teaching moral value might help anyone learn how to adapt the moral behavior in other situations. there are various medias to teach moral value such as books, tv, internet, films. by the rapid social progress nowadays and the easiness information to see the whole world, teaching moral value can be obtained through those sophisticated electronic technology. however, books, especially, literary works can still be one of medias to teach valuable moral lessons through explicit presentation: the genre that has this as its aim is didactic literature. thus, the reader can learn from the valuable moral lessons without himself having to undergo in his personal life the same moral conflicts or make the same moral decisions. the increasing spirit of materialism that tends to decrease the moral values in people’s life becomes another consideration of this study. people may disregard the standards of morality – the basis for peaceful coexistence and positive cooperation among members of societies and nations – in achieving luxurious life in society. it seems that to be rich and earn money easily become the only obsession and objective of many people. in relation to the moral values, one may ask question such as, “how should a man live in society?” or “what kind of actions that refer to the right or wrong?” in addition, referring to shakespeare’s macbeth those questions may be raised towards the behavior of both two main characters, macbeth and lady macbeth. macbeth is an interesting work that portrays moral values. firstly, we can use excerpts from macbeth as case studies for moral dilemma discussions. for instance, what moral decisions would we have to make for or against our own life. secondly, we can use character studies of the two main characters to help understand moral motivation, for example, to explore macbeth’s moral motivations, to find his reason in choosing the right or the wrong, to analyze his background in making decision. thirdly, contrast different characters for the moral decisions they made. also we can compare and contrast characters that choose the right versus characters that choose the wrong. why do they make the choices? what are their motivations? at last, we can place ourselves in the role of the character and ask in what way it is applicable to us. by having such questions, we can explore the way we would make to decide the most suitable choice. pugh (2000) stated that historically, macbeth was written in 1606 and for the first time it was performed at hampton court for king james i and his brother-in-law, king christian of denmark. it seemed that the aspects of the play were intended to please king james i, who was the patron of shakespeare’s theater group at that time. for example, the character of general banquo, the legendary root of the stuart family tree, is depicted favorably, perhaps to please the king (a stuart) and to validate the stuart family line. the reason why the researcher has chosen william shakespeare’s macbeth as the object of his study is, first, the tragic life of the main characters is outstandingly interwoven into the story because of the impact of their blind ambitions. for example, the character of macbeth, putra, s/ enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(1) 37 – 42 39 created by william shakespeare, is a very diverse character that changes over the course of the play. at the beginning of the play, macbeth is a very moral, optimistic, and humane person. he has a good relationship with his wife and a bright outlook on life. as the play progresses, however, macbeth changed into a very dark and vile individual. firstly, would be the change in his morality. when the play begins, he wants to do what is right for his country. as the play progressed, the evil inside him destroys his morality and leads him to be the leading force behind a number of murders. his quest for power makes his conscience begin to disappear. second, the attitudes of the two main characters, macbeth and lady macbeth, in pursuing the ambition to reach their goals presents some questions of selfrighteousness attitudes. they also interest the writer’s attention for a further investigation. each of the main character that is involved in the play has their personal character traits that arouse my curiosity as regards their standard of moral values. it seems that the aim of the writer is to give an illustration of combinatory example of “bad” and “good”, by which an education of morality can be attained. apparently in the present day conditions and practices show that people‘s morality standards tend to become very loose, because of the indifference of the society towards them. because of this loose adherence to standards, and the application of mild judgment towards aspects of morality, i am interested in searching the moral values in the play. the last reason for this choice is that william shakespeare was one of the greatest dramatists of all time in english literature (cook, et al. 1950) and macbeth is a pure tragedy which ranks with the greatest tragedy of the world, both of ancient and modern times. it has common characteristics, on the basis of which we can form an idea of the dramatist’s tragic vision, and of his view of the human predicament. in addition, the conflict of good and evil that becomes the central theme of shakespearean tragedy appeals curiosity and challenges his capacity as a researcher. 2. method 2.1 research design the design of the research is descriptive and qualitative in nature as the basis of collecting and analyzing data. the object of the study is william shakespeare’s play entitle macbeth. the play is rich with descriptions of the moral values in the characters’ behaviors, actions, and dialogues. bogdan and biklen (1992) state the characteristics of qualitative research are descriptive in nature, concerned with the process rather than merely with the outcomes or product, and inductive nature of data analysis. in this research, meaningfulness is essential, but natural setting and events are not ignored in the analysis process. 2.2 research approach this study employs the psychological approach of a descriptive nature with the purpose of obtaining a clearer picture of the attitudes and personalities of the characters while they are interacting, facing and solving their problems. through this approach the researcher is able to describe how the personalities of each character are. the psychoanalytical theories are used in this approach and additional scenes, events and evidence are sought for convincing judgment. besides, the researcher also uses the normative approach, because it can be applied to find the moral values in macbeth for it is known that the characteristics of values are normative, binding and contain the aspect of ought ness. in addition, the humanistic approach is also applied to this study. the reason is that by applying this approach, the researcher can understand the expansion of the characters’ consciousness within their environment and their subjective experience. this approach is based on how individuals in general, and the characters in particular can make sense of the world and putra, s/ enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(1) 37 – 42 40 themselves. finally, the researcher applies the religious approach. it cannot be avoided that in studying the moral values of the characters, the religious aspects must be involved in the analysis in order to get the clues in overcoming their problems. 3. results and discussion the researcher tries to get the standards of moral values during the elizabethan era from the two main characters of william shakespeare’s macbeth, namely, macbeth and lady macbeth. by analyzing both characters’ behavioral patterns in facing and solving their problems, how they behave in relation to the witches’ prophecies as well as how they manage their ambitions in the case of achieving the throne, the researcher hopes that he can draw an appropriate portrayal of both their moral values. the analysis on macbeth and lady macbeth’s elizabethan moral values 1) natural order the setting of this play is during a period when people held these beliefs and where they were afraid of interfering with the natural balance of life according to the christian values of the time. scientific theories developed during this time began to erode these beliefs. theories such as those of copernicus revealed to the christian world that the earth was not the center of the universe. many discoveries and scientific theories had begun to turn the values of the western world upside down. despite the changes, these long held views existed during elizabethan times are important to the events of macbeth. the medieval and renaissance view of the world saw a relationship between order on earth, the so-called microcosm, and order on the larger scale of the universe, or microcosm. macbeth is set in a society in which the notion of honor to one’s word and loyalty to one’s superiors is absolute. at the top of this hierarchy is the king, god’s representative on earth. other relationships also depend on loyalty: comradeship in warfare, hospitality of host towards guest, and the loyalty between husband and wife. in this play, all these basic societal relationships are perverted or broken. lady macbeth’s domination over her husband, macbeth’s treacherous act of regicide, and his destruction of comradely and family bonds, all go against the natural order of things. 2) lady macbeth’s domination the other main character of the play, lady macbeth, showed the first time at act 1, scene 5. at first impressions, audience might see her as a positive characters, but then slowly turn become increasingly negative as the play develops. in great contrast, the very first impressions we gain of lady macbeth are of an evil, scheming and ambitious character. she has conducted bad moral values, such as her act in asking for supernatural help, which links her to the witches at the beginning of the play. this is because as a wife, she has to do something good for her husband, her idea is going to influence macbeth into making sure he becomes king. she wishes to lose her femininity and become more masculine, and to exonerate her conscience of any evils she may commit. further, from the elizabethan moral point of view, lady macbeth is very dramatic and violent. her appeal to the spirits is of great compassion and sincerity; she immediately putra, s/ enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(1) 37 – 42 41 appears very cold, hard and malicious. moral values is inseparable from the ethical problems. as a matter of fact, there are two main aspects related to the ethical problems, namely, the ultimate values and character education. thus, from the ultimate value, someone will be able to determine which action is right otherwise which is wrong (denver: 1984). lady macbeth is fully covered with her ambition and domination. she does no care about her bad action. 3) macbeth’s treacherous macbeth was originally an innocent character. he would not even think of becoming king if the weird sisters did not come to him. it was hard for him to believe that he was thane of cawdor, and they said he is going to become king. macbeth was an innocent character, but he was deceived by the weird sisters whom made him a murderer. 4) macbeth’s destruction of friend and family bonds during the william shakespeare's macbeth work, many characters evolve and many disappear into the background. macbeth, the main character, travels through total chaos when he declares himself as a king. then, he meets the witches of the supernatural, they tell him the future. one of the themes enlarged throughout the play is the circle of life, from the beginning to the end. the visions provided by the three witches begin macbeth's quest to dominate. the three main effects of this theme are: the death of macbeth's friends and family, the deaths of his nemesis, and the death of macbeth himself. 5) the death of macbeth’s friends and family macbeth’s moral values are shown in the use of the supernatural which leads him to murder his friends and family, even the death of his wife. this is strengthens the cycle of life or the beginning of the end. throughout every encounter which macbeth has with a supernatural prediction, he continue one more step towards madness, and eventually his own death. the death of lady macbeth, macbeth’s closest companion, also brings him one more step closer to his own death. in macbeth, a pattern resides, where one death after another caused by the supernatural brings him closer to madness and to his own death. in some spots, it looks like macbeth needs to be told to put one foot in front of another. this tragic tale of one man's cycle of life lead by the supernatural, also paints a vision of the beginning of his plunge into insanity. macbeth's first encounter with the three witches is truly the beginning of the end. 4. conclusion and suggestions having conducting a thorough study the researcher is able to come at the following conclusions that the witches in macbeth seem to be the antithesis of god’s divine order which reflects the breakage of the natural order. the basic societal relationships, such as, hospitality of host towards guest, and the loyalty between husband and wife are perverted or broken. the domination of a wife over her husband, the treacherous act of regicide, and the destruction of relationship show the acts against the natural order. in comparison to the fall of adam, the fall of macbeth lies on his idolatry of another god, his greed, and murder. he has two sides of temptation, from the witches and his wife. before his fall, macbeth is a tabularized creation just like adam. but after the two side temptations both come to their falls. putra, s/ enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(1) 37 – 42 42 adam was persuaded by eve, whereas eve was persuaded by the serpent. shakespeare develops this idea by changing a little. however, it has the same objective, that is the fall of macbeth. the serpent is represented by the witches who directly give temptation to macbeth; while eve is represented by his wife. lady macbeth, a parallel of eve, tempts her husband which leads to his fall. she chastises him for behaving like a coward and being less than a man to seize the crown to get the king’s power. eve, on the other hand, persuades adam to seek knowledge and be wise to obtain god’s power. it tells us that the devil which controls a wife like eve or lady macbeth is more dangerous because she is the rib, the closest creator to her husband. when the devil controls her, her ego will be more dominant than her id and superego which can destroy her husband’s ego that means destroy her husband’s power spiritually and physically. the result in macbeth is not the same as adam. although god expels him from paradise, god gives him a chance to get his forgiveness .while macbeth and lady macbeth commit suicide that means they do not have the chance to get god’s forgiveness. committing suicide is another form of trespassing the 6th ten commandment. some suggestions are presented here to be considered for further investigations of the play since it is very good as a source for a critical study. first, the play is very subtle in language used so that it can offer a deep linguistic analysis for those keen on the study of language. second, the aspect of morality is richly employed by the author in the several cases represented by the characters’ ambition and devotional to the witches. third, the function of religion is very essential in human live, so that the religious teaching should be taken in a serious consideration. the last, people should take various factors in passing on the judgments in order to achieve fairness to everyone. 5. references bogdan, robert c. & bikien, sari knopp. (1992). qualitative research for education. needham heights: a. division of simon &schuster inc. cook, miller and loban. (1950). adventures in appreciation. new york. harcourt, brace and company. pugh, d. (2000).schiller's early dramas: a critical history. rochester, n.y.: camden house. scoresby, a. lynn. (1998). bringing up moral children : in an immoral world. salt lake city, utah : deseret book. shakespeare, william. (1988). macbeth ed. margaret kortes. toronto: harbrace brace. enjourme vol. 2, no. 1, 2017 28 improving the students’ speaking skills and the learning process of english speaking through information gap at the grade xi-is 2 of the public senior high school 7 malang misianto public senior high school 7 of malang misianto.misianto@gmail.com abstract this classroom action research (car) mainly aimed at describing how information gap can improve the students’ speaking skills. the data collection was done by using 3 secondary instruments, namely a pre-test, an observation sheet used by the collaborator, and a student questionnaire. based on the collected data, the information gap proved effective in improving both the students’ speaking skills and the learning process of english speaking. the detailed results were as follows: cycle 1: there were 11 of 14 pairs appropriately using yes/no-questions (78.6 %) and 2 pairs appropriately using wh-questions (14.3 %). as for the answers, 14 pairs were appropriately giving answers (100 %); 12 pairs with appropriate pronunciation (85.7 %) and 2 pairs with appropriate fluency (14.3 %). to be pertinent to the learning process, all of the 14 pairs showed a state of being enjoyable in speaking english (100 %), 12 pairs showing a state of being enthusiastic (85.7 %), all of the 14 pairs showing their seriousness in speaking english (100 %), and 12 pairs managing to accomplish the tasks of speaking english in the given time. in the cycle 2: all of the 12 pairs appropriately used yes/no-questions (100 %) and 11 pairs appropriately using wh-questions (91.7 %). as for the answers, all of the pairs were appropriately giving answers (100 %), 10 pairs with appropriate pronunciation (83.3 %), and 11 pairs with appropriate fluency (91.7 %). keywords: car, information gap and speaking skills richards and rodgers (1986:67) state that the essence of learning a language based on the communicative approach is learning how to use the language for communication. the final goal of learning a language is communication skills mailto:misianto.misianto@gmail.com enjourme vol. 2, no. 1, 2017 29 (communicative competence), meaning that the learner is able to use the language actively as a means of communication in both spoken and written ways to satisfy their needs. to identify the problems faced by the students when they spoke english a pre-test was conducted. the pre-test was in the form of an interview involving a dialogue in english between the researcher and the students. the topic of the interview was the students’ interest in english. the interview required each student to freely answer five questions prepared by the researcher. based on the interview some problems were encountered by the students. the problems were pertinent to the usage of ungrammatical whand yes/no questions. most of the students found it difficult to use the whand yes/no questions grammatically. they spoke english by using the indonesian structure which seemed to be dominantly interfering. to solve the problems, the researcher used the information gap for the following reasons. information gap has advantages as follows: (1) including almost all communicative elements such as reciprocity, a clear objective, being contextual and interactive. the students can choose their own partners so that they can interact and communicate in a pleasant atmosphere and in the normal time limit; (2) using various forms of questions, get information, make requests, ask for clarification, and express something in their own words to finish the tasks. these activities encourage the students to have the skills of communicating and improvising since the interaction takes place in a normal and natural atmosphere; and (3) being interactive because it is very close to real communication. this activity requires the students to be able to encounter a really spontaneous and enjourme vol. 2, no. 1, 2017 30 unpredictable communication by giving immediate and authentic responses, not the responses that have been prepared and memorized (weir, 1990:78). besides, the information gap involves a skill of negotiating and sharing information to complete a task (richards and rodgers, 1986:76) and mutually requesting for information (byrne (1978) in the richards and rodgers (1986:76)). in addition, brown (2001:185) states that the information gap activities are intended to convey or request for information. the activities have two main characteristics: (a) focusing on information and not on linguistic forms and (b) communicative interactions needed to get information. the types of information sought by the students can be from very simple to the complex ones. based on the types, then the information gap is grouped into three levels as follows: (1) beginning level involving some tasks such as seeking information of birthdays, addresses, favorite foods and completing the chart; (2) intermediate level involving the tasks of gathering information of the various types of work such as the necessary requirements, the time needed to prepare for a job, the cost of preparation, special requirements, and the amount of salary; and (3) advanced level with its tasks such as conducting small-group discussions to identify the author’s messages. there are several previous studies on improving speaking skills by using information gap such as the use of information gap technique to improve speaking skill by rahimi (2016), improving students’ speaking skill through information gap at the twelfth grader students of the vocational school in pontianak by sitinjak (2015), and improving speaking skill using information gap to the second year students in sman 1 tangen by nurhasanah. all of the studies showed the same result that information gap was effective to improve the students’ speaking enjourme vol. 2, no. 1, 2017 31 skills. the present study is different from the previous ones in terms of the use of a crossword puzzle as a media for implementing information gap in the learning process of english speaking, and is still relevant to be conducted because information gap proves effective to improve the students’ speaking skills. objective of the study this study mainly aimed at describing how information gap can improve the students’ speaking skills. research design the research design used in this study is a classroom action research (car) because it is appropriate for solving practical problems found in the learning process in the classroom and conducted in a natural situation (suhardjono, 2006:62). the practical problems faced by the students when they spoke english were identified in the pre-test, namely the usage of ungrammatical whand yes/no questions. there are two steps in conducting car, namely preliminary study and implementation (mistar, 2006) and the following explanations describe those two steps. the preliminary study included the following activities: (a) identifying the problems encountered by the students when they performed their speaking english. the identification of the problem was carried out through a pre-test in the form of an interview in english; (b) analyzing the problems which were related to enjourme vol. 2, no. 1, 2017 32 the use of questions and answers in english; and (c) the selection of the problems to be solved with information gap. the car was implemented in the cycles to solve the really practical problems identified in the pre-test. each of the cycles consisted of planning, implementation, observation, and reflection. for the problems were not resolved yet, the next cycle was required to revise the learning strategy. planning in the planning stage the researcher prepared several things needed to implement information gap in order to solve the problems that were already identified. the preparation that the researcher did are as follows: presenting and explaining; designing; and determining, and they are described in the following discussion. the preparation done in the planning stage included the following: (1) presenting and explaining the materials pertinent to information gap; (2) designing a procedure of using information gap for teaching speaking. the procedure was as follows: (a) the teacher put the students into groups; each group comprised two students (so-called a and b); (b) each group was given a crossword puzzle which was different from one another; (c) the teacher assigned one group to do an interview to complete a cross word puzzle provided by the teacher within 15 minutes in front of the class; and (d) during the interview, the teacher assessed the performance of the student a and b; and (3) determining the criteria of success of information gap based on the aspects of the speaking performance in the interview and the atmosphere of the learning process using information gap. there were enjourme vol. 2, no. 1, 2017 33 five criteria of success of the speaking performance involving the following aspects to score: (a) the use of y/n questions was grammatical; (b) the use of wh-questions was grammatical; (c) the use of answers was grammatical; (d) the pronunciation was correct; and (e) the fluency was good. those five criteria of success were accessed by the researcher using an assessment rubric (table 1). table 1 assessment rubric used by the researcher no aspects to score score 1 2 3 4 1 the students grammatically use y/n questions. 2 the students grammatically use wh-questions. 3 the students grammatically use the answers. 4 the students correctly pronounce the words. 5 the students speak fluently. score code: 1 = poor (1%-25%) 2 = fairly (26%-50%) 3 = good (51%-75%) 4 = very good (76%-100%) the students’ speaking performance was good when the number of students who got score at least 3 was ≥ 75% of the total students. there were four criteria of success of the atmosphere of learning process using information gap based on the following indicators: (a) the students were interested in doing the tasks; (b) the students enthusiastically did the tasks; (c) the students enjourme vol. 2, no. 1, 2017 34 seriously accomplished the tasks; and (d) the students accomplished the tasks in the given time. those four criteria of success were accessed by the collaborator using the guideline of observation provided by the researcher (table 2). table 2 guideline of observation used by the collaborator no points to score score 1 2 3 4 1 the students are interested in doing the tasks. 2 the students enthusiastically do the tasks. 3 the students seriously accomplish the tasks. 4 the students accomplish the tasks in the given time. score code: 1 = poor (1%-25%) 2 = fairly (26%-50%) 3 = good (51%-75%) 4 = very good (76%-100%) the four criteria of success was fulfilled when the number of students who got score at least 3 was ≥ 75% of the total students. implementation the information gap strategy was implemented in the classroom based on the schedule set by the school. the teacher followed the schedule and kept the atmosphere of learning process so natural that the students did not think that they were being used as the research subject. this stage spent 3 meetings, each of which took 90 minutes. in meeting 1, the teacher gave the students some theoretical concepts of crossword puzzle, information gap, and yes/no and wh enjourme vol. 2, no. 1, 2017 35 questions, and then the teacher assigned the students to practice a dialogue by using the information gap strategy for completing a crossword puzzle provided by the teacher. in meeting 2 and 3, the students were assigned to complete two other crossword puzzles by using information gap. during the teaching-learning process, the teacher acted as a facilitator to whom the students consulted their problems. the strategy was implemented based on the following steps: (a) the teacher put the students into groups; each group comprised two students (so-called a and b); (b) each group was given a crossword puzzle which was different from one another; (c) the teacher assigned one group to do an interview to complete a cross word puzzle provided by the teacher within 15 minutes in front of the class; and (d) during the interview, the teacher assessed the performance of the student a and b. observation this stage was used to collect the data using instruments. this study used two types of instruments, namely the researcher himself (primary instrument) and the guideline of observation used by the collaborator (secondary instrument). the researcher became the main instrument for observing the overall implementation of the information gap strategy in the process of teaching and learning in the classroom. in this study, the researcher monitored the implementation of the strategy. there were two main aspects used for observing the effects of the implementation of the information gap strategy, namely the students’ performance of interview and the atmosphere of the learning process using the information gap strategy. enjourme vol. 2, no. 1, 2017 36 the other instrument of data collection was the guideline of observation. this instrument was used by the collaborator for observing the atmosphere of the learning process using the information gap strategy. reflection at this stage all of the data were analyzed. the data in the forms of the scores of speaking performance were assessed by the researcher by using the assessment rubric and the scores of the atmosphere of learning process were assessed by the collaborator by using the observation guideline. the analysis was done by comparing the scores of speaking performance and the atmosphere of learning process with the criteria of success that were set up by the researcher. the students’ speaking performance was good when the number of students who got score at least 3 was ≥ 75% of the total students and so did the atmosphere of learning process. findings and discussion findings cycle 1 based on the observation done by the collaborator, the students’ performance of speaking english was as follows: (a) there were 11 of 14 pairs grammatically using yes/no-questions (78.6 %); (b) 2 pairs grammatically using wh-questions (14.3 %); (c) 14 pairs grammatically giving answers (100 %); (d) 12 pairs with correct pronunciation (85.7 %); and (e) 2 pairs with good fluency (14.3 %). based on the results, it seems obvious that the information gap strategy enjourme vol. 2, no. 1, 2017 37 is able to improve the performance of students’ speaking english in terms of the use of yes/no questions, answers and pronunciations, but the strategy has not succeeded in improving the students’ performance on the aspects of the use of wh-questions and fluency. those two problems were improved in cycle 2. to be pertinent to the atmosphere of learning process using the information gap strategy, which was observed by the collaborator, it showed that the resulst are as follows: (a) all of the 14 pairs showed a state of being enjoyable in speaking english (100 %); (b) 12 pairs showing a state of being enthusiastic (85.7 %); (c) all of the 14 pairs showing their seriousness in speaking english (100 %); and (d) 12 pairs managing to accomplish the tasks of speaking english in the given time. from the results, it seems clear that the information gap strategy is able to create a conducive and fun atmosphere of teaching and learning of speaking class. cycle 2 based on the results of the implementation of information gap on the performance of the students’ speaking english in cycle 1, cycle 2 was conducted only to improve the students’ performance on the aspects of the use of whquestions and the fluency. to implement cycle 2, some revisions of the plan were done by giving more explanation on the use of the wh-questions and doing more practices of how to use the wh-questions in a conversation for the sake of fluency. based on the observation done by the collaborator and comparing it with cycle 1, the students’ performance of speaking english got improved. the results enjourme vol. 2, no. 1, 2017 38 were as follows: (a) there were 12 of 12 pairs grammatically using yes/noquestions (100 %); (b) 11 pairs grammatically using wh-questions (91.7 %); (c) 12 pairs grammatically giving answers (100 %); (d) 10 pairs with good pronunciation (83.3 %); and (e) 11 pairs with good fluency (91.7 %). the results of the implementation of information gap on the performance of the students’ speaking english in cycle 1 and cycle 2 are summarized in the following table (table 3). table 3 results of the implementation of information gap in cycle 1 and cycle 2 no aspects to score percentage cycle 1 cycle 2 1 the students grammatically use y/n questions. 78.6 % 100 % 2 the students grammatically use whquestions. 14.3 % 91.7 % 3 the students grammatically use the answers. 100 % 100 % 4 the students correctly pronounce the words. 85.7 % 83.3 % 5 the students speak fluently. 14.3 % 91.7 % discussion based on the results of the implementation of information gap, there were some improvement of both the students’ english-speaking performance and the learning process of speaking class. the students’ english-speaking performance met the criteria of success, namely the grammatical use of y/n and wh-questions, answers, pronunciation of enjourme vol. 2, no. 1, 2017 39 the words, and fluency. this was gained because the strategy stimulated the students to freely speak up expressing any of their ideas in a real dialogue for completing their task, namely filling up a crossword puzzle. the information gap strategy also gave a positive impact to the learning atmosphere in the classroom where the students learnt happily, enthusiastically, seriously, and managed to accomplish the tasks promptly. the strategy made use of the media of a crossword puzzle which gave the students a challenge to finish the task. the media also provided them with some excitement and curiosity to complete the puzzle. conclusions and suggestions conclusions this study succeeded in developing a model of learning by implementing the information gap strategy to improve the students’ english-speaking performance. the model involved the following scenario: (1) the teacher made a group of 2 seatmates; (2) each group was given a crossword puzzle which was different from one another; (3) simultaneously all of the group members did interviews to complete the puzzles in 45 minutes (1 lesson hour) in their seats; and (4) during the interview session, the teacher assessed the students’ performance. the information gap strategy was advantageous for giving the students the chance of being directly involved in the activities of oral english communication. based on the analysis of these results, the information gap strategy whose procedure was appropriately followed and proved effective in improving the students’ english-speaking performance. moreover, the strategy managed to enjourme vol. 2, no. 1, 2017 40 improve the quality of the process of learning english; the students were more enthusiastically motivated to speak english and be better english learners. suggestions the suggestions are addressed to the following two sides: (1) the other researchers doing a follow-up classroom action research with the same topic by fully involving the collaborators in all of the research process to get more significant results; and (2) the english teachers implementing the information gap strategy for improving the students’ english-speaking performance and the quality of the process of speaking class. references abdullah, a. 2016. group work activities for improving speaking skills. (online). (http:// http://www.jurnal.unsyiah.ac.id/eej/article/view/4591), retrieved 22 january 2017. arikunto, s & supardi. 2006. penelitian tindakan kelas. jakarta: pt bumi aksara. brown, h. d. 2001. teaching by principles: an interactive approach to language pedagogy, second edition. new york: addison wesley longman, inc. longman dictionary of contemporary english. 1987. england: longman. mistar, j. 2006. pedoman penulisan tesis. malang: program pascasarjana universitas islam malang. nurhasanah, s. 2008. improving speaking skill using information gap to the second year students in sma n 1 tangen. (online). (http://eprints.ums.ac.id), retrieved 13 may 2017. rahimi, rh. 2016. the use of information gap technique to improve speaking skill. (online). (http://jurnal.unissula.ac.id/index.php), retrieved 22 january 2017. http://www.jurnal.unsyiah.ac.id/eej/article/view/4591 http://eprints.ums.ac.id/ http://jurnal.unissula.ac.id/index.php enjourme vol. 2, no. 1, 2017 41 sitinjak, r. 2015. improving students’ speaking skill through information gap at the twelfth grader students of the vocational school in pontianak. (online). (http://journal.pbing.org/index.p), retrieved 13 may 2017. weir, c.j. 1990. communicative language testing. england: prentice hall international (uk) ltd http://journal.pbing.org/index.p 07. 6583-22538-1-ce.pdf enjourme (english journal of merdeka): culture, language, and teaching of english jo urna l ho mep age: http: //ju rna l.u nm e r.ac .id /in dex. php /en jo u rme/ ind ex students’ attitudes toward the internet usage for learning dodi erwin prasetyo english language department, universitas bakti indonesia, jl. kampus bumi cempokosari, no. 4, 68482, banyuwangi, indonesia corresponding author: ddikrwn@gmail.com article info article history: received 17 october 2021 accepted 06 december 2021 available online 28 december 2021 keywords: learning, students' attitude, the internetoebiden9, self-r doi: 10.26905/enjourme.v6i2.6583 how to cite this article (apa style): prasetyo, d. (2021). students’ attitudes toward the internet usage for learning. enjourme (english journal of merdeka) : culture, language, and teaching of english, 6(2) 126-132. doi: https://doi.org/10. 26905/ enjourme.v6i2.6583 abstract this paper examined students’ attitudes toward the use of internet for their learning and measured the differences between male and female students on the usage of internet-assisted in their learning. the participants of this study were 27 senior high school students in east java, indonesia, consisted of 6 male and 21 female. the data was gathered through questionnaire. the findings proved that majorities of students felt positive attitudes toward the use of internet for their learning. there were no differences between male and female students on their attitude of internet usage. suggestions are for pedagogical as well as future research. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no, 2, desember 2021, page 126–132 1. introduction during covid 19 pandemic, the educational activities hugely move to the virtual world. students’ attitudes toward the internet determine their process and goals in the online learning. some study have ever been conducted to examine attitudes for the internet for online educational activities (asiksoy & islek, 2017; hoque et al., 2020; masry herzallah & stavissky, 2021; nuankaew et al., 2021; reddy & karthik, 2013). asiksoy and islek (2017) investigated impacts of virtual laboratory on students’ attitudes. they involved 42 students who divided into treatments and control groups. they confirmed that virtual laboratory affected positively to students’ attitudes. hoque et al (2020) observed students’ attitudes toward educational technology. their study engaged 99 students as ©2021 the authors. published by university of merdeka malang this is an open access article distributed under the cc by-nc-nd 4.0 (https://creativecommons.org/licenses/by-nc-nd/4.0/) enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 2, desember 2021, pp. 126–132 participants with delivering questionnaires. they proved that majorities of students gained positive attitudes in technology utilizations. other findings were computer and laptops usage relied on positive effects on students. masry herzallah and stavissky (2021) explored on students and teachers of elementary and middle school attitudes for the online learning. they engaged 476 students and 250 teachers to participate in their study. they underlined findings that the age was the pivotal role for teachers and students, those were proved by younger children and older teachers gather difficulties during an online learning. they also found some dissidence from gender and sectorial sides. in online learning setting, nuankaew et al. (2021) investigated students’ attitudes toward online learning during covid-19 pandemic. their research collected 492 participants. the finding was that majorities of participants strongly agreed and accepted online teaching and learning. reddy and karthik (2013) investigated students’ attitudes toward the internet. they gathered 200 students as respondents. they found that students though the internet as essential knowledge. it provided information for accomplishing assignments which was reliable with educational needs. most of respondents felt comfortable and enjoyed also were easier to use internet than library. all of those findings correlate with students attitudes toward the internet usage, it is concluded that attitudes interrelate on what students do toward the internet for learning. another research was by abedalaziz et al. (2013) investigated and measured postgraduate students’ attitudes toward the internet use and computer. they employed 289 participants in their research. the data measured through scale. the study revealed that most of participants gained high level attitudes toward the usefulness and control of computer and internet. they also highlighted that no differences among participants attitudes toward the use of computer and internet, due to the gender. other study that revealed the interconnected between students attitudes on the computer and internet usage was alkahtani (2016) who studied on the students’ attitudes toward electronic learning resources. the results asserted that students have positive attitude toward electronic learning resources for their study. he also revealed that there were correlations between the use of electronic learning resources and students’ attitudes. a study by carruth and ginsburg (2014) who explored on social networking and privacy attitudes of college students, were took 289 samples of students. they realized that self-efficacy and personal privacy of participants who played facebook were significantly determinants of social media privacy concerns. draskovic et al. (2017) studied toward students’ attitudes of social media in the learning process. they used survey to receive the data from respondents. their respondents were 81 students in croatia and of 84 students in german. they concluded that most respondents have positive attitudes toward the use of social media as tools within course. guillén-gámez et al. (2020) led the study to investigate students’ attitudes toward ict and gender differences. they employed 180 early childhood and elementary educational students. the findings concluded that the existences of significant differences attitudes of students toward ict based on gender were highlighted. they also underlined some results such as men and distance learning were more favorable with the affective, while conventional learning (face-to face) was more in the cognitive and behavior. maican and cocorada (2017) observed on the romanian students’ attitudes toward computers, internet, and smartphones. the respondents were 685 students. they used descriptive and correlational study. they found that the differences of male and female students occurred on their attitudes towards the com| 127 | students’ attitudes toward the internet usage for learning dodi erwin prasetyo puters, internet and smartphones. self–efficacy has no differences between male and female students they also underlined that positive and negative attitude as well as tasks switching of male and female students and their academic performance correlated with their performance activities in facebook. to add more, sabti and chaichan (2014) measured students attitudes and barriers toward technology use for their learning english. they employed 30 students. equal 15 male and female students were involved. they realized that gender disparities on the technology attitudes existed. female students were higher and more positive attitudes to use technology than male. however, both gender performed high and positive attitude toward the usefulness and perceived ease of computer in learning english. the barriers of their learning english with the technology were detected on some points such as skill, equipment, and motivations. those three barriers impacted, higher impacts were skill, whereas weak impacts were motivation. samsujjaman and halder (2019) studied on students’ attitudes toward the use of social media associated with their learning achievements. they employed 210 students to participate in their study. the results asserted some points. the first was that female students tended to have higher attitudes than male students. the second was the significance difference between urban and rural students toward their attitudes on the use of social media. the third was existences of differences between social science and literature streamed students. the fourth was that there was the correlation between academic achievements and students attitudes on social media. due to the previous researches, there were very rare researches exploring more in senior high school students’ attitudes toward the use of internet for their learning in the context of indonesia. therefore, this study aimed at explaining senior high school students’ attitudes toward the use of internet and at defining differences between male and female students toward the use of internet for their learning. the research questions are developed as follows: a. what are students’ attitudes on the internet usage for their learning? b. are there any differences among male and female students’ attitudes toward the internet usage for their learning? 2. method the study employed 27 senior high school students in east java. it consisted of 6 male and 21 female. the descriptive quantitative was applied to define students’ attitudes toward the internet use for their learning. mann whitney analysis was utilized to explore male and female differences toward their attitudes for the use of internet. all of the data was gained via questionnaire. it used likert scale from 6 to 1 points from strongly agree, agree, slightly agree, slightly disagree, disagree, and strongly disagree. avoiding bias answers was through eluding neutral. the researcher adapted questionnaire from shin (2007). it actually explored three aspects namely perception, belief, and attitudes on the use of internet. this study only used one aspect, attitudes aspect. the indicators of students’ perspectives toward internet is presented on table 1. the data was counted via ms excel to convert those data from likert-scale (interval) to score (ordinal data). meanwhile, spss 25 was maximized to gauge mann whitney for male and female students’ differences on their attitudes of using internet | 128 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 2, desember 2021, pp. 126–132 table 1 indicators of students’ perspectives toward internet variable indicators items code students perspectives of internet attitude i would like to use internet for my future learning a1 i am competent to use internet for my future learning a2 i need more internet training for my learning a3 i have to learn on how integrate internet with my learning a4 i used internet-based materials as much as possible for my learning a5 3. results and discussion 3.1. result students’ perceptions, beliefs and attitudes toward the internet usage for their learning table 2 presents the results of students’ attitudes toward the use of internet for their learning. a1 showed that 11% of students slightly disagreed to use internet in their future learning, and 37% of students slightly agreed in confirming the use of internet for their future learning. meanwhile, 33% of students agreed that they preferred the internet for their future learning. however, only 9% of students strongly agreed to use the internet to assist their learning in the future. in answering the second question, 10 students or 37% among all the participants felt that they were competent to use the internet (37%). meanwhile, only 1 student (4%) felt that he/ she were incompetent to use internet for learning. in addition, the a3 question referred to students’ perceptions toward training of internet needs. it bold findings that 2 students felt that did need some internet trainings compared to 41% of students agreed to join some internet coaching. further, a4 question depicted results that only 4% of students disagreed and slightly disagreed to learn in the integrating internet with the learning compared to 37% of students agreed to learn in integrating the internet for learning. finally, a5 conform that 3% of students felt that he did not need the internet-material based for their learning. meanwhile, 44% of students agreed to use the internet –materials based. 22% of students strongly agreed on it. table 2 students’ attitudes toward internet for learning code scale mean sd 1 2 3 4 5 6 a1 3(11%) 10(37%) 9(33%) 5(9%) 4.5926 .93064 a2 1(4%) 8(30%) 5(9%) 10(37%) 3(11%) 4.2222 1.12090 a3 2(7%) 3(11%) 10(37%) 11(41%) 1(4%) 4.2222 .97402 a4 1(4%) 1(4%) 9(33%) 10(37%) 6(22%) 4.7037 .99285 a5 1(3%) 4(15%) 4(15%) 12(44%) 6(22%) 4.6296 1.21365 male and female students’ differences on attitude toward the use of internet for their learning the implementation of internet for learning affected students’ progress and achievements in the learning. male and female students could gain differences attitudes or not in the use of internet | 129 | students’ attitudes toward the internet usage for learning dodi erwin prasetyo for their learning. therefore, it needs to be gauged to comprehend further. table 3 shows the results of male and female differences on the attitudes for their internet usage in learning. table 3 male and female students’ differences among variables variables gender n mean rank sum of ranks mannwhitney u wilcoxon w z asymp. sig. (2-tailed) attitude female 21 14.74 309.50 47.500 68.500 -.907 .364 male 6 11.42 68.50 the table 3 proved that female gathered mean rank at 14.74 and male at 11.42. the results of mann whitney and wilcoxon were 47.50 and 68.50, assisted with z value was -.907. the significance two tailed was .364. therefore, it can be concluded that there were no significance differences between male and female students toward the use of internet for their learning. 3.2 discussion the first research question is about students’ attitudes toward the use of internet for their learning. most of students preferred to use internet for their learning future. they felt competent in using internet. they also asserted and enthusiast if they join internet training. they also wanted to integrated internet with their learning and wielded internet materials learning resources as many as possible. this implied that most of them have well attitude toward the use of internet for their learning. majorities of students chose the internet for their future learning. they asserted that they felt competent to utilize the internet. they also were enthusiast to join if there were the internet training. they also needed to learn how integrated the internet for their learning as well used materials internet – based. in short, they have positive attitudes toward the use of internet for their learning. those findings were supported with some studies, for example al-otaibi, 2012; balaramulu & maheshwari, 2015; rehman et al., 2010). al-otaibi (2012) conducted the research to investigate correlations among the internet, cognitive, emotional, and behaviour components. there were 216 respondents participated in his study. they found that majorities of students laid on positive attitudes toward the use of internet. balaramulu and maheshwari (2015) diagnosed students’ attitudes on the internet usage in learning. the respondents were 100 students. the data was analysed through likert-scale and was received through questionnaire. the findings proved that non existences between male and female students for their internet usage occurred. rehman et al. (2010) argued the same points that most students have positive attitudes on the internet and asserted the internet as a pivotal learning tool. the results also underlined that the students felts comfortable to use the internet to search information and to gather as many as possible learning resources. the second research questions analysed male and female students’ differences on their attitudes toward the use of internet for their learning. the results highlighted that there were no differences between male and female students on their attitudes toward their use of internet for their learning. in other words, all students tended to have similar positive attitude toward the use of internet for their learning. those were in lines with some research findings (such as asiksoy & islek. 2017; nuankaew | 130 | | 131 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 2, desember 2021, pp. 126–132 et al., 2021; reddy & karthik, 2013; wong & fong, 2014). wong and fong (2014) studied on students’ attitudes toward online and traditional method. the results posted that there were no significant differences between traditional method and online learning. both methods were responded positively by students. another study was by rhema and miliszewska (2014). they pointed out that there were no differences between male and female on their attitudes toward e-learning and ict usage. sultana and imtiaz (2018) also figured out similar point that there were no differences between male and female on the utilization of internet as well as no differences of self-efficacy between male and female students. golub et al. (2007) also figured out that no differences occurred between male and female students in their online learning 4. conclusion the implementation of internet for the learning was persuaded by current conditions where the world education huge changed into the virtual scheme. of course, it less or more impacted to the students’ attitudes on the utilization of the internet for their learning. the results of first research questions asserted that most of students collected positive attitudes toward the use of internet for their learning. the second research question answered that there were no differences between male and female students on their attitudes of internet for their learning. it implied that most of students have similar and positive attitudes on their attitudes of using the internet. the suggestions proved both at the pedagogic and future research. for the pedagogic, the results expected to be integrated in the curriculum and lesson plan. for the future research, the findings can be used as the basic and can support further research and other study fields related with the online learning. 5. references abedalaziz, n., jamaluddin, s., & leng, c. h. 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(2018). gender difference in internet usage pattern: a study on university students of bangladesh. scholars journal of economics, business and management, 5(5), 413421. http://dx.doi.org/10.21276/sjebm.2018.5.5.10 wong, l., & fong, m. (2014). student attitudes to traditional and online methods of delivery. journal of information technology education: research, 13(1), 1-13. https://doi.org/10.28945/1943 enjourme vol. 1 no. 2 2016 28 standardization as a dilemnatic policy suatmo pantja putra university of merdeka malang pancaputra234@gmail.com abstract standard language is generally regarded as language well establishe by usage in the speech and writing of educated people. as a product of schooling, this learnt language has, in may societies, come to assume a special place and is looked upon as an authoritative model of correctness and quality and, at its best, perfection. in language conscious speech communities, standard language also serves as a reliable measure of language profeciency which is made use of by people in administrative or educational authority. language planners and prcatitioners in particular are charged with the responsibility of upholding this language in its purest forms. meanwhile, the learning and teaching of standard language have become accepted as an integral part of every national or state-level educational system‟s long-term obligations. this paper presents the discussion on the innappropriateness of the use of them „standard‟ instead of “standardized” language. it also suggests that planning for language policy within a particular situation inevitably demands taking into account not only multiple social factors and goverment goals, but also the ways in which these conditions affect language and literary acquisition across segments of the population, otherwise it can be a dilemnatic and problematic policy. keywords: dilemma, language policy, standardization. most traditionally and endemically, language spread is caused and accompanied by population spread. chinese spoken is in indonesia because groups of chinesespeaking immigrants have settled in the country. portuguese is spoken in east timor beacause portuguese-speaking colonialist once settled there. however, language spread may also reflect the spread of ideas without much population movement. this explains how, centuries after the fall of rome, latin became the language of learning throughout western and northen europe fore more than a thousand years. there are analogies in the spread of arabic as mailto:yasmin.farani@unmer.ac.id enjourme vol. 1 no. 2 2016 29 the vehicle of islam as distinct from it spread as the language of arabic ethnic. there are also analogies today in the spread of scientific information, computer technology, and indeed pop music, through the medium of english. it also happens with the spread of english in the conduct of multinational business in firms like philips or coca-cola. in the same time, language spread may also reflect the political domination with sufficient movement to sustain an administrative system and power structure. in ancient times, this was the model used by greek and roman empire to spread the administrative languages. it is also the pattern for the spread of english in many parts of the british empire just like in hongkong before 1997. this model might be what many timorese had thought concerning the spread of indonesia before their independence had thought. when the language tends to spread so rapidly due to the modern technology, much has been discussed about the necessity of having a standard variety for a particular language. there has then appeared a great deal of the emergence of a particular variety to be the standard for a multidialectal language comunity. in what is now indonesia, for example, the standard language called bahasa indonesia baku emerged from the regional variety of malay as a „uniting‟ language. the appearance of new standard languages in this world seems to be the common process. in europe, for instance, between 1800 and 1940, no fewer than three dozen new standard languages were recognized resulting from the growth of nationalist movements that in turn resulted in such „new‟ polities as finland, romania, and czech. enjourme vol. 1 no. 2 2016 30 in the practices of the making of the so-called standard language, it is implied that a conscious planning in the selection of a language variety to be the standard language for the community concerned. omar (1991) suggested that there are two kinds of the emergence of a standard language. first, it appears as an incidental language which means that there is a single local variety which is taken to be the norm or the standard form of communication by the language community concerned. what happens here is that the language becomes the model of correct and prestigious usage without so much discussion or asking for a consensus from speakers. the propulsion, as it were, of this particular dialect is made possible by situations existing or events occuring in the life of the community concerned such as the presence of a traditional rulling power, political, and administrative centralization, the rise of modern education and an intelligentsia, and the rise of the written language and the language of mass media. second, it appears as a planned choice that is the process of selection which entails at least a formal body that determines the choice. planned choice may also apply to the choice of a whole variety to be the standard language. in the two kinds of the emergence process, one can notice that the making of a standard language is a consciously planned policy. although generally regarded as measurably superior to the other varieties (dialects or registers) in many important domains of language use, a standard language cannot claim any inherently superior value regardless of who use it with whom, where, when or why. used in an inappropriate mode, tenor or genres it too may in fact not only cause failures of communication but may on occasions do considerable damage to human relationships. sledd (1988) finds enough evidence that the debate over the enjourme vol. 1 no. 2 2016 31 nature of a standard language should be recognized as inherently political. he questions the widely supported thesis that standard written english is “classless, unchanging, independent of speech, and transdialectal”. as he perceives it, standard language is “the dialect of dominance”, the english used by the powerful and although in the end he has to resign himself to an acceptance of the fact that “for the sake of communication in society as it exists, teachers must teach real standard english”. sledd (1985) considers it “merely barbarous to say that people, who, through no fault of their own, hare had no chance or even no desire to learn the grapholect, will be forever denied economic opporunity and social acceptance”. for all its barely realized potential and power as a strong ally of universal literacy and successful communication, standard language is thus equally capable of being used to perpetuate, very often aggravate, the patently destructive socio-economic disparaties. it is illogical to say that standard language is used to defend privileges or perpetuate wrongs only in the developed countries of the west. their use to serve many socially divisive and economically exploitative ends appears in fact to be both commoner and more consequential in many parts of the developing world. for those possesing a standard language, he has gained power and he may use it as much for evil as for good within and across the nationstates in most corners of the world. in this way, this paper suggests to use thet term standardized language as the appropriate one since it does not pretend as if it all happens as naturally as possible when a variety becomes a standard language. indonesia as a multingual country enjourme vol. 1 no. 2 2016 32 in all parts of the world there are countries with one official language but with numerous other languages, especially in africa and asia as a result of colonialization (grosjean, 1982). the political boundaries rarely reflect linguistic boundaries. on becoming independent, these countries had the problem of choosing an official administrative language (it therefore had to possess a written form and varied and extensive vocabulary) that could serve as a means of communication with neighboring states and as a symbol of nationhood. it is therefore important for them to choose a language that would not favor one ethnic group over another, thus greating unnecessary tensions and a potential cleavage within the young nations. usually there are two basic types of solution adapted. first, they choose a language spoken by a linguistic group within the country, as in tanzania with filipino , which is based on tagalog, indonesia with bahasa indonesia, and malaysia with malay. second, they choose a language from outside the nation, as in sierra leone, zambia and ghana with english as the official language or chad, gabon, and senegal with french. indonesia is then obviously a multilingual country, many languages are spoken in the country and many people use more than one language there. according to a report by indonesia language council (lbi), the number of indigenous languages spoken in indonesia is estimated to be around four hundred eighty four (lbi, 1972), almost half of them can be found in irian jaya (now papua). therefore, it is not surprising that, even in along the border between two language areas. it has also been a common thing to find that in the cities and towns, many people know three or more indigenous languages, besides one or more foreign languages. enjourme vol. 1 no. 2 2016 33 today, because of geographical mobility so greatly facilitated by modern means of transportation and the concentration of people of many different language backgrounds in the major cities, more and more people are speaking at least two indonesian languages. only in remote villages one can find many monolingual people and that only among older people or young children less than 8 years. nababan (1980) found that the „two languages‟ here refer to indonesian and a vernacular or foreign language. under such a multilingual condition, it is supposed to be impertative to establish a standardized language as a national identity. there are two points to be presented in this paper concerning the indonesiaan standard language and the further effort of making the standard language a fixed and stable means of communication. the making of indonesian standard language although many indonesian scholars have try to give impression that the standardization has happened as „naturally‟ as possible, it can be denied that the process is, in fact, a one-sided action. the indonesia independence has inspired the nation founders as to use the language as a national identity. thus because of a context where separate states and kingdoms need to unite to form a single power, the nation founders considered that a standard language can be an alternative. the merging of political and administrative unit has, undoubtedly, become a pontent factor in the rise and evolution of a standard language in indonesia. the unification of these different political and administrative entities entails a great deal of communication in spoken and written language. it is usually enjourme vol. 1 no. 2 2016 34 expected that through this channel, a standard variety for all the units may promote a stronger nationalism. even seventeen years before independence (1928), the nationalist movement had suggested the necesity of having national language so that the process of the emergence of the standard language had been going on before the independence. what has been frequently stressed by indonesian scholars so far is the seemingly comitment among the youth congress contestants of 1928 which indicates that choice for malay as standard variety was a „gentleman agreement‟. this is image seems to be a general truth for many years since the independence day. many speakers of „minority‟ varieties such as timorese (tetun), aceh, and irian vernaculars seem to be in one spirit of „proclaiming‟ indonesian as the standard language. yet, when a democratic atmosphere has been opened up, it is becoming more transparent that it may not be the case. when the „suppresion‟ becomes intolerable any more, it comes to speak of protest. some regions such as aceh, papua, lampung have proposed the „acceptance of vernacular language‟ as the official language, regardless of the political motive behind it. it may be true that so far the vernacular languages have been given place in education, namely as a subject in the curriculum. the indonesian constitution stipulates that “in the areas with a regional language that is maintained well by the people such as javanese, sundanese and others, the language will be respected and maintained also by the state”. however, this „small portion‟ appears to be insufficient to cure the suppression since in the reality those vernacular languages, especially those of eastern parts, have no bargaining power either economically or politically-in other words, the varieties are inferior to the national standardized language. enjourme vol. 1 no. 2 2016 35 the stabilization of the standardized language when the indonesian language was declared as the national language, no one had predicated the emergence (or existance?) of varieties in the language use with many dialects and registers (kridalaksana, 1981). just like what happens with many languages in the world such as english, which smith (1991) calls “world english” bahasa indonesia also undergoes the diversification of fuctions which finally results in other variants. the rapid development of technology is also in favor of the growth of such variants. the influence of many languages besides the vernacular uses has also contributed to the diversification. on one side, such a phenomenon may be positive because it shows that indonesia language is alive, on the other side, it is often assumed to endanger the national language. the establishment for the correct „standards‟ of bahasa indonesia is arbitrary. in most cases, the indonesian users are forced to look at and use the standards through some phases. joseph (1991) proposed the phases as elaboration and control. in the elaboration phase, new elements are borrowed into the arising standard from its model. unlike greek which provided the model for the standardization of latin, the indonesian scholars have provided their own model which is grammatically, phonologically and semantically believed to be correct. elaboration of bahasa indonesia is remedial, to compensate for a perceived incapacity for expression and cosmetic, borrowed even though a native element is available. elaboration continues to be the order of the day until bahasa indonesia is perceived as a sufficiently „eloquent‟. enjourme vol. 1 no. 2 2016 36 at this point the balance may shift in the direction of control, the desire to „regulate‟ the language by hyerarchizing rival modes of expresion and attempting to suppress those which wind up low on the hierarchy. control here is usually the domain of teachers, editors, grammarians, language academies and others. it is motivated by, on the one hand, a very rational desire to keep the linguistic system economical (a problem in the wake of elaboration), but on the other hand by a rather unrealistic desire to eliminate language change. to the extent that is succeed in keeping the standard „pure‟ of changes taking place naturally in its vernacular dialect base, control leads to the standard eventually becoming a „classical language‟, in other words, to its death. in this view, language standardization in indonesia represents a culture-specific monogenetic process cum ideology that has its origin in the dutch colonialistic tradition originally rooted in the greco-roman cultural tradition. in the education setting such an effort may invite problems. education in standard language consists of helping (or forcing) children to develop a sort of monitor for their own native language production, to check for elements of their native dialect which do not correspond to the rules of the standard language. because of this, adults come to second language learning with monitor already intact. it is reasonable to assume that they set about the task of second-language learning in very much the same way as they went about their standard-language education in their native tounge. it is in the nature of language standards and standard standard language to stand as a barrier to „natural‟ language acquisition, which inevitably brings natural language change. language standards are that part of standard language which enjourme vol. 1 no. 2 2016 37 must be learned, which are unlikely to be acquired. it is precisely because of their difficulty of acquisition – their „unnaturaleness‟ to this linguistic system – that they are able to function as „standards‟ at all. for this reason, the standard indonesian language is never really fully „native‟ to anyone. the obvious consequence of this condition is a reaction against the standardization, which seems to ignore the complexity of linguistic and sociolinguistic phenomena of the indonesia society with the variety of culture and ethnic groups. when the policy appears to be somewhat pressure on the nativity of these people. it is imperative to think of the way out, or otherwise, conflicts will becomen the answer. conclusion language policy formation within a multilingual nation depends on historical, cultural, and socioeconomic contexts through which patterns of language use emerge. it is also this complex interplay of historical, cultural, linguistic, and economic factors at both local and national levels which determine conditions for language planning. this paper focuses on the process of emergence of bahasa indonesia and the further effort of stabilizing it. time has made the indonesian language almost native to about seventy percent of indonesia dwelling in twenty-five provinces. at the same time, however, a shared past of unequal partnership, of economic exploitation and political domination, has left behind mixed memories and lingering suspicion. it has mothered a degree of mistrust as much for the indonesian language as for enjourme vol. 1 no. 2 2016 38 those who left it behind as much needed and highly valid educational and administrative resource. the belief and values by administrators, teachers, and goverment officials are deeply rooted in the political, economic, and social circumstances, which have become a certain myth in this country. for years goverment has focused on both establishing standards for academic excellence and providing uniform and „equal‟ educational opportunity. these goals have subsequently included the use of indonesian language as prescribed by the ministry of education and lembaga bahasa indonesia through curricula, textbooks, and examinations and involve expectations for organization, structure, and precision. however, both the standardized system and cultural values of educator and policy-makers not only create disconsonance between goverment intent and local implementation, but also fail to recognize variation in the language and social capital that children bring to the educational setting, as revealed in an unpublished study by mulyoso et.al (2001) in the elementary education setting. community norms for language learning involve the ways in which children acquire communicative codes (writing, reading, and speaking in different language) and the attitudes amd values associated with language learning. in addition, children are socialized into parental methods of instruction and learning which may vary vastly among communities and between community and school norms. this illustrates the need for the goverment to clarify educational goals and adjectives, reevaluate cultural assumptions, and develop currriculum, examinations, and teacher education programs which are consonant with these goals and objectives. the most difficult part of this process is re-evaluation of enjourme vol. 1 no. 2 2016 39 traditional values in view of the changed demands of the percent economic situation together with the elimination of the perspective orthodox manner of those involved in language policy and the implementation such as teachers, linguists, and others. references grosjean, f. 1982. life with two languages. combridge: harvard university press kridalaksana, h. 1981. bahasa baku. majalah pembinaan bahasa indonesia:1724 lembaga bahasa indonesia. 1972. peta bahasa-bahasa di indonesia. jakarta: lbi nababan, p.w.j. 1980. profeciency profiles, a study in bilingualism and bilinguality in indonesia. in lim kiat boey (ed). bilingual education. singapore: singapore university press nababan, p.w.j. 1979. language of indonesia. in t.a. liamzon (ed). papers on south east asian languages. singapore: singapore university press fore regional language centre sledd, j. 1985. layman and shaman: or, now about that elephant again. in sidney (ed). the english language today. oxford: pergamon institute of english sledd, j. 1981. the myth the of classless and unchanging grapholect. in j .klegraf and d. nehls (eds). essays on the english language and applied linguistics on the occasion of geerhart nickel‟s birthday. heidelberg: julius groos verlag. enjourme vol. 1 no. 2 2016 15 emotions as the basis of literary representations irana austiningsih universitas negeri jember irananingsih@gmail.com abstract this article is based on the belief that elemental human motives and basic emotions provide the deep structure of literary representations, and this dep structure serves to organize the particularities of circumstances and individual indentity. personal power and reproductive success are governing purposes in life and in literary representations. literature and its antecedents organize experience in personally meaningful ways. they provide models of behavior and help regulate the complex cognitive machinery through which humans negotiate their school social and cultural environments. to support this analysis, a reading of a contemporary australian writer elizabeth jolley’s palomino will be presented. like of other works of the novelist, palonimo depicts women, not woman in the sense that female individual stands in relation to the others of the same sex. here, one can be the multiple roles of a woman including the desires, the social struggle of the gender identity, and the basic instincts of makind. the symbolism and the literary technique used even supports the university of woman deciption in this novel. keywords: emotions, literary representations, palomino. in literature the most frequent and important themes are those that concern individual identity, sexual romance, and the family. survival is all the basis of all adventure stories, and by far the largest propotion of stories that are not strictly oriented to survival are organized around the mating game, the concern of parents for children, and family relations generally. on the basis of such observations, one can propose a large generalization about the primacy of advanture, personal success, and romance within the themes of world literature, and this kind od generalization can in fact yield hypotheses that are restable through large-scale mailto:irananingsih@gmail.com enjourme vol. 1 no. 2 2016 16 cross-cultural analysis of literary subjects (fox, 1989; 1995). both social and cognitive activity are a significant part of what is actually represented in literature, and they are inextricably interwined with themes of personal power and reproductives success, but in literary texts they will always have less structural importance than the more primary levels of somatic and reproductive effort. that is, most plots will be grounded more deeply in issues of personal power and love than in problems social antagonism, social affiliation, and the pursuit of knowledge about the physical and natural world. literature itself has until reecently been the only great repository of information about human nature. literary authors have understood intuitively that the subject matter of literature is human experience, that experience is grounded in common natural motives and feelings, and that the common shared experience among authors, the character depicted, and the audience. understanding the inner workings of the mind has been the heart and the soul of the literary tradition, as it no doubt was the heart and the soul of oral tradition that are the ancestors of literate cultures. in literary structures, the idea of an individual self is indispensable to the organization literary meaning. charachter in poems, plays, and stories are individuals and aouthors necessarily present their stories from some distinct point of view. all emotion and cognition is organized within the individual mind, and the response of audience to literary works is thus necessarily lodged in individuals, even when the response is correctively experienced, as in the audience of a play. enjourme vol. 1 no. 2 2016 17 one of the most import set of structures for individual identity are the five factors of personality (digma, 1990; mccare, 1992; bouchard, 1994; mc. donald, 1995). the five factors extraversions/introversions, agreebleness/antagonism, neuroticism/security, conscientiousness/carelessness, and curiosity/dullness can be used for the comparative analysis of characters, authors, and audience response. the extraversion/introversion scale measures wether the organism is more responsive to external stimuli or alternatively, more attuned to internal processes. agreeableness and antagonism identity the two possible extremes in social interaction. they thus reflect basic principles in the hierarchy of elementary regulative principles of human behavior. neuroticism involves an array of traits that respond to danger and that are thus signals of threat to survival both of the organism and of his/her kind and social affiliates. conscientiousness is quality of character that is essential to personal success and to authority within a social group. openess or intellect is a measure of responsive sensitivity to the whole range of environmental conditions, physical and social. individuals vary in the degree to which they are extraverted or interverted, emotionally stable or insecure, intellectually open or dull, friendly or antagonistic, and conscientious or careless, but variations in these dimensions can be likened to variations in adaptive features of the human design-for example, in keenness of eyesight or hearing, intelligence, physical strength, and sexual attractiveness. the observation of such differences is part of the common experience of everyday social interaction and evolutionary psychologist have now begun to make reasonable conjectures about the ways in which such differences can be integrated into other fundamental features of the human motivational system. aston et.al enjourme vol. 1 no. 2 2016 18 (1998) correlate differences of agreebleness and emotional stability both with sex differences and with differential dispositions kin altruism and reciprocal altruism (macdonald, 1995). buss (1999) argues that dimensions of personality in the five-factors system „summarize‟ the most important features of the social landscape that humans have had to adapt to. this is to say that literary texts reflect an intuitive psychological understanding of human nature so literary representations can be expected to depict the ways humans perceive individual differences and integrate their perceptions into elemental motives such as mate selection strategies as can be seen for example in jane austen‟s pride and prejudice in which the heroine elizabeth bennet marries a male darcy who is higher in status than herself and that he demonstrates his suitability as a mate in part by extending protection to her endagered kin (her system lydia). elizabeth undergoes a process of sorting through the personality factors, learning how to make allowances for the qualities of manner attendant on darcy‟s introversion, and learning through her experience with wickham the relatively small reliance to be placed on agreeableness when it is not accompanied by conscientiousness. in the largest thematic structure in the book, she rearranges her whole psychic economy to detach herself from her father, who is cultivated but careless, and to attach herself instead to the ethos of responsibility presented by darcy. this psychological reorientation plays itself in the dialouge that is concerned with the functions of satire and humor, and thus with the tonal, literary dimensions that correlate with the pyschological dimensions. all of the characters in the narrative play the mating game, in accordance with sociobiological rules, but they also form a carefully constructed enjourme vol. 1 no. 2 2016 19 array of personality types within a pyschological economy dominated by the lead couple, and they self-consciously assess one another on the basis of verbal and imaginative styles that reflect their specific psychological constitutions. similar kinds of intuitive psychological depictions are integral parts of the meaning system of most fictional narratives. the specific pattern used as the elementary structure of plot in pride and prejudice is by no means universal but is certainly very common. it appears also, for example, in hardy‟s far from the madding crowd, trollope‟s can you forgive her?, and tolsoy‟s anna karenina. in all of these cases, personality dimensions are not alternatives to sociobiological themes of mate selection. they are the more finely nuanced perceptions through which appropriate sexual choices are made. (for literary analyses that integrate sociobiological themes and assessment of personality within specific cultural contexts, see carroll 1995, and boyd 1998). personality factors can be used in the analysis of characters, authors, and readers. they provide points of entry into the values and sensibility of any given author and a means for assessing the evaluative response of audiences to any given author. for instance, fielding and his protagonists are robust and goodnature, sensual but friendly and open, outgoing but a little lax in their moral fiber. rather than attempting to locate this configuration within some supposedly absolute standards of literary merit, one can instead understand that certain kinds of critical tempraments will respond to fielding with general warmth, and others, more neurotically sensitive, withdrawn and antagonistic, will find him an uncomfortable companion. enjourme vol. 1 no. 2 2016 20 the use of personality factors as categories of analysis need not pretend to be exhaustive. these factors can be combined with any array of significant traitsfor instance, of sex or gender, age, social class, national or ethnic identity, and cultural period. if personality dimensions are in fact part of the evolved structure of the human psyche, they provide terms that are in them selves important and that can serve as stable points of comparison. to accept the stipulation that the organizing principles of literary representations run parallel to the structure of human motives and concerns is to acceptan implication that takes one outside the range of conceptual analysis in cognitive rhetoric and brings on the psychology of emotion. metaphors have imaginative and specifically literary value only if they are able to engage and evoke the subjective quality of experience. feelings are the basis of tone in literary texts and tone is the basis of generic structure. there are usually known six core emotions suggested by ekman (1994) namely joy, sadness, anger, fear, disgust, and surprise. all of these emotions are essential components in the tonal and generic structures in literary texts. sadness is the basis of elegy and tragedy, and happiness the basis of comedy. surprise is essential to suspense, and anger and disgust are the animating sentiments of satires. there are some writers who speculate that literary writing is a means of social manipulation or of sexual display (constable, 1997). literature is merely a means of attracting attention, enhancing prestige, and thus advancing one‟s reproductive prospects. it is even suggested that literature is mainly a means of fantasy fulfillment. however, this may not be the case. literature is satisfying enjourme vol. 1 no. 2 2016 21 moving or disturbing-not in the degree to which it fulfills fantasy expectationsthough it can do this-but in the degree to which it provides a sense of psychological order. it depicts order by depicting the particularities of time and place-of cultural context, individual circumstance, and personal charcater. the following part will offer an analysis of such a disturbing text written by the contemporary australian novelist elizabeth jolley, palonimo. palonimo as representing woman? palonimo is clearly disturbing text, not simply because of its deciption of lesbian sexuality, but because of the gap between laura‟s desire and andrea‟s. as the novel proceeds, one can discover that laura‟s relationship with andrea is in some way a working through of her truncated relationship with eva, andrea‟s mother. at the same time, andrea‟s incestuous relationship with her brother, and the fact that she becomes pregnant by him, compromises her response to laura‟s desire. the endenic side to andrea and laura‟s affair is enabled by their isolation. in the world of laura‟s farm, the social pressures that distrupt and distort desire (laura‟s for eva, andrea‟s for christopher, laura‟s for esme gollanberg) are temporarily in abeyance as once said by laura to andrea (p.193). andrea‟s desire for christopher is not superseded by her affair with laura, and her rejection by him confirms the impossibility of any fulfillment within a social context. it is worth nothing that andrea‟s uninhibited desire for christopher is disturbed within a scene of male, homosexual desire. the brother and sister stray onto a nudist beach while looking for „place where we could be alone‟. their enjourme vol. 1 no. 2 2016 22 uneasiness seems misplaced until andrea notices a schoolteacher with his changes (p.241). he must have been school teacher with his class but it wasn‟t quite so straightforward you see, because just above that part of the beach was the car park overlooking the sands and the sea. we walked up there and in every car there was a man sitting and all of the were looking intently down to the bronzes school master and his class. it was as if the little boys were being paraded for these men. it was really possible to feel a sort of excitement of desire and to feel excluded from it at the same time. this scene seems to represent a totally enclosed economy of the male gaze, directed not at the objectified female, but at small boys. significantly this repressed memory emerges in andrea‟s consciousness when she anounces her wish to leave laura, after receiving an invitation from irma. it is followed by an image of a ram caught in a fence, dispatced by laura and murphy. in this scene, andrea watches murphy‟s little girls watching laura and murphy slaughter the ram (p.244). the ram lay in the dust twitching. laura put down her gun and was on the dead creature at once with one knee pressed to its side. i saw her knife and murphy‟s as they started to deal with carcass. i couldn‟t stand the sight of it. the little girls were watching. if mrs. murphy had not been in hospital, she too would have hovered there. an eager angel of death. andrea deliberately reads this image as an echo of the sacrifice of the ram by abraham, in place of his son with mrs. murphy as an absent angel of death. this patriarchal image of sacrifice is also interpreted by andrea as a possible suicide attempt by laura. or at least that is her rationalization, for the image is also an overturning of her request for an abortion (another recapitulation of laura‟s relationship with andrea‟s mother, for eva too asked laura for an abortion). enjourme vol. 1 no. 2 2016 23 at the end of the novel laura reached an understanding at the cost of selfsacrifice. she sacrifices her world with andrea, which has been beside, not outside, the law. therefore, andrea‟s vision shifts from a totally enclosed economy of the male gaze, from desire kept entirely within the family-not just because of her relationship with her brother, but because her relationship with laura is in some ways a rewriting of her mother‟s relationship with laura-to a quite different female world in which desire is repressed: the healthful establishment of hilde and irma. laura and andrea‟s relationship begins with what andrea sees as a betrayal “here i am crying on this big comfortable bed because i have been unfaithful to my brother!” (p.80). in distinction to andrea‟s internalized law of faithfulness, laura offers a message of tolerance, which is obviously part of a world which can only exist outside the law. laura sees herself and andrea within a world of passion which is quite separate from the conventional world of mechanical marriage (p.19). at the beginning of this idyll, laura feels that she can, within her farm, circumvent the rules that pre-scribe relationships, that order love, that dominate sexuality “surely” there can be no laws about love.” (p.94). within this narrative, the world of marriage intrudes much more through the existance of the murphy family, who haunt laura with their feckless ways and provide a silently judging audience of children. the farm is no heaven for the murphys, for it encloses them and is haunted by the multiplying murphy children. at the end of the novel, however, some kind of symbolic rapprochement seems to take place, as andrea‟s departure coincides with mrs. murphy‟s death, and desire is seen to transcend the divisions between hetero and other sexualities (p.259). enjourme vol. 1 no. 2 2016 24 however, this sense of connection through sexuality is transient, and ultimately serves only to emphasize laura‟s loss. the novel‟s final words stress the ultimate enclosure of desire within the heterosexual economy, within the naming of loss (p.260). the male foal is the final image of birth in the novel, which ends without depicting the birth of the child that andrea carries. the narrator, the laura figure, discovers that she is in the hotel room where the andrea figure has committed suicide. to some extent this story is a comment on the playing out of fictional lives. palonimo is a final shattering of laura‟s world of sexual freedom. the story is centered on libation, which is linked to the sacrifice of the ram (another offering to the gods) within. palonimo, laura‟s libation is linked to fruitfulness of her farm, as well as to her relationship with andrea. palonimo offers the posibility of two opposed readings: either a celebration of female desire outside the law, or a traggedy of loss and containment. the narrative embeding within palonimo also seems an echo of the interplay between the freedom of desire and the constriction of the law. apart from the enclosure on the narrative between laura‟s two unsent letters, readers are presented with the shifts between laura and andrea‟s narating voices, the reconstruction of laura and eva‟s relationship (partly through eva‟s own voice in her letter), andrea‟s retrospective account of her attachment to christopher, laura‟s cardboard diary, and even the symbolic framing of the whole narrative within death in venice. this narrative method offers, symbolically, both the safe enclouse of laura‟s farm within which love and desire might flourish, and the tangled pressure of social boundaries which constrict such freedom. enjourme vol. 1 no. 2 2016 25 to some extent, this novel is a comment on the playing out of fictional lives (p.109): it is disconcerting being the subject of someone‟s fiction. to be the subject might be quite unusual but it is not usuallly known or realized by the person who is the subject. conclusion a great deal of recent criticism and theory has engaged in a debate over postmodernism. the exact nature of the postmodern was the fashionable debating topic of the 1980s and the fashionable topic of the 1990s at present seems to be the consequences of postmodernism for both social and cultural criticism. postmodernism has been used as a category to encompass everything from changes in philosophical perspectives to changes in architecture. within literary theory, the postmodern has come to be associated with the kind of self-conscious fiction associated with writers like borges, calvino, delillo (see hutcheon, 1988). the postmodern involves a dismantling of categories which have traditionally allowed certain conceptual generalizations to be made and this makes it particularly difficult to enter into any methodological arguments over its nature or concerns. tion elizabeth jolley has come from feminism. feminist theory has many links with the theoretical procedures of postmodernism, but it has at the same time often pointed to the problematical position of the politics of gender, even of the concept of „woman‟, within a grat deal of postmodern theory (nicholson, 1990). in literary studies, it has gradually recognized that the idea of postmodern fiction has tended to exclude women writers, both those who could be seen as sharing some of the concerns and technique of the male members of the postmodernist fiction canon, and those who are excluded from trendy critical enjourme vol. 1 no. 2 2016 26 attention because they are seen as working outside of such areas. elizabeth jolley may offer a new insight concerning the issue. jolley‟s work is connected to a variety of political and theoritical issues, which require changing critical approaches for their exploration. the „pure‟ literary evalution of humanist criticism tends to produce an oeuvre which matches the „fond grandmother‟ public icon: comforting and unchalleging. in writting about jolley, there is perhaps a need to recognize the doubleness examplified in a passage like the following from “woman in a lampshade” where jasmine tredwell sees a hitchhiker while she driving to her farm, in an effort to overdome her writer‟s block. he is at once her conjured-up muse, a person, a sign, a pattern of words, and a projection of desire. she saw the young man standing in the dark. he seemed to be leaning rather than standing, the storm holding him up in its force. he was an indistinct outline, blurred because of the rain. it was as if he had come into existence simply because someone, hopelessly lost among words, had created him in thoughtful ink on the bloting paper. taken as whole, jolley‟s work is as heterogeneous in its account of how characters relate to the possibilities of the family as it is about so many issues. however, throught her fiction, jolley is concerned with the way that family structures are dominant socially and their alternatives have to be constructed painfully and precariously. this aspect of jolley‟s work is related to the way her cunstruction of characters has involved a narrative shift away from a psychological orientation. this is clearly not a modernist project, but more a postmodern evaluation of disjunction within narrative. enjourme vol. 1 no. 2 2016 27 references asthon, m.c, paunonen, s.v, helmes, e and jackson, d.n. 1998. kin altruism, reciprocal altruism and the big five personality factors. evolution and human behavior 19: 153 – 169. bouchard, t.j.jr. 1994. genes, environment, and personality. science 264: 17001701. boyd, b. 1998. jane, meet charles: literature, evolution, and human nature. philosophy and literature 22: 1-30. buss, d.m. 1999. evolutionary and psychology: the new science of the mind. boston: allyn and bacon. carrol, j. 1995. evolution and literary theory. columbia: university of missouri press. constable, j. 1997. verse forms: a pilot study in the epidemiology of representations. human nature 8: 171-203. digman, j.m. 1990. personality structure: emergence of the five-factors model. annual review of psychology 41: 417-440. ekman, p. 1994. antecendent events and emotion metaphors. in p .ekman and j.r. davidson (eds). the nature of emotion: fundamental questions. new york: oxford university press. fox, r. 1989. the search for society: quest for a biosocial science and morality. new brunswich: rutgers university press. fox, r. 1995. sexual conflict in the epics. human nature 6: 135-144. hutcheon, l. 1988. poetics of postmodernism. new york: routledge macdonald, k. 1995. evolution, the five factor model, and levels of personality. journal of personality 63: 525-567. mccare, r.r. (ed). 1992. the five factor model: issues and applications journal of personality 60: 175-532. nicholson, l. 1990. feminism/postmodernism. new york and london: routledge. 7. 6118-20043-1-ce.pdf enjourme (english journal of merdeka): culture, language, and teaching of english jo urna l ho mep age: http: //ju rna l.u nm e r.ac .id /in dex. php /en jo u rme/ ind ex the use of slang words in online learning context of efl class rizky lutviana, siti mafulah english department, kanjuruhan university of malang, jl. s. supriadi no. 48, 65148, malang, indonesia corresponding author: lutviana.rizky@unikama.ac.id article info article history: received 21 june 2021 revised 07 july 2021 accepted 08 july 2021 available online 31 july 2021 keywords: online learning, slang words, efl class doi: 10.26905/enjourme.v6i1.6118 how to cite the article: lutviana, r., & mafulah, s. (2021). the use of slang words in online l e a r n i n g c o n t e x t o f e f l class. enjourme (english journal of merdeka) : culture, language, and teaching of english, 6(1) 55-62. doi: https:// d o i . o r g / 1 0 . 2 6 9 0 5 / enjourme.v6i1.6118 abstract during covid-19 pandemic teachers and students in indonesia adapt to continue learning by implementing online learning. online learning creates a new way of communication between teacher and students in online classroom context. this way of communication makes both teacher and students employ new strategy in communication, one of which is by using slang words in online class. this study aimed at investigating the use of slang words by 34 efl students in translation online class during 1 semester. this study employed descriptive qualitative in which the source of data is the transcript of students’ chat in whatsapp group (wag) during 6 months. additionally, questionnaire was used to collect the data about students’ attitudes toward the use of slang words. it is found that students used 32 slang words from both english and indonesian, most slang words used were influenced by popular slang words used in social media. students mostly used slang words when (1) chatting with friends in discussing informal topic such as holiday, make up class, and connection problem; (2) expressing feeling; (3) addressing their friends’ names; (4) discussing lesson; (5) responding teacher’s question, and (6) greeting the teacher. students’ attitude toward the use of slang was positive, they explained that they used slang words in online class to make learning atmosphere more alive and relaxed and those make them easier to understand the lesson. however, students limit the use of slang words when chatting with teacher, most students consider impolite to use slang words as freely as when they chatted with their classmates. © 2021 enjourme. all rights reserved. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no, 1, juli 2021, page 55–62 1. introduction covid-19 outbreak brings a new way of communication between teacher and students in class since learning mostly cannot be done face-to-face in a classroom. in this case, learning can be done either synchronous or asynchronous using online flatform such us google classroom (okmawati, 2020), zoom (fitria, 2020), edmodo (siahaan, 2020), schoology (muhtia et al., 2018), or moodle or lms (sari & setiawan, 2018). however, based on this situation, communication between teacher and students cannot be done as close and free as in face-to-face classroom. in online classroom setting, communication between teacher and student is restricted, most communication is done verbally enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 1, juli 2021, pp. 55–62 | 56 | which is lack of clue of intonations. besides, teacher and students are also cannot do non-verbal communication such as (gesture, head movement and posture, eye contact, facial expression, haptic, proxemics). this phenomenon made students difficult to catch the teacher’s teaching style and personality (dickinson, 2017) thus, communication in online class is dull. in online learning communication, especially which is done in an asynchronous way, learning is full of interpretations since it heavily lays on emoticon and words use by students, especially slang words. this may present challenge for both teacher and student in communication during online learning, the teacher found it difficult in delivering the material since students mostly remain silent when they did not understand. from the perspective of students, they tended not to be open in expressing their idea because they were in the same chat room with the teacher and other students. alawamleh et al., (2020) stated that during online learning teacher and students felt isolated thus communication levels between them is decreasing. regardless that issues, communication between teacher and students needs to be carried out to keep the learning atmosphere exists in online class. in face-to-face classroom communication, students mostly used formal language to talk with teacher since teacher is considered to be in the higher social status. conversely, students mostly use informal language to talk with their classmates in a class (aitchison & wardaugh, 1987). slang word is one of the types of informal language use by students when they talk in a classroom. recently, with the rapid use of internet and social media, slang words are growing. there are many slang words which are formed because the influence of social media (zhang et al., 2016), such as in indonesia there are the word “gabut”. it is possible that students may introduce slang words into their online classroom when they speaking either with their classmates or teacher. the description of what slang words, the context, and the function will be revealed on this study. several studies have done to investigate the use of slang words in different context, but small number researchers investigated the use of slang word in education, especially in the context of online learning. firstly, in the context of social media, (trimastuti, 2017) analysed the use of slang indonesian slang words in social media, those are blackberry messenger, twitter, instagram, path, line and facebook. in order to collect the data, writer used the method of observation. it is found that the slang words used mostly were alay language, indonesian slang language that was formed by nonstandard alphabetical writing that consisted the combination between letter and number. with the similar context as trismatuti (2017) but with different types of social media, (saputra & marlina, 2019) investigated the use of slang word in social media, namely instagram. they analysed the types and the meaning of slang words used by plesbol, instagram account for football lovers using elissa mattiello’s theories (2008). it is found out that there are more than fifty percent of mattiello’s slang words found in plesbol, those are acronym (16.15%), blending (27.43%), clipping (3.89%), compounding (27.71%), prefixation (0.13%), reduplicative (7.52%), reversed form (0.27%), variation (10.16%), and word manufacture and fanciful formation (6.68%). compounding is the dominant slang with 27.71%. this finding of the study means more than fifty percent of mattiello’s slang words found in plesbol. the use of slang words in online learning context of efl class rizky lutviana, siti mafulah | 57 | additionally, related to social context, (namvar, 2014) examined the use of slang words in educational context, that is in malaysian university. the main aim of the research is to investigate how familiar malaysian college students with slang, and what kinds of slang that were mostly used by students to communicate in class. the subject of the research was 60 students majoring in elt at upm. it is found that abbreviations slang, movie slang, and the internet slang were types of slang words that were frequently used. it is indicated that students were familiar with slang. the use of slang is influenced by the used of internet and media. finally with different context, (rizky, 2018) examined the use of slang words in comic book mad about millie vol. 1 and deadpool vs old man logan. the objective of the research was to investigate the contextual meaning of slang words and the function of slang words. the source of data was utterance spoken by the characters. in collecting the data, the researcher applied purposive sampling method in which she found 16 slang words. the findings were the slang words used by the character in the movie had different meaning based on the context. the functions of slang words were to initiate politeness and to express feelings. review of previous studies denote the fact that different setting employs different types of slang words used. thus, the study about the use of slang in the new context of today’s teaching and learning is worth conducting. in addition, different from the previous studies, this present study examines the students’ attitude towards the use of slang words in online class. moreover, it is also interesting to notice that the subject of the research came from different cultural background. the way they used slang words would be significant to be investigated. 2. method this study employed descriptive qualitative research with the purpose is to investigate the use of slang words in online classroom setting. the subject of this research is 34 efl students in translation online class. the online class was carried out in both synchronous learning, using zoom, and asynchronous, using spada moddle lms and wag. the source of data is the transcript of students’ chat in whatsapp group (wag) during 6 months. in addition, questionnaire was used to collect the data about students’ attitudes toward the use of slang words. 3. findings and discussions slang words used by students slang words is one of the culturally specific words. it exists in almost country. students were exposed by many types of slang words which origin from english, indonesian, javanese, and social media. table 1 showed the percentage of slang words based on its origin. the slang words that were mostly used by students were indonesian slang words (53%). it was formed when students wrote the words with non-standard indonesian spelling such as the word “mantap”, “tewur”, and “baeg”. this indicated that students consider the conversation to be in informal situations, thus they would feel relaxed in expressing their feeling. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 1, juli 2021, pp. 55–62 | 58 | in addition, there were several words which were formed uniquely, such as the word “gaskeun” whis is formed by blending the indonesian word “gas” and sundanese word “keun”. it means… “carry on”. there were slang words which was formed by morphological variation in which the words were formed by modifying the spelling, such as the word “bor”, “gaes”, and “cuy”. students used this to show their style in online communication. table 1. the types of slang words used by students no. slang words which origin from frequency percentage 1. indonesian 16 50% 2. english 9 28% 3. social media 5 15% 4. javanese 2 7% different from indonesian slang words, english slang words used by students were words that were commonly used such as the word “so-so”and “kinda”. students mostly used english slang words related to term of address for instance “sist”and “dude”. additionally, there was one slang word which is formed by acronym in the word “lol”. moreover, some students were influenced by internet, especially social media and online games. some students used popular slang words which origin is from social media such as the word “uwu”. uwu is slang word which is formed from the emoticon that is commonly used when chatting in social media, it symbolizes a cute face. another slang word from the social that was used by students is “cmiiw”. “cmiiw” is acronym slang word which means “correct me if i’m wrong”. besides, there were two slang words which were formed from the term used in online game, namely “buff ” and “bjierr”. “buff ” is slang word borrowing from english. it means to give power or to stabilize the performance. bjierr is also slang word which origin from online game. historically it is formed by the habit of gamers who made typo when he/she wanted to say something rude using swear word. it indicated that “bjierr” is soften swear word. student used this word to express their feeling in quite polite way to safe face in formal situation. moreover, there is slang word which origin from the social media that is used to address someone, namely “gan”. “gan” is the term address to mention someone in “kaskus” (indonesian popular social media). besides, there were also javanese slang words which were used to address someone by students, namely “lur” and “slur”. those slang words were clipped from the word “dulur” “seduluran” which means “guys”. the contextual use of slang words students mostly did not use slang words all the time, there were several situation and context they used the slang words. the first was (1) they used slang words when they chatted with their classmates in discussing informal topic such as holiday, make up class, and connection problem. secondly, students used slang words to express feelings; the feeling of adored (uwu), confused, happy (lol), fascinated (gass, gaskeun), enthusiastic (semongko). third, slang words were also used to address a name, especially students’ classmates, such as the word “sist, gan, bro, bor, lur, slur, dude, and kak”. students explained that the use of slang word for the use of slang words in online learning context of efl class rizky lutviana, siti mafulah | 59 | addressing a name is indicated that they have closer relationship. this finding is also in line with (wijaya, 2012)’s research which indicated that the use of slang words among youth is to show intimate relationship. fourthly, students use slang words to discuss lesson, especially when the teacher give challenging question to be discussed with friends. students who were in doubt about their answer, mostly use the slang word “cmiiw”. next, in responding teacher questions that were not related with the lesson students used slang words, especially when teacher asking about their activity during holiday when opening the lesson. finally in certain situation students used slang words to greet teacher, especially when expressing the weather in their region, they used the word “kinda”. the function of slang words there were many motives when students used slang words in communication during online class. it is found that the motives depend on the speaker, to whom they are speaking to. the used of slang words when speaking with the teacher was limited in terms of slang words choices and the situations. when communicating with teacher students used common slang words, for instance “kinda”, “so-so”, “baeq”, “on the way” and “cmiiw” students assumed that when speaking with teacher they should use polite language, thus they tended to use common slang words. the situation in which students initiate the use of slang words in online class is based on the function of slang words, to start relax conversation students responded and began conversation using slang words. conversation 1 illustrated the example, students responded teacher explanation with slang words that changed the tone of conversation from serious to become relaxed. conversation 1 teacher : translation is the application of many branches of disciplines including linguistics and elt. so, in order to translate well you need to have strong background knowledge on reading comprehension skill, sociolinguistics, pragmatics, syntax, semantics, psycholinguistics etc. jadi dalam kelas translation ini kalian siap-siap banjir ilmu ya. students a : ya allah uwu banget ma’am. the second function of the use of slang words is to tell something when it is better using slang words. slang words contained vocabulary that is not available in other language, such as “jomblo”, “gaskeun”, “uwu”, and “buff ”. besides, some slang words formed by abbreviation and it is very useful in chatting. abbreviation slang word mostly comes from long phrase even clause. using abbreviated slang words spends less time and energy, for instance the slang words “cmiiw” stands for “correct me if i’m wrong”. the third function of the use of slang words is to express feeling when the conversation is in informal context. conversation 2 illustrated that student discussed their activity in holiday, and they explained that it was nothing special, the student used the slang word “so-so”. students used this slang word because it was familiar to them, they used it frequently in daily conversation with friends. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 1, juli 2021, pp. 55–62 | 60 | conversation 2 teacher : how was your holiday? students b : just so-so ma’am. moreover, when speaking with their friends, students used more varied slang words and used it more frequently rather than when speaking with the teacher. the first purpose of students using slang words when chatting with friend is to address someone by using certain term of address when they called their friend, such as “gan”, “sist”, “lur”, “slur”. in this case, the use of slang word to ddress someone is also to form intimate atmosphere with their close friends in online class. students also explained that using slang words in class also good for practising speaking like native, they felt the challenge to improve their speaking skill and to improve vocabulary mastery. students who did not know the meaning of certain slang words made them felt insecure in online class communication. this finding is in line with (boylu & kardaº, 2020) that slang words does not known the meaning of slang words may cause problem in social life. in addition, students also used slang words to express feeling, especially when they swear, they assumed that swearing using slang words is more polite since it did not directly indicate that they swore, for instance they used the slang word “bjierr” it is another spelling for the word “anjing” (consider rude word in indonesian). besides, when students felt enthusiastic, they used the slang words “gas”, “gaskeun”, “tarik sist”, and “semongko”. students perception on the use of slang words students’ perception about the use of slang words is varied based on the situations. based on the data findings derived from the questionnaire, 89% students agreed to use slang words in online class because it made learning situation alive and not boredom. i’m very glad to use it because it makes me more “friendly”. (ng) i feel more relaxed but at the same time take lessons seriously. (da) it makes the students’ self-confidence more confident, because they are honing their skills. (bp) however, 71% students disagree to used slang words when chatting or speaking with the teacher because it considered impolite. this indicated that students were more prefer to use slang words when chatting with friends rather than with teacher. meanwhile 60% students agreed to use slang words when communicate with the teacher as long as it is polite. what student mean by polite here was not using dirty slang words (swear words and other words that were usually intended to use when speaking with younger people as the lecturer). however, students appreciated the lecturer who initiated to use slang words in online class. if i use it when there is a lecturer, i think i will feel bad, but if i use it with my friends, i feel it’s okay and fun to use it. (mn) the use of slang words in online learning context of efl class rizky lutviana, siti mafulah | 61 | i think it’s a bit rude, but if it’s allowed it’s not a big deal. (mm) i feel so rude when i use it with my lecturer, but it is very useful for my friends. (ft) it will be fun if it is done to friends, but it will feel impolite to the lecturer. (af) feel impolite for not using the official language during online class. (da) 4. conclusion and suggestion to sum up, the slang words used by students were mostly indonesian slang words (50%) and english slang words (28%). indonesian slang words used by students mostly the slang words which was formed by the use of non-standard spelling, blending the indonesian word with other word from other language, and modifying the word spelling. this suggested that students were influenced by the spelling style used when chatting in social media. english slang words used by students were the common slang words and slang words which was formed by acronym. students used slang words more frequently and freely when chatting with friends, especially when (1) chatted with friends discussing informal topic, (2) express feeling, (3) address a name. additionally, when speaking with teacher students used slang word when (4) discussing lesson, and (5) greeting the teacher. students used limited and selected slang words when chatting with teacher. this finding is inline with the function of slang words in online class, that was students used less varied slang words for several functions when speaking with teacher. in contrast, when chatting with teacher students used more varied slang words for the same function. in addition, students’ perception about the use of slang words is varied based on the situations. students’ attitude toward the use of slang was positive, they explained that they used slang words in online class to make learning atmosphere more alive and relaxed and those make them easier to understand the lesson. however, students were not willing to use slang words when chatting with teacher as freely and more frequently as they chatted with friends because they believe that using slang words with teacher is consider impolite. references aitchison, j., & wardaugh, r. (1987). an introduction to sociolinguistics. in the british journal of sociology (vol. 38, issue 3). https://doi.org/10.2307/590702 alawamleh, m., al-twait, l. m., & al-saht, g. r. (2020). the effect of online learning on communication between instructors and students during covid-19 pandemic. asian education and development studies. https://doi.org/10.1108/aeds-06-2020-0131 boylu, e., & kardaº, d. (2020). the views of teachers and students on slang in teaching turkish as a foreign language. journal of language and linguistic studies, 16(1), 73–88. https://doi.org/10.17263/jlls.712655 dickinson, a. (2017). communicating with the online student: the impact of e-mail tone on student performance and teacher evaluations. journal of educators online, 14(2). https://doi.org/10.9743/jeo.2017.14.2.5 enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 1, juli 2021, pp. 55–62 | 62 | fitria, t. n. (2020). teaching english through online learning system during covid-19 pandemic. pedagogy/ : journal of english language teaching, 8(2), 138. https://doi.org/10.32332/pedagogy.v8i2.2266 muhtia, a., suparno, & sumardi. (2018). blended learning using schoology as an online. 2nd english language and literature international conference (ellic), 2, 171–175. namvar, f. (2014). council for innovative research. journal of advances in chemistry, 10(1), 2146–2161. okmawati, m. (2020). the use of google classroom during pandemic. journal of english language teaching, 9(2), 438–443. rizky, e. a. (2018). the functions of slang words by the main and minor characters in mad about millie vol. 1 and deadpool vs old man logan comic books. universitas sanata dharma yogyakarta. saputra, l., & marlina, l. (2019). an analysis of slang words used by instagram account plesbol. ejournal of english language and literature, 8(3), 329–339. sari, a. p., & setiawan, a. (2018). international journal of active learning the development of internetbased economic learning media using moodle approach. 3(2), 100–109. siahaan, e. b. (2020). students’ perception of edmodo use as a learning tool. jet (journal of english teaching), 6(february), 12–23. https://doi.org/10.33541/jet.v6i1.1061 trimastuti, w. (2017). an analysis of slang words used in social media wahyu. jurnal dimensi pendidikan dan pembelajaran, 5(2), 64–68. wijaya, i. d. p. (2012). the use of english in indonesian adolescent’s slang. humaniora, 24(3), 315–323. https://jurnal.ugm.ac.id/jurnal-humaniora/article/view/1373 zhang, l., zhao, j., & xu, k. (2016). who creates trends in online social media: the crowd or opinion leaders? journal of computer-mediated communication, 21(1), 1–16. https://doi.org/10.1111/jcc4.12145 8. 6126-20111-1-ce.pdf enjourme (english journal of merdeka): culture, language, and teaching of english jo urna l ho mep age: http: //ju rna l.u nm e r.ac .id /in dex. php /en jo u rme/ ind ex coping strategies of a rape victim as reflected in chanel miller’s know my name memoir raudya maghfira, malikhatul lailiy ah d3 english program, faculty of politics and social science, universitas merdeka malang, jl. terusan raya dieng no. 62-64, 65146, malang, indonesia corresponding email: malikhatul.lailiyah@unmer.ac.id article info article history: received 22 june 2021 revised 12 july 2021 accepted 12 july 2021 available online 31 july 2021 keywords: coping strategies, rape, memoir doi: 10.26905/enjourme.v6i1.6126 how to cite the article: maghfira, r., & lailiyah, m. (2021). coping strategies of a rape victim as reflected in chanel miller’s know my name memoir. enjourme (english journal of merdeka) : culture, language, and teaching of english, 6(1) 63 -69. doi:https://doi.org/10.26905/en jourme.v6i1.6126 abstract memoir is a literary work genre that belongs to the subgenre of autobiography. most of the memoir showcases the writer’s particular moment of lift, rather than the reels of their whole life. chanel miller, for example, showcases her experience during the aftermath of rape in her memoir, know my name. various definition of rape has one thing in common, which rape is something that happens despite the lack of consensus and that creates stress after it happens. stressful encounters require a coping strategy to conquer them. this study tries to analyze coping strategies on know my name memoir because it is due time for us to recognize how rape has influenced the victim’s life to provide better care both physical and psychological wise for rape victims and, even better, to formulate better law to protect the victim. using descriptive study, the important features were found as channel miller’s emotional reactions to choose a way out of the problem. © 2021 enjourme. all rights reserved. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no, 1, juli 2021, page 63–69 1. introduction a study mentioned that in the u.s, 1 in 5 women, around 25.5 million women, filed for completed or attempted rape at some point in their lifetime (smith et al., 2018). a 2018 violence against women prevalence estimates’ report calculate around 6%, with uncertainty interval between 4-9%, of women from the age 15 years and older have been perpetrated by someone except their current or past male-exclusive significant other, like a male family member, friend, colleague, or stranger at least once in their lifetime. these numbers came with a warning for the data users to interpret them with caution. this type of violence is predominantly stigmatized worldwide, espeenjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 1, juli 2021, pp. 63–69 | 64 | cially in highly quaint and patriarchal societies. the fear of victim-blaming as the dire aftermaths discourages women from disclosing their experiences. the actual occurrence of the victim may be more extraordinary than the reported or estimated numbers. another possible reason that made women so opposed to disclosing their experience as rape because it does not meet their self-definition as sexual experience and that they did not classify their experience as rape (peterson & muehlenhard, 2007, 2011). peterson and muehlenhard (2011) mentioned these varied reasons in their study of 77 female college students who had been non-consensually penetrated. initially, they did not think that the assailant matched their definition and image of a rapist. the victim believed that the assailant was lovely, loved by everyone, or from a renowned family. therefore, the assailant did not qualify to be considered a rapist. secondly, the victims think their behavior did not match as a ‘normal’ victim. they went self-blaming themselves to seem to be the reason they were violated in the first place instead. one of the participants in the study even positioned herself at fault to be intoxicated—lastly, the victim pictures rape as something that involves brutally violent stunt in action. for instance, someone strikes or jumped out of nowhere, gagged, and pinned the targetted victim down by force. it is safe to say the rape victims are being discouraged from speaking up because of the stigma surrounding the victims’ disclosure, the victimblaming, and the misconception of the rape and the rapist definition. coping strategy one common approach to describe the different ways people cope with stress is to distinguish between problem-centric, those who try to change the situation, and emotion-centric, those who seek to manage their emotions (lazarus & folkman, 1984). in addition lazarus (2013) mentioned coping as a general conception that contemplates ego defenses, which deal with psychological integrity menaces, thus, it implicates someone’s efforts in notion and action to deal with stress, regardless their process is stable or adapting over time and through various stressful circumstances. individual’s judgment of a stressor influences their way of reacting to the stressor. whether a stressor is experienced as upsetting or not is influenced by a mixture of personal and circumstantial reasons, including capacities, skills and competencies, limitations, resources, and customs (mechanic, 1962). thus, coping strategies differ amongst individuals depending on the person’s choice to respond to a stressor. figure 1. lazarus and folkman’s transactional theory of stress and coping model coping strategies of a rape victim as reflected in chanel miller’s know my name memoir raudya maghfira, malikhatul lailiyah | 65 | the ideal coping strategy varies from one person to another depending on the stressor’s context to the person’s personality traits (berardi et al., 2019). thus, several pieces of study on coping have typically found five types of coping. some researchers, clarke (2006), folkman and moskowitz (2004), and skinner et al. (2003), for example, include the following types of coping: (1) problem-focused coping, which includes taking direct action and scheming possible solutions to work out of the challenge, (2) emotion-focused coping which refers someone to express their feelings or engage with emotional-releasing & pastimes like meditation or yoga, (3) seeking for understanding means an individual’s efforts to comprehend and look for the value of the encounter, (4) help-seeking means involving external resource to resolve the crisis such as going to a therapist. lastly, some people may choose to respond to the problem by (5) avoiding the problem, which means they would try to keep some distance from the problem or look for a possible way out of the problem. when humans are challenged with a stressful event, they primarily evaluate the situation as either threat or not. secondarily, they appraise whether they have the resources to cope with the challenge efficiently (see figure 1). in short, a coping strategy is our natural response when we are stressed. no matter the challenge we need to face, we think about what we should do to overcome it. on the other hand, anything could trigger stress. from the littlest thing such as choosing whether should you wear the red dress or the yellow one or maybe should you spend your money on your favorite musician’s latest album or a new bottle of that overhyped serum. worse, whether should you forgive and forget or stand up your grounds in the courtroom after you are raped, which would be the main discussion in this final report. previous studies on literary works has been found, such as santika (2016) who studied on english dialect in the harry potter novel, shalihah (2018) analyzed address terms on emma novel, and lailiyah and yustisia (2018) investigated the sociolinguistics aspect on the rainbow troops novel. meanwhile, not so many studies on coping strategies in human artwork have been conducted. nensia (2020) observed how the women characters in the pride and prejudice movie coped with their anxiety. set in the regency period, the film captures the issues about wealth, marriage, and social class issues as the cause of anxiety. most of the characters cope with their anxiety by approaching the problem. though the coping strategy might cause embarrassments, these women did not back off nor avoid the stressor. differently, this study would like to describe the coping strategy of a rape victim who was covering her identity to the world as ‘emily doe’ for years and later stepped out as herself, chanel miller. 2. method this study used a qualitative study with a descriptive approach to analyze the coping strategy of the rape victim in the know my name memoir. the memoir was published in 2019 by viking, a part of penguin random house group of companies. know my name represents a memoir of what channel miller, the author, has to go through during the rape and the aftermath. miller’s decision to open about who she genuinely is and what she has been through is astounding and inspiring. this book captured her experience from feeling alone, living in a limbo where she believes she is okay, enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 1, juli 2021, pp. 63–69 | 66 | having to live a double life as emily doe at the court then as chanel at home, to her feeling when she walked out from the courtroom after the sentencing of her assailant. it is all written quite beautifully in the way that it moves the readers. this memoir has inspired many women worldwide, especially those who are the victims of sexual violations, to realize they are not alone in this. they are still important and deserve to be valued despite what has been taken. in collecting the data, the writers (1) read the work, (2) find the words, sentences by chanel miller as the main data analysis, and (3) classify and analyze the words, sentences, or utterances to prove the coping strategies of the book’s author. a comprehensive reading of the book needed to be done to get the detailed information prior to the objective of the study. 3. know my name memoir chanel miller is a rape victim known to the world as emily doe, or “brock turner’s victim.” the name emily doe was given to protect her anonymity. she was raped by a stanford university student swimmer, brock turner, behind a fraternity house back in january 2015. she stunned millions with a victim impact statement which she read in the courtroom and posted on various news sources such as buzzfeed, the guardian, the new york times, the washington post, and went viral. the statement is also translated worldwide and read on the floor of congress around the world. it is also a tipping point to the california penal law, and the withdraw of the judge of this case, aaron persky, who condemned six months of imprisonment in county jail to brock turner, the assailant. thousands wrote to her, indeed include fellow sexual assault survivors, to say that she inspires them and gives them the courage to share their own experience of being sexually assaulted at last. know my name is a memoir of miller’s sexual assault experience and its aftermath. in the introduction section, miller (2019) states that she wrote know my name as a hurt-transforming endeavor to deal with the past and incorporate the memories as her life goes on. in short, this already sums up the whole final report. however, we are not here to learn just about the cream of the top, but we will also learn throughout the entire journey in the book. in this final report, the writer would present miller’s coping strategy when she realized that she was raped and the aftermath. first encounter miller’s first encounter with the stressor started when she was woken up somewhere alien, confirmed by the deputy later that she was in the hospital. her natural reaction was to recall what has happened and where was her current whereabouts. then when she was feeling something odd, the absence of her underwear, she was frozen in place and questioning herself about what has happened the night before once more. in the early chapter, we will be brought through the constant limbo of confusions and emotions that commonly occurred for rape victims. as miller learned that she had been raped, other than bewildered and pondered about it, she opted to maintain her calm composure. this could be seen from how she tried to cheer her sister up during the phone call in the hospital. it could also be seen when she received a compliment for her coping strategies of a rape victim as reflected in chanel miller’s know my name memoir raudya maghfira, malikhatul lailiyah | 67 | calmness from the nurses when measuring and documenting the physical abrasions for evidence. not only she chose to act calm, but she also expects calmness despite the situation. in her book, miller (2019) wrote down that she did not want the fuss from her parents, for all she wanted is just everything to go away. this ‘everything’ could mean anything, from her confusion to be gone, for she finally got the answer of everything to the fact that the rape happens. personal appraisal earlier, it was mentioned that we primarily evaluate whether the stressful circumstance is a threat before we determine whether we can overcome it and finally organize a strategy to cope and overcome the problem at hand. funnily enough, it was found that miller’s decision to press charges was somewhat impulsive. it is reflected when she and her sister received a call from the detective in the driveway. when the detective asked her whether she would like to press charges, she asked back what press charges mean at first. she also asked for her sister’s opinion first to decide. miller also wrote in her book that she did not know that her yes, her decision to press charge would reopen her body, would scrape all the cuts and wounds raw, also force her legs open. the secondary appraisal also reflected on the same event when miller thought that the evidence needed for the case is obtained and that her perpetrator was already put behind bars, so it is only a matter of whether he commits the assault. at this point, she thinks that she got the essential resources to file a pressing charge against her perpetrator. coping strategy a coping strategy contains a series of emotional reactions that eventually led someone to choose a way out of the problem. in this case, miller’s first emotional reaction was to self-hate. this was her reaction after scrolling through the news and a police report on her desk ten days after the assault. her response was to think that she suddenly hated herself and did not want any of this. she blamed all her pain on emily, her alter identity (miller, 2019), then she chose to do what she had always done, detaching and keep going. later that night, the self-hate develops further into anxiety to tell her parents about the experience. she was afraid if they would be disappointed in her and lose her parent’s trust. she remains composed even “stood smiling like an insane person” (miller, 2019, p. 43) after she tells her parents. miller’s following emotional reaction is anger which was reflected on the very next day event. when she was scrolling through her browser again and come across an article which stated that the stanford swimmer, turner, “denies alleged rape” (miller, 2019, p. 45). another emotional reaction that we would find in this book is when miller ‘trained’ herself to avoid eye contact with people, avoid specific routes and opt to walk around many blocks after she was catcalled during her printmaking summer workshop in rhode island. later, she found out that “you are allowed to be cautious, but you do not always have to be afraid” (miller, 2019, p. 86). however, her emotional churn is not yet resolved. when she was staying with lucas, her boyfriend, she had an outburst after her boyfriend remind her that it was the time for a scheduled call with her attorney, alaleh. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 1, juli 2021, pp. 63–69 | 68 | after she had the outburst, she decides that it is about time for her to tell somebody instead of bottling it up inside herself. thus, she agreed to go to therapy. later in the book, we will be brought into the ups and downs from miller’s point of view when the trial was postponed for more than a year. eventually, the trial happened, and whenever she must be in the courtroom, it feels like reopening the old wound. her victim impact statements were posted in buzzfeed and went viral within days. it elicits many people to send her letters, mostly to thank her because miller has shed light to them that they are not alone. in this phase, she learned more about how sick society is, how easy it is to belittle a victim, and how the victim always puts in the negative light, which has to be changed. throughout her journey, miller said that healing is not always about advancing, moving on. she learned that healing is about “returning repeatedly to forage something” (2019, p. 323). miller wrote this book, know my name, as a way “to go back to that place” (2019, p. 323), back to the wound, and to finally “… dust myself off, and go on” (2019, p. 328). in the beginning, miller tried to solve her problem by detaching and putting up the calm façade. over time we were brought to where she starts expressing her emotions instead of bottling up everything inside. later, we were brought to where she decides to try living a life far from home, far away from where all this began. then fast forward to when she chose to close this chapter of her life by appreciating people around her, the simple thing she found or made, and finally living with grasping these memories. it would not be able for someone to decide which one is her coping style because she has already been through everything. did she seek understanding? she did since day one. did she try to avoid the problem? she did at some point by detaching, by making herself avoid every odd, by closing her memory off in her jar. did she cope with more emotion-focused activities? she did, too, at some point. she expresses her bottled-up anger, and she goes to a printmaking summer workshop to release the pent-up emotions. was she seeking help? yes, she goes to a therapist at last. problem-focused coping? well, in the end, she chose to embrace her memories and write a book about them. so, what is her coping strategy then? it takes strategies to solve a problem or to cope with stressful encounters. when we have a problem, it becomes possible for us to choose more than just one coping strategy. after all, it all comes down to the depth of the problem for you and your capability to solve that. 4. conclusion and suggestion based on the study on the memoir, the writers presumed that the coping strategy of a rape victim is reflected in chanel miller’s literary work, know my name. the concerns and issues about losing the sense of who you are, what are you living for, of the torturous waiting game, endless confusion, persistent blaming, insensitive comments, of rage, and to cope and to fight for what should have always been yours, to stand on your ground, are being assembled beautifully in this book. the memoir is so personal and raw, so it is apparent for us to see the coping strategy that must be chosen by a rape victim. lastly, this study comes with limitations, since this work is only analyzed on the coping strategy of the victims, there are many responsibilities to conduct further discussions about the know my name memoir. coping strategies of a rape victim as reflected in chanel miller’s know my name memoir raudya maghfira, malikhatul lailiyah | 69 | references berardi, l., glantsman, o., & whipple, c. r. (2019). stress and coping. introduction to community psychology. clarke, a. t. (2006). coping with interpersonal stress and psychosocial health among children and adolescents: a meta-analysis. journal of youth and adolescence, 35(1), 10–23. https://doi.org/ https://doi.org/10.1007/s10964-005-9001-x folkman, s., & moskowitz, j. t. (2004). coping: pitfalls and promise. annu. rev. psychol., 55, 745–774. https://doi.org/https://doi.org/10.1146/annurev.psych.55.090902.141456 lailiyah, m., & yustisia, k. k. (2018). euphemism and dysphemism expression in “the rainbow troops” novel by andrea hirata. enjourme (english journal of merdeka): culture, language, and teaching of english, 3(2), 67–74. lazarus, r. s. (2013). fifty years of the research and theory of rs lazarus: an analysis of historical and perennial issues. psychology press. lazarus, r. s., & folkman, s. (1984). stress, appraisal, and coping. springer publishing company. mechanic, d. (1962). students under stress: a study of the social psychology of adaptation. miller, c. (2019). know my name: a memoir. penguin books. nensia. (2020). coping strategy of women anxiety in regency period as reflected in “pride and prejudice” movie. 9(2), 1–9. https://doi.org/http://dx.doi.org/10.31314/british.9.2.1-9.2020 peterson, z. d., & muehlenhard, c. l. (2007). what is sex and why does it matter? a motivational approach to exploring individuals’ definitions of sex. journal of sex research, 44(3), 256–268. https://doi.org/https://doi.org/10.1080/00224490701443932 peterson, z. d., & muehlenhard, c. l. (2011). a match-and-motivation model of how women label their nonconsensual sexual experiences. psychology of women quarterly, 35(4), 558–570. santika, r. (2016). an analysis of west country dialect used by hagrid in jk rowling’s harry potter. nobel: journal of literature and language teaching, 7(1), 25–35. shalihah, m. (2018). a pragmatic analysis on the types and the purposes of address terms used by the main character in jane austen’s “emma.” enjourme (english journal of merdeka): culture, language, and teaching of english, 3(2), 52–60. skinner, e. a., edge, k., altman, j., & sherwood, h. (2003). searching for the structure of coping: a review and critique of category systems for classifying ways of coping. psychological bulletin, 129(2), 216. https://doi.org/https://doi.org/10.1037/0033-2909.129.2.216 smith, s. g., zhang, x., basile, k. c., merrick, m. t., wang, j., kresnow, m., & chen, j. (2018). the national intimate partner and sexual violence survey: 2015 data brief–updated release. enjourme vol. 1 no. 2 2016 1 developing literature program for children yasmin farani university of merdeka malang yasmin.farani@unmer.ac.id abstract education today has given great attention on children and their phsycological state. however, it is hardly given attention that books as the material for teaching in child education play as important role as those for adults. this is more urgent especially when televisions or visualized media have much influence on the children. this certainly leads to the consequence that children today might not manage to develop what the cognitivists call cognitive controlsystem (see swaan, 1993, alberson(1981), van dijk and kintsch(1983). this paper, in general aims at demonstrating that literature program for children today can give more humanistic picture to education or in other words it will treat children education not as mechanistic as before. keywords: children, education, literature. today, there is an abundance of books for children that never been published before in indonesia. those books vary from comic to storybooks; some are translated while others are written by indonesian writters. at a glance, it seems that the japanese comics are the most popular ones, one fact that has put many educationists in doubtful position. it might be easily agreed that the growing interest for reading among children can be promising, but there soon appears questions concerning the pedagogic advantage of such books for the children. meanwhile, many cognitivists have done researches on the usefulness of literary reading (gibbs, et. al, 1991; striedter, 1989). from the published books for children, the questions appears, how shall teachers, librarians, and parents select that which is literature? in order to answer this question, it is necessary to, firstly, define what literature is and what literature is appropriate for children. mailto:yasmin.farani@unmer.ac.id enjourme vol. 1 no. 2 2016 2 literature is simply the imaginative shapping of life and thought into the forms and structures of language (huck, 1976). the province of literature is the human condition; life with all its feeling, thoughts and insights. the experience of literature is always two dimensional, for it involves both the book and reader. some critics suggest that carrol’s alice in wonderland the greatest book ever been written for children. however, if the child has no background in fantasy, he will not be able to interact with the book and thus fails experiencing literature. this is simply because he cannot comprehend the complexity of the plot, nor tolerate the logic of its logic, for example the „nonsense‟ of the poem jabberwocky in the book. one many then ask how a child could successfully experience literature? huck (1976) suggested the use of words and pictures which are presented in such a way to enable the readers to be aware of an order, a unity, a balance or a new frame of reference. it will cause readers to perceive charcaters, conflicts, elements in a setting, and universal problems of makind and also experience the humor, beauty, wonder or the despair of sorrow. what is children’s literature? it can be said that a child‟s book is a book read by children, while an adult book is a book occupying the attention of an adult. before the nineteenth century only a few books were written for the specific readership of children in the west. children read books written for adults, taking from them what they could understand. in indonesia, the case is worse for hardly any attention is given on the publication of children book. enjourme vol. 1 no. 2 2016 3 children today are more sophisticated and know knowledgeable then any other generation of their age has been. they spend more time viewing television than they spend in school. the evening news has shown them actual views of iraq war and many others. while the modern child is separated from first-hand knowledge of birth, death, and seniliy, the mass media has brought him the vicarious and daily experience of crime, poverty, war, sex, divorce, and murder. such exposure has forced many educationists to reconsider what seems appropriate for children‟s literature. children‟s books are reflecting the problems of life prom the children‟s perspective. however, it should be noticed that the content of the literature is limited by the experience and understanding of children. certain emotional and phsycological responses seem outside the realm of childhood, for example the feeling of nostalgia is an adult emotional that is foreign to children. they seldom look back on their childhood, but always forward. children see beauty where there is uglines; they are hopeful when adults have given up. o henry‟s ransom of the red chief is a good example of literature for children with its light, humorous, and sensitive tone because it treats serious crime of kidnapping as an entertaining one. the uniqueness of children‟s literature lies in the audience that it addresses readers with unique perspective. most of authors of children‟s books are sircumscribed only by the experience of childhood which are vast and complex. the child is always curious about life and adults activities, the lives in the midst of tensions, of balances of love, and life within the family and the neighborhood. enjourme vol. 1 no. 2 2016 4 choosing book for children it has been well assumed that the first thing a child usually responds to a book is the emotional aspect. in choosing the appropriate books for children, one must firstly know the structures and forms of literature and at the same time know the structure of children‟s thought, language acquisition, social and emotional development, and changing interests. the traditional criteria for evaluating children‟s literature are by seeing the elements such as plot, setting, theme, characterization, style, and format. specialized criteria need to be applied to different types of literatur, such as picture books, biographies, and informational books. additional criteria are also needed, for example, criteria for realistic story would not be the same as those used for modern fantasy. historical fiction requires the added criteria of authenticity of setting and mood. of prime importance in any work of fiction, a child‟s first interest might lie on the plot. the plot in children‟s literature would better be presented in linear fashion, usually children do not have the maturity to follow several plots of many flash backs in time or place. the climax of a story should be easily identifiable and develop naturally from the story. children prefer a swift conclusion following the climax, but the denouement should unite the loose ends of the story. plots is but one element of good writing. if a book does not have a substantial plot, it will not hold children‟s interest long. well-loved books, however, contain indefinable qualities and are memorable for more than plot alone. the second element, setting is important in creating mood, authenticity, and credibility. the accident of place and time in a person‟s life may be as enjourme vol. 1 no. 2 2016 5 significant as the accident of birth. for the places life sets readers down can be tremendously important in person‟s life and story. the point for the evaluation of any story is its overarching theme. the theme provides a dimension to the story that goes beyond the action of the plot. the theme of a book might be the acceptance of self or other, growing up, the overcoming of fear or prejudice. the theme of a story should be worth imparting to young people and be based upon justice and integrity, while sound moral and ethical principles should prevail. one thing to take care is the fact that the theme of children‟s books override the plot. authors may be so intent on conveying a message that story or characterization may be neglected. true characterization is another half mark of fine writting. the people potrayed in children‟s books should be as convicingly real and live like as their next-door neighbors. besides, there should be consistency should not conform to a pattern but to the true nature of the characters as the author has presented him. characters should speak and act in accordane with their age, culturer and educational background. another aspect of sound characterization is growth and development. not all characters will change, of course, but many are memorable for their personality development. style is also an important aspect for evaluating the children‟s literature. children do not enjoy a story that is too descriptive, but they can appreciate figurative language, provided that the comparisons are within their background of understanding. the tastes of children place some demands on the writer‟s style. children tend to want action in their stories and prefer a style that has movement rather than too much description or introspection. children also demand enjourme vol. 1 no. 2 2016 6 conversation in their stories. they dislike a story that is too sentimental, and they see through the disguise of the too moralistic tales of the past. format of a bok including the size, shape, design of pages, illustrations, typography, quality of paper, and binding will be an important factor in a child‟s decision to read a story. while illustrations are not essential in books for older children, they may enrich the interpretation of the story, and should be carefully planned and integrated with the text, there are other factors that need to be considered in the format of a book such as the typography, the type should be large enough for easy reading by the age level for which it was intended. at the same time, if the type face is too large, children will consider the book “babysh”. the space between the lines should be sufficient enough to make the text clear. understanding children and literature fostering enjoyment and appreciation for literariness comes from knowing the age and phsycological disposition of children, those dispositions that cause a child to like a particular book. child development has contributed knowledge about children that provides certain guideposts for selecting books. exciting new developments have occured in the research in children‟s cognitive and language growth which have direct application for the choice of appropriate books for boys and girls. jacobson (1960) tried to answer the question of literalness by distinguishing six functions of language: the emotive, phatic, referential, metalingual, conative and poetic function. in verbal art, the poetic function is dominant. as waugh (1980) points out, the referential function is the most clearly enjourme vol. 1 no. 2 2016 7 delimited opposite of the poetic function. focus on the message itself entails the emphasizing the referential aspects ot that message. from a contemporary point of view, one is likely to infer that the “set toward the message” should be understood in terms of a reader‟s attitude. van dick and kintsch (1983) distinguish between two general types of language understanding strategies: contextual and textual strategies. contextual strategies are general because they are not uniquely tied to natural language understanding, they can be categorized as cultural, social, and interaction strategies. pragmatic strategies are on the borderline between contextual and textual strategies and enable readers to link textual structure with context, especially the interact ional strategies. they combine two shorts information: properties of utterance and properties of pragmatic context. while readers make use of some set of strategies for all types of the discourse, different patterns of behavior may emerge depending on the emphasis readers place on the particular strategies. for example, it may be assumed that literary readers place more emphasis on stylistic and rhetorical strategies than do news readers. this emphasis should produce different patterns of reading behavior; for instance, literary readers will recall more of the exact wording of a text than newsreaders. concerning the children‟s literature, one needs to be aware ot the dimensions of growth of each child. in the early decades of child study emphasis was placed upon discovery of “normal” behavior patterns for each age. growth studies revealed similarities in pattern of physical, mental, and emotional growth. more recently, longitudinal studies have shown wide variables in individual raters of growht. within one child growth may be uneven and spurt in one aspect of enjourme vol. 1 no. 2 2016 8 development may precede a spurt in another. age trend continues to be importain in understanding the cild, but recent research has been concerned with the interaction of biological, cultural and life experiences foces. experiences affect of the age at which development may appear. the cild-development point a view begins which the recognition and the acceeptance of the uniqueness of childhood. childern are not miniature adult but individuals whith their own rights,needs,interest, and capacties. this concept suggests a need for literature the captures the wonder,humor,and disappointment of childhood. there are some aspect to note concerning the cild‟s status of being. first, the physical development that not only influences their attention span but also their interests. the children‟s level of development, their rate of development and their varying interests may help determine what kinds of books are appropriate for them. second, inhelder and piaget (1962) proposed that intelligence develops as a result of the learning of interaction of environment and the maturation of the child. all children indeed go throught stages of intellectual development in the same progression; but no necessarily of the same age. the sensory-characteristic of the learning of infants to toddlers of about two years. the child learns during this priod throught coordinating sensory perception and motor activity. the child in the preoperational period learns to represent his world symbolically through the medium of language, play and drawing. characteristic of the cognitive growth of the child during the preopertational stage is the tremendous increase in language development and concept formation. as children move from the preoperational to the concreteoperational level of thought that is flexibel and reversible, children in enjourme vol. 1 no. 2 2016 9 this period can accept stories within stories as represented by yashima‟s seashore story. the last point of cognitive development is described by piaget as the period of the normal operations and appears in early adolescence at the age of eleven or twelve years and on. the youngster is now capable of abstract theoterical thought, reasoning from hypothesis to logical conclusions. he can hold several plot or subplots in his mind and sees the interrelationship among them. third, characteristic of the development of all children is the phenomenal growth language which occurs during the preschool years. while there are different points concerning how children acquire language, most of language theorists would consider the importance of providing a rich language environment of the young child. cazden (1972) sees that the child‟s oral language develops when richly supplied cafetaria of language is available of beginning. while it is not the purpose of this paper to give detail-description of language acquisition it is necessary to discuss the role of literature plays in developing the language power of children. one study by irwin (1960) indicates that the systematic reading of stories to infants over an eighteen-month period will increase the spontaneous vocalization of two and half year-old children. meanwhile, cohen‟s study (1968) showed the positive effect that reading aloud had on twenty classes of seven years-old in harlem, new york city. in this study the ten characters in the experimental classes read for twenty minutes daily from a carefully selected list of children‟s books. following the reading of the story, the children were asked to do something with the book make it a memorable experience to them. this involves discussing it, dramatizing it, or interpreting through art or music. at the end of the enjourme vol. 1 no. 2 2016 10 years, the experimental classes had gained significantly in their vocabulary and reading comprehension scores. chomsky (1972) measured the language acquisition of thirty-six children between the ages of six and ten and found the high possitive correlation between their linguistic stage of development and their previous experience of literature. this study confirms the findings of the others; evidently reading the children increases their language development, while those children who have the high linguistic competence are the ones who have been exposed to much literature. on the basis of these researches alone, all teachers and librarians should feel responsible to read aloud to the children in their school everyday, for literature offers the child creative and qualitative opportunitiea to extend and enrich their language development. facilitating learning at indonesian schools it is well known that every aspect of growth is intertwined with every other. all learning is a meshing of cognitive dimensions, effective or emotional responses, social relationship and value orientation. the processs of “becoming” is highly complex one indeed to becoming a fully-functioning person, the child‟s basic need must be met. behavior is consistent with the child‟s perception of environment at the moment and with his continuing purpose of enhancing the self. marslow (1970) suggests that a person develops through a hierarchy of needs from basic animal-survival necessities to the higher more uniquely human and spiritual needs. while some higher level animals such as the apes appear to have needs of belongings and even esteem only human seek to reach their greatest enjourme vol. 1 no. 2 2016 11 potential in the self actualizing process in which they are at last free to be themselves. the following is moslow‟s hierarchy of needs. figure 1. marslow’s hierarchy needs books alone cannot bring about the satisfaction of basic needs. literature may provide opportunities for identification and for understanding the self and others. books may contribute to feeling of success as children satisfy their desires for new experiences, gain new insights into their behavior and that for others. investigations of the learning process have yielded the general agreements on conditions that facilities learning. the following guides any be useful in planning the literature programin the elementary school: 1. the child is an active participant in his own learning. 2. children learns best through first-hand experiencing, active contact with a stimulating environment. 3. the learner reacts as a whole. anxiety and interest are involved in learning. 4. a single experience may result in multiple learning, including development of values and attitudes. aesthic needs to know and self-actualizing esteem needs love and affection, belongings physiological safety needs enjourme vol. 1 no. 2 2016 12 5. learning and behavior result as the behaver perceives the situation. the development, including level of aspiration, influences learning. 6. readiness for learning involves finding the right match for the child‟s development level. 7. readiness is influenced by the child‟s perception of the values and meanig of the task, as well as the interplay of biological and environmental factor. instruction can faster readiness. 8. rewards include the satisfactions of neew experiences and feelings of accomplishment. 9. learning through intrinsic motivation is preferable to learning through intrinsic motivations. 10. learning is facilitated as the learner is clued into the structure of the content and the learning process itself. 11. participation in selecting and planning the learning activity increases interest. 12. each learner is unique in his perception. he interprets experience according to his own „sets‟. 13. achievement is an interaction between the inner growth potential of the child and the child and the experience, learning or nature he has been given. when all things above have been considered, it can be expected that literature can both develop an extend children‟s interests. teachers and librarians need to know what are the current interests of the children they serve, so that they might better provide the books to meet these immediate needs. it is also useful to know what children of particular age level generally like, recognizing, howeverm enjourme vol. 1 no. 2 2016 13 the danger of stereotyping children‟s interests without regards to their backgrounds, reading abilities, or personal needs/ children‟s reading interests reflect the pattern of their general interests. stories of animal, realistic fiction, adventure and exploration, biographies, and strories of the pastall have appeal for them humor make believe, suspense, and action are the qualities that children enjoy most in their reading. it has been known from studies that there are many factors influencing the children‟s reading interests such as age, format of book, environment that must be given attention. adults who are responsible for children‟s reading need to be aware of the guides from child development, learning theory, and children‟s interest. they must also recognize characteristics and needs of children at different ages and stages of development. at the same time, it is important to remember that each child has unique pattern of growth. however, in the case of indonesia children, there are a few points to consider in designing the literature program for them. first, the cognitive and psychological state of indonesia children might be different from those in europe or united states. this may be influenced by the social, economic, and cultural background of the children. therefore, literary tastes, interest, and tendency of indonesia children may differ from the western children. indonesian children are probably more oriented towards simple ness of life in their surrounding. second, those interested in designing literature for children must be aware of the limited number of book publication for children. majority of published stories found in magazines or newspapers are often too simplified too regarding the complexity of child‟s perception on life. thus it often does not properly stimulate better learning enjourme vol. 1 no. 2 2016 14 for the children. third, it must be understood that all efforts of designing literature for children may invite a little support from the public. this may be due to the lack of awareness of the importance of literature, the commercial consideration, and educational system. it is obvious then that the effort of designing literature for children is not an easy job, but a very time-cosuming one. references aberson, f.p. 1981 psychological status of the script concept. american pyschologist 36: 715 729 cazden, c.b. 1972. child language and education. new york: holt, rinechart, and winston. chomsky, c. 1972. stages in language development and reading exposure. harvard educational review 42: 1 – 33. gibbs, r.w, krushner, j.m, and mills, w.r. 1991. authorial intentions and metaphor comprehension. journal of psychologistic research 20: 11 – 30. huck, c.s. 1976. children literature in elementary school. new york: holt, rinehart, and winston. inhelder, b and piaget, j.i. 1962. the growth of logical thinking. new york: basic book. irwin, o-c. 1960. infant speech: effect of systematic reading of stories. journal of speech and hearing research 3: 187 190. jacobson, r. 1960. closing statement: linguistic and poetic. in t.a. sebeok (ed). style in language. cambridge: the m.i.t press. marslow, a.h. 1970. motivation and personality. new york: helper and row. strieder, j. 1989. literary structure, evolution and value: russian formalism and chezh structuralism reconsidered. cambridge: harvard university press. waugh, l.r. 1980. the poetic function and nature of language. poetics 2: 57 82. zwaan, r. 1993. aspects of literary comprehension. amsterdam: john benyamins publishing company. 2. 8992-31680-2-ce.pmd enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index exploring students’ perceptions of english grammar learning andexploring students’ perceptions of english grammar learning andexploring students’ perceptions of english grammar learning andexploring students’ perceptions of english grammar learning andexploring students’ perceptions of english grammar learning and its pedagogical implication at vocational high schoolits pedagogical implication at vocational high schoolits pedagogical implication at vocational high schoolits pedagogical implication at vocational high schoolits pedagogical implication at vocational high school miftachul ulumiyah, agus gozali*miftachul ulumiyah, agus gozali*miftachul ulumiyah, agus gozali*miftachul ulumiyah, agus gozali*miftachul ulumiyah, agus gozali* english language education program, faculty of cultural studies, universitas brawijaya, jl veteran, 65145, malang, indonesia *corresponding author: agus.gozali@ub.ac.id article info received 18 november 2022 accepted 09 december 2022 available online 20 july 2023 keywords: english grammar, pedagogical implication, students’ perception doi: 10.26905/enjourme.v8i1.8992 how to cite this article (apa style): ulumiyah, m., & gozali, a. (2023). exploring students’ perceptions of english grammar learning and its pedagogical implication at vocational high school. enjourme (english journal of merdeka): culture, language, and teaching of english, 8(1) 18-26, doi: https://doi.org/ 10.26905/enjourme.v8i1.8992 abstract grammar is the system of language which deals with the form and structure of words in making sentences well, therefore grammar plays an important role in english subjects. yet, many students place grammar as the last choice in english subjects, especially students at vocational high schools (vhs) who learn english as english for specific purpose (esp) learners, and they are focused on production skills rather than language skill knowledge. therefore this study was held to investigate vhs students’ perceptions of english grammar learning to understand and complete their needs in the class. this study was conducted on a vhs with 112 eleventh graders as the participants. this study obtained quantitative data through a survey by distributing a questionnaire adapted from xiao (2019), sariçoban (2016), and sopin (2015) with three main aspects such as students’ attitudes, students’ learning styles, and grammar teaching method preferred by students in english grammar learning. this study revealed that students at this vhs have positive attitudes toward english grammar learning, they also like guided learning styles, and prefer varied teaching ways from the teacher in learning english grammar. © 2023enjourme. all rights reserved. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no, 1, july 2023, page 18–26 1. introduction grammar is one of the language components or a system of language which deals with the form and structure of words in making sentences well. learning a language doesn’t mean only studying four skills of proficiency; listening, speaking, reading, and writing, but also understanding the system of rules underlying. xiao (2019) stated that grammatical knowledge is closely connected with phonetics, vocabulary, discourse, and pragmatic knowledge, and directly influences the accuracy and appropriateness of language competence and expression. therefore, grammar plays an important role to be taught in learning english as basic knowledge. exploring students’ perceptions of english grammar learning and its pedagogical implication at vocational high school miftachul ulumiyah, agus gozali* | 19 | these days, english grammar learning is considered difficult and complex knowledge which makes students feel insecure when learning. as stated by paris and yussof (2012), grammar classes are perceived as scary and complicated by students. many students take grammar as their last interest. as stated by mahbub (2018) it usually happens to secondary school students, precisely students at vocational high schools (vhs) who learn english as english for specific purposes (esp) learners. since students at vhs are prepared to enter the workplace and focus on the development of students skills in a specific field, so their interest and enjoyment in english are small, moreover in english grammar. the success of english grammar learning can be seen in how students feel enjoy and confident in learning english grammar. incecay and dollar (2011) stated that learners’ beliefs may be influential factors in their experience within the classroom. it can also be influenced by how the interactions between teachers, students, and the learning environment also the learning tasks that are implemented in the classroom, or it can be called pedagogical implication (murphy, 2008). therefore, understanding students’ perceptions of english grammar and its pedagogical implication that including how the student’s attitudes toward english grammar learning, how the student’s learning style, and how the grammar teaching method is preferred by students while in the class, it can impact their competence in learning english grammar and can make students believe that learning english grammar is pleasing. in vhs, english is taught as esp, and it should be totally different from general english (ge) instructions which are very general in nature (pramono, 2012). teaching english in vhs should refer to the program of study that is being taught to students. as aforementioned, students at vhs still need knowledge of english. it can be needed for a specific discipline or a particular communicative context for their skills in a specific field (lailiyah & yustisia, 2022; liu et al., 2011). teaching grammar in vhs is not as detailed as teaching grammar for university students majoring in english. it means that teaching grammar in vhs is integrated. it can be explained that teaching grammar in vhs needs to be integrated into the specific field of their major of study (integrated-learning). 2. method this research used a quantitative approach that deals with numerical and statistical data. this research also applied a survey as the design of the study. in collecting the data, the researchers conducted only at one point in time, so a cross-sectional design was also applied in this research. the researchers used a questionnaire as the instrument of this research, which was distributed in the form of a paper to eleventh graders of smk negeri 12 malang. the questionnaire was adapted from xiao (2019), sariçoban (2016), and sopin (2015). before being validated by the expert, the questionnaire was translated into bahasa indonesia to avoid misunderstanding among students. it consisted of 18 statements, and was divided into three aspects, those are students’ attitudes toward english grammar learning, students’ learning styles in learning english grammar, and teaching methods preferred by students in english grammar learning. the researchers used the two-likert scale which is used to allow the individual student to choose the options written in the questionnaire, they are (1) disagree and (2) agree. the researchers, then, inputted the data using microsoft excel and then enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 18–26 | 20 | analyzed the result of the scale using ibm spss statistics 22 to find out the score of the criteria of each question. 3. results and discussion 3.1. students’ attitudes toward english grammar learning in this aspect, the focus was on students’ feelings toward english grammar learning, this means how students perceive english grammar and english grammar learning in the class. six statements were presented in items number 1, 2, 3, 4, 5, and 6. the result of students’ responses is shown in table 1. item english statements scores total disagree agree 1 i love studying english grammar. 22 90 112 19.6% 80.4% 100% 2 i think learning grammar is boring. 70 42 112 62.5% 37.5% 100% 3 i think learning grammar is more difficult than learning reading, writing, listening, and speaking. 71 41 112 63.4% 36.6% 100% 4 confident in learning well. 53 59 112 47.3% 52.7% 100% 5 at first, i’m afraid of making grammar mistakes, but then i overcome this problem myself and try to take part in the activities. 30 82 112 26.8% 73.2% 100% 6 i believe that if i learn grammar, i will have no problem with english. 32 80 112 28.6% 71.4% 100% table 1. result of students’ attitudes toward english grammar learning according to the data, it can be concluded that students maintain interest and self-confidence in english grammar learning. it can be seen that most students like studying english grammar (80.4%), and commonly express the feeling that learning grammar is not boring (62.5%). the students devote that learning grammar is not difficult but rather than learning other skills like writing, reading speaking, and listening (63.4%), so most students are confident in learning grammar well (52.7%). they try to overcome their difficulties in learning grammar (73.2%) because they believe it can help them while learning english subjects (71.4%). 3.2. students’ learning styles in learning english grammar in this aspect, the focus was on students’ learning styles in learning english grammar. six statements were presented in items number 7, 8, 9, 10, 11, and 12. there were three variables; those exploring students’ perceptions of english grammar learning and its pedagogical implication at vocational high school miftachul ulumiyah, agus gozali* | 21 | are the way students rewrite the teacher’s explanation, students’ superiority in learning english grammar, and the way students learn with friends. the way students rewrite teacher’s explanation this variable discussed how students rewrite teachers’ explanations about english grammar while in class. there was one statement that was presented in item number 7. the result of how students rewrite the teacher’s explanation is shown in table 2. item english statements scores total disagree agree 7 after my teacher presents a new structure, i take notes with my own expressions and write my own example sentences. 64 48 112 57.1% 42.9% 100% table 2. result of the way students rewrite teacher’s explanation according to the data, most students do not take notes with their own expressions and example sentences (57.1%). from the data, it can be seen that most students rewrite the teacher’s explanation based on what the teacher wrote on the blackboard or whiteboard. so, the teacher needs to write the explanations of the material clearly and effectively to make students understand, and then they can rewrite the explanation well. students’ superiority in learning english grammar this variable discussed something needed that made students feel confident in learning english grammar while in class. three statements were presented in items number 8, 9, and 10. the result of students’ responses is shown in table 3. item english statements scores total disagree agree 8 if i get exercises about the new structures that my teacher has just presented, i can better learn and i will not forget them. 34 78 112 30.4% 68.6% 100% 9 i can better learn a new structure through formulas, graphs, or grids. 28 84 112 25.0% 75.0% 100% 10 i follow written directions better than oral directions. 40 72 112 35.7% 64.3% 100% table 3. result of students’ superiority in learning english grammar enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 18–26 | 22 | according to the data, most students think that exercises from teachers related to the material that has been presented are important (68.6%). the students can better learn a new structure through formulas, graphs, or grids (75.0%), and the written directions can help students more (64.3%). therefore, it is needed for the teacher to take some notes on the blackboard or whiteboard while explaining the material. the way students learn with friends this variable discussed how students build interactions or relationships with their friends while learning english grammar in class. two statements were presented in items number 11 and 12. the result of the way students learn with friends is shown in table 4. table 4. result of the way students learn with friends item english statements scores total disagree agree 11 whereas i’m mainly learning the new structures from my teacher, i also observe my friends who are successful in english to strengthen the structures i’ve learned. 17 95 112 15.2% 84.8% 100% 12 in class, i prefer working on my own rather than collaborating with my friends 98 14 112 87.5% 12.5% 100% according to the data, most students learn english grammar together with their friends who are successful in english to strengthen their learning (84.8%), and they also prefer collaboration learning with their friends when learning english grammar (87.5%). it can be concluded that most students agree to build interactions and relationships with their friends to make them more motivated. 3.3. grammar teaching method preferred by students in this aspect, the focus was on what students needs and desire when a teacher teaches english grammar in the class. six statements were presented in items number 13, 14, 15, 16, 17, and 18. the result of students’ responses is shown in table 5. according to the data, most students prefer a teacher’s presentation about grammar structure in a real context (85.7%), and commonly want the explanation with all details and in a formulaic way (72.3%), by presenting the structures from simple to complex (84.8%). the students prefer the teacher’s correction of their grammatical mistakes (81.3%), and also the teacher’s correction of the language used in learning english grammar (91.1%). most students also prefer the teacher’s presentation about english grammar in varied and effective ways, like using stories, movie clips, jokes, english songs, or summarizing some grammar knowledge into memorable tips (91.1%). exploring students’ perceptions of english grammar learning and its pedagogical implication at vocational high school miftachul ulumiyah, agus gozali* | 23 | item english statements scores total disagree agree 13 i would like my teacher to explain to me a new structure by presenting it in a real context. 16 96 112 14.3% 85.7% 100% 14 i would like my teacher to explain to me a new structure with all the details, and in a formulaic way. 31 81 112 27.7% 72.3% 100% 15 i prefer the teacher's presentation of new structures from simple to complex. 17 95 112 15.2% 84.8% 100% 16 i don’t like being corrected for grammatical mistakes by my teacher. 91 21 112 81.3% 18.8% 100% 17 i would like my teacher to tell me whether i use the language correctly or incorrectly. 10 102 112 8.9% 91.1% 100% 18 i would like my teacher to present english grammar in a more vivid one, such as using stories, movie clips, jokes, english songs, or summarizing some grammar knowledge into memorable tips. 10 102 112 8.9% 91.1% 100% table 5. result of grammar teaching method preferred by students the discussion of this research was presented based on the research findings. based on the findings that the researcher found, students at smk negeri 12 malang have positive attitudes toward english grammar learning, it can be seen from how students like studying english grammar. they also devote that learning english grammar is not boring. the finding is in contrast with the theory from mahbub (2018) that students at vhs have less interest in english, moreover in english grammar. this may happen since they learn english as esp learners, and then they are prepared to enter the workplace and focus on the development of students’ skills in a specific field. then, nowadays english grammar learning is considered difficult and complex knowledge that makes students feel insecure. as stated by paris and yussof (2012), grammar classes are perceived as scary and complicated by students. yet, the statement is rejected by the result of this research. based on the findings that the researchers found, students at smk negeri 12 malang are confident when learning english grammar, they also think that english grammar is not more difficult than learning other skills like reading, writing, speaking, and listening. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 18–26 | 24 | in line with that, students at smk negeri 12 malang can better learn with their friends by collaborating in groups. they believe that collaboration can strengthen their knowledge of english grammar because they can ask and learn together with their friends who are successful in english grammar. the finding is related to theory from the previous research (sariçoban, 2016), it is clear that students also need to use social effective strategies to learn english grammar and have a better learning environment. then, the finding is also related to the theory from murphy (2008), to make students get the motivation while in class, it is important to maintain the interactions between teachers, students, and the learning environment also the learning tasks that are implemented in the classroom. then, students at smk negeri 12 malang like getting many exercises about the new structures that teacher presented. students believe if they get the exercises they can remember and will not forget the material from the teacher. the result is different from the finding from previous research (sariçoban, 2016), that students prefer getting many materials with fun grammar teaching like using games rather than getting many exercises. then, xiao (2019) refuse the idea, he said that it is okay for teachers to give many exercises to students related to the material to make students have direct experience to know the differences and new ideas related to the material that was just presented by the teacher. then, based on the findings that the researcher found, students at smk negeri 12 malang prefer detailed explanations from teachers related to english grammar material. it can be seen from how students prefer grammar presentations in real contexts and in a formulaic way. the result is related to the findings from the previous research (xiao, 2019), the teacher needs to teach grammar knowledge in a rich and real context to get the learning process effective. then, the students at smk negeri 12 malang also prefer the teacher’s correction of their grammatical mistakes and their language uses. the finding is in contrast with the theory from lightbown and spada (2021), that grammar instruction and error correction for foreign and second language learners have been neglected because it will not make students more communicative. yet, incecay and dollar (2011) argued by stating that grammar instruction and error correction can make students know their mistakes, so they can resolve the problem, moreover, it will make them remember again and again. they also stated that learners’ beliefs may be influential factors in their experience within the classroom, so it will help students if they want to do it. then, the findings of this research also found that students at smk negeri 12 malang prefer varied ways of teaching english grammar, like using stories, movie clips, jokes, english songs, or summarizing some grammar knowledge into memorable tips. the result of the finding is related to the findings from previous research (sopin, 2015), the more varied ways the teacher in explaining the lesson, the more effective it makes students understand the lesson. so the teacher needs to know the best way to teach english grammar. 4. conclusion in general, the eleventh graders of smk negeri 12 malang have positive attitudes toward english grammar learning, they also like guided learning styles and they prefer varied teaching ways from the teacher while in the class. in sum, the researcher is concerned that the important thing in english grammar learning is to understand all three factors of students’ perceptions from students’ exploring students’ perceptions of english grammar learning and its pedagogical implication at vocational high school miftachul ulumiyah, agus gozali* | 25 | attitudes toward english grammar learning, students’ learning style, and the grammar teaching method preferred by students. it is also needed to build good interactions between teachers, students, and the learning environment also the learning tasks that are implemented in the classroom to make enjoy and effective english grammar teaching and learning process. 5. references arikunto, suharsimi. 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(2019, april). study on senior high students’ perceptions of english grammar learning and pedagogic implications——within the domain of english key competences. in 1st international symposium on education, culture and social sciences (ecss 2019) (pp. 297-302). atlantis press. enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 4 no 2 (2019) page 54-62 enjourme (english journal of merdeka) : culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index online issn 2502-5740/© 2019 enjourme. all rights reserved. profile of lecturer competence in teaching listening comprehension 1 rizal arisman, 2 la ode supardi 1,2 dayanu ikhsanuddin university, jalan dayanu ikhsanuddin no. 124, 93721, baubau, indonesia corresponding author: rizalarisman@unidayan.ac.id a r t i c l e i n f o a b s t r a c t article history: reviewed 09 november 2019 received in revised from 09 november 2019 accepted 11 december 2019 available online 31december 2019 lecturer competence becomes one of the factors influencing the success of learning. this research aims at investigating the lecturer competence in teaching listening comprehension subject at english language education program of dayanu ikhsanuddin university. the design of this research uses a quantitative approach by applying a survey method. the population is fourth semester students and the sample is 60 students selected using simple random sampling technique. in collecting the data, this research uses a questionnaire from lecturer certification program which has 28 items, consists of 9 items for pedagogic competence, 8 items for professional competence, 6 items for personality competence, and 5 items for social competence. the result of this research indicates that the lecturer’s pedagogic competence is in high category, professional competence is in high category, personality competence is in very high category, and social competence is in very high category. the most dominant lecturer competence in teaching listening comprehension subject is pedagogic competence since it is selected by 61.67% students. © 2019 enjourme. all rights reserved. keywords: lecturer competence, teaching listening comprehension, english doi:10.26905/enjourme.v4i2.3609 how to cite this article: arisman, r., & supardi, l. (2019). profile of lecturer competence in teaching listening comprehension. enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2). doi:10.26905/enjourme.v4i2.3609 1. introduction a college is a place expected to produce the leader candidates of the future so that it is considered to be able to influence the development and the progress of the country itself. the alumni of a good college are expected to be able to respond to the problem that happens in their society or neighborhood and they are also expected to dare to give the solution. the existence of the good college in a country or region can indicate that the country or region had good people. student academic excellence is the main agenda for any educational institutions and colleges. to ensure that academic excellence can be achieved, it requires action and cooperation from all parties. in further developments, the trend of teaching focuses a lot on what is called a communicative approach (putra, 2018). learners and mailto:rizalarisman@unidayan.ac.id arisman, r., & supardi, l. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 54 62 55 educators are becoming equally diverse. furthermore, in the university level curriculum, students actually learn all the english skills separately. one of them is listening. listening is a fundamental skill of language which develops faster than speaking and often has a considerable impact on the development and emergence of reading and writing skills in learning a new language (scarcella & oxford, 1992). the reason behind this lies in the fact that language learners, prior to responding orally or in writing, need to receive linguistic input through listening (manzouri, shahraki, & fatemi, 2016). the utility of listening is that listening as an important skill through which language learners internalize linguistic information without which they cannot produce language (brown, 2001). listening helps the language learner to acquire pronunciation, word stress vocabulary, and the comprehension of messages on conveyed can be based solely on tone of voice, pitch, and accent; and it is only possible when learner listening (renukadevi, 2014) besides, listening activities is the important part in developing language learning and communication (al-azzemy & al-jamal, 2019). if learners want to learn to speak, they should first learn to understand the spoken language they hear. if learners want to communicate with native speakers, they should first learn to understand in real language situations to comprehend the main point of what native speakers are telling. therefore, listening is very important to which lecturer and learners should pay enough attention to obtain communication aims. the importance of listening in language learning cannot be argued because it provides input for learners and it has also an important role in the development of learners’ language knowledge (rost, 1999). teaching listening in the english department at university level is different from teaching at junior and high schools. the implementation of appropriate methods and techniques by the lecturers in a classroom will influence the outcome or proficiency of the students. for examples, giving suitable listening materials, good classroom atmosphere, appropriate teaching methods, and meaningful exercises will help the students to achieve good listening skills. teaching listening to foreign language students is not an easy job. teaching listening is not only related to the language laboratory as a media but also how to comprehend the information from the speaker. however, the lecturer has a big important role for the students’ proficiency. they need to master english well including mastering listening skills to be effective in the future. there are factors affecting students’ listening proficiency and one of them is lecturer. thus, to reach the goal of learning, it is needed to provide activities so that the students might be able to develop their english skills (yasmin, 2017). in other word, lecturer needs to be creative. in addition, lecturers must have many preparations, such as quality of course materials, content of the course, quality and the type of interaction between students and lecturer, interaction with other students, and the structure and presentation style of the course to support their performance which leads to the students’ satisfaction during the learning process (wagner, werner, & schramm, 2013) the lecturer plays important role in transferring knowledge to students. it is because lecturers are believed as one of strategic and dominant factors that determine students’ success in doing the process of knowledge and technology transformation and internalize ethics and morality (sidi, 2001). they are also regarded as the most imperative school-based factor that influences students’ achievement levels (muzenda, 2013). therefore, a lecturer must be a professional educator in running his/her academic life. a professional lecturer is described as professional educators who have broad knowledge, good ability of scientific methodology, good morality and ethic, commitment, loyalty, dedication in doing the job, arisman, r., & supardi, l. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 54 62 56 capable to motivate, pleasant, interesting, being a model and inspirer to their students. with these characteristics of lecturers, students are expected to improve their self-potentials, creativities, and encourage innovative scientific and technological inventions in order they are able to compete in this globalization era (sujarwo, 2014). a professional lecturer should be competent in implementing the learning program. a professional lecturer is able to conduct the college role as value socialization institution, base of science, attitude, commitment, ability, and to have discipline, it is required lecturers who have high ability, feeling of responsibility, honesty, professional sensitivity, and the dedication to the profession, the nation, and the country (soedijarto, 1998). in addition to this, lecturer should be able to help in changing students’ attitudes and help them to accomplish better performance. in order to do that, lecturer must have suitable competencies. basically, competence is meant as ability or skill. in the law of republic of indonesia number 14 year 2005, it is said that competence is a set of knowledge, skill, and behavior that must be owned, experienced and mastered by a teacher or lecturer in doing the professional duty. regulation of the government of republic of indonesia number 37 year 2009 article 2 about lecturer mentions that lecturers must have academic qualification, competence, educator certificate, physically and spiritually healthy, fulfill other presupposed qualifications by the unit of higher education their work for and have the ability to actualize the purpose of national education. lecturer competence is the knowledge, skill, and behavior that must be owned by someone in order to show his/ her behavior as a lecturer (wibowo, 2001). it is regarded as a multidimensional construct teaching which encompasses numerous interconnected elements toward transformation of knowledge to learners (akiri & ugborugbo, 2009). besides, the lecturer competence is become a benchmark to evaluate the appropriateness of a lecturer to be a professional lecturer. several studies have been done relating to teacher competence. indira & cordón (2015) conducted a case analysis research to identify and describe the competent teacher’s resource through analyzing of oral interaction task which is recorded in spanish foreign language class. the research purpose is to start up an action research projects on the teacher’s competence. meanwhile, samian & noor (2012) investigated on top rated and bottom rated lectures’ teaching performance, 5% of each category respectively. thus, the study revealed that the students’ comments associate with their assessment on lecturers’ performance. besides, the study also concluded that the ability to deliver the teaching process played significant role compared to other criteria in lecturer performances. differently from those previous studies, this research is conducted to investigate the lecturer's competence profile in teaching listening comprehension subject. 2. method this research used a quantitative approach by applying a survey method. it involved collecting data to test hypotheses or to answer questions about one’s opinions on some topic or issue (mills & gay, 2016). this research was carried out at english language education program of dayanu ikhsanuddin university, baubau, southeast sulawesi. the population was all fourth semester students with a total number of 106 students which, then, were divided into three classes. in taking sample, the researchers used simple random sampling technique in which each member of the population under this study has an equal chance of being selected and the probability of a member of the population being selected is unaffected by the population (cohen, manion, & morrison, 2007). furthermore, the researchers took 60 students randomly from all those three classes. arisman, r., & supardi, l. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 54 62 57 the lecturer’s competence consists of pedagogic competence, professional competence, personality competence, and social competence. the pedagogic competence is the ability to manage the learners’ learning which includes an understanding of learners, designing and implementing learning, evaluating learning outcomes, and developing learners to actualize various potentials they have. the professional competence is the ability that grows corporately from knowledge which someone has about certain expertise, the ability to apply the knowledge someone masters and natural positive attitude to move forward, fix, and improve it sustainably, and it is accompanied by strong determination to actualize it in daily life (kebudayaan, 2014). personality competence is the ability of personality which is steady, stable, mature, wise, and dignified to be the model for the learners. social competence is the ability of educators as part of society to effectively communicate and socialize to the learners, the follow educators, educator staff, parents/ guardians of the learners, and surrounding people (suyanto & djihad, 2013). the instrument used in this research was a questionnaire. it was used to obtain the data of the lecturer competence filled by the students. it was adapted from the questionnaire which was used to assess the lecturer competence in the lecturer certification program (kebudayaan, 2004). it consisted of 28 items, in which there were 9 items for pedagogic competence, 8 items for professional competence, 6 items for personality competence, and 5 items for social competence. table 1 shows the blueprint of lecturer competence questionnaire used in this research. table 1 blueprint of lecturer competence questionnaire no variable types items total 1. lecturer competence pedagogic competence 1, 2, 3, 4, 5, 6, 7, 8, 9 9 2. professional competence 10, 11, 12, 13, 14, 15, 16, 17 8 3. personality competence 18, 19, 20, 21, 22, 23 6 4. social competence 24, 25, 26, 27, 28 5 total 28 in applying the questionnaire, the researchers explained each item on the questionnaire and then asked the students to choose the best option that reflected the competence of their listening comprehension lecturer. the scores obtained from the instrument were analyzed using spss version 21.0 to get the descriptive statistic data. descriptive statistics was required to indicate general tendency (mean, mode, and median) and the spread of scores (variance, standard deviation, and range). besides that, the descriptive statistics was also used to display the minimum and maximum score (creswell, 2012). besides, the students’ scores obtained from the questionnaire were analyzed to determine the category of each type of lecturer competence. the formula used was as follows (azwar, 2017): lowest score ≤ x < µ 1.5(σ) very low µ 1.5(σ) ≤ x < µ 0.5(σ) low µ 0.5(σ) ≤ x < µ + 0.5(σ) moderate µ + 0.5(σ) ≤ x < µ + 1.5(σ) high µ + 1.5(σ) ≤ x < highest score very high where, µ = lowest score x 3 the highest score – the lowest score 6 σ = arisman, r., & supardi, l. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 54 62 58 3. results and discussion in this part, the data explored is the result of descriptive statistics analysis consisting of mean, median, mode, minimum, and maximum score. besides, this part also displays the scores dispersion as the result of the questionnaire and the test. the scores of lecturer competence and listening proficiency are divided into five criteria and they are very poor, poor, moderate, high, and very high. the result of the descriptive statistics analysis is presented in the table 2. table 2 description of pedagogic competence no. range frequency percentage category 1 9 ≤ x < 18 0 0% very low 2 18 ≤ x < 24 0 0% low 3 24 ≤ x < 30 7 11.67% moderate 4 30 ≤ x < 36 37 61.67% high 5 36 ≤ x < 45 16 26.67% very high table 2 indicates that the fewest category is moderate selected by 7 students or 11.67% students out of the total students and the most category is high selected by 37 students or 61.67% students out of the total students. besides, the result of the descriptive statistic analysis obtains the mean score, that is 34.58, standard deviation is 3.72, minimum score is 25, and maximum score 42. the value of the mean score indicates that the lecture has a high pedagogic competence. further, table 3 shows the result of the descriptive analysis of professional competence. table 3 description of professional competence no. range frequency percentage category 1 8 ≤ x < 16 0 0% very low 2 16 ≤ x < 22 1 1.67% low 3 22 ≤ x < 27 19 31.67% moderate 4 27 ≤ x < 32 21 35% high 5 32 ≤ x < 40 19 31.67% very high table 3 indicates that the fewest category is low selected by 1 student or 1.67% students out of the total students and the most category is high selected by 21 students or 35% students out of the total students. besides, the result of the descriptive statistic analysis obtains the mean score, that is 29.95, standard deviation is 3.90, minimum score is 22, and maximum score 38. the value of the mean score indicates that the lecture has high professional competence. next is table 4 presents the descriptive statistics of personality competence. arisman, r., & supardi, l. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 54 62 59 table 4 description of personality competence no. range frequency percentage category 1 6 ≤ x < 12 0 0% very low 2 12 ≤ x < 16 1 1.67% low 3 16 ≤ x < 20 3 5% moderate 4 20 ≤ x < 24 24 40% high 5 24 ≤ x < 30 32 53.33% very high table 4 indicates that the fewest category is low selected by 1 student or 1.67% students out of the total students and the most category is very high selected by 32 students or 53.33% students out of the total students. besides, the result of the descriptive statistic analysis obtains the mean score, that is 24.83, standard deviation is 3.25, minimum score is 15, and maximum score 30. the value of the mean score indicates that the lecture has a very high personality competence. last, table 5 figures the descriptive statistics of social competence. table 5 description of social competence no . range frequency percentage category 1 5 ≤ x < 10 0 0% very low 2 10 ≤ x <14 1 1.67% low 3 14 ≤ x < 17 8 13.33% moderate 4 17 < x < 20 25 41.67% high 5 20 < x < 25 26 43.33% very high table 5 indicates that the fewest category is low selected by 1 student 1.67% of students out of the total students and the most category is very high selected by 26 students or 43.44% students out of the total students. besides, the result of the descriptive statistic analysis obtains the mean score, that is 20.52, standard deviation is 2.77, minimum score is 14, and maximum score 25. the value of the mean score indicates that the lecture has a very high social competence. of all the results presented, the lecturer competence from the highest to the lowest score alternately is pedagogic competence which is selected by 31 students of 61.67% students, personality competence which is selected by 32 students or 53.33%, and social competence which is selected by 26 students or 43.44%, and professional competence which selected by 21 students or 35% students. with category obtained by all the competencies, it is expected that they can contribute to the improvement of the students’ listening comprehension. to improve the quality of learning achievement, the lecturers must also improve their competence. quality of education and performance of learners depends on the teachers as reflected in the discharge of their duties (akiri, 2013). the success of educational plans in each country depends on the teachers armed with required competencies and professional skills. in other words, professional teachers can guarantee students’ academic achievement, teacher-student rapport, students’ efficiency, improvement of students’ mental health, better learning, and extended knowledge (ilanlou & zand, 2011). arisman, r., & supardi, l. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 54 62 60 3. conclusion and suggestions those four competencies; pedagogic, professional, personality and social competencies, are very important to be mastered by a lecturer because the success of learning process depends on the ability of a lecturer in managing his/her own learning. by mastering all the competencies, a lecturer can create an interesting and pleasant learning climate. research to find out the effect of teacher or lecturer competence on students’ academic performance or achievement has been conducted by many researchers. the influence of lecturer competence on students’ writing proficiency is positive and significant (arisman, hamra, & weda, 2017) and competencies such as knowledge on subject, clarity of presentation, interaction with students, teaching creativity, clarifying learning outcome, class activity, and lecture notes are significantly relates to student satisfaction positively (long, ibrahim, & kowang, 2014). referring to the data analysis and the discussion, this research concludes that the highest lecturer competence in teaching listening comprehension is the pedagogic competence with high category selected by 37 students or 61.67% out of the total students and the lowest lecturer competence is the professional competence with high category selected by 21 students or 35% out of the total students. these mean most students more concern on the pedagogic aspect of the 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(2017). esp business english: the proposed students’ workbook used for teaching bahasa inggris bisnis at d3 accounting of economics & bussiness faculty at unmer malang. enjourme (english journal of merdeka) : culture, language, and teaching of english, 2(1), 61 71. doi:10.26905/enjourme.v2i1.631 from http:// www. nytimes. com /2008/ 04 /27/ books/ review/ zachareck. https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=2ahukewjmiqda4ctmahx06xmbheqpdqeqfjaaegqibhab&url=https%3a%2f%2fwww.researchgate.net%2fpublication%2f228880662_an_evaluation_of_student_satisfaction_with_distance_learning_ https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=2ahukewjmiqda4ctmahx06xmbheqpdqeqfjaaegqibhab&url=https%3a%2f%2fwww.researchgate.net%2fpublication%2f228880662_an_evaluation_of_student_satisfaction_with_distance_learning_ https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=2ahukewjmiqda4ctmahx06xmbheqpdqeqfjaaegqibhab&url=https%3a%2f%2fwww.researchgate.net%2fpublication%2f228880662_an_evaluation_of_student_satisfaction_with_distance_learning_ https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=2ahukewjmiqda4ctmahx06xmbheqpdqeqfjaaegqibhab&url=https%3a%2f%2fwww.researchgate.net%2fpublication%2f228880662_an_evaluation_of_student_satisfaction_with_distance_learning_ enjourme vol. 2, no. 1, 2017 esp business english: the proposed students’ workbook used for teaching bahasa inggris bisnis at d3 accounting of economics & business faculty at unmer malang yasmin farani, lely indah kurnia university of merdeka malang yasmin.farani@unmer.ac.id, lely.sukarno@gmail.com abstract this paper was written concerning with the needs of teaching materials for mk bahasa inggris bisnis (2 credits subject taught once a week and in 100 minutes in each meeting) taught at d3 accounting of economics and business faculty. it is an educational research and development since it is a qualitative research that aims to develop teaching materials. the writers use materials development procedure adapted from the framework of components of course development processes proposed by graves (1996). the primary instruments are the researchers themselves and the secondary ones are questionnaires and interview. the products of the research are in the form of a workbook. keywords: esp, business english subject, integrated skills, r & d, materials development. "we should not assume that non-native speakers who have attained a high degree of fluency and accuracy in everyday spoken english have the corresponding academic language proficiency." http://esl.fis.edu/teachers/support/cummin.htm that above quotation is indeed true – having fluency and accuracy in everyday spoken english does not guarantee that the speaker will do well academically. as english as foreign language (efl) lecturers, the writers cannot disagree with it more. however, doing well academically is still demanded in the formal learning and in this case is in the college level. since the students have different background knowledge and their major are not english, the lecturers need to know the purpose of the students to learn english. most of the students want to study english because of the academic requirements of their study programs and professional levels. therefore, the students later on are also expected to have standardized test to measure their english ability. in order to reach the goal, the lecturers always provide activities that insist the students on developing their english skills. however, having expectation does not mean that all learners’ results are high. lecturers sometimes need to lower standard depending on the learners’ ability. on the other hand, lecturers also see this condition triggers the learners to encourage themselves fulfilling the standard. in accordance with the above explanation, the most suitable subject to teach them is english for specific purposes (esp) since it is one of components of applied linguistics and has become a vital and innovative activity within esl (tesl and tefl). there are some esp definitions proposed by well-known experts; such as hutchinson and waters (1987), streven (1988), and robinson (1991). before discussing more about those definitions, the following paragraph gives a brief explanation about the origin of esp. applied linguistics; an academic discipline that has more concerned with foreign language teaching, such as translation, sla and esp which is focusing on how language is used and implemented in the modern era. there are some references refer to the definition of applied linguistics and here are two of them. in the http://en.wikipedia.org/wiki/applied_linguistics, applied linguistics is defined as, “an interdisciplinary field of study that identifies, investigates, and offers solutions to language-related real-life problems. some of the academic fields related to applied linguistics are education, linguistics, psychology, computer science, anthropology, and sociology.” the second definition, taken from taken from the following website http://www.appliedlinguistics.org/applied-linguistics-facts.html, relates applied linguistics to the scientific studies: though the term "applied linguistics" has traditionally been associated with the scientific study of such areas as tesol, tefl, tesl, language teaching and learning, applied linguists do a variety of things: the basic idea is, as the definition implies, to contribute to the real-world issues. it is clear now what applied linguistics is and what covers on it. it is definitely that applied linguistics is also concerned with teaching learning world and one of subjects that included in it is esp or english for specific purposes. in the book entitled development in esp, dudley-evans and st john (1998: 3) present three different definitions of esp and state that stevens’ definition is the most comprehensive of the three quoted, “each definition has validity but also weaknesses, either in the definition or in the features described stevens’ definition is the most comprehensive of the three quoted, but can lead to certain confusion.” dudley-evans and st. john have removed the absolute characteristic that esp is in contrast with general english' and assert that esp is not necessarily related to a specific discipline. according to them, esp is likely to be used with adult learners although it can be used in a secondary school setting. they claim that esp should be associated with the intermediate or advanced level of the learners, which makes the use of the authentic learning materials feasible. this is indeed a feature of esp, particularly in self-directed study and research tasks. although maybe stevens’ definition is the most appropriate of all but still it has weaknesses. however, here are four important points included in stevens’ esp definition concerning with the english language teaching; first, it is designed to meet specified needs of the learners; second, it is related in content to particular disciplines, occupation and activities; next, it is centred on language appropriate to those activities in syntax, lexis, discourse, semantics, and so on; the last, it is in contrast with ‘general english’. this r & d research was conducted due to the needs of teaching materials for teaching bahasa inggris bisnis subject to the first semester students of d3 english accounting (as stated in the curriculum of the program). to start with, the researchers conducted the prelimnary interview with the head of the program of d3 accounting and they found out that the program had no teaching materials used for teaching the related subject. thus, it is considered necessary to conduct this research. it gave mutual benefits to both the program and the lecturers themselves. as for the main purposes, the program finally can provide its students with english materials for studying and the lecturers have proper teaching materials for teaching bahasa inggris bisnis subject. the bahasa inggris bisnis is a 2 credit subject and taught once a week for one semester that equals to 16 meetings, including the mid-term and final tests. thus, for this purpose, the writers have to propose 14 units (or 14 meetings) to develop the teaching materials that cover 4 english skills; listening, speaking, reading and writing, in which the listening skill is done integratedly with reading and speaking skills. the following table 1 shows the details about mk bahasa inggris bisnis as stated in the pedoman penyelenggaraan pendidikan, university of merdeka malang, academic year 2016-2017, which also includes subject code (kode mk), number of credits (sks), the semester when it is taught or given and its characteristics (sifat). table 1. the program curriculum: d3 accounting no. kode mk nama mk sks semester sifat 1. 620401 bahasa inggris bisnis 2 1 wajib the four basic skills in language learning are speaking, listening, reading and writing, have been increasingly integrated in course offerings, textbooks, and lesson plans since the advent of the whole language model and the communicative language teaching (clt) methodology in the 80’s and 90’s. the whole language model brings all language skills to bear on a given topic through blending reading, discussion, meaning negotiation, and articulation and writing (blanton, 1992). skill integration is a key factor in contextualized, authentic language learning experiences that help students use the target language successfully outside the classroom. multimedia elt courseware expert, l. knowles (2004) explains how integrating the four skills provide the optimum input environment for language learning. he cites neuropsychologist donald hebb, one of the first to hypothesize that learning involves the alteration of neural connections. hebb’s ideas are often expressed through the phrase, “neurons that fire together wire together”. for language learning, a key element is the synchronized activation of the auditory, phonological, and visual systems in the brain, especially important for listening and reading development. these distinct systems work together with grammatical and conceptual processors to decode sensory input into meaningful language. fortunately, in many instances where an esl or efl course is labeled by a single skill, the integration of language skills might be only partial or even illusory. if the teacher is creative, a course bearing a discrete-skill title might actually involve multiple, integrated skills. for example, in a course on intermediate reading, the teacher probably gives all of the directions orally in english, thus causing students to use their listening ability to understand the assignment. in this course, students might discuss their readings, thus employing speaking and listening skills and certain associated skills, such as pronunciation, syntax, and social usage. students might be asked to summarize or analyze readings in written form, thus activating their writing skills. this means that we are teaching at the discourse level, not just at the level of sentences or individual words and phrases. discourse is a whole unit of communicative text, either spoken or written. in a real sense, then, some courses that are labeled according to one specific skill might actually reflect an integrated-skill approach after all. methodology in this research, the writers also have role as the lecturers of the mk bahasa inggris bisnis. they conducted the research based on their experience in both developing the materials and teaching the related subject. thus, the most suitable research design used is research and development (often shortened as r & d) one. the following is a quotation that supports r & d as the most appropriate research design to be used in developing teaching materials. in this case, they are materials for teaching esp business english. as stated by latief (2010: 101) in his book entitled tanya jawab metode penelitian pembelajaran bahasa, “penelitian pengembangan bertujuan untuk menghasilkan perangkat pembelajaran, seperti silabus, bahan ajar, media, modul praktikum, latihan kerja siswa, alat mengukur kemajuan belajar, alat mengukur hasil belajar, dsb. (the purpose of r & d is to produce a set of teaching learning apparatus, such as syllabus, teaching materials, teaching media, module, students’ workbook, etc.)”. the primary and the secondary instruments to collect the data consisted of the writers themselves (primary) and questionnaires and interview (secondary). the primary instruments interviewed the person in charge at d3 accounting of economics and business, in the case it is the head of the program. they also asked the students to fill questionnaires. the purpose of interviewing and giving questionnaires was to know their needs and expectation of the materials to be developed. in this research, the primary collected data were in the form of written data on the questionnaires given to the students. the other data was collected from the interview; they were in the form of written data as well. from those collected data, the writers analyzed the data and used materials development procedure adapted from the framework of components of course development processes proposed by graves (1996). the selected model of r & d can be seen in the following table (table 2. procedures of materials development). table 2. procedures of materials development first step: preliminary step problematizing profiling the course problematizing improvement second step: framework of components of course development processes by graves (1996) no. components contents 1. needs assessment/analysis what are my students’ needs? how can i assess them so that i can address them? questionnaires? observation? interview? etc. objective and subjective needs 2. determining goals and objectives what are the purposes and intended outcomes of the course? what will my students need to do or learn to achieve these goals? goals (the intended outcomes of the course). objectives (what to do and learn to achieve the goals). 3. conceptualizing content what will be the backbone of what i teach? what will i include in my syllabus? language components language functions language skills genre/texts etc. 4. selecting and developing materials and activities how and with what will i teach the course? what is my role? what are my students’ roles? selecting materials (adopt? develop? adapt?) teaching-learning techniques material evaluation 5. organizing content and activities how will i organize the content and activities? what system will i develop? lesson level and course level 6. evaluation how will i assess what students have learned? how will i assess the effectiveness of the course? students’ assessment 7. consideration of resources and constraints what are the givens of my situation? third step: lesson plan and rpscl a lesson plan and a syllabus making findings and discussion based on the preliminary interview done with the head of the d3 accounting program and questionnaires filled by the students, finally the researchers decided to propose 14 units drafts of teaching materials (consist of 4 language skills; reading, speaking, listening and writing) in the form of handouts used to teach mk bahasa inggris bisnis at d3 accounting of economics and business faculty at unmer malang, as the finding of this r & d reserach. the drafts cover the language skills; reading, speaking, listening and writing, which are taught integratedly during the class sessions. reading materials are integratedly given with vocabulary in the form of glossary list (as seen in appendix 1). apart from that, the students also can write some more words on the provided spaces (activity 2). those spaces are for new words that the students find and do not understand the meaning while reading the passage. the purposes of this section are the students can practice reading skill and improve their vocabulary. on this section, reading and listening skills can be taught integratedly. as for the speaking skill, which is integratedly taught with listening skill, the materials are given in the form of dialogues (as seen in appendix 2). this section is divided into 3 parts; dialogue drilling, conversation practice and cultural focus. the purposes are to make the students to practice their speaking and as well as to learn culture (task 3). in this case, american culture is related to the discussed topic. the last part, on writing skill, the students are given exercises on writing business letters (as seen in appendix 3). since writing skill is considered as the most difficult skill compared to the other three skills, the lecturer should guide the students in the process of doing the exercises. the following table 2 shows the proposed topics of 14 units used to teach mk bahasa inggris bisnis for one the semester. table 2. proposed topics no. unit/meeting skills proposed topics 1. unit 1 reading & vocabulary the meaning of economics 2. unit 2 speaking (dialogues) business introduction 3. unit 3 reading & vocabulary how a business is organized 4. unit 4 speaking (dialogues) around the office 5. unit 5 reading vocabulary & vocabulary basic factors in business 6. unit 6 writing types of letters and components of letters 7. unit 7 writing inquiry letters 8. uts / mid-term test 9. unit 8 speaking (dialogues) & vocabulary on the phone 10. unit 9 writing answer to inquiry letters 11. unit 10 speaking (dialogues) & vocabulary making reservation 12. unit 11 writing order & answer to order letters 13. unit 12 speaking (dialogues) making an order 14. unit 13 writing delayed order & answer to delayed order letters 15. unit 14 writing cv and application letter 16. uas / final test conclusions and suggestions the r&d may take months or years to yield fruitful results. manufacturers of a variety of products utilize this process for new product development and innovation. though each company or industry may have its own unique research methodology, a basic research process will form the framework for it. at this point the research team may sit down to brainstorm. the discussion may start with an understanding and itemization of the issues faced in their particular industry and then narrowed down to important or core areas of opportunity or concern. researchers may work closely with product developers to understand and agree on how an idea may be turned into a practical product. as the process iterates, the prototype complexity may start to increase and issues such as mass production and sales tactics may begin to enter the process. when the prototype of the materials are ready, the writers are ready to trial it to the students of d3 accounting program of economics and business faculty at university of merdeka malang. the concept of developing the english materials in d3 accounting program of economics and business faculty at university of merdeka malang to new heights should not only entail trying to increase the number of english references, but in the process to instill the value of development of the program itself and better the communication between the people in the program and the english lecturers; in this case they are the researchers. this will reflect positively, as the local individuals or business are encouraged and begin to develop the high quality of english materials. also, having adequate support from the duty of the program will encourage committed collaboration from english lecturers. thus, as discussed, the duty of the program, that is d3 accounting of economics & business faculty, is to cater more attention in english subject, such as by giving support in facilitating the media used in english teaching learning process and the english references based on the professional majors for the students in order to make english as the subject in specific purposes at d3 accounting program could run much better. references blanton, linda l. (1992). a holistic approach to college esl: integrating language and content. elt journal 46(3) pp. 285-293. oxford: oxford university press. dudley-evans, tony and st john, maggie jo. (1998). developments in esp: a multi-disciplinary approach. cambridge: cambridge university press. graves, k. (1996). a framework of course development process. in graves, k. (ed.).teachers as course developers (pp. 1-11). cambridge: cambridge university press. http://www.appliedlinguistics.org/applied-linguistics-facts.html http://en.wikipedia.org/wiki/applied_linguistics knowles, lance. (2004). the evolution of call. language magazine. (5/04). internet address: http://www.dyned.com.cn/pdf/teacherguides latief, m.a. (2010). tanya jawab metode penelitian pembelajaran bahasa. malang: penerbit universitas negeri malang. pedoman penyelenggaraan pendidikan, university of merdeka malang academic year 2016-2017. appendix 1 unit three reading section: passage: how a business is organized activity 1: reading comprehension: read the following passage carefully before doing the comprehension exercises. in business there are many legal forms of organization. the form of organization means the type of ownership. the main differences between the types of ownership are in their ability to raise capital, the size and continuity of enterprise, the disposition of profit, and the legal obligation in the even of bankruptcy. each form has certain advantages and disadvantages. the two forms discussed in this lesson are the sole proprietorship and a partnership. the form which requires the least amount of capital and personnel is the sole proprietorship. sole means single, and the proprietors the owner. therefore, a sole proprietorship is a business owned and operated by a single person. this single person can start a business by simply purchasing the necessary goods and equipment and opening up shop. there are very few government and legal regulation to comply with. the sole proprietor has the opportunity to be successful, but he also runs the risk of financial ruin. the sole proprietor owns all the assets of the businesses, but he also has to supply all the capital, and his ability to borrow is limited to his personal amount of money and wealth. a partnership presents a completely different set of problems. a partnership consists of two or more people who share the ownership of a business. a partnership should begin with a legal agreement covering the various aspects of the business. two important items that need to be covered are exactly which assets terminated. this agreement is called the articles of co-partnership. a partnership usually has more capital than a sole proprietorship. in a partnership the personal wealth of all the partners can be used to secure loans and credit. this personal wealth may also be used to settle the debts of the business. like the sole proprietorship, the partnership has unlimited financial liability in the even of bankruptcy. unlike the sole proprietorship when one owner-manager makes all the decisions. the smooth operation of a partnership requires both owners to agree on management policy. if a partnership wished to cease doing business, the owners would have to agree on how to dissolve it. activity 2: difficult words: you are provided with some difficult words (bold and italized) and their meanings (in the glossary box). if you still have some more words, you can write them down on the provided spaces. discuss them with your friends. use your dictionary to help you. glossary capital (n) : modal enterprise (n) : perusahaan, firma obligation (n) : obligasi proprietorship (n) : kepemilikan purchase (v) : membeli, memperoleh regulation (n) : peraturan comply with (v) : memenuhi ownership (n) : kepemilikan terminated (adj) : akhir cease (v) : mengakhiri 1. ____________________ : ___________________________________ 2. ____________________ : ___________________________________ 3. ____________________ : ___________________________________ 4. ____________________ : ___________________________________ 5. ____________________ : ___________________________________ 6. ____________________ : ___________________________________ 7. ____________________ : ___________________________________ 8. ____________________ : ___________________________________ an organized business owner appendix 2 unit four speaking section: around the office short dialogues activity 1: drilling listen and repeat after the teacher. then practice it in pairs. 1. mike : i’ve still got a few things left to do. paul : is there anything i can do to help? 2. steve : how’s your headache? lisa : no better, i’m afraid. 3. mike : can i get you a coffee? steve : no thanks. i’ve just had one. 4. lisa : do you think we’ll get the contract? john : it’s difficult to say at this stage. 5. paul : thanks for your help. steve : you’re welcome. 6. steve : i’m afraid i’ve forgotten the telephone number. paul : oh it doesn’t matter. activity 2: conversation practice it with the teacher. then, practice in pairs with your friend before present it in front of the class. john : hi, how are you? lisa : great. how about you? john : fine. could you give your hand? lisa : sure. what can i do? john : i have made some mistakes in my typing. i need something to correct them. lisa : what you need is correcting pen. you can use for your hand writing or your typing. john : oh. thank you so much, lisa. lisa : don’t mention it. john : by the way, do you think we’ll get the contract? lisa : i’m not sure. it’s difficult to say at this stage. john : ok, then. i’ll see you around. lisa : see you later, john. activity 3: culture focus informality at the office relationships at work are often more informal in america than in other countries. for example, tim sovec is an office worker and john mckay is a security guard, but they use first names with each other. co-workers often call each other by their first names. if someone is older or in a higher position, however, it is best not to use that person’s first name unless you are invited to do so. in such cases, he or she will say, “please call me (bob).” appendix 3 unit seven writing section: letters: 1. enquiries activity 1: completing: study the following incomplete letters. choose the correct words or phrases for each blank space below. use the provided spaces to write your answers. then, complete the letter. advertisement discount latest catalogue price list advise faithfully model price range current issues forward particularly reference dear information payment still available a. 1. .................... sir, i have seen your 2. ........... in the 3. .................. of “office weekly” and am interested in your range of office stationery. could you please send me your 4. ............... and5. ................. i look 6. ................ to hearing from you. yours 7. ..................., b. with 8. ................. to your advertisement in today’s “times”, could you please send me 9. ................ about your office furniture. i am 10. ................. interested in your adjustable typist’s chairs. c. some time ago we purchased from you some jf72 solar-powered pocket calculators. as this 11. ................. was so popular with our customers, we would like to know if it is 12. ............. if so, would you kindly 13. ................. us of your terms of 14. .............. and any quantity 15. ............... available. could you also include details of any new models in the same 16. ................. 81 6. 5962-19965-1-ce.pdf enjourme (english journal of merdeka): culture, language, and teaching of english jo urna l ho mep age: http: //ju rna l.u nm e r.ac .id /in dex. php /en jo u rme/ ind ex interruptions and politeness in david letterman show “my guest no need introduction” shah rukh khan episode 1christiani tiwi sumanti, 2barli bram 1magister pendidikan bahasa inggris, sanata dharma university, jalan affandi, sleman, yogyakarta 55281, indonesia 2sanata dharma university, jalan affandi, sleman, yogyakarta 55281, indonesia corresponding author: barli@usd.ac.id article info article history: received 21 june 2021 revised 07 july 2021 accepted 07 july 2021 available online 27 july 2021 keywords: cross-culture, david letterman, interruption, politeness doi: 10.26905/enjourme.v6i1.5962 how to cite the article: sumanti, c., & bram, b. (2021). interruptions and politeness in david letterman show “my guest no need introduc tion” s ha h r ukh k ha n episode. enjourme (english journal of merdeka) : culture, language, a n d te a c h i n g o f e n g l i s h , 6 ( 1 ) 45-54. d o i : h t t p s : / / d o i . o r g / 1 0 . 2 6 9 0 5 / enjourme.v6i1.5962 abstract this paper analyzed interruptions and politeness in the david letterman show. the data were collected from the show “my guest no need introduction.” the study was qualitative research, and the data were analyzed and then classified into types of interruptions. results showed 32 interruptions in the conversation uttered by two speakers in the show, more specifically 26 times of overlap interruptions, three times of simple interruptions, twice of silent interruptions, and once of butting-in interruption. it can be concluded that, first, the appropriate interruptions display positive strategies of politeness in the david letterman show. interruptions could be done for a specific purpose to strengthen the bond between two speakers and to avoid misunderstanding. second, the interruptions show politeness in conversation. politeness appears to clarify statements to prevent misunderstandings between cultures. © 2021 enjourme. all rights reserved. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no, 1, juli 2021, page 45–54 1. introduction the 21st-century era is the new era of teaching, learning, and communication. people live in the global world and work together. communication is the bridge between people around the world to share their ideas. people gather in the workplace, education field, and community. people work and share their ideas when they enjoy the environment and understand the art of work. people meet one enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 1, juli 2021, pp. 45–54 | 46 | another on social platforms; they have different backgrounds, religions, and interests. once again, communication is the way to understand and enhance people in their communal patterns. communication has many elements, including the speech act to express their will through language. the understanding speech act is a must for foreign language learners because every culture in the world has its value. politeness becomes an issue, and it can cause misunderstandings between speakers. politeness has two dimensions, positive and negative politeness. positive politeness explains the value and shares the solidarity oriented. meanwhile, negative politeness is a tendency when people try to avoid interrupting people (holmes & wilson, 2017). in the context of the conversation between two speakers from different regions and cultures, people have to know about the politeness strategy. when people are unconsciously transforming positive politeness into a negative one, it leads to misunderstanding. holmes & wilson (2017) also states that people from different cultural backgrounds have different rules of interaction, and it causes other speech acts expression. recent research on politeness notes that taking into account the emotions of people means exploring ways and taking into account how people frame their actions and utterances (brown, 2015; brown & levinson 1987; cafaro, glas, & pelachaud, 2016; fukada & asato, 2004; maha, 2014; morand, 2003; purwanto, 2020). interruptions are the indicators to display powers and casual conversation. previous studies discussed interruptions on various contexts, for example, interruptions which happened in courtroom study (liao, 2009; liao & tessuto, 2013), phone talks (hutchby, 1992; lee, chen, & tan, 2013), interviews (aznárez-mauleón, 2013; hutchby, 2013; lundell, 2009; thornborrow, 2007), and conversations (hilton, 2018; noels, yashima, & zhang, 2020; okamoto, rashotte, & smithlovin, 2002). this research analyzed the interruption and cross-cultural communication differences between two public figures. the researchers analyzed david letterman show ‘my guest no need introduction’ shah rukh khan episode for three reasons. first, the two public figures are influential. david letterman is a well-known host in the usa. he starts his shows in the early 90s. now, he is in his 70s, but he is still active in the television broadcast. david letterman’s show is one of the greatest latenight shows in the usa. meanwhile, shah rukh khan (srk) is a superstar from bollywood. his work and superstardom influence many people. he has millions of fans, and it is a chance to know the world from the perspective of celebrities. later, students will learn about how to speak in the public or formal show, and the show will give a new perspective to see the world. second, david letterman represents a native english speaker, and shah rukh khan represents a second language speaker. they represent two different cultures and perspectives. third, this study aims to show the positive interruptions and how to face cross-cultural differences. the analysis on the david letterman show will help english learners to act wisely when they speak with a native speaker. it also shows the best manner of conversation in the public context. the researchers gathered data by exploring the conversation in the show. kielmann et al. (2012) state that the natures of quantitative research are interpretive and reflexive; therefore, it aims to explore the behavior of the natural setting. the research questions were formulated as follows. firstly, interruptions and politeness in david letterman show “my guest no need introduction” shah rukh khan episode christiani tiwi sumanti, barli bram | 47 | how do interruptions display in the cross-cultural communication context? secondly, how does politeness on speech act appear in the david letterman show? 2. method the researchers used a qualitative research method. the researchers explored the conversations between speakers in the talk show. the data were collected from a video entitled david letterman, my guest, no need introduction with shah rukh khan. the researchers analyzed the collected data by watching the video several times and noting the cross-cultural communication. the researchers also noted the essential notions between the two speakers and interpreted the cultural meaning behind it. the researchers noted the interruptions and analyzed them by referring to tao’s (2018) theory about interruption, clarification, and affirmation (kurtiæ, brown, & wells, 2013; schegloff, 2000; tannen, 1983). the researchers then classified the interruptions and presented them in tables. 3. results and discussion table 1 below shows the frequency of interruptions in the david letterman show. the interruption categories are based on ferguson’s (1977) classifications, namely 1) simple interruption; 2) overlap interruptions; 3) butting-in interruption; 4) silent interruptions. table 1. types of interruptions no interruptions david letterman shah rukh khan 1 simple interruptions 1 2 2 overlap interruptions 20 6 3 butting-in interruptions 1 4 silent interruptions 1 1 table 1 showed that there were 32 interruptions in the conversation uttered by two speakers in the show. four types of interruptions appeared in the show; simple interruption, overlap interruptions, butting-in interruption, and silent interruption. the highest interruption that appeared in the show was overlap interruption. this interruption occurred 26 times in the show. then, the secondhighest interruption was the simple interruption which occurred three times. the third-highest interruption was silent interruption which occurred twice in the show. the lowest frequency was buttingin interruption uttered by david letterman. anindya (2014) and veronica (2016) showed similar results, distributed in four categories of interruptions. 3.1 simple interruptions simple interruption happens when the second speaker succeeds in interrupts the first speaker’s sentence, and the first speaker does not have a chance to continue his or her sentences (tao, 2018). the following is an example of the simple interruption in the show: enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 1, juli 2021, pp. 45–54 | 48 | david: you live in your grandmother srk: ya, ya in banglore.. (20.3220.37) the first interruption was done by shah rukh khan when david wanted to know about shah rukh khan’s adoption story. it is discussed in the dialogue that when shah rukh khan was a baby, his mother gave him to his grandmother. shah rukh khan explained that he lived with his grandmother in bangalore, and he told david about the story. shah rukh khan began to interrupt while david hesitated and said the words ‘grandmother’; shah rukh khan agreed with the word “yes” and could take david to turn to explain the phenomena. david letterman performed the second simple interruption; examples of the simple interruption in the show included the following. srk: keep moving, we just you know david: but that know, inappropriate for me to pause, but (58-05-58.30) the dialogue above discussed the reasons why do indians always dancing in bollywood movies. shah rukh khan explained that everybody in india naturally loved to dance. the interruption happened when david interrupted shah rukh khan while explaining the dance. david noted that it was inappropriate for him to interrupt, but he had to do that. the reason is about the limitless of time, they almost came to the end of the show, and david wanted shah rukh khan to teach him how to dance. that’s the reason david does the interruption. meanwhile, shah rukh khan did not have a chance to continue his explanation. 3.2 overlap interruptions ferguson states that overlap interruptions happen when the second speaker interrupts the conversation, but the first speaker can continue his or her sentences. (tao, 2018). overlap interruptions were the highest interruptions that occurred in the show. it appeared 26 times. david has done 20 times interruptions in the show. meanwhile, shah rukh khan interrupted david’s conversation only six times in the show. the following were the examples of the overlap interruptions done by david during the one-hour show. srk: i don’t want to be in that position david: well, you set the bar kind of high srk: no, i don’t.. (11.19-11.27) interruptions and politeness in david letterman show “my guest no need introduction” shah rukh khan episode christiani tiwi sumanti, barli bram | 49 | in this conversation, david asked whether shah rukh khan’s son wanted to be an actor like his father. then, shah rukh khan explained that his son did not want to be the one because he did not want to be compared with shah rukh khan. when shah rukh khan still explained the interruption that happened when david told his opinion by saying ‘well,” he intended to add some jokes in the conversation, not means to disagree with that. then, shah rukh khan continued modestly to oppose when he said: “no, i don’t.” srk: they adopted me for 5 years david: no, no, i mean what is that srk: it wasn’t any legal or religious process. (19.35-19.45) the conversation above discussed shah rukh khan’s adoption when he was a baby. shah rukh khan explained that her mother gave him to her grandmother and was adopted for five years. david interrupted the conversation while shah rukh still explained about the year. david said ‘no, no...” it expressed his surprise because such an event did not happen in america. shah rukh khan said the event was illegal and was not a part of the religious process. srk: he wasn’t very successful david: freedom fighter against the srk: against the british (21.22-21.30) this conversation discussed shah rukh khan’s father that was a freedom fighter. david was quite surprised and reassured about the explanation of shah rukh khan that shah rukh khan’s father was a freedom fighter against the british. david interrupted shah rukh khan and reassured and said, “freedom fighter,” and then shah rukh khan continued david’s sentence, “against the british.” 3.3 butting-in interruptions butting in interruption happens when the second speaker intends to interrupt the conversation but fails (tao, 2018). there was only one butting-in interruption during the show. the following was the butting-in interruption. srk: that kind of david: is it real srk: encourage me to become an actor (4.99.5.03) enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 1, juli 2021, pp. 45–54 | 50 | david failed to interrupt when he wanted to interrupt, and then shah rukh khan continued his explanation about the play he was doing. 3.4 silent interruptions silent interruption happens when the first speaker seeks help from the second speaker and allows the second speaker to interrupt (tao, 2018). both david and shah rukh khan said one silent interruption during the show. the following were the interruptions: srk: what do you say when people are not too well mannered david: they frank... (19.06-19.13) the conversation discussed shah rukh khan’s youngest son. shah rukh khan asked help from david to find the correct term for the behavior. david successfully interrupted when he said, “they frank.” david: ddjl... this is srk: ddlj the conversation above discussed one of shah rukh khan’s greatest hit movies dilwale dulhaniya le jayenge (ddlj). david forgot about the abbreviation and asked for help for shah rukh khan; shah rukh khan interrupted and said ‘ddlj.” interruptions happen in everyday life. people do interrupt friends and colleagues. it can happen in formal and informal meetings. people need to differentiate and decide the best time to interrupt. the interruption has significant functions. there are two types of interruptions strategies; disruptive and cooperative interruption. those two kinds of interruptions affect the engagement between two speakers. it represents interaction and cooperation (kollock, blumstein, & schwartz, 1985). on the other hand, interruptions represent a battle of dominance and turn-taking control (kollock, blumstein, and schwartz 1985; octigan and niederman 1979; stets and burke, 1996; west 1979; west and zimmerman 1983). cooperative interruptions appeared in the david letterman shows. the interruptions strategies that appeared were agreement, assistance, and clarification. these notions are supported by other experts that categorized cooperative interruption into three sub-categories; agreement, assistance, and clarification (kennedy & camden, 1983; li, 2001) interruptions and politeness in david letterman show “my guest no need introduction” shah rukh khan episode christiani tiwi sumanti, barli bram | 51 | table 2. cooperative interruptions cooperative interruptions david shah rukh khan agreement 10 2 assistance 1 1 clarification 12 6 the table above was modified from the dissertation about ini net show (veronica, 2016.) the table showed that david and shah rukh khan were doing positive interruptions strategies during the tv shows. there were three types of interruption that happened in the show: agreement, assistance, and clarification. 3.5 clarification the highest frequency of interruption has appeared for clarification. david did 12 interruptions, and shah rukh khan did six times. clarification occurred in the show because of crosscultural communication. the clarification is mostly uttered in the overlapping interruption in the show. the overlapping speech and interruptions involve collaborative action, which requires clarification and affirmation (kurtiæ et al., 2013; schegloff, 2000; tannen, 1983). the examples of interruption for asking clarification were 1) shah rukh khan mentioned adoption and to clarify that david interrupted the conversation. then, shah rukh khan explained that the process is neither a traditional nor religious process. his mother gave him to his grandmother just because his grandmother wanted a son. shah rukh khan mentioned that in india, the people were so close to each other; therefore, the adoption happened. 2) shah rukh khan mentioned the c gang. david interrupted to clarify the term gang that shah rukh khan has mentioned. shah rukh khan explained that the gang was just got together for fun, nothing criminal. 3) shah rukh khan also interrupted to ask for clarity from david. david was sharing his experience of losing his mother. shah rukh khan clarified whether david had experienced it when he was young, and david said so. 3.6 agreement the second-highest strategies that appeared in the show were interruption for asking agreement. david did ask for agreement ten times, and shah rukh khan did two times. the agreement happened in the conversation after shah rukh khan and david stated their opinion or clarified something. for example, when shah rukh khan said that he had gang behavior, he and his friend had an illuminated batch and started to walk and imitate the gang member, and david said it was gang behavior. shah rukh khan agreed about that and interrupted the conversation. shah rukh khan also told a story about behavior that he did when he was a kid, and david agrees about that. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 1, juli 2021, pp. 45–54 | 52 | 3.7 assistance in the show, interruption also happened to assist other speakers. this interruption has the lowest frequency in the show. shah rukh khan did one interruption to assist david. it was when david forgot about the term ddlj, one of shah rukh khan’s hit movies. shah rukh khan interrupted to assist david about the real meaning behind the ddlj acronym. david also showed one assistance when srk forgot the term of the specific behavior shown by his kid, abram. david interrupted and defined the term. all of the david letterman tv show interruptions had a significant purpose, and the interruptions are done politely to avoid misunderstanding. 4. conclusion and suggestions the analysis of the david letterman show reveals that the understanding of interruptions could be done for a specific purpose to strengthen the bond between two speakers and avoid misunderstanding. interruptions show positives strategies, such as agreement, clarification, and assistance. during the tv shows and within the interaction, politeness appears when placing the required interruption techniques in position. more frequently, since he is the host, david interrupts the discussion, and it is done to explain the conversation and state his opinions. no propensity occurs to overwhelm other speakers. to obtain solid generalizations of interruption strategies, future researchers are encouraged to cover a larger size of data. future researchers can analyze other aspects of the cultural diversity between speakers or other politeness strategies in different talk shows that will enrich our understanding of various cultures to assist us in communicating better. references aznárez-mauleón, m. 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(1983). small insults: a study of interruption in cross-sex conversations between unacquainted persons”. in henley, n., kramarae, c., thorne, b.(eds), language, gender and society. newbury house. 10. 7978-27796-4-ce.pmd enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index self-determination theory in teaching practice for higherself-determination theory in teaching practice for higherself-determination theory in teaching practice for higherself-determination theory in teaching practice for higherself-determination theory in teaching practice for higher education leveleducation leveleducation leveleducation leveleducation level 1rahayu, 2sahril nur, 3mardiani, 4muh. safar nur 1,3,4 universitas sawerigading makassar, jl. kandea i no. 27, baraya, kota makassar, sulawesi selatan, 90153, indonesia 2universitas negeri makasar, jl. bonto langkasa, banta-bantaeng, kota makassar, sulawesi selatan, 90222, indonesia corresponding author: sahrilfbsunm@unm.ac.id article info received 22 june 2022 accepted 15 july 2022 available online 31 july 2022 keywords: self determination theory, teaching practice, higher education doi: 10.26905/enjourme.v7i1.7978 how to cite this article (apa style): rahayu, r., nur, s., mardiani, m., & nur, m.s. (2022). self-determination theory in teaching practice for higher education level. enjourme (english journal of merdeka): culture, language, and teaching of english, 7(1) 102-110, doi: https:// d o i . o r g / 1 0 . 2 6 9 0 5 / enjourme.v7i1.7978 abstract this study aims to gain a deeper understanding on how self-determination theory is implemented in higher education. this review adheres to the preferred reporting items for systematic reviews and meta-analyses (prisma) recommendations. the systematic review begins with an analysis of the identification procedure. next, the best papers published between 2012 and 2022 were selected to explain how to compare significant aspects and efficient methods. the significance of self-determination theory to the evolution of the teaching profession determined the selection of these papers. the results are divided into three categories, with the following themes emphasizing the examined literature the most. researchers use their findings to maximize the implementation of sdt in the classroom. the second section consists of data collection. questionnaires, interviews, pre-and post-tests, and online discussion forums were used for data collection. finally, the researcher has created a list of several published issues for analysis based on the most recent study themes. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no, 1, july 2022, page 102–110 1. introduction we live in an age where access to knowledge, skills, and competencies is highly accessible. due to the complexity of the modern workforce, workers must be able to quickly adapt to changes and consistently acquire new skills (blaschke, 2014). canning (2010) argues that the ability to manage their learning is essential for lifelong learners in the workforce. educational systems shift their instructional emphasis from delivering material to fostering learning capabilities. ananiadou and claro (2009) say that these skills include the ability to think ©2022 the authors. published by university of merdeka malang this is an open access article distributed under the cc by-nc-nd 4.0 (https://creativecommons.org/licenses/by-nc-nd/4.0/) self-determination theory in teaching practice for higher education level rahayu, sahril nur, mardiani, muh safar nur | 103 | creatively, critically, and solve problems. these are skills that students can use in a flexible and adaptable way in different situations and contexts to learn on their own and with others. the theory of self-determination (sdt) investigates human motivational activities. it proposes that satisfying fundamental psychological needs (i.e., autonomy, competence, and relatedness) underlies the motivational mechanism that affects the activities and behaviors of humans. being the perceived origin or source of one’s behavior is the definition of autonomy. it refers to an educator providing students with options within the classroom. competence refers to “feeling effective in one’s continuing interactions with the social environment and experiencing opportunities to exercise and express one’s capacities,” which relates to students’ perceptions that they can achieve academic success (i.e., chinese essay writing). relatedness refers to “feeling related to others,” which is the sensation of connection derived from interactions with peers, teachers, or learning resources. lastly, the relatedness of psychological requirements often refers to group experience and learning together, both of which are important for the vr-assisted chinese writing course to work well. extensive research demonstrates that intrinsic drive negatively correlates with academic success (taylor et al., 2014). for instance, van blankenstein et al. (2019) demonstrated that students taught under conditions that stimulated intrinsic motivation attained better test scores than those taught under conditions that stimulated extrinsic motivation (performing an activity to attain specific goals, (see also ryan & deci, 2020). motivation is a person’s power (energy) that can lead to a willingness to engage in an activity (fartisia & laily, 2022). according to astin (2014), student motivation relates to a student’s willingness to participate in the learning process and focuses on the reasons for a student’s engagement in academic activities. moreover, according to ryan and deci (2020), motivation is the desire to better oneself through engaging in significant or valuable behaviors for one’s development. this remark implies that motivation is the desire to better oneself by engaging in conduct that is deemed vital or meaningful to one’s growth by the individual. sulz et al. (2016) demonstrate that the teacher’s motivation is a determining factor in students’ assessments of the value and significance of writing. in the opinion of la guardia and patrick (2008), motivation tends toward direction and selectiveness of conduct in response to consequences. its propensity to keep life objectives realized. razak et al. (2018) also say that motivation is an inducer or inducers that condition people and then guide them to reach a goal. based on the above definition, it is vital to have motivation as an urge or impetus for someone to accomplish something to reach a goal. according to dornyei and otto (1998), the motivational learning process is one of the most critical dynamic features. children must possess two motivational qualities: inner motivation and extrinsic motivation. as claimed by locke and schattke (2019), intrinsic motivation is the internal drive that compels students or athletes to engage in an activity. the definition of extrinsic motivation is external encouragement that inspires kids to write. according to filgona et al. (2020), the importance of motivation in the learning process is due to three factors: (1) motivation is an internal force that generates action in people. (2). motivation can assure the continuation of activities. (3) motivation plays a role in guiding the activities done to achieve goals that have already been set. according to the sdt, individuals have a natural incentive to internalize and integrate their values or regulate activities that are not of their interest but vital to the social world. the process of enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 102–110 | 104 | internalization involves the absorption of values or rules. in the meantime, the integration process involves translating externally imposed ideals or regulations into internal regulations. the internalization and integration processes are proactive processes in the social setting. in order to encourage the internalization and incorporation of extrinsically motivated behaviors, social connectivity is crucial. one of the reasons why people engage in undesirable extrinsic motivating behaviors is that they are supported, exemplified, or praised by other relevant individuals. other relevant individuals may include family members, instructors, peers, and community members. this demonstrates that social connection is vital to the internalization process. this study reveals that the connectivity between teacher and student is essential to creating fun learning so that students can be motivated to be active in teaching practice, especially in higher education. in addition, exclusion and inclusion criteria were utilized to select five papers from the 87 published between 2012 and 2022. first, recent evidence indicates that sdt is the most common motive. second, emphasis is placed on teaching approaches and online learning. third, higher education levels significantly dominated the study’s writing skills. fourth, this research surpasses previous evaluations since it evaluates sdt in situations familiar to individuals. this study examined the educational approaches used in the reviewed studies; data collection; familiar language acquisition contexts; affordances; and current research problems. based on the illustration above, the purpose of this review was to systematically review studies that assessed the association between self-determined motivation in teaching practices and higher education levels. the following research issues are intended to be addressed by this review study: 1. what were the social-psychological aspects employed in the papers reviewed? 2. what were the instruments of the research in the papers reviewed? 3. what were the research concerns investigated? 2. method both an automated and a manual search were undertaken to ensure the credibility of the documents. this study employed prisma, which stands for preferred reporting items for systematic reviews and meta-analyses, to guide its web search for material. moher et al. (2015) proposed that prisma is a series of evidence-based items designed to assist authors in preparing and reporting different systematic reviews and meta-analyses. as seen in figure 1, this systematic review., figure 1. pyramid of prisma self-determination theory in teaching practice for higher education level rahayu, sahril nur, mardiani, muh safar nur it follows the preferred reporting items for systematic reviews and meta-analyses (prisma) method, which consists of four processes: identification, screening, eligibility, and inclusion. researchers have frequently employed prisma because of its comprehensiveness and flexibility in other investigations. according to the prisma principles, it begins at the procedure’s initiation. the best papers published between 2012 and 2022 were selected to explain how to compare significant aspects and efficient methods. these papers were selected based on the interest of the education community in self-determination theory. this section describes our initial selection criteria for papers based on the self-determination theory utilized in education to assist students in understanding themselves as learners. once all articles have been identified, the operation begins by excluding items from multiple databases. after the initial review, 87 articles remained; 52 duplicates were eliminated. the titles, abstracts, and keywords of these 52 books were analyzed to determine their usefulness to the theory of self-motivation in education. twenty papers that did not meet the inclusion and exclusion criteria for the stated purpose of this study were evaluated during this approach. using inclusion and exclusion criteria, this publication might include five articles. therefore, five articles are remaining, along with the criteria used to select papers that demonstrate the effectiveness of applying self-determination theory in higher education more convincingly. 2.1 instrument of data collection after a quick examination, it became evident that classifying the papers would be beneficial. they cover a broad spectrum of self-determination theory in education-related topics and employ a variety of methodological approaches. the papers were subsequently coded using a classification form to extract data from the selected research. the researchers created this form following the scope of the investigation. two specialists with experience in sdt or undertaking literary studies assessed the draft form first, followed by a language specialist. it was also updated during the processing of the data. 2.2 data analysis the articles were stored in publish and perish, a reference application. these articles were chosen by “publish or perish”. publish or perish investigates academic citations. it gets unprocessed citations from multiple data sources, analyzes them, and gives citation metrics like the number of publications, total citations, and h-index. this study employs quantitative research methods, including content analysis, and text analysis, to characterize the observed trends in sdt investigations. papers are classified using tables, and descriptive statistical approaches are employed to illustrate the results. a comprehensive literature review examined the rising dangers of mall, including teacher preparation, cheating, and learning disruption. this review also includes information from non-empirical studies that supports the educational claim of earlier studies and is used to build the social psychology implication. | 105 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 102–110 3. results and discussion the results have been presented and categorized into three key groups: (1) social-psychological aspects, (2) research instruments, and (3) research concerns. an illustration accompanied each discovery to help the reader comprehend the facts. 3.1. social psychological aspect this section explores the social psychology-related aspects of the studies evaluated. five articles found through publish and perish indexed in scopus indicate that the use of sdt and teaching is indeed very influential, as seen from research conducted by marsik (2021), stating that in order to increase students’ motivation in learning, it is essential to give them autonomy, where students are given the authority to choose what courses they like in order to maximize their participation in the course as well as their involvement in the course, which is part of t. according to brooks and young (2011), fostering a sense of autonomy and personal agency during the learning process is associated with increased motivation to participate in academic activities and student satisfaction. even though there are strong theoretical and empirical links between autonomy and motivation, the authors point out that college students don’t have many options or chances to act in this way. in addition, the results of chen et al.’s (2021) study on the application of sdt theory to the teaching of writing in universities reveal that student self-concept is essential for obtaining student learning satisfaction. satisfaction is highly correlated with psychological health, and when students’ basic psychological needs are met, they can internalize the motivation to learn. according to a second conclusion, teachers prioritize student contentment and psychological growth over achievement. selfconcept in writing is a high-level variable influencing pupils’ identification as writers (ehm et al., 2014). according to ryan and deci (2020), education aims to create writers, not develop writing ability. another study by chao et al. (2021) examines sdt for teachers and students, in which students develop their vision and writing style. this is similar to sdt in that the teacher enables students to choose what and how to write autonomously. in addition, teachers are given considerable autonomy over how to implement their lesson plans in the classroom to suit various student learning styles. linkage is one of them in collaborative learning. vr facilitates increased engagement between teachers and students in chinese-learning courses. they present their expertise from their point of view and in their writing style. according to hamari and koivisto (2015), acknowledgement is a sort of acceptance that might increase motivation. meanwhile, mahmud et al. (2020) state that this study identified recognition by professors and peers, which appears to be one of the most influential variables that motivate students. additional evidence demonstrates the importance of instructor presence in the learning process. because it may partially satisfy students’ desire for quick feedback, the teacher’s presence may encourage a positive learning process. this is also compatible with sdt, which states that feedback leading to feelings of competence can enhance intrinsic motivation, resulting in more engagement throughout learning. when it comes to learning, students who participate in group activities and share experiences and goals have stronger bonds, resulting in increased engagement, happiness, and drive. this study discovered that the end effect of social connectedness was a sense of group membership. when | 106 | self-determination theory in teaching practice for higher education level rahayu, sahril nur, mardiani, muh safar nur members of a group feel included, their need for belonging is met. also, students in the treatment group said that everyone’s participation in the competition made them want to be more active, which made them feel more like a group. on the other hand, van blankenstein et al. (2019) state in their research that collaboration is very effective in increasing relatedness in sdt theory, but collaboration itself makes the student’s autonomy appear low, where the ability to decide control over something we want is low because they are in groups with multiple people who have their own autonomy, mainly if this number is significant. i need personal control and find it challenging to delegate duties. in addition to the large group size, which hinders collaboration, beneficial social interdependence is hindered by the following: (relying on others to succeed). however, the social aspect of writing together and providing one another with assistance is crucial. if a collaborative writing method is used, the amount of work will be lessened by dividing tasks in a fair and gradual way. 3.2. the analysis of the research instruments according to the findings, the researcher collected data via questionnaires (n = 2), tests (n = 1), interviews (n = 3), and group discussion forums (1). using the utaut acceptance model, researchers collected data on the usage of sdt in teaching and its impact on learning. using a pre-and post-survey in his research, marsik, 2021, argues that students can define their own goals by considering their personalities. values, strengths, and interests, identifying the steps required to reach those goals, and taking the initiative to go forward in pursuit of goals that will shape their future. other researchers, including chen et al. (2021); chao et al. (2021); mahmud et al. (2020), have produced discoveries in teaching writing by employing instruments such as surveys and interviews. according to the findings, to make sdt theory effective in teaching, particularly in writing, it is necessary to comprehend the roles of both teachers and students, who must be able to use sdt in both teaching and learning. teachers who give students input on how to apply their lesson plans in the classroom to meet the diverse needs of their students’ learning should receive training on addressing the variety of student learning. these teachers recognize pupils and allow students to choose the topics of their writing assignments. this has enhanced students’ motivation to write in the classroom. moreover, the pre-post test and focus group interview conducted by van blankenstein et al. (2019) indicated in their study that sdt in collaborative learning has two sides, namely positive and negative, and that the positive side is relatedness because working together fosters a strong sense of attachment. the positive is its robustness, while the negative is its lack of autonomy as it is conducted in groups where a conversation is still prioritized. 3.3. research concerns several issues were discovered in the examined articles. several motivating issues in learning are identified, particularly in online education. despite its significant limitations, the university of michigan’s center for research on learning and teaching’s foundational course initiative seeks to identify the most effective means of maximizing coursework by providing students with options to | 107 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 102–110 | 108 | support their technical exploration and self-understanding. people working on the course may find this study’s helpful content (marsik, 2021). the researchers found three articles associated with the relatedness theory in sdt. the researchers are interested in examining the motivation of teachers and students in writing within the context of sdt, how students understand the notion of sdt, and how sdt functions in collaborative learning between teachers and students (chen et al., 2021; chao et al., 2021; mahmud et al., 2020). furthermore, van blankenstein et al. (2019) studied the impact of teacher presence in online gamification on sustainable learning and self-determination and identified the driving elements and hurdles that sustain students’ involvement in online gamified activities. the findings fall into three categories, with the following three most frequently featured in the study. researchers study the application of sdt in teaching that can inspire students to participate in class through autonomy. students choose what they want to learn or what they prefer to learn, and competence, in which students recognize that competition in learning would motivate them more. this indicates that relevance to sdt theory is attained when there is substantial student participation. the second section covers research instruments. all the information was gathered via surveys, interviews, examinations, and online discussion boards. based on the most recent research topics, the researcher has compiled a list of many published issues for examination. the majority of research focuses on the effectiveness of sdt in boosting student motivation, both from teachers and students. the researcher has compiled a list of articles for review based on the most recent study topic. most research demonstrates that sdt can increase student engagement in learning. however, sdt theory will function optimally when applied to independent assignments because (van blankenstein et al., 2019) assert that students’ autonomy is limited while they are in a collaborative setting, but relatedness is strong. the following recommendations are made for future researchers based on these findings. due to the dearth of published research, this study faces some obstacles. therefore, it is advised that this essential information be obtained. second, this study’s researchers discovered that most studies used survey research methods and questionnaires, suggesting that various kinds of data could be obtained in the future. the following are teaching and research recommendations based on these findings. first, some research failed to identify sdts employed in the classroom. consequently, it is advocated that this vital information be made public. second, the researchers found that most studies used survey and experimental research methods. this shows that there are many kinds of data that can be collected. 4. conclusion sdt in learning is an essential component that teachers must acquire, along with the application of sdt theory to students to attain learning objectives. teachers who master sdt will undoubtedly be able to master learning in the classroom by providing students with options to support their technical exploration and self-understanding, namely, autonomy, the ability to provide feedback or recognition to students, and the ability to generate student competence, which is one of the competencies in sdt theory, and the ability to maximize the collaboration space in learning, how sdt can generate student motivation to the greatest extent. self-determination theory in teaching practice for higher education level rahayu, sahril nur, mardiani, muh safar nur | 109 | the researcher used prisma, which stands for preferred reporting items for systematic reviews and meta-analyses, to locate persistent content on the internet. a manual and automatic document search was conducted to aid their creation. the top articles published between 2002 and 2022 were chosen to highlight how the essential elements and tools can be compared. 87 published works visit sdt. twenty-five publications are irrelevant to this study’s purpose. using the categorization form, data for the desired research were collected. 5. references ananiadou, k., & claro, m. 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(2019). how do self-efficacy beliefs for academic writing and collaboration and intrinsic motivation for academic writing and research develop during an undergraduate research project? educational studies, 45(2), 209–225. https://doi.org/10.1080/03055698.2018.1446326 5. 6684-26814-1-ce.pmd enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index error analysis on auxiliary verbs do/ does, have/ has, and haderror analysis on auxiliary verbs do/ does, have/ has, and haderror analysis on auxiliary verbs do/ does, have/ has, and haderror analysis on auxiliary verbs do/ does, have/ has, and haderror analysis on auxiliary verbs do/ does, have/ has, and had 11111veni nella syahputri, veni nella syahputri, veni nella syahputri, veni nella syahputri, veni nella syahputri, 22222meta keumala, meta keumala, meta keumala, meta keumala, meta keumala, 33333zahratul idamizahratul idamizahratul idamizahratul idamizahratul idami 1political and social science faculty, teuku umar university, meulaboh, 23651, indonesia. 2insan qurani islamic senior high school, 23361, aceh besar, indonesia 3department of english education, faculty of tarbiyah and teacher training, institute agama islam negeri langsa, 24411, langsa, indonesia corresponding author: venninellasyahputri@utu.ac.id article info received 04 november 2021 accepted 17 june 2022 available online 15 july 2022 keywords: error analysis, writing, grammatical analysis, auxiliary, and students’ error. doi: 10.26905/enjourme.v7i1.6580 how to cite this article (apa style): syahputri, v.n., keumala, m., & idami, z. (2022). error analysis on auxiliary verbs do/ does, have/ has, and had. enjourme (english journal of merdeka): culture, language, and teaching of english, 7(1) 53-61, d o i : h t t p s : / / d o i . o r g / 1 0 . 2 6 9 0 5 / enjourme.v7i1.6684 abstract error analysis is considered as a significant part in second and foreign language teaching. it helps teachers in understanding the better approaches for instructing by giving the input on the errors produced by students because students can learn from their errors. this study aimed at analyzing the errors produced by students in using do/does, have/has, and had. the methodology employed in this study was qualitative design. the population in this study was 149 students from all study programs. during the data collection, random sampling was utilized and there were 19 female students and 19 male students involved as the sample of this study. the instrument of this study was the instrument of this research adapted from harald (2011). later, the data were analyzed using taxonomic analysis. the result of the test showed that from the 38 students as the sample, 12 students were in high level of error, 8 students were in the level of fair, and 18 students were considered in the low level of error. these errors are assumed due to the interference of students’ first language structure to english. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no, 1, july 2022, page 53–61 1. introduction in the time of globalization, world improvement is progressively powerful in every sector, including in indonesia. the most engaged language then is english. english is the most usually communicated language of the world, and it is additionally the first language spoken by more than 400 millions individuals all through the world, which makes english as a global language. dominating english is additionally significant in indonesia, despite the fact that english is an unknown dialect in indonesia. it is instructed in all degrees of education: elementary school, middle school, senior sec©2022 the authors. published by university of merdeka malang this is an open access article distributed under the cc by-nc-nd 4.0 (https://creativecommons.org/licenses/by-nc-nd/4.0/) enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 53–61 ondary school, and college level (yoestara et al., 2020). certain individuals even decide to enter english language instruction program or courses. in learning english, there are four language abilities that should be mastered: speaking, listening, reading, and writing. these skills later are considered vital and supporting towards one another. writing is indeed troublesome, and being a good writer needs innumerable expertise as it has numerous correlation with reading ability as well (ismail & fata, 2021; williams, 2008). additionally, norrish (1983) characterizes writing as the language ability with which the local speakers has more issues with, and one which is least mastered. this is a strong reason that makes writing is seen as the hardest skill to acquire. this situation becomes even harder when the teaching and learning process is not carried out in physical classroom (syahputri et al., 2020). students in their writing frequently make a few mistakes, including when they need to adapt on clear structure. it could happen regarding the fact that the students do not focus on the writing components such as syntax and structure itself only; but it incorporates the substance, association, jargon, language, and mechanics (al-zoubi, 2018; chen, 2006; james, 1998). these components are not just significant in elucidating ideas that we normally use in our day to day routines, yet additionally in each sort of writing. there are many sorts of classification to understand the students’ error, one of them is surface strategy taxonomy. surface technique scientific classification by dulay et al. (1982). this taxonomy features the manner in which the erros are produced from the formation stances. the normal mistakes in this taxonomy procedure are omission, addition, misinformation, and misordering. students might miss morpheme or vital word or add pointless item in their paragraph when writing (al-jarf, 2000). in addition, suhartoyo et al. (2021) exposed students’ barrier in online writing class. among all the problems that the students faced, one of them is students low motivation. thus, studies mentioned the importance of providing essential instruction to develop students’ writing motivation (suhartoyo et al, 2021), increase students’ writing achievement (hafidz, 2021), and develop students’ academic vocabulary (lailiyah & setiyaningsih, 2021). error analysis is a development to unveil the learning results achieved by students in making interlanguage structure recorded as a speaking and writing which bridges the relationship between the errors made in target language and and source language (marza & hafizd, 2013). errors are viewed to be an absolute process in language learning as they can be recorded during speaking and writing. fang and xue-mei (2007) express error analysis as a study and evaluation of students misleading performance in a language production. erdogan (2005) portrayed that errors analysis deals with the students’ cognitive performance in seeing or coding the data or information they get from the objective language. thus, a fundamental point of convergence of errors analysis is considered significance in foreign language teaching and learning process. error analysis focuses on the syntatic analysis in students’ interlanguage system. briefly, it can be generally clarified that errors analysis is an action to identify, classify and describe the errors made by students in speaking or writing and it is performed to obtain information on fundamental difficulties in learning a certain language (sadiah & royani, 2019). ellis and barkhuizen (2005) grouped errors into two classes. they are interlingual errors brought about by the native language impedance, and intralingual errors which happen during the learning system of the second language at organize when they have not genuinely secured information about the target language. to begin with, it is interlingual errors. interlingual move is essential focal point for language students. interlingual errors might occur at different levels, for example, at the level of phonological, morphological, syntactic and lexica-semantic parts of the source language into the | 54 | error analysis on auxiliary verbs do/ does, have/ has, and had veni nella syahputri, meta keumala, zahratul idami | 55 | goal language (erdogan, 2005; ananda et al., 2014). we can deduce that these kind of mistakes are affected by the essential language which interfere with target language learning. in production this type of errors, the students will interpret word by word conversational verbalizations and the syntactic guidelines of the students’ initial language into the subsequent language. the other one is intralingual errors. intralingual mistakes result from unfinished or incomplete learning of the objective language. they may be achieved by the effect of one objective language thing upon another (james, 1998). for instance, students try to use two tense markers all the while in one sentence since they have not mastered the language at this point. to put it simpler, intralingual errors happen because students speculate about the correctness of the language on their knowledge basis—which is still incomplete and lacking. thus, on the basis of the above problem description, the researchers interested in investigating the students’ errors in the use of do/ does, have/ has, and had at insan qurani islamic senior high school, aceh besar, indonesia. there are two kinds of importance that can be profited from this study. theoretically, the result of this study is expected to help the other researchers acquire information on the similar hypotheses, and perhaps they can take on further exploration in a the similar discipline. it is also expected that this study can deliver another hypothesis in regards to the analysis of student errors in teaching and learning process. ideally this study is expected to be helpful for teachers by understanding the students’ syntactic errors. teachers will then focus favoring the subject that students mostly make errors on. the authors hope that this study can help the teachers in enriching their teaching skill so the students can comprehend the of auxiliaries especilly do/ does, have/ has, and had. concerning about the limitation of time, this study only focused on the analysis of do/ does, have/ has, and had found on the students’ mistakes. besides, the paragraph writing was also diminished into sentence writing alone. indeed, this study focus on the students’ errors produced in their surface grammar. however, this study does not focus on the causes of the students making errors because of factors from inside of the students or outside, which mean, the researcher does not explain any further analysis on other entailing variables. 2. method the method of the research is qualiative where researchers focused on describing students’ difficulties in using auxiliary verbs “do, does, has, have, and had”.the subject of this study was the students in the first grade of insan qurani islamic senior high school which is located in sub-district of sukamakmur, aceh besar district, and the object of this study was the errors found in their written english test. the population of this research was all of students in first grade of the senior high school which consists of 149 students from all study programs. the researchers gave all students chances to be the subjet of the research by randomizing all of them to be selected. the students were chosen randomly in which there were no criteria in choosing the participant. thus, the researchers randomized the students from all classes in grade x. in this study, the researchers selected the samples by doing lottery method. since the lottery method is quite burdensome if it is done by hand, lottery method is calculated by using microsoft excel in order to save time, more effective and efficient. there were 19 | 56 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 53–61 male and 19 female students with total 38 students who were then chosen to be the subjects of the research. in line with this, creswell (2013) explains that a slight variation of probability sampling is to use the simple random sampling procedure. moreover, the researchers use a grammar test as the instrument of this research. the test was compiled by the researchers based on a worksheet composed by harald (2011). the researchers adapted twenty sentences in which the students were asked to choose the correct auxiliary for each sentence including do, does, have, has, and had. four sentences were provided for each auxiliary so the total was 20 sentences. the analysis of the research was done by first, collecting the data from the student (the result of students’ work). second, calculating the result of the existing students’ work. third, analyzing the data by using taxonomic analysis. this analysis focuses on grammatical structure of using auxiliary verbs (do, does, has, and have). the analysis of the data was based on the identificantion of errors as proposed by dulay et. al (1982). in calculating the number of errors and the frequency of errors, walizer and wiener’s (1990, p. 96) statistical calculation to display the error percentage was employed. then, the researchers classifies the students’ error based on the levels as proposed by arikunto (2010) where >75% is considered as high, 60-75% is fair,<60% is low. lastly, drawing conclusion where the researchers analyze the causes of the students’ error in term of using the auxiliary verb (do, does, has and have). 3. results and discussion 3.1. results the results of the study can be described as follows. first, students’ difficulties in understanding auxiliary verbsdo, does, have, has and had are devided into two parts, male and female students. the data is provided in table 1. table 1. the error analysis results no students' code gender errors in auxiliaries total error total correct answers students' score do does hav e has had 1 am male 1 1 2 2 2 8 12 60 2 arl male 2 1 1 2 3 9 11 55 3 fzi male 1 0 2 1 4 8 12 60 4 hh male 0 0 2 1 3 6 14 70 5 hd male 0 1 1 1 2 5 15 75 6 mha male 1 1 2 1 3 8 12 60 7 mia male 2 1 1 2 2 8 12 60 8 mka male 0 0 0 1 2 3 17 85 9 mpm male 1 0 2 2 2 7 13 65 10 mmt male 0 0 1 1 1 3 17 85 11 ma male 1 1 0 0 2 4 16 80 error analysis on auxiliary verbs do/ does, have/ has, and had veni nella syahputri, meta keumala, zahratul idami | 57 | 12 mhf male 0 0 0 1 2 3 17 85 13 mzu male 0 0 0 0 1 1 19 95 14 ni male 0 1 2 1 3 7 13 65 15 raf male 1 1 2 2 3 9 11 55 16 rzf male 1 1 0 0 2 4 16 80 17 tsr male 1 2 1 1 3 8 12 60 18 tms male 1 0 2 2 2 7 13 65 19 yap male 1 1 1 1 1 5 15 75 20 aab female 0 0 0 1 2 3 17 85 21 an female 1 1 2 2 3 9 11 55 22 au female 1 1 0 0 2 4 16 80 23 hs female 1 2 1 1 3 8 12 60 24 na female 2 1 1 1 4 9 11 55 25 ni female 1 1 1 1 2 6 14 70 26 ne female 0 0 1 1 2 4 16 80 27 ns female 0 0 0 1 1 2 18 90 28 nr female 0 0 1 1 2 4 16 80 29 nm female 0 1 2 1 3 7 13 65 30 nw female 1 1 2 2 3 9 11 55 31 nik female 0 0 0 1 2 3 17 85 32 nis female 1 0 2 2 2 7 13 65 33 qa female 1 1 1 1 1 5 15 75 34 ra female 0 0 0 0 0 0 20 100 35 rm female 1 0 0 1 2 2 18 90 36 rn female 1 2 1 2 3 9 11 55 37 sn female 1 0 2 2 2 7 13 65 38 sh female 0 0 0 0 1 1 19 95 total errors 26 23 39 43 83 214 total errors (male std) 14 12 22 22 43 113 total errors (female std) 12 11 17 21 40 101 percentage of errors 12% 10% 18 % 20% 39% 100% second, it can be seen from the table that total errors of male students are 113 while the female students are 101. it is clear that male students produce higher mistakes than female. in detail, male students make 14 errors in using auxiliary do, 12 in auxiliary does, 22 in auxiliary have, 22 in auxiliary has, and 43 in auxiliary had. in addition, female students make 12 errors in auxiliary do, 11 errors in auxiliary does, 17 errors in auxiliary have, 21 errors in auxiliary has, and 40 errors in auxiliary had. so, the percetage of errors are: 12% in the use of auxiliary ‘do’, 10% in auxiliary ‘does’, 18% in auxiliary ‘have’, 20% in auxiliary ‘has’, and 39% in auxiliary ‘had’. furthermore, to see the interval score of the students, table 2 is provided. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 53–61 table 2 score interval of male and female students no. score interval male female 1 55-60 7 5 2 65-70 4 4 3 75-80 4 4 4 85-90 3 4 5 95-100 1 2 total 19 19 table 2 shows that there are five range of scores as the interval of the students’ achievement. the first range is score 55-60 where there are 7 male students and 5 female students in this row. second, 65-70 has the same number which is 4 per each. third, range 75-80 where there are also the same total students per each as the previous range. fourth, range 85-90 where there are 3 male students and 4 female students. finally, range 95-100 where there are only one male student and 2 female students who get these scores. 3.2. discussion this research was conducted to investigate the students’ problems in using auxiliary verbs ‘do’, ‘does’, ‘have’, ‘has’, and ‘had’. the researcher focuses on grammar to analyze the test result. the researchers differentiate the errors based on the auxiliary verbs ‘do’ and ‘does’ in the simple present tense, ‘have’ and ‘has’ in the present perfect tense, and ‘had’ in the past perfect tense. to begin with, as an auxiliary verb do and does are used with other verbs to form emphatic, interrogative, negative and shortened verb forms. the ‘do’ auxiliary usually use in simple form of the verb (the infinitive without to). it is used only in the simple present tense (do or does). and the use of ‘do’ and ‘does’ in simple present tense is in question and negative forms, for example in the sentence, “she does not do her homework every evening” and “do i know you?” the result of the study shows that the errors in the use of auxiliary do and does are the lowest. mostly, the students were confused in using the correct auxiliary verbs for third person singular. this is in line with the results of the study carried out by nugroho (2014) that the students face problems in using auxiliary verbs ‘do’ and ‘does’, because the student cannot recognize appropriate auxiliary verb for personal pronoun. in fact, the students face problems in using auxiliary verbs ‘do’ and ‘does’, because the student cannot recognize appropriate auxiliary verb for personal pronoun. similar case also found in the use of auxiliary verbs have, has and had where students, both male and female, made many errors in using them. the researchers found that male students made more errors than female students. the students were confused by the subject of the sentence whether it is singular or plural, so that in the present perfect tense, most students chose the auxiliary have. in more complicated case, some students even chose auxiliary does where it should be used in the simple present tense. in this situation, the students were conclosed by the adverb of time which were not clearly mentioned in the sentences. | 58 | error analysis on auxiliary verbs do/ does, have/ has, and had veni nella syahputri, meta keumala, zahratul idami | 59 | there have been studies on the role of first language to second language acquisition (odlin, 1989 as cited in susanti, 2019). it is “a popular belief that second language is strongly influenced by the learner’s first language (ellis, 1985 as cited in susanti, 2019). it ispossiblybecause many learners carry first language rules in their effort to learn the present perfect, which may partly contribute to learners’ difficulties. learners’ difficulties may likely caused by the following factors: a) the indonesian language expresses the english perfect with and without the aspect sudah; b) in certain present perfect meaning, i.e. resultative past, the use of sudah is compulsory. in other meaning, it is not obligatory; c) the definite adverbial of time such as on wednesday, yesterday, last year are never used with the present perfect in english. in indonesian, those definite adverbials of time can be used comfortably in the sudah + verb construction, which is equivalent to the present perfect. quirk, et al. (1972) for instance, states that the present perfect indicates a period of time stretching backwards into some earlier time. it is the past with ‘current relevance’. mccoard (1978) claims that english perfect has frequently been placed in the category of aspect, partly because of the persistent connection between the perfect and meanings of completion or result. he further asserts that these meanings of completion and result are not actually intrinsic to perfect, rather they come from an interaction with other elements of the linguistic and general pragmatic concepts. concerning the function of present perfect, the defining purpose of perfect in english, according to mccoard (1978), is to indicate the pastness of the condition(s) encoded in the lexical verb, as well as a specific application, relevancy, or significance of said prior event(s) to the context of encoding. as susanti (2019) states that analyzing the present perfect in english to the present perfect in indonesian may uncover semantic discrepancies. maybe it was the contrast between high perfective discourse markers in english and a weaker one in indonesian. it is really a comparative of english meanings that appear to be detailed and complex with indonesian meanings that appear to be simpler. the present perfect, as opposed to the simple past tense, is frequently stated as referring to past with current relevance, or past containing the present, when connecting different languages that may not having a similar interpretation. 4. conclusion after analyzing the data of the research, it can be concluded that some students still made errors in determining the auxiliary verbs in the sentences. some of them were confused with ‘do’ and ‘does’ in related with singular and plural terms, meanwhile some others were difficult to determine the use of ‘have’, ‘has’, and ‘had’ in the sentences of present perfect tense and past perfect tense. the result of the test showed that from the 38 students as the sample, 12 students were in high level of error, 8 students were in the level of fair, and 18 students were considered in the low level of error. these errors are assumed due to the interference of students’ first language structure to english. finally, the writers propose some suggestions as follows: the students should practice their grammar in the form of auxiliary verbs in english sentences more frequently not only in written form but also in daily conversation. in addition, they should notice and use auxiliary verbs correctly in written and spoken practices. moreover, the teachers should find and apply more appropriate methods and strategies to teach the students about the use of auxiliary verbs in the sentences to facilitate a more interesting learning atmosphere in the classroom. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 53–61 | 60 | 5. references al-jarf, r. 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(2020). school appreciation and teachers’ competence: are they correlated? international journal of language studies, 14(3), 47-66. enjourme vol. 2, no. 1, 2017 language acculturation: a case study of madurese community in manduro, jombang, east java sofa, yam saroh state university of malang sofataroki@gmail.com, yam.saroh@yahoo.com abstract this article presents a case study of language acculturation particularly code-switching which emerges in madurese community in manduro, jombang, east java. the purpose of this study is to portray the phenomenon of switching more than two languages and factors influencing it within the community to show the variety of indonesian unique culture. to gain the data, interview was carried out and the recording script was elaborated. based on the result, it was found that madurese code-switch the languages of their mother tongue (madurese), region based (javanese) and national language (bahasa indonesia). the factors were marriage and trade. keywords: language acculturation, code-switching, madurese community, manduro. in approach to define what language is, hammerl and newby (2003) stated that, “language is the medium to gather information and also communicate knowledge”. based on the definition, a theme line is noted that language is a device to share information and knowledge for communication purposes. in short, it can be said that language is an important bridge of communication. since language is used as bridge for information and knowledge sharing, language development is closed to the social environment because society is the user of the language. amberg and vause (2009) explain, “language is foremost a means of communication, and communication almost always takes place within some sort of social context”. they also add that to gain an effective communication needs an understanding and recognition toward language and its society. it shows that language is a communication device which quite related to society. moreover, as people are social person, they need to connect and talk to others, and language is one of the devices which is applicable and useful to be used since it bridges people to understand what others mean. around the world, there are no certain and fixed rules how people in society naming, using and arranging the pattern of each language, it is so arbitrary. as yule (2010) stated that the form of human language, particularly linguistic signs, may indicate any objects which have no relationship. amberg and vause (2009) explain, “an arbitrary sign does not possess any inherent connection with its meaning”. it so uniquely depends on the community who uses the language. due to fact that the form of linguistic signs can be gained through arbitrary system, it enables people to use two or more language as an arbitrariness in their daily conversation. they may use two or more languages in one moment of speaking. in the process of using two or more languages, the language users gradually combine and adapt to the target language without forsaking their native language or mother tongue (mcclintock, 2014). this process is then called as language acculturation. bolaffi (2003) as cited in keskin & blalock (2014), “acculturation refers to the attainment of a new culture different from one’s own.” furthermore keskin & blalock (2014) explained, “acculturation includes both an individual’s attainment of a new culture, as in the case of an immigrant adopting a new country’s culture, as well as the attainment of another society’s culture by a social group.” it means acculturation may also happen in the form of language use as in the case of an immigrants who take their family living in a new place or state, then they decide to use their native language and the local language in which they live. in other word, it can be stated that acculturation in language enable people to learn or even use the target language in their daily life and blend it with their mother tongue or native language so they can merit and use both to succeed the communication. since it is possible for people to acculturate the use of language in their social environment, it gives a chance for people to be bilingual speaker. as karahan (2005) states that knowing and being competence in two or more languages of an individual is called bilingualism. furthermore, wardhaugh (2006) explains, “in many parts of the word it is just normal requirement of daily living that people speak several languages: perhaps one or more at home, another in village, still another from purposes of trade and yet another for contact with the outside world of wider social or political organization”. it means that those who are called bilingual are not only for those in which commonly speak using two or more languages but also for those who are even only understand the languages. other term which is commonly connected to bilingualism is diglossia. different from bilingualism that focus on the individual, in diglossia, there is a “low” variety, acquired locally and used for everyday affairs, and a “high” or special variety, learned in school and used for important matters. (yule, 2010). in indonesian context, for example the students at home usually talk in their vernacular, the “low” variety, while at school they use bahasa indonesia as their “high” variety. while bilingualism focus on the individual who speaks two or more languages, this diglossia is focusing on the usage of the language they use in communication. regarding the factors of the bilingualism emergence in our society, borbely (2005) mentions that factors of bilingualism are social, economic, and political change. in social change, movement of people and intermarriage become the core factors influence people to be bilingual speaker. lightbown and spada (2013) add that the acquisition and maintenance of more than one languages can open doors to many personal, social, and economic opportunities. among the factors mentioned, movement becomes one of the strong factors which influence people to acquire other’s language and make them to be bilingual speakers. in indonesian context, subyakto-nababan (1992) propose two types of bilingualism in indonesia, they are; bilingual who speaks regional language and bahasa indonesia and bilingual who speaks bahasa indonesia and foreign language. a bilingual speaks either bahasa indonesia or another language because of some factors. the first factor is social interaction like trade, socialization, social and office matter. the second is the existence of local language. a local language has a position that is extremely different from indonesian, so they use it in daily activity as their mother tongue. the third factor is the movement of people from one place to the other ones and the last is to make specific situation, and so on. based on the first type of bilingualism proposed by subyakto-nababan above, it can be concluded that most indonesians are used to becoming bilingual speaker since they are accustomed to using both mother tongue (l1) and bahasa indonesia (l2) for their daily communication since they were children. in their early age (before going to school), indonesian children are used to acquiring and using their mother tongue. then in school – age – period (staring from 5 or 6 year – old), they start learning bahasa indonesia and use it for their communication at school. in some cases, most of indonesian students use both of the languages (l1 & l2) in their communication either at school or at home (subyakto-nababan, 1992). the way they use the languages are commonly called code-mixing and code-switching. muysken (2000) states, “code-mixing refers to all cases where lexical items and grammatical features from two languages appear in one sentence”. the definition above vividly explains that in code-mixing a speaker uses two or more languages in a sentence construction. this assumption suits to indonesian reality in which most of the people are common to mix both their mother tongue as l1 and their second language (bahasa indonesia) as l2 in their sentence in one time of speaking. beside code-mixing, code-switching is another way of blending words from different languages in bilingualism aims to reach the communicative conversation between the speaker and listener. in some cases, code-switching is often admitted to be overlapping with code-mixing, moreover, some people say that both code-mixing and code-switching are the same. however, there is a slight difference between them. ayeomoni (2006) elaborates, “code mixing is the embedding of various linguistic units such as affixes (bound morphemes), words (unbound morphemes), phrases and clauses from a co-operative activity where the participants, in order to infer what is intended, must reconcile what they hear with what they understand.” franceschini (1998) defines, “code-switching is a language universal in the behavior of multilingual speakers”. she elaborated that code-switching is one condition in which the user of a certain language using several languages or language varieties in the course of a conversation is based on conversation-internal mechanisms observable in various social contexts all over the world. based on those definitions above it can be seen clearly the slight difference between code-mixing and code-switching, therefore, it can be said that both of those terms are interchangeable. the previous study about code-switching was held by shogren (2011). in this study, the researcher observed the patterns of language behavior of two five-year old bilingual children through the analysis of the code-switching and code-mixing occurrences in their daily conversation. the objective of the study is to analyze the code and the motivation behind such pattern in order to see whether there are any differences between the two case studies. the result of the study shows that most common motivation behind the children’s code choice is solidarity, referential, directive, and reactive to positive/negative face and power. the second study was carried out by sumarsih et al (2014). this study aims at studying the expressions exist for smoothing the communication, preventing misunderstandings and preventing deaths language speakers who use the code switching. the method is qualitative. based on the study it is found that the 75 expressions of code switching exist in data that has been divided into word, phrase and sentence class. in addition, the subjects revealed that they use the code switching to look cool and to be up date in time. the third study was conducted by kim (2006). the study aims at indicating the positive factors of code-mixing and code-switching for language education by discussing societal factors related to the reasons and motivations for these phenomena. he reviews a lot of sources to gain the data and the result of the study. based on the study, there are some factors which affect code-switching and code-mixing such as grammatical, lexical, and societal factors. among these factors, societal factors would be the most influential factors for the reasons why bilinguals switch and mix their languages. they are social situational factors like interlocutors, physical setting, other social variables like social status, race, age, etc. based on all previous studies, it can be concluded that most of the factors influencing the emergence of code-switching is societal factors. in indonesian context, the existence of code-switching exist among the people’s expressions in word, phrase and sentence class which means in indonesia itself, the code-switching has already in common used for society purpose to smooth the communication. in indonesian context, type of bilingualism commonly uses two languages (mother tongue and bahasa indonesia) in one moment of conversation. however madurese in jombang do not use two languages as bilingual speaker, they use three languages in one time of their speaking; madurese, javanese, and bahasa indonesia. it is unique since it is different from the normal situation which happens in indonesia. based on the data gained from the interview with the local people and madurese in manduro, it is known that madurese in this village has lived in jombang since years ago before the independence of indonesia. at that time, indonesia was colonialized by netherland. some madurese ran away from their land, madura island, then arrived in jombang and settled in a jungle in jombang, east java, which they thought that it was safe for their family. since then, they started their lives by clearing the land to farm. the madurese social and economic life is developed well day by day, so that they decided not to move back to their mother land, madura island. in line with their established economic lives, madurese in this area started to learn javenese and to use it in their daily conversation, particularly to speak with javanese people for social and economic needs. since then, the jungle in jombang which has been changed by the madurese as their home was called manduro. the uniqueness in this community is that even the madurese have lived in jombang as java island for years, they do not forget their mother tongue, they still actively use it in their daily activity. even their descent who are not born in madura island, they are tought and practiced to speak madurese. therefore, it makes their descent are able to speak both madurese and javanese very well since they were child. this fact is also known by the researchers when they observed the daily conversation among madurese in this village. to speak with people from the same village they use code-switching among javanese, madurese and bahasa indonesia. however, to speak with the researchers and other javanese, madurese from this village use only javanese and bahasa indonesia. knowing the fact, the researchers triggered to explore and describe the code switching happened in this community and also what factors which influence the language acculturation among the madurese in manduro. research method the design of this study was qualitative since in arranging this study the researchers explored the phenomenon of the language acculturation happened among madurese in manduro, jombang, east java since the language acculturation which happened in this village is uniquely different from other regions. people in this village are accustomed to code-switch three languages (madurese, javances, and bahasa indonesia) in their daily communication. yin (2003) states that in qualitative, the researchers are allowed to explore individuals or organizations, simple through complex interventions, relationships, communities, or programs and supports the deconstruction and the subsequent reconstruction of various phenomena. due to the research design, the research data gained from observation, field note, and interview with madurese and local people who live in manduro. to gain the observation data, the researchers came to manduro and observed how madurese in this village interact each others. based on the observation, the researcher used note taking to jot important information related to this study in the form of field note. besides that, the researchers also recorded the conversation done by the madurese in this village to be used as the supplementary documents to help the researchers in gather other information related to this study which may not include in the field note. then in the interview section, there were three people of madurese and one local javanese taken as the subjects of this study. they were two old men who knew very well about the history of madurese in manduro village and one adult man as the next generation of madurese in this village. then, one local javanese who married with madurese in this village and has been living in this village for years. after finishing the interview section with the all subjects, the researchers gathered all the data and select the research data based on the criteria related to aims of this study. therefore, the researchers also did data reduction since not all the data gained were suited to be the research data. after that, the researchers started to analyze and elaborate the data to be the research findings. findings and discussion table 1 below shows some code-switching sentences found when interviewing the subjects. they were classified based on the languages switched. table 1. language switch example between and among languages sentence 1 sentence 2 javanese and bahasa indonesia “tapi nek yamenten nggeh kan, nopo, libur nek sore” tapi kalau sekarang-sekarang ini kan, apa, libur kalau sore (bahasa indonesia) but at present time, it’s, free at evening (english) “nek mriki, nggeh pun biasa, sami kaleh tiang luar niku” kalau kesini, ya sudah biasa, sama dengan orang luar itu (bahasa indonesia) if in here, it’s just usual, same with people outside the community (english) javanese and madurese “karek…karek ngumpo” tinggal…tinggal memompa (bahasa indonesia) you just need to add some wind into the tire (english) “jhe’ tompak, tuntun” jangan dinaikin, dijalankan saja (bahasa indonesia) don’t run it, just walk it (english) javanese, madurese and bahasa indonesia see appendix 2 in sentence 1, the code switching between javanese and bahasa indonesia, the speaker switched the javanese word’s ‘prei’ for bahasa indonesia noun’s ‘libur’ and ‘sonten’ for sore. while in sentence 2, the speaker switched the javanese word’s njawi for bahasa indonesia noun’s ‘luar’. the conversation happened between madurese and the researchers. as they knew that the researchers are not madurese, so they speak both javanese and bahasa indonesia. but in the other context of situation in other sentence in the example, they speak madurese with their community. this is the first example of the code-switch and the existence of the language acculturation that they can speak not only their mother tongue (as seen in the other madurese sentences), but also javanese and bahasa indonesia. the similar example can be seen also in sentence 2. in sentence 1 javanese and madurese (detail of conversation can be seen in appendix 1), code switching occured since it alternate sentences, although it was not two clauses in one sentence but between sentences. the javanese sentence ‘karek…karek ngumpo’ existed among some madurese sentences. in sentence 2, as in madurese, the sentences structure has a very similar form with what javanese has. the word jhe’ in madurese is ojok in javanese and the complete sentence also has the same sentence structure. in javanese the word ‘tompak’ does not exist but ‘numpak’ does, so the word ‘tompak’ is adapted by madurese from the word ‘numpak’ in javanese. the word ‘tompak’ is the code-switching existed in this sentence. the word ‘tuntun’ is originally from javanese means ‘walk’. this sentences also supports the existence of code-switch and language acculturation in madurese. the code-switching among javanese, madurese and bahasa indonesia happened in the conversation in appendix 2. the speakers were some madureses and the researchers themselves. in the conversation, madureses applied three languages. they used madurese and javanese when they spoke with the people within their community, and when they talked to the researchers they applied javanese and bahasa indonesia. this means that they understand the situational context well, how they switch the language and apply the languages depends on their interlocutors shows that the language acculturation happens quite well. based on the examples and elaborations above, it could be seen explicitly that the code-switching exist there and they did it fluently, in one sentence they spoke madurese, after that they switched to javanese and when the researchers needed translation they shifted to bahasa indonesia. the language acculturation does exist since madurese can speak three languages fluently and they understand the situational context perfectly. as they speak the new language, javanese, they did not lose their mother tongue. they still speak their mother tongue, madurese while speak javanese and bahasa indonesia depends on the situation. the condition was inline with lightbown and spada’s statement (2013), “highly proficient adult bilinguals code-switch when they speak to others who also know the languages they use”. it was incredible to see how the madurese community in manduro succeed the process of cultural merit or in this case we could call it language acculturation which represented by the usage of their origin language or their mother tongue, madurese and their current location language, javanese. not only that, but they also fluent in the usage of the national language, bahasa indonesia. regarding the factors influencing the process of code-switching, from the process of interview, observation and field note that the researchers took during the time spent with madurese, some factors could be proposed as the reasons behind the succeed of the emergence and harmonization of madurese and javanese which lead to the language acculturation, there were two main factors; marriage and trade. the first factor was marriage. as it has been explained, it is included as social factor since it happens for social interaction. the subject said that as their ancestors came in jombang, interacting with javanese and also marry people from jombang or area nearby, they were very much influenced with the language of jombang people, javanese. and as they have some children, they applied both languages, madurese and javanese, so it was not a surprise that, their mother tongue had been mixed between those two active languages. the second was dealing with trade demand. trade can be categorized as social factor since it needs social interaction and also economy factor since it is dealing with value and/or money. as new people who came from another area, they need local people nearby to do the trading. and as most of them are farmers, they need to sell their crops to the city, and there, they cannot use their mother tongue language, therefore, javanese and bahasa indonesia became the solution to bridge the communication so the trading come into succeed. in conclusion, it can be said that factors influencing the language acculuration are marriage (social) and trade (social and economic) factors. conclusions and suggestions the uniqueness from madurese who live in manduro, jombang, east java was that they were still be able to keep and communicate actively in their mother tongue, although it has been years they live in jombang, a territory that uses other language, in this case is javanese as their daily language communication. this community was also fluent in using javanese in their daily communication. therefore, they mastered not only their mother tongue language but also javanese and bahasa indonesia as the national language. this means that the language acculturation among madurese in manduro, jombang, east java was quite well. the factors influencing the code-switching there were marriage (social) and trade (social and economy). as this research did not go deeper in revealing the pattern and motivation in bilingualism or multilingualism context, future research regarding code-switching and language acculuration using three languages may study about it. for wider context, a study about code-mixing, comparison of frequency between code-switching and code mixing may be employed too in language acculturation. references amberg, j. s., & vause, d. j. (2009). american history: history, structure, and usage. cambridge: cambridge university press. ayeomoni. (2006). code-switching and code-mixing: style of language use in childhood in yoruba speech community. nordic journal of african studies, 90-99. broberly, a. (2005). changes in bilingual language choice influenced by real and apparent time: panel study in the process of languages shift in a romanian minority community living in hungary. 4th international symposium on bilingualism (pp. 328-340). somerville: cascadilla press. hammerl, m. h., & newby, d. (2003). second language acqisition: the interface between theory and practice. austria: university of graz. karahan, f. (2005). bilingualism in turkey. 4th international symposium on bilingualism (pp. 1152-1166). somerville: cascadilla press. kent, m. (2014). acculturation process and its implications for foreign language learners and teachers. international journal of innovative interdisciplinary research, 1-10. kim, e. (2006). reasons and motivations for code mixing and code switching. english as foreign language, 43-61. lightbown, p. m., & spada, n. (2013). how languages are learned. united kingdom: oxford university press. musyken, p. (2000). a typology of code-mixing. cambridge: cambridge university press. shogren, j. b. (2011). analysis of code-mixing and code switching among bilingual children. kansas: wichita state university. sumarsih, siregar, m., bahri, s., & sanjaya, d. (2014). code switching and code mixing in indonesia: study in sociolinguistics. english language and literature studies, 77-92. yin, r. k. (2003). case study research: design and method, third edition. ca: sage. yule, g. (2010). the study of language. new york: cambridge university press. appendix 1 javanese and madurese the complete script is as follows: ade’ remmah cong? ada lodde (a little bit unclear for the voice was very low) iya, dang kebeh karek...karek ngumpo marehe bherri’ ban anyar apur a biddin (a little bit unclear for the voice was very low) jhe’ tumpak, tuntun the rough translation is as follows: pinjam sepeda, tapi belum dipompa untuk transportasi ke sekolah tidak boleh dipakai berdua karena belum dipompa (bahasa indonesia) borrow a bicycle, but not yet pumped as a transportation to school but it cannot be used by two persons because it is not yet pumped (english) appendix 2 javanese, madurese and bahasa indonesia’s conversation. a : ade’ remmah cong? b : ada lodde (a little bit unclear for the voice was very low) a : iya, dang kebeh a : karek...karek ngumpo a : marehe bherri’ bana nyar a : apur a biddin (a little bit unclear for the voice was very low) a : jhe’ tompak, tuntun r1 : ngomong apa mas tadi mas r1 : nyuwun artine mas? r2 : intinya minjem sepeda kayaknya a : iya, benar a : minjem, minjem sepeda c : pinjam sepeda c : tapi belum dipompa a : kanggo tumpakan sekolah r2 : oh, tumpakan sekolah, untuksekolah c : nggak usah ditumpang berdua soalnya belum dipompa in bahasa indonesia, the complete translation is as follows: a : ada tidak remnya nak? b : ada lodde (a little bit unclear for the voice was very low) a : iya, dang bawa a : tinggal…tinggal memompa a : sudah dibelikan ban baru a : apur a biddin (a little bit unclear for the voice was very low) a : jangan dinaikin, dijalankan saja sepedannya r1 : ngomong apa mas tadi mas? r1 : bolehkan kami minta diartikan mas? r2 : intinya mau meminjam sepeda sepertinya a : iya, benar a : pinjam, pinjam sepeda c : pinjam sepeda c : tapi belum dipompa a : untuk transportasi ke sekolah r2 : oh, untuk digunakan ke sekolah, untuk belajar c : tidak perlu dipakai berdua, karena belum dipompa in english, the complete translation is as follows: a : does it have brake in it? b : ada lodde (a little bit unclear for the voice was very low) a : yes, you may bring it a : you just need to pump it a : someone had bought it a new tire a : apur a biddin (a little bit unclear for the voice was very low) a : don’t run it, just walk it r1 : what did the conversation about? r1 : do you mind to translate it for us? r2 : it seems that the point is borrow a bicycle a : yes, correct a : borrow, borrow a bicycle c : borrow a bicycle c : but it is not yet pumped a : it is used for transportation to school r2 : oh, for riding to school, to study c : but it cannot be used by two persons, because it is not yet pumped 60 01. 5865-19589-2-ce.pdf enjourme (english journal of merdeka): culture, language, and teaching of english jo urna l ho mep age: http: //ju rna l.u nm e r.ac .id /in dex. php /en jo u rme/ ind ex the visual-verbal text interrelation: lessons from the ideational meanings of a phonics material in a primary level efl textbook ahmad sugianto, devi andriyani, ilham agung prasetyo english education study program, faculty of language and literature education, universitas pendidikan indonesia, jl. dr. setiabudhi no. 229, 40154, bandung, indonesia corresponding author: ahmadsugianto@upi.edu article info article history: received 02 june 2021 revised 20 june 2021 accepted 02 july 2021 available online 10 july 2021 keywords: grammar of visual design, intersemiotic complementarity, multimodal analysis, phonics, visual-verbal resources doi: 10.26905/enjourme.v6i1.5865 how to cite the article: sugianto, a., andriyani, d., & prasetyo, i. (2021). the visualverbal text interrelation: lessons from the ideational meanings of a phonics material in a primary level efl textbook. enjourme (english journal of merdeka) : culture, language, and teaching of english, 6(1) 1-10. doi:https:// doi.org/10.26905/ enjourme.v6i1.5865 abstract the interrelation between verbal and image represented in a textbook is one of the prominent issues that should be taken into account. if the interrelation between these modes is presented in a textbook properly and aptly, students’ outcomes of a particular material, such as phonics, may be entrenched and fostered. thereby, this study aimed to scrutinize the interrelation between the verbal and image represented in the phonics material, which was to the best of the writer’s knowledge concerning studies scrutinizing the phonics materials vis-à-vis multimodal text was still limited. furthermore, a qualitative research method using content analysis was employed to investigate the analysis unit, namely the phonics material taken from one primary level efl textbook. besides, royce’s (1998, 2002, 2007) intersemiotic complementarity and kress and van leeuwen’s (2006) grammar of visual design involving one of the metafunctions deriving from halliday’s systemic functional linguistics, ideational metafunction was employed. the findings revealed that a multimodal text encompassing the phonic material was, in fact, had fruitful meanings manifested in various modes, and there was a synergy found between the visual and verbal meanings realized by the ideational intersemiotic complementarity. © 2021 enjourme. all rights reserved. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no, 1, juli 2021, page 1–10 1. introduction the way images complement texts and vice versa constitutes one of the prominent areas studied at the present time. as kress (2010) argues that various modes having cultural and social bound associated with semiotic resources leading to making meaning are considered to gain some proliferations in any discipline. furthermore, it is on account of the fact that such various modes are inevitably enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 1, juli 2021, pp. 1–10 | 2 | used in communication in the recent time (kress 2000; kress, 2003; nathaniel & sannie, 2018). it is due to the fact that the meaning of a certain message can be communicated through images (sugianto et al., 2021). moreover, without exception, such notion works with the classroom setting in which, according to stein (2000), is considered to be ‘semiotic spaces’ through which any multimodal text encompassing various forms of modes such as ‘visual, written, spoken, performative, sound, and gestural modes’ are possible to be generated. such modes provide signs of which meanings can influence the way individuals see, think, and perceive issues or things in their daily lives (kress, 1993). in addition, some evidence has shown that the use of various modes may bring benefits to students’ english learning and teachers’ instructional practices. for instance, a study conducted by cahyaningati and lestari (2018) reveals the efficacy of multimodal text concerning reading proficiency. moreover, a multimodal text was found to have the potential to foster students’ critical thinking (al-qahtani, 2019). furthermore, teo and zhu (2018) argue that images are not only considered as supplementary or accessory, but it has some significant role in the meaning-making of the printed words. similarly, misianto (2017) in his study found that pictures were proven to be beneficial for students to enhance their english proficiency skill, which in this regard in his study particularly the speaking skill. meanwhile, an efl textbook, which may cover fruitful multimodal texts, is considered to have crucial roles and places in the efl learning and teaching process. in this regard, it is considered to have an essential role, namely as the source and means for introducing knowledge and cultures learned (rinekso & indonesia, 2021; sugianto & wirza, 2021). also, marefat and marzban (2014) argue that a textbook constitutes an important tool used by a lot of people. moreover, in relation to the role of multimodal texts in an efl textbook, text and images presented in a textbook are deemed to have a significant effect on the students’ understanding of a lesson. it is due to the fact that the author of the textbook does not also work alone when structuring a textbook, but he/she works together with visual artists or graphic designers (bezemer & kress, 2010). furthermore, despite having benefits, a textbook may not be taken for granted because there may be some deficiencies in it that may not fulfill and facilitate the students learning needs; thereby, evaluating a textbook is one of the crucial issues in the efl context. it is because textbook, as richards and richards (2015) argue, there is no flawless textbook that can suit a language program thoroughly. this notion is corroborated by a study, for instance, which was conducted by sobkowiak (2016) even though there was credence that a textbook could enhance the student’s critical thinking ability, it was yet found to be limited in his study. similarly, mizbani and chalak (2017) revealed that an efl textbook investigated in their study was found to not accommodative in terms of higherorder thinking skills. thereby, it should be taken into account that the textbook selection process is not a taken-for-granted process, there should have some considerations which could be hinged on the evaluation conducted. moreover, to evaluate the textbook using the multimodal text analysis, understanding the frameworks are required. in this regard, there are some influential figures with respect to this area. in this case, two of the most prominent ones and thus their notions were used in this study having to do with the notion of the grammar of visual design advocated by kress and van leeuwen (2006) and intersemiotic complementarity proposed by royce (1998, 2002, 2007). these two frameworks are the visual-verbal text interrelation: lessons from the ideational meanings of a phonics material ... ahmad sugianto, devi andriyani, ilham agung prasetyo | 3 | developed under the notions of halliday’s systemic functional linguistics covering three types of metafunctions ideational, interpersonal, and textual metafunctions (halliday, 1994; halliday & matthienssen, 2004, 2014). in this regard, the ideational metafunction concerns with the realization of ‘reality, events, and experiences’, the interpersonal metafunction concerns with the realization of entrenching and keeping social rapports, and the textual metafunction concerns with the realization of the organization of discourse through which the ‘flow of the information’ is managed and kept (eggins, 2004; emilia, 2014; gunawan, 2020). moreover, the visual meanings and their relations to the verbal meanings are elaborated under the notions of intersemiotic complementarity, which in this regard due to the scope of the present study the elaboration are focused on the ideational metafunction only. table 1 gives the brief explanation of the ideational intersemiotic complementarity. visual meanings intersemiotic complementarity verbal meanings identification having to do with the represented participants and the interaction; activity having to do with the action, events, or types of behaviour; circumstances having to do with ‘setting, mean, and accompanyment’; attributes having to do with the qualities or characteristics attached to the participants repitition having to do with the ‘identical meanings’; synonymy having to do with the ‘same or similar meanings’; antonymy having to do with the ‘opposite meanings’; meronymy having to do with the ‘part-whole relation’; hyponymy having to do with ‘general-sub class relations’; collocation having to do with the ‘the probability that an entity or subject can co occur in a certain subject area’ identification having to do with the participants; activity having to do with actions or processes; circumstances having to do with ‘setting, mean, and accompanyment; attributes having to do with the qualities or characteristics attached to the participants. table 1-ideational ‘intersemiotic complementarity’ (royce, 1998, 2002, 2007) furthermore, despite its importance in the students’ english learning, to the writer’s knowledge, studies concerning the phonics material associated with a multimodal text were still limited. thus, based on the rationales above, the present study aimed to investigate and answer the following questions: 1) how are the ideational visual meanings realized in the multimodal text of a phonics material? 2) how are the ideational verbal meanings are realized in the multimodal text of a phonics material? and 3) how are the interrelations between the visual and verbal meanings realized in the multimodal text of a phonics material? 2. method a qualitative research was employed in this study. there are a number of characteristics owned by this type of research. in this regard, the qualitative research, as wertz et al. (2011) suggest, is a type of research intended to answer the open-ended questions leading to obtaining “qualitative knowledge” involving contextuality, output, and the benefits of the issues being investigated. moreover, nunan (1992) asserts that “process-oriented” that has to do with three aspects, such as validity aspect which is gained through garnering deep, rich, real, and objective data, ungeneralisable aspect on acenjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 1, juli 2021, pp. 1–10 | 4 | count of the use of “single case studies” as well as the assumption of dynamic aspect which is associated with the reality investigated. based on the notions mentioned above, this type of research is considered to be appropriate if implemented in the present study for this study is projected to answer the open-ended questions having to do with understanding the visual images, verbal text, and the interelations between them; also, the features of the qualitative research above can be considered to be in line with the way the data were collected, namely gaining in-depth data concerning the multimodal texts and it is deemed to be ‘ungeneralisable’ for it was conducted to investigate the multimodal text. moreover, a content analysis by making use of a multimodal analysis utilizing the visual grammar advocated by kress and van leeuwen’s (2006) and royce’s (1998, 2002, 2007) intersemiotic complementarity frameworks discussing the interrelation between image and text were employed. besides, the analysis unit derived from a primary level efl textbook entitled super minds (puchta, gerngross, & lewis-jones, 2017). in this regard, the material had to do with one of the phonics materials from the textbook, namely ­–sure and –true. the material was taken based on the credence that it was deemed to be the challenging phonics to be learned by the students. moreover, the material was considered to be a multimodal text which was not only presented by using a verbal text, but it also was accompanied by some colorful pictures. however, due to the copyright issue, the pictures were changed into black and white colors. in addition, in regard to the matter of trustworthiness issues, some techniques were employed. in this case, in terms of the credibility, ‘establishing referential adequacy’ having to do with using various supporting documents and resources to interpret the data was utilized (guba, 1981). moreover, ‘developing thick description’ was used to deal with the transferability issue, that is, whether or not the data fit to the other relevant or related context (p. 86). furthermore, in terms of dependability and confirmability issues, ‘audit trail’ and ‘practicing reflexity’ were employed through making use of notes or journals in regard to the collected data (p. 87). 3. findings and discussion in this part, the results gained from the content analysis conducted to the analysis unit, that is, a multimodal text with respect to the phonics material, namely –sure and –ture will be discussed and elaborated. in this regard, the discussion and elaborations will be associated with visual meanings, verbal meanings, and the interelation between the two modes, namely visual and verbal meanings and modes represented in the analysis unit (see figure 1). figure 1-excerpt of the phonics material (puchta et al., 2017) the visual-verbal text interrelation: lessons from the ideational meanings of a phonics material ... ahmad sugianto, devi andriyani, ilham agung prasetyo | 5 | to reach and find out the ideational intersemiotic complementarity, the part of ideational meanings was divided into three parts. they were visual message elements depicting the visual meanings of the analysis unit, followed by the description of the verbal aspect, and ideational intersemiotic complementarity. these three parts are discussed and elaborated below. 3.1. the verbal meanings of the multimodal text to begin with, in regard to the visual meanings, there are four aspects discussed. they are identification, activity, circumstances, and attributes. first, concerning the identification that has to do with the explication of the represented participants, the analysis unit reveals there are two actors encompassing a man and a parrot. following the two actors, there are some represented participants’ features comprising treasure chest, gold coins, gold necklace, red headgear, white-blue strip t-shirt, black vest, peg-leg, and cutlass or sword. in addition, in terms of the activity, having to do with the actions occur, it can be revealed that from the images shown in figure 1, there are some various processes. in this regard, based on kress and van leeuwen’s (2006) framework, encompassing the following: 1) a symbolic attributive process where the features such as a treasure chest clothes, and weapons so forth aforementioned having an association with the attributes of pirates (life) and in this case the carrier constitutes the man; 2) a transactional process where a man is opening the chest, and a parrot which seems to talk to the man; in this regard, it seems that the major actor is the man with the goal is the chest treasure. also, the parrot can be deemed as the goal to whom he speaks. besides, the parrot can also be the major actor for he seems to talk to the man as the goal; in other words, it is considered to have sequential bidirectionality; 3) a reactional process, in which based on figure 1, it can be considered that there are two reacters, namely the man and the parrot. in this regard, if the parrot becomes the actor with respect to the transactional action process where the chest treasure is the goal, then the man can be considered to have a role as the reacter with the phenomenon is opening the treasure chest. meanwhile, the parrot is viewed as the reacter if it is considered to react to the man’s action, that is, opening the treasure chest and hence it is considered to be the phenomenon; 4) speech process, which in this case, even though there was no speech/thought/dialogue balloon, the dialogue which becomes the verbal text appear in the center of the two pictures, represents their speeches; in this regard, it seems the speaker or sayer is considered to be the more appropriate terms to be used instead of senser since the content is close to dialogue albeit there is no dialogue balloon provided; hence, the speakers or sayers may encompass the man or the parrot and the utterance constitutes the content they are talking about. furthermore, in regard to circumstances associated with the “settings (i.e. place or background), means (i.e. the supporting ‘tool’ to conduct the activities), and accompaniment (i.e. the other participant with whom the major participant conducts the activities)”(royce, 1998) based on figure 1 and table 1, there are information obtained. concerning the setting, it was conducted on a ship with the other background settings covering the light blue sky with white clouds which are likely to occur on the sunny day (either in the morning or afternoon). moreover, in terms of the means, it can be seen from figure 1 that the main participant, i.e., the man, is holding and opening an object namely enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 1, juli 2021, pp. 1–10 | 6 | treasure chest, through which an actional vector is created, which also becomes the attributes of the man. furthermore, in terms of the accompaniment, the two participants comprising the man and the parrot and the things may be considered to be the accompaniment through which a vector can be created. in addition, concerning the attributes or the ‘qualities and characteristics of the participants, it can be indicated by the symbolic attributive process aforementioned. the attributes are realized by a man carrier who is holding and opening the treasure chest with some other attributive features such as the headgear, peg-leg, cutlass or sword and so forth which have some connotative meanings represented and summarized in table 2 below. table 2-visual elements of excerpt of the phonics material (cirlot, 2001; ferber, 2007; morton, 2021) represented participant visual message elements man a symbol of adult, power, or superiority. treasure chest a symbol of valuable thing. gold coins a symbol of superiority, glorify, and the most excellent or the best quality, or treasure. gold necklace a symbol of superiority or treasure. sea a symbol of ‘chaos, the bridge among the orderly lands, life and death, time and timelessness, menace and lure; in other words, nature or adventure. light blue associated with the sky and the day, and calm sea. red headgear a symbol of adventure. white-blue strip t-shirt a symbol of ‘joy, solace, and gladness and heavenly things’; it can also be associated with sky and sea. black vest a symbol of bad or evil; it can be associated with the characteristics of a pirate. pegleg an attributive symbol of a pirate. cutlass/sword a symbol of dignitaries; a pirate’s weapon. green purple, red, yellow parrot a symbol of a messenger, soul and if it is associated with the green colour it symbolises luck and nature, purple signs mystery, yellow symbolises happiness, and red symbolises adventure. ship a symbol of ‘joy and happiness’ or adventure. 3.2. the verbal meanings of the multimodal text to construe the verbal meanings from the dialogue, the halliday’s systemic functional linguistic, transitivity metafunction, was utilized. table 3 below provides the analysis of the transitivity analysis of the dialogue. the visual-verbal text interrelation: lessons from the ideational meanings of a phonics material ... ahmad sugianto, devi andriyani, ilham agung prasetyo | 7 | table 3 analysis of verbal elements we love finding treasure senser process: affection phenomenon and (love) being in nature process: affection circ.: loc: place gold gives us such pleasure actor process:material recipient goal and life ’s an adventure! process: relational the analysis provides the information concerning the participants. in this regard, some processes were found to be associated with the represented participants. for instance, it was found that the represented participants were found to have mental processes with respect to affection such as love finding with its phenomenon treasure and (love) being in nature. moreover, the represented participant is also shown by the gold which has a role as the actor conducting process material to the recipient which is the represented participants, the man and the parrot, with the pleasure is the goal. moreover, it was also found that relational process appeared in the dialogue which can be indicated the represented characteristics that see life is adventure. 3.3. the v isual and verbal interrelation in the multimodal text the ideational intersemiotic complementarity were represented by various relations between the visual and verbal modes. these comprise repetition, synonymy, antonymy, meronymy, hyponymy, and collocation. however, before turning to the intersemiotic complementarity, the verbal aspect of the text was investigated first by breaking down the dialogue into sentence-level represented in table 4 below. as the sentence-level providing the information concerning the verbal aspect was given these ‘intersemiotic sense of relations can be obtained. in this regard, the intersemiotic complementarity was presented in table 5 below. table 4-verbal aspect of the dialogue number clause 1 we love finding treasure and being in nature 2 gold gives us such pleasure 3 and life’s an adventure! enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 1, juli 2021, pp. 1–10 | 8 | based on table 5 above, it can be seen that the interelation between the visual messages and verbal text was found. in this regard, gold was found to collocational support superiority. similarly, valuable thing was found to be complemented by the verbal text indicated by the meronymies found encompassing the words treasure, gold, and life. besides, finding treasure was found to be the meronymy of the superordinate the adventure which is also supported by the synonym found in verbal text with the same word, adventure. furthermore, the relation of hyponymy was found to support the visual element connotating the sky, sea. in addition, pirate which represents one of the visual message elements were complemented collocational by the phrase or words found in the clauses such as finding treasure gold, and adventure. also, the visual message element generating nature was found to have the relation of repetition of nature found in the dialogue. furthermore, happiness which constitutes the visual message element were complemented collocational by the word love and was found to have a synonym with the word pleasure. 4. conclusion and suggestions based on the explanations and elaborations of the previous section, some conclusions are drawn. in this regard, it can be concluded that a multimodal text encompassing the phonics material was in fact has a fruitful meaning manifested in various modes and there was found a synergy between the visual and verbal meanings realized by the ideational intersemiotic complementarity. in other words, the ideational intersemiotic complementarity framework was deemed to be an officious framework or tool to depict the interrelation between the visual meanings and verbal meanings of phonics material. furthermore, the present study suggests the other metafunctions comprising interpersonal and textual metafunctions can be worth areas to be investigated for future studies. references al-qahtani, e. m. 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(2011). five ways of doing qualitative analysis: phenomenological psychology, grounded theory, discourse analysis, narrative research, and intuitive inquiry. the guilford press. 10. 6971-22845-1-rv copy.pmd enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index assessing an effective collaboration in higher education: a studyassessing an effective collaboration in higher education: a studyassessing an effective collaboration in higher education: a studyassessing an effective collaboration in higher education: a studyassessing an effective collaboration in higher education: a study of students’ experiences and challenges on group collaborationof students’ experiences and challenges on group collaborationof students’ experiences and challenges on group collaborationof students’ experiences and challenges on group collaborationof students’ experiences and challenges on group collaboration 11111malikhatul lailiyah, malikhatul lailiyah, malikhatul lailiyah, malikhatul lailiyah, malikhatul lailiyah, 22222lian agustina setiyaningsih, lian agustina setiyaningsih, lian agustina setiyaningsih, lian agustina setiyaningsih, lian agustina setiyaningsih, 33333prilla lukis wediyantoro,prilla lukis wediyantoro,prilla lukis wediyantoro,prilla lukis wediyantoro,prilla lukis wediyantoro, 44444karlina karadila yustisiakarlina karadila yustisiakarlina karadila yustisiakarlina karadila yustisiakarlina karadila yustisia ,1,3,4d3 english program, faculty of politics and social science, universitas merdeka malang, jl. terusan raya dieng no. 62-63 65146, malang, indonesia 2department of communication science, faculty of politics and social science, universitas merdeka malang, jl. terusan raya dieng no. 62-63, 65146, malang, indonesia corresponding author: lian.agustina@unmer.ac.id article info article history: received 16 december 2021 accepted 22 december 2021 available online 30 december 2021 keywords: collaboration, english as a foreign language, social media doi: 10.26905/enjourme.v6i2.6971 how to cite this article (apa style): lailiyah, l., setiyaningsih, l.a., wediyantoro, p.l., & yustisia, k.k. (2021). assessing an effective collaboration in higher education: a study of students’ experiences and challenges on group collaboration. enjourme (english journal of merdeka) : culture, language, and teaching of english, 6(2) 152 162. d o i : h t t p s : / / d o i . o r g / 1 0 . 2 6 9 0 5 / enjourme.v6i2.691 abstract studies emphasize that collaboration remains an essential part of learning and working in the 21st century. this study seeks to report on the group collaboration of higher education students. using explanatory sequential mixed method design, this study tried to discuss the students’ experiences and challenges on group collaboration environment in the online learning cases. adopting razmerita and kirchner’s (2014) questionnaire, 287 students involved in this study. the result indicated that overall students performed positive perception on group collaboration. in addition, to have deep analysis, 15 students were interviewed. this study contributes to an understanding of how students perceived collaboration and how they explain the obstacles recognized in their classes. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no, 2, desember 2021, page 152–162 1. introduction the sudden outbreak of the covid-19 virus has forced schools and universities to remain closed temporarily. to deal with this challenging situation, an emergency online learning has been proposed. the urgent need for saving the community is the main concern. during this situation, it is ©2021 the authors. published by university of merdeka malang this is an open access article distributed under the cc by-nc-nd 4.0 (https://creativecommons.org/licenses/by-nc-nd/4.0/) enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 2, desember 2021, pp. 152–162 essential to not only develop an innovative learning approach to maintain the effective virtual interaction between teacher and students, but also to provide a solution on how can the teacher motivate the learners (oh et al., 2020). thus, to encourage students’ motivation, teacher should create circumstances that enforce and influence students to engage in the learning activity (nehme, 2010). hence, with the rapid development of the use of technological tools for educational platforms, educators seek and explore many platforms to create a diverse learning experience for their students. many studies emphasize that collaboration remains to be essential for both educational and industrial sector in the 21st century (for example bedir, 2019; rotherham & willingham, 2010; soule & warrick, 2015). the literature on modern pedagogy emphasizes that student-centred methods needed to take into account in which it should be based on collaboration and peer interaction connected to active learning that promote students' critical thinking (lailiyah & wediyantoro, 2021). an author defined collaboration as “mutual engagement of participants in a coordinated effort to solve a problem together” (lai, 2011). thus, an effective collaborative system should be able to understand and interpret group conversations, and can actively support participants in their purposes. monitoring, understanding, and promoting collaborative learning activities begin with the understanding of behaviours that characterize effective collaborative learning interactions (bedwell et al., 2012). scholars of organizational behaviour, sociology, and anthropology regard collaboration as a process involving the interaction between social units, including people and organization (longoria, 2005). in short, collaboration addresses the fact that it is not only occur outside of individuals or teams, but also across analysis levels, and involves any combination of social entities. many studies mentioned that the concept of collaboration is also related to a behaviouroriented focus on a particular goal (see gallant et al., 2002; henneman et al., 1995). thus, a collabora-tive process can only be performed if the associated entities share at least one jointly agreed or com-monly defined goal to some extent. clearly, engaging in the mutual purpose is the most demanding facet in collaborating with group and this mutual purpose is reason for two or more individuals to work together. collaborative learning is a teaching style in which students cooperate in small groups to solve a common task, and it has been shown to improve learner performance when classmates discuss an issue and offer viable solutions (razmerita & kirchner, 2014). one study mentioned that a productive group, a familiar or close friends group member, and teacher support all have a significant impact on teamwork satisfaction. according to students, clear and frequent communication within the group member, the use of interactive software, and synchronous meetings were essential elements to fascinate group work (tseng et al., 2009). vygotsky (1962) argues that students’ knowledge construction is a product of social interaction, interpretation and understanding. the basic idea of social constructivism is that knowledge building is a social process that takes place through connections and collaboration with others. therefore, in a constructivist learning approach, the learner is no longer a simple passive knowledge receiver. he is inspired to play an important role in building knowledge (adams, 2006; hein, 1991; mondahl & razmerita, 2014). to add more, peer interaction, according to vygotsky, is an important means of facilitating individual cognitive growth and information acquisition. vygosky’s theory assumes that individuals | 153 | | 154 | assessing an effective collaboration in higher education: a study of students’ experiences and challenges on group collaboration malikhatul lailiyah, lian agustina setiyaningsih, prilla lukis wediyantoro, karlina karadila yustisia can master what they could not achieve before the collaboration because of their participation in collaborative activities. to put it another way, collaboration is more of a societal process for creating new information and cognitive progress than an individual endeavor. meanwhile, the benefits of collaborative exchange have been explained by the idea that peer interaction identifies gaps in knowledge, stimulates knowledge elaboration, and thus contributes to individual cognitive gains (van boxtel et al., 2000). collaboration can be a powerful tools for facilitating the development of skills such as coordination, communication, dispute resolution, decision making, and negotiation (lai, 2011). besides, research also mentions that online collaboration or ecollaboration learning positively affects students’ performance in a problem-solving group activity (see tseng et al., 2009). in the relation between the use of social media and collaboration, many studies reported that the utilization of social media in learning supports collaboration and collaborative work (such as al-rahmi & zeki, 2017; mondahl & razmerita, 2014; razmerita & kirchner, 2014). previous study mentioned that students encounter several problem during collaboration (such as van boxtel et al., 2000). head (2003) mentioned that forming “community of practice” is one of the effective ways to support students’ collaboration. thus, it is essential for lectures or faculties to provide this collaborative method. one of the famous indonesian ministry of education and culture program is merdeka belajar, kampus merdeka (freedom learning, freedom university) or mbkm. this program aims to encourage students to master certain competencies. student exchange programs, internships, research assistantships, humanitarian or social service projects, and other programs can be used to implement the mbkm curriculum both inside and outside the study program. mbkm is a learning innovation for students to be able to develop their potential. so that it is expected to produce creative and innovative students. in addition, this program is also expected to produce university graduates who have skills according to work needs so that they can reduce unemployment by synchronizing education and experience in the world of work and industry (arifin & muslim, 2020; krishnapatria, 2021). so that joined this program can be beneficial for students. in relation to this, research on e-collaborative applications has investigated the challenges perceived by only one participant, however, only few study discussed on investigating an effective collaboration. in order to solve these problems, the purpose of this study is to supplement the previous work by investigating various obstacles that may hinder the collaboration process and the possible antecedents that may lead to the identified obstacles from students’ perspectives. in addition, we also discussed it in relation to the possible programs, such as mbkm, to propose students’ engagement in any collaborative experience. this is important because understanding possible causes of ineffective collaboration can help the policymakers to promote more successful and enjoyable collaboration for students. in doing so, the following research questions were addressed: 1) how do students’ perceptions relate to effective collaboration in online learning setting? 2) what are the roles of students’ learning experiences outside the classroom, such as mbkm program, to promote students’ collaboration? enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 2, desember 2021, pp. 152–162 2. method to uncover students’ experiences and challenges they perceived during the process of collaboration with groups, the study used explanatory sequential mixed method design, in which the researchers to first experiment with quantitative data and analysis the result, then build a plan based on the result for the qualitative second phase (creswell & creswell, 2017). the quantitative phase, the data were collected through close-ended questionnaire. meanwhile, to shed some light on the quantitative findings, an open-ended questionnaire and interviews were employed. ethical approval was obtained prior to a study to collect anonymous participant data from malang’s private university instructors and college students. an overview of the data collection objectives is provided so that teachers and students participants could understand the underlying purpose of the survey. all participants voluntarily participated in surveys and interviews. 2.1. participants two hundred eighty-seven students of faculty of social sciences and politics (isip), merdeka university of malang, aged 18-24 (66.9% females and 33.1% males) completed the online survey about their experiences on collaborative activity in a class. the first section of the questionnaire included participants’ demographic information (see table 1). table 1. demographic information of participants participants variable sub-variable the respondents (%) students gender male 95 (33.1%) female 192 (66.9%) age (years) 18 14 (4.9%) 19 61 (21.2%) 20 78 (27.2%) 21 42 (14.6%) 22 45 (15.7%) 23 29 (10.1%) 24 18 (6.3%) year level sophomore 126 (43.9%) junior 97 (33.8%) senior 64 (22.3%) 2.2. data collection and the instruments in this study, to answer the first research question, the questionnaire used is developed by razmerita and kirchner (2014) adapted to fit the context in line with the university students’ perspective on collaboration in learning environment. the questionnaire comprised ten likert scale ranging from 1 (strongly disagree) to 5 (strongly agree) which explored different aspect of collaboration including students’ understanding and satisfaction on group collaboration. this questionnaire also included one open-ended questions, seeking students’ general perspective of learning through collaboration in group. to gather the data, an online survey was distributed. a brief overview of the | 155 | assessing an effective collaboration in higher education: a study of students’ experiences and challenges on group collaboration malikhatul lailiyah, lian agustina setiyaningsih, prilla lukis wediyantoro, karlina karadila yustisia purpose of data collection is provided so that participants could understand the underlying purpose of the survey. further, based on initial data analysis of the quantitative data, then semi-structured interview was conducted to have better understanding on the result of the survey. fifteen students were selected using purposeful sampling and interviewed to follow up on the quantitative result. the interview was completed as one-on-one interview, ranging from 15-60 minutes of each participant. meanwhile, to gather the data for the second research question, an analysis of the implementation mbkm program in merdeka university of malang and its relation to collaborative learning was proposed. to be specific, only the data from the survey developed by directorate general of research and technology under mbkm policy research program and interview of faculty of isip students to be discussed in this study. 2.4. data analysis to provide a general depiction of participants’ perspective on collaboration in group, the mean and standard deviation are reported to show the general picture. in addition, ÿþa descriptive statistical analysis was conducted on the likertstyle data using spss 23. meanwhile, the data from openended questions an interview were then imported to nvivo 12 software for coding purposes. the first author posted the open-ended questionnaire data and uploaded it to the nvivo12 . next, guided by keyword, the transcript then analysed thematically, as suggested by braun and clarke (2006). results and interpretations were drawn from the data and reviewed by other member of the research team to allow for a broader discussion of the results. meanwhile, qualitative analysis of both the open-ended questions and interview data was integrated with the quantitative findings in the results section. qualitative data supports insights from quantitative results by providing detailed discussions and stories behind the numbers. the integration of results enriched the quantitative data by providing support and detailed information, examples, explanations, and discussions related to collaboration. finally, the evaluation of the implementation of mbkm program and its relation to the collaboration skills will be discussed to answer the second research question. 3. results and discussion 3.1. result the presentation of the results of this study consists of an order of study methods. the results of the likert-style survey will be reported prior to the results of open questions and interviews likert-style questions to elaborate the result of the study, the descriptive statistics, mean and standard deviation, are reported. in addition, we also calculated the proportion of each item. table 2 shows the means, standard deviations, and proportions in each scale. | 156 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 2, desember 2021, pp. 152–162 | 157 | table 2. the mean, standard deviation, and items’ proportion no attributes item questions mean sd 1 collaboration general viewpoint c1 i enjoy collaborating with peers 3.15 1.11 2 c2 collaboration has positive impact on my learning 3.19 1.01 3 collaboration satisfaction c3 i am satisfied with most of my group collaboration 2.91 1.22 4 c4 i am satisfied with most of the result of my group collaboration 3.10 1.21 5 collaboration challenges c5 lack of coordination and conflict are mostly influence my group collaboration 3.01 .93 6 c6 cultural differences in the team are the barrier in my group collaboration 2.67 1.01 7 e-collaboration c7 the use of e-collaboration tools is hinder the effectiveness of collaboration 3.43 1.02 8 c8 – i prefer to have social interaction compared to e-collaboration 3.68 1.12 from table 2, the item that produced the average score furthest from the neutral response, 2.5, indicated the strongest opinion. meanwhile, the item that closest to 2.5 performed the weakest. the result indicated that the students gave their strong endorsement to the item e-collaboration (c7 and c8). the participant perceived difficulties in the use of e-collaboration tools and they preferred to have social interaction. in general viewpoint, the perceived positive on the implementation of collaboration in class. in relation to collaboration satisfaction, the mean values suggest that the participants satisfied with their collaboration; however, the students’ satisfaction on their group collaboration is lower than their satisfaction on the result of their collaboration. in addition, students consider lack of coordination seem to be the greater challenges compared to cultural differences. open-ended questions and interviews students’ general perspective of learning through collaboration in group the open item in questionnaire asked participants to complete the question: “what makes a group considered as an effective collaboration?” after coding the response, the most mentioned themes was “having the good communication among its member” with 86 participants using terms alluding to this element. the second most common theme (n=42) was “achieving the target of the group work” in interview, students were asked to elucidate their answer on the questionnaire question. many of the students highlighted the important of communication among the group members, one student stated: having a good communication with other members in the most important factor. besides, i think work with person that understanding their job will be good. each person is responsible for their respective share and then the results of their work will be put together. although each person assessing an effective collaboration in higher education: a study of students’ experiences and challenges on group collaboration malikhatul lailiyah, lian agustina setiyaningsih, prilla lukis wediyantoro, karlina karadila yustisia | 158 | does their own part, it is done to achieve the same goal of the group; completing the assigned task. (students a-interview) not only good in communication, student b also mentioned about the role of self-regulated that might contribute to the effective collaborative in a group. meanwhile, other students proposed of what so called good communication in a group is. to have an effective group collaboration, every member of the group should have the ability in good communication. because there is also some problems when members of group have different opinions and each member has a firm stand or stubborn. it is very hard, because it can lead to debates. (student b-interview) from student a’s point of view, he tried to express that who he worked with determined the effectiveness of group collaboration. interestingly, some students also mentioned “working with the right person” as the factor in affecting collaboration. one students expressed: my experience in a group work mostly bad. i was trying hard to make a discussion with my friends because they have so many reason when i ask them to discuss the material. so, i decided to work with some people in my group. i also asked the other friends to search the material but they did not collect it to me. that is really hard when we have collaboration with the wrong person. (student c-interview) student c mentioned her difficulty in working with the wrong person because of team member were lack of responsibility in completing the target. regarding to the barrier in online learning, one students shared their opinion: regardless the barrier of online learning setting, i think performed very well in a group. i amid that we lack collaboration and interaction in group discussion, instead of collaborating in completing our assignment, we only dividing the work that we should completed. however, considered this online learning situation, i think it is acceptable. (students d-interview) student d statement indicated that the collaboration in online learning is more challenging than the collaboration in face-to-face learning. he/ she realized that his group were lack of interaction. interestingly, one student asked to mention the strategy that provided by the lecturer to make students work collaboratively in online learning, she provided an example that involving group collaboration. my lecturer often designed a debating activity in my synchronous class using zoom application. she divided us into groups of three or four. before starting the debate among group, she asked each member of the group to discuss on breakout room. and it was interesting activities. i like that idea since i can collaborate with my peers. (student e-interview) enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 2, desember 2021, pp. 152–162 student e’s account proved that to accommodate students’ collaboration it is necessary to be creative to provide a meaningful learning experience in online learning class. the roles of students’ learning experiences to promote students’ collaboration it is necessary for teacher to promote students’ contribution in variety of activities, such as mbkm program. in faculty of isip, merdeka university of malang, a survey distributed to students, lecturer, and faculties relating to the implementation of mbkm program. among all the students of faculty of social and political sciences (n=1011), 86% completed the survey. asked related to their understanding on this program, 70.24% of the total answer indicated that they understand about mbkm, and the rest of them (15.76%) understand well. meanwhile, 48 lecturers (100%) joined this survey. the result revealed that 70.24% among them mentioned that they are understanding the policy of mbkm program. asked about how his collaboration experience in class contributed to his experience in joining mbkm program, one student explain: my experience working in a group has made me understand how to create quality of teamwork, so i don’t have any trouble working with the team during my internship. (student f-interview) as mentioned by student f, he performed better because his experience in group work during his formal learning. and this statement supported by another student: mostly, the challenge is that how to deal with having a good communication with another group member. but my experience in class previously makes me understand how to deal when i am facing that situation. (student g-interview) participant identified their personal experience in collaborative group contributed to the confidence in solving a problem. besides, the participant responded positively on how group collaboration increased his communication skills. 3.2. discussion this study intended to explore high education students’ experiences in group collaboration. the findings provide insights into the potential problems, challenges, and issues related to collaboration from the students’ perspectives. in the open question, the students mostly agree that communication is the main factor to have effective group collaboration. linear to this idea, head (2003) argued that collaboration is largely multi-dimensional; meaning that collaboration evolved variety of act of collaboration and from the following consequences of such activity. at the best level, collaboration incorporates quite a number carefully associated acts together with coordinating, consulting, communicating and cooperating. the result on students’ questionnaire supported previous research that noted the importance of collaboration (bedir, 2019; rotherham & willingham, 2010; soule & warrick, 2015). in addition, students perceived positively on their collaboration experiences. in garrison and arbaugh’s (2007) | 159 | | 160 | assessing an effective collaboration in higher education: a study of students’ experiences and challenges on group collaboration malikhatul lailiyah, lian agustina setiyaningsih, prilla lukis wediyantoro, karlina karadila yustisia community of inquiry framework, the perceptual level of collaborative learning is the level of social existence defined as the overall satisfaction of the online course and the psychological state of attachment and distance to the teacher. it turned out to be related to peer while learning online. in addition, using nvivo software analysis, the result of open-ended questionnaire showed that most of students agreed that communication was the essential attribute for the effective group collaboration. in line to this, some studies attributed communication as a key to a group work success (see ellis et al., 2021; kerres & witt, 2003). in answering the second research question, many studies also addressed some factors that promote groups’ success, such as by designing course contents, activities, and communication (kerres & witt, 2003), and community consciousness among students (rovai & jordan, 2004). it can be conclude that to promote an effective group work, it is necessary for the teacher to create learning experience that involve many strategies, for example online discussion (wediyantoro et al., 2020). it is necessary to provide learning experience that booster students’ engagement in collaborative work. 4. conclusion to conclude, the main aim of this research is to draw the students’ experiences and satisfaction on collaborative learning. the result provides strong support that students perceived positively on the general viewpoint, satisfaction, challenges, and e-collaboration. in addition, the majority of the participants mentioned that to have an effective collaboration, communication among the group member should be involved. meanwhile, the use of tools in e-collaboration task was the barrier of the effective collaboration. drawing the result with the limitation of the study, it is expected for further analysis from lecturers’ perspective on how they implement collaboration in their class. 5. acknowledgment and funding this research was funded by the directorate general of higher education, research and technology (ditjen dikti ristek) of the ministry of education, culture, and technology. under mbkm policy research and community services program based on research results and prototypes for pts (perguruan tinggi swasta/ private university). 6. references adams, p. 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(2020). synchronous discussion in online learning: investigating students ’ critical thinking. enjourme (english journal of merdeka) : culture, language, and teaching of english, 5(2), 196–203. https://doi.org/10.26905/enjourme.v5i2.5205 enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 4, no. 2 (2019) page 43-53 enjourme (english journal of merdeka) : culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index online issn 2502-5740/© 2019 enjourme. all rights reserved. the depiction of preferred and needed autonomous learning method among generation z in universitas aisyisyah yogyakarta setya putri rahayu universitas aisyiyah yogyakarta, jl ringroad barat no. 63 mlangi nogotirto gamping sleman 55529, yogyakarta, indonesia corresponding author: setyaputri20@unisayogya.ac.id a r t i c l e i n f o a b s t r a c t article history: reviewed 06 november 2019 received in revised from 06 november 2019 accepted 05 december 2019 available online 31 december 2019 the study aims in investigating the rate of students who have applied autonomous learning behavior, in analyzing how students learn english, how they maximize the use of new technology in learning process, and what students prefer and need in mobile application that can boost their spirit in developing autonomous learning through new technology. mixed method with total sampling as many as 206 students is applied to analyze the width and depth of topic studied. questionnaire and structured interview were employed to obtain the studied data. the study found that low rate of developing autonomous learning (less than 30%) was still shown by students, and students had not maximized the use of new technology to boost to learn english as a foreign language. moreover, the study also reveals that students prefer and need mobile application which owns dictionary-like feature with complete explanation on each word, what the word means and how the word is used. in addition, good visualization also becomes a plus value in a mobile application. © 2019 enjourme. all rights reserved. keywords: autonomous learning, learning style, new technology, mobile application doi:10.26905/enjourme.v4i2.3595 how to cite this article: rahayu, s. (2019). the depiction of preferred and needed autonomous learning method among generation z in universitas aisyisyah yogyakarta. enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2). doi:10.26905/enjourme.v4i2.3595 1. introduction the dynamic of language teaching follows vibrant development of socio-economic condition of the environment. language teaching cannot be separated from socio-economic background since different socio-economic background owns different way of learning as well. of course, generation x has different learning style from generation y. also, mailto:setyaputri20@unisayogya.ac.id rahayu, s. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 43 – 53 44 generation y has dissimilar ways of language acquisition compared to generation z. generation z as a digital native perceives digital technology as the part of their life because they are digitally literate since they were born. digital technology has been a significant part of their life. thus, language teaching should be adjusted to their nature since they have fundamental changes in the way of communicating, socializing, learning, and creating something (helsper & eynon, 2010). teacher-centered learning no longer becomes a recommendation in the method of class room learning and teaching. furthermore, during teaching process the absence of students in class participation, no matter how hard the teacher tries to teach, will be useless (ningsih & syaief, 2019). however, student-centered learning becomes more popular and suitable to adjust generation differences. teachers especially those in higher education should be able to adapt the nature that generation z which is strongly attached to technology. cognitive changes of the digital natives have led to a variety of new needs and preferences in the area of learning (prensky, 2001). hence, autonomous learning with digital technology as the main device is massively recommended to them. the data of the ministry of communication and information of indonesian republic in 2018 showed that indonesia located the sixth position after china, america, india, brazil, and japan in the term of the internet user number. also, internet user population in indonesia reached 132.7 million people, or 50% indonesian citizens from the total population of 265.4 million people had access to use internet. easy access of internet in smart phone encouraged a massive growth of internet users. the growth rate becomes a great potential to realize jokowi’s (president of republic indonesia) ideals in term of increasing international competitiveness as well as creating character revolution of the nation through realignment of national education curriculum (sasmita, 2014). to encourage and scaffold human resources with global knowledge and competitiveness, young generations are urged to master multi abilities; one of them is english as an international language. most of indonesians have known and started learning english since they are in primary school until high education level. however, the learning objectives do not seem to be achieved. in fact there are lot devices that can be used by students to learn english independently without depending on the teacher’s order. hence, the researchers are interested in conducting the research on the depiction of autonomous learning in students of physiotherapy program of universitas ‘aisyiyah yogyakarta because the study can be used as an effort to analyze the percentage of students who have applied autonomous learning in english as a foreign language. the study also analyzes how students learn english nowadays. moreover, the study can also become a bridge to know the demand of the students regarding to english learning application in android program. by analyzing the percentage of learning autonomy and the way students learn english nowadays, the researcher expects that the findings of the study may be beneficial for the efl (english as a foreign language) teaching and learning as well as to determine further steps to increase students’ learning autonomy. a lot of studies have discussed learning autonomy as the main discussion of the studies. most of them discuss about teacher’s step in developing methods to encourage students to learn autonomously (espinosa, 2015; borg & al-busadi, 2012; bajrami, 2015). teachers become a significant party to start and boost the process of learning autonomy by fostering the students to determine several steps that may trigger and increase their motivation in conducting autonomous learning. meanwhile, khotimah, widiati, mustofa, & ubaidillah (2019) conducted study to investigate teachers’ and students’ perception of autonomous learning. the result revealed that even there was possitive tenets on rahayu, s. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 43 – 53 45 autonomous learning, teachers and students still have a lack of understanding of the concept of autonomous learning. however, this study focuses on analyzing how many students have perform autonomous learning. it is important to analyze it because before planning the most appropriate steps to encourage students to develop learning autonomy, the reserachers have to know the readiness of the students to follow the teaching and learning which will involve and encourage student’s autonomy. almost similarly to this study, a need analysis by emphasizing topics and themes which are related to students’ needs and interest and compatible with their background, experience, and abilities had previously analyzed (sultana, 2018). diferently, this study emphasizes more on students’ need analysis in developing learner autonomy by analyzing what kind of programs/platforms that students expect to have in their smart phones. smart phone becomes an important aspect that will be discussed in the study due to the novelty and the current social condition among generation zs. based on the background of the study and the description of the previous studies that had been explained, several research questions can be drawn. those are (1) how many physiotherapy students have been eager to conduct autonomous learning in efl classes; (2) how have students maximize the use of technology to learn english so far; and (3) what kind of android programs do students expect to encourage and develop their learning autonomously. 2. method the study applied mixed method study which combined qualitative and quantitative methods at the same time to minimize the gaps that may occur. mixed method employed data collecting technique in the form of numbers and words. mixed method study aims at taking benefits and minimizing the lack of each research method in a whole study. the study also provides more comprehensive evidences to analyze the problem of the study rather than using qualitative or quantitative method alone (creswell, 2009). descriptive quantitative approach was used as the approach to analyze quantitative data in the form of numbers and diagrams. meanwhile, phenomenological approach was employed by determining a systematic data and analyzing data into some categories to understand the meaning participants place on the subjects being examined. students of physiotherapy program became the participants of the study. the respondents were those who took english subject in the odd semester of the year of 20192020. total samples as many as 205 respondents were used in the study to analyze more precisely the percentage of students who have developed autonomous learning. in addition, structured interview was also conducted to analyze how students learn english as a foreign language as well as to determine mobile application that the students prefer to use. students of physiotherapy were chosen as the respondents of the study since learning materials in physiotherapy program have dominated by english journals and books. moreover, there are a lot of english terms used as the signatures of physiotherapy matters. by relating the learning materials which mostly consist of english journals and literatures with the understanding of english in general, students are expected to get both beneficial, to master physiotherapy and to master english as an international language as well. the data were obtained through both asking students to fill questionnaires which consist of several main classifications and to conduct structured interview to obtain a deeper understanding and broader data. questionnaire was used as the main data source to obtain rahayu, s. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 43 – 53 46 data in the form of number that would be analyzed quantitatively with the approach of descriptive statistical analysis, and structured interview as the main data source in qualitative analysis was used to know deeper about particular phenomena related to students learning method and their preference of learning english through application in their smart phones. 3. results and discussion 3.1 result based on the research questions that had been stated in the previous chapters, there were three main variables presented in the findings; those were the rate of students who had owned autonomous learning concept, the way students maximize the use of new technology to enhance their autonomous learning, and students’ preference related to mobile phone application as a device to promote autonomous learning. the study involved quantitative data (obtained from questionnaires) and qualitative data (obtained from structured-interview). these questionnaires revealed the rate of autonomous learning (and non-autonomous learning) conducted by students and the use of new technology to enhance the usage of english as foreign language. in addition, structured interview obtained data that reveal students’ preference related to mobile application as the device to increase learning autonomy. student in conducting autonomous learning concept a. autonomous learning among 205 respondents who participated in the study, the rate of autonomous learners could be presented in the following table. rahayu, s. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 43 – 53 47 table 1. students with autonomous learning behavior no statements never correct rarely correct often correct always correct 1. i usually set my target of my personal achievement in learning english in every semester. 9.7% 52.9% 31% 6.3% 2. i use books and other sources without being asked by the lecturer voluntarily. 5.8% 42.7% 40.8% 10.7% 3. when i listen to people talking in english, i always listen to it carefully including the time when i watch english movies. 3.4% 21.4% 48.5% 26.7% 4. i enjoy learning grammar with my own way. 1.0% 29.1% 48.1% 21.8% 5. when i learn english, i am glad to have activity when i can learn with my own way. 3.9% 29.6% 39.8% 26.7% 6. i am glad to try new things when i learn english. 3.9% 34% 42.7% 19.4% 7. in the future, i will keep learning english individually without the help from my lecturer. 7.8% 24.8% 40.8% 26.7% 8. i can learn grammar independently without the help from lecturers. 22.3% 52% 21.4% 4.4% 9. i am glad to learn new vocabularies by checking them in the dictionary. 5.3% 33.5% 40.3% 20.9% 10. i use cassettes/videos to learn english outside the classroom. 8.3% 32% 33% 26.7% 11. i like listening and reading english outside the classroom. 8.3% 44.1% 26.6% 19% 12. i know the best way to learn english. 17% 39.8% 31% 12.1% 13. i learn english well when i learn by myself. 13.1% 43.2% 32.5% 11.2% b. non autonomous learning the researchers also included some questions that can be categorized as nonautonomous learning concept in the questionnaires to analyze students’ attitude toward the role of lecturers in the classroom and to determine students’ dependence on the lecturers as it is shown in the following table. rahayu, s. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 43 – 53 48 table 2. students’ dependence on the lecturers in the classroom no. statements never correct rarely correct often correct always correct 1. i cannot learn a topic if the lecturers do not explain it in the classroom. 4.9% 31.6% 41.3% 22.3% 2. i can understand more when my lecturers explain something on the board. 2.9% 19.4% 42.2% 35.4% 3. i feel confident when my lecturers stay close to me when i learn english. 11.2% 43.7% 32.5% 12.6% 4. i can learn english only with the help of my lecturers. 18.9% 50.5% 26.2% 4.4% 5. i expect that me lecturers give me vocabulary list for me, so i can learn it. 2.9% 18% 45% 34% 6. i choose to study things related to the topic that my lecturers teach in the classroom as my material when i learn individually. 7.7% 46.6% 36.9% 8.7% 7. lecturers should give me regular tests. 12.1% 43.2% 32% 12.6% 8. my english capability increases because of the activities in the classroom, 4.9% 33.5% 47.6% 14% 9. i do exercise only when my lecturers will grade it. 17% 44.7% 28.6% 9.7% c. students preference in learning english in addition, the researchers also analyze deeper how students learn english by using structured-interview to fill the gaps and bias that cannot be represented by the questionnaire. majority students have used new technology media as their means to learn english. most of them stated that watching video from youtube, listening to english music, and watching movies with english subtitle have been done to increase their english capacity, as it is stated by one of the students: “so far, i try to increase me english by listening english music, watching foreign movies wing english subtitle, and watching english videos in youtube channel (student 30)”. some of them have a unique method in learning english by watching korean drama with english subtitle. for them, the subtitle in korean drama can be more easily understood than that in hollywood movies. those who like to watch k-pop also like to watch some k-pop programs with english subtitle although their idols speak korean. they said that they can both watch their idols and learn english at the same time. reading english materials also become students’ way in learning their english; “i study english by reading some articles. if i get some difficulties, i will check the meanings in the dictionary in my mobile application. i think, by learning a lot of vocabularies, i will be able to speak english better (student 72)”. students also prefer to make some notes in the book especially when they learn about grammar. “i like to write grammar materials in the book. usually i will understand it when the lecturers explain it in front of the classroom (student 105)”. however, some students admitted that they find it difficult to learn english individually and only study english in the classroom when they have english as a scheduled subject. “i only study english when i have english class because personally i don’t like english and i don’t have time to study english (student 65)”. in general, based on the answer by students about how they learn english, most of the students have used new technology as their means to learn english by watching some english movies, by watching some videos from youtube channel, by listening to english songs, and by reading some english articles online. however, some of them still lean heavily on teachers’ role in the classroom without doing more effort in learning english. rahayu, s. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 43 – 53 49 the use of new technology in developing autonomous learning the use of new technology in developing autonomous learning among students at physiotherapy program in universitas aisyiyah yogyakarta can be seen in the following table. table 3. using new technology in developing autonomous learning no. statements never correct rarely correct often correct always correct 1. i have mobile phone application to learn english in my cell phone. 19.4% 25.2% 28.6% 26.7% 2. i only have dictionary application in my cell phone. 26.4% 26.2% 24.8% 28.6% 3. i always maximize the function of my mobile phone to learn english. 11.7% 42.2% 29.1% 17.5% 4. i bought a new mobile phone because i wanted to learn english better. 20.4% 52.4% 20.4% 6.8% 5. i installed english learning application because i want to learn independently. 12.6% 35.9% 29.6% 21.8% 6. applications in mobile phone are not interesting. 34% 58.3% 12.6% 3.9% 7. i do not need any mobile application to learn english 46.6% 37.2% 11.7% 4.4% 8. i prefer to learn english by using manual method (taking some motes in the book). 11.2% 34% 35% 20% mobile phone application that students prefer and need in learning english students had some considerations when they use new technology to support their learning process of english as a foreign language. based on structured interview given to them, there were two significant aspects that students concern in determining new technology as in encouraging their learning method. a. technical consideration most of the students stated that mobile phone application can be a great mean to learn english when the application can be easily accessed and does not require big quota to operate it. student 23 stated that the application that she wants is the one which is easily accessed wherever she is. moreover, student 50 also admitted that other than the content that can be easily used, she wants that the mobile phone application can be used smoothly without buffering and fast. one of important consideration that students mentioned was that mobile phone application should not be paid and free form them because some good mobile applications are not free, and students have to pay in order to be able to access the content (student 203). b. content consideration word-by-word explanation still becomes the most favorite application that students expect. students still want to access mobile application which consisted of thematic dictionary with clear explanation for each word. student 80 stated: rahayu, s. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 43 – 53 50 “i want a program that can help me in learning english. in the program there is complete materials altogether with the examples. there is also dictionary or translation from the material. then, there should be some questions both in the form of multiple choices and in the form of essay, and final score should be included. hence, i am able to know my understanding, and i will increase it day by day.” in addition, good visualization also becomes the consideration to install some mobile applications. student 130 wants a mobile application which contains great visualization because by having good visualization, he will feel more comfortable to learn, and he can access the application for a long time without feeling bored. visualization also becomes a significant aspect to install mobile phone application because it may help students to understand the material better (student 78). visualization can be used in the form of animation (student 59) and in the form of videos (student 67, 150, and 201). hence, three students are willing to install a mobile application which can record students’ speaking, analyze the utterance grammatically, and make some corrections because they can learn from their mistake and make some correction from it (student 42, 161, and 187). 3.2 discussion three main objectives of the study have been achieved by conducting the study related to learning autonomy. the rate of students who developed learning autonomy, the rate of students who have used new technology to generate their learning autonomy, and mobile phone application that students prefer and need in increasing their autonomous learning become the main focus of the study due to their importance in determining further steps to apply autonomous learning strategy to students. autonomous learning concept among students a. autonomous learning in general, the result of the survey shows that autonomous learning behavior in students of physiotherapy program at universitas aisyiyah yogyakarta is still low. it shows by the rate of students who answer always correct option was less than 30%. the highest rate (26.7%) in autonomous behavior is shown by students’ behavior to listen carefully on english conversation both directly and indirectly by watching tv. similarly, students also had positive vibe when they use cassette/videos to learn english outside the classroom and to have activity when they can learn with their own way. in the same rate, students presented positive work in keeping learning english in the future without the help from the lecturers. the first thing to own by students achieve autonomous learning is learning goal that helps students to determine what to learn and how to learn it (nunan, 2013). goal can be determined periodically such as in one semester or in one year. based on the data presented in table 1, only 6.3% students have been sure to the goals that they have determine every semester. most of them answered that they rarely had learning goal (52.9%). however, in the point whether they keep learning english in the future by learning english individually, the rate increased to become 26.7%, and 40.8% of the students stated positive answer by choosing often correct answer. rahayu, s. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 43 – 53 51 the notion of autonomous learning behavior was still low in the term of trying new things when they learn english by showing only 19.4% who had strong behavior and 42.7% who had often correct as their answer. students also find it difficult to determine the best way to learn english; 56.8% students were not sure the best way to learn english; only 12.1% showed very positive attitude in learning english, and 31% among them chose to answer often correct option. the most difficult learning material for the students is grammar. 22.3% students admitted that they cannot understand grammar without the help from the lecturers, and only 4.4% of them were sure that they can learn grammar independently. however, students showed more autonomous learning behavior when they study vocabularies by using dictionary (61.2%). students also preferred to watch videos or movies to increase their vocabulary capacity outside the classroom by 59.7%. b. non-autonomous learning questions with non-autonomous learning behavior as presented in table 2 shows that students still had high dependency on their lecturers. 35.4% students admitted that they can understand more when the lecturers explain something on the board by answering always correct, and 42.2% among them answer with often correct option. it showed that explanation by lecturers brought great impact to students’ understanding in english learning. high rate of students with always correct answer (34%) and with often correct answer (45%) was also presented in the table in the notion that students expect the lecturers to give them vocabulary list to learn. hence, the rate on non-autonomous learning behavior showed by students of physiotherapy in universitas aisyiyah yogyakarta was still high. the use of new technology in developing autonomous learning although new technology offers a lot of interesting activities for students to learn english independently, there are only 26.7% students had mobile application in their cell phone, and 19.4% of the students never use mobile application to learn english. the data show surprising result because the result is contradictive with the theory mentioning that the use of technology to learn english has encouraged the development of learner autonomy which includes aspects of learning motivation, metacognitive awareness, self-confidence, and social skill (warni , aziz, & febriawan , 2018). most of the respondents can be considered as generation z because mostly they were born from 1995 to 2000. they should have been familiar with the use of technology as a significant device to enhance their language learning method. on the other hand, 42.2% among students stated that they rarely maximize the function of mobile phone to learn english. in addition, 35% among them stated that they still prefer to use manual method (taking some notes in the book) to learn english as a foreign language. mobile phone application that students prefer and need in learning english based on the response of structured interview to 206 students, it can be known that most of the students are interested in learning english in a fun way. students prefer to use mobile applications which include some interesting visual effect or videos. besides, dictionary-like applications also become students’ main choice in learning english. however, students expect dictionary-like applications which include explanation in each word, example of the use, and word classification. in addition, technical consideration like rahayu, s. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 43 – 53 52 easy access of program application and programs that do not require big quota become significant concerns among respondents. 4. conclusion and suggestions based on the data analysis above, it can be concluded that respondents who were students at universitas aisyiyah yogyakarta still had low behavior on autonomous learning. although the rate was not high enough, autonomous learning method that had been applied by students to learn english as a foreign language was mostly difficult meaning of some vocabulary by the help of online translation application or by using dictionary. besides, watching movies both english movies and foreign movies with english subtitle were also chosen to gain their understanding in english. however, students had not maximized the use of new technology as an interesting media to learn english although the respondents were considered as generation z who were born from 1995 to 2000. most respondents still leaned heavily on the role of the lecturers to guide them choosing the best materials to learn english especially when they have difficulties in learning grammar. according to the response of the students related to mobile application that they prefer and need in learning english, students prefer to have mobile application which contains dictionary-like content with complete explanation on what a word means, how to use it in the sentence, and how to pronounce it. the application will be better if it also contains interesting visualization. moreover, application which can be easily accessible and does not require big quota is also considered. the study can be used as a reference in how to develop autonomous behavior among students not only in universitas aisyiyah yogyakarta but also in other places elsewhere. the study implies that lecturers still have significant role in determining the vibes to students to develop autonomous learning behavior since students lean heavily on lecturers in the classroom to determine the materials and activities that students can learn independently. on the other hand, students need more encouragement from the lecturers because although they are generation z, they have not maximized the use of new technology in increasing their english capability that has great impact in their future career. in addition, a mobile application which suits to the preference and the needs of the students should be developed further to achieve autonomous learning behavior. 5. references bajrami, l. (2015). teacher's new role in language learning and in promoting learner autonomy. procedia-social and behavioral sciences, 199, 423-427. borg , s., & al-busadi, s. (2012). learner autonomy: english language teachers' beliefs and practices. london: british council . creswell, j. w. (2009). research design qualitative, quantitative, and mixed methods approaches. los angeles, london, new delhi, singapore : sage publication. ramírez espinosa, a. (2015). fostering autonomy through syllabus design: a step-by-step guide for success. how, 22(2), 114-134. helsper, e. j., & eynon, r. (2010). digital natives: where is the evidence?. british educational research journal, 36(3), 503-520. rahayu, s. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 43 – 53 53 khotimah, k., widiati, u., mustofa, m., & ubaidillah, m. (2019). autonomous english learning: teachers’ and students’ perceptions. indonesian journal of applied linguistics, 9(2), 371-381. doi:https://doi.org/10.17509/ijal.v9i2.20234 ningsih, y., & syaief, a. n. (2019). speaking fluency with video vision on machine technology. journal of applied studies in language, 3(1), 29-36. nunan, d. (2013). learner-centered english language education the selected works of david nunan . new york : routledge. prensky, m. (2001). digital natives, digital immigrants part 1. on the horizon, 9(5), 1-6. sasmita, i. (2014, may tuesday, 20). nawa cita, sembilan agenda jokowi-jk. retrieved september monday, 16, 2019, from republika.co.id: https://www.republika.co.id/berita/n5uq9m/nawa-cita-sembilan-agenda-jokowi-jk sultana, s. (2018). need analysis: an invaluable step for successful autonomous learning. english language teaching, 11(7), 37-47. warni, s., aziz, t. a., & febriawan, d. (2018). the use of technology in english as a foreign language learning outside the classroom: an insight into learner autonomy. llt journal: a journal on language and language teaching, 21(2), 148-156. https://doi.org/10.17509/ijal.v9i2.20234 https://www.republika.co.id/berita/n5uq9m/nawa-cita-sembilan-agenda-jokowi-jk 09. 6800-22270-2-rv.pdf enjourme (english journal of merdeka): culture, language, and teaching of english jo urna l ho mep age: http: //ju rna l.u nm e r.ac .id /in dex. php /en jo u rme/ ind ex unveiling students’ writing argumentative essays barriers in online learning eko suhartoyo, dwi fita heriyawati, febti ismiatun english education department, faculty of teacher training and education, universitas islam malang, jl. mayjend haryono 193, 65144, malang, indonesia corresponding author: suhartoyoeko@unisma.ac.id article info article history: received 24 november 2021 accepted 18 december 2021 available online 28 december 2021 keywords: argumentative essay, barriers, online learning, writing doi: 10.26905/enjourme.v6i2.6701 how to cite this article (apa style): suhartoyo, e., heriyawati, d.f., & ismiatun, f. (2021). unveiling students’ writing argumentative essays barriers in online learning. e n j o u r m e ( e n g l i s h j o u r n a l o f merdeka) : culture, language, and teaching of english, 6(2) 142 -151. d o i : h t t p s : / / d o i . o r g / 1 0 . 2 6 9 0 5 / enjourme.v6i2.6800 abstract due to the closure of schools and higher education institutions (heis), heis had shifted the teaching and learning method from face-to-face to screen-based learning, such as the use of learning management system or moodle, and other applications. moreover, screen-based learning, such as the use of learning management system or moodle, and other applications the efl students’ writing argumentative essays barriers in online learning as well as their learning strategies as alternative solutions to cope with them. the research employed descriptive qualitative design. the participants were six efl students from the fifth semester who experienced writing argumentative essays during pandemic. the instrument used to gather the data was depth interviews about the issue of research. after analysis, it exposed three barriers in writing argumentative essays made by the participants, namely unusualness on the implementation of e-learning for writing, low bandwidth while learning, and students’ discouragement on writing argumentative essays. to overcome the barriers, students must be given a brief simulation previously before attending the real-time class, making classification and analogy for the complex materials up to the simple one, and get a relaxation during the argumentations class. so, it becomes a crystal clear that teacher must assist students to be aware of their weaknesses in writing argumentative essay class so that they can be more creative in writing. besides, students are expected to be able to solve their barriers by maintaining well communication among the teachers and classmates to sharpen their understanding and implement the best learning styles individually. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no, 2, desember 2021, page 142–151 1. introduction it has been two years since the indonesian ministry of education announced the schools and higher education institutions (heis) closure due to the pandemic of novel sars-cov2 infection. heis had discontinued face-to-face teaching. the closure has also shifted the teaching and learning method from face-to-face to online learning. heis lecturers had also tried to find various initiatives and to make proper yet timely modification in order to keep continuing the learning activities and sustaining the students’ academic progress. one of strategies to support distance learning is online ©2021 the authors. published by university of merdeka malang this is an open access article distributed under the cc by-nc-nd 4.0 (https://creativecommons.org/licenses/by-nc-nd/4.0/) enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 2, desember 2021, pp. 142-151 learning. online learning promotes effectiveness since it accommodates a set of technologies such as world wide web, email, chat, audio and video conference via internet to cope with the knowledge, to improve student learning outcomes while struggling with lack of sources (medford, 2004; simamora, 2020). online learning provides materials, virtual communication, and remote activities to teachers and students. in heis, online education is a novel method of instruction. a course management system may be used as the primary mode of education for students and lecturers to study online. transitioning from face-to-face to online teaching brings about both some surprises as well as advantages and some challenges. generally, perveen (2016) categorized online learning into three learning environments, namely synchronous learning environment, asynchronous learning environment, and hybrid learning environment. first, the synchronous learning environment is situated where the learners present on live lectures. practically, there are real-time interactions between educator and learners, and there are chances of instant feedback, live discussion, and live correspondences in the forms of video conferencing, teleconferencing, live chatting, and live streaming lectures (rinekso & muslim, 2020). second is asynchronous learning where the learning environments are not properly arranged. the asynchronous learning environments are not time bound. it means that learners can learn without limitation by time, place, and classroom (mayadas, 1997). in such a learning environment, learning materials are not accessed during live lectures however. the learning materials are available at different learning systems and forums. unlike synchronous environments, instant feedback, live discussion, and live correspondence are not situated in asynchronous learning. the last is hybrid learning environment where synchronous and asynchronous learning are combined (rinekso & muslim, 2020). online learning environment is considered a boon for three reasons (medford, 2004). the first reason is accessibility. online learning promotes accessibility since learners can learn from anywhere. learners from remote, even from abroad, areas can easily access education regardless of distance, time and space since all learning is through online. second is flexibility. the system of online learning enables learners to know and decide their own learning styles, aims of study, as well as content knowledge. having individuals learn at their own pace is considered a flexible learning environment. consequently, it boosts learners’ motivation, self-confidence and self-esteem, decreases learners’ barriers, promotes widen access and improves learners’ learning experience. the last is to develop learners’ cognitive abilities. learners of e-learning programs had higher achievement levels than their counterparts. a learner can find unlimited information which he can access just by the click of a button. many online programs are offered by some of the most prestigious universities from all around the world. the student can take such a course online which can be helpful for the development of his cognitive abilities. even though online learning promotes convenience and flexibility for learners, it presents several challenges (keengwe & georgina, 2012; york et al., 2007). frequently, online education is no more than instructor notes and lecture materials posted on a web site, perhaps with some required discussion. much online instruction is designed, developed, and delivered without careful consideration of foundational instructional design principles. research has shown that online courses that | 143 | unveiling students’ writing argumentative essays barriers in online learning eko suhartoyo, dwi fita heriyawati, febti ismiatun lack substantive and meaningful interaction, coupled with a sense of presence (feeling as though belonging in a virtual environment), contribute to a sense of isolation, unsatisfying learning experiences, and high dropout rates. moreover, the need to move all classes online has caused confusion. not only are the lecturers confronted with the lack of knowledge and skills of online learning, but many students are also not adequately familiar with this system. inadequate knowledge and experience in online teaching and learning enables teachers to deliver materials ineffectively (chiu, 2021). in addition, the potential transfer knowledge gap often occurs during online learning since the students’ needs are not supported due to the teacher’s lack of familiarity with their students’ home learning environments. the integration of technology in teaching and learning process has developed the concept of blended learning. blended learning concerns with the instruction that enable teachers and students to build interaction both online and offline meeting. online meeting can be in a form of zoom, google classroom, skype, discussion forum or google meet. this online tool opens broader opportunities to place learning beyond the habits. the key point of blended learning is not only conducting learning process in the online ways, but also integrating the most suitable technology and instruction in the learning process (mccarthy, 2016). therefore, a set of activities including in the blended learning should help students to achieve the learning objectives. one of the instructional methods which is in line with blended learning is the flipped-classrooms. this method reverses the traditional teaching method that it carries activities conventionally in class into those done at home. one of the main features of a flipped-classroom is the usage of online videos uploaded is a pre-class activity to replace an old-style in-class lecturing. through this method, students are well-prepared for the resources they study in class. many researches have founded the chances and encounters of the engagement of flipped-teaching (mccarthy, 2016; sun & wu, 2016; zainuddin & halili, 2016). based on heis, english is a required course in the tertiary education level. english subject must be educated at universities or colleges as a required subject. on the other hand, it is quite challenging for indonesian students to master english skill, especially in writing argumentative essays. indeed, the efl students are required to compose argumentative essays as a prerequisite before graduating from university levels. during composing an argumentative essay, students need to take several stages to produce a good argumentative essay. in general, abas and aziz (2017) stated five steps of writing, namely; prewriting, planning, drafting, revising, and editing stages. harmer (2004) states that good writing should cover several steps, including planning, drafting, editing, and writing the final version. and a good argumentative essay follows those above-mentioned stages of writing. during the implementation of online learning, learning argumentative essays has taken so many problems and strategies for the students. the availability of internet connection, the availability of computers, and the minimum time span on every meeting are the problems. these hinders should be minimized to provide more chances for indonesian students to construct more effective argumentative essays. with the whole opportunities that a flipped-classroom has, it can be preserved as an upright instructional method to deal with the problems outlined before. also, research that investigates students’ views on a flipped-classroom in the indonesian setting is sparse. therefore, the current | 144 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 2, desember 2021, pp. 142-151 study aimed at investigating students’ major problem in writing argumentative essays and to investigate students’ learning strategies preference in writing argumentative essays during online learning. the argumentative essay is a kind of writing that needs some investigations, collections, evaluations and establishments the topics in the concise manners. some confusion might raise between argumentative essays and expository essays. even though those two kinds of genres look similar, but they have actually different characteristic. the argumentative essays generally more complex and are used in a more formal ways or writing, such as academic writing, but the expository essays are less scientific. oshima and hogue (1998) defined five approaches to write argumentative paragraph and deemed effective to be applied in writing. the approach focuses on constructing the introduction, showing evidence in the body paragraphs that includes the oppositions and supports, and conclusion of the paragraph. argumentative is previously discusses as writing genre that focuses on formal and academic writing. it is emerged in the form of research which needs empirical study such as doing interviews, observations, surveys or experiments. detail research can be meant by constructing the complete arguments as regards stating the positions, supports and evidence. the argumentative essay has several structures characterized. the first one is concise in meaning and clear in the thesis statement that is put at the early of the argumentative paragraph. in other words, it must reflect the review of topic in the general ways. the second is the explanation why the thesis statement is highly crucial to build. the last is presenting the effective thesis statement that has been narrowed based on the argumentative essay guidelines. by doing these steps, the composition of argumentative essay will be persuasive. the second one is clear and reasonable shifts between the overview section, content of paragraph, and deduction. transitions are the filling that holds the substance of the organized essay. without rational development of thought, the reader is unable to track the essay’s argument which impact to ineffective argumentative essays. the changes should cover up the content from the previous sections and present the idea followed in the next section. third, body of the paragraphs that must include the evidential support. every paragraph in argumentative essay must also be limited by the discussion of the thesis statement. moreover, the shortness ease to create the readability for one’s addressees. it is prominent to take note that every paragraph must consist of reasonable statements to the thesis statement. in other words, the body of paragraph also explains how and why the evidence works to support the thesis statement or warrant. though, the argumentative essays should also reflect and clarify the distinct ideas as regard with the topic. considering the body, students should provide one or more paragraphs in the argumentative essays that discuss the support and the contrast rather than explaining that the outright is wrong or inappropriate. in addition, in writing argumentative essays, students must be aware of unwell information or statement that make the essays ineffective. the fourth is providing the evidence to support the thesis statement, whether it is logical, anecdotal, statistical or factual evidence. it needs well-formed of academic writing, or known as researched, detail, accurate, and must be up to date. in this part, students must be able to think and | 145 | unveiling students’ writing argumentative essays barriers in online learning eko suhartoyo, dwi fita heriyawati, febti ismiatun build the variety of ideas to proof the evidence. based on the aforementioned, it can be inferred that good argumentative essays must construct the opinions by informing the readers or addressers to be well-informed rather than align the thesis statement. the last part is about concluding. concluding paragraph is not restating what the author wrote in the body of argumentative essays. it must emphasize and readdress the evidence provided in the previous parts. students still struggle to construct the conclusion since it becomes another crucial part in argumentative essay. it does mean that reader will probably understand the essay through reading the conclusion rather than scrutinizing the whole body of essays. in other words, writing a good conclusion means leaving the most immediate impression to the readers. therefore, conclusion must consist the logical and effective ways such as restating the topics, why it is crucial, reviewing the main points as well as the thesis statement. speedy developments of technology nowadays have shifted the access of education easy as well as broke the limitation that hinder so far (mcbrien et al., 2009). most of areas in technology such as web-based learning, computer-mediated learning, m-learning, blended learning, online learning and open learning, have been in common and applied connected by internet network so that it offers students to learn at anywhere and anytime (cojocariu et al., 2014). besides the simplicity that owned by technology, it also directs the process of teaching and learning more student-centered, more innovative, and flexible. online learning, according to singh and thurman (2019), is a system that integrates couple of ways such as synchronous or asynchronous tools using the devices like smartphone, computer and others connected with internet network. using these tools, students can also be independent since such devices can be brought anywhere so that students can learn without attending to the place offline. as well, this situation can ease the instructors and students to interact each other. in other words, using devices, an online learning still guarantee the students’ engagement in the online class activities. moreover, online tools provide teachers to give the direct feedback in a real-time interaction, especially in the synchronous learning. while through the asynchronous tools, teachers are able to remain share the feedback with the students by discussion forums, chatting and texting (perveen, 2016). or in the other words, such learning environment gives chance for social activity (mcbrien et al., 2009). in a nutshell, the online platforms supports the activities in education like video conference that can consist of more than 50 participants inside, feature of discussion in the forum or chat box, the platform can easily access in both laptop and smartphone, recording the real-time class, direct feedback and interaction among students and teachers, and all the activities are done with good connection (basilaia, 2020). 2. method to explore students’ argumentative essays problems in online learning, the researcher conducted descriptive qualitative research for three reasons. first, it intended to comprehend and interpret natural events occurring in lives as individuals or groups. in this setting, this research aims to comprehend students’ problems in writing argumentative essays which occurred in natural events, i.e. learning process in online learning. therefore, the researcher administered an in-depth interview in order to reveal students’ problems in writing argumentative essays to gain perspective on writing challenges. | 146 | | 147 | factors total participants in n total participants in % gender male 1 16.66% female semester fifth semester users’ online learning experience zoom google classroom whatsapp 5 6 3 5 2 83% 100% 50% 83% 33.33% enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 2, desember 2021, pp. 142-151 2.1. participants 6 participants were recruited to this study (5 females and 1 male) who took writing iii course in english education department, faculty of teacher training and education, university of islam malang. moreover, the 5 participants took the writing iii course in the third semester during the implementation of online learning in the 2020/2021 academic year. they were familiar with using both synchronous learning tools such as zoom and google meet and asynchronous learning tools like edmodo, google classroom, and online learning management system (lms). the reasons the researcher chose the participants were due to their availability and cooperation for the interview. table 1: the participants’ demography 2.2. instruments in-depth interviews were used to investigate the challenges during online learning, especially in writing argumentative essays. to lead the data collection, researchers focused on asking about the level of participants’ understanding on writing argumentative essays and the barriers that hinder them to improve their writing. 2.3. data analysis the interview results were then analyzed through some steps by following (pazooki et al., 2018). first, the talking data were listened to convey the participants’ responses to the interview questions. then, all data were transcribed and classified. third, after making classification, researchers interpreted in a meaningful way related to the barriers in writing argumentative essays. to end the analysis, researchers asked the participants about the data correctness for verification. 3. result and discussion this research discussed efl students’ writing argumentative essays barriers in online learning and the efl students’ learning strategies preference in writing argumentative essays during online learning. furthermore, the qualitative data regarding efl students’ writing argumentative essays unveiling students’ writing argumentative essays barriers in online learning eko suhartoyo, dwi fita heriyawati, febti ismiatun barriers and efl students’ learning strategies preference in writing argumentative essay during online learning are presented as follows: 3.1. students’ understanding of argumentative essays during online learning the result of interviews by six participants were documented and the names were alternated to the pseudonym. six participants were requested first question of “when did you start understanding the argumentative essay during online learning?” and each of their answer is as below: slf : “i understood argumentative essay when my group was presenting the argumentative material” frf : “frankly speaking i forgot the exact meeting, as i remember, i understood the material when the lecturer asked us to find the examples of argumentative essay and when we start figure out the outline and generic structure by ourselves” nlf : “frankly speaking i forgot the exact meeting when i started composing my own argumentative essay but the composition i made didn’t meet the proper criteria of argumentative essay and after i revised my first prompt many times” nkf : “frankly speaking i forgot the exact meeting, but i do remember and start to understand when we figure it out in a small team analyzing an argumentative essay. after that, we were directly asked to compose an argumentative essay. we also were asked to analyze the argumentative essay” ksf : “my responses are similar to frf responses since we were classmates. however, i started to understand when lecturer asked us to find argumentative essay and to create our own topic and revise it to lecturer” rdm : “when the lecturer introduced us to the various patterns of the argumentative essay.” 3.2. students’ barriers in writing argumentative essays during online learning the second question of “what barriers hinder you from writing argumentative essays during online learning?” was asked to the six participants, and their responses are as follows: slf : “when we were asked to analyze the argumentative essay, and when we were asked to create a thesis statement towards the given topic. another is when i experienced signal loss. and i expect the lecturer to send us the recording meetings. the next barrier is that when i was asked to assist my parents at home to babysit my younger brother/sister” frf : “when i had experience revising the title of ae many times. the easiest part was when we experienced peer to peer activity, and also i didn’t experience technical problems. before we started composing ae, we first made the outline based on the title. we were also given freedom to select our own pattern. i wasn’t able to concentrate very well when i was asked to babysit my younger sister” nlf : “when we (me and my partner in a small group) experienced technical problems, and also when we were given freedom to pick our own topic, we still lacked knowledge of | 148 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 2, desember 2021, pp. 142-151 argumentative essays. also, when i was in the middle of zoom meeting, my neighbor was about to check the sound system loudly” nkf : “i experienced similar responses with nlf. basically it was difficult to find our topic of interest, thus we read many news reports containing controversial topics. the next barrier was that it was difficult to find expertise as our support/evidence to be interviewed as external sources since the lecturer suggested we interview a certain person. the next barrier was due to the sort of communication and collaboration with my partner” ksf : “i shared a similar barrier with frf, i experienced many revisions. then i directly send my revision to the lecturer via personal whatsapp. the revision was given in the form of a voice note. the other next problem was due to the signal wasn’t too powerful” rdm : “generally my responses are similar to nlf. i expected face to face learning since we had little experiences during online learning especially in writing argumentative essay” 3.3. discussion the study identified the several key barriers encountered by students when writing the argumentative essays when it is integrated with e-learning, or known as technology. previously, the similar studies focused on seeking out the possible barriers in the setting of teaching argumentative essays. while, this present study investigates the comprehension to fill the questions as regard with students’ barriers based on the students’ viewpoints, especially in e-learning. the three key main barriers found in this study are 1) the unusualness on the implementation of e-learning for writing. learning writing, especially in argumentations, becomes a challenge for students to study. because students do not obtain the direct feedback from the teachers so it is considered to reduce the level of understanding. according to latifi et al. (2021) that direct and peer feedback enables students to improve the quality of writing because students feel confident to revise the mistakes in writing. personal contact incorporates students to get interaction with teachers, improves the comprehension on teacher’s feedback, increase convenience to make a better writing on argumentative essays. 2) low bandwidth while learning is another contributing factor that hinder students to learn well. writing an argumentative essay requires a lot of reading activities in order to obtain the input of knowledge to make arguments, whether they are supporting, comparing or contrasting statements. 3) students’ discouragement on writing argumentative essays turns to be the last barrier faced by the students. feeling under the pressure of making the arguments in english discourages students to write well. indirectly, their writing ability will be automatically low. thus, the worries that might raise in their brains must be handled to create learning to be more effective. in line with cho and berge (2002) that the components that contribute the barriers in writing argumentations are the lack of utilization on the use of technology as well as the internet in online learning. they further stated that the low internet connection became the other reasons why students perceived the difficul-ties in learning. moreover, the real-time activity, both of synchronous and asynchronous tools, need big package of internet data. internet connection is now turning to be so prominent because that thing becomes the main requirement to continue learning. in indonesia, the data package of internet is quite expensive and | 149 | unveiling students’ writing argumentative essays barriers in online learning eko suhartoyo, dwi fita heriyawati, febti ismiatun | 150 | not all students can purchase to fulfil their learning needs. another barrier might raise when students live in the remote areas in which the internet connection is not stable. katz et al. (2019) revealed the digital inequality from one area to another might impact to the quality of connections. they emphasized that the significant use of internet may increase the opportunities to learn. 4. conclusion whilst, because of the pandemic of covid-19, schooling around the world, including indonesia, are gradually finding the most suitable approach to construe the teaching and learning process as well as maintain students to keep learning. numerous strategies have been applying by the government and school administrators to facilitate students learning. in fact, the practical use of certain strategy might not work best, especially in writing an argumentative essay. the barriers raised based on the students’ point of view. the first barrier is the unusualness on the application of e-learning for writing argumentative essays. it can be a challenge for students to study since they do not obtain the direct feedback from the teachers so it is considered to reduce the level of comprehension. the second is the insufficient of internet bandwidth while learning to be another contributing factor that hinder students to learn well. the last barrier is students’ discouragement or feeling worry in writing the argumentative writing. this research also offers the alternatives to solve the problems such as consider the learning objectives and students’ learning styles, give direct feedback of the students’ writing task, keep more interaction to ensure the students’ understanding, convert the video which has big file in to the audio. last but not the least that the upcoming researchers is recommended to develop the most appropriate use of technology to maintain the online learning process. 5. references abas, i. h., & aziz, n. h. a. 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(2016). flipped classroom research and trends from different fields of study. international review of research in open and distance learning, 17(3), 313–340. https://doi.org/10.19173/irrodl.v17i3.2274 5. 10373-36791-1-ce.pmd enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index bridging a transnational mother-daughter’s relationship through abridging a transnational mother-daughter’s relationship through abridging a transnational mother-daughter’s relationship through abridging a transnational mother-daughter’s relationship through abridging a transnational mother-daughter’s relationship through a memoirmemoirmemoirmemoirmemoir widyarini susilo putri*, sinead mcdermottwidyarini susilo putri*, sinead mcdermottwidyarini susilo putri*, sinead mcdermottwidyarini susilo putri*, sinead mcdermottwidyarini susilo putri*, sinead mcdermott english, irish, and communication, the faculty of arts, humanities and social sciences, university of limerick, castletroy, v94 t9px, limerick, ireland *corresponding author: widyarini.putri@ul.ie article info received 22 april 2023 accepted 16 june 2023 available online 20 july 2023 keywords: memoir, mother-daughter relationship, transnational life doi: 10.26905/enjourme.v8i1.10373 how to cite this article (apa style): putri, w., & mcdermott, s. (2023). bridging a transnational motherdaughter’s relationship through a memoir. enjourme (english journal of merdeka): culture, language, and teaching of english, 8(1) 48-56, doi: https://doi.org/10.26905/ enjourme.v8i1.10373 abstract bridging the past and present in a family is challenging, particularly if they grow up in a different culture. the hassle of life occupies most people’s minds, which leads to abandoning one of the most fundamental kinships, the mother-daughter relationship. this phenomenon appears in a literary work written by amy tan entitled the bonesetter’s daughter, where the protagonist acts apathetic toward her mother’s willingness to preserve their family’s lineage through a handwritten memoir. reading the literary work through the lens of memory studies helps to understand the mother’s unpleasant to hostile behaviours in the protagonist’s upbringing; besides her harsh past that caused it, the daughter’s obliviousness toward her mother ’s wishes in getting to know about her real grandmother and the history of their family heightened her disappointment. as an asian, family ties serve as a vital source of identity and safeguard against life’s challenges, and the bond is severed more due to the different communication styles. realising the importance of reading the forgotten memoir written by her mother became the turning point of their relationship. by willingly reading the mother’s memory, finally, the daughter creates a longwished family connection. © 2023enjourme. all rights reserved. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no, 1, july 2023, page 48–56 1. introduction the bonesetter’s daughter is a work of literature that describes a bond between a mother and daughter in different settings of upbringings. the book is about family lineage, secrets, the strength of love, and what a mother would do to ensure her daughter’s happiness. this story is characterised by the presence of a memoir of their diaspora experience, a collection of a mother’s handwriting about her past and her current life—the experiences through nations and cultural challenges. through letters and stories, truth and love are passed to the next generation regardless of their different culture bridging a transnational mother-daughter’s relationship through a memoir widyarini susilo putri*, sinead mcdermott | 49 | and language barriers. the chinese-american novelist amy tan wrote this novel in 2001, offering insight into immigrant life’s realities. readers can see a changing dynamic between individuals in her novel; those raised in their home nation and those whose upbringing was dissimilar to their roots will act accordingly; that is what appears in bonesetter’s daughter novel. since the two main characters come from different backgrounds—the mother, lu ling, is a native chinese who grew up on the mainland, while ruth, her daughter, was born in america—the distinctions are clear. the mother’s expectations did not match her daughter’s efforts, and this disparity became the main issue. according to purkayastha et al. (2012), there are presumptions about eastern culture that result in expectations about how elderly asian-americans will be cared for. these expectations may or may not be realised in cultures where multigenerational coexistence is becoming less typical. luling expected ruth to understand her more, be interested in knowing about her familial lineage, and act according to what she expected as an asian mother. this essay raises two issues that correlate to each other, namely the mother-daughter relationship that is followed by the transnational problem severing their already complicated mother-daughter relationship, and last is the existence of memoir, which eventually saved their mother-daughter’s bond. while memoir serves as the key to mending the mother-daughter bond, this story is attributed to several foreshadows. the presence of the foreshadowing features in the novel influences this study. the function of foreshadowing in bonestter’s daughter novel is to give hints to the readers about the central issues of the story. history repeats itself several times to emphasise patterns in this novel. she has started from the similarities between those 3 generations in 3 issues: death, suicide, and writer. the first is ruth’s grandfather’s death, which foreshadows ruth’s father’s death; precious auntie’s suicide foreshadows luling’s suicide attempt and ruth’s suicidal thoughts. the last is that the three female characters in the story use writing as their medium to communicate with each other. precious auntie used to write everything to luling since she lost her voice due to a failed suicide attempt. luling wrote a memoir to record her memory of her mother and employed indirect-communication with her daughter. at the same time, ruth wrote for a living and also poured her heart when she could not communicate it with others. these events all foreshadow these 3 females’ life. this study briefly describes the novel in order to provide an overview. the story revolves around 3 females’ life in which there are 2 mother-daughter relationships in this novel; the first is ruth with her mother, lu ling and luling with her mother, whom she calls precious auntie. ruth, the book’s protagonist, struggles to build a harmonious relationship with her mother. deep down, no matter how dissonant their relationship is, they had a natural bond – mother-daughter. nevertheless, when her mother’s health declines and the doctor claims that ruth’s mother has dementia and alzheimer’s, this point becomes her turning point: she indeed cares about her mother despite luling’s rather negative traits and senile behaviour. mother-daughter relationship, according to day and fisher (2010), has a closer dyad compared to another counterpart such as mother-son. females likely want connection and support from their mothers at an early age. mainly when communicating feelings, they are more prone, to be honest with their mothers. this occurrence is expected due to shared similarity, it is natural to know each other well with akin traits, and gender similarity is one of them. a person’s interaction with other people helps to shape their character, which in turn shapes and forms a child’s way of life through factors like interconnected family roles (alder, 1927). nevertheless, not every enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 48–56 | 50 | female can get an ideal mother-daughter relationship; some have close relationships, but some have distant ones. the latter phenomenon happened in amy tan’s novel, the bonesetter’s daughter. in the bonesetter’s daughter, mothers significantly influence their daughters’ identities from childhood through adulthood. nevertheless, the protagonist did not have a close relationship with her mother due to several issues. since ruth is the main focalizer, this study will use her perspective in locating the position of familial lineage. tan’s story raises two different generations life issues: the first and second generations of the mother-daughter relationships as its central motif in amy tan’s the bonesetter’s daughter. the three women— (a) the grandmother: gu liu xing, referred to as precious auntie throughout the story, (b) the mother luling liu young, and (c) the daughter ruth luyi young —are central to the narrative. it describes how a misunderstanding regarding cultural background leads to a strained bond between a mother and a daughter. as the mother decides to keep her intentions to preserve their root in their daughter, she eventually makes both parties suffer. fortunately, at some point, ruth is willing to break out of isolation between their tense relationship and forge stronger identities through her mother’s memoir. the mother-daughter relationship problem started by the fact with ruth’s awareness that she was facing an increasingly tense conflict with her mother. a doctor determined that ruth’s mother had dementia and alzheimer’s, which caused her to forget things frequently and even become senile. ruth’s mother is regarded as having trouble telling the difference between thought and reality. luling and ruth frequently disagreed since ruth’s mother had a different communication style. luling held to her eastern style, while western culture influenced her daughter’s upbringing. nevertheless, this occurrence commonly happens in a transnational family when no party is willing to try bridging the gap between them. transnational literature, according to jay (2021), is a particular form of literature, “emergent at an identifiable historical moment and dealing, collectively, with a set of issues and themes associated with decolonisation, globalisation, postmodernity, and technology”. jay explained that transnational literature takes literature from the periphery as its point of departure. the correlation between transnational life and identity formation lies in woodward’s (1997) explanation. he stated that identity is everything that can describe people and what distinguishes them or point out their similarities to others—several inborn characteristics, such as physical appearance and external influences. identity formation can be challenging since external influence might interfere with the process. it usually happens to those who live in a diaspora setting. luling is the first character who experiences transnational life. therefore, it unavoidably impacts her life with her daughter, born in a different nation and culture than hers. several types of transnational life’s effects relate to an individual’s identity formation. some people keep their previous identities, such as luling. no matter where she lived, she was tightly held to her native culture, the eastern one. the next is people who create whole new identities; that is young ruth. at first, ruth incorporated this identity formation in her effort to blend with her surroundings. nevertheless, later on, she goes through an identity construction process due to her mother’s deteriorating life. eventually, she compromises between the two in mediating her current life with her partner and her bond with her mother. both internal and external factors influence a person’s identity, according to woodward (1997). the society in which someone lives and interacts imply that identity also depends on the root of someone and their surroundings. since ruth’s upbringing was in bridging a transnational mother-daughter’s relationship through a memoir widyarini susilo putri*, sinead mcdermott | 51 | america, her american side suppresses her chinese side. this phenomenon was the main trigger for luling’s disappointment toward her daughter. according to eastern beliefs, an individual must maintain their roots and keep their tradition alive no matter where they live. ruth’s inability to conform to her mother’s values causes a great distance between them. transnational causes two divergent communication styles; two types of communication styles are seen from cultural lenses: low-context and high-context cultures. most westerners’ communication style is low-context culture; communicators of this type rely less on the situation’s context to convey their meaning. meyer (2017) stated that low-context cultures are more likely to be logical, analytical, action-oriented, and person-centred. in contrast, according to hall (1990), high-context cultures do not require much background information because the listener is already “contextualised”. intuition, reflection, and collective mindset are prevalent in high-context societies. communicating in high-context cultures involves more than just using words; it also involves paying attention to nonverbal cues, the physical environment, and the social context. in high-context societies, messages are conveyed through posture, voice intonation, gestures, and facial expressions. building relationships is also a crucial component of conversing and connecting. eventually, the mother’s memoir becomes a pivotal point in strengthening their weak bond. according to roediger and wertsch (2008), memory study is an interdisciplinary topic that incorporates ideas across subjects. further, sturken (2008) said that cultural memory is the recollection shared yet loaded with cultural significance outside formal historical discourse. the term “cultural memory” refers to the circulation between personal and cultural memories and the fact that memories are frequently formed and reproduced through cultural forms (sturken, 2008). halbwachs (1941) made a distinction between autobiographical memory, which is the memory of the events we experience; historical memory, which only reaches us through historical records, history, which is the remembered past that no longer has any bearing on our lives; and collective memory, which is the present-day past that shapes our identities. halbwachs also described shared memories as valuable indicators of social distinction; nevertheless, some critics found this idea of a collective consciousness distinct from the individual unsettling and preferred to use different terminology (olick and robbins, 2008). however, this study focused on autobiographical memory. it elaborated on the life of luling from the past to the present and how her journey shapes her current life and affects her bond with her daughter. there were two memories in this mother-daughter story, the modern one belonged to the daughter, written in a diary using english, and another one was written by the mother in chinese. the distinctive characteristics between these two memoirs are not only in language context but also in the aims of the writings and how they used the writing activities. discourse analysis is the technique that will be employed in this study; it has been used in processes of remembering and demonstrates how people jointly create the social environments they live through speech and language (keightley and pickering, 2013). furthermore, a memoir became the connector between them; understanding the mother’s past helps to strengthen the relationship between ruth and lu ling. ruth could also travel back in time through her mother’s memoir, specifically when her grandmother, precious auntie, lived. the experiences of precious auntie and luling that are described in her writings also illustrate how the mother and daughter were creating their identities. the study will start with the past generation, followed by the most recent ones. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 48–56 | 52 | 2. method the method used is qualitative, with close reading approach by incorporating it with memory studies. close reading is also sometimes referred to as practical criticism by a cambridge critic i. a. richards. close reading is a type of analysis that takes the reader from understanding the text to interpreting it. it is one of several possible types of analysis, many of which can be used in conjunction with one another. 3. results and discussion 3.1. the first and second generation’s life challenges lu ling and precious auntie were the first gen narrated in the story. where the dyad took place in the homeland country, asia, china. precious auntie is the character mentioned in tan’s story’s title; the bonesetter’s daughter is gu liu xing or luling’s biological mother. luling was raised by her despite having a mother due to a complicated past between their family. it influenced the relationship luling had with ruth in the future, as it aligns with the statements from previous scholars mentioned above. due to a suicide attempt conducted by precious auntie during luling’s young era, gu liu xing lost her ability to talk. it causes both of them to create two ways of communication through signs and writing, which the latter becomes luling’s inspiration to write her memoir for her daughter. despite precious auntie’s traumatic past, she was a resilient person. there is a line in tan’s novel that emphasises the mother-daughter bond, “i (luling) am the reason she (her mother) survives, the only reason she exists” (tan, 2001, p. 199). luling overcame her tough life with the same tenacity as her mother. her resilience in going through two deaths in her life results from her imitation of precious auntie’s strong willingness. luling internalised her mother’s behaviour because she had seen her strength of character since she was young, and she is disappointed that her daughter, ruth, does not have the same strong determination as her. she asked the bare minimum of ruth as in knowing their roots and family, yet her daughter could not care less. luling frustration was caused by ruth’s lack of willingness to connect herself to their root; what worsened the situation is that luling had already made a great effort by writing them down in a memoir, but her daughter was reluctant to read them. for low-context people, a conclusion may be hinted at but not explicitly argued; therefore, ruth could not comprehend her mother’s intention since she is more inclined to a low-context communication style, the direct one. luling becomes rather hostile whenever ruth does not show an intention to understand their background culture. this occurrence is like a snowball effect; initially, they have a mother-daughter relationship ingrained in their past that affects their current life. the bond is severed by the reality that they still need to face diaspora life in which the roots of both cultures differ. westerners tend to communicate their intention directly, while easterners are the opposite; they are more indirect compared to people whose upbringings were in western countries. ruth, even though she is an asian, however, she grew up in america. she was more affected by the society she is living in than her origin; it saddened her mother because it indicated that her daughter was losing her “asian-ness”. the problem got more prominent in the fact that ruth did not fluent in chinese, which is their ethnic’s language. ruth is not fluent in it; thus, she needs help understanding the content. if ruth initially was not interested in learning bridging a transnational mother-daughter’s relationship through a memoir widyarini susilo putri*, sinead mcdermott | 53 | their family history, it is heightened by the fact that the only way to know about it is through reading her mother’s memoir, which is written in full chinese. ruth cannot ask her mother to read the memoir for her since she was the one who refuses to learn chinese. knowing that she eventually caved in and was aware of their family history is a relief. the older ruth changed for good; she is currently attempting to rekindle her bond with her mother by reading luling’s writings, which she had previously disregarded. based on the translation, ruth reinterpreted everything in order to better understand her mother, grandmother, their family’s history, and ruth’s current identity as a result of the past. memoirs serve as an effective medium to bridge the gap between past and present. if previously ruth has no recollection of her family members, after decoding the memoir, she grows fonder of her grandmother. she can relate to her mother’s fondness for precious auntie even though it is evident that her presence did not rely on memory. through written stories combined with her imagination, she eventually eventually familiar with her grandmother, which has given her a great sense of attachment to ruth. through this work of literature written by tan, people recognise that writing memories immensely impact someone’s life. she was bridging a dyad of mother-daughter from two different generations and connecting people with different communication styles due to diaspora experience. the latter case was on the merits of writing a memoir; people with a more direct communication style, or called a low-context culture, got the advantage of understanding their mother with the opposite way of thinking. even though the two of them are chinese descendants, the surroundings of their upbringing between them were stark contrast different, creating distinctive types of communication. the american society unavoidably affects ruth’s way of thinking; she behaves more like them. she did not understand her mother’s indirect means of communication at first. ruth needed time to digest her mother’s typical longer communication style to understand each other from two different same-yet-different cultures. the narrative itself is located in luling’s young girl’s time. she said she wrote for herself, but if her daughter read it by any chance, she might learn about her mother’s upbringing back in her home country and the transnational experience later. “these are the things i know are true,” is the opening sentence of the memoir, and it holds strong meaning for it indicates the firm determination of luling’s belief in her life. luling’s efforts to reassemble her identity were visible in her later writing, which details his search for her past. it appears there is still some unresolved business regarding her identification until the end of luling’s memoir — luling was unsure of his mother’s last name. here is the role of the memoir that looked trivial yet significantly impacted mending the tenuous relationship. even ruth, in the past, struggled a lot with whom she was, slowly getting to know not only herself but her heritage through reading a collection of memories. the memoir serves as an indirect medium of interaction for someone like luling, who has a high-context culture and wants thorough interaction communication with people from the opposite side. the memoir became one of the best mediums because it makes the text available anytime; in other words, it can be read countless times to understand the context better. it is a suitable means of communication to train people from different cultures to understand each other more. ruth could sit and read the translation several times to grasp the possible underlying meaning since texts enable this possibility for close reading. through practice and prolonged patience, ruth can understand the pattern of her mother’s way of thinking through the detailed text. given that she enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 48–56 | 54 | now sees her mother differently, she wants to tell her, “i am sorry, and i forgive you too” (tan, 2001, p. 353). they were eventually able to resolve the tensions between them. 3.1.2 the second and third generation’s life challenges ruth and lu ling were the dyad faced significant alteration in terms of culture since ruth was born and raised in u.s., while her mother was native chinese. ruth’s personality was affected by their unhealthy upbringing. she became a quiet person who typically kept her thoughts to herself because she had to deal with her mother’s erratic behaviour. even though, at first, they had a rocky relationship, still their natural mother-daughter is unavoidably there. ruth constantly feared losing her mother since luling frequently threatened her to commit suicide. much to their dismay, her mother suicide affected her in the future. history repeated itself. she used it to threaten her daughter, like the trauma inflicted on her by the precious auntie’s decision to end her life. she frequently threats to commit suicide whenever ruth defies her. their complex relationship impacted ruth’s adult life. luling made it even worse by complicating their life with her inability to accept affection from others due to her past guilt and grief. the main impact is her relationship with her daughter, severed by their shared cultural values. while luling held her previous asian customs tightly, in contrast, her daughter was more inclined toward western culture. the communication style is one of the most apparent differences between eastern and western cultures. the differences between these two styles of communication worsened their already limited communication. fortunately, adult ruth made the right decision to mend their bond; she needed to delve into her mother’s past. ruth finds that a long-forgotten memoir is probably pivotal to their severe bond. ruth also tried to learn more about her family’s history in order to make sense of everything. she wanted to understand the content, yet there was also a language barrier; ruth needed help to read chinese letters fluently. it made her quest difficult. it turns out that it is not easy to delve into her mother’s past. ruth could not inquire about her mother’s assistance translating the memoir since it would irritate her mother further. lack of chinese language proficiency will only add fuel to luling’s anger. therefore, ruth hired a professional translator to understand her memoir better. there must be a reason why her mother wrote a memoir in the first place. in contrast, the young ruth tried to pour her heart out through her writing in a diary. in contrast, if luling wanted her daughter to read her memoir, ruth did not want her mother to do so. luling’s frantic actions caused a significant gap between them. ruth developed immunity to her mother’s frequent outbursts, which irritated her even more. she became reserved and opted to keep everything to herself and wrote them in her diary instead of communicating it with her mother. she was occasionally portrayed as indifferent to luling’s feelings due to her accumulated discomfort for years toward her mother. in her teenage life, ruth discovered that her mother was sneakily reading her diary. knowing her mother would read them, she scribbled furious rants into her notebook. as quoted in tan’s novel, ruth indicated that her mother was supposed to take action against her empty threats. her rage made ruth cry out horrible rhetorical questions to avenge what she did to her. she said, “you (luling) talked of killing yourself, so why didn’t you ever do it?” (tan, 2001, p. 159).the intention of stating this line is to hurt her, in the sense of freedom that allowed her to finally confess bridging a transnational mother-daughter’s relationship through a memoir widyarini susilo putri*, sinead mcdermott | 55 | out loud that she wanted to hurt her mother just as much as her mother had hurt her. whereas ruth’s memoir manifests her accumulated hatred, her mother’s memoir is the opposite, preserving their culture. fortunately, ruth’s memoir did not create calamity, even though it worsened their bond. 4. conclusion luling written memoir was regarded as an identity agent because of the manner she helped maintain not only ruth’s identity but also rekindle their relationship. it encompasses different cultures and communication types and bridges the distance gap between inharmonious mother-daughter dyads. by sharing her background with ruth, ruth’s mother, she has made a tremendous contribution by educating her daughter about an aspect of herself she had never recognised—her ethnic identity. ruth was able to positively perceive and value her chinese background through close-reading luling’s memoir, and the gap between mother and daughter relationships could be minimised as mutual understanding increases. luling’s previously considered peculiar behaviour and fixation towards precious auntie were eventually unveiled. in other words, not only did ruth contribute to mending their dyad, but it all started with luling’s motherly instinct to share the journey that she thought would benefit her daughter’s identity formation. after all, ruth is still chinese by ethnicity but american by nationality; she has her root’s culture by heart, and luling wanted to ensure her daughter would not lose her heritage. in conclusion, luling gave her daughter a chance to turn to understand herself more while also saving both from being supposed to be the closest dyad that existed in a societal system. 5. acknowledgements financial support for this study was provided by the indonesian education scholarships (beasiswa pendidikan indonesia – bpi) of the republic of indonesia ministry of education and culture and the indonesia endowment funds for education (lembaga pengelola dana pendidikan – lpdp) of the republic of indonesia ministry of finance. last but not least, the author delighted to announce that dr. sinead mcdermott’s support throughout the module and advice on how to prepare the paper are gratefully acknowledged and appreciated. 6. references adler a., & radin p. (1927). the practice and theory of individual psychology. k. paul trench trubner & co.; harcourt brace. day, m. m., & fisher, c. (2010). communication over the life span: the mother-adult daughter relationship. retrieved from http://www.scribd.com/doc/26571310/ mother-daughter-communication halbwachs, m. (1941). la topgraphie legendaire des evangiles en terre sainte: etude de memoire collective. paris: presses universitaire de france. hall, e. t., & hall, m. r. (1990). understanding cultural differences, intercultural press, 1990, pp. 183-184. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 48–56 | 56 | jay, p. (2021). transnational literature (1st ed.). taylor and francis. retrieved from https:// www.perlego.com/book/2094599/transnational-literature-the-basics-pdf (original work published 2021) keightley, e., & pickering, m. (eds). (2013). research methods for memory studies. edinburgh university press: uk meyer, c. (2017). communicating for results: a canadian student’s guide. oxford press. olick, j. k., & robbins, j. (1998). social memory studies: from collective memory to the historical sociology of mnemonic practices. annual review of sociology, pp. 105-140. purkayastha, b., iwata, m., adur, s. m., ray, r., & tiamzon, t. (2012). as the leaves turn gold. asian americans and experiences of aging. plymouth, uk: rowman and littlefield publishers. roediger, h & wertsch, j. (2008). creating a new discipline of memory studies. memory studies. 1. 922. 10.1177/1750698007083884. tan, a. (2001). the bonesetter’s daughter. new york :g.p. putnam’s. sturken, m. (2008). memory, consumerism and media: reflections on the emergence of the field. memory studies. 1. 73-78. 10.1177/1750698007083890. woodward, k. (1997). concepts of identity and difference. in woodward, kathryn (ed.), routledge, ebook isbn9781315668505. woodward k. (1997). identity and difference. sage in association with the open university. 06. 6531-22309-1-ce -.pdf enjourme (english journal of merdeka): culture, language, and teaching of english jo urna l ho mep age: http: //ju rna l.u nm e r.ac .id /in dex. php /en jo u rme/ ind ex modality analysis in joe biden’s speech delivered on the anniversary of the covid-19 shutdown inggita pramesti ayuningtyas english language studies, universitas sanata dharma, jl. affandi, santren, caturtunggal, 55281, yogyakarta, indonesia corresponding author: inggita50@gmail.com article info article history: received 08 october 2021 accepted 16 november 2021 available online 28 december 2021 keywords: covid-19, modality, selfrepresentation, speech doi: 10.26905/enjourme.v6i2.6531 how to cite this article (apa style): ayuningtyas, i. (2021). modality analysis in joe biden’s speech delivered on the anniversary of the covid-19 shutdown. enjourme (english journal of merdeka): culture, language, and teaching of english, 6(2) 115-125. doi: https://doi. org/10.26905/enjourme.v6i2.6531 abstract covid-19 has been global health problem and become the concern of global leaders in the world. one of them is joe biden, current president of american. he delivered his speech on anniversary covid-19 shutdown on march 11, 2021. the clauses in his speech contain modality. modality is included in interpersonal meaning where language is used to encode interaction between the speaker and the hearer. this research aims to analyze the type of modality used by biden in his speech and utilize it to find his self-representation. the research uses systemic functional grammar (sfg) in term of modality analysis as the tool and discourse analysis as the approach. the finding shows that three types of modalities found; inclination, probability and obligation. the self-representation of biden found are being visionary, being determined, showing sadness, being powerful, and showing respect. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no, 2, desember 2021, page 115–125 1. introduction corona virus has been pandemic for more than one year and affected many aspects of human’s life. it has been the concern globally because most of countries in the world are infected by corona virus. meanwhile, the disease that caused by this virus is called coronavirus disease of 2019 or covid-19. there were many victims who died because of covid-19. the medical and testing equipment to diagnose virus is still limited in many countries (harchandani & shome, 2021). in result, lockdown was enforced in every country to cut off the covid-19 virus transmission. covid-19 ©2021 the authors. published by university of merdeka malang this is an open access article distributed under the cc by-nc-nd 4.0 (https://creativecommons.org/licenses/by-nc-nd/4.0/) modality analysis in joe biden’s speech delivered on anniversary covid-19 shutdown inggita pramesti ayuningtyas outbreak causes problems in every sector and it becomes a scourge for us (junaedi, 2020). one of them is economic sector. it results the losing jobs, decreasing income, business closure, trade disruption as well as destruction of tourism, manufacturing, and transportation industry. it is not only public health crisis which affects the health of people, but it affects also the social aspect in which they cannot meet, gather, and hug one another since direct contact between people will cause virus transmission. thus, government shuts down public spaces like restaurant, stores, schools, working place which leads to physical contact (prawoto et al., 2020). this global pandemic becomes a “wake-up” call for global leaders such as president to handle this pandemic in their own country. one of presidents who cares about this pandemic in his country is joe biden by giving speech on the anniversary of the covid-19 shutdown. a speech is used as a medium to communicate information, power, and other contexts to public (siregar, 2021). in his speech, biden gave memory about how dark the life of his country during the pandemic, but there were still many positive sides that could be grateful for. biden also invited his citizens to think positively that they can go through this pandemic together by endeavoring the vaccine, health protocol, and economic stability. moreover, speech can change how people see an idea (handayani, 2021). his speech is powerful and believed to give big impacts for american citizen. biden himself is a political figure. political figure’s language can show his authority, dedication, persuasion, or encouragement (kristianti, 2020). biden’s speech is used to speak up his opinion. it can also be a tool to persuade speaker’s ideas in many issues like economic, politics, humanity, public health and other occasions (sinaga, 2018). biden’s speech is categorized as discourse. discourse refers to language in context (nunan, 1993). it means that analyzing the discourse cannot be separated from the context when and where it is produced, who speaks, to whom the speech is addressed. discourse analysis (da) deals with not only written text but also spoken text like speech, interview, and conversation (darong, 2021). da presents to analyze message of the content in communication (derin et al., 2020). biden’s speech is based on the context surrounds him where covid-19 pandemic is still on going and many people lose their hopes because of it. the language that biden used shows his attitude towards covid-19 issue. the language he used builds the interaction between him and the hearers. this fits with the function of language in systemic functional grammar (sfg) named interpersonal metafunction. this metafunction uses language to enact with others (hulu, 2019). halliday also adds that speaking is considered “interact” because there is an exchange between speakers and hearers whether they give or demand information, goods, and services (halliday, 1994). thus, the meaning is considered from its function in social interaction process (ardiansah, 2015). the grammatical features which carry interpersonal meanings are subject and finite in which they combine one and become the mood (butt et al., 2003). the finite shows polarity and modality. modality encodes the speaker’s beliefs and attitudes, opinion and point of view (jannatussholihah & triyono, 2020). modality is included in interpersonal metafunction. language used by people includes interaction in which they take an action and respond to the act of giving or demanding for information or goods-and-services (yuliana & imperiani, 2017). the grammatical features that carry interpersonal meaning is mood which contains subject and finite. the finite shows the tense and the modal. thus, modality is included in interpersonal metafunction. | 116 | | 117 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 2, desember 2021, pp. 115-125 modality does not refer to the event that is employed in the clause. it refers to the speaker’s judgment as well as his or her attitude about the event expressed by the clause (amalia et al., 2018). it means that the truth of a clause can be debatable or arguable. there are two types of modalities: (1) modalization where the commodity that is exchanged is information, and (2) modulation where the commodity exchanged is good and service. modalization includes probability of something happen and usuality or frequency of something happen, while modulation includes obligation, inclination, and necessity (koutchade, 2015). modal has degrees and scales which signal higher or lower degree of certainty about the validity of proposition (thompson, 2014). this modal value as the force of modal expression are divided into three ranges; high, median, and low (xuan & huang, 2017). halliday gives the summarize of modal commitment as presented in table 1. table 1. modal values low median high positive can, may, could, might, (dare) will, would, should, is/was to must, ought to, need, has/had to negative needn’t, doesn’t/didn’t, need to, have to won’t, wouldn’t, shouldn’t, (isn’t/wasn’t to) mustn’t, oughtn’t to, can’t, couldn’t, (mayn’t, mightn’t, hasn’t/hadn’t to) in this research, modality is utilized to find the self-representation of the speaker which is joe biden. it is suitable because modality shows what interaction that he wants to build with his citizens. meaning to say, what image that he wants the audiences to see can be revealed using modality. pionery and arina (2017) in their study analyzed melania trump’s and ivanka trumps’s speeches. the finding showed that there were four types of modalities employed in melania’s speech; inclination, obligation, potentiality and ability, and probability, while in ivanka trump’s speech, there were five types of modalities found: inclination, usuality, potentiality and ability, probability, and obligation. the two ideologies reflected from modality were commitments and self-promotion (pionery & arina, 2017). other study is conducted by amalia et al. (2018) that analyzed the domain mood and modality of interpersonal meaning in susilo bambang yudhoyono’s speech. the finding showed that indicative and imperative type mainly found, the dominant mood was indicative type (95%) with dominant modal “can” (amalia et al., 2018). this research aims to find the modality used by joe biden in his speech on the anniversary of the covid-19 shutdown and utilized it to find the self-representation of biden. this is worth studying because it analyzes the importance of the use of modality to see the self-representation. 2. method the object of the study was to analyze joe biden’s speech delivered on the anniversary of covid-19 shutdown on march 11, 2021. joe biden was inaugurated as the 46th president of america on january 20, 2021. he was accompanied in office by vice president kamala harris. biden entered modality analysis in joe biden’s speech delivered on anniversary covid-19 shutdown inggita pramesti ayuningtyas office amid the covid-19 pandemic which became the worst disease in the world. for commemorating one year of covid-19 shutdown, he delivered his speech. the speech about covid-19 was taken because pandemic still happens and becomes the global concerns. this pandemic has not done. moreover, joe biden who delivered the speech was chosen because his popularity in which he becomes the president of a big country like america. america influences other countries because of its economic and military power. the speech was taken from remarks by president biden on the anniversary of the covid-19 shutdown (2021). the transcript was trusted because it was published by official website owned by white house governor. the type of the data was in the level of clause. the data taken was purposive sampling. the researcher selected the data which reached the requirement. the clause was taken if there was a modal in the clause and able to support the analysis of self-representation of the speaker. thus, 63 clauses were included as the data. there were two steps in collecting the data. first, the researcher found the transcript of the speech. second, the researcher found the clause which contain modality and able to support the selfrepresentation analysis. moreover, there were three steps in analyzing the data. first, the researcher analyzed the type of modality. second step was categorizing the modal into the form of table. third step was analyzing the modal-values. fourth step was interpreting the self-representation of biden by relating the meaning of modal pattern to the context of the speech. 3. results and discussion 3.1 types of modalities found in the speech there are three types of modalities that are found in the speech. they are probability, inclination, and obligation. usuality type is not found in the speech. table 2 is the summarize of modality used in the speech. table 2. modality found in biden’s speech no types of modality frequency total high median low 1 inclination 8 18 8 34 2 probability 2 13 9 24 3 obligation 4 1 5 63 the data from table 2 shows that the type of modality used the most is inclination. the second rank is probability. the last rank is obligation. each type of modality is explained. inclination biden mostly used the median modal values to show inclination. inclination means that the speaker offers the good and services to the hearers. in biden’s speech, the inclination found contains | 118 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 2, desember 2021, pp. 115-125 willingness, ability, and determination of biden. the rank of high and low modal values is the same. below is the example. the clause used median-level modal to show willingness of biden to provide more public health mobiles which reach the remote areas. the use of we refers to biden and his governmental staff, health services provider, and all people who help him in american plan rescue. it showed strong determination of biden to reach that goal. he offered his service to help his people by providing more health facilities. he showed his strong effort to facilitate his citizen. he decided to do this plan, and he would not let anything to stop him. another example is below. the clause above shows strong willingness by biden to do everything to help his country from covid-19. he used median-level modal to show his willingness. it means that he was 50% willing to do everything for his country, but at the same time, he realized his capacity as human if there are some things that he is incapable to do that. another example is below. the clause above used high-level which showed our disability to meet family. biden said that gathering with our family gives us joys and happiness. this ability cannot be done anymore due to covid-19 pandemic in which we have to keep the social distancing and do not have close and direct contact to everyone, especially older people that is easily infected by covid-19. it showed that biden was sad due to this disability. he also feels and experiences this disability. the last example is below. the clause used low-level modal which show their low ability to imagine what would happen to their country. they would not know that covid-19 would bring them to the darkness of their lives in which they lost their jobs, lives, family members, happiness, and hopes to continue their lives. the subject no one shows that one year ago, all people, including biden himself did not know about the progress of what was going on in his country and what possibility that happened during the one year ago. they only followed their fate. probability biden mostly used the median modal values to show prediction or probability of something happened. the low modal values exist in the speech, but the amount is still lower than the median. | 119 | we will deploy more mobile vehicles and pop-up clinics to meet you where you live. median being determined i will do everything in my power. median being determined the things we used to do that always filled us with joy have become things we couldn’t do and broke our hearts. high showing sadness over a year ago, no one could have imagined what we were about to go through, low showing sadness modality analysis in joe biden’s speech delivered on anniversary covid-19 shutdown inggita pramesti ayuningtyas he only used a few modals that have high commitment. below is the example of probability used by biden. the clause above showed that biden has future prediction about the vaccine of all adult americans. he gave information to the hearers about vaccination. he had target to provide vaccine no later than may 1. his target was used to solve the covid-19 problem in his country. he shared his vision or future plan with his audience using median-level modals. another example is below. in the clause above, biden used median-level modal to show future prediction as the good result of beating the virus. biden displayed the result that they will get if they are successful in fighting the virus by providing vaccine for all american citizens. the result is they will be able to gather with their family, have party, and celebrate the independence-day. in this clause, biden showed his confidence by providing positive side of the successful in vaccination. another example is below. the clause above showed biden’s vision regarding future economy of american. the clause used median-level value about the future condition of american’ economy. almost all countries in the world are affected economically due to covid-19. then, biden showed probability of economic improvement that they will reach in the future. another example is below. the clause above used low-level modal to talk about the easiness for american citizens to get vaccine. different from other possibility, in this case biden used low-level. it means that biden was not too sure about what he said which was the easiness of getting vaccine. it was said that they can get vaccine without leaving their car. the process of vaccinating was predicted to be easy, fast, and simple. they did not have to go to the clinic, queue up, and spend lot of their times to register the administration. this easiness of vaccination was not highly predicted by biden so there might be another possibility in which the vaccination was complex and long process. by using low-level modal, biden thought about bad possibility that might happen also. | 120 | all adult americans will be eligible to get a vaccine no later than may 1 median being visionary you, your families and friends will be able to get together in your backyard or in your neighborhood and have a cookout and a barbecue and celebrate independence day. median being visionary our economy will be on the mend. median being visionary you can drive up to a stadium or a large parking lot, get your shot, never leave your car and drive home in less than an hour. low being visionary | 121 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 2, desember 2021, pp. 115-125 obligation biden used mostly high-modal values in obligation type. this type shows the command in which biden asked good and services or the action from the hearers. the example is below. the clause above used high-modal value which contain commanding. biden ordered his citizens to assume that the successful in beating the viruses are done by both government and citizens. biden asked for citizens’ self-awareness to participate in the successful of the mission. biden wanted his citizens to be co-operative with the government in terms of doing their own tasks. the government will provide the vaccine and other facilities while citizen’s duty is keeping the health protocol and following the guidance from the government so that the mission of stopping covid-19 transmission can be achieved. another example is below. above example used median-level which commanded his citizens to appreciate everyone who contributes to the effort of solving covid-19 problems, such as johnson & johnson and merck. even though, they are two big competitors, they work together to provide the vaccine to help their country. biden showed his respect as well as his gratefulness to everyone including factories, doctor, nurses, health services providers, pharmacist, and others. 3.2 self-representation reflected through modality being v isionary being visioner means having strong vision of the future. even this vision is not always accurate, it is usually about positive hopes and ideas that possible to happen in the future. biden shared his vision to his citizens as a stimulus for his citizens to actualize his plan together. biden’s visionary was shown by the use of possibility and inclination. the examples probability which shows vision shared by biden are below. 1) you, your families and friends will be able to get together in your backyard or in your neighbourhood and have a cookout and a barbecue and celebrate independence day. 2) this country will be vaccinated soon. 3) our economy will be on the mend. 4) our kids will be back in school. we need to remember the government isn’t some foreign force in a distant capital high being powerful these two companies, competitors, have come together for the good of the nation, and they should be applauded for it median showing respect modality analysis in joe biden’s speech delivered on anniversary covid-19 shutdown inggita pramesti ayuningtyas | 122 | those four clauses show the future prediction of biden in which his country will get happy ending from their effort in which they get permission to have social gatherings, be vaccinated, have economic improvement and permission to open the schools in the future. his vision shows that he has positive outlook regarding their country’s life. biden’s vision also was shown by the use of inclination. the examples are below. 1) we’ll come together as one people, one nation, one america. 2) we’ll come out stronger with a renewed faith in ourselves, a renewed commitment to one another, to our communities and to our country. these two clauses are considered as inclination because it shows biden’s willingness to stay with his citizens through the ups and downs of american’s life. besides that, it shows american‘s ability to be stronger because of this pandemic. those inclinations show future vision believed by biden. he believes that they will get positive results from this pandemic. being determined being determined means that someone has decided to do something, and he or she does not let anyone or anything stop his or her action. biden showed that he is being determined by the use of inclination. it means that he has strong will to finish their goal and mission. he is willing and committing himself to the mission that he has planned. the examples of biden which shows his determination are below. 1) i promise, i will do everything in my power. 2) i will not relent until we beat this virus. these two clauses above show strong willingness of biden to do everything that he can to save his country from this pandemic. he committed himself to do actions that he thinks he is capable to do that. another example is below. 3) in the coming weeks and months, i’ll be traveling along with the first lady, the vice president, the second gentlemen, and members of my cabinet to speak directly to you, to tell you the truth about how the american rescue plan meets the moment. this clause shows his determination to visit his citizens. he is willing to meet his citizen to socialize his plan to rescue america from pandemic. he does not cover the truth. he is willing to tell the truth about his planning and everything that happened including progress of their work. he wants to have close and direct contact with his citizens. the last example is below. 4) secondly, at the time when every adult is eligible in may, we will launch with our partners new tools to make it easier for you to find the vaccine and where to get the shot. this clause shows his determination of easiness and simplicity of getting the vaccine. biden has determined that everything about the vaccine will be an easy process for his citizen. biden has planned the website which provides information about vaccine. biden shows his seriousness to handle this pandemic. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 2, desember 2021, pp. 115-125 showing sadness since this speech was delivered on the one-year anniversary of covid-19 shutdown, biden also shows his sadness and condolences about what has happened. they lose many lives, jobs, happiness and hopes. it is shown using probability and inclination. the examples are below. 1) the things we used to do that always filled us with joy have become things we couldn’t do and broke our hearts. the example above shows what they cannot do during the pandemic. biden recalled his sadness resulting from covid-19 in which he could not have direct contact with his family. he lost his social activity which makes him and his citizens happy. he shared his sorrow to the hearers. 2) the scientists have made clear that things may get worse again as new variants of the virus spread. the example above shares biden’s sadness of this uncertainty situation in which bad or worst condition may come again to them. being powerful biden as president also shows that he is powerful by the use of obligation. the examples are below. 1) look, we know what we need to do to beat this virus. 2) we need to remember the government isn’t some foreign force in a distant capital. those clauses used high-level modal of obligation in which biden ordered his citizens to support his mission by doing their own tasks. he asked his citizens to work together, follow the scientist, and put trust and faith in government. the successfulness of beating the virus will be done by both government and citizens, not only by government itself. if the government has done their duties while the citizens do not follow the health protocol, everything will be fruitless. showing respect biden shows his respect using obligation in which he ordered his citizens to appreciate everyone who contributes to solve the pandemic like johnson & johnson and merck. the example is below. these two companies, competitors, have come together for the good of the nation, and they should be applauded for it. he also appreciated the works of doctor, scientist, pharmacist, institution and also his citizens which have worked with him to beat the virus. the study of modality in joe biden’s speech also was done by darong (2021). he analyzed interpersonal function in joe biden’s victory speech. he included the discussion of mood and pronoun while this research only focused on the modality itself. the findings of this research can support | 123 | | 124 | modality analysis in joe biden’s speech delivered on anniversary covid-19 shutdown inggita pramesti ayuningtyas his findings. his results showed that there are 4 modality types found: inclination, ability, obligation and expectation. this research found inclination, probability, and obligation. both of research have the same findings in which inclination type and modal will appeared the most. however, different topic of speech has different strategy. if biden talked about covid-19 anniversary shutdown, he used more modal varieties such as could, should, need to, and could not. the findings of self-representation in this research also support his findings. in both speech (victory and covid-19 anniversary speech), biden showed his image of being visionary, determined, and respectful. biden shows his hope about the future, strong will to finish the goal, close relationship between him and his people, and call on the audience to take an action (darong, 2021). however, in victory speech, he did not show his sadness self-image. in covid-19 anniversary speech, he shows his deep condolence and grief of what has happened. even though he delivered different topics, the self-representation of a president to lead and bring a country to the future hope presented in both topics. in victory speech, he showed his commitment to stay there through the challenge while in covid-19 pandemic, he proved and continued his commitment. 4. conclusion investigating modality used by the speaker in his choice of words is able to reveal the selfrepresentation of the speaker. biden in his speech used probability, inclination and obligation types in which inclination has mostly used by biden. in probability and inclination, the median modal values are mostly used while in obligation, the high modal-values are mostly used. from analyzing the modality, the self-representation of biden is reflected. they are being visionary, being determined, showing sadness, being powerful, and showing respect. the speech analysis on modality used by biden is worth studying because it enables us to know what interaction that he wants 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(2017). the realization of interpersonal meaning in course newsletters: a systemic functional linguistic perspective. indonesian journal of applied linguistics, 7(1), 181–188. https://doi.org/10.17509/ijal.v7i1.6873 2. 7018-27538-1-ce.pmd enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index conceptions on authentic assessment: what indonesian eflconceptions on authentic assessment: what indonesian eflconceptions on authentic assessment: what indonesian eflconceptions on authentic assessment: what indonesian eflconceptions on authentic assessment: what indonesian efl teachers conceiveteachers conceiveteachers conceiveteachers conceiveteachers conceive 11111ayu alif nur maharani akbar, ayu alif nur maharani akbar, ayu alif nur maharani akbar, ayu alif nur maharani akbar, ayu alif nur maharani akbar, 22222gunadi harry sulistyo, gunadi harry sulistyo, gunadi harry sulistyo, gunadi harry sulistyo, gunadi harry sulistyo, 33333fika megawati,fika megawati,fika megawati,fika megawati,fika megawati, 44444vina virgianata nuralisaputr ivina virgianata nuralisaputrivina virgianata nuralisaputrivina virgianata nuralisaputrivina virgianata nuralisaputri 1,2english department, faculty of letters, universitas negeri malang, indonesia 3,4english language education, fakultas psikologi dan ilmu pendidikan, universitas muhammadiyah sidoarjo, indonesia corresponding author: fikamegawati@umsida.ac.id article info received 20 december 2021 accepted 12 may 2022 available online 15 july 2022 keywords: authentic assessment, efl teachers’ conceptions, feedback doi: 10.26905/enjourme.v7i1.7018 how to cite this article (apa style): akbar, a.a.n.m, sulistyo, g.h., megawati, f., & nuralisaputri, v.v. (2022). conceptions on authentic assessment: what indonesian efl teachers conceive. enjourme (english journal of merdeka): culture, language, and teaching of english, 7(1) 20-31, doi:https://doi.org/ 10.26905/enjourme.v7i1.7018 abstract in indonesian context, as the 2013 curriculum (k-13) has been introduced to efl teachers to be implemented at schools, performance-based assessment starts to be applied at schools too, accompanying the curriculum implementation. this educational reform is meant to improve the quality of the teaching of english as a foreign language. however, little is known in the body of knowledge on efl teachers’ challenges in implementing the authentic performance-based assessment in k-13 context, one of which, it was argued, is a facet that derives from efl teachers’ conception on matters pertaining to authentic assessment. to address this, a survey was conducted to find out efl teachers’ conceptions about authentic assessment, the role of feedback, and use of authentic assessment procedures in the context of such k-13 educational reform. a number of efl teachers at lower and upper secondary levels of education in east java across seniority were involved in the present survey. the findings of the study reveal among other things interesting phenomena where contradictions of conceptions were observed on authentic assessment. these findings have pedagogical implications that are educationally beneficial for the proper and successful implementation of authentic assessment under the 2013 curriculum – k-13. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no, 1, july 2022, page 20–31 1. introduction the implementation of curriculum 2013 (herein after referred to as k-13) in indonesia’s educational context announces the new conceptions of language teaching in which language is seen and positioned as a vehicle for verbal communication and interaction (permendikbud 13, 2015). unlike the previous educational curricula which tended to promote the learning of language knowledge more, k-13 emphasizes a more functional and ‘communicative view of teaching language’ in which ©2022 the authors. published by university of merdeka malang this is an open access article distributed under the cc by-nc-nd 4.0 (https://creativecommons.org/licenses/by-nc-nd/4.0/) conceptions on authentic assessment: what indonesian efl teachers conceive ayu alif nur maharani akbar, gunadi harry sulistyo, fika megawati, vina virgianata nuralisaputri english skills as placed as vehicles of verbal communication are what teacher should teach to students in class rather than language components and language knowledge only. this follows than that, teachers’ traditional view of language together with their old perspectives on setting up ideal language learning environment needs to be reoriented appropriately if successful implementation of k13 is expected to take place. in addition, this reorientation also brings about the need for teachers to reorient the way they should assess their students’ learning and the way they interpret their students’ learning output. authentic assessment as a corridor to measure real-life students’ performance of english in real use is mentioned the k-13 as the evaluation tools to accommodate the current needs and requirements for assessing students’ learning output in the classroom learning (permendikbud 104, 2014). under k-13, authentic assessment is meant to comply with and to meet the demand of the teaching of english to students in which english is regarded as a vehicle to convey ideas through language skills: listening, speaking, reading, and writing. in such a context, by norms, students’ english learning under k-13 is designed to be assessed comprehensively involving not only aspects pertaining to their cognition on language, but also their affect and language behaviors seen as english skills (decree of minister of education 104 year 2014). in addition, a number of assessment procedures are outlined as mandated in k-13 as the assessment techniques that assure teachers to have access to reveal students’ cognitive, affective, and psychomotor. these methods are among other performance assessment, product, and portfolio, project (fulcher & davidson, 2012). even though authentic assessment has been suggested for years along with the implementation of k-13, in practice, challenges and confusions on its conceptions might still potentially be faced by teachers. a study on the implementation of k-13 during the transition period of ktsp to k-13 implores confusions and anxiety as well as pressure among teachers (rizqi, 2017). azis (2015) demonstrates that assessment practices are conflicting for teachers: they feel that there is no synergy between assessment practices and policies. the policies have set the idealized assessment standards to assess students’ continuous performance meanwhile these teachers are affected by the national exami-nation and ignoring the standards (azis, 2015). teachers’ problems are in not only designing assess-ment tools to reveal students’ attitude, but also their difficulties in developing scoring rubrics for skills, implementing the authentic assessment methods, collecting students’ data using a number of measurement strategies, and marking the learning output (retnawati et al., 2016). another study conducted by isnawati and saukah (2017) also indicates that misconceptions about authentic assess-ment and how it should be truly implemented in classrooms still exist. these studies are informative in terms of concerns on authentic assessment practices. further studies, however, are needed to reveal more aspects pertaining to implementation of authentic assessment that involve teachers’ current conception with a broader scope. literature review pratt (1992 as cited by azis, 2015: 130) proposes conceptions as “the lens through which teachers view, interpret, and interact” their teaching knowledge. this means that conception is mental | 21 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 20–31 | 22 | naturally. teacher’s conception happens in teachers’ mind. indeed, conceptions truly play a crucial role as “theoretical grounds” in teachers’ teaching practices (nepsor, 1987: 317). this implies that teachers’ conception is linked to teachers’ behavior in the classroom. consequently, wrong practices and conflicting implementations of authentic assessment in k-13 context certainly indicate that there are some misinterpretations and misconceptions of teachers’ theoretical understanding in authentic performance-based assessment itself. seniority is embedded as the supporting variable in this study as it is assumed that older teachers with longer experiences of teaching and certainly have stronger concepts that probably cannot be easily changed as demanded by the new reform policy like k-13 and its mandate on employing authentic assessment in classroom practices. it is argued that the longer experiences in matters dealing with teaching and assessment in particular teachers have, the stronger they will hold their conception on the old ideas, and thus they will find it more challenging in adapting to the new reform. nowadays, language teaching deals with how to make students able to use the language (harmer, 2009). students are expected to be able to understand as well as to respond to messages through texts realized as utterances and written language as they are used in particular situations and contexts. the ultimate objectives in language teaching and learning is not only knowing grammatical structure of language, but also acquiring how to perform the language in real communication. consequently, the ways a teacher monitors and evaluates students’ progress in learning need also to be reformed based on these objectives. according to brown (2004), there should be a correspondence between language competences and language use. tests should measure not only students’ knowledge of language, but also their ability to perform the language. instead of only measuring students’ linguistics knowledge as in discrete and integrative components of language, the authentic assessment is designed to accommodate language use and communication in the classroom. fulcher (2010: 68) illustrates authentic assessment in language classroom as a ‘treatment’ in order to facilitate students’ to acquire the language. different from the classical, discrete, as well as integrative approaches, authentic assessment is designed for language learning also known as assessment for learning (o’malley & pierce, 1996) rather than for reflecting results of learning or assessment of learning (o’malley & pierce, 1996). in addition, it provides contextualized tasks needed to encourage language interactions (brown, 2004: 13). the most important element of authentic assessment is the authentic task (brown, 2004: 13). authenticity is the keyword of the authentic task in authentic assessment which makes it different to other kinds of tasks. in this case, authenticity refers to two things: real life use and real language performance (bachman, 1990:300). based on the idea of authenticity itself, authentic task can be defined as a task encouraging students to truly perform the language and involving real life situation in order to provide meaningful task for the students. carrol proposes that authentic task should accommodate several aspects: integrated skills, performance, normal communication situation, and communicative effect (1937 as cited in bachman, 1990: 300). in addition to real life situation and real life performance, in designing authentic task, the communication should have particular language function such as to invite or to congratulate others. in addition, all language skills should be activated as a holistic language production. conceptions on authentic assessment: what indonesian efl teachers conceive ayu alif nur maharani akbar, gunadi harry sulistyo, fika megawati, vina virgianata nuralisaputri | 23 | clearing the grounds: basic principles of authentic assessment authentic task is the key in authentic assessment in english speaking classrooms. in designing tasks for language classroom purposes, there are several principles of authentic assessment that should be considered by teachers. according to brown (2004: 13), there are at least six principles of authentic assessment for teachers to consider in constructing authentic tasks. those six principles are elaborated below. open-ended task. students’ performance in an authentic task is not assessed by using traditional techniques of assessment that do not involve any language interaction. the authentic tasks ask students to creatively express their idea about certain issues or situations in many alternative forms of assessment. instead of using objective tests, subjective tests are more preferable for the authentic tasks. the common techniques used in authentic tasks are usually performance-based tasks, project-based task, extended response, and other kinds of test as long as the techniques activate language use and language production (brown, 2004: 10). integrated skills. each skill is not assessed as unitary language competence, but as holistic experience in communication. in assessing speaking, for instance, which is a productive skill, it is impossible to avoid listening activities as the input for speaking itself. in assessing writing, it is obviously impossible to totally neglect reading activity. although teacher might only assess one particular skill, the process of achieving an authentic task might require activations of other related skills. authentic contextualized communicative tasks. as mentioned by bachman (1990: 303), authentic refers to real life use and real performance. authentic speaking task, for instance, should not only encourage students to speak, but also cover social functions like what students have in real communication, so the task would be meaningful for them. it is meaningless to suddenly ask students to describe a person without any purpose. there should also authentic context and situation in the task. teacher should also provide authentic materials which are not intended for learning in order to create real communication atmosphere in the classroom. for example, teacher could give a description task containing picture of a missing kid for the students. the picture can be taken from any sources such as newspaper, pamphlet, or others. process-oriented. language competences improvement cannot only be assessed at once; they require continuation of assessing students’ performances (o’malley and pierce, 1996). students are assessed during teaching learning activities based on the process of completing projects, portfolio, or other types of authentic task provided by teacher (sulistyo, 2015:131). therefore, authentic assessment is also well-known as continuous assessment emphasizing students’ learning process rather than students’ result of learning. diagnostic. authentic assessment is not aimed to judge students’ success or failure, but it is designed to help students to reflect their own strengths and weaknesses in learning. later, students could find ways to overcome their weaknesses. besides helping students to do self-reflection, feedback from teacher and peers also has also important roles in authentic assessment. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 20–31 interactive performance. brown (2004: 11) specifically highlights the presence of interactive tasks in authentic assessment. in a speaking task, there should a stimulus or message that should be delivered and there should be responses to that message. indeed, the interactions should automatically consider particular language context of use and social functions to be communicated. this interactive task will be beneficial to make students experience ‘real-communication’ atmosphere in language learning. this paper then is written to report a result of a study on efl teachers’ conceptions about authentic assessment, the role of feedback, and use of authentic assessment procedures in the context of k-13 educational reform. the findings of the study have pedagogical implications that will benefit for the proper and successful implementation of the new curriculum – k-13. 2. method this survey aimed to find out efl teachers’ conceptions about authentic assessment, the role of feedback, and the use of authentic assessment procedures in indonesia efl learning context. the participants of this survey were 282 teachers at lower and upper secondary levels of education across seniority, length of teaching experiences, and certification status. the instrument used in this study was a set of questionnaires which is divided into two sections. the first section consists of ten questions on efl teachers’ conceptions on feedback and authentic assessment. in addition, the next section contains sixteen items on types of test techniques used to assess students’ competences in the classroom. the survey involved a number of 282 efl teachers who were drawn conveniently from sub-populations of districts across east java: east, west, north, south, and central geographical areas of east java. thus, they represent efl teachers in these areas. the obtained data were analyzed statistically by involving age variables in the analysis. the obtained data was analyzed by using spss ver. 24. for the purpose of the analysis, the subjects of the present study were categorized into three groups: 1) group 1: 20-35 year-old, labeled as junior group; 2) group 2: 35,1-50 year-old, as mid group, and 3) group 3: more than 50 year-old as senior group. the assumption was that the more senior the teachers are, the more experienced they were. 3. results and discussion 3.1. teachers’ conceptions on authentic assessment to scrutinize teachers’ conceptions on authentic assessment, the questionnaires include items that reflect the six principles of authentic assessment as proposed by brown (2004), namely: openended task, integrated skills, authentic-contextualized communicative task, process oriented, diagnostic task, and interactive performance. table 1 presents the summary of teachers’ conceptions in authentic assessment. | 24 | conceptions on authentic assessment: what indonesian efl teachers conceive ayu alif nur maharani akbar, gunadi harry sulistyo, fika megawati, vina virgianata nuralisaputri table 1. teachers’ conceptions in authentic assessment across age groups conceptions on authentic assessment group 1: junior group 2: mid group 3: senior agree (%) agree (%) agree (%) students’ score is used to diagnose learning strength and weaknesses 89.4% 83.4% 85.7% peer assessment is useful to help students learn 90.1% 100% 80.9% teachers’ feedback is also needed to help students realize their problems 96% 91.7% 95.3% self-assessment is important to help students realize their own problems 84.1% 91.7% 80.9% continuous assessment provides information on teachers’ teaching quality 78.8% 91.7% 85.8% continuous assessment makes students aware of their own learning problems 92.7% 100% 95.2% as observed in table 1, almost all teachers of the three groups conceived the six qualities that should be possessed by an authentic assessment task. as many as 89.4% of the junior, 83.4% of the mid, and 85.7% of the senior agreed that the main purpose of conducting authentic assessment was to diagnose students’ strengths and weaknesses to enhance learning instead of only providing judgmental scores on students’ ability. further, authentic assessment is also useful for teachers to reflect their own teaching quality (brown, 2004). this point was supported by the efl teachers’ high percentages on the role of authentic assessment as a continuous task allowing teaching quality improvements 78.8% of the junior, 91.7% of the mid, and 85.8% of the senior agreed with the statement. in authentic assessment, feedbacks both from teacher and peer are the important elements to build interactive learning process in performing the language (o’malley and pierce, 1996). in table 1, the majority of teachers in the three groups (96% of the junior, 91.7% of the mid, and 95.3% of the senior) coincided that teachers’ feedbacks were required to help students improve their performance. most of the efl teachers of the three groups also agreed with the significance of peer-assessment and self-assessment in authentic assessment to help the students’ realize their learning problems. further, it was acknowledged by the majority of teachers of the three groups (92.7% of the junior, 100% of the mid, and 95.2% of the senior) that authentic assessment that enhance process-oriented evaluation potentially increased students’ awareness on their own learning problems. 3.2. contradictions among the statements although table 1 seemed to reflect teachers’ comprehension on authentic assessment conceptions, their responses on some contradictory statements to the six principles of authentic assessment | 25 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 20–31 might imply that they did not truly conceive what authentic assessment was and how authentic assessment should be implemented in teaching learning. these contradictions indicated that these efl teachers basically did not fully comprehend the values of authentic assessment itself. table 2 presents teachers’ contradictive responses of authentic assessment compared to their responses on the presented aspects in the table 1. table 2. teachers’ contradictive conceptions in authentic assessment as presented in table 2, although the efl teachers had stated that authentic assessment should be diagnostic, many of them (91.4% of the junior, 100% of the mid, and 95.2% of the senior) still considered the scores of authentic assessment as the indicators of students’ achievement, which potentially only focused on labeling students’ success in gaining good score instead of identifying their strength and weaknesses to improve their learning. most of the teachers agreed to use continuous assessment to determine students’ success or failure (92.3% of the junior, 91.7% of the mid, and 95.2% of the senior). indeed, this concept was contradictory to the principles of authentic assessment which should be more processoriented rather than product-oriented .the majority of respondents across groups junior, mid, and senior (82.1% ) (75% ), and (80.9%) respectively agree to administer authentic assessment apart from teaching learning activities, while it should be embedded to teaching and learning process. most of the efl teachers in three groups (94.7% of the junior, 100% of the mid, and 85.7% of the senior) were also still trapped into traditional perspectives to have formative and summative assessment to conclude students’ competence instead of providing authenticcontextualized language tasks for the students. these findings clearly implied that even though authentic assessment should not something new for teachers, their conceptions on what authentic assessment is and how to implement the authentic assessment are still overlap. 3.3. authentic assessment practices in the classroom: testing techniques in this section, the results of the data analysis on how teachers implement authentic assessment in the classroom are summarized. their assessment techniques and formats in conducting authentic assessment are highlighted as shown in the tables as presented below. table 3 presents the percentages of frequencies of testing techniques used by the junior group to assess their students. | 26 | contradictive conceptions on authentic assessment group 1: junior group 2: mid group 3: senior agree (%) agree (%) agree (%) students’ scored is merely used to determine students’ achievement 91.4% 100% 95.2% continuous assessment determines students’ success and failure 92.3% 91.7% 95.2% teachers combine formative and summative assessment to conclude student’s ultimate competence 94.7% 100% 85.7% continuous assessment should be conducted apart from teaching activities 82.1% 75% 80.9% conceptions on authentic assessment: what indonesian efl teachers conceive ayu alif nur maharani akbar, gunadi harry sulistyo, fika megawati, vina virgianata nuralisaputri | 27 | table 3. percentage of frequencies of testing techniques in authentic assessment of the junior group test-types never rarely seldom often always multiple-choice types 0 8.6 20.5 52.3 18.5 short answers 0.7 4.0 19.2 63.6 12.6 true-false 2.6 12.6 31.8 48.3 4.6 cloze procedures 9.9 27.8 39.7 20.5 2.0 matching 4.0 14.6 28.5 50.3 2.6 simulation 12.6 25.8 29.8 24.5 7.3 role play 4.6 15.2 32.5 35.8 11.9 interview 9.3 24.5 35.1 20.5 10.6 checklist 21.9 25.8 33.8 15.2 3.3 portfolio 24.5 19.2 30.5 21.9 4.0 project 15.9 20.5 29.1 28.5 6.0 observation sheet 23.8 25.8 29.1 17.9 3.3 dialog journals 42.4 24.5 17.2 13.9 2.0 peer assessment 13.9 21.9 31.1 29.1 4.0 self-assessment 9.9 25.8 30.5 24.5 9.3 scoring rubrics 18.6 10.6 20.5 17.7 21.9 as observed in table.3, in junior group which consist of 20-35 years old teachers, the multiplechoice (often 52.3%, always 18.5%), short answer (often 63.6%, always 12.6%), true-false (often 48.3%, always 4.6%), and matching (often 50.3%, always 2.6%) were the most popular testing techniques used to assess students’ language performance. it could also be observed that the authentic techniques of testing such as dialog journals (never 42.4%, rarely 24.5%, seldom 17.2%), portfolio (never 24.5%, rarely 19.2%, seldom 30.5%), observation sheet (never 23.8%, rarely 25.8%, 29.1%), project (never 15.9%, rarely 20.5%, seldom 29.1%), and scoring rubric (never 18.6%, rarely 10.6%, seldom 20.5%) were less popular compare to other techniques which were easier to be administered and scored. table 4 presents the percentages of frequencies of testing techniques used by the middle group to assess their students. table 4. percentage of frequencies of testing techniques in authentic assessment of the middle group test-types never rarely seldom often always multiple-choice types 0 0 14.3 57.1 28.6 short answers 0 0 7.1 57 35.9 true-false 0 7.1 21.4 64.1 7.3 cloze procedures 0 7.1 67.1 25.7 0 matching 0 14.3 24.4 61.2 0 simulation 7.1 14.3 50.0 14.3 14.3 role play 0 21.4 28.6 35.7 14.3 interview 28.6 14.3 50.0 7.1 0 checklist 11.4 14.3 28.6 21.4 14.3 portfolio 7.1 35.7 28.6 14.3 14.3 project 14.3 21.4 35.7 14.3 14.3 observation sheet 28.6 14.3 35.7 21.4 0 dialog journals 42.9 7.1 28.6 14.3 7.1 peer assessment 7.1 28.6 35.7 14.3 14.3 self-assessment 21.4 21.4 28.6 14.3 14.3 scoring rubrics 7.1 14.3 14.3 35.7 28.6 enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 20–31 | 28 | the findings in the middle group as presented in table 4 were almost identical to the findings of the junior groups. the most popular techniques to assess students’ language performance for efl teachers in the middle group were the multiple-choice (often 57.1%, always 28.6%), short answer (often 57%, always 35.9%), true-false (often 64.1%, always 7.3%), and matching (often 62.1%). meanwhile, other techniques of assessment which requiring longer responses and more critical ways of thinking were less popular to be implemented in the classroom by efl teachers in the middle group. as invented in table 4, interview (never 28.6%, rarely 14.3%, seldom 50%), observation sheet (never 28.6%, rarely 14.3%, seldom 35.7%), dialog journals (never 42.9%, rarely 7.1%, seldom 28.6%), and self-assessment (never 21.4%, rarely 21.4%, seldom 28.6%) were four least popular testing techniques among efl teachers in the middle group. next, table 5 presents the percentages of frequencies of testing techniques used by the senior group to assess their students. table 5. percentage of frequencies of testing techniques in authentic assessment of the senior group test-types never rarely seldom often always multiple-choice types 0 0 4.8 85.7 9.5 short answers 4.8 0 19.0 66.7 9.5 true-false 9.5 14.3 52.4 19.0 4.8 cloze procedures 0 23.8 42.9 28.6 4.8 matching 4.8 4.8 42.9 42.9 4.8 simulation 9.5 19.0 47.6 23.8 0 role play 0 9.5 38.1 42.9 4.8 interview 4.8 19.0 47.6 28.6 0 checklist 9.5 28.6 33.3 23.8 4.8 portfolio 0 19.0 28.6 52.4 0 project 4.8 9.5 52.4 28.6 4.8 observation sheet 14.3 23.8 38.1 23.8 0 dialog journals 23.8 28.6 42.9 4.8 0 peer assessment 23.8 19.0 38.1 19.0 0 self-assessment 4.8 23.8 57.1 14.3 0 scoring rubrics 14.3 4.8 14.3 57.1 9.5 the efl teachers in senior group were assumed to be more experienced compared to the efl teachers in the junior group and middle group. in fact, due to their age, there was a possibility that these teachers might be quite strict and old-fashioned regarding on current trends of english language teaching and english language testing. however, surprisingly, the third group was the most familiar group who used current techniques of assessment to assess their students’ performance compared to the other groups of younger efl teachers. in table 5, although the two most popular testing techniques in the senior group were still multiple choice (often 85.7%, always 9.5%) and short answers (often 66.7%, always 9.5%), authentic performance-based assessment in the forms of role play(42.9%), portfolio(52.4%), and scoring rubric(57.1%) were also often administered in their classroom. in conclusion, based on the aforementioned findings, the two most popular testing techniques used by efl teachers in the three groups in order to assess students’ language performances conceptions on authentic assessment: what indonesian efl teachers conceive ayu alif nur maharani akbar, gunadi harry sulistyo, fika megawati, vina virgianata nuralisaputri were multiple-choice and short answer. as many as 52.3 % of the junior, 57.1% of the mid, and 85.7% of the senior demonstrated that they were often use multiple choice to test their students’ performances. short answer was also a popular technique of assessment that often used by the efl teachers (63.6% of the junior, 57% of the mid, and 66.7% of the senior). in fact, authentic assessment tasks seemed to be not really popular among teachers in the junior and the middle groups. meanwhile, the senior group was more familiar in using authentic assessment techniques to assess their students’ language performances. 4. discussion 4.1. teachers’ conceptions on authentic assessment across age levels authentic assessment is a continuous process in which assessment is administered during the teaching learning process (brown, 2004). in fact, most of teachers, no matter in what group they belong to, still do not fully have the right conceptions on what authentic assessment is. it can be observed in table 1 and table 2 that their statements about authentic assessment are still overlap one another. brown (2004) states that there are at least six principles of authentic assessment: openended, interactive task, authentic contextualized assessment, process-oriented, diagnostic, and integrated skills. to truly implement authentic assessment in the classroom, all those principles should be comprehended by teachers. in such a way, teacher could maximize the use of authentic assessment to facilitate and even to enhance students’ learning process. however, it is found out that the teachers’ conceptions on authentic assessment are not clear yet. based on the aforementioned findings as discussed in the previous sections, it is found efl teachers do not really comprehend the six principles of authentic assessment as proposed by brown (2004). it is indicated by several contradictions of statements that they are selected during the survey. in addition, age seems like not to bring any significant differences on indonesian efl teachers’ conceptions and understanding on authentic assessment as they tend to demonstrates identical responses during the survey. this is different from arrafii (2021) mentioning the significant role of age although it is not a strong predictor. 4.2. testing formats used by efl teachers in authentic assessment o’malley and pierce (1996: 12) propose eight models of authentic test types used in authentic assessment: oral interviews, story or text retelling, writing samples, projects, exhibitions, experiments, demonstrations, constructed response items, teacher observations, and portfolio. other formats of open-ended task types are also provided by hughes (1993), namely, extended response and performance. those kinds of task are design not only to assess but also to facilitate learning teaching activities in the classroom. brown (2004) mentions this as assessment for learning and assessment as learning. in addition to those authentic tasks, authentic assessment also facilitates students’ reflection on their own learning. thus, self-assessment, peer-assessment, as well as corrective feedback are obviously needed in implementing authentic assessment. however, based on the result of the survey, the two most common test formats administered by teachers, multiple-choice and short answer, are basically classified the traditional forms of assessment .these forms of tests in traditional assessment only mea| 29 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 20–31 | 30 | sure learners’ knowledge rather than performance and language use (fulcher & davidson, 2012). there is no real context of communication in this kind of traditional test forms as required in the implementation of authentic assessment, even though the teachers confess that they assess authentically. from the three groups of teachers, the senior group, which is considered as the most experienced group among the other groups, are more familiar to administer forms of authentic assessment test forms compared to other groups. these results automatically rebate common assumption that younger teachers are more innovative and creative as well as more up-to-date with new issues in language teaching and testing. one possibility for this findings are that senior teachers might have more chance to join workshops and other forms of teacher professional development training compared to the younger teachers. thus, they have more experiences to share or guide the novice and mid-teachers (pramastiwi et al. 2018). the three popular authentic assessment tests administered by the third group are role-play, portfolio, and scoring rubric. these three forms of the test probably also the most common ones known by indonesian teachers as those three assessment forms are required in indonesian teaching learning activity based on decree of minister of education no. 104 year 2014. 4. conclusion in fact, according to the survey above, the conceptions of authentic assessment are still not clear for teachers indicated by contradictive statements made by teachers regarding to the six principles of authentic assessments. after years of implementation, the challenges in implementing authentic assessment of k-13 in the classroom are still found by teachers. most efl teachers creates contradictive statements on authentic assessment indicating that these teachers do not truly have a complete and clear understanding of authentic assessment. as observed from types of testing techniques used by teachers in the classroom, the group of senior teachers use more authentic test techniques (especially the authentic test required by the decree of minister of education 104 year 2014). however, in the senior group as well as in the junior and middle group, the frequencies of using multiple choice and short answer tests are still higher compared the used of authentic testing techniques. in short, the misconceptions exist equally in all group of teachers. to overcome these misconceptions, training on authentic assessment is absolutely needed. in addition, training in developing the authentic tasks are also needed so that teachers can understand the difference between authentic and non-authentic instrument. 5. references arrafii, m. a. (2021). indonesian teachers’ conceptions of values and dimensions of assessment practice: the effect of teachers’ characteristics. teaching and teacher education, 98, 103245. azis, a. (2015). conceptions and practices of assessment: a case of teachers representing improvement conception. teflin journal, 26 (2), 129-154. conceptions on authentic assessment: what indonesian efl teachers conceive ayu alif nur maharani akbar, gunadi harry sulistyo, fika megawati, vina virgianata nuralisaputri | 31 | bachman, l. f. (1990). fundamental considerations in language testing. oxford university press. brown, h.d. (2004). language assessment principles and classroom practice. san francisco: pearson education inc. decree of ministry of education number 13 year 2015 about national standard of education (downloaded from http://dispendik.surabaya.go.id on september 29th 2016) decree of ministry of education number 104 year 2014 about assessment standard (downloaded from http://dispendik.surabaya.go.id on september 29th 2016) fulcher, g. (2010). practical language testing. london: hodder education. fulcher, g. and davidson, f. (2012). the routledge handbook of language testing. new york: routledge taylor & francis books. harmer, j. (2009). the practice of english language teaching (4th ed.). harlow: longman hughes, s. (1993). what is alternative/authentic assessment and how does it impact special education?. educational horizons, 72(1), 28-35. isnawati, i, & saukah, a. (2017). teachers’ grading decision making. teflin journal, 28 (2), 155-169. nepsor, j. (1987). the role of beliefs in the practice of teaching. journal of curriculum studies, 19(4), 317-328. o’malley, j.m., & pierce, l.v. (1996). authentic assessment for english language learners: practical approaches for teachers. us: addison-wesley publishing. pramastiwi, p., lie, a., widiati, s., & lie, t. (2018). challenges and resources in cpd for in-service teachers: establishing communities of inquiry. beyond words, 6(2), 66-87. rizqi, m.a. (2017). stress and resilience among efl teachers: an interview study of an indonesian junior high school teacher. teflin journal, 28 (1), 22-37. retnawati, h., hadi, s., & nugraha, a.c. (2016). vocational high school teachers’ difficulties in implesulistyo, g. h. (2015). efl learning: assessment at school. malang, bintang sejahtera. menting the assessment in curriculum 2013 in yogyakarta province of indonesia. international journal of instruction 9(1):33-48. https://doi.org/10.12973/iji.2016.914a 11. 8074-27793-1-ce.pmd enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index english language teaching practices at the tertiary level ofenglish language teaching practices at the tertiary level ofenglish language teaching practices at the tertiary level ofenglish language teaching practices at the tertiary level ofenglish language teaching practices at the tertiary level of bangladesh: a public university alumni’s feedbackbangladesh: a public university alumni’s feedbackbangladesh: a public university alumni’s feedbackbangladesh: a public university alumni’s feedbackbangladesh: a public university alumni’s feedback md. nazmul haquemd. nazmul haquemd. nazmul haquemd. nazmul haquemd. nazmul haque department of english, pundra university of science & technology, rangpur road, gokul, bogura 5800, bangladesh corresponding email: nazmulhaqueibd@gmail.com article info received 04 july 2022 accepted 15 july 2022 available online 31 july 2022 keywords: challenges, english, modifications, problems, teaching, universities doi: 10.26905/enjourme.v7i1.8074 how to cite this article (apa style): haque, m.n. (2022). english language teaching practices at the tertiary level of bangladesh: a public university alumni’s feedback. enjourme (english journal of merdeka): culture, language, and teaching of english, 7(1) 111-127, doi: https://doi.org/10.26905/ enjourme.v7i1.8074 abstract this study aims at exploring the problems and challenges faced by the students in the long english language teaching practices of the department of english, islamic university, bangladesh, and the achievable modifications recommended by its alumni to ensure pragmatic english language teaching at the universities of bangladesh. both qualitative and quantitative or mixed-method approach was applied and a total of 21 alumni of various academic years from 2010 to 2012 (12 years) of the department of english at islamic university, bangladesh participated in the study. the findings of the study revealed that majority of the participants, after completing the graduation and post-graduation in english, failed to develop their english language skills at the advanced level due to the lack of some crucial issues, like particular course and test on specific skills (speaking, listening, reading, and writing), effective course design and teaching approach, learner-expected professional dedication of the english language teachers, practice and feedback session, and the use of technological devices in the language classroom and language lab in the english language teaching practices. the study suggests that at least one particular course and test for each english language skills and more practice-oriented elt courses should be added to the syllabus, and the language teachers should be more serious concerning course design, class activities, effective testing, feedback, use of technology-based classroom, blended learning approach, group discussion and imple-mentation of specific as well as experience-based teaching approach to english language teaching. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no, 1, july 2022, page 111–127 1. introduction the english language teaching practice at universities of bangladesh is, in fact, closely connected with the colonial history as british colonial rulers instituted english language teaching only for serving their own purposes. but by coincidence, bangladeshi people are benefitted by english teaching and learning the in many ways. obaidul (2010) mentioned that, “the spread of english, the phenomenon of globalization and their reciprocity have brought immense opportunities as well as challenges for developing nations”. tsang (1999) also stated that english language skills are pivotal in response to globalization. this is because, amin (2019) ensured that all the english departments of ©2022 the authors. published by university of merdeka malang this is an open access article distributed under the cc by-nc-nd 4.0 (https://creativecommons.org/licenses/by-nc-nd/4.0/) enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 111–127 | 112 | public and private universities of bangladesh has been serving the purpose. but recently the teaching pedagogy of these departments is being relentlessly affected due to different kinds of changes in the social and academic fields of the country. it is a stitch in time for the english departments of the universities of our country to take proper initiatives to address problems faced by the students. again, amin (2019) revealed four major problems in the english language teaching practices of the department of english at the universities of bangladesh. these are as follows: (1) the lack of linguistic competence of students; (2) the inappropriateness of syllabuses; (3) the inappropriateness of teaching methodology; and (4) the lack of teachers’ training and their research activities. on the other hand, most of the students who admit themselves into the department of english of universities are found to be linguistically poor. thus, they are unable to bear the subject load (islam et al., 2021). to mention the reason, alam (2001) stated, “… something had gone drastically wrong with the english being taught in our school and colleges: the majority of the students coming into the department from these institutions were unable to read, write, or speak english with any fluency.” again, the practice of learner’s autonomy at the universities has become a radical model in today’s language teaching realm (hossain & mustapha (2020). the running old practices in language teaching at the university level exerted obstacles and challenges to encourage students to be autonomous (gach, 2020). likewise, hasan (2020) states that assessment and feedback at the universities of bangladesh are “parts and parcels of english language teaching”. but the study finds conflicting findings regarding english language assessment. students complained that they did not receive feedback from their teachers continuously while many teachers mentioned that they provided the students with feedback. this study also finds that assessment in the english foundation courses at the public universities has also been constricted in a particular structure. another study by rahman et al. (2011) divulged that the important pedagogical initiative feedback in the english language classes is, in truth, not regular. kabir (2011) mentioned negative washback effects of tests confirming that the university students’ learning is affected by the negative washback and stresses. the present studies concerning english language teaching practices at the tertiary level of bangladesh cannot explore all the problems faced by the students for a long time and the modifications to address them. but this study will investigate all the problems and obstacle faced by the students of the department of english at a public university of bangladesh and modifications suggested by the alumni to solve the problems as it will collect data from 21 alumni who had graduated in between 2010 to 2022 (12 years) from the department of english, islamic university, bangladesh. this study will contribute a lot to the existing literature because it will find the long-term problems faced by the students of the department of english of a public university of bangladesh and the modifications. it will be very important for english language teaching practices of all of the public and private universities of bangladesh as still the old lecture-based or teacher-based english language teaching approaches are being practiced at many public and private universities of bangladesh. thus, the objectives of the research include (i) exploring the english language teaching practices at a public university of bangladesh for more than a decade (12 years). english language teaching practices at the tertiary level of bangladesh: a public university alumni’s feedback md. nazmul haque | 113 | (ii) understanding the overall problems and challenges faced by students of english language learning at the university. (iii) recommending achievable considerations from the alumni’s points of view to ensure pragmatic english language teaching at the universities of bangladesh. 2. literature review the literature on the problems and the challenges in the long-run english language teaching practices faced by the students of the department of english of the public universities of bangladesh is scarce though some studies highlight some problems and obstacles as a whole. chawdhury (2001) revealed that the students found themselves in a new approach when they faced communicative language teaching at the university as they were not exposed to any specific language skills course in the pre-university years. he also remarked that the first year students felt heavy difficulty in expressing themselves in english though they have a good knowledge concerning sentence structures and grammatical rules and considered overall cultural orientation to the academic atmosphere to be more problematic than the language competence of the students. likewise, the study of farooqui (2007) mentioned that the students who admitted themselves into different universities of bangladesh were somewhat good in writing and reading but verily poor in speaking. because the english books they had read in the secondary and higher secondary level focused on four skills but only reading and writing skills were assessed in the final examinations. and the most of the teachers blamed the educational system for the students’ lack of courage to speak in front of others in class and outside of the class because they had no so many chances to interact with their classmates and even the family members. again, there were some reasons for low speaking skills of the students at private universities of bangladesh mentioned by the participants comprised “complex nature of speaking, inappropriate application of instructional methods, teachers’ low proficiency in spoken english and controlling behavior, students’ psychological factors, sociocultural factors, students’ inadequate linguistic resources, l1 interference, and large class size. remedies suggested by the participant’s entail integrating task-based learning (tbl) and cooperative learning (cl), making students aware of noticing, learning speaking through listening, teaching collocations, promoting self-regulated learning, and strengthening teacher education” (islam and stapa,2021). shumin (2002) recommended the teacher to examine some factors ‘affecting adult learners’ oral communication, components underlying speaking proficiency, and specific skills or strategies used in communication.’ the factors shumin mentioned were age or maturational constraints, aural medium, sociocultural factors, affective factors, components underlying speaking effectiveness, grammatical competence, discourse competence, sociolinguistic competence, strategic competence and interactive activities. he suggested that the students of the university should develop interactional exchange among themselves through small talk in target language as it engages them in conversation of target language. according to hinkel (2006), the use of specific grammar structures in exact context and vocabulary are supportive for the learners to engage themselves in subject-matter and target language learning activities. again problem-solving and debate in target language prepare learners for actual life communication in an efl setting. but the enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 111–127 students and teachers who are habituated with teacher-centered learning approach or examination and curriculum constraints or large classes find incongruity between theoretical methods and reality (miller & aldred, 2000). though few studies examine some problem faced by the students of universities of bangladesh, there is a lack of robust research on all the problems faced by the students for a long time and the modifications to address them of a long term english language teaching practices in the english department of a specific public university of bangladesh. but this study will investigate all the problems and obstacles faced by the students of the department of english at a public university of bangladesh and modifications suggested by the alumni to solve the problems as it will collect data from 21 alumni who had graduated in between 2010 to 2022 (12 years) from the department of english, islamic university, bangladesh. this study will contribute a lot to the existing literature because it will find the long-term problems faced by the students of the department of english of a public university of bangladesh and the modifications. it will be very important for english language teaching practices of all of the public and private universities of bangladesh as still the old lecturebased or teacher-based english language teaching approaches are being practiced at many public and private universities of bangladesh. 3. method 3.1. introduction this study aiming the research objects, the problems the learners came across when they studied in the department of english, and the considerations they have to devise, adopts a mixed-method approach conjoining both qualitative and quantitative methodologies on account of accomplishing more inclusive findings on the research problem (o’cathain et al., 2007). the qualitative part of the mixed-methodology applied in this research encompasses more than 17 both multiple choice and open-ended questionnaires for the alumni who had graduated in between 2010 to 2022 (12 years) from the department of english, islamic university, bangladesh to explore their individual experiences and observations concerning the problems they faced and the opportunities they conceived as they were doing their graduation and post-graduation at university. the motive as well as reason of adopting the qualitative methodology was to gravely apprehend and interpret the detailed data (haq, 2014). besides, the study employed the quantitative approach to numerically reveal the labels having indistinguishable responses, and to measure in percentage the participants having certain experiences and observations, and to simplify as well as endorse the estimation (haq, 2014). truly, using both qualitative and quantitative methods applied in this research helped to devise anticipated clarification and generalization on the research questions (o’cathain et al., 2007; haq, 2014). 3.2. population sampling the population of this research comprises of alumni of various academic years from 2010 to 2012 (12 years) of the department of english at islamic university, bangladesh. the study applied | 114 | english language teaching practices at the tertiary level of bangladesh: a public university alumni’s feedback md. nazmul haque simple random sampling to select its population. then, the researcher randomly sent questionnaires, consisted of both open-ended and multiple choice questions for the 30 alumni from the 12 different academic years while 21 of them sent responses of the questionnaires. the study used simple random sampling because it is a neutral approach to gathering the replies from an enormous group (horton, 2021). nevertheless, simple random sampling surely have some negative facets because it can be timeconsuming and expensive (horton, 2021). this study made sure that the benefits of the chosen sampling approach and its shortcomings did not affect it. 3.3. data collection i collected qualitative data on the research question from the selected population comprised of the alumni from the 12 different academic years. to get the answers of the research questions, a questionnaire containing 17 both open-ended and multiple choice questions was sent. since it was, in fact, difficult to reach all the participants in-person, i had to take the help of the various modes of information technology, i. e., facebook, messenger, email, and cell phone. i sent the questionnaires to the participants through email or messenger and requested them over cell phone to answer the questions in their earliest convenience. it was, in truth, somewhat difficult to collect the data from the alumni as many of them considered typing the answer to time-consuming. this is because, i had taken appointments and interviewed them through messenger, zoom app and whatsapp. this study used open-ended question as participants, in open-ended questionnaire, can provide relatively detailed responses which, to a great extent, address the questions properly (hyman & sierra, 2016; desai & reimers, 2019). and it also chose multiple choice question (mcq) to receive faster answer regarding some issues from the participants. 3.4. data analysis the researcher, in mixed-method research, quantitated the collected qualitative data through levelling, categorization and coding. quantitating denotes to transforming the qualitative data into numerical forms, which has appeared as a foremost way of mixed-method research (sandelowski et al., 2009). we leveled and categorized identical replies from the participants and decoded them to present numerically the variables and do a comparative investigation (srnka & koeszegi, 2007). 4. results and discussion 4.1. results the alumni participating in the open-ended survey belonged to an english department of a public university of bangladesh from 2010 to 2022 (12 academic years) clearly admitted their language proficiency level at the time of entrance into the university. as presented in figure 1, of 21 participants, nearly 67% of the alumni were, in speaking, beginners while about 33% of the participants were at intermediate level and nobody was at advanced level. again, 61% of the graduates mentioned that they were beginners in listening whereas 33% of them stated that they were in intermediate level and nearly 5% of the participants were at advanced level at the time of entrance into the | 115 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 111–127 | 116 | university. likewise, in reading 71% of the participants were at intermediate level while about 24% of them were beginner and 05 % were at advanced level. in the similar manner, 76% of the alumni divulged that they were at intermediate level while more than 23% of them said that they were beginners and nobody was at advanced level in writing when they admitted themselves into the university. figure 1: language proficiency level at the time of entrance into the university nearly 70% of the participants in the question of whether language proficiency achievement was the result of their institutional experience or personal effort revealed that their language proficiency achievement was the result of their personal effort. the department or the university has no contribution to develop their language proficiency. one graduate mentioned that the institution doesn’t help him much to develop language skills and also added that there were few teachers in the department. most of them didn’t conduct class regularly and literature based teaching-learning got importance rather than language. besides, 35% of the alumni admitted that their language proficiency achievement was the result of both their institutional and personal efforts. but unfortunately nobody stated that language proficiency was the result of institutional effort. (see figure 2) figure 2. if language proficiency achievement was the result of institutional experience or personal effort english language teaching practices at the tertiary level of bangladesh: a public university alumni’s feedback md. nazmul haque | 117 | as presented in figure 3, more than 50% of the alumni divulged that they had language exposures that helped them to a great extant to develop their language skills. some of the participants mentioned that they talk in english with their friends outside of the classroom. likewise, they did group study and gave speech in english in different occasions. on the other hand, 48% of them stated that they had no language exposure outside of their classroom. figure 3. if the students had any language exposure about 80% of the alumni as shown in the flow chart acknowledged that the courses they studied at university were insufficient because there was no particular course for specific language skill. some of the participants added that task based elt courses, advanced writing and business communication courses and practice oriented courses should be included into the syllabus to develop the language proficiency. but 04 of the 21 participants ensured that that the courses they studied at university were sufficient. figure 4: if the courses the students studied at university were sufficient enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 111–127 | 118 | as shown in figure 5, nearly 80% of the participants mentioned that there was no specific course to develop speaking skills in syllabus while 04 of them admitted that there was a specific course on speaking skills in syllabus. and 01 of the participants added that his language teacher created atmosphere of speaking in classroom and outside of the classroom. but most of the alumni added that the course design was unclear. though some classes were conducted on pronunciation, they were not, in fact, effective because of having no practice session. figure 5. specific course on speaking skill in syllabus the alumni (80%) participated in the open ended survey stated that there was no specific course to develop listening skills in syllabus (figure 6). and 4 of the 21 participants mentioned that there was a specific course on listening skills in syllabus. 01 of them added that it was not clear how the course teacher designed his course. figure 6. specific course on listening skill in syllabus and course design english language teaching practices at the tertiary level of bangladesh: a public university alumni’s feedback md. nazmul haque | 119 | as shown in figure 7, more than 70% of the participants acknowledged that there was no particular course on reading skills in syllabus while 30% of the alumni admitted that they got specific course on reading skills in their graduation and post-graduation level. they added that the english language teachers designed the course of reading skills by setting some questions on passages, word meanings and open-ended questions, giving lecture and homework. 01 of them said that the way the teacher designed the course was unclear. figure 7. specific course on reading skills in syllabus and course design likewise, about 80% alumni who answered to the questionnaire ensured that there was a particular course on writing skills in their syllabus whereas 04 of the 21 participants said that they studied no specific course on writing skills in their honors and master’s syllabus (figure 8). they also mentioned that the teacher designed the writing course by conducting classes on how to write paragraph and composition, answer writing pattern, sentence structures and analysis, different types of professional letters. on the other hand, 01 of the participants complained that no practice session had been arranged to correct grammatically errors sentences written by the students. figure 8. specific course on writing skills in syllabus and course design enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 111–127 | 120 | about 90% of the alumni in the question of if english language teachers used technological devices to develop english language skills clearly stated that no language teacher used technological devices in language class though it was very essential to use technological devices to develop english language skills particularly speaking and listening skills. they also revealed that they used their mobiles and internet to practise english outside of the classroom. only 10% of them mentioned that the teacher used laptop and multimedia projector in language classroom. (see figure 9) figure 9. if english language teachers used technological devices to develop english language skills of the students again, 90% of the alumni admitted that they were, after completing honors and masters in english, dissatisfied with the course design and teaching approach for developing speaking and listening skills (figure 10). they also mentioned the reasons why they were dissatisfied. they stated that no steps had been taken to develop speaking and listening skills and teaching approaches are not effective. similarly, the teacher didn’t make plan to execute any particular method for speaking and listening skills. having no particular courses and assessment for speaking and listening skills, no usage of language lab and less scope for practice english in the classroom were, in fact, important causes for their dissatisfaction. 10% of them were satisfied with the course design and teaching approach for developing speaking and listening skills. figure 10. if the students were, after completing honors and masters in english , satisfied with the course design and teaching approach for developing speaking and listening skills english language teaching practices at the tertiary level of bangladesh: a public university alumni’s feedback md. nazmul haque | 121 | the alumni’s responses regarding if they were, after completing honors and masters in english, satisfied with the courses design and teaching approach for developing reading and writing skills revealed clear distinction, for 90% of them disclosed that they were dissatisfied with the course design and teaching approach for developing reading and writing skills because of having no strategies, practice work, instructions and particular course on reading skills. on the other hand, 10% of the participants were satisfied with the course design and teaching approach for developing reading and writing skills. (see figure 11) as presented in figure 12, about 95% of the participants as shown in the pie chart were dissatisfied with the testing system they were exposed to for developing four language skills. they mentioned the reasons why they were dissatisfied with the testing system are having no separate test for particular language skills and only memorization based testing. in contrast, 05% of the alumni were satisfied with testing system they were exposed to. figure 11. if the students were, after completing honors and masters in english , satisfied with the courses design and teaching approach for developing reading and writing skills figure 12. if the students were satisfied with the testing system they were exposed to for developing four language skills enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 111–127 | 122 | almost all the alumni (90%) participated in the open ended survey admitted the fact that most of the language teachers were competent but not serious in regard to conducting classes or designing the courses (figure 13). one of the participants mentioned that most of the teachers were busy with administrative and political issues. the rest of the participant (10%) considered their teachers to be unskilled. figure 13. if the teachers were skilled after completing graduation and post-graduation from the university, the alumni admitted their english language proficiency level, for 60% of them were, in speaking, at intermediate level while about 35% were at advanced level and only 05% of them were beginners. again, 55% of the participants were, in listening, at intermediate level whereas 40% of them were at advanced level and 01 of the 21 participants were beginner. likewise, 55% of the participants were, in reading, at intermediate level. in contrast, 45% of them were at advanced level. similarly, in writing 60% of the participants were at advanced level and 40% of the alumni were at intermediate level. (see figure 14) figure 14. student’s language proficiency level after post-graduation english language teaching practices at the tertiary level of bangladesh: a public university alumni’s feedback md. nazmul haque | 123 | the modifications suggested by the participants as shown in the pie chart are, in truth, important for the english language teaching practices at the concerned university and the other public and private universities of bangladesh. as shown in figure 15, 35% of the alumni recommended that at least one specific course for each language skills should be included into the syllabus while 30% of them suggested that teachers should be cordial, serious, punctual, accountable, out from politics, skilled and well –trained. likewise, 25% of the participants proposed that practice oriented courses, blended learning, group discussion, specific test on each language skill should be taken into account whereas 20% of them advised that technology based classroom, more elt based courses, seminar, and student’s seriousness were substantial. again, 04 of the 21 participants in the open ended survey advocated that teacher should make language teaching enjoyable by showing movies and songs and encourage students to practice english in their daily life rather to memorize. and 03 of them suggested that learner’s and experienced based teaching approach with examples of real-life situation should be introduced. figure 15. expected modifications suggested by the alumni enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 111–127 4.2. discussion twelve years of the study concerning the english language teaching practices in the department of english at islamic university, bangladesh demonstrated that majority of the students, after completing the graduation and post-graduation in english, failed to develop their speaking, listening, reading skills at advanced level though most them were, at the time of entrance into the university, at intermediate level and some were as beginner in all these skills while more than half of the participants successfully improve their writing skills at advanced level. this is, in truth, in contrast to their expectations. the findings also revealed that the greater number of alumni’s english language proficiency achievement was the result of their personal effort rather institutional effort as they did not get much support from the program offering entity. again, the english language courses the participants studied at university were not sufficient because there was no particular course for each language skill (speaking, listening, reading, and writing) and the language course design was not clear and not designed properly though some lecture based classes were conducted and some tasks were given to the students to develop their skills but all the effort exerted a very little fruitful effect on english language skills because of having no practice and feedback session. almost all of the alumni clearly stated that language teacher normally did not use technological devices in language class though it was very indispensable to use technological devices to develop english language skills particularly speaking and listening skills. in a similar manner, the alumni were dissatisfied with the course design and teaching approach because no specific strategies and effective teaching approaches were applied to develop four english language skills (speaking, listening, reading, and writing). besides, the teacher did not make any plan to execute any particular method. having no practice session and feedback, no use of language lab and less scope for practice english in the classroom were, in fact, important causes for their dissatisfaction. the participants also mentioned the reasons why they were dissatisfied with the testing system were having no separate test for particular language skills and only memorization based testing. lastly, the alumni admitted the fact that most of the language teachers were competent but not serious in regard to conducting classes or designing the courses. the findings meet all of the objective of the research as they explicate the nature of the english language teaching practice at a public university for more than a decade, explore the overall problems and challenges faced by students of english language learning at the university and recommend achievable considerations from the alumni’s points of view to ensure pragmatic english language teaching at the universities of bangladesh. 4.3. recommendations after a thorough analysis of its findings, the study offers some recommendations which might be applicable and achievable both in public university and private universities of bangladesh and in many other countries of the world in terms of population, language teaching practices, resource capacity and academic arrangement. however, the study recommends that at least one particular course for each english language skills (speaking, listening, reading, and writing) should be added to the syllabus and the language teachers should be very cordial, punctual, well-trained, accountable, aloof from the political activities and serious concerning the class activities, course design and imple| 124 | | 125 | english language teaching practices at the tertiary level of bangladesh: a public university alumni’s feedback md. nazmul haque mentation of specific teaching method of second language teaching. the study also proposes that more practice oriented elt courses, technology based classroom, seminar, blended learning, group discussion, practice session, specific test on each language skill should be taken into account. students must be serious in regard to the tasks given by the language teacher and practices english in the real life situation. the language teachers should make language teaching enjoyable by showing movies and songs and encourage students to practise english in their daily life rather to memorize and experienced based teaching approach with examples of real-life situation should be introduced to the students. again, the language teachers should use technological devices to develop english language skills particularly speaking and listening skills. 4.4. limitations the study experienced a number of obstacles, and, it has some limitations too for sure. as the alumni lived in different places for the job purpose after the completion of their post-graduation, they for the answer of the questionnaire could not be approached in person, which resulted in the need for arduous over-phone, on-social media or on-internet communications to request and remind the responders. besides, majority of the participants were reluctant to answer all of the research question due to, may be, their job and family related engagements, scarcity of spare time and investing time in typing. many of them seemed hesitant to say something problematic concerning the english language practices of the department where they studied. again, they were doubtful regarding the data collection and research work as a whole. the study also could not reach a greater number of populations for getting more representational findings. 5. conclusion this research aimed to identify the problems and obstacles in the english language teaching practices faced by the students for a long time (2010 to 2022) and modifications recommended by them of the department of english at a public university of bangladesh. based on a qualitative and quantitative analysis of the english language teaching practices in the department of english at islamic university, bangladesh, it can be concluded that the students are facing many problems and difficulties in english language teaching approaches. because of these problems and obstacles the students are failing to learn english language properly. the results indicate that that majority of the students, after completing the graduation and post-graduation in english, failed to develop their speaking, listening, reading at advanced level. the findings also revealed that the greater number of alumni’s english language proficiency achievement was the result of their personal effort rather institutional effort as they did not get much support from the program offering entity. again, the english language courses the participants studied at university were not sufficient because there was no particular course for each language skill (speaking, listening, reading, and writing) and the language course design was not clear and not designed properly and all the effort exerted a very little effect on english language skills because of having no practice and feedback session, usage of technological devices in language class, separate test for particular language skills. the study suggests some recommendations which might be applicable and achievable for english department of both public and enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 111–127 | 126 | private universities of bangladesh and in many other countries of the world in terms of population, language teaching practices, resource capacity and academic arrangement. however, the study also recommends that at least one particular course for each english language skills should be added to the syllabus and the language teachers should be very cordial, punctual, well-trained, accountable, aloof from the political activities and serious concerning the class activities, course design and implementation of specific teaching method of second language teaching. the study also proposes that more practice oriented elt courses, technology based classroom, seminar, blended learning, group discussion, practice session and specific test on each language skill should be taken into account. 6. acknowledgment words that i can write will be feeble to express immense gratitude to my colleague md. mozaffor hossain, head, the department of english, pundra university of science & technology, bangladesh, for his tremendous help enabling me to understand many aspects of research practically. i am also grateful to my wife suraiya akter sinigdha for her gracious comments and patience. 7. references alam, f. 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(ed.), experiments and evaluation in self-access language learning (25-42). hong kong: hasald. 11. 6433-22601-1-ce-2.pdf enjourme (english journal of merdeka): culture, language, and teaching of english jo urna l ho mep age: http: //ju rna l.u nm e r.ac .id /in dex. php /en jo u rme/ ind ex storytelling to teach literacy: the implementation in an efl classroom intan satriani english education department, faculty of language education, ikip siliwangi, jl. terusan jend. sudirman, 40521, kota cimahi, indonesia corresponding author: intan.satriani@yahoo.co.id article info article history: received 07 october 2021 accepted 06 december 2021 available online 28 december 2021 keywords: efl classroom, literacy, storytelling, teaching doi: 10.26905/enjourme.v6i2.6433 how to cite this article (apa style): satriani, i. (2021). storytelling to teach literacy: the implementation in an efl classroom. enjourme (english journal of merdeka): culture, language, and teaching of english, 6(2) 163-175. doi: https://doi. org/10.26905/enjourme.v6i2.6433 abstract storytelling can become a part of literacy practice. it improves children listening skills, increases language appreciation, and more thoughtful organization in their writing. on the point of that, this research aims to find out stages in implementing storytelling in teaching literacy. the research employed a qualitative case study research design. this method was used to investigate the phenomenon which is seen from the participants’ point of view. in line with that definition, this research was conducted to explore how storytelling can develop the literacy ability of second-grade students of junior high school. the data were collected through classroom observations and students’ writing products. the findings obtained that the teaching program which was conducted in seven units was successful to develop students’ literacy ability. mainly, they showed some improvement in reading comprehension and interest. besides, they showed their development in writing especially schematic structure, grammar roles, and graphic features. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no, 2, desember 2021, page 163–175 1. introduction storytelling is an old practice of telling stories, that has been the primary sources of entertainment and literary instruction (al-mansour, 2011; miller & pennycuff, 2008). it is used to deliver the information or social interaction for example person to person or one generation to the next generation (alterio & mcdrury, 2003; dickinson et al., 2012). this technique is simple and practical because stories are everywhere and every human has stories (wajnryb, 2003). inconsequence, it can be utilized easily with or without technology. storytelling has been used as a teaching tool which was found in several areas such as teacher education, higher education, early childhood education, and nursing education. clearly, the use of teaching tools is a legitimate part of a reading development program and can benefit in the form of fluency (abdolmanafi-rokni & qarajeh, 2014), comprehension (lailiyah et al., 2019), and increased vocabulary (soleimani & akbari, 2013). ©2021 the authors. published by university of merdeka malang this is an open access article distributed under the cc by-nc-nd 4.0 (https://creativecommons.org/licenses/by-nc-nd/4.0/) enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 2, desember 2021, pp. 163–175 storytelling tradition is hard to be found in indonesia (hana, 2011). nowadays, children grow and develop in the middle of lustering various media, such as play station, comic, internet, television, and dvd. the important of story towards citizen development has been approved in england around 25 years (1925-1950). that is shown by the grow development in that country. storytelling can become a part of literacy practice. it improves children listening skills (verdugo & belmonte, 2007), increased language meaningful learning (wasik & bond, 2001), and more thoughtful organization in their own writing (sarýca & usluel, 2016; yamac & ulusoy, 2016). literacy practice has some characteristics in developing language and brain, critical thinking (pantaleo, 2017), and value or moral (febrianti, 2019; taylor, 2000). studies mentioned that early and regular exposure to stories helps young learners have a rich literary experience and promote the development of oral language (for example isbell et al., 2004; marzuki et al., 2016; mokhtar et al., 2011). thus, it is necessary for the teachers to consciously create a language-rich environment in which children actively participate in classroom dialogue (lennox, 2013; massey, 2013). storytelling technique has been implemented by many practitioners in the teaching circumstances (wright, 2008). in addition, wright (2008) elaborates clearly some pedagogical activities of using storytelling in the teaching practice. the activities are categorized into three, namely before, during and after reading the story with some considerations that underlined the activities to be performed in the classroom. the variety of activities, pace, organization, and voice, which are used in this study, are important to be applied in the classroom to increase students’ concentration and attention (scott & ytreberg, 1990). before reading the story, amount of preparation is needed to be conducted before acting out in front of classroom. there are possible purposes in using activities before the story, such as getting the children’s attention, focusing their minds on the content, arousing their predictive skills, and giving them a task to fulfill (wright, 2008). in preparing the storytelling, teacher has to measure what benefits and challenges that will be obtained by the students. it can be explored through some guided questions, such as what do the children need before the teacher tells the story, while the teacher telling it, and after teacher have told it (adair-hauck & donato, 2002; wright, 2008). those are aimed at helping teacher decide the best activity for the students. after preparing the storytelling, storyteller has to find appropriate story to be used, for instance a traditional story, a story book, or a personal life story (wright, 2008). the next concern is related to the prediction what the story might be about. this activity focuses on preparing students with the possible meanings and language. the prediction of the meaning of the story in the beginning of the activity helps students increase their understanding on the gist of the story when they listen or read it (wright, 2008). in this section, wright (2008) outlines that there are several activities which can be used as the guidance in helping students predict the gist of the story. the activities include showing the front cover of the book, having students predict topics from the available pictures, discussing students’ prior knowledge, and giving a story summary. besides these activities, jumbled pictures, some questions, mime, and pictures can be utilized to make students get or predict the meaning of the story (wright, 2008). beside the above activities, mother tongue also can be utilized in making students to easily get meaning of the story. | 164 | storytelling to teach literacy: the implementation in an efl classroom intan satriani in the process of telling stories to the students, the teacher needs to check students understanding toward the story (wright, 2008). checking students’ understanding is important for the students (especially, low-proficiency students) to know whether they still focus on the story or not. in conducting this stage, the teacher can divide the story into stages. then, he or she can stop in a certain part to check students’ understanding at the end of each page. in this sense, teacher knows students’ comprehension through their confirmation of the teacher’s statement (wright, 2008) or through some exercises that are given to the students at the end of the session. checking students’ understanding can be done through miming, displaying pictures, telling it wrongly, whistling story, labelling a picture, and jump up word card (wright, 2008). during the activities, the teacher or the storyteller can also choose and introduce some new keywords and simplify the language of the story (wright, 2008). these activities are purposeful to help students understand the meaning of the story. in introducing a new word, the teacher is suggested to draw picture, use objects or realia and mime, and create a context. picture is important because many objects, qualities, and action can be illustrated by pictures. the characteristics of appropriate picture in gaining students’ attention to the story is that the picture must be obviously big and clear enough to be seen and recognized from the back of the class. furthermore, teacher can pick the essential words out which are unfamiliar for the students in choosing the new keywords (wright, 2008). while teacher tells or reads the story to the students, it is useful if she or he firstly creates context of the story. creating a context while introducing a new word is beneficial because some words are best understood in context (wright, 2008). in comprehending the meaning of the story, the teacher can engage students to respond what they have heard through some activities, such as reflect the story, imagine a picture of the story (students can use their five senses), use musical instruments with creating simple sound to express characters, actions, and feelings, and ask them to note down some words or phrases they like (wright, 2008). in addition, teachers can ask students’ feeling while they are listening to the story. the process after reading the story can be traced to writing phase. the process of writing is divided into four main elements, namely planning, drafting, editing (reflecting and revising), and final version. the steps of writing in this study are similar to writing steps in genre-based approach. it is because some writing phases have similarity. the process of storytelling implementation has not accomplished yet until teacher read the story to the students. however, there are some activities that should be taken into account after preparing and conducting the storytelling activities. wright (2008) elaborates four points after conducting storytelling activities, namely checking understanding through adapted traditional exercises, checking understanding through non-verbal activities, checking understanding through retelling, analysing and evaluating, and helping students to reflect, imagine and create. first, there are some adapted traditional exercises that can be used to check students’ comprehension toward the story. the known traditional exercises are true or false questions and jumbled sentences (wright, 2008). wright (2008) adds that written or oral comprehension questions can be utilized as the activities in showing students’ understanding of the story. second, besides verbal or | 165 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 2, desember 2021, pp. 163–175 written task in checking students’ understanding of the story, storyteller is also able to use non-verbal exercises, such as acting out, drawing, and colouring (wright, 2008). the third point is checking students’ understanding through retelling. in these activities students do not only need to remember but also put their ideas in sequence and in english (wright, 2008). in retelling the story, students can be guided by some questions to include every detail. moreover, jumbled pictures of a series of pictures also can be used as the activities for retelling the stories. another activity, teacher can involve students to move from picture to picture then telling the story based on the pictures. the last point is related to help students reflect, imagine, and create a story. these are some activities that can be done by the students. first, students can decribe three key moments from the story through choosing and writing down three sentences. second, students can be required to draw and to describe the character of the story. third is making the ordinary special. teacher can help students to add detail to the characters, places, and objects in the story (physical appearance, feelings, and ideas). in implementing this activity, teacher can facilitate students through ‘word stars’ or ‘mind maps’ (wright, 2008). students with a limited vocabulary are not able to create a mind map without some guidances from teacher, for instance guidance vocabularies and methaporical use of adjectives. fourth, students can retell the story with some changes or using their own imagination of roles, geographical, historical, and plot. fifth, in creating a story teacher is able to provide open ending story to the students and let the students continue the story using their invention of the story (wright, 2008). planning is the first step before starting to write or type, writers try and decide they are going to say. for some writers this may involve making detailed notes. when planning, writers think about three main issues, namely purpose, audience, and content structure. the second step is drafting. this step can be categorized into first version of a piece of writing. as the writing process proceeds into editing, a number of drafts may be produced on the way to the final version. the third step is editing or reflecting and revising. this step is used to read thorough drafts looking of where it works and where it does not. reflecting and revising are often helped by other readers (or editors) who comment and make suggestions. another reader’s reaction to a piece of writing will help the author to make appropriate revision. the last phase is final version. in this stage, the writer has to produce a new writing which is different with the original plan and the first draft. based on the previous evidences, this study is conducted to support what is becoming the problem currently in indonesia for example regarding to unesco, index of reading interest in indonesia only achieved 0.001. it means that each 1000 citizens only one who has interest in reading. furthermore, indonesia still shows low level of literacy and stands on 57th of 65th countries in the world based on students’ literacy level. based on the above description, although there is research that emerges storytelling in teaching literacy, but there is still lack of similar investigation of storytelling research in teaching literacy in indonesia. thus, this research focuses on teaching literacy through storytelling to the eighth-grade students of junior high school west bandung. this research aims at finding out the way teachers develop students’ interest in learning both reading and writing through storytelling, and investigating benefits and challenges of the activities. | 166 | storytelling to teach literacy: the implementation in an efl classroom intan satriani 2. method 2.1. participants the participants of this research consisted of six eight-grader junior high school students. they were selected as the representative of a group which is appropriate with one of case study characteristics (creswell & creswell, 2017). then, to obtain additional data, all the participants were interviewed. they were divided into three categories: high, medium, and low-level students based on their performance in previous reading lesson and diagnostic writing. all participants were all sundanese, who are having sundanese as their mother tongue. and indonesian is their second language. english and arabic are thus their foreign language. one of the reasons of choosing eighth grader was that they are close with storytelling. 2.2. instruments this research used multiple techniques to collect data. there were two instruments used such as observation and students’ writing product. a. observation observation as the first data collection was used to collect information about students’ external behavior in a naturalistic setting or qualitative (creswell & creswell, 2017). in this case, the data were gained in the form of field notes (handwritten brief notes), which include explanations of what researcher observed as well as her reflections. these fieldnotes were used to record students’ behaviors and to evaluate some as they occur. the observation of this research was conducted 10 times. it was applied in considering students’ learning comprehension. the type of observation is participant observation (creswell & creswell, 2017), wherein the researcher take part as the participant or teacher who implements the storytelling and asks another english teacher to observe the activities. each observation lasts for 80 minutes. the observer was facilitated with observation form and video tape. the purpose of the observation in this research is to know how does storytelling implemented in developing students’ literacy ability, how the students’ behavior is, and how the interactions that happened during the teaching program. b. students’ writing product document analysis of students’ works is one of the instruments that was used to gather the data in order to answer the research question (creswell & creswell, 2017). this technique is constituted as the ways to elicit the data by analyzing the written document. regarding to the objective of this study, this research focused on literacy which involved reading and writing. on the point of that, this research included two types of documents, namely answers of students’ reading comprehension questions and students’ narrative texts. students’ narrative texts were collected from low, middle and high-level students. this research took two people of each cate| 167 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 2, desember 2021, pp. 163–175 gorization. they were selected based on diagnosis writing that has been held on preliminary session. whereas in obtaining students’ reading results, students answered a series of questions that provided after they read the story. 3. results and discussion incorporating to the implementation of storytelling technique, this research only conducted three phases of storytelling as suggested by wright (2008), they were activities before reading the story, activities during reading the story, and activities after reading the story. all of the stages were conducted in ten meetings, exclude piloting sections that were done before the implementation of this research. those activities were implemented in the different sections. all steps of implementation of storytelling in teaching literacy, such as reading and writing, did not conducted in one phase. they were divided into seven phases which included pre reading, whilst reading, post reading, and steps of writing. the variation of activities was applied in this study due to increasing students’ concentration and attention in learning literacy (scott & ytreberg, 1990). all texts given to the students were chosen based on students’ interest in the preliminary questionnaire. familiar text was chosen as reading assessment or materials because it gives teachers a clear idea of how children are able to read without the support of a familiar text (mckay, 2009). the teaching program was implemented by the researcher as a participant observer who also played a role as the teacher of this teaching program. the data of all classroom observation were classified based on lesson plans. there are seven stages which reading and writing was conducted in different sections. unit 1 in this unit, the story given was about the gingerbread man. the selection of the story was based on students’ prior knowledge in the preliminary stage. then, the text aimed at students familiar with the text and students’ interest with it. that objective was to make students easily comprehend the meaning of the text. the activity was implemented to give the appropriate story that want to be used (wright, 2008). the main focus of the lesson was building students’ awareness of reading preference. practically, this unit used story book as a medium in implementing storytelling. story book is applied as visual tool to support storytelling activities in teaching and learning process (sprenger, 2010). at the end of the lesson in this phase, students were given some exercises to know their reading comprehension toward the story. in line with burns et al. (1996), teacher has to applied several reading assessments to know students’ reading result after conducting reading section. as the evaluation in the first phase, this study used reading comprehension questions. it was taken since the instrument has been standardized by an institution. the instrument of the evaluation consisted of three kinds of tests, such as fill the blank space, sentence arrangement, and matching. | 168 | storytelling to teach literacy: the implementation in an efl classroom intan satriani based on the data, the result of students’ test showed that most students comprehend the test. first, from the result of fill the blank space section, students put different verbs based on provided pictures because there is no selection of verbs. it can be seen that most of them can match the pictures with the story they have heard. based on the data, three students showed that they still find difficulty in deciding whether it is across the river or swim. the second part is sentence arrangement. the data showed that in the first meeting, they still hard to put some words into correct order. however, in assessing their reading comprehension between first and second section, they were able to comprehend the story. the last part in the first meeting, matching type of questions makes them easily comprehend the story. it can be seen through students reading comprehension results. they are able to answer properly eighty percent of a hundred. unit 2 in the second unit, students were given a story entitled “the owl babies”. this story is categorized as fable. it was chosen because students’ interest with very short folktales with animals as the main characters often summed up in a single line at the end (pinter, 2017; taylor, 2000) in the observation sheet was found that the story is appropriate to students’ ages and understanding. besides that, the story was chosen based on result of students’ questionnaire. most of them are preferred to be taught by using picture. on the point of that, the story was selected based on the quality of the book (wright, 2008). this is a big book which has proper quality seen from font size and sharpness of pictures inside the book. in addition, big book helped students to see the pictures clearly. at the end of second unit, students were asked to think the moral value of the story. one student said that the moral value of the story is “we have to be honor to our mother.” the other said that “we must love our family like sarah, percy and bill.” fable is proper example of fictitious story that teach moral lesson (sherman, 2015). instruments used in this phase to measure students’ reading comprehension development were taken from story delivered to the students. the instrument of the evaluation was cloze procedure. this test was chosen as test instrument in this research because it can support students’ understanding of grammar, spelling, and sentence construction (hancock & leaver, 2006) besides checking students’ reading comprehension. in line with the data, the result presented that through ten questions given to the students, students showed their development. in the first section, their vocabulary was developed that first meeting. all students were able to put some proper words into the provided boxes. furthermore, in the second section, they knew what they should do, because it was the second time for them to meet that type of questions. since they interested to the story, they were easily finding the correct partner of the blank sentences. moreover, the observation data showed that students enjoyed the story start from the beginning until the end of the story. it was because the teacher used interesting media and explained the story expressively. by showing and telling the story expressively, they seemed more motivated to know the content of the story. | 169 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 2, desember 2021, pp. 163–175 unit 3 the story was chosen based on students’ preferences from questionnaire results. they preferred to read legends and fairy tales. in this phase, the story chosen was “little red riding hood”. the story was suitable for students’ age. in the preliminary stage, it was found that little red riding hood is one of stories preferred by the students. this story was chosen because it has a clear structure, with a special type of beginning, middle, and end (scott & ytreberg, 1990). moreover, the content of story gave a meaningful message for students. the media is not as big as big book. hence, the feasibility of looking at the book is limited. nevertheless, the colourful book helped students to understand the story enthusiastically. the following is the outline of storytelling activities in the third unit. instruments used in this phase to measure students’ reading comprehension development were taken from story adapted from oxford. there were three sections consists of cloze test and matching tasks (burns et al., 1996). those activities are purposeful to help students understand the meaning of the story. cloze test was used to support students in comprehending grammar, spelling, and sentence construction (hancock & leaver, 2006). based on the data, the result of students’ test showed that most students comprehend the test. it is because they had conducted the activities three times. most of them were able to answer the questions in the questions sheet. unit 4 in the fourth unit, students were given a story entitled “rapunzel”. this story is categorized as fairy tale because the story is a combination of a human godmother (sherman, 2008). the story was chosen based on result of students’ questionnaire. most of them preferred to fairy-tale, especially girls. instruments used in this phase to measure students’ reading comprehension improvement were taken from story delivered to the students. this phase chose matching as question type in checking students’ comprehension toward the story. there are ten questions which students have to write the words and find the name of somebody in the story. several pictures guided students in finding the answers. incorporating with the data, the result presented that most students were able to answer the questions. in the process of answering the questions, teacher ranked the students to give them motivation. at the end of the session, students were asked about the moral value of the story. it was conducted because in knowing students’ level of literacy, teacher does not only focus on the story, but also to the specific lesson that involved in the story, such as moral lessons or messages. | 170 | storytelling to teach literacy: the implementation in an efl classroom intan satriani unit 5 the story is categorized as local legend, because it involves local or identifiable setting, historical moment (sherman, 2015). moreover, it is specific to a particular region or neighbourhood. the text was chosen due to students’ interest based on result of questionnaire. most of students preferred to read legend or folklore. it was supported by students’ impression toward their interest in indonesian folklore. some of them mentioned examples of local story, namely sangkuriang and toba lake. most of them had high interest in reading indonesian folklore. besides that, the story was applied in this research to develop students’ imaginative storytelling. hana (2011) adds that local legends which are read to students will develop their knowledge about culture, value, and surrounding tradition. at the end, the representatives of each group were asked to tell the storytelling using puppet in front of the classroom. this activity was aimed at checking students’ reading comprehension toward the story and building their self-confidence in doing presentation public area. the instrument of the evaluation consisted of ten questions of cloze test. in this test, students were asked to fill missing words in sentences (hancock and leaver, 2006). then, students checked that the sentence makes sense with the added words. cloze test was applied in this research to support students’ understanding of grammar, spelling, vocabulary, and sentence construction. based on the data, the result of students’ test showed that most students comprehend the test. it can be seen through result of students’ test, two students have nine correct answers out of ten, two students have eight correct answers out of ten, one student was able to have seven correct answers, and only one student who have four correct answers. the result indicates that most of them comprehend the plot of the story. besides developing students’ reading comprehension, this activity (fill-in exercises) also can bridge students to the writing production. since this can be used to focus on specific language items and build students’ vocabulary enrichment (scott & ytreberg, 1990). this type exercise is a good starting point for discussion in the pre-writing stage of free writing. consequently, this type of test was implemented in unit five as bridging to modelling construction from reading to writing section. unit 6 the sixth unit practiced modelling stage in writing, which are used to bridge students’ attention and focus from reading to writing. modelling phase in this research is suggested that there are some skills as model for the students. in this research, the teacher provided a narrative text of lake toba which closes to the students. it aims that the use of story that they had learned before can build up students’ confidence (scott & ytreberg, 1990). due to the limitation of media or technology in the location, teacher used big papers to visualize some slides about elements of narrative text and the expressions that used in narrative text. | 171 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 2, desember 2021, pp. 163–175 modelling purposes to introduce the students with text in focus. the students can read it, reconstruct it, and build up their understandings of the purpose and overall structure of the genre. based on the above statement, emilia (2011) mentions that the activities in modelling stage includes familiarizing students with the function and social context of the text in focus, presenting the schematic structure of the text, and presenting a model text (one or two other texts in the same genre, presenting an overview of grammatical features of a discussion genre). in the implementation, students were asked to identify social function and linguistic features from lake toba story. then, teacher asked them how many ‘events’ there are in the story and perhaps write them on the board. several questions were also delivered orally to the students. during conducting the activities, students stayed working in group. this group activity (organizing and copying) can be a good introduction to structured writing (scott &ytreberg, 1990). unit 7 before doing writing practice freely, students need to be guided by teachers in language and the concentration of language itself (scott & ytreberg, 1990). in the free activities of writing, it allows students to express their ideas in their level (scott &ytreberg, 1990). the writing section was divided into four meetings, including creating students’ own mind map, elaborating their mind map into a story in indonesian language, translating students’ story in english and trying to check their writing individually (first draft), and producing their final text. in this phase, this study focused on students’ writing result. the analysis of students’ writing was divided into two, namely students’ first draft and their final text. those texts were analyzed by using a writing rubric taken from rose (2007 in emilia, 2011). incorporating with learning objective that students are able to write a simple narrative text using appropriate linguistic features and generic structure, most students showed their development in writing. firstly, modelling was still implemented in this section. teacher showed again the story of lake toba. students were instructed to find the characters, setting, and plot based on the data that they have got. it was aimed at making students close to narrative text. besides that, it also made students understand text structure, especially narrative text. based on students’ writing results analyzed using the rubric, it was found that in the first writing section students felt difficult in sharing their ideas. most of them got stuck in producing some words to arrange a text. three students were also difficult in using past tense, punctuation, and conjunction. secondly, after students know how to write narrative text, they were asked to write mind map of a story in indonesian language. they were instructed to write a mind map of narrative story. based on their english proficiency, students should be guided step by step in comprehending the instruction and producing their own text. after that, students translated their story in english. then, teacher tried to check their writing individually and give feedback of students’ text. | 172 | storytelling to teach literacy: the implementation in an efl classroom intan satriani the students comprehend the material, when the teacher used storytelling technique in teaching writing. it can be seen when the material about organization of narrative text were delivered, they were understanding and can implement properly in the text. when reviewing the materials, the stu-dents also responded correctly. it was also shown in the first meeting. the students were able to make a story of narrative text. the last, students produced their final text. incorporating to students’ writing results analyzed using the rubric, it was found that students showed their progress in terms of grammatical, ideas, and punctuation. from the assessment sheets, the students showed a good progress in their writing. the progress of their writing has been assessed from the first to the end of their writing product. based on rose (2007 cited by emilia, 2011), grammatical aspects are considered to assess students’ ability in writing. moreover, in this research the students increased their writing ability and they can construct a neat recount text, namely the grammatical improvement from students in the writing class. at the end of the session, students should gather around teacher to have a good time to share what they had been writing lately. nevertheless, the activity suggested by her cannot be implemented in this study because of the time allotment of this research. consequently, at the end of the teaching program, teacher can only check students’ text by herself and give feedback to them without checking together with the students. 4. conclusion the data obtained that there are some restrictions, the incorporation of storytelling to the teaching program had assisted students to increase their reading comprehension ability and to develop their writing skill. there provided some stages which can be implemented in teaching storytelling. the stages were divided into three parts, such as activities before reading the story, activities during the story, and activities after the story. it can be concluded that the result of the research confirmed possibility of the teaching program which incorporates storytelling in supporting junior high school students to have good awareness in literacy, both reading and writing. it showed that storytelling can be applied in efl junior high school in indonesia, especially in suburban area, because there are still limited facilities which can support students learning process. furthermore, the use of media and teacher as an actor is able to help students develop their literacy ability, which is highly required in facing globalization era. regarding to the finding and discussion of the research, it can be suggested that storytelling close to the english language teaching in esl/efl classroom. next researcher is suggested to apply storytelling using other frameworks besides wright (2008). it was aimed to find new process in implementing storytelling. this research was limited with the duration of teaching process. in investigating literacy, especially reading and writing, teacher should provide more times to truly explore students’ literacy ability and their preference in story. | 173 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 2, desember 2021, pp. 163–175 | 174 | 5. references abdolmanafi-rokni, s. j., & qarajeh, m. 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(2016). the effect of digital storytelling in improving the third graders’ writing skills. international electronic journal of elementary education, 9(1), 59–86. 04. 6128-22729-1-ce.pdf enjourme (english journal of merdeka): culture, language, and teaching of english jo urna l ho mep age: http: //ju rna l.u nm e r.ac .id /in dex. php /en jo u rme/ ind ex student learning engagement in the online class rosi anjarwati, lailatus sa’adah english language education department, stkip pgri jombang, jl. pattimura iii/20 sengon, 61418, jombang, indonesia corresponding author: rosi.stkipjb@gmail.com article info article history: received 02 august 2021 accepted 12 december 2021 available online 28 december 2021 keywords: online class, paragraph writing, student engagement. doi: 10.26905/enjourme.v6i2.6128 how to cite this article (apa style): anjarwati, m., & sa’adah, l. (2021). student learning engagement in the online class. enjourme (english journal of merdeka) : culture, language, and teaching of english, 6(2) 104-114. doi: https://doi.org/ 10.26905/enjourme.v6i2.6128 abstract learning online in the pandemic era raises a challenge for educators (lecturer). the challenge comes from the effectiveness of online media used and the good atmosphere built in the interactions between lecturers and students. it is due to several factors that may contribute to learning success; one of them is student engagement. this research aimed to explore student engagement in paragraph writing online class, involving behavioral, emotional, and cognitive engagement. the participants involved in this study are second-semester students of the english department at a private college in jombang. using a case study, the researchers used observation and questionnaire to obtain the data. based on the analysis, the results revealed that students tend to be actively engaged in behavioral and cognitive engagement. furthermore, students’ perception toward their engagement in the dimension of behavior, emotion, and cognition gained positive results. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no, 2, desember 2021, page 104–114 1. introduction the covid-19 pa ndemi c tha t has oc curred in almost all pa rts of the world has an impa ct on various fields of life, one of which is in the field of edu cation. in indonesi a, this requires the lea rning proc ess from elementa ry edu cation to higher edu cation level to be carried out based on the concept of distance learning. distance learning is an organized edu cationa l proc ess tha t bridges the gap betw een students and edu cators and is medi ated by the use of tec hnol og y, and minimal face-to-face meeting s (pannen, 2016) . in this case, the use of tec hnolog y and the ability of edu cator s to utilize it optimally is an important key to rea lizing the success of distance lea rning. basically, ther e are sev eral principles for implementi ng distance learning according to the m inistry of resea rch, technology and h igher education (repu blik indonesi a, 2016) ; these principles ©2021 the authors. published by university of merdeka malang this is an open access article distributed under the cc by-nc-nd 4.0 (https://creativecommons.org/licenses/by-nc-nd/4.0/) enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 2, desember 2021, pp. 104-114 include access, equity, and quality. implement distance learning based on these principles is not easy, especially in terms of quality. implementation of distance learning at higher education (university) raises its challenges for educators. besides selecting online learning media that needs to be adjusted to the effective courses, adult learners are also a separate consideration in carrying out distance learning. according to esposto and weaver (2011), students can easily feel reluctant to attend online and face-to-face lectures, where the lack of student engagement and absence from lectures can lead to poor academic performance. therefore, the implementation of distance learning must be able to minimize this tendency. spitzer et al. (2021) have investigated students’ engagement with the online learning environment bettermark for mathematics by using survival analysis. particularly, this re-search was done during the covid-19 pandemic era. the study revealed that the total number of students using the online learning environment increased significantly during and after school closure, while students’ engagement decreased faster over time. student engagement is very important in achieving the success of the learning process, especially in learning foreign languages such as english. student engagement in the learning process refers to the level of attention, curiosity, interest, optimism, and passion shown by students when they are learning or being taught, which can develop to the level of motivation that they must learn and progress in learning (anita & susilawati, 2018). recently, galikyan and admiraal (2019) found that particular levels of cognitive engagement were connected with students’ academic performance. although the academic performance only referred to their performance in the discussion forum, it gives a strong point of the significance of student engagement in the learning process. moreover, researchers only employed content analysis to assess students’ cognitive engagement level in the online discussion forum in their research. educators face a bigger challenge, especially english educators, to maximize students' involvement in the learning process through online lectures. meanwhile, in language learning, there are two types of skills: receptive and productive skills. receptive skills include listening and reading skills, while productive skills consist of speaking and writing skills. of course, it is possible that students’ involvement in learning these different skills also varies. exploring students’ perception toward their engagement in the learning process is important to identify their role as learners so that the teacher or lecturer can maximize the positive role (sari, 2020). there are three domains of student involvement mentioned by fredericks et al. (2004), they are behavioral engagement, emotional engagement, and cognitive engagement. behavioral involvement refers to students’ positive behavior, for example, following the rules at school, obeying the norms in class, or not taking the opposite action, such as causing trouble at school or not attending school. students are also involved in learning and academic tasks, efforts in completing assignments, and carrying out assignments and are actively involved in extracurricular activities. in contrast, emotional engagement is defined as a student’s emotional reaction at school. this refers to the interests and values possessed by students so that students have feelings of boredom, happiness, sadness, or anxiety, including to friends, teachers, or the lessons given. lastly, cognitive engagement refers to specific involvement related to psychological investment in learning, such as trying to understand learning, being flexible in problem-solving, having positive coping in the face of failure, and emphasizing learning strategies. | 105 | student learning engagement in the online class rosi anjarwati , lailatus sa’adah writing skills are productive skills in language, which are very important as a provision for students to write the thesis. in addition, good writing skills in english are also very much needed by students to continue their studies to a higher level, especially for studying abroad (mustakim & ismail, 2017). thus, learning to write in distance learning must be meaningful, including the involvement of students in it. the online media platform used in implementing distance learning at the higher education level is assumed to be more diverse than the basic education level. they were starting from whatsapp groups, google classroom, zoom, google meet, or a combination of several of them. at stkip pgri jombang itself, writing courses take advantage of various online platforms. in the paragraph writing course in class 2020-b, the online media used is a combination of google meet and google classroom so that the distance learning process can be carried out well even without face to face. google classroom is a free web service in software designed to create, distribute, and manage the delivery of learning content. therefore, google classroom can be categorized as a learning management system because google classroom has a system that can help lecturers plan, manage learning materials, manage student learning activities, manage grades, recapitulate student attendance, display grade transcripts, and manage e-mail displays. google classroom can help educational institutions towards a paperless system (kurniawan, 2016). in complementing the use of google class-room, google meet can be used as an alternative media to support the implementation of distance learning. google meet is an online meeting or web conferencing is a video communication service developed by google. google meets many users because it designs, builds, and operates its products with secure connections, aiming to thwart hacker attacks and provide security for its users (singh & awasthi, 2020). in addition to security considerations, users of video communication services generally consider the capacity of participants in online meetings. one of the advantages of google meet itself is that it can accommodate a maximum of 250 people in one online meeting and share it by streaming to 100 thousand people. in addition, of course google meet has a share screen feature that allows sharing images from layers and displaying material to be easily used as a learning medium. the use of google meet in learning activities is considered effective, gets students’ positive responses, and improves their abilities (dewantara et al., 2021; fakhruddin, 2018). several studies have dealt with student engagement in writing; one of them is done by prasetyawati and ardi (2021), who implement instagram to promote student engagement in efl writing. the result showed that instagram could encourage student engagement by allowing students to be more actively involved, providing a new learning environment, providing greater target readers, allowing the collaboration and interaction between the students, and facilitating students to select their learning style. particularly, abou-khalil et al. (2021) investigate the engagement strategies used by higher education students in emergency online learning in a low-resource setting. this study reveals that the effectiveness of engagement strategies varies based on the students’ gender and technology access. the third previous study was conducted by xu et al. (2020), in which they explored the three dimensions of student engagement in online discussion using the semi-synchronous tool wechat. it was revealed that the behavioral and cognitive engagement of the experimental group (with teacher facilitation) were significantly higher than the control group (without teacher facilitation). nevertheless, there was no significant difference between the two groups regarding emotional engagement. differently, this current research aimed at fulfilling the gaps by investigating | 106 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 2, desember 2021, pp. 104-114 the student engagement in an onl ine class using different research desi gn and setting. in the context of this research, the researcher intends to explore student engagement in paragraph writing lectures which are carried out using two media: google meet and google classroom. specificall y, this study aimed to determine student engagement, which includes the domains of attitude (behavioral engagement) and cognitive (cognitive engagement) in paragraph writing lectures using a combination of google meet and google classroom. moreover, the students’ perception toward their engagement in paragraph writing class was also investigated. 2. method the resea rch design used in this resea rch is a case study. according to ary et al. (2010), case stud ies focus on a single unit to produc e a deta iled, comprehensi ve, in-depth desc ription. the single unit, in this case, can be an individual, a group, a class, a program, or an institution. furth ermore, wahyuningsih (2013) states that in a case study, the researcher explores a certain phenomenon (case) at a time and activit y, such as a program, event, and collects detailed and in-depth information using various data collection procedures. in this study, the researchers investigated student engagement in the paragraph writing class, especially class 2020 -b. the participants were chosen since they experienced online lea rning in writ ing courses for two semest ers in a row due to the covid-19 pandemic . the phenomenon that exist s is the use of go ogle meet and go ogle classroom online media in online lectures in tha t course. the data in this stud y consisted of sev eral types. first, the data is in the form of inter actions bet ween lec turers and students, and students and students in paragraph writing lec tures using go ogle meet and go ogle classroom. the sec ond data is in the form of students’ perceptions of their involvement in the online lec ture process using go ogle meet and go ogle classroom by using surv ey. these data were obtained from the paragraph writing lecture proc ess at stkip pgr i jombang, espec ially the 2020b class. in the case of study resea rch, resea rchers use sev eral resea rch instrumen ts to obtain deta iled information about student eng agement in the lec ture process. the main instrument is the human instr ument, w here the resea rcher obser ves the phenomeno n of student involvement in the le cture process. in addition, observation sheets to observe student involvement in two domains (behavioral and cognitive engagement) are also be used. at the same time, the third instrument is a questionnaire to determine student involvement in the lecture process according to the student’s point of view. it involves behavioral, cognitive, and emotional engagement. the questionnaire was adapted from the previous research conducted by abou-khalil et al. (2021) about engagement strategies applied by higher education students. the data in this study were obtained through several stages, including: (1) observing the paragraph writing lecture process conducted online using google meet and google classroom based on predetermined indicators; (2) prepar ing a questionnaire to explore student involvement in the paragraph writing lecture process which is carried out online using google meet and google classroom; (3) provide questionnaires to students through google forms to obtain information on | 107 | student learning engagement in the online class rosi anjarwati , lailatus sa’adah student involvement in the paragraph writing lec ture process which is carried out online using google meet and google classroom. after the first data from observation was obtained, it was analyzed quantitatively using percentages. the result of analysis between active and passive engagement was compared to determine the tendency of student behavioral and cognitive engagement. the second data gained from the questionna ire was analyzed by using per centa ges to represent the liker t scale of students’ eng agement from the stud ents’ poi nt of view. 3. results and discussion 3.1. results in this sec tion, the resea rch result s will be presen ted based on the formula tion of the problem in the form of stud ent eng agement which includes three doma ins: the doma ins of behavior (beha vioral eng agement) , emoti on (emoti ona l eng agement) , and cognitive (cog nitive eng agement) in paragraph writing lectures. student involvement in the contex t of this resea rch refers to the lecture proc ess using go ogle classroom and go ogle meet as online lec ture media. student engagement in the paragraph writing class student behavioral engagement based on the results of data analysis obtained through observations in the onl ine lecture proc ess for sev en meeti ngs, stud ent involvement in the learning proc ess in the realm of attitudes is present ed in table 1. in this case, the scope of stud ent eng agement is focused on the inter actions tha t oc cur, both with fellow stud ents and with lecturers. table 1. student behavioral engagement no indicator of behavioral engagement mean actively engaged passively engaged 1 4 (5 0% ) 14 (50% ) 1 2 (4 3% ) 16 (57% ) 1. student s interacts with other students. 2. student s interacts with other students and the lecturer. 3. student s interact with the lecturer. 1 5 (5 4% ) 13 (46% ) the resul ts of the analysis of stud ent eng agement in the form of beha vior can be seen in the interactions during the online lec ture process. based on the data in table 1, there is a slig ht differen ce in the number of actively eng aged stud ents from the first to the sev enth meeti ng. on average, 50% of students are actively involved in student engagement in interacting wit h other students. students who are actively eng aged can be seen from sev eral indicator s, including asking when other students finish pr esen ting the mater ial, respon ding to a friend’ s qu esti on, providing additional inf ormation, and sharing ideas. | 108 | | 109 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 2, desember 2021, pp. 104-114 mea nwh ile, students’ engagement in interacting wit h students and lec turers rea ched an avera ge of 43% of the tota l stud ents who took the paragraph writing lectures. thi s is indicated by sev eral activ ities, for ex ample: giving feedba ck when students make presenta tions, clarifying ex planations in the present ation proc ess tha t invites audienc e que stions (other students) , respo nding to follow-up questions from lecturers, refuting the opi nions of other stud ents followed by a review from the lecturer, and conc luding the mater ial tog ether (students and lecturers). from the average per centa ge of this aspec t, it can be seen tha t stud ents who are pa ssively involved are higher tha n those who are actively engage d. third, the average percentage of students who interact with lecturers is 54%. indicators of student engagement in this aspect can be seen from: asking questions addressed by lecturers or stud ents, respondi ng to stud ent or lecturer que stions, giving opi nions during the lecture proc ess, and adding information related to the mater ial discussed. among the three aspec ts of behavioral eng agement, the inter action of stud ents and lecturers is the highest behavioral eng agement compa red to the ot her tw o aspec ts. it can happe n possibly because of the reluc tance towards the lecturer so that students inev itably try to be actively involved in interacting wit h the lec turer. student cognitive engagement thr ough table 2, stud ent eng agement seen from sev eral indic ators shows varying resul ts. activ e stud ent eng agement with the highest per centa ge can be seen in the indicator s for completing assignments on time (93% ). thi s can be seen in the data in the collection of assignments throug h goog le classroom wh ere almost all students submit assignments on time. in the sec ond posi tion, 86% of stud ents worked on assignments according to the directions given by the lec turer. based on the assignment archives rec orded in go ogle classroom, 26 out of 28 students did the paragraph writing assignment according to the direction of the lecturer, na mel y through the w riting process appl ication. students start writing stages from pre-writing, drafting, revising and edi ting, to publishing, and they attach files according to instructions from the lec turer. table 2. student cognitive engagement no indicator of cognitive engagement mean actively engaged passively engaged 1. answ eri ng questions or challenges from lecture r/other students. 13 (46% ) 15 (54% ) 2. stating ide a or sol ution in group discussion or onl ine class 10 (36% ) 18 (64% ) 3. stating argument in group of online class 15 (54% ) 13 (46% ) 4. seei ng the lecturer or other student s who give an opi nion 17 (61% ) 11 (39% ) 5. asking the question to the lecturer or ot her stude nts 12 (43% ) 16 (57% ) 6. turning on the camera whe n joining an onl ine lecture 22 (79% ) 6 (31% ) 7. r espondi ng lectures 20 (71% ) 8 (29% ) 8. giving response to other student s' op inion 12 (43% ) 16 (57% ) 9. doing tasks based on the instruction 24 (86% ) 4 (14% ) 10. finishing task on time 26 (93% ) 2 (7% ) student learning engagement in the online class rosi anjarwati , lailatus sa’adah activ e student eng agement is also seen when the lec ture process takes place online, including as many as 79% of stud ents turning on the camera during onl ine lectures. althou gh paragraph writing has a weig ht of 4 credits wh ich requires an idea l lec ture time of 200 minutes, some students are willing to turn on their cameras. it indicates engagement in a positive cognitive domain. in addition, 71% of students respond to lecturer calls. this fact indicates students’ positive response to the presence of lecturers through online mode. moreover, as many as 61% of students look at the lecturer or student who has an opinion. these results confirm that students are actively engaged in the cognitive domain even though obser ving this indicator is quite difficult to do in online lectures. the last indicator that shows active student engagement is as many as 54% of students stating arguments in groups or classes. althoug h the six observation indicator s show students are actively eng aged in the cognitive doma in, four other indic ator s rev ea l tha t student eng agement is still rela tiv ely pa ssive. for ex ample, onl y 46% of stud ents answ ered que stions/challenges from lecturers or other students; 43% of students asked que stions to lecturers or friends, and 43% of students responded to the opi nions of othe r students. m oreov er, the observations show tha t the activities of asking, answ ering questions, and respo nding to the opi nions of ot her stud ent s tend to be domina ted by certain student s. anoth er indicator of stud ent eng agement in the cognitive doma in tha t indicates pa ssive eng agement is student participation in exp ressing idea s/alternative solutions wh en wo rking in groups or online classes. only 36% of students seemed to be active in doi ng these activities. students’ perception of their engagement in the online class in revealing student engagement in paragraph writing lectures, a closed questionnaire consisting of 15 statements explored students’ perceptions of their engagement. by using the likert scale, the results of the questionnaire analysis are presented in the following subsections. table 3 presents the result of students’ behavioral engagement questi onnaire. meanwhile, the students’ emotional engage ment is depicted in table 4. table 3. student behavioral engagement students’ per cepti on of thei r eng agement in behavior indicates a posi tive per cepti on in which the majority of students assumed tha t they could trigger themse lves to be more analytical in the le arning process, for instance, by qu est ioning something that is not understandable. this answ er indicates the active involvement of stud ents in the lecture proc ess in the realm of attitudes. as show n in the table 3 regarding student responses to statement number 7, most of the students considered the | 110 | no. statement strongly disagree disagree agree strongly agree 1 . if there is a material that is not clear, i ask the lecture r via g oog le m eet/google cl assroo m. 0 2 (7 % ) 21 (7 2 % ) 6 (2 1 % ) 2 . it is bette r to chat w ith friends than to hear an explanation from the lecturer throu gh g oog le me et. 15 (52% ) 14 (48% ) 0 0 enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 2, desember 2021, pp. 104-114 importance of the lecturer’s explanation and tried to pay attention to it. it is undeniable that online lectures pose challenges for both lecturers and students, where student involvement in attitudes significantly influences achieving the success of learning objectives. student engagement in the lecture process indicates that students feel actively involved from the two statements related to behavioral engagement. table 4. student emotional engagement the emotional dimension, which cannot be analyzed precisely through observation, was revealed from the statements in table 4. based on students’ responses toward negative statements related to emotional engagement, most students felt engaged actively in the learning process. it can be seen from several indicators such as the absence of laziness feeling toward the lesson and positive consideration of taking the course. in other words, students perceive coursework as important and show positive emotional involvement. however, there are still 7% of students who do not think about it. it can be assumed from the students’ respond that they have positive emotional engagement toward the online class. meanwhile, students’ cognitive engagement is presented in table 5. student responses to statement number 1 indicate a strong desire to complete the paragraph writing task. this can be seen from the student responses where 52% agree and 38% strongly agree that they are trying to complete the task even though it is late at night. however, 10% of students answered that they did not agree with the statement. the results of the analysis of statement number 2, 52% strongly agree, and 48% of students agree if they seek information in other media if they have difficulty with coursework. this shows that students are trying to find a solution if they experience problems completing their coursework. thus, it can be concluded that students have active cognitive involvement in the lecture process. | 111 | no. statement strongly disagree disagree agree strongly agree 1. i am lazy to listen to the explanation of the material from the lecturer through google meet. 12 (42%) 15 (52%) 1 (3%) 1 (3%) 2. i am lazy to ask lecturers when learning online using google meet/google classroom. 10 (34%) 17 (59%) 2 7%) 0 3. the group discussion (in the paragraph writing subject) continues without me being in it. 4 (14%) 16 (55%) 8 (28% ) 1 (3%) 4. i feel that online lectures are a waste of time 10 (34%) 16 (55%) 3 (11% ) 0 5. i prefer to play on my cell phone when the online learning process is completed. 10 (34%) 18 (63%) 1 (3%) 0 6. i am lazy every time i have to join a paragraph writing class (online) 17 (58%) 12 (42%) 0 0 7. i don't really think about it if my lecture assignments (paragraph writing) are stuck. 14 (48%) 13 (45%) 2 (7%) 0 student learning engagement in the online class rosi anjarwati , lailatus sa’adah in ter ms of conc entr ation, 52% of stud ents agree, and 48% strong ly agree if they try to pa y attenti on to ev ery mater ial given by the lecturer through goog le classroom and goog le m eet. when stud ents focus on pa ying attenti on, this indicates stud ents’ active involvement in the cognitive domain. similar to statement number 3, statement number 4 focuses stud ents’ attenti on on the lecture proc ess. h owever, this statement is mor e focused on the lecturer ’s ex planation. as many as 59% of stud ents agree, and 34% strong ly agree tha t they are fully concentr ated to under stand the mater ial presented by the lecturer throug h goog le m eet. thi s show s the active involvement of students in the cognitive doma in ev en thoug h 7% of stud ents do not agree with this statement. to under stand the lecture mater ial onl ine, 59% of students agree, and 41% think they read paragraph writing mater ial repea tedl y. thi s result show s the active involvement of students in the cognitive doma in. in ter ms of completing the task, 48% of students stated tha t they do not agree, and 35% strongly disagreed tha t they del ayed on doi ng the assignments given by the lecturer. m eanwh ile, 17% agreed . these resp onses indicate the active involvemen t of students in the cognitive domain. 3.2. discussion student eng agement in onl ine classrooms has become one of educ ators’ attenti on during the pa st few years. since it contr ibute s to learning success, espec ially in toda y ’s pa ndemi c, the learning process shoul d be done throug h the dista nce learning method by utilizing tec hnol ogy. th is study indicates tha t the stud ent eng agement in paragraph writing onl ine class by using the collaboration of go ogle classroom and go ogle meet gain active beh avioral and cognitive student engagement. this finding supports dewantara et al. (2021) and fakhruddin (2018), who stated that one of the benefits | 112 | no. statement strongly disagree disagree agree strongly agree 1. i tried to finish the paragraph writing assignment through google c lassroom ev en thou gh it w as late at night. 0 3 (10% ) 15 (52 % ) 11 (38 % ) 2. i look for infor mation in ot her media if i have difficulty w ith college assignments. 0 0 14 (48 % ) 15 (52 % ) 3 . i try to pay attention to every material given by the lecturer thro ugh goog le c lassroom and g oog le m eet. 0 0 1 5 (52 % ) 14 (48 % ) 4 . when the lecturer ex plains the material through g oog le m eet, i concentrate fully to unde rstand the material. 0 2 (7% ) 17 (59 % ) 10 (34 % ) 5 . i rea d the paragraph writing material that w as studied ov er and ov er again so that i could understand it better. 0 0 17 (59 % ) 12 (41 % ) 6 . i like to delay doing assignments wh en the lecturer gives an assignment (paragraph writing). 10 (3 4 % ) 14 (48% ) 5 (18 % ) 0 table 5. student cognitive engagement enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 2, desember 2021, pp. 104-114 of using go ogle meet in lea rning is getting a positive resp onse from the students. it is also supported by the result of stud ents’ per cepti on about thei r onl ine class eng agement, which tends to be posi tive. the result of stud ents’ per cepti on of thei r eng agement through onl ine class show s the posi tive per cepti on tow ard behavioral eng agement compl ete prasety awati and ardi’s stud y (2021) . they found that instagram can promote student engagement by being actively involved and improving colla boration among stud ents. even thoug h the medi a used is different, it may add the reference in the field of study. mo reo ver, the student cognitive engagement that tends to be active wit h lec turer ’ facilitation corroborates the study done by xu et al. (2020), who revealed that students with teacher’ or lecturer’s facilitation in using wechat as online discussion media obtained higher behavioral and cognitive engagement compared to those wh o lea rn wit hout teacher’s facilitation. the positive result of students’ perception of their eng agement, espec ially emotiona l eng agement, may also determine their role as lea rners. r ecognizing the lea rners’ role can maximiz e their learning proc ess and improv e thei r learning eng agement. thi s finding suppor ts sa ri’s (2020) resea rch, in which she found tha t most stud ents conv ey ed posi tive responses tow ard thei r onl ine eng agement. thus , the stud ent’ s role as the learner can be identi fied through the indicator s of ea ch eng agement dimension. 4. conclusion to sum up, student engagement in paragraph writing lec tures in this study wa s obtained from lecturer observations and stud ent per cepti ons. in general, stud ent eng agement in the doma in of behavior (behavioral eng agement ) obtained from observations during the lecture proc ess show s tha t mor e tha n 50% of stud ents have an active involvement in ter ms of inter actions betw een stud ents and other stud ents and inter actions betw een stud ents and lecturers, while for inter actions betw een student s with other students and lecturers are less tha n 50% who show active involveme nt. student eng agement in the cognitive doma in (cog nitive eng agement) can be conc luded tha t stud ents are actively involved in the paragraph writing lecture proc ess. in addition, stud ents’ per cepti ons of thei r engagement in the lec ture process, especially in beh avior, emo tions and cognitive, showed almost the same resul ts. in behavior (beha vioral eng agement) , most students feel tha t they are actively involved. while in the realm of emoti on (emoti ona l eng agement) , the majority of stud ents have posi tive emotional engagement in online paragraph writing lec tures using go ogle meet and go ogle classroom. m eanwhile, eng agement in the cognitive dom ain (cog nitive engagement) also indicates the active engage ment of students. by consider ing the stud y resul ts, ther e are sev eral suggestions put forwa rd. first , lec turers wh o tea ch paragraph writing courses are ex pec ted to increa se stud ent eng agement in various aspec ts of beh avior, emo tions, and cognitive in the lec ture process to achiev e lea rning objectives and increa se stud ent competenc e. second, further resea rchers can resea rch student eng agement in other courses using different methods or resea rch desi gns to add to the scientific reper toi re. in addition, further research can also be done using various learning media besides google classroom and google meet. | 113 | student learning engagement in the online class rosi anjarwati , lailatus sa’adah | 114 | 5. references abou-khalil, v., helou, s., khalifé, e., chen, m. a., majumdar, r., & ogata, h. 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(2020). effects of teacher role on student engagement in wechat-based online discussion learning. computers & education, 157, 103956. https://doi.org/10.1016/ j.compedu.2020.103956 3. 6849-26020-1-ce.pmd enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index integrating self-directed learning in facilitating writers engagementintegrating self-directed learning in facilitating writers engagementintegrating self-directed learning in facilitating writers engagementintegrating self-directed learning in facilitating writers engagementintegrating self-directed learning in facilitating writers engagement through grammarly: exploring the perceptions of premium usersthrough grammarly: exploring the perceptions of premium usersthrough grammarly: exploring the perceptions of premium usersthrough grammarly: exploring the perceptions of premium usersthrough grammarly: exploring the perceptions of premium users fajriyah novi wardatin, slamet setiawan, ali mustofa, him’mawan adi nugrohofajriyah novi wardatin, slamet setiawan, ali mustofa, him’mawan adi nugrohofajriyah novi wardatin, slamet setiawan, ali mustofa, him’mawan adi nugrohofajriyah novi wardatin, slamet setiawan, ali mustofa, him’mawan adi nugrohofajriyah novi wardatin, slamet setiawan, ali mustofa, him’mawan adi nugroho pascasarjana, universitas negeri surabaya, jl. lidah wetan, 60231, surabaya, indonesia corresponding author: fajriyah.20055@mhs.unes.ac.id article info received 02 december 2021 accepted 29 april 2022 available online 15 july 2022 keywords: self-directed learning, writing skill, grammarly, premium users doi: 10.26905/enjourme.v7i1.6849 how to cite this article (apa style): wardatin, f.n., setiawan, s., mustofa, a., & nugroho, h.a. (2022). integrating self-directed learning in facilitating writers engagement through grammarly: exploring the perceptions of premium users. enjourme (english journal of merdeka): culture, language, and teaching of english, 7(1) 32-46, d o i : h t t p s : / / d o i . o r g / 1 0 . 2 6 9 0 5 / enjourme.v7i1.6580 abstract this present study sought to explore the writers’ perceptions toward the use of grammarly. it also concerned the challenges they might face while utilizing the features provided by the system. the descriptive analysis was elaborated with supporting the statistic data from a 6-point likert scale questionnaire, including the needs of grammarly use in connection with its advantages and practicality, and also covered three dimensions of self-directed learning, such as self-management, motivation, and self-monitoring. the respondents were twenty-three male and female writers who have experienced subscribing as a premium users. to get a comprehensive investigation, the respondents were required to perceive their views in the form of short comments of open-ended questions. although most writers viewed positive responses towards the use of grammarly, two main problems faced during the use of grammarly were covered on technical issues and unoptional usage of particular features. interestingly, the writers also considered that the role of teachers could not be replaced despite all the growing technological sophistication and implementation of self-learning, which is currently becoming a relatively dominant need in terms of learning independently. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no, 1, july 2022, page 32–46 1. introduction in this developing time, the rapid changes widely open almost in many aspects of life. one of the apparent enhancements can be seen in the education sphere. currently, the field of education has experienced a lot of significant improvement; one of the most intense is the integration of technology-based learning methods. it is not only an aspiration of the development of the times but also the demands of the situation that must be implemented. in the english language teaching (elt) context, the integration of technology-based learning has been widely developed, ranging from listening, ©2022 the authors. published by university of merdeka malang this is an open access article distributed under the cc by-nc-nd 4.0 (https://creativecommons.org/licenses/by-nc-nd/4.0/) integrating self-directed learning in facilitating writers engagement through grammarly: exploring the perceptions of premium users fajriyah novi wardatin, slamet setiawan, ali mustofa, him’mawan adi nugroho | 33 | speaking, reading, and writing skills. this integration certainly makes it easier for students to improve each skill they want to enhance more freely. the ease obtained from the advanced technology will significantly impact students’ engagement in the learning process. this reasonably massive change is undoubtedly related to innovation in the context of teaching and learning procedures. it covers learning tools, instruments, and techniques of a relatively new method in current conditions. the digital learning environment is one of the implementations applied in a particular scope of technological-based involvement. wedell (2009) addressed four aspects that should be considered towards the innovation in elt: (i) an in-depth analysis of the innovation environment is crucial, (ii) adoption in particular features is more likely to be effective in the innovation, (iii) the success of an innovation is determined by how it is executed, and (iv) innovation must be sufficiently systemic. it indicates that innovation in elt puts an essential role in enhancing the quality of learning outcomes than hitherto. related to innovation in this context, the ease of utilizing the tool is one of the innovation elements that must be underlined—the suited collaboration between sophisticated technology and the internet drive to be complete elements of online facilities. moreover, the teaching and learning activities model is diverted into distance learning, requiring learners to engage with online methods. in indonesia, online learning methods have been implemented as part of implementing emergency curricula during pandemic times. the government has carefully considered these alternatives that can be done optimally to continue the teaching and learning process. principally, the online learning model has more or less given personal opportunities to learn independently. in this context, self-directed learning has led the learners to improve motivation, selfregulation, personal responsibility, and autonomy (brandt, 2020). self-directed learning is one of the alternatives that is considered to be integrated into nowadays learning circumstances. it leads the learners to gain knowledge widely since it gives them a wide chance to explore. moreover, the implementation of self-directed learning contributes to the learning continuum that strongly correlates with 21st-century learners’ needs (morris, 2019). it indicates that self-directed learning is vital to be integrated with today’s condition since it addresses the learners to be responsible for self-learning, progress, style, and evaluation (khiat, 2017; moradi, 2018). the implementation of self-learning and enhancement of technology unconsciously have significantly impacted the quality of learning engagement, such as writing skills. the sophisticated technology has changed writing primarily (crystal, 2011 as cited in bush, 2020). assignments in most current writing programs are frequently digital. a learning management system (lms) will be used to publish a work, which will be completed on a computing device and then submitted online. today’s learners are more technologically savvy than earlier generations (lin et al., 2019, cited in bush, 2020). the change is directly proportional to the rapid development of technology concerning the performance of writing skills. many researchers agree that writing is essential to be engaged than other skills since it is meant to deliver ideas, thoughts, facts, and opinions easily and lucidly (ramadhani et al., 2020; tu, 2021). enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 32–46 | 34 | this present study examines an adequately new approach in utilizing technology to get automatic feedback on writing. the application is called ‘grammarly,’ which provides some appropriate features needed by the writers. using grammarly directs the writers to avoid the fear of errors in writing. it allows the writers to explore freely to express what they want to write. also, it exerts a significant influence on the writers’ improvement in grammar knowledge since it provides automatic corrections with some appropriate alternatives. up to this point, grammarly offers three versions of users: (i) free version, (ii) premium version, and (iii) business version. to some extent, it provides an entirely different feature to use. some basic features, including punctuation, word spelling, and grammar, are provided for the free version. while the premium version has covered more exclusive features, such as correctness, clarity, engagement, delivery, deactivated suggestions, language style, and plagiarism detection. the business version covers the premium features with other advanced features, involving an admin panel, centralized billing, priority email support, single sign-on, and style guide (barrot, 2020). many researchers have been investigated thoroughly related to the use of grammarly. it starts with karyuatry et al. (2018), who aim to figure out the innovative and effective way to teach writing skills. also, it is purposed to find out the effectiveness of using grammarly related to the students’ improvement in composing descriptive writing. toward their action research, it addresses that 32 out of 40 students passed the passing grade. it means that the use of grammarly in teaching descriptive could have a significant influence on the students writing enhancement. anoter study by ghufron & rosyida (2018) showed that the students who intensively use grammarly in their works have a significant reduction in their error than the students whose work is evaluated manually by indirect corrective feedback through teachers. in addition, nova (2018) agreed that grammarly had provided proportional features to ease users composing their writing since it offered helpful colour-coded feedback with explanations and examples. it also provides a high rate of evaluation speed and facilitates users to access the account effortlessly. thus, it indicates that grammarly has adequately brought some benefits to writers in assisting their writing. also, ventayen and ventayen (2018) explored the students’ perceptions of using grammarly compared with non-grammarly students. it shows that the students who have received direct feedback from grammarly responded positively regarding the grammar advice and their satisfaction. these findings have slightly related to zhang et al. (2020), who compared the use of grammarly with face-to-face tutoring at the writing centre. it shows that participants prefer to use grammarly concerning the practicality and the variety of opportunities rather than visiting the writing centre. dizon and gayed (2021) compared grammarly use with unassisted mobile writing regarding the students’ works. it covers grammatical accuracy, lexical richness, writing fluency, and syntactic complexity. towards the descriptive statistics, the researchers show that students produced more lexical variation and wrote fewer grammatical errors by using grammarly on their writing assistance. then, fahmi and cahyono (2021) designed the research qualitatively by formulating an appropriate questionnaire to examine the students’ perceptions of the use of grammarly. the research findings suggest that the students perceived positively in utilizing grammarly and teacher feedback. furtherintegrating self-directed learning in facilitating writers engagement through grammarly: exploring the perceptions of premium users fajriyah novi wardatin, slamet setiawan, ali mustofa, him’mawan adi nugroho | 35 | more, compared with their english proficiency level, it shows that the students do not correlate with the utilization of grammarly in composing their works. considering several studies that conduct a similar interest in researching grammarly, this study focuses on the perception of the writers who have subscribed as grammarly premium users. in addition, it aims to determine the extent of users’ engagement in composing their writing since it offers more exclusive features provided by the application. therefore, this study further investigates the writers’ engagement as premium users, linked with the integration of self-directed learning. furthermore, this study is conducted to answer the questions: (i) how do the writers perceive the use of grammarly in facilitating their engagement concerning self-directed learning? (ii) what challenges are faced by the writers during the use of grammarly based on their own experience? self-directed learning referring to the concept of self-learning, one of the focus outcomes of the learner is to create individuals who have high motivation in learning. on the basic concepts of andragogy theory, knowles (1975) maps the process of self-directed learning based on individual abilities in 5 (five) components, namely initiatives with or without the help of others, formulating learning goals, identifying learning needs, selecting and implementing appropriate learning strategies, and evaluating learning outcomes (ditto). in substance, self-learning provides breadth and independence to each individual in choosing what suits learning needs (francis, 2017; mahlaba, 2020). self-learning represents an individual, targeted, and developing learning concept morris, (2019), which is not only a short-term but relatively self-directed continuum (brandt, 2020). there are at least 4 (four) dimensions in the scaffolding of self-learning, namely self-regulation, motivation, individual responsibility, and learning autonomy (ditto). in the context of self-directed learning, autonomy becomes one of the essential scaffoldings to be covered. it is because of the integrating technology and self-directed learning strongly correlates with learner independence, which leads learners to have vast opportunities to gain knowledge in their particular space or pace (bosch & goede, 2019; mentz et al.; silamut & petsangsri, 2020). in this case, jiao (2005) offers four compelling arguments in favour of english learners autonomy: (i) it boosts the learner’s motivation and makes learning more efficient, (ii) it gives learners additional possibilities to communicate in english in a non-native setting, (iii) it meets the unique needs of students at all levels, and (iv) it has a long-term impact. from the same perspective, chan (2001) portrayed the responsibility towards the autonomous learners, such as setting learning objectives, identifying and implementing learning techniques to meet those objectives, creating learning strategies, evaluating one’s development, reflecting on learning, locating and selecting appropriate resources. some researchers agreed that self-directed learning could be applied effectively with technology integration concerning enhancing writing skills (bosch & goede, 2019; ramadhani et al., 2020). in line with this regard, writing puts its position as a crucial skill that an individual can process (o’neill enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 32–46 | 36 | & russell, 2019; bush, 2020). it is because writing enables the permanent recording of experiences. it also allows the writers to reflect on their experiences and hash out their thoughts and feelings without the strain of face-to-face dialogue (wells, 1981 cited by schwienhorst, 2012). through technology integration, writing skills are leading to a more digital direction with the convenience offered. principally, in the context of language instruction, self-learning and technology have a potentially intimate relationship (lee et al.; smith, 2017; ko, 2018). in line with this regard, garrison (1997) promoted one of the self-directed learning models, which involve three overlapping dimensions. moreover, in the case of self-learning, those dimensions are firmly connected, which is concurrently considering the others. garrison tied the term self-management with the behavioural implementation of learning intention. this element is concerned with the performance of learning objectives and the management of learning materials and assistance. furthermore, self-monitoring, in this case, has a strong correlation with the responsibility to construct meaning. it indicates that self-monitoring is linked with the external management of learning tasks and activities. it might be characterized as updating or adding to existing knowledge structures and enhancing them. at the same time, motivation plays an essential role in maintaining efforts to learn and initiating cognitive goal achievements. also, it creates to portray the measurement of constructive self-directed learning implementation. table 1 presents the dimention of self-directed learning. figure 1. dimension of self-directed learning writing technology tools over the conventional writing environment, web-based writing has more promising to increase writers’ engagement in completing their works (many researchers). in connection with this regard, lin (1997 cited in karyuatri et al., 2018) highlighted five fundamental advantages which can be optimized in integrating a web-based environment, comprises (i) allowing students to peer review and learn from one another, (ii) allowing students to provide and receive feedback, (iii) allowing students to publish their work, (iv) providing a decent editing environment for students, and (v) creating a integrating self-directed learning in facilitating writers engagement through grammarly: exploring the perceptions of premium users fajriyah novi wardatin, slamet setiawan, ali mustofa, him’mawan adi nugroho learning environment. furthermore, regarding the recent technology advancement, several digital tools emerged in providing computer-mediated corrective feedback since grammar’s critical role in enhancing students’ writing ability has been deniable. one of the tools is grammarly, which identifies errors in grammar, language style, mechanics, and vocabulary (barrot, 2020) grammarly inc. is the corporation that owns the application. the software automatically detected possible errors in grammar, spelling, punctuation, word choice, and writing style. it is an online tool that allows users to upload a document or file, automatically detects text mistakes, and suggests possible fixes. it has been commercially accessible since 2009, and it is software created by alex shevchenko and max lytvyn (ventayen & ventayen, 2018; bailey & lee; pratama, 2020). grammarly premium is a paid upgrade that includes over 400 different checks and capabilities, such as checking for grammatical problems, suggesting vocabulary enhancements, detecting plagiarism, and suggesting citations. it is the ultimate tool for ensuring that users can compose their writing on the internet to be engaging, precise, and easy to read (grammarly, 2020) current empirical findings support the utility of grammarly as a language learning aid. according to o’neill and russell (2019), grammarly provided good grammatical guidance in various learning environments, whether they involved foreign or local students or were utilized online or face-to-face. in addition, grammarly increased participants’ cognitive and metacognitive functions through noticing (koltovskaia, 2020). she further said that it might be a good writing resource, especially when learners are engaging. for that reason, barrot (2020) agreed that grammarly’s annotations enable students to engage in meaningful self-directed learning, receive personalized guidance, and practice grammar individually or collaboratively, face to face or remotely without human interaction. 2. method this research was designed as suited as descriptive statistics analysis (covered mean and standard deviation), including twenty-three premium users volunteer. the questionnaire was given in the form of a 6-point likert scale that covered six significant aspects of statements beginning from strongly disagree (1), disagree (2), slightly disagree (3), slightly agree (4), agree (5), and strongly agree (6). this technique was selected to avoid neutral responses to get more targeted results (bush, 2020). in addition, the researcher also provides open-ended questions at the end of the central section to strengthen students’ perceptions. in the process of collecting the data, there are two stages to be completed. at the first stage, the personal participants’ information such as gender, age, and use of grammarly was covered in participants’ demography. then, the participants were required to respond to all statements from the provided questionnaire. the research instrument was modified from o’neill and russell (2019) and bush (2020) in this study. 3. results and discussion 3.1. results the results obtained from the questionnaire analysis explore writers’ perceptions of using grammarly as automated written corrective feedback. to recognize writers’ engagement toward using | 37 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 32–46 | 38 | the written corrective application, they were questioned to determine their degree of agreement or disagreement with several particular statements about the benefits of optimizing the application as their writing assistance. the views of their challenges are also provided in thorough elaboration. figure 2. the extent to which the writers agree or disagree with the level of need for grammarly use figure 2 presents the summary on the question the level of need for grammarly use. the provided statistic shows that premium users dominantly perceived positive responses toward the usage of grammarly. more than 82% agreed that the offered automated written corrective feedback benefits their writing process. also, it relates to the subsequent statement that 52% of users examined the advantages of corrective feedback. they agreed that their writing composition could be adequately organized. another significant benefit gained by the users is the detailed corrections recommended by the system. almost 50% of users qualified to gain such corrective feedback by focusing on their main errors. it brings them to keep the focus on accomplishing the writing engagement. those beneficial aspects can be optimally gained since it provides the apparent correct recommendation, getting the users to complete the writing undoubtfully. approaching 50% of favourable agreements from users, the appropriate suggestions offered by the system addresses them to enrich their grammar knowledge on doing their writing. the expansion of various responses toward the need for grammarly use are elaborated as follows: it is beneficial to justify grammar in my writing because i have not been able to correct myself (w2) easier to apply than manually, easier to understand, and faster (w4) very helpful in practicing any corrected errors (w10) integrating self-directed learning in facilitating writers engagement through grammarly: exploring the perceptions of premium users fajriyah novi wardatin, slamet setiawan, ali mustofa, him’mawan adi nugroho | 39 | its advantages are easy to use, easy to improve writing not only on the web but integrated with other apps (w11) get feedback, vocabulary choices, coherence, so forth (w12) autocorrect and fast, so i can immediately reevaluate the writing (w20) it can correct english sentence writing well, and there is a plagiarism check feature as well (w22) figure 3. the extent to which the writers agree or disagree with the level of practicality for grammarly use figure 3 depicts the summary on the extent of which the writers agree or disagree with the level of practicality for grammarly use. the comprehensive responses stated in the figure 3 are adequately present the positive outcome towards the use of grammarly. approximately 70% of users thought that it was effortless to use. it was because the system has appropriately functioned while assisting their writing accomplishment (52%). the dominant positive responses are also given toward the statement of user autonomy represented in the third statement. it is stated that the users did not need a technical person to help them as guidance (57%). it addresses that the users masterly use the system well and independently. other positive responses were referred to user improvement regarding their complementary assistance (39%). it showed that the directed corrective feedback recommended by the system puts an essential role in enhancing the users writing engagement (48%). it brings a slightly similar response toward the linked statements provided in the chart. the following comments are gained from the respondents’ answers to the open-ended questionnaire. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 32–46 | 40 | it is adequately practical, because it is easy and it is not challenging to use it (w1) there is no need to use proofreading services to get started (w4) it is very practical because it is easy to use, easy to install, and also easy to integrate with other applications (w11) it is easy to use in improving writing quickly (w13) practical. can automatically adjust to the opened web (w19) the toolbar provided is also complete and precise; also, the language given to correct is very easy to understand (w21) grammarly helps me improve grammar and improper use of vocabulary (w22) figure 4. the extent to which the writers agree or disagree with the level of self-management for grammarly use figure 4 describes on the extent to which the writers agree or disagree with the level of selfmanagement for grammarly use. the data shows that users dominantly prefer to state their agreement toward the featured offered by the system, such as highlighting some errors, giving alternative word choices, so forth (39-43%). also, 39% of users thought positively toward the statement of capability on understanding the main feedback given by the system. then, the following views were negatively perceived by the users concerning the technical problems. there are 26% of users disagreed with that statement. it indicates that the users are not significantly distracted by technical issues. at the same time, over 48% of users perceived negative responses toward the inability to catch how the features work. it shows that the users have adequately optimized the appropriate components. however, 30% of users disagreed with the statement of the possibility of rechecking their writing in accomplishing their writing. it signifies that they do some self-corrections after using grammarly. the following responses will support it: integrating self-directed learning in facilitating writers engagement through grammarly: exploring the perceptions of premium users fajriyah novi wardatin, slamet setiawan, ali mustofa, him’mawan adi nugroho | 41 | it is needed for academic activities (w4) correction recommendations are pretty clear (w6) it takes a lot of time and energy when i learn writing conventionally, so grammarly this is an effective and efficient way to overcome these obstacles (w11) there are feature updates to adjust i needs (w12) it is quite effective to support good writing (w13) grammarly can help correct the writing, give the author of frequent mistakes, and be more careful in writing (w22) it provides feedback directly without waiting long, and we can do it ourselves (w23) figure 5. the extent to which the writers agree or disagree with the level of motivation for grammarly use figure 5 shows the extent to which the writers agree or disagree with the level of motivation for grammarly use. improving the users’ motivation of using grammarly is portrayed in the apparent presenting data above. the dominant responses are given to the statement of their significant enhancement of organizing the writing skills. up to 44% of users perceived positively toward this view. moreover, more than 56% of users perceived improving their writing quality since it offers some pivotal complementary writing assistance. furthermore, grammarly guarantees the users’ engagement for a short-term and a long-term period (44%). it was because the users were comprehensively gained the appropriate qualification for how to compose good writing. 48% of users also strongly agreed that it could enhance their confidence for the long term. however, 35% of users also believed that manual correction plays a significant role in revising errors effectively. it proves by these answers: enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 32–46 | 42 | confident and helpful (w4) i feel more confident because i believe in grammarly correction and recommendation (w11) honestly, i feel more confident because the process of writing becomes faster (w16) i am glad to be able to improve my writing ranging from grammar, typos to punctuation. with this, i also feel more confident in my writing (w22) i feel more confident in my writing organization (w23) figure 6. the extent to which the writers agree or disagree with the level of self-monitoring for grammarly use figure 6 presents the extent to which the writers agree or disagree with the level of self-monitoring for grammarly use. the data shows that dominantly the users are adequately satisfied with the system offered in grammarly. the percentage proves that 45% of users have been satisfied since it supports some appropriate grammar recommendations. therefore, it brings them to qualify for a better result. in line with the previous views, the users perceive a strongly positive attitude (48%) toward the grammarly guidance. then, approximately 35% of users believed that they enjoy automated written corrective feedback provided through grammarly. in the case of taking time while doing the writing, the data shows that the users perceived a similar dominant category, such as disagree and agree. therefore, it indicates that the users take their particular perception on spending time concerning grammarly used. then, in the last statement, they decided to say that grammarly made them more confident in the results of the writings they made (57%). i am quite satisfied (w2) i am satisfied (w6) i only use grammarly and am pretty satisfied ………….(w22) i use it the only one. it’s quite satisfied (w23) integrating self-directed learning in facilitating writers engagement through grammarly: exploring the perceptions of premium users fajriyah novi wardatin, slamet setiawan, ali mustofa, him’mawan adi nugroho 3.2. discussion the research findings in this study were constant with the results of various studies (ghufron & rosyida; karyuatri et al.; nova; ventayen & orlanda-ventayen, 2018) in connection with the users’ enhancement of using grammarly as their writing assistance. the researcher asserted that grammarly is a reasonably reliable system for adequate writing guidance (o’neill & russell, 2019; bailey & lee, 2020). the result of this study revealed that dominantly, grammarly premium users perceived five advantages highlighted toward the use of grammarly, including their needs, the practical system, self-management, motivation, and self-monitoring. as the vital concept of implementing self-directed learning on this digital integration, this study was attempted to link the connectivity of autonomous learners. regarding the writers’ engagement in writing, grammarly successfully served them in a decent guidance system. barrot (2020) argued that grammarly could be a powerful tool connected to the recent technological investment in writing. their needs and the practical approach cover two vivid advantages gained by the writers. first, the optimistic view of its offered features was represented in several elements: engagement, delivery, clarity, correctness, auto-correction, and recommendation. moreover, those features were completed with the support of a plagiarism checker. second, the commanding positive responses were concerning the practical system. it covered several reasons, such as independence, time efficiency, ease of access, and understanding of feedback. furthermore, concerning the self-directed learning model, this study has a dependable research framework with the result of morris (2019), who asserted that self-directed learning is positioned as a vital skill for people living in today’s environment when social context conditions are continually changing. three aspects of self-directed learning have been perceived positively toward the users’ responses, including self-management, motivation, and self-monitoring. it was connected with the findings of moradi (2018), who highlighted the main features of self-directed learning and technology relation. the dominant reactions show that the users are adequate to access their learning needs with the appropriate system support. it aligns with garrison’s (1997) dimensions of self-management, which was concerned with implementing learning goals and managing learning resources to support their learning objective independently. the motivation dimension scaffolded in garrison’s (1997) model was portrayed in this study’s result. dominantly, they perceived that using grammarly motivates them to compose a better writing composition. it also has a strong correlation with the frameworks of brandt (2020), who declared that motivation in self-directed learning is the desire to engage in the activity without any coercion that appears from the inherent enjoyment. furthermore, the last dimension of self-directed learning, self-monitoring, is mainly connected with constructing personal meaning and awareness (garrison, 1997). the provided data showed that predominantly the users were aware of their self-learning advantages gained from the system, such as confidence, satisfaction, and enchantment. however, apart from those positive responses on grammarly use in this study, the users faced challenges. two main obstacles were covered in technical problems and essential features. in the case of technical issues, unstable internet connections, error accounts, and trouble applications are the main factors included. it proved by the users’ responses, such as “it is just a technical issue, sometimes | 43 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 32–46 | 44 | it can not be used and must reinstall the application” “heavy applications loaded in laptops and ms word”, “accounts that frequently errors” “lousy internet networks”. other problems faced by the users were concerned with the features, including unsuited auto-correction, inconsistent feedback, and blank recommendation. again, it showed on these responses, such as “when i split tricky sentences, sometimes grammarly does not provide the suggestions. so we have to think hard about how he became a simple sentence”, “connections and feedback changes make me uncomfortable”, “sometimes grammarly has identified the number of errors in writing, but the correction column is blank”, “when auto-correction is on, it’s very annoying”. it indicates that not all offered facilities in this system are accepted well by the users. interestingly, grammarly users assumed that the sophisticated integration of technology with self-learning implementation could not replace a writing teacher’s role as connectivity to self-learning. they agreed that sophisticated media and technology could not replace teachers in particular ways. for example, perceiving their responses by stating, “i can’t entirely agree if grammarly can replace teachers since they can give a more comprehensive elaboration of the situation using words and sentences”, “nothing can replace teachers in every aspect”, “the role of teachers is vital in teaching and learning activities, especially in providing affection and motivation to students about reasonable writing procedures”, “although grammarly helps improve writing automatically, the teacher’s role is also significant in explaining errors in the essay”, “oral feedback given from the teacher or the lecturer has not been replaced”. they perceived that writing teachers play a pivotal role in enriching their comprehensive knowledge toward the profound elaboration and explanation in an accessible way. 4. conclusion in brief, integrating advanced technology in self-learning plays a pivotal role in improving the quality of writers’ engagement concerned with the final writing version. this regard is closely related to the development obtained while enhancing their writing with their desired results. furthermore, this study proved that the use of grammarly can promote the writers’ autonomy in monitoring their learning goals and engagements. it indicates that integrating the technological environment and implementing self-learning is strongly linked to nowadays learning needs. however, apart from aspects that result from the interrelationship of these two things, the role of a teacher remains essential in stimulating the development, improvement, and motivation needed for a particular occasion that cannot be exclusively gained from others. this study demonstrated that integrating self-directed learning is becoming more targeted at facilitating writers’ engagement because the role of teachers will become more accessible in providing a milder correction. it can also be obtained with a lot of convenience and preoccupation for writers without fear of grammar. to that end, learning english, especially writing skills, would be more exciting and challenging because it can make the writing more comprehensive works with the help of grammarly. furthermore, researchers who have a similar interest in doing the research investigation are proposed to enrich the research instrument, research design, and research demographic to gain comprehensive and various research findings. integrating self-directed learning in facilitating writers engagement through grammarly: exploring the perceptions of premium users fajriyah novi wardatin, slamet setiawan, ali mustofa, him’mawan adi nugroho | 45 | 5. references bailey, d., & lee, a. r. 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(2020). grammarly vs face-to-face tutoring at the writing center: esl students writers’ perceptions. 17(2). https://doi.org/http://dx.doi.org/10.26153/tsw/8523 11. 10894-37907-1-ed.pmd enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index efforts to increase the use of indonesian for class xii at smkefforts to increase the use of indonesian for class xii at smkefforts to increase the use of indonesian for class xii at smkefforts to increase the use of indonesian for class xii at smkefforts to increase the use of indonesian for class xii at smk karya bahana mandiri, east bekasikarya bahana mandiri, east bekasikarya bahana mandiri, east bekasikarya bahana mandiri, east bekasikarya bahana mandiri, east bekasi farisha hana, anis dwi winarsihfarisha hana, anis dwi winarsihfarisha hana, anis dwi winarsihfarisha hana, anis dwi winarsihfarisha hana, anis dwi winarsih d3 english program, faculty of politics and social sciences, universitas merdeka malang, jl. terusan raya dieng no. 62-64, malang 65146, indonesia corresponding author: anis.winarsih@unmer.ac.id article info received 07 july 2023 accepted 19 july 2023 available online 31 july 2023 keywords: speaking skill, slang, collaborative method doi: 10.26905/enjourme.v8i1.10894 how to cite this article (apa style): hana, f., & winarsih, a. (2023). efforts to increase the use of indonesian for class xii at smk karya bahana mandiri, east bekasi. enjourme (english journal of merdeka): culture, language, and teaching of english, 8(1) 113-118, doi: https://doi.org/10.26905/ enjourme.v8i1.10894 abstract the widespread use of slang in the younger generation threatens the existence of indonesian. in fact, many young people have lost their pride in using indonesian. they are more proud to use english, even slang because it is considered prestige. based on this, the use of indonesian needs to be improved. this research was conducted at karya bahana vocational school in class xii in the indonesian language subject, with an emphasis on students’ speaking skills when presenting the text of the observation report. the method used is a collaborative method based on classroom action research, which consists of planning, implementing, observing, and reflecting. the aspects of assessing speaking skills which are indicators of the use of indonesian in smk karya bahana are aspects of word choice, voice intonation, facial expressions, and gestures during presentations. the results of the research obtained are that the use of indonesian at smk karya bahana has increased, from the four aspects of the assessment. © 2023enjourme. all rights reserved. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no, 1, july 2023, page 113–118 1. introduction indonesian as the national language has an important role in our country. by using the indonesian language properly and correctly, it means that we have upheld the language of unity as pledged in the youth pledge on october 28, 1928. indonesian is the language of unity, which is used as a means of communication by all indonesian people. in fact, it is also used as a medium to convey news, both through digital media and electronic media. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 113–118 | 114 | however, indonesian is currently experiencing a decline. it is caused because of the increasingly rapid development of the times followed by increasingly sophisticated device technology. the use of digital technology promises many advantages, including increasing productivity, collaborating at work, or learning with anyone anytime, anywhere with the help of the internet, such as when facing a pandemic situation, then emergency online learning has been carried out (lailiyah et al., 2021). furthermore, coupled with the influence of foreign languages, in which the younger generation are more proud to use foreign languages than indonesian. they think that by using a foreign language, it will further add to their prestige value. in addition, with shows on television and on youtube, the use of slang is also increasingly widespread among the younger generation. this is of course increasingly influencing the good use of indonesian in the younger generation, giving rise to a shift in indonesian. language shift occurs when language users choose a new language to replace the previous language, usually for dominant reasons or for reasons of prestige (putri, 2017). language shift occurs when language users choose a new language to replace the previous language. usually, the language is dominant or for reasons of prestige. according to gustiasari (2018) slang can appear anywhere. the language used by young people in general arises from the creativity of processing standard words in indonesian into non-standard words. the definition of slang itself according to (freytagh-loringhoven, 2021) is a social language that is non-formal. its use is usually limited to certain circles and is temporary. this language was originally a code language, which was only understood by certain circles. however, along with its development, slang has turned into everyday language which is popular among teenagers. given this fact, the widespread use of slang threatens the existence of indonesian which cannot be avoided anymore among the younger generation. this is because slang has an impact on society, especially the younger generation, which has effectively faded one of the indonesian language identities (purnamasari & amin, 2022). even though at this time, the younger generation is required to continue indonesia’s progress, so they must have good and polite manners. this is as stated by wagiati et al.(2022) that the younger generation must be carefully prepared so that later they can become the heirs of the nation to continue the progress of a country. one way is to apply good and correct use of the indonesian language to the younger generation. this method will seem difficult at first, but if you get used to it, it will also work. if this is done, the indonesian language will develop according to its nature as a living language, which the owner will continue to use regularly and widely (silitonga, 2023). the use of indonesian in the younger generation can be seen from the skills of speaking with other people. these speaking skills must be continuously developed. the purpose of developing this speaking skill is for a person to interact with other people and be able to find new vocabulary from his environment, so that he can issue an idea for what he wants (herdiyanti & suparno, 2023). if someone is skilled at speaking, then he will easily express his opinion. increasing the use of indonesian in the younger generation can be started from the school environment first. in this study, efforts to increase the use of indonesian were carried out at karya bahana mandiri vocational school, bekasi, especially in class xii. this is because students at smk karya bahana tend to use slang rather than good and correct indonesian. the aim of the research is to increase the use of indonesian in smk karya bahana mandiri through the presentation method. efforts to increase the use of indonesian for class xii at smk karya bahana mandiri, east bekasi farisha hana, anis dwi winarsih | 115 | 2. method the method in this study uses a class action design, which is participatory and collaborative. this study uses the kemmis and mc taggart models. the model consists of four stages, namely planning (plan), observation and action (observe and act), and reflection (reflect). at the reflection stage, the researcher will be able to find out whether there is an increase in the results of the action intervention. the action research method is collaborative, namely the involvement of several parties, including class teachers and school principals. collecting data in this study using observation sheets, action monitoring observation sheets, interviews and documentation. the subjects of this study were students of smk karya bahana mandiri, bekasi, class xii. this study focuses on learning indonesian in the class on the text of the observation report. 3. results and discussion this research was conducted for two cycles, where each cycle consisted of two meetings. each meeting has a time allocation of 50 minutes (2x25 minutes). the stages for each cycle consist of planning, implementing, observing, and reflecting. the following is a description for each cycle. 3.1. planning planning activities are carried out to determine the state of the indonesian language learning atmosphere. the planning stages include learning activities by conveying concepts/theories regarding learning (nasirun et al., 2023). learning is focused on material about the text of the observation report. dyang activities carried out in this case, namely students are asked to observe what is in the surrounding environment. then, the results of these observations are written down in the form of a report for further presentation. the results of these activities can be seen in the figure 1. figure 1. acquisition of indonesian language use value through speaking skills enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 113–118 | 116 | based on figure 1, the most value acquisition is in the 51-61 interval with a total of 15 people, while for the 40-50 interval there are 12 people. this shows that students’ speaking skills are still low. therefore, it is necessary to carry out further activities. in this planning activity, the acquisition of scores still seems to be lacking due to the lack of enthusiasm of students when presenting the results of their reports. in the learning process, the teacher also pays less attention to students during presentations. in addition, the lecture method used by the teacher seems boring, so students also feel less stimulated to be active. they could not start submitting the results of their reports due to several factors. first, students of smk karya bahana mandiri class xii still cannot convey the results of their observation reports without looking at the text. second, students seem hesitant and less enthusiastic when they want to convey because there is a feeling of fear of being wrong or nervous. 3.2. implementation at this implementation stage, the essence of the activities carried out is in accordance with what has been planned. the implementation stage is the implementation or application of the contents of the action plan in the class under study (saetban et al., 2023). in this case, students are given pictures with the theme of natural disasters. each image shown, students are asked to provide a review of the image obtained. then, the results of the review are written in the form of an observation report, which is then presented. the results of the speaking skills obtained from the presentation were taken into consideration by the researcher about how much the students’ speaking skills improved on the topic. the improvement in speaking skills is presented in the figure 2. figure 2. the improvement in speaking skills 3.3 observation after the implementation stage is complete, the researcher observes the results of the activities carried out. speaking skills through the presentation of observation reports at smk karya bahana efforts to increase the use of indonesian for class xii at smk karya bahana mandiri, east bekasi farisha hana, anis dwi winarsih | 117 | mandiri class xii showed improvement. the improvement in speaking skills was marked by several assessment aspects. first, an increase in the aspect of word selection. the words used by students look more academic because the teacher stimulates them with several terms that are often used in the field of observation reports. second, the students’ pronunciation has also increased, so that it is quite clear to hear during the presentation. third, increasing the aspect of intonation during presentations, so students are loud enough during presentations and don’t hesitate when delivering. in addition, students also look more expressive which can be seen from their facial expressions and gestures during presentations. 3.4 reflection after all stages of the activity are carried out properly, the next stage is the reflection stage. the reflection stage is focused on evaluating the activities that have been carried out. improving speaking skills using good and correct indonesian will be easily achieved if the method used is appropriate. in the study, the researcher used the text material of the observation report. students are asked to present well what has been written in the report without being linked to the text. at first, students at smk karya bahana experienced difficulties due to a lack of enthusiasm and lack of stimulus from the teacher. however, then given a communicative method and given a more interesting learning media, namely in the form of pictures about natural disasters that are used for observation. in addition, the teacher also includes terms in that field so that the choice of words used by students looks more academic. based on these efforts, it can be concluded that the use of indonesian in terms of speaking skills at karya bahana vocational school has increased from 40% to 80% in all aspects. 4. conclusion and suggestions the use of indonesian at smk karya bahana in class xii in indonesian subjects needs to be improved. this is due to the widespread use of slang in class when learning takes place. students experience difficulties when choosing the right words to use in class presentations because they often use slang. this encourages the need to make efforts to increase the use of indonesian in these schools. one of the efforts made in the indonesian language subject is to provide a collaborative method based on classroom action research. in this activity, it consists of four stages, namely planning, implementation, observation, and reflection. based on the activities that have been carried out, the use of indonesian, especially speaking skills at karya bahana vocational school has increased significantly. 5. references purnamasari, a.s. and amin,m. (2022). education and learning journal. universitas muslim indonesia, 1(january), 106–113. https://jurnal.fai.umi.ac.id/index.php/eljour/ freytagh-loringhoven, h. v. (2021). artikel 3. die satzung des völkerbundes, 05, 61–67. https://doi.org/ 10.1515/9783112372760-010 gustiasari, d. r. (2018). pengaruh perkembangan zaman terhadap pergeseran tata bahasa indonesia; studi kasus pada pengguna instagram tahun 2018. jurnal renaissance, 3(2), 433–442. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 113–118 | 118 | herdiyanti, a., & suparno, s. (2023). pengaruh model contextual teaching and learning terhadap keterampilan berbicara anak usia dini. jurnal obsesi/ : jurnal pendidikan anak usia dini, 7(1), 1063–1072. https://doi.org/10.31004/obsesi.v7i1.3876 kartolo silitonga. (2023). efektivitas media gambar terhadap kemampuan menulis teks prosedur oleh siswa kelas xi sma swasta erlangga pematangsiantar. jurnal serunai bahasa indonesia, 20(1), 35–41. lailiyah, m., setiyaningsih, l. a., wediyantoro, p. l., & yustisia, k. k. (2021). assessing an effective collaboration in higher education: a study of students’ experiences and challenges on group collaboration. enjourme (english journal of merdeka)/ : culture, language, and teaching of english, 6(2), 97–105. https://doi.org/10.26905/enjourme.v6i2.6971 nasirun, h. m., suprapti, a., & ardina, m. (2023). upaya peningkatan kemampuan calon guru dalam menyusun program pembelajaran melalui diskusi kelompok. 6(2). https://doi.org/10.31004/ aulad.v6i1.457 saetban, a. a., selly, a., obisuru, a., lelan, y., beli, s. a., & djou, a. m. (2023). peningkatan kompetensi guru dengan pengenalan model–model dalam tahapan penelitian tindakan kelas di smk negeri kokar. indonesian collaboration journal of community services, 3(1), 80–86. http:// icjcs.esc-id.org/index.php/home/article/view/111%0ahttps://icjcs.esc-id.org/index.php/home/ article/download/111/123 wagiati, w., darmayanti, n., & zein, d. (2022). sikap berbahasa dan peran generasi milenial terhadap pemertahanan bahasa sunda di kabupaten ciamis, provinsi jawa barat. metahumaniora, 12(3), 271. https://doi.org/10.24198/metahumaniora.v12i3.38650 1. 10186-36205-1-ce.pmd enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index teaching english amidst coronavirus pandemic in bangladesh:teaching english amidst coronavirus pandemic in bangladesh:teaching english amidst coronavirus pandemic in bangladesh:teaching english amidst coronavirus pandemic in bangladesh:teaching english amidst coronavirus pandemic in bangladesh: technological adaptations and pedagogical modificationstechnological adaptations and pedagogical modificationstechnological adaptations and pedagogical modificationstechnological adaptations and pedagogical modificationstechnological adaptations and pedagogical modifications md. mozaffor hossain*, md. atiqur rahmanmd. mozaffor hossain*, md. atiqur rahmanmd. mozaffor hossain*, md. atiqur rahmanmd. mozaffor hossain*, md. atiqur rahmanmd. mozaffor hossain*, md. atiqur rahman department of english, pundra university of science & technology, bogura-5800, bangladesh *corresponding author: alirumashuhana74@gmail.com article info received 30 may 2023 accepted 16 june 2023 available online 20 july 2023 keywords: teaching english, coronavirus pandemic, bangladesh, technological adaptations, pedagogical modifications doi: 10.26905/enjourme.v8i1.10186 how to cite this article (apa style): hossain, m., & rahman, a. (2022). teaching english amidst coronavirus pandemic in bangladesh: technological adaptations and pedagogical modifications. enjourme (english journal of merdeka): culture, language, and teaching of english, 8(1) 1-17, doi: https://doi.org/ 10.26905/enjourme.v7i2.10186 abstract this research intended to explore the improvisations and novel adaptations to the existing technological devices and applications, and the changes to the alreadypracticed pedagogical approaches, which the english language teachers of bangladesh made and implemented to continue teaching english amidst the covid19 pandemic. the study utilized the mixed methodology applying an open-ended questionnaire on 12 english language teaching (elt) teachers from across the country, who taught english language to various levels of students through online mode during the impasse. the findings of the research demonstrated that elt teachers effectuated dramatic changes and improvisations to the existing technological devices, programs and applications to respond to the new mode of teaching, and exert the best of it. simultaneously, the results presented that most of the elt teachers had to inculcate dramatic modifications to the habituated pedagogical practices, a major portion of which was psychological shift and support. © 2023enjourme. all rights reserved. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no, 1, july 2023, page 1–17 1. introduction covid-19 pandemic has had a deep impact on the mode of teaching and learning in higher education, which propelled, almost across the world, an abrupt shift of pedagogical approaches (silvia et al., 2021; moorhouse and wong, 2022). educators all over the world, albeit with varied respective details, faced fresh academic challenges, and had to transition courses from basically inclass teaching and learning to an alternative online teaching (silvia et al., 2021; moorhouse and enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 1–17 | 2 | wong, 2022). the abrupt shift to virtual pedagogy resulting from the coronavirus pandemic in many countries, mostly the developing ones, has brought to light a number of challenges and abnormalities, and some blessings as well (oyedotun, 2020). the education sector, like scores of other fields, has not been spared by the dire effects of covid-19 since it has had debilitating impact on all levels of universal education systems from pre-primary to tertiary levels and had also forced all sorts of onsite academic sessions and conferences to absolute halt (oyedotun, 2020). bangladesh reposts its first confirmed covid-19 case on march 8, 2020 (who). the government of the people’s republic of bangladesh declared nationwide lockdown for all sorts of public and private offices and institutions including schools, colleges and universities on march 16, 2020, and with the rising number of coronavirus affectedness and, as a result, growing public concern for people’s health and life, the shutdown period kept getting extended from time to time (barua, 2020; emon et al. 2020). covid-19 crisis has not only put an absolute stop to students’ schooling but also severely curtailed their scopes for social protection, entertainment, health-promoting atmospheres, financial doorways and psychological support (uddin, 2020). on top of the loss of onsite learning as well as socializing, the closure of academic institutes has led to a number pressing issues, like dropouts, digital divide and economic inequality (uddin, 2020). with the ongoing distant education facilitated by internet and television, students need smooth availability of all the necessary devices which, as das (2020) explores, are lacked by majority of the receivers of education since only 37.6% of the households of bangladesh possess internet access and this percentage gets decreased considerably in the rural areas of the country. a study by sundarasen et al. (2020) on the impact of the covid-19 pandemic on the anxiety level of the tertiary level students of malaysia explores that 20.4%, 6.6% and 2.8% of the 983 respondents of the research went through least to moderate, marked to acute and most extreme levels of anxiety which stemmed from economic scarcity, virtual distance learning and uncertainty regarding future academic performance and career. the implications of this research might benefit not just the technological and pedagogical improvisations and adaptations in terms of teaching english during the near-past global shutdown and worldwide online education both propelled by the covid-19 pandemic, rather they are likely to act aptly for any remote teaching-learning circumstances forced by any known or unknown calamity at present and in the days to come. technological adaptations and innovations according to moorhouse and wong (2022), the covid-19 pandemic has emerged as a catalyst for teacher novelty and progress in terms of improvisation of existing digital resources and innovating new technological atmosphere. higher levels of technical incorporation and greater perceived learning efficacy of virtual teaching are affirmatively connected with the use of the new technological devices, software and applications (dincher and wagner, 2021). in germany, dincher and wagner (2021) considered the implementation of eight technological options for education during covid19, namely: sending paper-based assignments, phone calls with students, sending assignments via email, providing students with links to digital learning material of third parties, recording learning videos, uploading learning material via a digital platform, live teaching via a video conference (e.g. zoom, microsoft teams), and recording audio messages. however, christopoulos and sprangers teaching english amidst coronavirus pandemic in bangladesh: technological adaptations and pedagogical modifications md. mozaffor hossain, md. atiqur rahman | 3 | (2021) suggest for, in terms of implementing technological adaptations into education, careful examination of the features of potential platforms or tools, a trial of such features prior to integration within an educational system, paying special attention to the degree of gamification, especially beyond the primary school level, as it may negatively impact incentives for student interaction and engagement, and ensuring pedagogical goals, not technological burdens. pedagogical impact a study by baird et al. (2020) reveals that, due to the lingering existence of the pandemic, a large number of adolescents are affected by economic constraints along with malnutrition, anxiety and mental health issues. the abrupt move from the in-class teaching activities to the virtual ones gave birth to various dilemmas and hesitations among both the teachers and learners (lee et al., 2022). the teachers who were already experienced in online teaching faced one sort of reality while those having no experience in online mode of teaching face some different sort of pedagogical challenges (lee et al., 2022). new teachers along with the students suffered fear and insecurity at the approach of using newer technological devices and arrangements in teaching and learning in a critical situation like covid-19 (varea et al., 2022). many academic institutions moved to activate digital pedagogy as a contingency plan to achieve teaching and learning during the covid-19 pandemic (zhang and yu, 2021). in response to the changed teaching-learning mode in the pandemic, teachers extended their pedagogical dimensions, improvised existing technological apparatus and applications, innovated fresh and more efficacious technologies and software, reshaped pedagogy in an easier and more effective version, bettered learning atmosphere, improved learner treatment, and provided required support to the learners (zhang and yu, 2021). however, in the unique period of the covid-19 eruption, learners across the globe went through unexpected anxiety, which may have had dire impact on their involvement and achievement in learning atmosphere and eventually their academic outcomes (dubovi and adler, 2022). this crisis, as it stands, accentuates the universal need to inspect the learning processes and devise the ways to support and retain students’ engagement under stressful circumstances, and accordingly, dubovi and adler (2022) suggest that teaching approaches need to be restructured and implemented so as to minimize learners’ psychological strain and maximize their participation as well as enjoyment in virtual learning. corbera et al. (2020) argue that academia, especially in dire circumstances like covid-19, must nourish a culture of care, help, sharing, and fellow-feeling, to be able to refocus on what is most important, and redefine brilliance in teaching and research. humanistic re-orientation of pedagogy respecting psychological, political, social and environmental strains can make academic practice more reverential and sustainable, both amidst critical situations and when normal ones prevail (corbera et al., 2020). modifications xhelili et al. (2021), in albenian context, find that students are not well-familiar with internetbased education. so, the suggestion that follows afterword is that online teaching has to be integrated gradually, taking students’ status of technological exposure into consideration, and the learning process is to be pragmatically designed by the teachers, taking into account learners’ incapability, dissatisenjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 1–17 | 4 | factions and the overall limitations as a whole. one of the remarkable transitions caused by covid19 pandemic in the education sector is the online assessment policy which many institutes find difficult to perform accurately as well as satisfactorily, for the existing assessment options are mostly debatable ones, like students’ previous test scores, assignment scores, overall performance etc. (wal, 2020). prospective reconciliatory approaches can be incorporating the positive mindsets and interactions in the direct or live online classes and creating a virtual, active blended learning. a mixture of both interactive virtual classes and pre-recorded classes can result in the lively engagement of both the students and teachers, and the effective replication of onsite class experience in the digital world (wal, 2020). goddard (2020) suggests that co-teaching helps english learners to feel involved in the classroom environment and lets them enhance their english efficiency in line with their peers. as such, the researcher presents, during the enervating circumstances of covid-19 pandemic, like co-teaching in normal situation, making use of a shared virtual space, arranging consultation sessions on a regular basis, sharing assignments well prior to assessment and exam schedule etc. have helped the online coteachers in the usa to ensure an educating setting as strong as in the usual schooling atmosphere. mccarthy and wolfe (2020) have suggested engaging parents through institute-wide strategies for online instruction. broadly speaking, they received feedback from parents regarding the already delivered online lessons, and accordingly assisted the institute in revising their teaching procedure and virtual learning plans to incorporate parents-centered and school-wise approaches that helped the learners learn at home better. williams et al. (2020) propose that creating a support network can ensure a student-oriented response to the shift in academic environments of teacher training initiatives which covid-19 has necessitated so far. in fact, the university of wyoming’s college of education, usa, established a network of support and a consistent presence of the community through which it promoted continuous professional development to enable active learning in teacher education courses made inevitable by coronavirus (williams et al., 2020). to mitigate the multifaceted issues emerged from the abrupt shift of the mode of education due to covid-19, koehler and farmer (2020) suggest digital learning plans to be used for e-learning. their research comes up with the following suggestions for the teachers to implement effective virtual learning during the shutdown of the onsite learning mode: i. identify unique features and challenges of the learning context. ii. build transparent expectations as to the methods and approaches of the virtual classroom. iii. exhibit the procedures of e-learning and provide scopes for practice. and, last but not the least, iv. share the approaches and methods of digital learning to both the learners and parents (koehler & farmer, 20200. in new zealand, they have utilized virtual learning network (vln) not only to continue distance education but also to build resilience during the covid-19 pandemic (lindsay & whalley, 2020). with the coordination of the ministry of education, schools in new zealand provided synchronous (real time) online classes and asynchronous (independent learning choices) to the students and teachers, which helped both the learners feel well prepared in carrying on teaching and learning amidst the widespread lockdown (lindsay & whalley, 2020). flynn (2020), for online teaching, emphasizes teachers’ digital pedagogical literacy to plan lessons. initial findings of a pilot project, as flynn (2020) presents, revealed that lessons planned through a rhythmic approach worked better for teaching english amidst coronavirus pandemic in bangladesh: technological adaptations and pedagogical modifications md. mozaffor hossain, md. atiqur rahman | 5 | the virtual classrooms and accelerated both the teachers and learners to enact dialogical interactions between them. moreover, the lesson plans done in the rhythmic approach also alleviated the early obstacles relating to the hurried transition of the academic mode from in-class to online. redmond & henson (2020) give motivation for implementing a reciprocal remix practice of creativity among the learners in the online classes amidst covid-19 circumstances. they suggest an equal combination of both technology use and cultivation of higher order thinking and authentic as well as innovative learning opportunities. absolute focus on digital skill and competitive performance, to a great extant, if not totally, creates more of physical as well as psychological pressure than learning benefits for the learners. therefore, designing a remix classroom, a participatory learning model, where learners create their own works, share them virtually, relate the works with course contents and learning aims, and mingle creations with their expressions of individual latent talent of the cultural artifacts can result in superior academic outcome (redmond & henson, 2020). greenhow, lewin and willet (2020) study usa’s and uk’s educational responses to covid-19, in terms of initial digital pedagogy adoption, and found that the suggested educational responses were digital pedagogy, parents-as-teachers policy, digital equity and renewed education strategy. among the covid-19 pedagogical adoptions, found by greenhow, lewin and willet (2020), in us and uk school settings, the most notable ones are synchronous sessions of interaction between teachers and students, decreased focus on rigorous assessment, moderate attendance expectation, minimized workload for teachers, creation of state fund for both teachers and learners and disbursement of necessary fund. in turkish educational setting during covid-19 closure of academic institutions, tv broadcasts of lessons and textual discussions have been found to be supporting students’ learning and providing psychological support (erümit, 2020). besides broadcasts, one of the televisions in turkey, as mentioned by erümit (2020), has its own educational portal which provides the learners easy access to academic materials, discussions and explanations, which, certainly, help the learners particularly in the present context. synchronous lessons have proved more effective since they can endorse social interaction, conducive atmosphere and chances for the learners to ask and/or questions, and receive answers as well (erümit, 2020). distance learning, in a critical time emitting psychological stresses to the learners, requires flexible as well as accessible learning approaches, for which teachers can use both digital and printed stories and texts to establish connection with the learners and their families (semingson, owens & kerns, 2020). zhanf, yan & gronseth (2020) recommend adding flexibility to the curriculum and implementing student-directed assessment for online education during the coronavirus pandemic. in the new normal teaching and learning setting, manners of instruction need to harmonious with the multifarious backgrounds and learning necessities of the learners, basically, when they are almost imprisoned at home and, as such, have limited access to learning resources (zhang, yan & gronseth, 2020). shelton et al. (2020) recommend enacting critical humanizing pedagogies in online teaching and learning, and likewise, resisting dehumanizing assessments. accordingly, the researcher applied novel technologies to effectuate critical humanizing pedagogies, which include inspiring beyond solely cognitive approaches as well as reflexively denoting issues of abilities, affordabilities and social backgrounds. by critical humanizing pedagogies, shelton et al. (2020) mean a considerate approach to online assessments, that emphasizes meaningfulness balanced with social realities and, accordingly, enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 1–17 | 6 | engages multimodality. fox (2020), for virtual classroom, suggests bidirectional pedagogy where lessons and classroom practices are shared with both students and their guardians at home. as a result, teachers come to know the details as to the families’ storage of knowledge as well as home education practices, and thus, can assimilate how the families of the learners can also contribute to their learning improvement. grandolfi and kratcoski (2020), during the pervading closure of faceto-face education. formosinho (2021) suggests, in a metaphoric way, for the schoolification of parents and guardians of the learners for effective learning during covid-19. teaching english english language teachers, like those in other branches of studies, have found webinars to be an effective medium to reach teachers from all over the world, especially, english teachers who have a common language for both communication and instruction (shin & borup, 2020). webinars are an improved online platform for the audience across the world, offered for free, and activated to use immediately to respond instantly to the needs of the teachers of english (shin & borup, 2020). grandolfi and kratcoski (2020), during the pervading closure of face-to-face education, focused on pedagogies, practices and educational technologies, and ended up developing a community of practice (cop) that mobilized more concerted attempt to engender solutions for shared challenges and upgrade professional learning. when there exists a plethora of learning technologies in abundance, choosing the most suitable technological modes and sharing the best practices can ensure fruitful online teaching amid the covid-19 crisis (gruber & bauer, 2020). gruber and bauer (2020), regarding foreign language classes in the remote learning arrangement, emphasize that they have to be synchronous online class sessions and their facilitators are to implement interaction and virtual socialization so as to let the learners practice the target language as in real-life reciprocity. among the most pressing issues in terms of teaching-learning during the pandemic propelled instruction mode are comprehension of learning content, student engagement, and internet connectivity, which many elf learners found as disadvantages (tarrayo et al., 2021). although tarrayo et al. (2021) mentioned a couple of advantages of virtual teaching and learning, namely convenience and enhancement of teaching and learning, they suggested some significant reformations in foreign language learning, such as: planning, implementation, and monitoring of institute administration; provision of adequate internet and technological resources; and capacity-building and trainings. virtual teaching during covid-19 can have disparate implications and realities for male and female teachers, and so the emerging technologies incorporated in teaching and learning need to be put to function with a conscious outline respecting gender identity too (emelogu et al., 2022). online lessons necessitate motivations for both teachers and students as to their physical as well as psychological betterment, and thus they the imperativeness of carefully selecting and modifying the pedagogical formats and objectives (nakata, 2022). the objectives of the research include finding as well as presenting the realities of english language teaching during the countrywide shutdown of educational institutions and, as such, the stoppage of in-class education due to the covid-19 pandemic. concurrently, it seeks to unearth the sorts of adaptations and improvisations the english language teachers of the country devised for continuing teaching through virtual classroom during the deadlock. likewise, it pursues to know the changes teaching english amidst coronavirus pandemic in bangladesh: technological adaptations and pedagogical modifications md. mozaffor hossain, md. atiqur rahman | 7 | and modifications the teachers made in their pedagogical techniques and execution in line with the demands of the new normal circumstances. accordingly, the research also ventures for being abreast of the efficacies the technological adaptations and pedagogical modifications really brought into existence in the field of virtual teaching. thus, the questions that the research attempts to seek the answers to are the following: a) what is the semblance of virtual elt teaching and learning amidst the covid-19 pandemic in bangladesh? b) what technological adaptations and improvisations have the elt teachers made to cope with the online teaching? c) what changes and modifications have the elt teachers made to their traditional pedagogical practices for effectively serving the purpose of the online teaching? 2. method this research applied the mixed methodology having a careful combination of both qualitative and quantitative methods to conduct the study. mixed methodology performs as an efficacious paradigm for elaborate as well as all-consuming considerations in a research pursuit where the researcher(s) aims to unearth both the outcomes of the population and the reasons of such findings (shannonhouse et al., 2017). moreover, the quantitative methods come with decisive outcomes whereas the qualitative methods engender profound as well as explanatory discernment of the researched phenomenon (shekhar et al., 2018). on top of these two widely-practiced methodologies, the mixed methodology singly makes sure the conveniences of the two approaches by uniting them in a single initiative, which helps the research to be comprehensive in relation to both its regulatory attempts and explicatory articulations (shekhar et al., 2018). with such affirmative regards, we chose the mixed method approach to accomplish the current research. the researchers served an open-ended questionnaire to the populations, which contains the questions resonating the objectives of the research. in social science researches, open-ended questionnaires provide some significant advantages, like they are convenient for knowledge measurement, offer an infinite magnitude of possible perspectives on the questions, help avoid unnecessary notions and options, and they serve as a cognitive pre-testing (züll, 2016). although reja et al. (2003) find both close-ended and open-ended questionnaires, in terms of use and popularity, equal and applicable, they infer that an open-ended question creates a much more assorted set of answers, and supplies more missing data than a close-ended one. the selected population gave detailed answers to the questions, and the researchers, subsequently, labelled as well as categorized the responses for analyzing the data. accordingly, as in-depth analysis of the problem was done in the findings and discussion sections. we sent the questionnaires through email, messenger app, zoom cloud meeting, and whatsapp to 30 teachers of english language from various private and public universities of bangladesh, out of which only 12 elt teachers (4 from pundra university of science & technology, 2 from dhaka international university, 2 from european university of bangladesh, 2 from northern university bangladesh, and 2 from varendra university) responded. the sample was selected applying the simple random sampling method so as to ensure the reliable representation of the population. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 1–17 | 8 | the research collected qualitative data through an open-ended questionnaire which was sent to the sample populations via, mostly, online communication media like email, facebook messenger, whatsapp and zoom cloud meeting. the selected population was also contacted through mobile phone communication, and subsequently, the responses were received through. 3. results and discussion the results are presented in the following table: table 1. technological devices used for teaching english amidst covid-19 serial number technological devices used for teaching english amidst covid-19 percentage 1. laptop 83.33% 2. smartphone/android phone 66.66% 3. desktop computer 16.66% 4. whiteboard 16.66% 5. smartphone camera 33.33% 6. headphone 33.33% 7. wifi device/wifi router 33.33% 8. camera stand, 16.66% 9. laptop camera 16.66% 10. digital stand 16.66% 11. notepad 16.66% 12. digital writing pad (xp-pen) 16.66% 13. modem 16.66% serial number apps/software used for teaching english amidst covid-19 percentage 1. zoom cloud meeting 100% 2. google classroom 33.33% 3. google drive 16.66% 4. facebook 75% 5. you tube 50% 6. whatsapp 33.33% 7. messenger 50% 8. email 41.66% 9. stream yard 16.66% 10. google meet 41.66% 11. google 58.33% 12. telegram 16.66% 13. opera beta 8.33% 14. nctb books 8.33% 15. bangla dictionary 16.66% 16. oald (oxford advanced learners’ dictionary) 41.66% 17. foxit reader 33.33% 18. google chrome 66.66% 19. adobe acrobat reader 50% table-2: apps/software used for teaching english amidst covid-19 teaching english amidst coronavirus pandemic in bangladesh: technological adaptations and pedagogical modifications md. mozaffor hossain, md. atiqur rahman | 9 | table 3. websites the elt teachers have taken help from to teach during covid-19 sl. no. websites percentage 1. google (search engine) 50% 2. marriam webster dictionary 25% 3. google form 33.33% 4. wikipedia 41.66% 5. tophonetics.com (for pronunciation) 8.33% 6. kahoot.com (for quiz & multiple-choice questions) 8.33% 7. academia.edu 41.66% 8. libgen 8.33% 9. google translate 16.66% 10. banglapedia 8.33% 11. the financial express 8.33% 12. national geography 8.33% 13. muktijoddha archive 8.33% 14. bangladesh tottho batayon 8.33% 15. different sorts of websites 66.66% sl. no. name of the device/apps earlier uses uses during covid-19 percentage of users 1. notepad to write things, keep records, and to draft things to demonstrate writing through digital mode 25% 2. google to browse and exert information regarding various issues for personal use to browse and learn for the purpose of collective teaching materials 75% 3. google drive to store documents, data and information to provide the learners an access to the instructional documents, data and information 33.33% 4. laptop to type documents like cv and cover letter, to watch movies, to listen to songs, to browse internet to prepare lessons, teaching materials, instructional videos and share through online media the teaching materials to the students 100% 5. smartphones to make calls, receive calls, send messages, receive messages, take photos and selfies, to listen to songs, to browse internet etc. to record class lectures and upload them on learning platforms, to communicate and browse for academic purposes etc. 100% 6. messenger to conduct person to person communication, and to socialize to make and join in academic groups, upload teaching materials and communicate with the learners regarding their study 75% 7. zoom cloud meeting it was not familiar and used earlier to conduct online classes, virtual tests, and to give feedbacks on the assessment 100% 8. digital camera to shoot photos and record videos to record class lectures and use them in live or blended teaching sessions 58.33% 9. youtube to watch videos to watch and learn from the academic videos, and to upload instructional videos for the learners 41.66% table 4. technological adaptations the elt teachers have made to teach during covid-19 enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 1–17 | 10 | 10. facebook to give status, write comments, watch videos, read news items etc. to make and join academic groups, and upload teaching materials, and to conduct facebook live classes 66.66% 11. soft copy materials hardcopies were used earlier softcopies of learning and teaching materials are sent and shared through online paths 75% 12. nctb books hard copies of nctb books were used soft copies of nctb books are downloaded and used for teaching 16.66% 13. telegram not used earlier to communicate with the students for teaching purposes 8.33% 14. power point earlier it used to be used mostly in seminar presentations to demonstrate teaching materials to the learners virtually while conducting classes 41.66% as to the english language teachers’ satisfaction regarding the existing technological devices and their uses, majority of the teachers participating in this research responded with affirmative feedback although many referred to some known pressing issues related to internet, training and updated devices, like lack of smooth internet connection, need for training on virtual teaching for many aged faculty members, and upgradation of earlier versions of computer and related devices. likewise, maximum of the population of the research found satisfactorily effective the technological adaptations they devised for making english language teaching fruitful amidst the coronavirus propelled new education mode. (i) if handwriting on digital board could automatically be transformed into word file. (ii) free apps like zoom (ii) faster internet service (iv) uninterrupted zoom performance (v) zoom sessions without time limitations (vi) more effective applications to monitor the students properly (vii) lighter version of zoom (viii) built-in teaching apps in android phone (ix) better zoom resolution (x) if whatsapp and messenger had a teaching platform like zoom (xi) effective apps and software for virtual assessment and script checking table 6. pedagogical modifications for teaching english amidst covid-19 sl. no. before covid-19 during covid-19 percentage of teachers modifying thus 1. tpr (total physical response) no tpr, only presentation 41.66% 2. interactive classes monologue/one sided lectures 50% 3. strict assessment on hard copies of answer scripts lenient assessment on soft copies 58.33% 4. class control/teachers’ talking time (less) more teacher’s talking time 33.33% 5. more students’ class participation less students’ class participation 50% table 5. suggestions for additional technological innovations and adaptations teaching english amidst coronavirus pandemic in bangladesh: technological adaptations and pedagogical modifications md. mozaffor hossain, md. atiqur rahman | 11 | 6. sufficient contents a bit limited content 16.66% 7. automatic class control technological class control (suddenly muting somebody for convenience) 25% 8. more friendly/less strict class control a bit strict class control 41.66% 9. performing only as a teacher thinking as both a teacher and a student 8.33% 10. normal temperament being more patient 75% 11. teaching lessons as they were making lessons easier 50% 12. liberal about time time conscious 33.33% 13. need study as usual need more study 8.33% 14. direct offline classroom setting with adequate teaching staff virtual classroom 58.33% 15. oral and written lecture-based lectures with soft copies of teaching materials through screen share 41.66% 16. huge classroom with an excessive number of students online class with fewer students 16.66% 17. direct attention to each and every student technology-based attention to the students 25% 18. physical presence of the students was assured students ids might be there, but some would remain absent albeit showing their presence 33.33% 19. more time was spent for class maintenance, roll call and class discipline class maintenance is quite easier 16.66% 20. needs to be physically and mentally prepared before entering the offline classes as the classes are casual, and the students’ participation is also casual, teachers feel both mentally and physically relaxed 16.33% 21. could cover fewer topics in offline classes can cover more topics in virtual classes since they are mostly one-way teaching 8.33% 22. less enjoyable than virtual class more enjoyable than onsite class 8.33% 23. focusing on paper-based assessments focusing more on virtual assignments, mcq, fill in the blanks or short questions in order to assess the students’ progress. 41.66% 24. earlier it was classroom teaching and assessment. assessing students through oral tests, audio-visual live presentations, sharing audio-visual materials and powerpoint presentations 50% to ease the challenges faced by the students to retain students’ academic continuity to facilitate learning during covid-19 to remain at par in the teaching competition to deliver the lessons as it is required figure 1. purposes for pedagogical modifications enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 1–17 | 12 | most of the english language teachers responding to the questions of this research, in terms of the effectiveness of pedagogical changes and modifications they had made, apprised that they had found them remarkably effective though a few of them had encountered some challenges like learners’ unwillingness in virtual classes. nevertheless, the teachers are sanguine that in course of time, if online education goes on, learners will be accustomed. sl. no. suggestion for additional pedagogical modifications 1. more powerpoint presentations than word-file teaching 2. more study to fill the gap of the absence of in-class education 3. more time for teachers to study and prepare 4. virtual learners should respond more and better. 5. online affordability for all the students 6. providing the learners with adequate slides and hand notes apart from virtual class lectures 7. encouraging the students repeatedly to attend the online classes as much as possible 8. paraphrasing and interpreting the texts comprehensively 9. seriousness of the teachers and students regarding attendance and attention 10. focusing on more online presentations, interviews and viva voce may be helpful for the teachers to teach english better. 11. the teacher has to be fully aware of his limitations. he can also provide the students texts that are available online and can be easily downloaded. he must try to engage every student in his learning tasks. table 7. suggestions for additional pedagogical modifications discussion the unavoidable impact of covid-19 on education system was a challenge to the whole world, and bangladesh was no exception. teachers needed to make a drastic change in education system with the help of modern technology and networking devices. the findings of the research show, sequentially, how modern technology and networking devices like computers and smartphones replaced the classroom education system with online education system. apps like zoom cloud meetings and google classroom functioned like the virtual classrooms. even a social medium like facebook played a vital role in our education system during covid-19 pandemic. there is no denying the fact that our education is now inseparably connected to the internet and modern technologies, especially those connected to information and communication technology (ict). this is the fact which was strongly felt during covid-19 pandemic—teachers googled topics of different subjects, read and downloaded pdfs, epubs, and shared them with students. they browsed different websites connected to education and learning like wikipedia, academia.edu, etc. the covid-19 impacts on education made our teachers use their everyday electronic devices like laptops, smartphones, digital cameras in the ways more suited to our online education during covid-19 pandemic. their adaptation of various social and entertainment websites like facebook, youtube show how teachers tried their best levels to cope up with the crisis. devices and technologies which had long been used primarily for entertainment and social networking thus became essential teaching english amidst coronavirus pandemic in bangladesh: technological adaptations and pedagogical modifications md. mozaffor hossain, md. atiqur rahman | 13 | things for education, for instance – 16.66% teachers started to use pdf copies of nctb books. although the percentage is small, it hints at a new idea of books and the experience of reading, which have all the possibilities to change the traditional education system radically if it is necessary. suggestions from teachers for additional technological innovations and adaptations clearly hint at the inefficiency of the online education system: their want of a free app which may allow them to continue their class without any interruption as happens when using the free version of zoom cloud meetings. their want of an inbuilt app on smartphones shows how much they suffered on the one hand, and on the other, how much a smartphone or a computer can act as an essential device in modern education system, a device with all the potentials to change the long-lasting idea of education by giving lectures in the physical classrooms. our recent experience of online education also shows how teachers may adapt with technological devices to create a new dimension of modern education system. the traditional pedagogy went through a big change: real-time physical gestures and interactions in the classrooms were replaced by video presentations created with extra focus and care. but here the teachers lost the total physical response, interactive classes; because in most cases, they felt bound to continue giving one sided lectures which often seem to be boring monologues, for in most cases, the network of some of the participants, be it the students or the teachers themselves, was very poor, and the students remained silent with their microphones turned off. for such reasons, lenient assessments of soft answer scripts took the place of strict assessments on the hard copies of the answer scripts. suggestion from teachers for additional pedagogical modifications to make online classes more effective and less monotonous include using more powerpoint presentations than word-file teaching, ensuring interactive discussion and frequent responses from the students. most of the teachers are of the opinion that the internet should have been affordable for every student; and students must be engaged directly though virtually in the learning process. 4. conclusion one of the remarkable limitations of this research is its small number of sample population which could not be selected in a sufficient number due to the country wide shutdown incited by covid-19 pandemic. a representative number of samples would make the research more reliable and comprehensive. the covid-19-forced novelty in teaching demands that the traditional elt theory and research trends need to be refurbished, and sociopolitical concerns should be re-considered in a healthy manner (mirhosseini, s. (2022). effective english language teaching, like teaching any other branch of knowledge, requires to be ensured through solving the technology and internet – related issues prevalent across bangladesh, and, simultaneously, teachers along with the learners need to nurture unavoidable pedagogical and learning reformations (hossain, 2021). positively seen, although covid-19 pandemic brought havocking effects on various sides of human life across the world, it introduced as well as reinforced educational technology as an opportunity for teachers, learners and stakeholders to accelerate education virtually. the study apropos of technological use in virtual teaching brought to notice a number of solvable issues like shortage of technological tools, insufficient parental support for active participation of students, trial and error enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 1–17 | 14 | to adopt technical tools to virtual mode of teaching and abrupt paradigm shift without methodical training, little time space to adapt to the paradigm shift, planning, and executing classes, learners unwillingness to give in to the sudden learning mode, and after all, unaffordability of many of the learners to have necessary updated technological devices at their possession (alimyar & lakshmi, 2021). since covid-19 almost imprisoned people into unusual life practices, especially in academia, the concerned people need to foster humanistic attributes in greater volume caring for the psychological realities of both the teachers and students (corbera et al., 2020). likewise, teachers feel the urgency to act carefully for the psychological well-being of the learners in terms of teaching english in a suffocating time like covid-19. as such, all the people in connection with teaching and learning are demanded to effectuate technology in the most fruitful manner and re-arrange pedagogical techniques to help the learners assimilate the most. 5. acknowledgements we acknowledge our sincerest gratitude to all the participants who rendered us a great help by sparing the valuable moments of their time to answer the questions of this research. 6. references alimyar, z., & lakshmi, s. g. 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(2016). open-ended questions. https://doi.org/10.15465/gesis-sg_en_002 enjourme vol. 2, no. 1, 2017 72 improving students’ ability in writing hortatory exposition texts by using the process-genre based approach with youtube videos as the media fifin naili rizkiyah ikip pgri jember phiefin@gmail.com abstract this research is aimed at finding out how process-genre based approach strategy with youtube videos as the media are employed to improve the students’ ability in writing hortatory exposition texts. this study uses collaborative classroom action research design following the procedures namely planning, implementing, observing, and reflecting. the procedures of carrying out the strategy are: (1) relating several issues/ cases to the students’ background knowledge and introducing the generic structures and linguistic features of hortatory exposition text as the bkof stage, (2) analyzing the generic structure and the language features used in the text and getting model on how to write a hortatory exposition text by using the youtube video as the mot stage, (3) writing a hortatory exposition text collaboratively in a small group and in pairs through process writing as the jcot stage, and (4) writing a hortatory exposition text individually as the icot stage. the result shows that the use of process-genre based approach and youtube videos can improve the students’ ability in writing hortatory exposition texts. the percentage of the students achieving the score above the minimum passing grade (70) had improved from only 15.8% (3 out of 19 students) in the preliminary study to 100% (22 students) in the cycle 1. besides, the score of each aspect; content, organization, vocabulary, grammar, and mechanics also improved. key words: writing ability, hortatory exposition text, process-genre based approach, youtube video mailto:phiefin@gmail.com enjourme vol. 2, no. 1, 2017 73 writing is important for upper secondary level students to learn regarding the curriculum. the students are required to reach competence standards in writing a number of text types varying from short functional texts to monolog texts and also essays, namely recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, and review in daily life context (bsnp, 2013). it is obvious that senior high school students must be competent to write those kinds of essays. the problem is writing such essays are difficult for them comparing to short functional and monolog texts. writing essays is always challenging moreover when the students do not have any model or media that can assist them in developing ideas. as the students of xi makbi (madrasah aliyah keagamaan bertaraf internasional international based islamic high school) program of man 3 malang seem to encounter problems particularly in writing hortatory exposition texts, the researcher intended to conduct a research dealing with writing instruction in this class. based on the result of questionnaires for the students and the interview with the classroom english teacher, several difficulties are found in writing class. first, many students had difficulty in choosing the right words; they do not know what appropriate diction they should use in their writing. this means that they lack vocabulary. second, they often got stuck in expressing their ideas and changing to words, phrases, sentences, and paragraph. moreover, they also lack motivation. third, most of the students had problem with the use of grammar; they cannot decide what grammar is appropriate to be used in specific genre of text. besides, sometimes they are not aware of the pattern or structure they used which makes their writing grammatically poor or even grammarless. regarding enjourme vol. 2, no. 1, 2017 74 the students’ scores got from the writing test, they apparently had difficulty in writing a hortatory exposition text. out of 19 students, only 3 students got score above 70 (which is the minimum passing grade of english subject) while others got the score varying from 43 to 69.5. the average score of the class was 63. these data showed that the students’ writing ability was low, particularly in writing a hortatory exposition text. the fact that writing is difficult is also stated by widiati & cahyono, 2011; heaton, 1990 and rivers, 1981. blanchard and root (2003:1) even state that writing can be difficult even in the first language. in a new language, writing can be even more difficult. it is not just in the matter of putting ideas into written text but also transferring them into the target language. based on the result of preliminary study, the problems that the students had caused them to be reluctant in completing writing tasks that yield non-satisfying writing products. they stated explicitly the problems they faced in writing hortatory exposition regarding the generic structure, the dictions and the grammar. without any background knowledge of the topic given, of course students have to expand upon how to produce good and appropriate topic sentences that support their thesis, and provide any information they wish in support. having obtained data in the preliminary study, the researcher proposes to implement process-genre based approach with youtube videos as the media in teaching writing hortatory exposition text. she believes that using those strategy will bring success in the teaching-learning activity. by having such strategy, the researcher expects that the learning activity will be more effective and bring good impact not only in the final result but also in the teaching-learning process as what has been conducted by irmawati (2011) and megawati (2011). they also used enjourme vol. 2, no. 1, 2017 75 process-genre based approach to improve students’ ability in writing descriptive and narrative texts. it worked well as what had been expected. as stempleski (2002:365) stated that video is closely associated with leisure and entertainment that students watching video in the classroom expect only to be entertained. and this will make the students feel joyful and not be burdened with the writing tasks. several researches utilizing video were successful in supporting language learning as those conducted by dewi (2012), marti (2011), syamsyudarni (2010), and wahyudiyati (2011). therefore, video is considered to be a valuable tool for language teaching, especially teaching writing. and youtube video is chosen because everyone can get it easily and for free. process-genre based approach is the combination of two approaches, process approach and genre-based approach. according to process approach, writing activities are divided into four steps: planning, drafting, editing (reflecting and revising) and final version (harmer, 2004:4). planning is the step in which the writers consider the purpose of their writing, the audiences they are writing for and the content structurethat is how best to sequence the fact, ideas, or argument which they have decided to include; drafting is the step in which the writers write the first version of a piece of writing; editing (reflecting and revising) is the step in which the writers read through what they have written to see where it works and where it does not. perhaps the order of information is not clear, the way something is written is ambiguous or confusing, etc. reflecting and revising are often helped by other readers (or editors) who comment and make suggestions; final version is the last step in which the writers have edited their draft, making enjourme vol. 2, no. 1, 2017 76 the changes they consider to be necessary and they are ready to send the written texts to its intended audience. the second component is genre based approach (gba). it is an approach that is based on the three assumptions about language learning (hyland, 2003). the first assumption is learning second language is a social activity. it means learning needs collaboration between teacher and student and between student and other students. the second assumption is learning occurs more effectively if teachers provide students explicit knowledge about language. then the third assumption is the process of learning language is a series of scaffold developmental steps which address different aspects of language. the cycle of gba consists of four main stages; they are building knowledge of field (bkof), modeling of text (mot), joint construction of text (jcot) and independent construction of text (icot). the implementation of process-genre based approach in writing (as stated by badger & white, 2000) requires teachers first guide the learners to identify the purpose and other aspects of the social context of the kind of text they are going to produce through the model text in bkof and mot stage, such as the field (the topic or specific information), tenor (how it might attract a certain group of people), and mode (the ways in which topic is presented). then the students will go through the writing process in producing a piece of composition collaboratively in jcot. having practiced the writing process collaboratively, the students then will produce a piece of composition independently in the icot stage. the use of youtube videos as media to support genre-based approach strategy in the teaching-learning process will be very helpful for learners as the enjourme vol. 2, no. 1, 2017 77 input before they start writing; and the videos are played in the planning stage. as videos provide both audio and visual, the students have the opportunity to read the visual as well as to listen to the auditory messages simultaneously (mekhmeir, 2011). when a group of students is assigned to write a particular genre, they frequently have different knowledge or input on what they are going to wtire. in accordance to badger and white (2000), some learners who are already familiar with or skilled at it may need little or no input; and the rests with no or little knowledge about the genre or the topic will find difficulty in the writing process. concerning the real practice in writing class, the effectiveness of using youtube video to improve writing ability is proved by previous studies conducted by dewi (2012), wahyudiyati (2011) and zaenah (2011). the result showed that there is improvement not only in the writing ability of the students involved in the study but also in the quality of teaching-learning process. thus, the researcher decided to use youtube videos as media to support genre-based approach in the teaching-learning process. the flow of the writing activities in process-genre based approach can be seen in figure 1. enjourme vol. 2, no. 1, 2017 78 figure 1. the writing activities in pocess genre-based approach (adapted from irmawati, 2012) the purpose of this study is to find out how process-genre based approach strategy with youtube videos as the media are employed to improve the students’ ability in writing hortatory exposition texts. method in accordance with the purpose of the study, the suitable design for this study is classroom action research (car). this research is aimed at developing a certain instructional strategy to solve practical instructional problems in english classrooms (latief, 2003).to apply the design, the researcher is helped by the original teacher as the researcher’s collaborator who observes the students in the classroom while the researcher teaches them. the model of classroom action enjourme vol. 2, no. 1, 2017 79 research used in this study is the one developed by kemmis and mctaggart in koshy (2005) that consists of four steps namely planning, implementing and observing, and reflecting. this model is chosen since it fits to all the steps that the researcher decided in conducting the study. after having problem identification, the researcher searches for an appropriate teaching-learning strategy which can overcome the classroom problem. in the planning stage, the researcher elaborates the strategy in the form of teaching scenario that contains teaching-learning activities, materials, media and criteria of success. in the next stage, the researcher implements the teaching-learning scenario. the implementation should run as what has been planned in the scenario. the next stage is observing in which the original teacher observes the teaching-learning process for further evaluation. this is carried out to collect data as the indicators of success in the strategy that has been implemented. in the last stage, the researcher analyzes the data and compares with the criteria of success. if the result of data analysis meets the criteria of success, she stops the action and makes conclusion. on the other way, if the result of data analysis does not meet the criteria of success yet, she will revise the strategy and start from the first stage. the cyclical process of action research is presented in figure 2. enjourme vol. 2, no. 1, 2017 80 figure 2. the procedures of car (adapted from kemmis and mctaggart, in koshy, 2005) this study is conducted at man 3 malang, which is located on jalan bandung 7 malang east java. makbi xi, which is the subject of the study, consists of 22 students. prior to the implementation of classroom action research, the research is carried out through procedural steps which begins with preliminary study for identifying the real problems in the teaching and learning english, particularly the teaching of writing as well as finding out a general description about the students’ ability in writing. after doing preliminary study, the researcher prepares for the plan. according to koshy (2005:55), a good action enjourme vol. 2, no. 1, 2017 81 research project does not happen by accident; it needs careful planning, flexibility of approach and continuous reflection on the part of the researcher. before conducting the study, the researcher, who acts as the teacher, must prepare well every individual aspect in action research such as instructional materials, activities, instruments, and criteria of success. after planning, the researcher is ready to go to the implementation stage or it is often called acting on the plan. this implementation stage is done simultaneously with observing stage. in this stage, the researcher asks the teacher-collaborator to observe the process of the implementation of car. after it is carried out, then the researcher comes to reflection stage in which she analyzes the data from the observer and the students’ work. when the result has met the criteria of success, the action will be stopped. if it fails, the action will be continued to the next cycle. this study differs from others which implement car as the research design. the distinction lies in the strategies used in improving the students’ writing ability which are process approach, genre-based approach and youtube videos as the media. the criteria of success in this study are emphasized on two criteria, namely the teaching and learning process and the product of the students’ writing. in relation to the product of writing that is scored based on the scoring rubric, the researcher will have two raters to assess the students’ writing: (1) the original teacher of the english class who also acts as the observer and (2) the researcher’s colleague in graduate program pps um majoring english language teaching. the criteria of success, the data sources, and the instruments are presented in table 1. enjourme vol. 2, no. 1, 2017 82 table 1. the criteria of success, the data sources, and the instruments to assess the students’ hortatory exposition writing, the researcher used a scoring rubric that is adapted from cohen (1994:328-329) and brown (2004:244245). the scoring rubric is developed based on the need in scoring hortatory exposition text. the consideration in adapting it from cohen et al is to provide simple and clear criteria of each aspect (see table 2.2). table 2. the scoring rubric of students’ writing (adapted from cohen et al, 1994 & brown, 2004) componen ts scale category descriptor 25% content 20-25 13-19 7-12 1-6 excellent to very good good to adequate fair to poor all ideas in the sentences are relevant to the topic, the sentences contain a lot of supporting details to the main ideas most of the ideas in the sentences are relevant to the topic, the sentences contain some supporting details to the main ideas some ideas are relevant to the topic, the sentences contain few supporting details to the main ideas the criteria of success data sources instrument for data collection the process: most of the students (80%) of ximakbi program man 3 malang respond positively during the implementation of the strategy, except in the aspect of grammar and mechanics most of the students (80%) of ximakbi program man 3 malang are motivated during the action the students’ statement about their attitude toward the implementation of the strategy the students’ involvement in the class activities the record of the students’ attitude during the implementation of the strategy questionnaire observation checklist field note the product: all students (100%) get the score at least 70 as the minimum passing grade, and the average score of the class is 75 the result of the students writing product writing test at the icot stage enjourme vol. 2, no. 1, 2017 83 very poor to unacceptable limited number or ideas are relevant to the topic, the sentences contain very limited supporting details related to the main ideas 25% organizati on 20-25 13-19 7-12 1-6 excellent to very good good to adequate fair to poor very poor to unacceptable complete generic structure (thesis, arguments, reiteration) and all ideas in the sentences are put correctly based on the generic structure complete generic structure (thesis, arguments, reiteration), but not all ideas in the sentences are put correctly based on the generic structure less complete generic structure (thesis, arguments, reiteration) but not all ideas in the sentences are put correctly based on the generic structure less complete generic structure (thesis, arguments, reiteration) and all ideas in the sentences are put wrongly based on the generic structure 20% grammar 16-20 11-15 6-10 1-5 excellent to very good good to adequate fair to poor very poor to unacceptable no errors, full control of structure few errors, good control of structure many errors, fair control of structure dominated by errors, no control of structure 20% vocabulary 16-20 11-15 6-10 1-5 excellent to very good good to adequate fair to poor very effective choice of words, no misuse of vocabulary and word forms effective choice of words, few misuse of vocabulary and word forms less effective choice of words, some misuses of vocabulary and word forms not effective choice of words and a lot of enjourme vol. 2, no. 1, 2017 84 1 very poor to unacceptable misuses of vocabulary and word forms 10% mechanics 9-10 6-8 3-5 1-2 excellent to very good good to adequate fair to poor very poor to unacceptable no to very few errors in spelling, punctuation, capitalization, and paraphrasing few to several errors in spelling, punctuation, capitalization, and paraphrasing frequent errors in spelling, punctuation, capitalization, and paraphrasing dominated by errors in spelling, punctuation, capitalization, and paraphrasing the implementation of the strategy was carried out in 4 meetings. the teaching schedule is presented below in table 3. table 3. the teaching schedule meeting in cycle 1 day date focus of activities 1 saturday may 3 rd 2014 (bkof & mot) explanation of the feature of hortatory exposition text and introduction to youtube videos followed by modeling on the writing process using a youtube video “fast food: delicious but dangerous” 2 thursday may 8 th 2014 (jcot part i) collaborative writing in a small group, writing a hortatory exposition text by using a youtube video “is the internet child-friendly?” through process approach 3 saturday may 10 th 2014 (jcot part ii) collaborative writing in pairs, writing a hortatory exposition text using a youtube video “smoking and its effects on health” through process approach 4 saturday may 17 th 2014 (icot) individual writing by using youtube video “why you should learn english” enjourme vol. 2, no. 1, 2017 85 as what is stated in table 3, the researcher needed four meetings for one cycle. in the first meeting (bkof & mot), the classroom activity was started with speaking session between the teacher and the students about the topic of the lesson. besides, the teacher also arose some issues/cases and asked the students to give opinion. next, they had reading activity in which the teacher guides the students to identify the generic structure and linguistic features of hortatory exposition they found in the text. afterwards, the students had grammar exercise on the use of present tense to then discuss together with the class. after they understood the content of the text as well as the characteristics of it, they were introduced to the video containing an issue. after watching the youtube video, they were asked to identify the information they got. then the teacher put the information in the hortatory exposition scaffold. the next was writing activity, the teacher wrote on the board an example of paragraph from the information in the hortatory exposition scaffold and then the students continued writing some sentences. in the second meeting (jcot part 1), the students collaboratively in small groups did some activities, especially in the process of writing. for the first, they were given worksheets to do exercises like identifying generic structure and linguistic features of the text given. then they were shown a youtube video and wrote the main points in the hortatory exposition scaffold as the prewriting activity. then in drafting, they continued writing the information from the scaffold into a hortatory exposition text. for editing and revising they had proofreading activity within the groups in which they read through their drafts to edit and revise the drafts before submitting the final product of their writings. the enjourme vol. 2, no. 1, 2017 86 teacher guided the students in this proofreading activity so that they could do the editing correctly. in the third meeting (jcot part 2), the students had almost similar activities with what they had in the previous meeting. the main activity was writing a hortatory exposition text in pairs. they first watched a video before fulfilling the hortatory exposition scaffold as the planning stage. afterwards, the students started to write the first draft based on the information from the scaffold. having finished with drafting, they then had proofreading which was done by other group. they were given a proofreading guidance so that the feedback given is worth and correct. after proofreading was done, the writers revised and edited their draft to be the final draft. still, the teacher assists the students in revising and editing their writing. finally, when the students finished the final draft, they then submitted the writing products. in the fourth meeting (icot), the students are assigned to write a hortatory exposition text independently after watching a youtube video. the students had to write a hortatory exposition text in 75 minutes. their writing will be then submitted and to be assessed as their writing achievement. findings and discussions the section deals with data on how to improve the students’ ability in writing hortatory exposition texts using youtube videos through process-genre based approach. the data are based on the observations, field notes, questionnaires, and the students’ writing products. all findings in this chapter are related to the activities which were done in four meetings in a cycle. to identify enjourme vol. 2, no. 1, 2017 87 the students’ involvement in the teaching-learning activities, two instruments, observation checklist and field notes, were used by the observer. the observer scored the students’ involvement ranging from very poor to very good categories. if 18-22 students do the activities, the scale is 4, which is considered as very good. if many of the students (12-17), the scale is 3, which is considered in the good category. meanwhile if some of the students (7-11) do the activities, the scale is 2, which is considered as fair. if only few of the students do the activities (1-6), the scale is 1, which is considered in the poor category. the last, if there is no student does the activity (0 student), the scale is 0, which is considered in the very poor category. in the first meeting, there were nine main activities which had been completed by the students. table 4 shows the description of the scale obtained in terms of measuring the students’ involvement in meeting 1. enjourme vol. 2, no. 1, 2017 88 table 4. the students’ involvement in cycle 1 meeting 1 as can be seen in table 4, the minimum scale achieved by the students in meeting 1 was scale 3. it was given to the fourth and the ninth activities. as scale 3 belongs to the good category, it means that many of the students (around 12-17 students) got involved in the activity. in the fourth activity, many of them could identify the generic structure and linguistic features in the model text “fast food: delicious but dangerous” and the few of them could not identify especially the emotive words as one of the linguistic features of hortatory exposition text. in the ninth activity, in which the students together with the teacher developed the stage indicators scale interpretation obtained maximum bkof 1. answering questions related to background knowledge about the surrounding issues (related to hortatory exposition text) 4 4 very good 2. answering several comprehension questions based on the model text “fast food: delicious but dangerous” 4 4 very good 3. listening to the explanation about hortatory exposition text: generic structure and linguistic features 4 4 very good 4. identifying the thesis, arguments, and recommendation and also the present tense, transition to link arguments, and emotive words of the model text 3 4 good 5. doing grammar exercise 4 4 very good mot 6. listening to the explanation on how to use youtube video for writing 4 4 very good 7. paying attention to the video “fast food: delicious but dangerous” 4 4 very good 8. writing the information from the youtube video in the hortatory exposition scaffold 4 4 very good 9. developing the scaffold into paragraphs (by the teacher together with the students) 3 4 good total scale 34 36 enjourme vol. 2, no. 1, 2017 89 scaffold into paragraphs, many of them contributed to make sentences. yet few of them did not get involved in building sentences although the teacher had helped them. for the rest activities, scale 4 as the very good category was given because more than 18 students got involved during the teaching and learning activities. overall, the obtained total scale for the students’ involvement in meeting 1 was 34 and then divided by the maximum total scale 36 then multiplied by 100%. as a result, the percentage of the students’ involvement during the teaching and learning activities in meeting 1 was 94%. table 5 shows the description of the scale obtained in terms of measuring the students’ involvement in meeting 2. table 5. the students involvement in cycle 1 meeting 2 as has been stated in table 5, the minimum scale obtained by the students in meeting 2 was scale 3 which was considered good. it was given for the fifth stage indicators scale interpretation obtained maximum jcot part 1 1. doing exercise in group of three (summarizing a text by filling a hortatory exposition scaffold in identifying the generic structure and linguistic features of the text) 4 4 very good 2. writing the information from the video in the hortatory exposition scaffold 4 4 very good 3. developing scaffold into draft 4 4 very good 4. doing peer review within the group and getting feedback from the teacher 4 4 very good 5. revising and editing the writing product 3 4 good 6. submitting the writing product 4 4 very good total scale 23 24 enjourme vol. 2, no. 1, 2017 90 activity in which the students revised and edited the writing product. not all the group members had chance to revise and edit the product because of the time was over at that time. there were two groups who did not revise and edit their products. so, after those two groups completed peer review, they directly submitted the writing product as the limited time. for the rest activities, scale 4 which belongs to very good category was given because all of the students participated in the activities. overall, the acquired total scale for the students’ involvement in meeting 2 was 23 (95%). table 6 shows the description of the scale obtained in terms of measuring the students’ involvement in meeting 3. table 6. the students’ involvement in cycle 1 meeting 3 as what can be seen in table 6, the maximum scale (4) was given to all of the five activities because all students got involved in those activities: planning (writing the information from the video in the hortatory exposition scaffold), drafting (developing scaffold into draft), editing (doing peer review within the group and getting feedback from the teacher then revising and editing the writing stage indicators scale interpretation obtained maximum jcot part 2 1. writing the information from the video in the hortatory exposition scaffold 4 4 very good 2. developing scaffold into draft 4 4 very good 3. doing peer review within the group and getting feedback from the teacher 4 4 very good 4. revising and editing the writing product 4 4 very good 5. submitting the writing product 4 4 very good total scale 20 20 enjourme vol. 2, no. 1, 2017 91 product), and the last is final version (submitting the final product of writing). it shows that the students’ involvement during the teaching and learning activities in meeting 3 belongs to very good category. therefore, the percentage of the students’ involvement in this meeting was (100%). table 7 shows the description of the scale acquired in terms of measuring the students’ involvement in meeting 4. table 7. the students’ involvement in cycle 1 meeting 4 as can be seen in table 7, the maximum scale (4) was also given to all of the five icot activities since all students got involved in those activities starting from planning (writing the information from the video in the hortatory exposition scaffold), drafting (developing scaffold into draft), editing (proofreading the writing in terms of content, organization, grammar, vocabulary, and mechanics then revising and editing the draft), and the last is final version (submitting the final product of writing). it shows that the students’ involvement during the stage indicators scale interpretation obtained maximum icot 1. writing the information from the video in the hortatory exposition scaffold 4 4 very good 2. developing scaffold into draft 4 4 very good 3. proofreading the writing in terms of content, organization, grammar, vocabulary, and mechanics 4 4 very good 4. revising and editing the writing product 4 4 very good 5. submitting the writing product 4 4 very good total scale 20 20 enjourme vol. 2, no. 1, 2017 92 teaching and learning activities in meeting 4 belongs to very good category. thus, the percentage of the students’ involvement in this meeting was (100%). the percentage of the students’ involvement obtained from the observation checklist in each meeting is 94%, 95%, 100%, and 100% respectively. therefore, the final percentage for the students’ involvement during the teaching and learning activities in cycle 1 was 97%. it means that the first criteria of success obtained from the observation sheet have been achieved. in addition, the observer also supported the findings by writing some points in the field notes. the field notes covered a brief explanation about the strengths, the weaknesses, and the suggestion. in meeting 1, there are two strengths in the teaching and learning process using video. they were (1) the students are interested in learning the lesson because they watch video which they rarely have in the classroom; (2) as video is an interesting thing for the students, they become more enthusiastic when they were assigned to write information they got from the video in the scaffold. meanwhile, the weakness in this meeting came from the tool that the teacher equipped in playing the video; the audio speaker did not work properly which caused the sound unclear. but overall, the students still like watching the video. therefore, the observer suggested the teacher to check and prepare anything before starting the lesson especially when using technology in the classroom. in meeting 2, there were also two points as the strengths, (1) the students enjoy watching the video because it was an interesting, clear, and creative video; (2) the information from the video can be used as input for writing hortatory exposition text since the video provides clear information as also the pictures and enjourme vol. 2, no. 1, 2017 93 the sound. and the weaknesses found in this meeting were in the technical term. first, some students till need to watch the video as the input for making draft, but the teacher played the video only twice. therefore, the observer suggested the teacher to play the video three times because twice is considered not enough for the students to catch information. the second weakness was about the time management. there are several students who could not complete revising and editing stage since the time was over. thus, the observer suggested the teacher to be firmer to the students in giving time allocation for each activity so that they can complete all the activities on time. in meeting 3, there are 2 strengths that were noted by the observer, (1) proofreading guidance is good to make the students understand and know how to proofread others’ writing; (2) the video is in the form of cartoon, it’s nice that the teacher provided different videos in each meeting. and there is no weakness written by the observer in this meeting as the teaching and learning process ran smoothly and well. in the last meeting, the students were assigned to write a hortatory exposition text independently. the strength found in this meeting was that the students were ready and excited to write based on the video they watched. having enough model and also exercises made the students confident to write a hortatory exposition text. the other strength of this meeting was that in the process of writing, the students focused on their own work. each of them tried to give their best effort to produce a hortatory exposition text. moreover, all students could complete their writing on time. thus, it could be said that there was no weakness in this meeting. enjourme vol. 2, no. 1, 2017 94 the other criteria of success is the students’ writing products. the scores of their writing products were taken from the writing test at the icot stage. the description of the students’ scores in each aspect of writing can be seen in table 8. table 8. students’ score distribution for each aspect of writing in cycle 1 writing aspect content organization vocabulary grammar mechanics score/ category f % f % f % f % f % 4/ very good 16 72.7 15 68.2 18 81.8 10 45.5 2 9.1 3/ good 6 27.3 5 22.7 2 9.1 9 40.9 20 90.9 2/ fair 0 0 2 9.1 2 9.1 3 13.6 0 0 1/ poor 0 0 0 0 0 0 0 0 0 0 in terms of content, all students (100%) were able to achieve the scores classified as good to very good category. in addition, most of the students’ writing products (90.9%) were categorized into good to very good category in terms of the organization and vocabulary. then in relation to grammar, there were more than half of the students (86.4%) who were able to obtain the scores ranging from good to very good category. meanwhile, in the aspect of mechanics all students (100%) were able to obtain the scores ranging from good to very good category. from the data on the students’ final score in cycle 1, it can be seen that most students reached good to very good category in almost all writing aspects. the students’ final scores are in the range of 70 to 92. it means that all students have achieved the minimum passing grade which is 70. and the average score of the class is 81. it also has passed over the enjourme vol. 2, no. 1, 2017 73 average that was set in the criteria of success, which is 75. comparing to the students’ writing scores in the preliminary study, the students’ final scores in cycle 1 apparently increase. questionnaires were distributed to know the students’ responses toward the implementation of the strategy in meeting 4 after the students had finished their final products in cycle 1. the result of the questionnaire could be seen in table 9. enjourme vol. 2, no. 1, 2017 74 table 9. the result of the questionnaire fulfilled by the students. from the above data, it could be concluded that most of the students (more than 80%) had positive responses towards the implementation of youtube video to help them write a no points response strongly agree (%) agree (%) disagree (%) strongly disagree (%) 1 enjoying writing hortatory exposition text by using youtube video 18.2 72.7 9.1 0 2 confidence in writing hortatory exposition text by using youtube video 22.7 63.6 13.7 0 3 the ability in writing hortatory exposition text by using youtube video improving 22.7 59.1 18.2 0 4 being able in generating idea (content) in writing hortatory exposition text by using youtube video 36.4 59.1 4.5 0 5 being able in organizing idea (organization) in writing hortatory exposition text by using youtube video 18.2 63.6 18.2 0 6 being able in using effective choice of words (vocabulary) in writing hortatory exposition text by using youtube video 18.2 68.1 13.7 0 7 being able in using grammar in writing hortatory exposition text by using youtube video 9.1 45.4 45.5 0 8 being able in the use of spelling, pronunciation, capitalization, and paraphrasing (mechanics) in writing hortatory exposition text by using youtube video 18.2 40.9 40.9 0 enjourme vol. 2, no. 1, 2017 75 hortatory exposition text in terms of the practicality and its influence to the students’ writing ability except grammar and mechanics aspect as the two aspects need a lot of practices and exercises. thus, the criteria of success related to the students’ responses towards the implementation of the strategy have already been achieved. in conclusion, considering all the findings in cycle 1 which have already met all the criteria of success: majority of the students (94%) got involved during the teaching and learning process, all of the students (100%) could achieved the score at least 70 as the minimum passing grade in their final products, and most of the students (87%) had positive responses towards the implementation of the strategy, the researcher decided to stop the action. in relation to the improvement of students’ attitude towards writing activities, the implementation of process-genre based approach as proposed by badger and white (2000) and hyland (2003) was able to make the students write more confidently because they experienced the process of writing starting from planning, drafting, editing, and final version (harmer, 2004). moreover, the implementation of building knowledge of field (bkof) and modeling of text (mot) have made the students understand the concept of hortatory exposition text and its characteristics. then, in joint construction of text (jcot), they experienced a cooperative activity in which they could share ideas with partner/s through group and pair works. therefore, they were more ready to write their hortatory exposition text really independently at the icot stage. those activities have made them more confident in producing a piece of writing because they have known what to write and how to write it well. therefore, the students enjoyed the writing activities and showed positive responses towards the implemented strategy. it is not only the students’ attitude that has improved during the implementation of the strategy, but also the students’ writing performance. overall, the students’ writing progress enjourme vol. 2, no. 1, 2017 76 was mainly because of the use of youtube video, as the suitable and interesting media to teach writing hortatory exposition text and the implementation of process-genre based approach equipped with the use of hortatory scaffold and proofreading guidance in the teaching and learning process. in the aspect of content, the students’ improvement was gained through the information from the youtube video which was beneficial as the input for them. the use of hortatory scaffold containing several points, which is the generic structure of hortatory exposition text, in the form of questions also helps the students to write sufficient ideas to their writing. here is the example of the student’s argument that she developed from the information in the youtube video in the icot stage. first, english can use for business. the example, in marketing management. we must have an english skill to introduce our product. people will know our product, not just in one place but people in other country too. next, the students’ progress on organization was obtained through the use of hortatory exposition scaffold containing the generic structure of the hortatory exposition text. they were thesis (which consists of issue, phenomena, and supporting facts), arguments, and recommendation (that contains any suggestion or recommendation dealing with the issue). the questions were put based on the generic structure, so it would be helpful for the students to organize the ideas. they could organize the ideas well starting from the introductory paragraph to the concluding paragraph which was recommendation. here is the example of recommendation which the student wrote in the last paragraph based on the scaffold she fulfilled before drafting. from the explanation, we have known that english is so important to learn and to understand. so, we should practice our english to increase our english. don’t be shy to use english! enjourme vol. 2, no. 1, 2017 77 then the students’ improvement on the vocabulary was also achieved through the use of youtube video and the model text. since youtube video provided both audio and visual information, the students could notice the words or phrases spoken as well as the pictures visualized in the video. besides, the model text played an important role for the students to enhance their vocabulary items because it makes them become more familiar with particular words used to argue and support or refute the issue in their writing especially the use of transition links: first, second, third, moreover, in addition, therefore and so; and also the use of emotive words: important, interested in, harder, comfortable, improve, increase, benefit, etc. furthermore, the students’ progress on grammar was achieved through the use of hortatory scaffold and the tasks related to grammar exercises. with regard to the hortatory scaffold, the students’ progress on grammar was gained through converting the answers of the guided questions from phrases into complete sentences in present tense. thus, it helped them to make correct sentences in hortatory exposition easily. here is the example of the student’s conversion from phrases into sentences in the hortatory exposition scaffold. information in words/phrases information in complete sentences dangers of fast food eating fast food too often is dangerous for health not eating fast food you should not eat fast food frequently besides, they were also assigned to find out the examples of sentences which used present tense in the model text. next, the grammar exercises related to the use of predicate in present tense by underlining the correct form of the verbs or to be in sentences have helped the students be more careful in constructing sentences in their hortatory exposition texts. additionally, regarding the students’ improvement in mechanics, it was gained through the model text. in the first model text, the students could see the model of how to use mechanics well. in the second model text, they were assigned to analyze the text in the aspect enjourme vol. 2, no. 1, 2017 78 of its mechanics and correct the wrong punctuation, spelling, and capitalization. thus, model text plays an important role in improving the students’ understanding and awareness on the aspect of mechanics. moreover, the implementation of process-genre based approach has definitely influenced the students’ writing ability. the students’ knowledge related to a hortatory exposition text, such as its social function, was strengthened in bkof stage. then in mot stage, they learnt more about the characteristics of a hortatory exposition text, such as the generic structure, grammatical features and language use through the model text. they also learnt how to use youtube video to help them write a hortatory exposition text. the students practiced their aspects of writing through some exercises related to content and organization (filling the hortatory exposition scaffold based on the information got from the youtube video), vocabulary (noticing the words spoken and the pictures visualized in the video and enhancing the vocabulary items from the model text), grammar (doing grammar exercises), and mechanics (doing mechanics exercises from the model text). those activities gave the students sufficient knowledge of what to write and how to write a better hortatory exposition text. afterwards, the students were then given opportunities to use their knowledge to write a hortatory exposition text cooperatively within a group of 3 at the jcot stage part 1. the idea of working cooperatively in a small group was meant as the trial or the first practice in producing a hortatory exposition text. this cooperative work was expected to build the students’ confidence for they could share and discuss the ideas with partners. during the process of producing a piece of hortatory exposition text, they experienced how to do planning with the use of hortatory exposition scaffold and they were able to generate and organize their ideas more easily. then in drafting, they were able to put the sentences they wrote in their scaffold into a hortatory exposition text. next, they did peer reviewing on their enjourme vol. 2, no. 1, 2017 79 own writing considering the content, organization, vocabulary, grammar, and mechanics. each group also got chance to have mini discussions with the teacher to receive feedback. then they could revise and edit their writing before finally submitting it. those activities enable the students produce a better hortatory exposition text because they started with planning to generate and organize their ideas, and they could revise and edit their writing based on the given feedback. having experienced with a small group to produce a hortatory exposition text through the writing process, they then had a chance to do it in pairs at the jcot part 2. bringing the experience they had with a small group, they used it to produce a piece of writing collaboratively with a partner through the writing process. in the editing part, the students had exchanged their drafts with others to have proofreading before they revised and edited their writing. this stage was very beneficial to train the students’ confidence and readiness before they started to write a hortatory exposition text individually as their final writing products in the last stage. again, having experienced the three stages (bkof, mot, jcot), the students were then able to internalize the knowledge they got to produce a hortatory exposition text by using youtube video in the icot stage. generally, the result of this study is in line with the theories dealing with the advantages of using instructional technology and media which is to engage students in learning as stated by smaldino and russel (2004). moreover, in accordance to stempleski (2002), video is an effective medium in motivating students’ interest as. in addition, the implementation of the use of process-genre based approach and youtube video is also in line with the theories proposed by badger and white (2000), hyland (2003), and harmer (2004) about the importance of process, purpose and context particularly in the teaching of writing to give the students more helpful guide during the writing activities. furthermore, the success of this present study supports the previous studies concerning the use of video to improve the enjourme vol. 2, no. 1, 2017 80 students’ writing ability conducted by berk (2009), dewi (2012), wahyudiyati (2011), and zaenah (2011). conclusions and suggestions the implementation of process-genre based approach with youtube videos as the media was able to help the students write a hortatory exposition text. the use of youtube video and the hortatory exposition scaffold completed with the guided questions has helped the students generate and organize the idea. as the researcher used a combination of two strategies; namely process-genre based approach, and media; youtube videos, the technique of conducting the present study was divided into some main activities. first, at the building knowledge of field (bkof) stage, the students were asked to relate the lesson (several issues/cases) to their background knowledge. second, the students were guided to learn more about characteristics of a hortatory exposition text by analyzing a model text in terms of its generic structure, linguistic features and language use at the modeling of text (mot) stage. in addition, a model of how to use youtube video and hortatory exposition scaffold to help them generate and organize ideas in writing a hortatory exposition text was also given. then exercises on the use of appropriate vocabulary items, grammar and mechanics were also given to the students to strengthen their ability for each writing aspect. third, the students were given opportunities to produce a piece of writing using youtube video with the help of hortatory exposition scaffold through the writing process cooperatively in a small group at the joint construction of text (jcot) part 1 stage. fourth, they were given a chance to produce a hortatory exposition text using youtube video with the help of hortatory exposition scaffold collaboratively in pairs through the writing process at jcot part 2 stage. lastly, as the students have experienced modeling from the teacher and enough practices in writing a enjourme vol. 2, no. 1, 2017 81 hortatory exposition text, they then were assigned to write a piece of writing using youtube video independently at the individual construction of text (icot) stage. finally, the results of the study are expected to be beneficial for several people, especially the english teacher of man 3 malang, english teacher of senior high school, and also further researchers. for the english teachers at man 3 malang, the result of this study can be used to solve problems related to the teaching of hortatory exposition texts for other classes particularly to help the students improve their writing ability and attitude towards writing, and to conduct the teaching of writing more meaningfully by giving students chance to experience writing process to produce a piece of writing. for other english teachers at senior high school level, the findings of this study can be used as one of the alternatives to solve the same problems they have related to the teaching of hortatory exposition text, and to vary the activities in teaching writing so that the students will be more motivated and excited. lastly, for future researchers, the result of the study can be used as valuable resources to conduct further research related to the use of youtube video as a medium to improve students’ writing ability in different text types, grades, and language skill. references badger, r. & white, g. 2000. a process-genre approach to teaching writing. elt journal vol. 54/2 april 2000. berk, r. a. 2009. multimedia teaching with video clips: tv, movies, youtube, and mtvu in the college classroom. international journal of technology in teaching and learning, 5(1), 1–21. bsnp. 2013. kurikulum 2013: kompetensi dasar sekolah menengah atas (sma)/ madrasah aliyah (ma). jakarta: kemendikbud. dewi, p. 2012, improving students’ ability to write analytical exposition text using youtube’s video.unpublished s2 thesis. surakarta: sebelas maret university. harmer, j. 2004. how to teach writing. essex: pearson education. enjourme vol. 2, no. 1, 2017 82 hyland, k. 2003. genre-based pedagogies: a social response to process. journal of second language writing 12 (2003) 17 – 19 irmawati, d.k. 2011. using facebook through process-genre based approach to improve the ability of grade 8 class c students of junior high school 19 malang in writing descriptive texts. unpublished s2 thesis. malang: state university of malang. koshy, v. 2007. action research for improving practice. london: paul chapman. latief, m. a. 2003. penelitian tindakan kelas pembelajaran bahasa inggris. jurnal ilmu pendidikan. 10 (2): 99-115. megawati, f. 2011. using comic strips in process-genre based approach to improve the ability of the twelfth graders of man bangil in writing narrative texts. unpublished s2 thesis. malang: state university of malang. smaldino, s.e. & russel, j.d. 2004. instructional technology and media for learning (8 th edition). upper saddle river: pearson education. wahyudiyati, a. a. 2011. using mr. bean videos to improve the ability of the eight graders of mtsn terate pandian sumenep in writing a recount text. unpublished s2 thesis. malang: state university of malang. zaenah, n. 2011. the use of video critic as a medium of teaching to improve students’ ability in writing hortatory exposition text. s1 thesis. semarang: walisongo state institute for islamic studies. 8. 7445-26621-1-ce.pmd enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index exploring the graduates’ perception of english language materialsexploring the graduates’ perception of english language materialsexploring the graduates’ perception of english language materialsexploring the graduates’ perception of english language materialsexploring the graduates’ perception of english language materials in vocational high schoolsin vocational high schoolsin vocational high schoolsin vocational high schoolsin vocational high schools a. wiqoyil islama, dzulfikri, wardatun nadzifaha. wiqoyil islama, dzulfikri, wardatun nadzifaha. wiqoyil islama, dzulfikri, wardatun nadzifaha. wiqoyil islama, dzulfikri, wardatun nadzifaha. wiqoyil islama, dzulfikri, wardatun nadzifah english language education, universitas islam malang, jalan mayjen haryono no.193, 65144, malang, indonesia corresponding author: wiqoyilislama@gmail.com article info received 08 february 2022 accepted 09 june 2022 available online 15 july 2022 keywords: efl, esp, vocational high school doi: 10.26905/enjourme.v7i1.7445 how to cite this article (apa style): islama, a.w., dzulfikri, d., & nadzifah, w. (2022). exploring the graduates’ perception of english language materials in vocational high schools. enjourme (english journal of merdeka): culture, language, and teaching of english, 7(1) 88-93, doi:https://doi.org/10.26905/ enjourme.v7i1.7445 abstract instead of continuing their studies, vocational high school (smk) students are prepared to work after they graduate. thus, instead of using general english, esp (english for specific purposes) should be implemented in smk. however, the national curriculum in indonesia decided to teach the same general english content to both sma (general high school) and smk. the purpose of this study is to see how smk graduates feel about the efl materials they received at smk. this research involved three smk graduates as participants. this investigation yielded three recommendations. first, esp resources should be incorporated to the english topic in smk without omitting the need for general english materials. second, smk classroom activities should place a greater emphasis on practical communication. third, extensive reading and/or listening activities should be implemented in smk. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no, 1, july 2022, page 88–93 1. introduction today, students’ needs in english are not focused only on skills such as listening, reading, writing, speaking english fluently, but also on the ability to communicate in a way which can be understood and appreciated by their future colleagues in the working environments (medrea & rus, 2012). vocational high school (smk) prepares their students to have jobs after graduating rather than to continue to higher education. teaching english in smk is different from teaching english in general high school (sma). in smk, the objective is to get the students able to take part in the work field (cahyati et al., 2015). ©2022 the authors. published by university of merdeka malang this is an open access article distributed under the cc by-nc-nd 4.0 (https://creativecommons.org/licenses/by-nc-nd/4.0/) exploring the graduates’ perception of english language materials in vocational high schools a. wiqoyil islama, dzulfikri, wardatun nadzifah | 89 | sukarni (2020) stated that although smk students can choose to continue their education, most of them prefer to find a job after they graduate, while only 36.2% of them want to continue their study. however, the english language materials they receive during their years in school are not specialized to their future job environments. materials in general communication, such as greetings, leaving messages, expressing feelings, and expressing regret, demonstrate that the lesson topic is not determined by vocational school majors (cahyati et al., 2015). almost all of them made essentially the same statement, and it is frequently heard from students that mostly they have low motivation to learn english, for a variety of reasons, one of which is that they do not consider language to be important for future employment (especially for non-tourism major students). additionally, teachers claimed that their academic input is limited (ratnadewi, 2016). indonesian national curriculum (kurikulum nasional) is a textbook-driven curriculum. this risks making teachers not creative when in fact they are expected to be creative and innovative (nur & madkur, 2014). teachers at sma use government-published textbooks. because the learning materials in general high school and smk are the same, smk lessons also employ general english. previous research believes that general english is important for vocational school students. smk students should be equipped with general language skills before they are ready to practice the specialized terminology which they are expected to master once they start their working life (medrea & rus, 2012). furthermore, another research also perceived that the book published by the national curriculum is appropriate enough for smk students. the textbook was well-designed and encouraged students’ autonomy to learn and use the language (tyas & safitri, 2019). the teachers considered that the textbook suited both the students’ and teachers’ need, syllabus, and national examination. in using the textbook, the teachers might modify tasks, adding, and omitting certain parts to make an adaptation on the textbook to make it suit their students better. this study aims to examine smk graduates’ view on efl materials they receive at smk whether it is appropriate for their demands for their jobs. the gap that is expected to be filled is how smk graduates view their english learning during their study and how they perceive english language subject in smk should be. this study may contribute in later identification of essential adjustments to the national curriculum. 2. method this study used descriptive qualitative research design by conducting interviews as the instrument to obtain the data. a question was raised on quora indonesia site asking for opinions about english language subject in smk with the keywords english language and smk. quora is a popular question and answer (q&a) site which provides users with the ability to tag questions with multiple relevant topics which helps to attract quality answers (mathew et al., 2020). it is a platform to interact with people who contribute insights and answers. responding to the question, four quorans posted their anwers 27-28 december 2021. their profile were then observed to get qualified participants for the research. the participants of the reenjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 88–93 | 90 | search have to be smk graduates and had at least two years experience of working. one of the respondents did not write his education background and did not repond direct messages sent to him. for that, this one respondent is excluded from the research. the other three participants, sani, kawaki, and dori, were smk graduates and currently work for their jobs in indonesia. sani graduated in 2010 and currently lives in magelang. kawaki graduated in 2012 and currently lives in bandung. while dori graduated in 2018 and currently lives in tasikmalaya. after collecting the first set data, interviews were conducted through direct messages on quora to get deeper understanding. 3. results and discussion all participants consider efl learning materials they had in smk as a repetition of what they received from their junior high school study. they argued that the topics they received for learning english were not specified for their current jobs. however, they consider that the general english materials rather than the specific ones are necessary for some smk students. it is suggested that some students needed those materials to learn english further (see transcription 1). when they enrolled at smk they got different levels of english competence. furthermore, not all smk graduates applied for jobs that require them to be able to speak english (see transcription 4). participants perceived that not all language skills and components need to be taught to smk students. if they could choose to prepare themselves for the work environment, they preferred to learn more practical english communication in speaking and listening activities (see transcription 2). transcription 1. interviewer do you think english taught in smk is appropriate to get you prepared for your job? sani i don’t believe so; the english taught in school can be categorized as repetition (the same as middle schools) as if there is no improvement. because i believe english is simple to learn if you practice speaking english practically. if it is possible, (english subject at school should be) half theory and half practice. however, if the students are lazy, it will be tough. it is better to discuss a different topic at each meeting so that the students don’t get bored. transcription 2. interviewer how different do you feel english taught in smk from english used for your job? dori you mostly learn grammar and mechanics in smk. while for a working environment, you need english for practical communication. exploring the graduates’ perception of english language materials in vocational high schools a. wiqoyil islama, dzulfikri, wardatun nadzifah | 91 | it is also suggested that when some smk students are motivated to learn english, either for their future jobs or only for fun, they tend to learn english outside of the class. they perceived that it is better to dive into an english speaking environment rather than only learn english from schools (see transcription 3). transcription 3. interviewer if english taught in smk doesn’t help you very much, then how do you learn english to get prepared for your job? sani personally, i like to learn english on my own from the internet; (like) youtube or podcasts. kawaki depending on your interests, you can also hunt for an international community. there was once skype, and now there is discord today. surprisingly, the participants do not consider that the lack of esp materials plays a crucial role in students’ learning motivation and language achievements. they consider that even if students’ future jobs require them to have english language competence, general english is appropriate enough (see transcription 4). transcription 4. interviewer do you think changing english materials in smk (into esp) can help you get better prepared for your job? kawaki (chuckles). let’s say, when you get an interview at an e-commerce company (in indonesia), you will find out that practically everything from applying to offering (the job) is spoken in english, unless you speak mandarin too. but they know that in high school you don’t learn english to prepare for work. so, i guess it is not. the participants considered that the learning activities should simulate their future job environment. they perceived that providing suitable learning activities should be prioritized instead of developing specific teaching materials. not all general english materials for smk should be substituted to esp materials. ardinal and anwar (2021) suggested that several topics are still needed to be put into the current syllabus and to be developed for hospitality majors. however, general english materials are needed for some students to improve their english competence for daily communication. a research by chan (2021) suggested that inadequate levels of english proficiency might cause graduates to encounter difficulties in their work environments besides the knowledge of their fields. in vocational schools, esp materials might be necessary. however, general english is crucial to prepare the students for english speaking working environments. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 88–93 | 92 | esp materials specified to smk students’ subject fields might increase their learning motivation. however, they do not consider it as the most important thing dealing with their learning motivation. it is not only the topics that affect their learning motivation, but also the learning approach, method, and activities. previous studies by mentari (2015) and haryanti (2019) suggested that the students and the teacher need the textbook which contains the esp to supply the students skills based on their program to prepare the students to enter the workplace. but considering that the graduates used various strategies to learn workplace communication and solve language-related problems (chan, 2021), esp coursebooks should not be the top priority to improve students’ learning motivation and language achievement. besides topics and materials, language skills they are going to use in their future jobs should be considered. kennedy (1983) stated that esp is not only about the materials but also the teaching activities. providing an interesting learning tool also proved to be significantly improved students’ satisfaction in esp classes (lailiyah & putra, 2022) and students’ behavioral engagement (afendi et al., 2020). in addition, the better textbook does not guarantee students to achieve better english performance. a research by diniah (2013) concluded that there were two main difficulties faced by teachers in using textbooks in classrooms; the level of difficulties of the materials and limited aids for teaching. thus, esp coursebook development is not the only option to improve vocational students’ english achievement. smk students should be given more time for practical communication within their english class. when they are prepared to get jobs after they graduate rather than to continue their study, it is better to prepare them for practical communication rather than developing general skills and language mechanics. this confirms a suggestion proposed by sukarni (2020) that the policy maker in smk curriculum developer should add teaching hours for english subject so that learners have more learning period to learn and practice english for communication. however, it does not mean that the students have to spend more time at school. extensive reading and listening activities might be a good solution to deal with students’ learning motivation. as it is said by the participants, they prefer to dive into english language communication they can find outside the classrooms. thus, in the classrooms they just need to report their extensive reading and/or listening to assess. a research by iftanti (2012) stated that the efl students read english for some purposes, including for school assignments, for pleasure, and for knowledge and english skills improvement. language exposure outside of the classrooms can help students learn english without extending the class period. 4. conclusion to conclude, this research resulted in three suggestions. first, esp materials should be added to english subject in smk without omitting general english materials. second, classroom activities in smk should be more focused on practical communication. third, extensive reading and/or listening activities should be implemented. in addition, this study uses quora as the media to collect the data. unlike the other social media, quora is not quite popular platform in indonesia. the participants might not represent the majority of vocational school graduates in indonesia. further research with exploring the graduates’ perception of english language materials in vocational high schools a. wiqoyil islama, dzulfikri, wardatun nadzifah | 93 | more participants should be conducted to confirm the result of this study. it is also suggested for future studies to conduct further research to observe the practicality of these proposed suggestions. 5. references afendi, a., munir, a., & setiawan, s. (2020). facilitating student behavioral engagement in esp classroom through teachers’ scaffolding talk. enjourme (english journal of merdeka) : culture, language, and teaching of english, 5(1), 41–53. doi:https://doi.org/10.26905/enjourme.v5i1.4264 ardinal, b. t., & anwar, d. (2021). an analysis of esp syllabus at vocational high school nusatama padang based on needs analysis result. eighth international conference on english language and teaching (icoelt-8 2020) (pp. 207-211). atlantis press. cahyati, s. s., cynantia, r., & rizkiani, s. (2015). analisis kebutuhan siswa dalam materi buku teks bahasa inggris tingkat smk. jurnal ilmiah p2m stkip siliwangi, 2(2), 209-216. chan, c. s. c. (2021). university graduates’ transition into the workplace: how they learn to use english for work and cope with language-related challenges. system, 100, 102530. https://doi.org/ 10.1016/j.system.2021.102530 diniah, s. n. (2013). teacher’s perceptions towards the use of english textbook in efl classroom. journal of english and education, 1(2), 72-81. haryanti, s. (2019). a need analysis of esp syllabus design for accounting program at vocational high school negeri 1 wonosobo in the academic year of 2018/2019. eltic conference (vol. 4, no. 1). iftanti, e. (2012). a survey of the english reading habits of efl students in indonesia. teflin journal, 23(2), 149-164. kennedy, c. (1983). an esp approach to efl/esl teacher training. the esp journal, 2(1), 73–85. https://doi.org/10.1016/0272-2380(83)90024-0 lailiyah, m., & putra, s. p. (2022). integrating the use of social media for group collaboration in esp classroom. english teaching journal: a journal of english literature, language and education, 10(1), 60–66. https://doi.org/https://doi.org/10.11591/etj.v10i1.11716 mathew, b., maity, s. k., goyal, p., & mukherjee, a. (2020). competing topic naming conventions in quora. proceedings of the 7th acm ikdd cods and 25th comad. http://dx.doi.org/10.1145/3371158.3371173 medrea, n., & rus, d. (2012). challenges in teaching esp: teaching resources and students’ needs. procedia economics and finance, 3, 1165–1169. https://doi.org/10.1016/s2212-5671(12)00291-2 mentari, p. y. (2019). a need analysis of esp for office administration program at vocational high school negeri 2 purworejo in the academic year of 2018/2019. journal of english education and teaching, 3(4), 470-480. nur, m. r., & madkur, a. (2014). teachers’ voices on the 2013 curriculum for english instructional activities. ijee (indonesian journal of english education), 1(2), 119-134. ratnadewi, d. (2016). pembelajaran bahasa inggris tematik integratif: sebuah alternatif model pembelajaran bahasa inggris di vocational high school. didaktis: jurnal pendidikan dan ilmu pengetahuan, 9(2). sukarni, s. (2020). understanding learners’ need of esp for accountancy program at vocational school. english review: journal of english education, 8(2), 273-282. tyas, p. a., & safitri, m. (2019). an analysis of english textbook entitled “bahasa inggris sma/ma/smk /mak kelas x”. jees (journal of english educators society), 4(1), 17-22. microsoft word publish bu mita.docx rachmawati, dwita laksmita / enjourme vol. 2 no. 2 (2018) 1-6 1 enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 2 no. 2 desember (2017) 1-6 e n j o u r m e ( e n g l i s h j o u r n a l o f m e r d e k a ) : c u l t u r e , l a n g u a g e , a n d t e a c h i n g o f e n g l i s h journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index vocabulary learning strategies used by first year of efl students dwita laksmita rachmawati merdeka university pasuruan, ir. h. juanda street no. 68, 67129, pasuruan, indonesia dwita_laksmita@ymail.com a r t i c l e i n f o a b s t r a c t article history: received 04 november 2017 received in revised form 17 january 2018 accepted 21 may 2018 available online 29 may 2018 keywords: efl, language learning, vocabulary learning strategies this study aims to find out the type of vocabulary learning strategies that the first year students of faculty of economics at merdeka university, pasuruan commonly use. this study used qualitative research design; that is, to analyze vocabulary learning strategies used by the students. after the students had done to fill the questionnaires, the researcher conducted one-on-one semi-structured interviews to each of the students in order to get depth information about their vocabulary learning strategies. based on the strategies for discovering meaning; using an english-indonesia dictionary, guessing meaning from context, and analyzing pictures or gestures were the strong preferences. while, the less-used from discovering meaning were checking for l1 cognate, analyzing affixes and roots, and analyzing part of speech. in terms of strategies for consolidating meaning; studying and practicing meaning within a group, imaging word form, and imaging word’s meaning were preferred. while, the less-used strategies from consolidating meaning were testing oneself with word tests, skipping or passing new word, and continuing to study word over time. © 2018 enjourme. all rights reserved. 1. introduction vocabulary plays important roles for english language learning (ell), both in elementary and college levels. in the process of learning english, sometimes students face some difficulties to find suitable words to explain their expression. aitchison (2003) states that words are all about how we learn, remember, understand, and find the appropriate ones to use them. therefore, mnemonic is a good way for learning english vocabulary. without a question, vocabulary is the initial factor to all the language skills, and a person with a limited vocabulary might find difficulties in speaking, writing, reading or understanding in a second language or foreign language learning (halilah, rashidah, rashidah, & majid, 2014). in terms of learning strategies, o’malley and chamot in çelik & toptaş (2010) defined learning strategies as individuals’ use the special thoughts or behaviors as a support for them to comprehend, learn, or keep new information. thus, vocabulary learning strategies comprise a certain knowledge relating one’s do to figure out the meaning of new words, retain them in long-term memory, and whenever need them to compose in a language used, he can easily recall them. rutmets in halilah, rashidah, rashidah, & majid (2014), in the classroom of second language learning, the teacher teaches students with the same teaching method. however, some students can acquire the language successfully while others fail. thus, one student with others may have different vocabulary learning strategies several studies have been done to investigate vocabulary learning strategies used by english as a foreign language students, such as afshar, moazzam & arbaby (2014) and hashemi & hadavi (2015). afshar, moazzam & arbaby (2014) investigated vocabulary learning strategies used by 173 efl (undergraduate) students in iran. the data is in a form of a validated questionnaire. based on independent t-test result, both group were not significantly different in the use of vocabulary learning strategies. further, the result showed the vocabulary strategy used by the learners frequently. hashemi & hadavi (2015) conducted an investigation on the use of vocabulary learning strategies rachmawati, dwita laksmita / enjourme vol. 2 no. 2 (2017) 1-6 2 among 185 efl students in iran. the reseachers adopted gu and johnson questionnaire. the results indicate that the most frequently used strategy was note taking, while autonomy was the last used strategies. ellis (1997) said that some learners would use learning strategies when they are experienced with some problems. with employing language learning strategies can help students to solve their learning problem and as a result they can improve their language proficiency. moreover, he said that successful learners use strategies than unsuccessful learners. thus, language learning strategies are very important to give contribution to the development of linguistic competence. this study used vocabulary classification applied by schmitt because it is the most comprehensive classification among others. schmitt in mustapha & asgari (2011) classified vocabulary learning strategies to be two main groups of strategies, namely discovery strategies and consolidation strategies. then, he categorized vocabulary learning strategies into five sub-categories, namely, determination, social, memory, cognitive and metacognitive strategies. thus, this research aims to find out the type of vocabulary learning strategies that the first year students of merdeka university pasuruan commonly use. 2. method 2.1. research design this research is aimed to investigate the use of english vocabulary learning strategies by merdeka university pasuruan students. the researcher decided to use qualitative research design because the researcher would like to find and develop for further quantitative questionnaire development. to enrich the data gathered about various type of vocabulary learning strategies that the first year students of faculty of economics at merdeka university, pasuruan commonly use, the researcher also interviewed all the subjects after the students have been done to fill the questionnaires. 2.2. data collection and analysis for collecting the data, the researcher used questionnaire and interviewed all the subjects. before collecting the data, the questionnaire was translated into indonesian language to minimize student’s problem. besides, it was intended to avoid misinterpretation in comprehending each item and response scale. the researcher translated the questionnaire into indonesian language by keeping as much as possible the referential meaning of the words without changing any content of them. after the questionnaire had been translated, the researcher conducted a pilot test to 10 students in order to identify and resolve any ambiguity if there is any. ten volunteers were involved in the pilot study on 26 of march 2017 before the main study. the researcher asked those 10 students to fill the questionnaires and asked some comments or suggestions to make the questionnaire more effective. based on the result of the pilot test there were no modifications that were made according to the feedback from the participants in the pilot study. because the students had no difficulties in comprehending the questionnaire, the data collection could directly be conducted. the data for this research was collected during end of march – april 2017. after the students had done filling the questionnaires, the researcher interviewed each of the sampled subjects. the data obtained from the frequency questionnaire were analyzed by using mean and standard deviation. 2.3. population and sample in this research, the population was the first grade students of efl students in faculty of economics, merdeka university pasuruan. the overall population of this study was 140 students. in this study, the researcher had to choose all of the population to be the participants of this study. 2.4. research instruments research instruments of this study were frequency questionnaire and completed with interviewing all the participants. cohen (2017) explained that questionnaire is a widely used and useful instrument for collecting survey information, providing structured, often numerical data, being able to be administered without the presence of the researcher, and often being comparatively straight forward to analyze. it was administered to a selected sample from a specific population. based on the theory, the researcher chose to designed a questionnaire survey instrument to measure the rachmawati, dwita laksmita / enjourme vol. 2 no. 2 (2017) 1-6 3 frequency of the vocabulary learning strategies. it consisted of two parts, namely the subject’s personal information, and 40 questions related to the strategies that the students might have used. to complete the result gathered from questionnaire, interview method were also used to enrinch the data. it is important since the purpose of this research is to describe and explore experience about vocabulary learning strategy. the second instrument used was interview. after the students have done filling the questionnaires, the researcher interviewed each of the sampled students. the interview questions were mainly designed to ask how they dealt with vocabulary learning strategies. according to merriam (1998) interview is a method to gather qualitative data from participants. the interview was conducted individually with all respondents, so the researcher obtained a deep understanding of each student when they were learning english vocabulary. 3. results and discussion 3.1. finding the graph below represents the categorization of vocabulary learning strategies use averaged over 140 participants, the results were shown in table 1. table 1 mean and standard deviation of vocabulary learning strategies classification based on schmitt (1997) that used by participants (n=140) vocabulary learning strategies mean score standard deviation result determination strategies use an english-indonesia dictionary guess meaning from context analyze pictures or gestures check for l1 cognate analyze affixes and roots analyze part of speech 2.98 2.96 2.96 1.76 1.76 1.65 1.003 1.007 1.004 1.005 1.008 1.008 usually used usually used usually used seldom used seldom used seldom used strategies for the discovery of a new word’s meaning social strategies ask teacher for help ask classmate for help 2.78 2.78 1.003 1.003 usually used usually used social strategies study with a group of students speaking with native speaker 2.76 1.65 1.003 1.009 usually used seldom used memory strategies connect word to a previous personal experience associate the word with its coordinates connect the word in its synonyms and antonyms use semantic maps image word form image word’s meaning use keyword method group words together to study them study the spelling of a word say new word aloud when studying use physical action when learning a word 1.34 1.34 1.33 2.76 2.76 1.22 1.20 1.20 1.19 2.54 2.33 1.009 1.009 1.007 1.009 0.945 0.967 1.009 1.007 1.009 0.894 1.009 seldom used seldom used seldom used usually used usually used usually used seldom used seldom used seldom used usually used seldom used strategies for consolidating a word once it has been encountered cognitive strategies verbal repetition written repetition 2.20 2.20 0.948 1.009 usually used seldom used rachmawati, dwita laksmita / enjourme vol. 2 no. 2 (2017) 1-6 4 word list put english labels on physical objects keep a vocabulary notebook 2.13 2.13 2.11 1.006 1.005 0.983 seldom used seldom used usually used metacognitive strategies use english-language media (songs, movies, newscasts, etc.) test oneself with word tests skip or pass new word continue to study word over time 2.76 1.17 1.17 1.15 0.965 1.007 1.006 1.009 usually used seldom used seldom used seldom used table 1 showed means and standard deviations of vocabulary learning strategies used by the first year students of merdeka university pasuruan. the most used frequently strategies was determination, using an english-indonesia dictionary (x= 2.98). on the other hand, the less-used frequently strategies was metacognitive strategies, using continue to study word overtime (x=1.15). to discover mostand less-used vocabulary learning strategies of learners, the result was shown in table 2. table 2 mostand less-used vocabulary learning strategies no. most used vocabulary learning strategies mean no. less used vocabulary learning strategies mean 1. use an english-indonesia dictionary 2.98 1. check for l1 cognate 1.76 2 guess meaning from textual context 2.96 2. analyze affixes and roots 1.76 3 analyze any available pictures or gestures 2.96 3. analyze part of speech 1.65 4 ask for help frinds or teachers for change or explain with a new word 2.78 4. interact with native speaker 1.65 5 ask classmate for meaning 2.78 5. connect word to a previous personal experience 1.34 6 study and practice meaning in a group 2.76 6. associate the word with its coordinates 1.34 7 use semantic maps 2.76 7. connect a word with the synonyms and antonyms 1.33 8 image word form 2.76 8. connect word to a previous personal experience 1.32 9 use english-language media (songs, movies, newscasts, etc.) 2.76 9. image word meaning 1.22 10 say new word aloud when studying 2.54 10. use keyword method 1.20 11 use physical action when learning a word 2.33 11. group words together to study them 1.20 12 verbal repetition 2.20 12. study the spelling of a word 1.19 13 written repetition 2.20 13. test oneself with word tests 1.17 14 word list 2.13 14. skip or pass new word 1.17 15 put english labels on physical objects 2.13 15. continue to study word overtime 1.15 16 keep a vocabulary notebook 2.11 based on strategies for discovering meaning, using an english-indonesia dictionary, guessing meaning from context in a text, and analyzing pictures and gestures were the strong rachmawati, dwita laksmita / enjourme vol. 2 no. 2 (2017) 1-6 5 preferences. while, the less-used from discovering meaning were checking for l1 cognate, analyzing affixes and roots, and analyzing part of speech. in terms of strategies for consolidating meaning, study and practice meaning within a group, image word form, and image word’s meaning were preferred. while, the less-used strategies were from consolidating meaning, namely test one student with word exam, skip and passed with a new expression, and study hard. the results showed that efl learners in faculty of economics, merdeka university pasuruan used vocabulary learning strategies in low frequency because they were not aware of vocabulary strategies mentioned in this present study. 3.2. discussion the undergraduate program in the faculty of economics at merdeka university, pasuruan has the objective to enhance reading skills of its undergraduate students. this can be seen from the course outline; the materials that contain of many vocabulary and reading texts related with business provide the students. the common strategies use the findings of this study showed that faculty of economics, merdeka university pasuruan students used social strategies and metacognitive strategies, that is the most common vocabulary learning strategies used by participants of this research. almost all of the students used the most popular and common strategies namely using monolingual dictionary, guessed from context, and learned through english language media such as internet. from the result of interviewing the participants it was found that the students used some new strategies which were related with vocabulary learning strategies. there is the relationship between the materials provided by the teacher with the choice of their language learning strategy. regarding the rank ordering above, it can be seen that the most frequently strategy used by the participants was determination strategy. based on the data obtained from interviewing the participants, it was found that the three most frequently used strategies for solving reading problems was dictionary use, recognizing when not understanding, and writing down the unknown vocabulary meanings in the dictionary in the text read. another strategy beside classified by schmitt that used by some students to retrieve new expressions were listening to english music; watching an english-subtitle or english-speaking movie; communicate with english club or english speaking community or native speaker abroad through social media like facebook, instagram, skype, path, and etc. possible explanation of this finding was the students felt easier to learn and maximized their english learning through instructional media. moreover, the explanation of this result is the students also take the advantage of technological developments as a means of vocabulary learning. moreover, from this study it can be found that the students used new english words when they were speaking in daily activity. the students used new expressions with their classmate, asked questions at classrooms, and asked the teacher to paraphrase the difficult sentences. rachmawati, dwita laksmita / enjourme vol. 2 no. 2 (2018) 1-6 6 online issn 2502-5740/© 2018 enjourme. all rights reserved. 4. conclusion and suggestions based on the finding it can be concluded that strategies for discovering meaning; using an englishindonesia dictionary, guessing meaning from context, and analyzing pictures and gestures were the strong preferences. while, the less-used from discovering meaning were checking for l1 cognate, analyzing affixes and roots, and analyzing part of speech. in terms of strategies for consolidating meaning, study and practice meaning within a group, image word form, and image word’s meaning were preferred. while, the less-used strategies was from consolidating meaning. according to the finding of this study, there are several suggestions that can be noticed. the advantage of this research is that it can make the students and public more conscious of the importance of vocabulary learning strategy because it can improve their learning process. 5. references afshar, h. s., moazzam, i., & arbabi, h. r. (2014). comparison of iranian eap students and efl majors on the use of vocabulary learning strategies. procedia social and behaviorial science , 1828-1835. aitchison, j. (2003). words in the mind. oxford: blackwell. çelik, s., & toptaş, v. (2010). vocabulary learning strategy use of turkish efl learners. procedia social dan behavioral sciences , 62-71. cohen, l. (2017). research methods in education. london: taylor & francies. ellis, r. (1997). second language acquisition. oxford, uk: oxford university press. halilah, a., rashidah, rashidah, & majid, f. a. (2014). vocabulary learning strategies among malaysian tevt students in german-malaysian institute (gmi). procedia social and behavioral sciences , 123, 361-368. hashemi, z., & hadavi, m. (2015). investigation of vocabulary learning strategies among efl iranian medical sciences students. procedia social and behaviorial sciences , 192, 629-637. merriam, s. b. (1998). case study research in education and psychology. san fransisco: jossey-bass. mustapha, g. b., & asgari, a. (2011). the type of vocabulary learning strategies used by esl students in university putra malaysia. english language teaching journal , 4 (2). online issn 2502-5740/© 2018 enjourme. all rights reserved. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 2 no. 2 december(2017) 98– 104 enjourme (english journal of merdeka) : culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index using target-story picture to improve students’ narrative monologue skills misianto public senior high school 7 of malang, jl. cengger ayam no. 14, 65141, malang, indonesia misianto.misianto@gmail.com a r t i c l e i n f o a b s t r a c t article history: received 10 november 2017 received in revised form 04 january 2018 accepted 12 june 2018 available online 20 august 2018 in learning english, a narrative monologue skill is required. this is instructed by the english curriculum of senior high school. the existing method of narrative monologue learning implemented so far is memorization which is difficult for students to develop and to improve their own ideas. this classroom action research was aimed at developing an innovative learning model of narrative monologue by using a targetstory picture media for improving the students’ narrative monologue skills. based on the collected data, the use of target-story picture media proved effective in improving the students’ narrative monologue skills. thus, it is suggested for english teacher especially who teach xi grade students to use target-story picture media to teach narrative monologue. © 2018 enjourme. all rights reserved. keywords: classroom action research, narrative monoloque skills, target-story picture media. 1. introduction according to kurikulum tingkat satuan pendidikan (ktsp), a document issued by the government for regulating the implementation of curriculum at a school, one of the language skills that must be mastered by the students is a narrative monologue. the existing method of the narrative monologue learning mostly implemented so far is memorizing a narrative text to be presented in front of the class. this learning model tends to be boring and does not reflect the students’ real monologue ability due to the absence of authentic involvement of ideas and creativity naturally delivered by them. the students had difficulty in expressing their ideas properly and fluently when they encountered naturally spontaneous communication situations. such problem was found by giving the students an assignment in the form of a narrative monologue. the results of the assignment were as follows: 10 students (29.4%) showing the acceptable fluency and 24 students (70.6%) with the problem of fluency. seemingly the problem was caused by the absence of an interesting learning media which was able to motivate the students to do the narrative monologue. based on the above problem, the researcher implemented an innovative learning model by using the target-story picture media that can allegedly improve the students’ narrative monologue skills. the use of the target-story picture media is in line with the learning strategy which has active, innovative, creative, effective, and interesting features. such strategy involves not only the exciting learning environment but also the fulfillment of the students' curiosity. it requires the support of classroom management and uses the appropriate learning media, aids, and learning resources. it is created to adjust the learning process to the characteristics of the students’ learning (abimanyu, et al. 2008: 8-15 in trianingsih (2013). the target-story picture media principally uses picture series. the following are the previous studies on the use of picture series for improving the speaking ability. purwantiningsih (2015) stated that the use of picture series was successful in improving not only the students’ participation in the teaching-learning process but also the speaking ability of the students in terms of retelling a story or in this case, students’ score and their interest in learning english. the success was mailto:misianto.misianto@gmail.com misianto/ enjourme vol. 2 no. 2 (2017)98 – 104 99 indicated by the achievement of the criteria of success which deal with the students’ involvement in the teaching-learning process; it was found that 84% students were actively involved in the teaching-learning process. concerning the students’ scores, it showed that 81% of the students already achieved scores greater than 75, and 89% of the students showed good responses to the media. windihastuti (2013) stated that the use of picture series could improve the students’ speaking skill in telling a story (narrative text) and the classroom situation of speaking class. the speaking skills included the students’ vocabulary, pronunciation, understanding of grammar, and fluency. the improvement of classroom situation included a more alive class because the students actively participated in the speaking class, the students’ motivation to speak english, and the students’ good attention to the teacher’s explanation. in previous research, misianto (2007) succeeded in improving students’ english-speaking performance using crossword puzzle. moreover, this strategy claimed as an appropriate method to improve students’ enthuastic and motivation in study english. thus this present study expected to improve students’ narrative monologue skills at the grade xi-ia 2 of the public senior high school 7 malang using the target-story picture media. 2. method this research is a classroom action research (car) that develops a narrative monologue learning model using the target-story picture media to improve the students’ narrative monologue skills. the car was implemented to solve practical problems faced by the students when presenting narrative monologues. the problems were identified by giving the students an assignment of a narrative monologue. this research involved a collaborator who acted as both a narrative monologue evaluator of the students and an observer who observed the atmosphere of the learning process in the classroom by using the assessment and observation sheets that were prepared by the researcher. the purpose of this research was improving the students' narrative monologue skills based on the problems found in the preliminary study. there are 2 steps of the car, namely preparation and implementation (mistar, 2006). the preparation included the following activities: (1) identification of problems faced by the students when performing narrative monologues in english. this was done by giving the students an assignment in the form of a story retelling presented in the front of the class (meeting 1 and 2); and (2) learning the narrative monologues by using the target-story picture media to overcome the problems. the implementation of the car included the cycles to solve the identified problems. each cycle consisted of planning, implementing, observing, and reflecting. at the planning stage, the researcher prepared the things needed for implementing the narrative monologue learning using the targetstory picture media in order to solve the problems that were already identified. the preparation included the following: (1) preparing the lesson plan; and (2) determining the criteria or indicators of success of the narrative monologue learning using the target-story picture media. the lesson plan mentioned the following: (a) meeting 3 (2x45 minutes) spent for presenting and elaborating the materials on the narrative monologue with the target-story picture media and practicing the narrative monologue by using the target-story picture (only one group performing the activity as a sample / model); and (b) meetings 4 and 5 (4 x 45 minutes) spent for designing a scenario of the narrative monologue learning using the target-story picture media. the scenario was as follows: (a) the teacher made groups of 4 students; (b) each group was given an envelope containing a series of pictures for a different story from one another;(c) the teacher assigned each group to in turns deliver a narrative monologue based on the pictures. each member of the groups put the pictures into a pocket that was on the target-story picture media which was already fixed on the white board and presented the monologue. the available time for each group to prepare was 15 minutes; and (d) when the students were delivering their monologues, the researcher and collaborator assessed their performance. in terms of criteria or indicators of success, there were 2 types of criteria or indicators of success, namely the students’ performing the narrative monologue and the atmosphere of narrative monologue learning process using the target-story picture media. there were 5 indicators of success for the students’ narrative monologue performance which was assessed by the researcher and collaborator using the assessment rubrics as presented in table 1. misianto/ enjourme vol. 2 no. 2 (2017)98 – 104 100 table 1 assessment rubric of narrative monologue performance used by the researcher and the collaborator no aspects to be evaluated *) score 1 2 3 4 1 developing main ideas meaningfully (content) 2 organizing main ideas meaningfully (coherence) 3 telling a story smoothly and fluently (fluency) 4 pronouncing the words properly (pronunciation) 5 using vocabulary meaningfully (diction) *) put a mark (√) in the score column 1, 2, 3, or 4 conversion score in value: 1 = 0-64 2 = 65-74 3 = 75-84 4 = 85-100 each indicator of success for the narrative monologue performance was fulfilled when the students were able to achieve a minimum score of 3 or 75. there were 3 indicators of success for the atmosphere of narrative monologue learning process using the target-story picture media which was accessed by the researcher and collaborator using the observation guide as presented in table 2. table 2 observation guide for the atmosphere of learning process used by the researcher and the collaborator no aspects to be evaluated *) score 1 2 3 4 1 the students showed an attitude of cooperation in group while doing tasks 2 the students showed an enthusiasm while doing the tasks 3 the students showed a serious attitude in completing the tasks *) put a mark (√) in the score column 1, 2, 3, or 4 conversion score in value: 1 = 0-64 2 = 65-74 3 = 75-84 4 = 85-100 all those three criteria were said to be achieved if the students reached the minimum score of 3 or the value of 75. in addition to using the observation guide, the researcher also used a questionnaire filled by the students to assess the atmosphere of learning process using the target-story picture media as presented in table 3. table 3 questionnaire filled by the students no aspects to be accessed *) yes *) no 1 do you like this learning model? 2 are you passionate about this learning model? 3 do you work together in your group while studying? 4 do you seriously study by using this learning model? 5 do you think this learning model can improve your narrative monologue skills? *) put a mark (√) on the yes or no column misianto/ enjourme vol. 2 no. 2 (2017)98 – 104 101 at the implementing stage the process of learning narrative monologue using the target-story picture media was implemented in the class based on the existing schedule. the researcher had to follow the schedule and do what he had planned keeping the atmosphere of learning process natural and reasonable so that the students did not feel being the subject of the research. during the learning process, the researcher acted as a facilitator. the next stage was observing. this stage was used for collecting the data by using the instruments. this study used two types of instruments, namely the researcher and the collaborator. both observed the overall implementation of the narrative monologue learning using the target-story picture media in the classroom. they observed the implementation by using an assessment rubric of narrative monologue performance and an observation guide for the atmosphere of the learning process using the target-story media. the following stage of the research cycle was reflecting. at this stage all the data obtained from the assessment rubric and the observation guide were analyzed and then the results of the analysis were compared with the criteria of success. 3. results and discussion 3.1 results in the first cycle, there were 31 students who performed the narrative monologue by using the target-story picture media. there were two stories to present, namely the three little pigs and snow white and seven dwarfs. based on the assessment conducted by the researcher and the collaborator the results were obtained as shown in table 4. table 4 results of the narrative monologue performance in cycle 1 no aspects to be evaluated score 1 2 3 4 1 developing main ideas meaningfully (content) 13 % 87 % 2 organizing main ideas meaningfully (coherence) 3 % 97 % 3 telling a story smoothly and fluently (fluency) 58 % 42 % 4 pronouncing the words properly (pronunciation) 48 % 52 % 5 using vocabulary meaningfully (diction) 65 % 35 % conversion score in value: 1 = 0-64 2 = 65-74 3 = 75-84 4 = 85-100 the table above can be explained as follows: in terms of developing main ideas meaningfully (content), there were 4 students (13%) who got the score of 3 and 27 students (87%) getting the score of 4. in organizing main ideas meaningfully (coherence), there was 1 student (3%) who got the score of 3 and 30 students (97%) getting the score of 4. pertinent to telling a story smoothly and fluently (fluency), there were 18 students (58%) who got the score of 3 and 13 students (42%) getting the score of 4; 4) for pronouncing the words properly (pronunciation), 15 students (48%) got the score of 3 and 16 students (52%) getting the score of 4; and for the ability of using vocabulary meaningfully (diction), there were 20 students (65%) who got the score of 3 and 11 students (35%) getting the score of 4. furthermore, the researcher and the collaborator observed the atmosphere of the narrative monologue learning process using the target-story picture media and obtained the facts as shown in table 5. misianto/ enjourme vol. 2 no. 2 (2017)98 – 104 102 table 5 observation result of learning process of narrative monologue in cycle 1 no aspects to be evaluated score 1 2 3 4 1 the students showed an attitude of cooperation in group while doing tasks 6 % 94 % 2 the students showed an enthusiasm while doing the tasks 16 % 84 % 3 the students showed a serious attitude in completing the tasks 16 % 84 % conversion score in value: 1 = 0-64 2 = 65-74 3 = 75-84 4 = 85-100 the table above can be explained as follows: in the case of cooperation in the group, there were 2 students (6%) who got the score of 3 and 19 students (94%) getting the score of 4. in the case of enthusiastic attitude of doing the tasks, there were 5 students (16%) who got the score of 3 and 26 students (84%) getting the score of 4. and in the serious attitude of doing the tasks, there were 5 students (16%) who got the score of 3 and 26 students (84%) getting the score of 4. the atmosphere of the learning process was also assessed by using the questionnaire filled by the students. the results were presented in table 6. table 6 results of questionnaire filled by students in cycle 1 no aspects to be accessed yes no 1 do you like this learning model? 84 % 16 % 2 are you passionate about this learning model? 77 % 23 % 3 do you work together in your group while studying? 97 % 3 % 4 do you seriously study by using this learning model? 90 % 10 % 5 do you think this learning model can improve your narrative monologue skills? 100 % 0 % based on the results of cycle 1 above it proved that the narrative monologue learning model using the target-story picture media succeeded in improving the students' ability of narrative monologue and creating a fun monologue-learning atmosphere in the class. nevertheless, the researcher considered it necessary to continue this research by using cycle 2. the purpose of cycle 2 was improving the students’ performance of narrative monologue on 2 aspects, namely fluency and vocabulary (diction) because most of the students still got the score of 3 for those two aspects (see table 4). the researcher considered it necessary to improve both aspects so that the students were able to get the score of 4. to implement cycle 2 some revision and improvement to the planning were done. the revision and improvement included the following: (1) explaining how to improve fluency when telling a story and how to use vocabulary items (diction) appropriately; (2) arranging the jumbled pictures in a good order. the purpose of this action was giving the students more opportunities to focus on fluency and vocabulary. the students unnecessarily spent much time for arranging the pictures; (3) giving all groups the same story, so they could learn from each other while presenting the story; and (4) prolonging the preparation duration; it was formerly 15 minutes and was changed into 25 minutes so that the students had enough time to prepare themselves for presenting the monologue. in the second cycle, all of the students presented the same story of rapunzel. based on the assessment conducted by the researcher and the collaborator, the results of the monologue performance were obtained as shown in table 7. misianto/ enjourme vol. 2 no. 2 (2017)98 – 104 103 table 7 performance results monologue narrative cycle 2 no aspects to be evaluated score 1 2 3 4 1 telling a story smoothly and fluently (fluency) 23,5 % 76,5 % 2 using vocabulary meaningfully (diction) 8,8 % 91,2 % conversion score in value: 1 = 0-64 2 = 65-74 3 = 75-84 4 = 85-100 the table above can be explained as follows: in terms of telling a story smoothly and fluently (fluency), there were 8 students (23,5%) who got the score of 3, and 26 students (76,5%) getting the score of 4. pertinent to using vocabulary meaningfully (diction), there were 3 students (8.8%) who got the score of 3, and 31 students (91,2%) getting the score of 4. it was proven that learning a narrative monologue using the target-story picture media was very effective to improve the fluency and vocabulary (diction) aspects. the number of students who got the score of 4 for the fluency increased; it was 42% in cycle 1 and 76.5% in cycle 2. there was also an increase in the number of students who got the score of 4 for the vocabulary (diction) aspect, namely 35% in cycle 1 and 91.2% in cycle 2. 3.2 discussion based on the results of the implementation of the narrative monologue learning model using the target-story picture media, there were some positive changes that occurred in the students’ performance of narrative monologue and in the atmosphere of the learning process in the classroom. the students met the criteria / indicators of success in presenting the acceptable narrative monologues, and the atmosphere of the learning process in the class was fun. the narrative monologue learning model using the target-story picture media succeeded in improving the students’ acceptable narrative monologue performance and their spirit in learning the narrative monologue in class. it proved that the use of the target-story picture was really effective for improving the students’ speaking ability because it was able to stimulate the students to actively speak up. this is in line with what bailey (2005:37) in zainatuddar (2015) stated as follows: using pictures as the basis of speaking lessons gives the learners something to talk about, something to focus on other than their own uncertainty with the new language. whether you use colored photographs from calendars, advertisements cut out from magazines, or pictures you locate on the internet, pictures add interest to speaking lessons and can motivate people to speak. it was obvious that the target-story picture media succeeded to dig up the students’ authentic speaking ability because they were stimulated to express their own ideas based on the picture series as their guidance. 4. conclusion and suggestions this research has successfully developed a model of narrative monologue learning using the targetstory picture media. the learning model has the following scenarios: (1) the students make groups of 4; (2) each group receives an envelope containing a set of jumbled pictures; (3) each group rearranges the pictures; and (4) each member of a group presents a monologue based on the arranged pictures. each member puts only the picture to be narrated into a pocket that is attached on the target-story picture media and tells the story. the narrative monologue learning model using the target-story picture media has an advantage of giving the students an opportunity to develop the main idea into a detailed explanation based on their creativity. based on the analysis of this research result, the narrative monologue learning model using the target-story picture media proved effective in improving the students’ ability of presenting a narrative monologue. in addition, the learning model was able to improve the quality of the atmosphere of a fun misianto/ enjourme vol. 2 no. 2 (2017)98 – 104 104 narrative monologue learning process. the students were motivated to study the narrative monologue more enthusiastically and better. whereas, there are two suggested things as follows: (1) conducting follow-up classroom action research (car). this study had a major limitation on the use of the international stories. it is expected that the other researchers conduct a further car by digging and using the local stories of indonesia and even giving the students the opportunity to create their own stories; and (2) making use of the results of this study. english teachers are expected to apply the narrative monologue learning model using the target-story picture media because it proves effective in improving the students’ achievement of presenting the narrativemonologue and the quality of atmosphere of narrative monologue learning process in the classroom. 5. references misianto. (2007). improving the students’ speaking skills and the learning process of english speaking through information gap at the grade xi-is 2 of the public senior high school 7 malang. enjourme (english journal of merdeka) : culture, language and teaching of english, 2(1), 28-41. mistar, j. (2006). pedoman penulisan tesis. malang: program pascasarjana universitas islam malang. purwatiningsih. (2015). improving speaking ability through story telling technique by using picture series. journal on english as a foreign language, 5(1), 57-66 trianingsih. (2013). strategi dan model-model pembelajaran paikem. retrieved november 6, 2017, from https://rimatrian.blogspot.com/2013/11/strategi-dan-model-model-pembelajaran.html windihastuti, r. (2013). improving students’ speaking skill by using picture series. retrieved november 6, 2018, from https://eprints.uns.ac.id/13566/ zainatuddar. (2015). teaching speaking in english by using the picture series technique. retrieved january 3, 2018, from www.jurnal.unsyiah.ac.id/eej/article/view/2854/2716 https://eprints.uns.ac.id/13566/ http://www.jurnal.unsyiah.ac.id/eej/article/view/2854/2716 12. 7900-27897-2-ce.pmd enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index the effect of mentimeter on students’ writing achievement inthe effect of mentimeter on students’ writing achievement inthe effect of mentimeter on students’ writing achievement inthe effect of mentimeter on students’ writing achievement inthe effect of mentimeter on students’ writing achievement in online learningonline learningonline learningonline learningonline learning 11111ima chusnul chotimah, ima chusnul chotimah, ima chusnul chotimah, ima chusnul chotimah, ima chusnul chotimah, 22222dian anik cahyanidian anik cahyanidian anik cahyanidian anik cahyanidian anik cahyani 1pendidikan bahasa inggris, stkip pgri jombang, jalan pattimura iii/20 jombang 61418, jombang, indonesia 2pendidikan bahasa inggris, stkip pgri jombang, jalan pattimura iii/20 jombang 61418, jombang, indonesia corresponding author: imachus.stkipjb@gmail.com article info received 14 june 2022 accepted 11 july 2022 available online 31 july 2022 keywords: mentimeter, writing achievement, online learning doi: 10.26905/enjourme.v7i1.7900 how to cite this article (apa style): chotimah, i.c., & cahyani, d.a. (2022). the effect of mentimeter on students’ writing achievement in online learning. enjourme (english journal of merdeka): culture, language, and teaching of english, 7(1) 128-136, doi:https://doi.org/ 10.26905/enjourme.v7i1.7900 abstract this study examines the use of mentimeter on students’ writing descriptive text in online learning at hasyim asy’ari university tebuireng jombang. this study used a quantitative approach with a quasi-experimental design. the subjects in this study were management class students which consists of twenty-two students as the experimental class and elementary school teacher program class students which consist of seventeen students as the control class in english for specific purposes course. the research instrument is an essay test, which will be given before (pre test) the treatment to determine students’ prior knowledge and after (post test) treatment to determine the effect of using mentimeter. after analyzing the data using mann-whitney u test, the results showed that there was a significant difference in the mean rank of 23.59 on the use of mentimeter and 13.35 on the use of power point. the statistical test obtained asymp.sig. (2-tailed) of 0.022, it is lower than the 0.05 level of significance. it means that the use of mentimeter can influence students’ writing ability in online learning. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no, 1, july 2022, page 128–136 1. introduction in indonesia, online learning is still ongoing. several ways used by the teachers in doing learning process are full online learning, blended learning, and hybrid learning. those were done by them during the pandemic. those activities were also done by companies, offices, and the world of education. one of the adaptations is done by the teacher is online learning media. this is a new challenge for the world of education, how to transfer knowledge to the students in a long distance. learning media plays a full role the continuity of learning. the teacher must select the learning media based on the character and need of the students. the media used is not only suitable and comfortable for teachers, but also suitable and comfortable for students. ©2022 the authors. published by university of merdeka malang this is an open access article distributed under the cc by-nc-nd 4.0 (https://creativecommons.org/licenses/by-nc-nd/4.0/) the effect of mentimeter on students’ writing achievement in online learning ima chusnul chotimah, dian anik cahyani | 129 | media is a communication tool that used to carry messages from the sender of the message to the recipient of the message. learning media is a tool used by teachers to transfer knowledge or messages to be delivered to students. according to kozma (1991) the media is not only contributing to the process and learning achievement, but also can generate motivation and passion for learning. therefore, media and learning have significant relationship in creating effective and efficient learning conditions. thus, kozma said the better the media is designed for the students’ need, the more effective and efficient the learning process will be, the better the student’s achievement will be. on the contrary, the lower the attention to designing media based on objectives, materials, and learning methods, the more ineffective and efficient the learning is carried out and ultimately causes student learning outcomes to decline. according to c. l. (n.d.) that media can facilitate learning and improve understanding of learning materials. it can be said that media can attract attention, increase interest in learning, develop a learning climate, and create acceptance of ideas. this explanation is in line with this research, how media can affect learning outcomes, a good media design and a good using bring a good learning outcomes. one of the factors that must be provided in online learning is student activity. according to hamalik (2011) learning activity can be observed from various aspects: 1) students are active in the process of solving problems, (2) in doing assignments, students ask questions when they have a problem, (3) participate in doing assignments that have been given by the teacher, (4) conduct group discussions according to the teacher’s direction, and (5) good cooperate with group friends. on the other hand, the factors that influence student activity based on sudiana (2010) are transfer and use, attention, and solving a problem. from the explanation above, one of the things needed by teachers is how to choose interactive media that used in online learning in order to facilitate student activity both in question and answer and discussion, it was expected that activity can influence learning outcomes for the better. one of the online learning media used is a mentimeter. according to c (n.d.) a mentimeter is a website-based application that can be used to carry out learning activities or seminars. the benefits of this media are that it can give influence to students’ interest in learning, as a medium used in data collection and as a medium for expressing opinions. according to lusiani (2021) mentimeter is a web-based application that can be downloaded easily from a cellphone or laptop. the mentimeter application can be used as a learning medium because it is an interactive presentation application, where students can quickly respond to material from the teacher by sending responses from their cellphone or laptop. mentimeter is a web-based system that can be used in learning. the student response system (srs) can provide direct feedback on the content being taught, inform learning to students, practice directly and make students more active trees and jackson (2007) a research conducted by mayhew et al. (2020) discusses the impact of audience response with the use of platform mentimeter, the results showed that there were 191 students (96%) liked the mentimeter and 171 students (82%) felt very satisfied when mentimeter was used in teaching, and 94% felt that mentimeter should be used more. besides, mentimeter increases student enjoyment. of those that responded, 95% said that their learning experiences were enjoy and 62% said that their lectures or seminars felt ‘less formal and fun’ | 130 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 128–136 this statement is in line with the research conducted by andrini and pratama (2021) on the implementation of interactive quiz with mentimeter software in improving learning outcomes. the results showed that there were significant differences in student learning outcomes between before and after treatment. the average learning outcome based on the posttest score of 78.00 is greater than the pretest score of 68.00. the use of mentimeter as an interactive quiz makes students more motivated in the learning process. the students show a positive competition in doing the quiz. the implications of this research are expected to improve the learning process to be more enjoyable. mentimeter can be used as a media in teaching writing. another previous study supported is a research conducted by syaputra et al. (2021) entitled web-based mentimeter learning media in learning german writing skills. the results of the study said that mentimeter was effectively used as a media for learning to write german language where the significance level reached 0.05. from the discussion above, the researchers sum up that the use of mentimeter is very important in teaching. online teaching can be more enjoyable and fun. mentimeter provides many features that can develop writing skills. the students’ compositions can be directly seen and commented by the teacher and the students. this condition makes the teaching more alive, the students can study from their friends’ comments. from the background above, the researchers need to conduct a study about the use of mentimeter in teaching writing descriptive text for the students of hasyim asy’ari university tebuireng jombang which has full online system in learning process. 2. method this study used a quantitative experimental approach that aims to examine the effect of using a mentimeter on students writing achievement in online learning at hasyim asy’ari university tebuireng jombang. the research design was a quasi-experimental where the researcher took two classes, they are management class as experimental class and elementary school teacher program class as control class in english for specific purpose course on descriptive text topic which focuses on writing skills. there were two variables in this study, they are: independent variable (the use of mentimeter) and dependent variable (students’ writing achievement). the subjects of the research were students from management class which consist of 22 students as the experimental class and elementary school teacher program class which consist of 17 students as the control class in the english for specific purpose course on descriptive text topic which focuses on writing skills. the researchers used purposive sampling technique, where directly selected the subject based on the class needed in the study. to make it clear, table 1 shows the subjects used in this research. table 1. the subjects of the research subjects the number of the students class management class 22 students experimental class elementary school teacher program 17 students control class the effect of mentimeter on students’ writing achievement in online learning ima chusnul chotimah, dian anik cahyani | 131 | the research instrument is an essay test. there were two kinds of the test, they are: pre-test and post-test. pre-test consists of one question about describing a picture given by the lecture. the students are asked to describe selected picture. it was conducted to determine the students’ prior knowledge. post-test consists of one question about describing picture. the picture is different with the pre-test. post-test was conducted to determine the effect of using a mentimeter media on students’ writing achievement descriptive text in online learning. data collection conducted in four stages, namely: 1) doing pre-test for experimental class and control class, 2) doing treatment for experimental class using mentimeter in online learning on descriptive text with writing skills and in control class the material is delivered using power point, 3) doing post-test for experimental class and control class, 4) analyzing the data using spss. in analyzing the data, the researchers conducted a test to determine the students’ prior knowledge through pretest scores, then continued with the assumption of normality and homogeneity of the data, then tested the hypothesis using the mann-whitney u test. 3. results and discussion the researchers carried out the treatment in four days for both experimental and control class. the activities are the implementation of the pre-test, the implementation of the treatment, and the implementation of the post-test. in collecting the data, a number of respondents in experimental class did not change, there were 22 students and in the control class there was a reduction, in the beginning of the class the number of the students were 21 students, but only 17 students attended the class and had completed the activities. thus, the researchers only used 17 students in analyzing the data. the following is an explanation of each activity. 3.1. the result of pre-test the pretest was done to determine the students’ prior knowledge. the results of pretest were the students’ writing descriptive text. those were corrected by using scoring rubric. it was done by the lecture. it aims to find out whether the prior knowledge of the students is homogeneous. the results of the pre-test analized using spss are presented in table 2. table 2. the mean score of pre-test group statistics teaching_media n mean std. deviation std. error mean pre_english_writing mentimeter 22 66.1364 4.80124 1.02363 powerpoint 17 67.2059 5.65149 1.37069 it could be seen that the mean score of the pretest is not much different. the students’ score in the experimental class showed 66.1364 and students’ score in the control class showed 67.2059. it means that the prior knowledge of students is homogeneous. after that, the researcher tested the assumption of normality of the data. the calculation results are presented in table 3. the table above shows the normality test of the data using shapiroenjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 128–136 wilk. it was found that the sig. value of mentimeter media is 0.139, it is higher than the significant level 0.05, it means the data is normal. the sig. value of power point media is 0.003, it is lower than sig. level 0.05, it means the data is not normal. table 3. the result of normality data tests of normality teaching_ media kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. post_english_ writing mentimeter .147 22 .200* .933 22 .139 powerpoint .243 17 .009 .817 17 .003 *. this is a lower bound of the true significance. a. lilliefors significance correction and then, the researchers tested the assumption of homogeneous data. the calculation results are depicted in table 4. the table shows the homogeneous variance of the test. it was found that the result of based on mean is 0.01. it is lower than the significant level 0.05. it means the data is not homogeneous. table 4. the result of homogeneous data test of homogeneity of variance levene statistic df1 df2 sig. post_english_writing based on mean 11.956 1 37 .001 based on median 9.460 1 37 .004 based on median and with adjusted df 9.460 1 27.233 .005 based on trimmed mean 10.990 1 37 .002 3.2. the result of the treatment the treatment was done in two days for both experimental class and control class. in the first day, the researchers focused on writing the best word to describe a picture. in the second day, the researchers focused on writing to describe the picture. the activities done in experimental class and control class were same, the tool used to conduct the teaching process is zoom cloud meeting. the media used in experimental class is mentimeter and the media used in control class is power point. for more details, the activities done to both experimental class and control class were explained in the following. teaching process in experimental class the implementation of learning in the experimental class done in two days by using zoom cloud meetings and mentimeter as learning media. on the first day, the use of a mentimeter focused on students’ ability to write vocabulary based on description images. all students asked to write down the vocabulary related the image. it aims to train and enrich students’ vocabulary. | 132 | the effect of mentimeter on students’ writing achievement in online learning ima chusnul chotimah, dian anik cahyani | 133 | on the second day, the use of the mentimeter focused on making sentences based on description images. each student sent some sentences through mentimeter and discussed together. students may give comments and feedback related to grammar and meaning. students can also explain the meaning of the sentences. figure 1 is the documentation on the first day, while figure 2 is the use of mentimenter on the second day. figure 1. the use of mentimeter on the first day figure 2. the use of mentimeter on the second day | 134 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 128–136 teaching process in control class the learning process of the control class done in two days by using zoom cloud meetings and power points as media. on the first day, students were shown a descriptive picture and asked to identify vocabulary related to the picture orally. on the second day, the teaching process focused on making some sentences based on the vocabulary delivered by the students orally. the result of post-test posttest was given after doing the treatment. the researchers compared the post-test scores from the experimental class and the control class. to do so, the researchers used the mann-whitney u test to obtain the final results. table 5 is the result of the calculation using spss. table 5. the mean rank of post-test ranks teaching_media n mean rank sum of ranks post_english_writing mentimeter 22 23.59 519.00 powerpoint 17 15.35 261.00 total 39 from the table 5, it found that there was a significant difference in the mean rank between the two classes. where in the experimental class the mean rank of 23.59 is higher than the mean rank of the control class of 15.35. this calculation also supported by the result of hypothesis test by using mann-whitney u test as presented in table 6. table 6. test statistics by using mann-whitney u test test statisticsa post_english_writing mann-whitney u 108.000 wilcoxon w 261.000 z -2.289 asymp. sig. (2-tailed) .022 exact sig. [2*(1-tailed sig.)] .025b a. grouping variable: teaching_media b. not corrected for ties. from the data, the score of asymp.sig. (2-tailed) is 0.022. it is lower than the significant level 0.05. it means that there is significant different in the use of mentimeter in teaching writing descriptive text. it is in line with research conducted by andrini and pratama (2021) in which there is differences in student learning achievement before and after treatment. it was also stated that students were more motivated in learning activities so that learning activities became more enjoyable. another study conducted by syaputra et al. (2021) found that the use of a mentimeter proved to be effective in the effect of mentimeter on students’ writing achievement in online learning ima chusnul chotimah, dian anik cahyani | 135 | learning in writing skill of german language. it is the same as this study that using mentimeter in learning to write descriptive texts is proven to have a significant difference compared to using power point. 4. conclusion the results of this study prove that the use of mentimeter can influence the students’ writing achievement. mentimeter can be used in online learning activities on writing skills as the media. the researchers suggests for further researchers can dig deeper into other uses of mentimeter and find other suitable media used in online learning. those can be a reference for english teachers in learning activities. 5. acknowledgement the researcher would like to thank stkip pgri jombang for providing research grants so that this research can run well. the researcher also thank p3m stkip pgri jombang for bridging and accompanying this research activity from beginning to end. 6. references andrini, v. s., & pratama, h. (2021). implementasi quiz interaktif dengan software mentimeter dalam meningkatkan hasil belajar. mimbar ilmu, 26(2), 287. https://doi.org/10.23887/mi.v26i2.36923 c. l., s. (n.d.). instructional media: selection and use. c., r. (n.d.). bagaimana menggunakan aplikasi mentimeter dalam pengajaran-cikgu siber. 2018. kozma, r. b. (1991). learning with media. review of educational research, 61(2), 179–211. https://doi.org/10.3102/00346543061002179 lailiyah, m., & putra, s. p. (2022). integrating the use of social media for group collaboration in esp classroom. english teaching journal: a journal of english literature, language and education, 10(1), 60–66. https://doi.org/https://doi.org/10.11591/etj.v10i1.11716 lailiyah, m., & setiyaningsih, l. (2020). students’ perception of online communication language learning through instagram. enjourme (english journal of merdeka) : culture, language, and teaching of english, 5(2), 188-195. doi:https://doi.org/10.26905/enjourme.v5i2.5202 lusiani, l. (2021). penggunaan aplikasi mentimeter sebagai upaya motivasi belajar taruna teknika pada materi mekanika terapan. jurnal penelitian pembelajaran fisika, 12(2), 151–158. mayhew, e., davies, m., millmore, a., thompson, l., & pena bizama, a. (2020). the impact of audience response platform mentimeter on the student and staff learning experience. research in learning technology, 28(0). https://doi.org/10.25304/rlt.v28.2397 sudiana, n. (2010). dasar-dasar proses belajar mengajar. sinar baru algensindo. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 128–136 syahputri, v., rahma, e., setiyana, r., diana, s., & parlindungan, f. (2020). online learning drawbacks during the covid-19 pandemic: a psychological perspective. enjourme (english journal of merdeka) : culture, language, and teaching of english, 5(2), 108-116. doi:https:// doi.org/10.26905/enjourme.v5i2.5005 syaputra, a. f., mantasiah, r., & rijal, s. (2021). web-based mentimeter learning media in learning german writing skills. in international conference on science and advanced technology (icsat). wediyantoro, p. l., lailiyah, m., & yustisia, k. k. (2020). synchronous discussion in online learning: investigating students’ critical thinking. enjourme (english journal of merdeka) : culture, language, and teaching of english, 5(2), 196–203. https://doi.org/10.26905/enjourme.v5i2.5205 yani, m., yusra, k., & khotimah, k. (2021). a case study of teachers’ efforts towards learning problems in virtual efl class during covid-19 school closure. enjourme (english journal of merdeka) : culture, language, and teaching of english, 6(2), 77-90. doi:https://doi.org/10.26905/ enjourme.v6i2.6463 trees, a. r., & jackson, m. h. (2007). the learning environment in clicker classrooms: student processes of learning and involvement in large university level courses using student response systems. learning, media and technology, 32(1), 21-40. | 136 | online issn 2502-5740/© 2018 enjourme. all rights reserved. enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 3 no. 1 july(2018) 1-4 enjourme (english journal of merdeka) : culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index an analysis of syntactic code mixing used by male and female students in speaking fluency 1 ike dian puspita sari, 2 hernina dewi lestari 1 ikip budi utomo malang, jl. simpang arjuno no. 14b, 65119, malang, indonesia 2 ikip budi utomo malang, jl. simpang arjuno no. 14b, 65119, malang, indonesia 1 ikedianpuspitasari@budiutomomalang.ac.id , 2 herninadewilestari@budiutomomalang.ac.id a r t i c l e i n f o a b s t r a c t article history: received 15 may 2018 received in revised form 04 june 2018 accepted 16 july 2018 available online 14 august 2018 acquiring speaking skill does not only consider the accuracy, but also the fluency. hence, in doing conversation, somehow people mix the l2 with their l1. this research focuses on analyzing code mixing used by 12 male students and 35 female students as the sample. the data were taken from their presentation. the data classified based on lexical units and code mixing categories. the result shows that there were quite different frequencies of code mixing used by male and female students. female students tend to mix their l2 with l1 modifier. based on the categorization of the code mixing data, alternation is mostly used by female students. however, male students prefer to use insertion. © 2018 enjourme. all rights reserved. keywords: code mixing, communication, foreign language learning, speaking skills. 1. introduction speaking is one of english skills that students learn. as foreign language, learning speaking as productive skill acquires high intention. bueno et al. (2006) assume that students are accustomed to the old method in teaching and learning process, in which it focuses on grammar. thus, they have difficulties in fluency of speaking. besides, harmer (2007) strengthens that students have to arrange words, phrases and sentences in speaking. moreover, intonation and tone should be considered because it causes different meaning. therefore, fluency in speaking is an important thing to consider. there are some classifications of communication including spoken and written communication, verbal and nonverbal communication, horizontal communication, literal communication, formal and informal communication, and one way or two ways communication (masmuh, 2008). all those classification has different meanings and purposes depending on object involved and the way used by the speaker an observation was conducted by alharbi (2015). he found that the problem of acquiring speaking skill was caused by ignoring the authentic language learning situation. moreover, it becomes more difficult for students to acquire this skill because of another factor, for example the use of mother language during teaching and learning process. in kenyan university, students tend to switch or mix their english and make grammatical mistakes (gudu et. al, 2010). myusken (2010) assumes that code mixing occurs in one sentence, that speaker mixes lexical items and grammatical features of two languages, in which the code mixing is divided into insertion, alternation, and congruent lexicalization. in the insertion pattern, one language determines the overall structure into which constituent from the other language are inserted. hence, alternation occurs when two languages are alternated indistinctively both at the grammatical and lexical level. a standard language is mixed with regional or social dialect in a continuously variable fashion. such cases involve languages that are both lexically and structurally similar, presenting the most favorable environment for congruent lexicalization. the lexical mailto:ikedianpuspitasari@budiutomomalang.ac.id mailto:2siti.mafulah@unikama.ac.id mailto:2siti.mafulah@unikama.ac.id sari, ike dian puspita & lestari, hernina dewi/ enjourme vol. 3 no. 1(2018)1-4 2 units, such as morphemes, words, modifiers, phrases, clauses and sentences mixed by the speaker are involving the grammatical rules of two languages used (bathia and ritchie, 2004). eunhee (2006) defines some reasons of using code mixing or code switching in speaking. the main reason is because speaker cannot define proper words or expression that can be used. other reasons are caused by language attitudes, dominance, and security. using code mixing or code switching depends on community perspective, in which code mixing or code switching is considered as negative or positive attitude. hence, the dominance proficiency is a reason why the speaker mixes or switches the language. it is also caused by security, in which speaker is more comfort to deliver their messages or opinions correctly by mixing and switching the languages. in this research, researcher focuses on spoken communication which was done in one-waycommunication. researcher analyzes students’ speech as the researcher found many students used code mixing to support their fluency in speaking. therefore, the researcher felt the urge of conducting this research. 2. method this research was conducted in ikip budi utomo malang in 2017. the data were taken in english for specific purposes class a, in which there were 47 students. the class consisted of 12 male students and 35 female students. the students present their materials in front of the class with certain topics given in previous meeting. the topic is related to hotel management involving front office department, food and beverage department, house keeping department, and marketing. each students should choose one topic. they should prepare the material of presentation. each student has 5 minutes to deliver their ideas. furthermore, the researcher describes type of code mixing and the example of code mixing used by students. the researcher took the data by recording students’ presentation and taking notes. the amounts of code mixing items were classified based on the lexical units, such as morpheme, word, modifier, phrase, clause, and sentence. the data were analyzed qualitatively by listing the code mixing showed in the students’ speaking and classified into alternation, insertion, and congruent lexicalization. hence, the researcher drawing conclusion based on the classification. 3. results and discussion from the research instrument, the researcher found that there were 466 code mixing items done by male students and 639 code mixing items done by female students. before classifying the code mixing used by the students into insertion, alternation, and congruent lexicalization, the researcher define the data based on the lexical unit. the lexical units include morpheme, word, modifier, phrase, clause, and sentence. the data were shown in the table 1. table 1. code mixing classified by the lexical units lexical units code mixing male female morpheme 183 175 modifier 96 185 phrase 36 108 clause 55 66 total 370 534 from the data appeared in the table, there were 183 code mixing used by male students, and 175 code mixing used by female students. based on the lexical units, those code mixing were involved as morpheme. however, there were not any bound morphemes used by both male and female students. they used free morpheme which included lexical morphemes (ordinary nouns, adjectives, and verbs) and functional morpheme. the examples of each lexical morpheme were shown below. (a) lexical fields that has studied in bahasa inggris include the following. (b) we can say that the predicates has two meaning berbeda. (c) a preposition terdiri dari predicates and arguments. sentence (a) showed lexical morpheme of ordinary noun, in which student mixed ‘bahasa inggris’ within sentence. the example (b) was lexical morpheme which mixed adjective (berbeda). hence, the sari, ike dian puspita & lestari, hernina dewi/ enjourme vol. 3 no. 1(2018)1-4 3 sentence (c) was also lexical morpheme which mixed ‘terdiri dari’ as verb in the sentence. another free morpheme used by the students was functional morpheme including conjunction (a), preposition (b), article (c), and pronoun (d). the example for each functional morpheme can be seen below. (a) the next presentation will be continued paulin dan vincent (b) the complete description you can see di power point slide. (c) you will speak with accent itu. (d) meaningnya is different. modifier code mixing was also found in students’ presentation. there were 96 modifiers used by male students and 185 modifiers used by female students. for example, ‘we have explained the definition of argument in our slide yang halaman keenam’. from the example, the student used ‘yang halaman keenam’ as the modifier of ‘our slide’. another code mixing used by the students was phrase. they also mixed their sentence by using another language phrase. there were 36 phrases used by male students and 108 phrases used by female students. for example, ‘kinship is related to ikatan darah or ikatan pernikahan’. the two phrases in the example used by students, in which ‘ikatan darah’ should be ‘blood ties’ and ‘ikatan pernikahan’ should be ‘marriage’. hence, the researcher found 55 code mixing clauses used by male students and 66 code mixing clauses used by female students. it was the most few lexical units mixed by students during their presentation. for example, ‘the lexemes seaman and sailor are synonyms dan contoh lainnya bisa dilihat di depan’. after the researcher divided code mixing done by the students based on the lexical unit, the researcher classified those items into three categories: insertion, alternation, and congruent lexicalization. based on the classification of 904 code-mixings done by students in their presentation, the next classification was shown in table 2. table 2. code mixing categories code mixing male female total insertion 183 175 358 alternation 132 293 425 congruent lexicalization 55 66 121 the table showed that alternation was mostly used by female students. they tended to mix l2 with l1 in the form of phrase or clause. here two examples of alternation: a. emm, i show you the example of speech act yang tadi dijelaskan oleh teman saya. b. accent is influenced by emm… bahasa daerah. the first example (a) is the alternation used by students, in which the l2 was mixed with a clause of l1. hence, they can also mix l2 with phrase in l1 in the example (b). moreover, male students prefer to use insertion rather that the other categories of code mixing. the data shows that there were 182 insertion items used by them. they mixed their l2 with l1 word. here the examples of insertion: a. thank you for the time. i will present definisi langage use. b. we can say that the predicates has two meaning berbeda. hence, congruent lexicalization was rarely used by both male and female students. congruent lexicalization emphasizes word and phrase or clause mixing in one sentence. thus, students mixed insertion and alternation categories in the sentence. for example: a. sepertinya i give a chance for dua penanya in this section. b. pengertian semantics dan pragmatics are different, while, emm… semantics lebih mengacu pada makna logis dari bahasa yang kita pakai. the example (a) was mixed by word ‘sepertinya’ and phrase ‘dua penanya’. compared with example (a), the example (b) used word and clause. there were ‘pengertian’ as word and ‘lebih mengacu pada makna logis dari bahasa yang kita pakai’ as clause. from the data discovered, there was different amount of code mixing used by male and female students. there were 370 code mixing items used by male students and 534 items used by female students. the result opposes the previous research, that there is not any influence of gender in using code mixing and code switching for undergraduate students (rabbani and mushtaq, 2012). the 42 students were taken randomly as sample from 974 students as population in foundation university. they examined code mixing sari, ike dian puspita & lestari, hernina dewi/ enjourme vol. 3 no. 1(2018)1-4 4 and code switching frequency in both male and female students’ text message. however, the result showed that the data were normally distributed, which means that there was not any significance different frequency of using code mixing and code switching for both male and female students. moreover, ali and aslam (2012) also found the insignificance difference of code mixing used by male and female students in pakistan. there were 1000 sms from 25 female and 25 male university students in lahore city. they have equal statistics regarding to english code mixing they used in sending text message. from the findings of this study supported by the mentioned research findings above, it can be concluded that either male or female students equally used code mixing and code switching to enhance their fluency in speaking. therefore, teachers may suggest their students to implement code mixing or code switching to help their problem in improving the speaking fluency. 4. conclusion and suggestions analyzing from lexical units, mixing l1 morphemes are mostly used by male students. compared to male students, the data shows that female students mostly mix their l2 with l1 modifier. the lowest lexical unitsas code mixing are phrase used by male students and clause used by female students. based on the categorization of the code mixing data, alternation is mostly used by students. they mix l2 with l1 phrase or clause. all at once, the alternation is mostly used by female students. however, male students prefer to use insertion. they mix l2 with l1 word. 5. references alharbi, a. heba. (2015). improving students’ english speaking proficiency in saudi public schools. international journal of instruction, 8(1). ali, i. & aslam, t. m. (2012). frequency of learned words of english as a marker of gender identity in sms language in pakistan. journal of elementary education, 22 (2), 45-55. bhatia, t. k. & ritchie, w. c. (2004). social and psychological factors in language mixing. in w. c. ritchie and t. k. bhatia (eds.), handbook of bilingualism (pp.336-352). blackwell publishing. bueno, a., madrid, d., & mclaren, n. (2006). tefl in secondary education. granada: editorial universidad de granada. eunhee, kim. (2006). reasons and motivation for code-mixing and code-switching. spring 2006 issues in efl, 4 (1), 43-61. gudu, o. benter. (2010). a study of the 2002 integrated approach to instruction of speaking skills in english: a case of secondary schools in eldoret municipalitykenya. unpublished master thesis. moi university press. harmer, j. (2007). the practice of english language teaching: 4th edition. london: longman. masmuh, abdullah. (2008). komunikasi organisasi dalam perspektif teori dan praktek. malang: umm press. muysken, p. (2000). bilingual speech: a typology of code-mixing. cambridge: cambridge university press. rabbani, r. & mushtaq, h. (2012). gender difference in code-switching and code-mixing in 9. 7827-27529-1-ce.pmd enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index current challenges and benefits of teaching world englishescurrent challenges and benefits of teaching world englishescurrent challenges and benefits of teaching world englishescurrent challenges and benefits of teaching world englishescurrent challenges and benefits of teaching world englishes refanja rahmatillah, endah anisa rahma, ana elvia jakfar, giovanni oktavinandarefanja rahmatillah, endah anisa rahma, ana elvia jakfar, giovanni oktavinandarefanja rahmatillah, endah anisa rahma, ana elvia jakfar, giovanni oktavinandarefanja rahmatillah, endah anisa rahma, ana elvia jakfar, giovanni oktavinandarefanja rahmatillah, endah anisa rahma, ana elvia jakfar, giovanni oktavinanda curriculum and language development center, universitas teuku umar, jl. alue peunyareng, 23615, aceh barat, indonesia corresponding author: refanjarahmatillah@utu.ac.id article info received 29 may 2022 accepted 07 july 2022 available online 31 july 2022 keywords: world englishes, implementation, challenges, benefits doi: 10.26905/enjourme.v7i1.7827 how to cite this article (apa style): rahmatillah, r., rahma, e.a., jakfar, a.e., & oktavinanda, g. (2022). current challenges and benefits of teaching world englishes. enjourme (english journal of merdeka): culture, language, and teaching of english, 7(1) 94-101, d o i : h t t p s : / / d o i . o r g / 1 0 . 2 6 9 0 5 / enjourme.v7i1.7827 abstract the existence of multi varieties of english in today’s international communication requires the inclusion of what is called world englishes (we) in english teaching. while many have attempted to incorporate we in english classrooms, such clear procedures on how to implement this along with the outcomes are so far hard to find. therefore, this review elaborates on the implementation of we, examines the challenges, and highlights the benefits of this incorporation. 18 research articles from the year 2010 to 2019 on the incorporation of we worldwide starting from school to university context were reviewed. the review reveals that the teaching of we is mostly still in the introduction phase since a majority of english teachers and learners still prefer the native english varieties. on the other hand, the introduction of we to english learners may improve their confidence to use english. this review is expected to be able to provide clear current conditions of we teaching, impose challenges that need to be addressed, and at the same time encourage the incorporation of we in an english classroom. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no, 1, july 2022, page 94–101 1. introduction the value of world englishes (we) in the pedagogy context is gradually becoming more widely recognized with the trend of treating native-like ability as a secondary goal in the english teaching process. english nowadays functions as the medium of international communication and the existence of multi-english varieties requires someone to be able to understand and produce intelligible varieties of english to determine the success of communication (lee, 2012). the term we was firstly introduced by kachru in 1986 to refer to the various variants of english that existed at the time around the world (kachru, 1992). kachru divides english users into three circles: inner circle for those who use english as a mother tongue, such as the united kingdom and the united states, outer circle – for those who use english as an institutional second language, ©2022 the authors. published by university of merdeka malang this is an open access article distributed under the cc by-nc-nd 4.0 (https://creativecommons.org/licenses/by-nc-nd/4.0/) current challenges and benefits of teaching world englishes refanja rahmatillah, endah anisa rahma, ana elvia jakfar, giovanni oktavinanda | 95 | such as singapore and the philippines, and expanding circle for those who use english as a foreign language, such as china and korea. according to kachru, the emergence of english variations is largely due to british colonization in the outer circle countries, where english has become acculturated with the indigenous languages. indian english, nigerian english, or singapore english, for example, is now widely recognized as representing kachru’s argument. mckay (2010), nevertheless, argues that the expanding circle countries, such as europe, are currently developing their standardized english varieties. furthermore, she claims that the creation of many english variants occurs not only between countries but also within countries. as a result, it is possible to say that we now exist all over the world, with variations developing in nearly every country, even those in expanding circle. in today’s world, english is used for both intranational and international communication. in this scenario, we have evolved as a tool that individuals from various countries can utilize and contact. according to lowenberg (cited in bhowmik, 2015), the number of people who speak english as a second language has surpassed the number of people who speak english as their first language. he also claims that nonnative-to-nonnative english interactions have become more common than native-to-native and native-to-nonnative english interactions. as a result, it is reasonable to believe that the use of we in this communication context is more obvious. this viewpoint has sparked interest in teaching we in the english pedagogical sphere (matsuda & matsuda, 2010). many parts of the world have included we in the domain of english teaching, either in regions that kachru (1992) classified as expanding circles, such as china, iran, and south korea (chang, 2014; rezaei et al., 2019; tanghe, 2014); outer circles like the philippines and singapore (martin, 2014; schaetzel et al., 2010); or even inner circles like the usa (eslami et al., 2019; wetzl, 2013). the inclusion of we in english teaching has altered the concept of language instruction to put more emphasis on communicative and discoursal strategies in nonnative english variants since its early inception (kachru, 1992). it also has to do with the teaching models and methods, as well as the curriculum designs, that cater to the demands of nonnative english users. in more recent perceptions, the challenges of embracing nonnative english varieties and their situational usage are still a major concern in english language education. according to mckay (2010), today’s english language instruction should incorporate at least these elements: a) various english variants in today’s use. it is to underline the equal position of these variants, raise awareness of their applications, and confirm that english is no longer the exclusive domain of the inner circle.; and b) interactions between l2 and l2 english speakers. it has to do with the fact that l2 english speakers have more english interactions than l1 english speakers. learners will benefit from being aware of how to use english not only with inner circle speakers but also with speakers from different nations, as well as learning real-life english interactions with persons who may lack in their english competence. despite these widespread initiatives to incorporate we into classrooms, no clear elaborations on the procedures and outcomes were reported. instead, challenges were the most often feature conveyed when embracing we in english teaching. in china, for instance, native-speaker norms are still perceived as the ideal paradigm for teaching english by both teachers and students (chang, 2014). furthermore, matsuda and matsuda (2010) believe that deciding which english variants to teach is a enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 94–101 | 96 | tough undertaking, particularly in the setting of expanding circles. nonetheless, introducing we in the classroom has also resulted in positive traits for english learners, such as those demonstrated by chang (2014) and tanghe (2014), where the learners, as non-native speakers, improve their confidence in speaking english. this literature review, therefore, aims to elaborate on the problems that are faced in introducing we in an english classroom while in the end emphasizing the positive outcomes that may result in incorporating we. this elaboration will be beneficial for current english teaching implementation considering that english varieties are now common to be encountered and, thus, knowing and comprehending them is essential in this current international communication. in exploring the implementation of we incorporation in an english classroom, as well as the problems faced and the possible positive outcomes, 18 research articles, ranging from the year of 2010 to 2019 were reviewed. the review is presented into three categories: the implementation of we inclusion in english teaching around the world, the basic challenges in integrating we, and the benefits of we inclusion. 2. the implementation of we inclusion in english teaching some of the recent practices of english language teaching reviewed have included the we idea in their classrooms (chang, 2014; martin, 2014; tanghe, 2014; wetzl, 2013). these practices have also involved at least one of the features mentioned by mckay (2010) in today’s english language instruction. chang (2014) and tanghe (2014) are two examples of expanding-circle teachers that have implemented we into their classes. chang (2014) instructs her taiwanese university students in a we course. she covers “… the spread of english as the global lingua franca, varieties of english, native and non-native division, [and] the standard ideology, … [and deliver it with] lectures, in-class discussions, student presentations, reflection paper writing, and a final exam” when teaching the course (chang, 2014, p. 22). tanghe (2014), on the other hand, who teaches university students in korea, also introduces we into one of their english-speaking classes. lesson discussions and blog postings on themes including re-designing kachru’s circle model, distinguishing various english accents, and criticizing the privilege of native-english speakers as english teachers are all used to present the class. the teaching of we in the outer-circle setting, such as in singapore (schaetzel, et al., 2010) and the philippines (martin, 2014), is limited to the variation of english spoken in these countries. according to schaetzel et al. (2010), there is a focus on teaching two types of english spoken in singapore: standard singapore english (not very dissimilar from international standard english) and singapore colloquial english. this focus is evident in the national institute of education of singapore’s introduction of a ‘feature of singapore english’ course for prospective english instructors. the contrasts between standard and colloquial english elements are stressed in this course, as well as when, when, and to whom these varieties should be used. a similar tendency is currently occurring in the philippines, where teaching american english is being encouraged to be replaced with teaching philipinne english as the national english teaching goal (martin, 2014). to carry out the transition, some initiatives have been made, such as the development of new english resources based on philippine english corpora, and retraining instructors and instructional leadership. current challenges and benefits of teaching world englishes refanja rahmatillah, endah anisa rahma, ana elvia jakfar, giovanni oktavinanda | 97 | we is also taught in the inner-circle environment, as demonstrated by wetlz (2013) in the united states. she improves linguistic variety and we awareness among her students in an ohio university composition class by giving knowledge and thought on language variation, as well as rethinking their experiences with we users and texts. wetlz believes that introducing we into classrooms is critical in the united states, given the country’s varied population and the growing number of exchanges between american english and we users in both oral and written communication. thus, it is claimed that introducing we to students will affect their positive attitudes toward we users and better prepare them for intercultural dialogue. not only limited to the implementation in different circles, but some studies also explore techniques and activities that can be applied in any english teaching program. lee (2012), for example, proposes the ‘intercultural english learning/teaching (ielt)’ approach to incorporating we in the english classroom. this approach emphasizes the comparison and negotiation of different englishspeaking cultures, including the english varieties existing within the cultures. lee, furthermore, lists some activities that can bridge ielt into the we classroom, including movies, guest speakers, virtual learning, role-plays, and quizzes. in a more specific language skill, writing, lim (2015), develop a strategy that he calls ‘creative writing in world englishes contexts’. this writing strategy deploys the ‘show and tell’ technique – where the students are shown a text then they have to tell anything that they feel about the text based on their real-life situation. this is the part that lim highlights can be filled with the students’ english variety (the varieties shown in the study include chinglish and singlish). the results of this strategy as shown in the study reveal that the students use more of these varieties in their writing, and lim argues that this learning environment can improve the students’ confidence, motivation and pleasure to learn english. the inclusion of we also takes place in the pre-service english teacher program. eslami et al., (2019) demonstrate such implementation in a ‘language acquisition and development’ course in one university in the southwestern united states. the activities involved in this course include listening and watching different english varieties, observing miscommunication due to variants of english, and evaluating discriminations of english varieties happening in the united states. all the elaboration about the studies that incorporate we show that the inclusion of we is currently taking place in worldwide english classrooms, even though most of them are at an introduction phase. 3. the challenges of we inclusion in english teaching in the situations of we teaching described earlier, it appears that the implementation is still sophisticated where some are in the introduction phase or merely as a discussion activity, as indicated in chang (2014), tanghe (2014), schaetzel et al. (2010), and wetzl (2013), while others are in the preparation phase, as revealed in eslami et al. (2019) and martin (2014). there is no clear instruction on how we can be included as part of the english curriculum at the school level, and the causes for this need to be examined. the challenges such as teachers’ and learners’ preferences for native norms as the ideal model, difficulty in selecting the suitable english variety to teach, and the undeveloped acceptable traits of the variants are all thought to be obstacles that obstruct this realization. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 94–101 | 98 | the primary difficulty that obstructs the adoption of we teaching is teachers’ and students’ attitudes toward native norms that privilege inner-circle english varieties over others. this attitude is commonly found in english teaching in asia, including those reviewed in south korea, taiwan, japan, and iran. according to chang (2014), most english teachers, particularly those who are not native english speakers, still prefer british or american english as the paradigm for english communication. despite comprehending the concept of english as a lingua franca, teachers in taiwan nonetheless stress teaching native-speaker standards and stating native-speaker ownership of english (lai, cited in chang, 2014). teachers in korea have the same mindset, putting a privilege on english variations from the inner-circle countries (tanghe, 2014). teachers in japan, on the other hand, while being open to we varieties, are still concerning the practical challenges of it (takahashi, 2017). a slightly different yet interesting finding was found in (young & walsh, 2010) where they investigated the beliefs of english teachers from west, southeast, and east asia, africa, and europe about the usefulness of incorporating we. most of the teachers are not aware of the english variety that they teach and assume it is the english native speaker variety, even though they do not know the distinction between other non-native varieties. nevertheless, the teachers express their openness to teaching non-native english varieties, especially their local variety, but they question the availability of such teaching material. thus, these attitudes imply that teachers would primarily expose native english varieties in their classrooms and question the practicality of we inclusion. as a result of the teachers’ beliefs revealed above, learners exhibit a propensity for using nativespeaker norms as their english model. according to chang (2014), students believe that native english speakers are superior teachers for them. this viewpoint is supported in korea by the government’s decision to allow nationals of inner-circle countries to work as english teachers (tanghe, 2014). as a result of this constructed belief, learners are reluctant to learn we, as tanghe (2014) discovered while teaching the topic to her pupils. lee and green’s (2016) study in korea also finds out that the students still prefer the inner circle englishes and express that the varieties are easier to be recognized. a similar preference is also found in iranian students, where studies by rezaei et al., (2019 and tahmasbi et al. (2019) reveal that the students privilege inner circle english varieties. tahmasbi et al. (2019) even report that the students accept the status of english as a foreign language in their country even though they have no negative attitude towards we. meanwhile, rezaei et al. (2019) mention one reason that the students prioritize learning standard english varieties is to be able to pass such standard english tests, such as international english language testing system (ielts). a quite distinctive attitude, however, is shown in si (2019). chinese students in his study show enthusiasm and demand the english learning in their country to include more chinese cultures as well as chinese english in the materials. this study, nevertheless, is the only one that the reviewers could find that shows such a positive attitude towards we. this indicates that more efforts from teachers and the government to improve positive attitudes towards we is needed. related to this matter, bhowmik (2015) believes that conducting teacher training is necessary before applying we in the classroom, especially when dealing with instructor attitudes. appropriate training for english teachers in both english competence and teaching methods is critical to meeting the present english teaching demand, given the increasing number of non-native english-speaking current challenges and benefits of teaching world englishes refanja rahmatillah, endah anisa rahma, ana elvia jakfar, giovanni oktavinanda | 99 | english teachers in the world (canagarajah, cited in bhowmik, 2015), nonetheless, bhowmik (2015) claims that teacher training programs are still focusing on the inner circle english varieties. many of the initiatives are either sponsored or operated by english language groups from inner-circle countries, which contributes to the problem. as a result, the curriculum for this training is based on english native-speaking conventions as well. thus, the lack of well-designed teacher training based on we paradigms would stymie the deployment of we teaching in schools, perpetuating the preference for native varieties as the english teaching model. another stumbling block to we integration in english classes is deciding which variety to teach. teachers are unsure which english variant will best suit the english that is used in the students’ daily lives or that they will encounter in the future, even when teachers are aware of and eager to include we in their classrooms. matsuda and matsuda (2010) provide cases of how singaporeans are exposed to many english varieties, including those used in the marketplace and those used in academic settings. they also claim that the more difficult option is presented in expanding-circle circumstances, particularly in rural locations such as hokkaido, where english may be argued to be nonexistent. another example mentioned is how korean managers of manufacturing enterprises in chennai would not have imagined that they would contact indian english users on a regular basis. because of these uncertainties, english teachers must continue to teach the standard english course. the inability to decide which we variant should be taught is evident in the existing english textbooks. even if the consideration to integrate diverse english varieties in english textbooks is expanding, according to takahashi (2017), the publications still use american or british english, for instance in the japanese context, due to this inability to decide. indeed, according to matsuda and matsuda (2010), textbook writers and teachers consistently promote the dominance of these native english variations. as a result, the scarcity of english textbooks with we materials may stymie teachers who want to use this type of instruction in their classrooms. the lack of we elements in english textbooks could be due to the we variants’ lack of acceptability as norms to be taught. according to hamid et al. (2014), these new english characteristics are not yet considered appropriate for completing their grammatical roles. these characteristics are debated whether they are accepted by varietal norms or errors, given that they may be perceived differently at the local and global levels. furthermore, hamid et al. (2014) contend that teachers’ differing perspectives on standard english forms make rendering such judgments more difficult. on the other hand, establishing and accepting these kinds at a local and global level may take a long time before they can be used in classrooms. martin (2014) and schaetzel et al. (2010) also touch on the topic of we variations being accepted as norms to be taught in schools. according to martin (2014), the current state of philippine english is insufficient to serve as english teaching material. it is because philippine english scripts are mostly still in documents of research projects rather than being used in english language classes. martin (2014) further claims that there is a perception that philippine english belongs solely to educated filipinos, and that it does not reflect the identity of the majority of the filipinos who speak their native language. a similar situation exists in singapore, where teachers are hesitant whether or not to teach singapore english to their students (schaetzel, et al). (2010). there is even a concern about avoiding utilizing singapore english in classrooms because it is thought to be a mistake in enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 94–101 | 100 | comparison to normal english. then it may be deduced that these english variations are not widely accepted, which prevents their inclusion in the english language teaching domain. 4. the benefits of we inclusion in english teaching despite the challenges that have been shown in adopting we instruction, such introduction activities as those indicated earlier have helped to transform students’ perspectives about we and boost their confidence in using english. chang (2014) demonstrates how including the idea of we into her english teaching leads to students’ knowledge that english is not entirely controlled by innercircle countries and, as a result, students value the status of different kinds of english. wetzl (2013) uses the same language to indicate that following the we integration, her students learn to tolerate the linguistic diversity of english. student teachers in schaetzel, et al. (2010) experience a shift in attitudes around we, where they no longer consider singapore english to be “poor english” and instead use it to create a more comfortable classroom environment for their future students. students’ confidence in using their own english is growing as a result of these positive attitudes regarding we. chang (2014) demonstrates that after adding we, students no longer believe their productions should be native-speaker-like, and hence feel more at ease using english with nonnative speaker accents. tanghe (2014) expresses a similar result, stating that her students are no longer embarrassed by their “bad english” because they have learned that people speak english in different ways all around the world. as a result, including we in english classes can help students recognize and respect the various variations of english as well as confidently use ‘their kind of english’ as the accepted variety. 5. conclusion we has been incorporated into english instruction in a variety of countries, even if it is merely a debate topic for university students in certain cases. the difficulties of sticking to american or british english as a teaching model, uncertainty about which other english varieties to teach, and the unacceptability of various varieties as suitable english norms have been identified as barriers to implementing we in schools. nonetheless, such concerns should not dissuade educators from embracing we as a teaching resource, given the benefits it provides for students’ understanding of current linguistic diversity challenges and confidence in using english. teaching we to students, as indicated by matsuda and matsuda (2010), can be done as a supplement to raising their knowledge of how these variants of english work in today’s social inclusion is a brief summary of findings and discussion. it is strongly recommended to avoid mere repetitive statements from the previous sections. besides, the writer should address the suggestions. 6. references bhowmik, s. k. 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(2019). standard english or world englishes: issues of ownership and preference. journal of teaching english language studies, 7(3), 83–98. takahashi, r. (2017). attitudes of japanese learners and teachers of english towards non-standard english in coursebooks. changing english: studies in culture and education, 24(1), 42–52. https://doi.org/10.1080/1358684x.2016.1228444 tanghe, s. (2014). integrating world englishes into a university conversation class in south korea. english today, 30(2), 18–23. https://doi.org/10.1017/s026607841400008x wetzl, a. m. (2013). world englishes in the mainstream composition course/ : undergraduate students respond to we writing. research in the teaching of english, 48(2), 204–227. young, t. j., & walsh, s. (2010). which english? whose english? an investigation of “non-native” teachers’ beliefs about target varieties. language, culture and curriculum, 23(2), 123–137. https://doi.org/10.1080/07908311003797627 improving students’ english skill through teaching literature as its unique discourse suatmo pantja putra universitas merdeka malang pancaputra234@gmail.com abstract this study presents an analysis of the teaching literature. approaches to literature teaching seem to be much influenced by current approaches to both language and education. there seems, however, to be a tendency to treat literature as merely another subject on the curriculum. such a tendency has ultimately led to the neglect of features which mark literature as a discourse and an area of study demanding different techniques of description and different pedagogical approaches. further, it is often assumed that principles formulated for education in general, or for the teaching of foreign languages in particular, can be extended unchanged to the literature class, on the assumptions that it is a subject of the curriculum and an instance of language use. yet, it may not be the real case. social uses of language demand rapid response and intensive interaction. therefore, in teaching of a foreign language, there are good reasons to encourage constant student interaction and reaction toward their engagement in literary world. keywords: english language, discourse, literature, unique. the development of linguistics in general and applied linguistics in particular has shown a considerable growth of interest in discourse analysis, the study of how stretches of language take on meaning, purpose, and unity for their users. in the later development, discourse analysis has focused very much upon the social nature of communication, emphasizing contextual aspects of meaning which are interactive and negotiated, determined by the social relations and identities of the participants in communication. such an approach has given significant influences on the language teaching by focusing much on the so-called communicative approach. which is also influential in the formation of this view has been the hallidayan conception of language as a social semiotic and the belief that the function of discourse is a blend of the interpersonal and ideational. the discourse analyst‟s interest in literature is suggested not only because of its potential to augment the better understanding of discourse in general, but also by its relevance to education. the study of literature has become a substantial part of the curriculum in both first and second languages education. however, there seems to be a consensus in the discourse analysis considering that literature is primarily a mode of social interaction, reflecting and mailto:pancaputra234@gmail.com creating its own institutions and power relations. in this way, there is nothing distinctive about either the language of literary discourse or its representations of the world. it also seems to suggest that some texts become literary when presented as such by institutions or when read in certain ways by readers. meanwhile, which texts these are will thus always be relative to a specific social milieu. such an approach has developed in understandable reactions against other view of literature. firstly the approach has rejected the idea that literariness resides in a particular use of language, that it is – in other words – a feature of text rather than discourse. this view is hardly tenable, for a number of reasons which have been pointed out. taking a canon of literally works as a whole, one would be hard – pressed to pinpoint any particular uses of language which are common to all of them. many literary works, in the contrast, seem pointedly to borrow the language of non-literary discourse. even in the case of the short lyric poem, the linguistic features which seem to be distinctive such as parallelism and creative deviation are usually found in supposedly non-literary discourses such as advertisements, songs, nursery, rhymes, political speeches, chants and prayers to make it convincing. a purely linguistic approach can lead to a mechanistic and soulless description of literary texts which leaves the individual reader and the relevance of literature to his or her world, completely out of account. however, it should be noted here that literary language should be admitted as having unique distinctive characteristics in its system as a part of the literary code. literary language is different from the scientific language in that the latter is reverential, that the object referred (referent) fits for the sign. in literature, a rose does not always refer to the flower, but it can mean „a woman‟ just like in robert burns‟ lyric “my love is like a red, red rose”. in differentiating the language of literature and the daily languages jakobson (1960) suggested that the literary language emphasizes the paradigmatic (selection) aspect rather than syntagmatic (combination) aspect. the illustration can be seen as: figure 1 hence, in literature where paradigmatic is more stressed, a writer will not use all of the adjectives provides although syntactically acceptable, instead, he will choose “horrible” as the modifier of „harry‟ because of the poetic device of paronomasia (horri – harry) secondly, the approach has rejected the idea that through literature a particularly perceptive or accurate view of the world is somehow transmitted to the reader with an overall improving effect, either moral or intellectual. this view, in addition to the role of moral tutor or vicarious experience, has a number of weaknesses which can be revealed by both theory and direct experience. on the theoretical side it subscribes to a very simple transmission view of communication and ignores the problem of how superior perception or judgment, if authors do possess these qualities, is conveyed through language. in addition, experience tells us that there and whose authors were anything but exemplary individuals. in pedagogy, this approach can lead to a rather patronizing morality, a hero – worshipping of authors and a lack of emphasis on the pleasures of literature. thus, in treating literature, it should be remembered that the world offered in literature is different from reality in common sense because literary world is the secondary model of the world. while the truth, according to spat (in fokkema and kunne – ibsch, 1998) is the third type of truth namely the „poetic truth‟ different from the transcendental and the logical truth. this explains the acceptability of certain texts to the readers although they inform the latter with fantastic and fictional things for example a speaking horse in tolstoy‟s kholstomer. thirdly, the approach has rejected the idea of literature as a canon of texts interpreted in ways which clearly reflect the value and the identity of a particular nation or social class. this view reduces what could be an instrument of understanding and tolerance between peoples to one which reinforces prejudice. its pedagogical effects are harmful when a canon interpreted in ways which reflect their own values. it denies the ability of literature to allow them access to ways of seeing which are not theirs. the rejection of these views, each regarding literature as a discourse with its own distinctive features, has been strengthened by growing doubts about the validity of a literary canon; a body of texts, clearly circumscribed and separable from others, which are generally agreed to constitute „literature‟. the first source of this doubt has been the growing realization that „literature‟ as conceived in contemporary western society, is a fairly modern invention (william 1983; foucault, 1979). the second is that the contents of the canon – exactly which texts are deemed to be literature – will vary from age to age and place to place. as the notion of a fixed and unproblematic canon is so central to the literature curriculum, these doubts have either been vituperatively rejected by literature teachers and course designers and have caused a crisis of confidence. the borders between literature and non – literature have become vague and confused, and there seems little left to distinguish the study of literature from the study of language and communication in general. the force of these arguments against the nation of literature as a fixed or easily identifiable body of texts cannot be denied and it would be naïve not to take them into account. it is obvious that literary canon is relative to a particular time and place, and a particular, socially defined, group of readers. yet, despite the coldly convincing rigor of the social approach and the validity of the points which it raises, there are elements which it leaves out of account. it is not that the social approach, with its emphasis on the social relativity of literary judgments, is wrong but rather that it is incomplete. in addition, like the reigning literary ideologies which it overturned in its day, it too is now in danger of becoming stifling and dogmatic. too much emphasis on the social relativity of literature may deny the fact that the people often do seem to find something accessible, beautiful, understandable, enjoyable, and uplifting when they reach out to the literary traditions of societies and social groups which are not their own. many readers can also recognize in those traditions a common experience which cuts across the boundaries of nation, culture and history. in widely differing social contents, there seems to happen a paradox by the contradiction between the apparent usefulness of literary works and the high value placed upon them. though such texts may incidentally offer readers information, or create social relations and institutions, this does not seem to be the primary motivation for either the writing or the reading of literature. on the contrary, literary texts, in all kinds of societies, often tell readers at great length of worlds and people who do not exist, of emotions and experiences which do not affect the readers. they dwell at length on the facts which readers have known (death is sad, nature is beautiful, love is joyful, and so on), or they create patterns and play with expectations for no apparent reason at all. the implication on the teaching of literature approaches to literature teaching seem to be much influenced by current approaches to both language and education. there seems, however, to be a tendency to treat literature as just another use of language and literature study as just another subject on the curriculum. such a tendency has ultimately led to the neglect of features which mark literature as a discourse and an area of study demanding different techniques of description and different pedagogical approaches. under the influence of ideas from language pedagogy, the retreat in literary study from an emphasis on linguistics and textual form has been hastened by the general shift of attention (hymes, 1972) from what is possible in communication to what is appropriate or what is performed. in the foreign language classroom where literature is introduced as a means of furthering language development, literary teaching has been influenced by attention to meaning rather than form. in all of this, one could see the confusing issues in the teaching of language with issues in the teaching of literature. it is often assumed that principles formulated for education in general, or for the teaching of foreign languages in particular, can be extended unchanged to the literature class, on the assumptions that it is a subject of the curriculum and an instance of language use. yet, it may not be the real case since social uses of language demand rapid response and intensive interaction. therefore, in the teaching of a foreign language, there are good reasons to encourage constant student interaction and reaction. similarly, in the interests of fast and efficient communication, there is an argument for concentration of higher – level predictive structures. however, these principles may not necessarily be transferable to the literature class, at least where literature is studied as literature rather than as a way of improving language. the literary experience in relation to the secondary model of the world is one which demands the individual reader to withdraw from the world of social and practical necessity than plague into it. such an experience, unfortunately, may not be suited to an educational environment at all since it is as much about rejecting social values as assimilating them. given that the study of literature does form part of the curriculum, it demands very careful and responsible treatment for some reasons. first, literary text deautomatized the recipient‟s relation to reality (posner, 1982). in relation to the schema theory, literary text is characterized by its power of changing the readers‟ schemata (cook, 1994). literary text deautomatized readers‟ relation to their textual, linguistic, and world existing schema. in reading texts such as coleridge‟s lyrical ballads which aimed to disrupt norms of both poetic language and poetic subject – matter, a reader must be ready to entail an acceptance of the new attitude toward language and text. similarly, in reading tolstoy‟s kholstomer, a reader must be ready to accept a new experience of witnessing a horse speaking like a human being. meanwhile, the textual knowledge such as a phenomenon in which is more enforced by the looseness of faith to convention in literature suggests that the russian‟s concept of „canonization of junior branch‟ as the new tradition replaces the former. secondly, in relation to the top down approach of discourse processing which shows how expectations influence or even supply understanding, literature offers different kind of the relationship between the top and bottom. in literary study it is not enough to see how conventional expectations predict what will happen but also how deviation from expectation rebounds upon and changes the very predictive structures which literary forms reject. knowledge of the larger social structures created through discourse is necessary for conventional and conformists language behavior but it is through manipulation of detail that the individuals is able to move beyond them and gain freedom from the constraints they impose. attention to the larger structures is a first step, and certainly an essential one to a student seeking to understand an unfamiliar culture, but a second step is to disrupt or change these structures and this will demand use and understanding of inappropriate, innovative, never – before – performed manipulations of to code. in this way, grammar and textual form, far from being the tools of repression, are the guarantors of freedom. in literature, the case is more obvious. students need the knowledge of the literary canon as the foundation of the predictive structures by which they can adapt to any deviation taking place during the learning. third, to be always asking students for their reactions and asking them to share these reactions with others may stifle the whole mental process which literature can stimulate. this is especially crucial since literary experience is not associated with any particular text, but with the interaction of text and individual. certain works on the syllabus, however „great‟ may simply not affect a particular reader, and this should be respected. hence, a teacher is person who believes that the experiences he or she has found valuable may be so to others, and who, consequently is to the extraordinary effects of explanation of the tradition and language within which they exist, and form whose norms they may deviate. however, this demands a decision for applying the teacher – centered method which should be admitted as „unpopular today since it seems to be very authoritarian (clark, 1987; white, 1988). in fact, this is not necessarily true. the teacher – centered classroom can create a liberating environment for students, while the student centered classroom can be the vehicle for an insidious authoritarianism and also, if it imposes western educational ideas upon other educational traditions, for cultural chauvinism (o‟neill, 1991). although in any approach, some classes are inevitably boring for some students, the association of a teacher – centered approach with intellectual tedium contradicts many people‟s experience. indeed, the act of silent and solitary reading, so often associated with personal and intellectual development, is an extreme example of allowing another person to do all the talking. for the silent and outwardly passive reader, like the student listening in class, may inwardly be experiencing a mental revolution. this is very often the case in the reading of literature. in literature teaching there is an additional justification for a degree of teacher – centeredness. literary effect is achieved through deviation from an established literary tradition, a knowledge of that tradition (canon) will be needed by students before they can experience that effect. time will need to be given to the transmission of knowledge of the canon. an angry reaction this view has rightly been provoked by the specific canons that have been presented by educational establishments. this is particular true where the canon is a national one. the association of a literary canon with the tradition of a nation state often partakes of all the arrogance and militarism which is part and parcel of the nation state often partakes of all the arrogance and militarism which is part and parcel of the nationalism it perpetuates. if often rides roughshod over the literary traditions of immigrant and minority communities within the nation, while also diminishing the traditions of other nations. in the colonial or post – colonial situation, it is often imposed upon nations with exiting or emerging traditions of their own. such a narrow approach to the construction of a canon is quite at odds with the civilizing effect of literature, which can stress the commonality rather than the particularity of the human condition, or, where it does associate with a particular culture, is unlikely to do so along boundaries conterminous with those of the politically defined nation. the narrowminded notion of „a national canon‟ has perhaps been instrumental in the declining popularity of the nation that literature teaching should present any canon at all. yet, opposition to a particular canon should not lead teachers to be oblivious to the way on which the literary discourse operates within and achieves effect through, its conformity to, or deviation from, a particular tradition. planning literature program literature program is normally aimed at fulfilling four major objectives namely: 1. discovering delight in great books (great literary works) 2. interpreting literature 3. developing literary awareness 4. developing appreciation for literature in universities, the four objectives are assumed to be the main targets of literature program. students should be able to enjoy literary works, interpret them before finally developing in themselves literary awareness and ability to appreciate literature as a whole. here a teacher may see the complicated task; on one side students are expected to have many opportunities to experiences and enjoy literature, on the other side teachers should view literature as a content subject to be taught as a discipline. therefore, good literature programs do not happen without real planning and commitment by the faculty. each faculty needs to develop a literature program based upon their knowledge of the values of literature for the students, the needs and the characteristics of the students, knowledge of the learning process and a thorough understanding of literature. there are some steps to be taken in planning literature program. determining the students’ background in literature in planning a literature program, the consideration must be given on what has been the students‟ previous experience with literature. teachers may take an informal survey or inventory of their students‟ background in literature. they may construct their own or use those which have already been published. these inventories are not tests of the students‟ literary knowledge but simply that the name implies an informal survey to see what kind of exposure the students‟ have had to literature. the result of these inventories would provide the teacher with some bases for knowing the literary background of the students. identifying some of the gaps in the students‟ exposure to literature would be helpful in planning a literature program for them especially in the effort of providing sufficient needed schemata. organizing the curriculum each faculty should be free to plan their own literature programs. however, it is necessary to provide for a balance in literature between the old and the new, prose and poetry, fiction and the nonfiction, realism and fantasy, and fiction with historical and contemporary setting. in planning the curriculum some agreement should be made by the teachers and librarians concerning a basic list of materials that provides these balances. there should also be a balance between opportunities for wide reading and for small group in-depth reading. the study of literature may be organized around authors, genres, content or themes. once the teacher is knowledgeable about books, it is easy to build the schemata in the students‟ mind. throughout the whole semester, students will have no deal with the enjoyment, interpretation and discussion of the craft of the writing to develop their literary awareness and appreciation. for the real beginners (students with no previous experience with literature), the curriculum can be organized by using a thematic approach. thus materials are chosen in terms of the theme; love, friendship and so on. yet, the teacher should still provide students with basic knowledge concerning the textual tradition the language, and the general thing about the texts chosen. evaluating the literature program there are some categories that can be used in the evaluation of literature program. one of the categories that can be used is suggested by bloom (in moody, 1971). bloom classified the learning output into three domains; cognitive, affective and psychomotor. in the case of literary teaching, moody (1971) further suggested four categories; informative, conceptive, perspective and appreciative. in evaluating the cognitive domain of learning output, tuckman (1975; 26-27) proposed six levels. a) memorization: the evaluation is concerned with definition, description, the naming of an object, naming the works and writers and so on. b) understanding: such an evaluation is concerned with students‟ literary awareness about the literary convention and interpretation. c) application: the evaluation demands the students to play a simulation game such as demonstration, modification, and operation of a style and so on. d) analysis: the evaluation is directed toward the detailed analysis of the elements of literary texts and the interrelationship. e) synthesis: students are expected to see the universal common pattern among works labeled less than one tradition such as works of elizabethan period and so on. f) evaluation: students are directed to give their own judgments on the value of the text. references clark, j. (1987). curriculum renewal in school foreign language learning. oxford: oxford university press. cook, g. (1994). discourse and literature: the interplay of form and mind. oxford: oxford university press. fokkema. d.w and kunne-ibsch, e. (1998). theories of literature in the twentieth century. trans, by praptahadiraja & silaban. jakarta: gramedia. foucault, m. (1979). what is an author? in j.v. harari (ed.), textual strategies: perspectives in post-structuralist criticism. london: longman. hymes, d. (1972). on communicative competence. in j.b. pride and i. holmes (eds.) sociolinguistics: selected reading. harmondsworth: penguin. jakobson, r. (1960). closing statement: linguistics and poetics. in t. a.. sebeok (ed.) style in language. cambridge, ma: the mit. press. moody, h.l.b. (1971). the teaching of literature in developing countries. london, longman group ltd. o‟neill, r. (1991). the plausible myth of learner-centeredness or the importance of doing ordinary things well. elt jounals 45/4:23-305. tuckman, b. w. (1975). measuring educational outcomes: fundamentals of testing. new york: harcourt brace jovanovich. white, r.v. (1988). the elt curriculum. oxford: blackwell william, r. (1983). keywords: a vocabulary of culture and society. london: fontana. enjourme (english journal of merdeka) : culture, language, and teaching of english vol. no (year) 82 – 87 enjourme (english journal of merdeka) : culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index online issn 2502-5740/© 2018 enjourme. all rights reserved. pre-reading strategies on reading comprehension of efl students 1 malikhatul lailiyah, 2 prilla lukis wediyantoro, 3 karlina karadila yustisia 1,2,3 d-iii english program, faculty of social and politics science, universitas merdeka malang, jl. raya dieng 62-64, 65149, malang, indonesia corresponding author: malikhatul.lailiyah@unmer.ac.id a r t i c l e i n f o a b s t r a c t article history: reviewed 10 december 2019 received 12 december 2019 accepted 12 december 2019 available online 31 december 2019 this study investigates the effectiveness of background knowledge or schema in reading comprehension of the efl students. based on schema theory, comprehending a text is an interactive process between the reader’s background knowledge and the text. therefore, to understand the text better, the reader should has enough background knowledge. this present research focuses on three pre-reading strategies, namely: pre-teaching new vocabularies, pictorial context, and pre-reading questioning. participants were 46 students in two groups: experimental and control class. during the treatment, experimental group received pre-reading strategies before reading the text, but control group did not. in analysing the data, independent t-test was used. the result indicated that the reading achievement of students who are exposed to pre-reading strategies showed significantly different than those who did not receive any treatment. © 2019 enjourme. all rights reserved. keywords: pre-reading strategies, schema theory, reading comprehension doi: 10.26905/enjourme.v4i2.3954 how to cite this article: lailiyah, m., wediyantoro, p., & yustisia, k. (2019). pre-reading strategies on reading comprehension of efl students. enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2). doi:10.26905/enjourme.v4i2.3954 1. introduction reading is essentially a form of communication between writers and readers through a written text that the writer put the message into it (nuttal, 1982). it means that reading is an interaction in the form of written languages, and readers recreate message which is expressed by the writers. thus, the objective of communication can be achieved. ter beek et al., (2019) contends that reading comprehension is the predictor of mailto:malikhatul.lailiyah@unmer.ac.id lailiyah, m., wediyantoro, p., & yustisia, k. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 82 – 87 83 academic success. furthermore, reading is the most important activity where it functions both as a source of information and a process of understanding a reading text. that statement refers when the teacher holds a reading comprehension class activity, the teacher has to make sure that the students are comprehending the writer’s ideas written in the text. by doing so, reading comprehension activity will be carried out effectively in the teaching and learning process. considering the importance of reading for students in the daily teaching and learning process, the teacher usually gives students lots of reading materials. since reading comprehension in english as a foreign language (efl) class deals with the ability to comprehend reading text in second language (l2), pre-reading strategies can help students to achieve the goals of reading (kuhi, asl & yavari 2013). reading is not only about combining a certain information taken from the text with a reader’s background knowledge, but also about the kind of information that reader retains (frankel, becker, rowe, & pearson, 2016). sometimes, efl students find it difficult to comprehend english text the first time they read it. this difficulty may occur because students only have little knowledge about the text. many researchers suggest that the gap that often exists between the readers’ knowledge and knowledge in the text can be bridged by providing the readers with some pre-reading activities, such as the use of pictures, discussions of the text topic, vocabulary pre-teaching, previewing and pre-questioning new vocabulary to provide appropriate background knowledge (mihara, 2011; al rasheed, 2014). in this research, there were three activities provided. they were: pre-teaching new vocabularies, using pictorial context and pre-reading questioning. pre-teaching new vocabularies deals with encouraging students to guess the meaning of a word they are not familiar with based on the context (brown, 2004). furthermore, unfamiliar words can interfere students’ comprehension because of the lack of vocabulary knowledge. thus, preteaching new vocabulary may help address this vocabulary problem (mihara, 2011). in this activity, the researcher used a series of specific words that were typed and presented on a slide. these words were contextualized in the framework in a form of some sample sentences. pictorial context involves the presentation of one or more pictures about passage content before reading a text. pictorial context was employed in this research because pictures can increase the readers’ enjoyment and interest of reading. besides, it also intended to deliver concept that attribute in the text, illustrate the main idea, and provide information of the text. some researchers believe that based on schema and dual coding theory, the use of pictures might increase the awareness in reading comprehension (hudson, 1982; nuttal, 1982). some studies have been done in this issue. mihara (2011) analyzed the effect of vocabulary pre-teaching and comprehension question presentation, and also the relationship between students’ english proficiency and their reading comprehension ability of japanese students. the result revealed that comprehension question presentation is more effective than vocabulary pre-teaching activity. hence, al rasheed (2014) investigated the use of prereading strategies in a form of vocabulary pre-teaching and pre-questioning on saudi efl students through quasi-experimental design. the researcher distributed the 46 subjects in two classes. then asked the first group to apply vocabulary pre-teaching, while the second group used pre-questioning before read the text, and answer the comprehension questions followed. based on the result, there is no significantly difference between the two groups. however, in this study, students were distributed in two classrooms: experimental and control class. in experimental class, the students were asked to look at some pictures, lailiyah, m., wediyantoro, p., & yustisia, k. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 82 – 87 84 and discussed what they expected to find in the passage. and then, pre-reading questioning dealt with an activity that prepared the students to answer some comprehension questions before reading the text. this activity was intended to help efl students to overcome the problems that may disturb reading comprehension such as lacking the conceptual knowledge. in this activity students were allowed to use the internet. meanwhile, in the control class, students had no pre-reading strategy. 2. method 2.1 design the present study employed quasi-experimental design since the researchers have no access to randomize the classes. there were two instruments used in this study. the instruments were reading comprehension test in the form of pre-test and post-test. the reading comprehension pre-test was used as a means to find out the homogeneity of the two groups before the treatment, in other words, the aims of pre-test is to know for sure that the experiment and control group had no significant differences in their level of ability in reading comprehension. 2.2 participant this study involved 46 sophomore efl students enrolled in two classes a (23 students randomly selected as experimental class) and b (23 students randomly selected as control group). all were studying in the faculty of humanities in a state university in malang, indonesia. all the participants’ native language is indonesian and their ages ranged from 18 to 21. 2.3 data analysis regarding with the data analysis in this research, the data gained from the post-test were organized and summarized by using descriptive statistics. and then, the data were statistically computed using inferential statistics to test the hypothesis. to determine the statistical analysis used, the underlying assumptions of normality and homogeneity statistics should be fulfilled. 2.3.1 the result of statistical assumption: normality table 1. kolmogorov-smirnov test for normality assumption pre-test cg post-test cg pre-test eg post-test eg kolmogorov-smirnov z .519 .702 .639 .765 asymp. sig (2-tailed) .950 .708 .809 .603 based on the data presented in table 1, all variables z value was smaller than 1.96 of z table and the significance value was bigger than the alpha (.05). in other words, the data followed normal dispersion and normality assumption was fulfilled. 2.3.2 the result of statistical assumption: homogeneity lailiyah, m., wediyantoro, p., & yustisia, k. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 82 – 87 85 table 2. lavene’s test for homogeneity of variance lavene’s statistics f df1 df2 sig. .001 .003 1 44 .973 lavene’s test for homogeneity of variance in table 2 showed that the significance level for the lavene’s test is .973. since the significance level that the researchers used is .05 (95% confidence), thus the observed significance level for the lavene’s test is greater than the level of confidence used in this study. it can be said that both groups’ variances are equal, and the homogeneity assumption was fulfilled. based on the result of test assumption, the researcher used independent t-test to analyse the data. the result of test analysis will be used as an evidence to reject or not the null hypothesis that was formulated as follows: “there is no significant difference in students’ reading comprehension between students who are taught using pre-reading strategies and those who are taught without pre-reading strategies (conventional strategy)”. 3. results and discussion (this part is excluded for the non-research articles) 3.1. result do indonesian efl students exposed to pre-reading strategy (pre-teaching new vocabularies, pictorial context and pre-reading questioning) achieve higher in reading comprehension than those who are taught using convensional reading strategy? to answer this question, descriptive statistics for the post-test result were calculated as presented in table 3. table 3. summary of the post-test scores experimental group control group number of students 23 23 highest score 88 76 frequency of the highest score 2 1 lowest score 48 36 frequency of the lowest score 1 1 mean score 70.26 57.57 standard deviation 9.483 10.565 the result of comparison of the means of the two groups indicated that the performance of the experimental group is better than the control group. thus, to clarify whether there is or not significant difference between the two groups, independent t-test of two samples was used. table 4 shows the result of the independent t-test. table 4. the result of the independent t-test of students’ post-test result in experimental and control group sig. (2mean std. error 95% confidence interval of the lailiyah, m., wediyantoro, p., & yustisia, k. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 82 – 87 86 sig. t df tailed) difference difference difference lower upper .17 4.339 44 .000 14.261 3.287 7.637 20.885 2 4.339 40.882 .000 14.261 3.287 7.622 20.899 according to the results of the post-test illustrated in the table 4, the p value is .000 which is less than .05. the result implies that awareness raising activities have positive effect on the l2 learners in reading comprehension. the result clearly shows that the treatment was effective to make a significant difference between the experimental and control group. 3.2. discussion based on the research findings, it was found that there was a significant difference between the mean score in the experimental group. it means that using pre-reading activities in teaching reading comprehension was more effective than using conventional teaching strategies in reading. the difference between the two group’s performances in reading comprehension suggested a strong possibility that the students who received pre-reading strategies before reading the text were more successful in comprehension rather than those who did not get any pre-reading strategy. in relation to the research finding, this research supported the similar studies that pre-reading activities is effective in improving students’ in reaching their comprehension score. this may be caused several reasons. first, pre-reading activities help learners to uncover gaps in their knowledge. kuhi, et al. (2013) stated that some words and expression have signification in a particular cultural context and without doing pre-reading activities to make the meaning of those expression clear, the learner might misunderstanding. second, these activities can help the students to construct their background knowledge or schemata. there are three activities that can be provided in pre-reading stage, they are: pre-teaching new vocabularies, pictorial context, and pre-reading questioning. those activities are aimed at increasing students’ background knowledge. recently, studies have shown that the background knowledge of readers plays an important role in the process of reading. in addition, the schema theory of the research shows that the greater the background knowledge reader has of the text content area, the better the reader will comprehend that text. the implication of this phenomenon is that some efl students’ reading problem when trying to comprehend a written text is due to lack of the background knowledge or schema. thus, prereading activities are provided in teaching learning process. 4. conclusion and suggestions in accordance with the research problem and the result of data analysis, it can be concluded that: reading comprehension achievement of students who are taught using prereading activities is significantly higher than those who are taught using conventional teaching strategy. the result of this study gives practical contribution to english teachers and other researchers who want to conduct research on the same area in the future. for the english teachers, since the result showed positive result, the finding of this research can be used as one of the considerations to utilize pre-reading strategies, especially pre-teaching new vocabularies, using pictorial context and pre-reading questioning, in teaching reading comprehension. the second suggestion is addressed to the other researchers, especially for lailiyah, m., wediyantoro, p., & yustisia, k. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 82 – 87 87 those who want to conduct further research in the relation with current research’s findings. since this study was limited on expository text, future researchers are expected to conduct the research with another text type. the future researchers are also expected to conduct the same research in different level of education. therefore, it can broaden the idea that prereading strategies is effective for any level of education. in relation to the weaknesses of this study, the future researchers had better not apply the three activities in the pre-reading stage to minimize the time. 5. references al rasheed, h. s. (2014). examining the effectiveness of pre-reading strategies on saudi efl college students' reading comprehension. english language teaching, 7(11), 79-91. brown, h.d. (2004). language assessment: principles and classroom practices. white plains: pearson education. frankel, k. k., becker, b. l., rowe, m. w., & pearson, p. d. (2016). from “what is reading?” to what is literacy? journal of education, 196(3), 7-17. hudson, t. (1982). the effects of induced schemata on the “short circuit” in l2 reading: non‐decoding factors in l2 reading performance 1. language learning, 32(1), 1-33. kuhi, d., asl, m. h., & yavari, m. (2013). the relationship between awareness raising activities and students’ proficiency in reading comprehension of culturally-bound materials. mediterranean journal of social sciences, 4(3), 515-515. mihara, k. (2011). effects of pre-reading strategies on efl/esl reading comprehension. tesl canada journal, 51-51. nuttall, c. (1996). teaching reading skills in a foreign language. heinemann, 361 hanover street, portsmouth, nh 03801-3912. ter beek, m., opdenakker, m. c., spijkerboer, a. w., brummer, l., ozinga, h. w., & strijbos, j. w. (2019). scaffolding expository history text reading: effects on adolescents' comprehension, self-regulation, and motivation. learning and individual differences, 74, 101749. 10. 10733-37722-1-ce.pmd enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index reading difficulties among elementary students in a rural area:reading difficulties among elementary students in a rural area:reading difficulties among elementary students in a rural area:reading difficulties among elementary students in a rural area:reading difficulties among elementary students in a rural area: a qualitative studya qualitative studya qualitative studya qualitative studya qualitative study karlina karadila yustisia*, dhia lintang eka salsabilakarlina karadila yustisia*, dhia lintang eka salsabilakarlina karadila yustisia*, dhia lintang eka salsabilakarlina karadila yustisia*, dhia lintang eka salsabilakarlina karadila yustisia*, dhia lintang eka salsabila d3 english program, faculty of social and political sciences, universitas merdeka malang *corresponding author: karlina@unmer.ac.id article info received 07 july 2023 accepted 19 july 2023 available online 31 july 2023 keywords: difficulty in reading, early reading skills, rural area doi: 10.26905/enjourme.v8i1.10646 how to cite this article (apa style): yustisia, k., & salsabila, d. (2023). reading difficulties among elementary students in a rural area: a qualitative study. enjourme (english journal of merdeka): culture, language, and teaching of english, 8(1) 106-112, doi: https://doi.org/ 10.26905/enjourme.v8i1.10733 abstract this study investigates the factors that influence reading difficulties among elementary students in a rural area. based on observations and interviews, the study reveals limited language skills due to the use of local dialects, impacting comprehension and decoding abilities. phonetic awareness also requires improvement, with difficulties in recognizing and distinguishing letters. cognitive deficiencies, particularly in working memory, affect reading comprehension. some students display varying attentiveness, with some preferring activities like drawing, hindering engagement in reading tasks. the home literacy environment and parental involvement significantly influence reading proficiency. the absence of preschool education affects students’ foundational literacy skills upon entering primary school. recommendations include personalized approaches and early childhood education advocacy to enhance reading skills in rural students. © 2023enjourme. all rights reserved. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no, 1, july 2023, page 106–112 1. introduction comprehension stands as the ultimate objective of reading, requiring the reader to construct a mental representation of the author’s world. the cognitive process of reading involves deciphering words and extracting meaning from the material. this intricate task of comprehension relies on the ability to recall visual representations embedded in terms and phrases that carry significance. reading holds paramount importance, serving as both a source of information and a method for understanding a given text (lailiyah et al., 2019) developing the capacity to discern valuable information from unreliable sources is crucial, in determining what information is appropriate and what is not (yustisia et al., 2023) reading difficulties among elementary students in a rural area: a qualitative study karlina karadila yustisia, dhia lintang eka salsabila | 107 | furthermore, reading is a skill that should be cultivated at the early age. achieving literacy success mandates the instruction of reading comprehension. a foundational aspect of reading comprehension is fluent word reading, which pivots on automaticity and accuracy during the initial stages of reading (schaefer & kotzé, 2019). within these foundational skills lie phonological awareness, recognizing and manipulating a language’s sound structure; word recognition, identifying printed words and linking them to phonological and semantic meaning; and reading fluency (schaefer & kotzé, 2019) however, the scope of reading transcends the mere acquisition of skills essential for comprehending texts and excelling in an educational environment. it operates within a contextual framework, emphasizing the power of language to position speakers and their written creations amidst the multifaceted spectrum of societal hierarchies and viewpoints characteristic of any culture. this involves acknowledging elements like race, gender, socioeconomic status, and authority (parlindungan et al., 2020). as early reading skills are crucial for a child’s educational development, these skills lay the foundation for future academic success and are essential for effective communication and comprehension. pratiwi (2020) argued that, early literacy and writing abilities strive to assist children in expressing thoughts and emotions to others. if a child struggles with reading, it will impede his knowledge acquisition. this is because these abilities serve as the foundation for future lessons. reading simple words and phrases fluently and easily is an essential benefit of early reading for elementary students (rafika et al., 2020). this research paper explores the critical components of early reading skills and their importance. educators and parents must understand that children’s preparedness for reading encompasses more than just fundamental reading abilities. it also encompasses additional significant elements that impact reading skills, such as lack of enthusiasm, parental educational history, and teacher engagement (majzub & kurnia, 2010). exploring such factors can help the teacher design a tailored teaching method for students with difficulties in early reading at the elementary level, especially in rural areas. the proposed study aims to analyze the initial factors of reading difficulties experienced by elementary school students, especially in the rural area. additionally, this article contains ideas about theoretical and practical reviews regarding factors of that contributing in reading difficulties faced by the elementary students especially in the rural area. this study seeks to contribute to our understanding of students’ challenges in acquiring reading skills by examining the performance of struggling and proficient readers and exploring potential contributing factors. the findings may have implications for educators, policymakers, and interventions to improve reading instruction and support for struggling readers in the early grades. 2. method the case study approach is a research methodology that involves in-depth investigation and analysis of a particular individual, group, event, or phenomenon within its real-life context. it aims to provide a detailed and comprehensive understanding of the factors influencing primary students’ reading skills and how they learn them. the subjects of this study were students in grades 1 to 4 at an enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 106–112 | 108 | elementary school in a rural area of malang, indonesia who had difficulty reading. a total of 32 students participated in the current study. the research procedure encompasses three distinct stages. the preliminary stage commences with surveying the school to assess students’ reading skills. exploring relevant books and research references to substantiate the study’s foundations was also done. the second stage entails the implementation phase, wherein copious data is diligently collected. finally, the completion stage unfolds, involving an in-depth analysis of the amassed data. the researchers meticulously examine the observations, interviews, and documentation findings, drawing comprehensive conclusions and insights for the research. 3. results and discussion based on the results of observations and interviews about students’ initial reading difficulties, the researcher will discuss the findings obtained by the researcher. the following discusses the results of the study. several factors seem to contribute to the difficulties of early reading at an elementary school in a rural area of malang, indonesia. 3.1 language and phonological awareness language skills in remote areas can be characterized as somewhat deficient. this circumstance arises due to the daily usage of the local dialect, resulting in a limited grasp of indonesian and english among the students. consequently, these learners frequently encounter challenges in comprehending and interpreting words or sentences while attempting to solve problems. furthermore, their reading proficiency needs to be improved, as the researcher identified a notable number of students ranging from grade 1 to grade 4 who exhibit difficulties in reading fluently. in the context of learning to read, the stimulation of phonological awareness promotes phonological awareness and prevents the development of learning disabilities (amorim et al., 2020; veríssimo et al., 2021). a study conducted by abdon & barrios (2022) which aimed to record the success rate of ten filipino kindergarten students attending a public school in calaca who participated in a 30-minute integrated phonological awareness (pa) intervention resulted in substantial distinctions of phonological awareness (pa) and letter knowledge between batangas tagalog and english both before and after the intervention. the research showcases that implementing phonological awareness (pa) intervention in the native language holds significant promise as an effective and enduring approach to enhancing the early reading abilities of filipino kindergarten students. furthermore, students’ proficiency in phonetic awareness in sdn sukolilo still needs to be improved. many students in the lower grade levels need more familiarity with the alphabet. additionally, challenges persist among some students in distinguishing certain letters, notably ‘d’ and ‘b’, as well as ‘q’ and ‘p’. moreover, it was observed that even some upper-grade students, particularly those in grade 4, encounter slight difficulties when attempting to read a word with endings clearly. additional supporting evidence indicates that phonological awareness (pa) programs implemented reading difficulties among elementary students in a rural area: a qualitative study karlina karadila yustisia, dhia lintang eka salsabila | 109 | during early childhood education have enduring impacts on word recognition skills and reading comprehension abilities, even as students’ progress to the later years of elementary education (amorim et al., 2020). 3.2 cognitive and processing abilities the working memory of students significantly influences their reading comprehension abilities. working memory is the cognitive system that temporarily holds and manipulates information while engaged in mental tasks. in reading comprehension, working memory plays a crucial role in processing and integrating various text components, such as decoding words, understanding sentence structures, and connecting ideas across paragraphs. students working memory at an elementary school in a rural area of malang, indonesia, particularly concerning reading comprehension, exhibits a degree of deficiency. notably, most students there need more support during question-and-answer tasks to read and seek answers from the preceding pages. furthermore, a subset of students frequently inquiries about answers before engaging in the reading process or searching for relevant information. these observations suggest that students in rural settings may encounter challenges in efficiently retaining and manipulating information while engaging with textual content, thus impacting their reading comprehension abilities. moreover, it has been observed that some students in rural areas display varied levels of attentiveness during educational activities. while some students exhibit attentiveness, others tend to be engrossed in their own world, often demonstrating a preference for activities such as drawing. fostering engagement to address this issue is needed, including incorporating ice-breaking activities before and during lessons. however, a personalized approach must be adopted when students display indifference, does not pay attention to the lesson, and resort to doing something else, for example, drawing. special attention to the disengaged student, encouraging them to focus on the lesson content first and, subsequently, permitting them to draw as a reward for their active participation. this approach seeks to balance maintaining attentiveness during learning and acknowledging individual preferences, fostering a conducive learning environment for all students in the rural setting. 3.3 environmental factors the literacy environment at home plays a pivotal role in shaping a student’s early reading skills and overall language development. a rich and supportive literacy environment provides numerous opportunities for children to engage with language, books, and reading, positively impacting their literacy acquisition and comprehension abilities. while environmental factors can certainly impact the learning process, it is parents and immediate family members who wield the most significant influence on a child’s acquisition of literacy skills. the lack of parental involvement in supporting their children’s learning, particularly reading, has exacerbated the problem. interviews with the students at an elementary school in a rural area of malang, indonesia have indicated that many parents are heavily occupied as foreign workers, leaving enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 106–112 | 110 | them with limited time and energy to assist their children with their studies. as a result, children might need more guidance and encouragement to excel in reading. in rural communities where parents are often engaged in agricultural or manual labor, they may need more time to actively engage in their children’s education. this lack of parental involvement can limit reading support and encouragement at home. when parents actively participate in their child’s reading journey, offering guidance, encouragement, and support boosts the child’s confidence and motivation to explore and excel in reading. a study on the teacher participant of veríssimo et al., (2021) believed that the work of preschool and primary school teachers is inadequate to overcome the difficulties faced, especially when considering the impact that the absence of parental support has on the learning process. 3.4 early education early education is crucial in nurturing foundational skills necessary for reading and comprehension. because the encounters children have during their time in preschool and kindergarten shape their forthcoming journey in developing literacy skills (rand & morrow, 2021). with this early exposure, students can develop essential literacy skills, which can lead to further challenges in their academic journey. many students at an elementary school in a rural area of malang, indonesia did not go to preschool, directly impacting their ability to recognize letters and numbers. children who begin school with inadequate emergent literacy proficiency display a developmental trajectory in which they fall further and further behind their peers regarding their reading ability (rachmani, 2020). the absence of preschools or early childhood education centers in rural areas can result in children starting formal education without prior exposure to basic literacy skills, putting them at a disadvantage compared to their urban counterparts. many students at an elementary school in a rural area of malang, indonesia still need to receive early school education in kindergarten, directly impacting their ability to recognize letters and numbers. among these factors contributing to the student’s reading readiness, the primary obstacle faced by teachers at an elementary school in a rural area of malang, indonesia revolves around the education system in indonesia, where students are mandated to advance to the next grade regardless of their academic readiness (siswantari et al., 2020). this situation poses a significant obstacle for teachers as they encounter students who have not acquired basic reading skills yet. in response, teachers are compelled to elevate the entire class, even if many students are not adequately prepared for the next academic level. this predicament creates a complex and demanding teaching environment, requiring educators to employ innovative and differentiated instructional approaches to cater to the diverse learning needs of their students. despite their best efforts, this system places considerable strain on teachers, hindering their ability to provide individualized attention and support, potentially impacting the students’ overall academic progress. as the backbone of the education system, teachers play a crucial role in nurturing young minds and fostering a love for learning. however, this systemic challenge at an elementary school in a rural area of malang, indonesia highlights the need for comprehensive reforms and a more flexible approach to education, prioritizing students’ individual growth and development to ensure their academic success and overall well-being. reading difficulties among elementary students in a rural area: a qualitative study karlina karadila yustisia, dhia lintang eka salsabila | 111 | 4. conclusion in conclusion, the findings from the observations and interviews about students’ initial reading difficulties reveal several critical factors that warrant attention and intervention. the language and phonological awareness of students in remote areas appear to be somewhat deficient, with a limited grasp of indonesian and english due to the prevalence of the local dialect. this deficiency contributes to challenges in comprehending words and sentences, as well as difficulties in reading fluently, especially among the young learner. moreover, cognitive and processing abilities, particularly working memory, significantly impact reading comprehension skills. students in rural areas demonstrate a degree of deficiency in working memory, hindering their ability to retain and manipulate information during reading tasks. furthermore, environmental factors, such as the literacy environment at home, play a pivotal role in early reading skills development. a lack of parental involvement due to various constraints can limit reading support and encouragement at home, affecting students’ progress. additionally, the absence of early education opportunities in rural areas further impedes students’ ability to recognize letters and numbers, posing challenges as they embark on their academic journey. 5. references abdon, m. m., & barrios, a. (2022). phonological awareness intervention in mother tongue among filipino kindergarten learners. indonesian journal of applied linguistics, 12(2), 399–411. https:/ /doi.org/10.17509/ijal.v12i2.45802 amorim, a. n., jeon, l., abel, y., felisberto, e. f., barbosa, l. n. f., & dias, n. m. (2020). using escribo play video games to improve phonological awareness, early reading, and writing in preschool. educational researcher, 49(3), 188–197. https://doi.org/10.3102/0013189x20909824 lailiyah, m., wediyantoro, p. l., & yustisia, k. k. (2019). pre-reading strategies on reading comprehension of efl students. enjourme (english journal of merdeka): culture, language, and teaching of english, 4(2), 82–87. https://doi.org/10.26905/enjourme.v4i2.3954 majzub, r., & kurnia, r. (2010). reading readiness amongst preschool children in pekanbaru riau. procedia social and behavioral sciences, 9, 589–594. https://doi.org/10.1016/j.sbspro.2010.12.202 parlindungan, f., rifai, i., & sandy, f. (2020). understanding the reading process: insights from a second-grade english language learner. enjourme (english journal of merdeka): culture, language, and teaching of english, 5(1), article 1. https://doi.org/10.26905/enjourme.v5i1.4036 pratiwi, c. p. (2020). analisis keterampilan membaca permulaan siswa sekolah dasar: studi kasus pada siswa kelas 2 sekolah dasar. jurnal pendidikan edutama, 7(1), 1. https://doi.org/10.30734/ jpe.v7i1.558 rachmani, r. (2020). the effects of a phonological awareness and alphabet knowledge intervention on four-year-old children in an early childhood setting. australasian journal of early childhood, 45(3), 254–265. https://doi.org/10.1177/1836939120944634 rafika, n., kartikasari, m., & lestari, s. (2020). analisis kesulitan membaca permulaan pada siswa sekolah dasar. prosiding konferensi ilmiah dasar, 2. rand, m. k., & morrow, l. m. (2021). the contribution of play experiences in early literacy: expanding the science of reading. reading research quarterly, 56(s1). https://doi.org/10.1002/rrq.383 enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 106–112 | 112 | schaefer, m., & kotzé, j. (2019). early reading skills related to grade 1 english second language literacy in rural south african schools. south african journal of childhood education, 9(1). https:// doi.org/10.4102/sajce.v9i1.644 siswantari, sumantri, darmawan, & suryawati, dyah. (2020). solusi mengurangi mengulang kelas dan putus sekolah di sd. pusat penelitian kebijakan, badan penelitian dan pengembangan dan perbukuan, kementerian pendidikan dan kebudayaan. veríssimo, l., costa, m., miranda, f., pontes, c., & castro, i. (2021). the importance of phonological awareness in learning disabilities’ prevention: perspectives of pre-school and primary teachers. frontiers in education, 6. https://doi.org/10.3389/feduc.2021.750328 yustisia, k. k., winarsih, a. d., lailiyah, m., yudhawardhana, a. n., binatoro, a. s., & arifah, q. (2023). edukasi literasi digital siswa sekolah dasar tentang strategi keamanan dan manajemen siber. gervasi: jurnal pengabdian kepada masyarakat, 7(1), article 1. https://doi.org/10.31571/ gervasi.v7i1.4472 7. 7043-27564-1-ce.pmd enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index an alternative board game to promote efl learners’ grammaticalan alternative board game to promote efl learners’ grammaticalan alternative board game to promote efl learners’ grammaticalan alternative board game to promote efl learners’ grammaticalan alternative board game to promote efl learners’ grammatical skillskillskillskillskill hayatul mila, moh. arif mahbubhayatul mila, moh. arif mahbubhayatul mila, moh. arif mahbubhayatul mila, moh. arif mahbubhayatul mila, moh. arif mahbub english education departement, universitas islam jember, jl. kyai mojo no. 101, 68133, jember, indonesia sanggar menulis manuskrip, jember, indonesia corresponding author: hayatulmila05@gmail.com article info received 15 june 2022 accepted 07 july 2022 available online 31 july 2022 keywords: board game; gamification; grammatical skills; undergraduate students. doi: 10.26905/enjourme.v7i1.7043 how to cite this article (apa style): mila, h. & mahbub, m.a. (2022). an alternative board game to promote efl learners’ grammatical skill. enjourme (english journal of merdeka): culture, language, and teaching of english, 7(1) 78-87, d o i : h t t p s : / / d o i . o r g / 1 0 . 2 6 9 0 5 / enjourme.v7i1.7043 abstract gamificatian has been acknowledged as a powerful tool to promote the conducive and attractive learning environment. recenly, extensive research has been carried out on the role of gamification in facilitating languages learners. yet, little research has taken to explore the undergraduate students about the incorporation of gamification into english grammar classroom in indonesian tertiary-level. we employed a sequential-explanatory research to explore in-depth the undergraduate students’ perceptions about the use of gamification in such context. there were four (n=4) undergraduate students from one private university in jember, indonesia, consented to participate in this study. they were invited to fill a 9-items web-based five points-likert scale questionnaire covering several categories: students’ behavior, motivation and engagement. also, a semi-structure interview was conducted to explore their in-depth feelings to select participant. the results indicated that participants mostly demonstrated positive feelings toward the utilization of gamification in grammar classrooms. this study concludes with discussion of implications for teaching-learning grammar in efl context, limitation and recommendation for future studies. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no, 1, july 2022, page 78–87 1. introduction for efl learners, acquiring grammatical competence is highly required. however, that is not an easy task for both instructors and learners themselves. most grammar teaching in l1 contexts is still fairly ‘traditional’ (rijt et al., 2019). in teaching and learning the english language, it is truth that grammar has always been an essential component, since it affords the speaker with the needed structures to organize a words and ideas in a comprehensible. according to le tourneau (in wornyo, 2016), one’s knowledge of grammar is most helpful at the stages of revising and editing sentences because grammar is concerned with the units of sentences. therefore, teaching grammar is crucially important for efl learners. ©2022 the authors. published by university of merdeka malang this is an open access article distributed under the cc by-nc-nd 4.0 (https://creativecommons.org/licenses/by-nc-nd/4.0/) an alternative board game to promote efl learners’ grammatical skill hayatul mila, moh. arif mahbub | 79 | grammatical competences may also be important in allowing children to benefit from contextual constraints on word recognition (tunmer, 1989; tunmer et al., 1988 in muter et al., 2004). whereas, there are still many learners felt difficulties to comprehend the grammatical concepts. numerous publications, (e.g., dehghani, bagheri, sadighi, & tayyebi, 2016; dekeyser, 2005; pathan & aldersi, 2014; sawir, 2005) have also reported that learning english grammar is a difficult part of language learning process, for efl learners in particular. in actual fact, some learners very often they sensed exasperate in learning english grammar possibly caused by many different conditions: (1) they know that learning english grammar always memorize the structure; (2) they also consider the role of grammar in english language use; (3) the differences between the grammar structures of the learners’ mother tongue (l1) and english language (in mahbub, 2019). in the context of english language teaching (elt), grammar is a key component of language aqusitions. huang (in benitez-correa et al., 2019) states that the main goal of teaching grammar is to enable learners to achieve linguistic competence to use grammar as a tool or resource for understanding and producing efficient, effective and proper oral and written discourse. as mentioned earlier, grammar is a device to promote efl learners’ understanding orally and written discourse. however, grammatical skill is significant part in learning language. efl learners are still tricky to analyze the grammar. according to widianingsih and gulö (2016) grammar has so far become one of problems faced by language learners when studying other languages, the researchers were interested in digging out english grammatical issues that the students are having difficulties with. for efl learners, it is obvious that the teaching of grammar is valuable as it is often at the heart of language lessons. however, they still suffer intricate in learning grammatical skill. thus, the english teachers must change this stereotype in difficulties of grammar by using, for instance, games. using games in teaching english grammar is frequently acknowledged as one of the effective ways in teaching a language so that they are easily to learn english grammar. board game is an alternative strategy to promote students’ grammatical competence. while playing board game, learners can be reinforced on the aspect of physical, mental, and emotional in memorizing the form, remembering, naming, matching and classifying, (egeme et al. 2004 in bulu, 2010) to assist the efl learners to easily acquire english grammatical knowledge, one of an alternative ways is using educational game (gamification). gamification is specifically defined as instilling the game-like elements into non-game context (deterding et al., 2011; martens & muller, 2017). in addition, according to kapp (taspinar et al., 2016) gamification is defined as using game-based mechanics, aesthetics and game thinking to engage people, motivate action, promote learning, and solve problems. from those definitions, the concept of gamification cannot be separated from these following key concepts; (1) motivation booster, (2) engaging learners, and (3) problem-solving. thus, learners can be hopefully easy to acquire the grammatical concept by using game. there are many efl learners that have confirmed the difficulties of learning english grammar. despite those difficulties, an efl learner is highly required to master english grammatical concept. therefore, to fill this gap, the researcher tried to propose the alternative board game to promote the grammatical understanding. this study contributes to motivate efl learners in learning english grammar by using an alternative board game to provide alternative solution for efl instructors as a new model of teaching instructions. therefore, this study is aimed investigating the efl learners’ perception about the implementation board game. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 78–87 2. method a sequential explanatory mixed method (creswell, 2014; fraenkel et al., 2017; ivankova et al., 2006) was employed in this present study. in this method there are two steps to collect the data. quantitative was the first part to collect the data with students’ response by questionnaire. then, the author collected qualitative interview data from the sub-sample of participants to obtain indepth data description. 2.1. research participant this current research was to examine the students’ perceptions regarding the use of board game in assisting grammatical learning in higher education (he) context. this was conducted at one of the private university in jember, indonesia. in this present study, the participant comprised of 4 secondyear students (3 females and 1 male). they were voluntary involved in this study. the age of participant was ranging from 18-23 years old. they were all enrolled in basic english grammar class. 2.2. instrumentation the data-gathering instruments employed in this study were online questionnaire and semistructured interview. the questionnaire was created in the form likert-scale questions, ranging from 1 to 5 (1 for strongly disagree, 2 for disagree, 3 for neutral, 4 for agree, and 5 for strongly agree). this questionnaire was consists of 2 sections: demographic profiling and closed-ended items. more specifically, there were 2 demographic items and 11 questionnaire items; 2 questions were designed for gathering the data concerning with gamification interaction for learning, 5 items concerning the students’ perceptions on the use of gamification mechanism in grammar class, 2 items concerning the students’ engagement and motivation, and 2 items about the recommendation for using the game in the class. to flesh out the data resulted from questionnaire, we conducted semi-structure interview (krueger, 2002; krueger & casey, 2015) via whatsapp call to depict the participants views about the integration of gamification into grammar classroom. this interview was prepared in indonesian language and conducted with the sample participants with five open-ended questions; lasted approximately from 20 to 35 minutes. the interview was carried out with the following interview guidelines regarding to 5 items; (1) general opinion on learning english with gamification, (2) the aspect of engagement and motivation on gamification, (3) students’ perception on gamification, and (4) the participants’ feelings on the integration of gamification into grammar classroom. 2.3. data analysis the data were analyzed by using the descriptive statistics through ibm spss v.25. we calculated frequencies, means (m), percentages (%), and standard derivation (sd). chronbach’s alpha was also used in testing the reliability of the instrument. the result showed 0.928 indicating high reliability (cohen et al., 2007, p. 506). the qualitative data resulted from semi-structure interviews were | 80 | | 81 | an alternative board game to promote efl learners’ grammatical skill hayatul mila, moh. arif mahbub analyze using the interview data transcription framework (widodo, 2014). he suggested five data analysis procedures: 1) transcribing verbal data by carefully listening to recorded data, 2) coding and classifying the data, 3) interpreting and communicating interview data, 4) asking the participant to provide feedback on the result interview transcripts to ensure the data credibility. 3. results and discussion 3.1. results from the questionnaire regarding the participant’s responses on q1 and q2 reported that all of the participants (n=4, 100%) agreed that gamification as a tool to encourage the students’ interaction in the classroom (see table 1). it is really enjoyable for students learning english. table 1. gamification in promoting classroom interaction no question(s) sd (%) d (%) n (%) a (%) sa (%) m std. d q1 learning english with gamification is fun and interactive 0 0 0 25,0 (n=1) 75,0 (n=3) 4,75 0.50 q2 i feel more active in the class with gamification! 0 0 0 75,0 (n=3) 25,0 (n=1) 4,00 0,816 note: sd: strongly disagree, d: disagree, n: neutral, sa: strongly agree, a: agree, m: mean, std.d: standard deviation in accordance with the result of q3 concerning the integration of gamification in efl classroom, the results, as presented in table 2, indicated that there were four participants (25%) (m= 4, 25, sd=0,50) opted to choose positive response. there were small no percentage chosen negative option. while q6 the result of the statements indicated that (neutral= 4,%) and (m= 4.00, sd= 0,96). regarding the result of q7 all of participant has chosen a positive option (n=4,50.0%) from participant has positive responses in the using of gamification (m=3.75, sd=0.96). table 2. recommendation on integrating gamification in efl classroom no question(s) sd (%) d (%) n (%) a (%) sa (%) m std. d q3 learning by gamification makes me more enthusiastic in learning process 0 0 0 25,0 (n=1) 75,0 (n=3) 4,25 0.50 q6 i like the use of this gamification tool in the class 0 0 50,0 (n=2) 0 50,0 (n=2) 4,00 1,15 q7 gamification made the learning process more suitable 0 0 50,0 (n=2) 25,0 (n=1) 25,0 (n=1) 3,75 0,96 note: sd: strongly disagree, d: disagree, n: neutral, sa: strongly agree, a: agree, m: mean, std.d: standard deviation enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 78–87 | 82 | furthermore table 3, the respecting of students’ perceptions gamification, in q4 (n=3, 75.0%) voted for the positive responses with (mean=4.75, sd=0.50). the result of the q5 concerning students’ perception indicated (n=4,100%) it is very strong agree with the using gamification, and the mean= 4.75, standard deviation is 0.50. table 3. participants’ perceptions about gamifying mechanism in efl classroom no question(s) sd (%) d (%) n (%) a (%) sa (%) m std. d q4 gamification can make learning more rewarding 0 0 25,0 (n=1) 50,0 (n=2) 25,0 (n=1) 4,00 0.82 q5 i would recommend this gamification tool to be used more often in the class 0 0 0 25,0 (n=1) 75,0 (n=3) 4,75 0,50 note: sd: strongly disagree, d: disagree, n: neutral, sa: strongly agree, a: agree, m: mean, std.d: standard deviation table 4 illustrates the participant’s responses on q8 and q9 “gamification encourage students in learning”. the percentages indicated mostly participants in q8 & q9 (25.0% agree, 50.0% strongly agree) agreed that gamification become mood booster in student’s learning. table 4 gamification as students’ motivation booster no question(s) sd (%) d (%) n (%) a (%) sa (%) m std. d q8 using gamification for increased motivation while learning 0 0 25,0 (n=1) 25,0 (n=1) 50,0 (n=2) 4,25 0.96 q9 using this gamification encourage me in learning english 0 0 25,0 (n=1) 25,0 (n=1) 50,0 (n=2) 4,25 0,96 note: sd: strongly disagree, d: disagree, n: neutral, sa: strongly agree, a: agree, m: mean, std. d: standard deviation. 3.2. results from the interview the second instrument employed was semi-structured interview to collect the data regarding the use of gamification in grammar classroom. the participants were asked to describe the strengths of the use of gamification in learning. they mentioned that it is fun, attractive, and can make mood booster in their learning. their responses about the strengths of gamification are illustrated in this following excerpts: “i find this game is very helpful for english learners because it makes me feel enjoy”(s1,female) “mostly it is (easily) for the learning english process with gamification”(s2, female) when asking about the role of gamification in encouraging students’ learning, they confessed that it can promote their learning processes. as like as student claimed: an alternative board game to promote efl learners’ grammatical skill hayatul mila, moh. arif mahbub “[i feel] very enthusiastic about playing gamification. it’s very attractive, fun, and entertaining (s1, female) “in my opinions, it is very positive in terms of boosting the students’ motivation. everybody enjoys with the game and gets involved the activity”(s2, female) for the next result of use gamification, most of the students said that it was made the efl learners focus in content. and also, they learn the lesson becomes more enjoyable, and happy. “for me, it’s very interesting game for the student learning process” (s1, female) “and also for me, it was helpful for me in learning grammar “ (s2, female) for the result of use gamification, it’s really good choice for the student’ media in the learning grammatical skill. “… gamification can instruct our brain to always be consentred on learning material. (s1, female) “this game is really suitable media to promote the student’s learning in grammatical skill…but i am not sure that it would be suitable for another subject” (s2, female) 3.3. discussion this current study aims to provide an in-depth description of efl instructors’ perceptions of the in-class use of gamification. overall, the findings of the study reported that participants acknowledged gamification as a powerful tool to promote students’ engagement, positive learning behavior and attractive learning environment, which generally constitute the findings of recent article (huotari & hamari, 2017). the result of data analysis on q1 and q2 revealed that the majority of participants enjoyed gamified learning. this result corroborates with the recent study (dehghanzadeh et al., 2019; huotari & hamari, 2017) reporting that gamification made the participants to be a fun and enjoyable method to support efl learners (kim et al., 2018; yýldýrým & þen, 2019). the result of a current study by chapman and rich (2018) also supports this finding that the participants felt interactive, motivating when they were doing learning process facilitated by gamification. for the next statement, based on the data analysis on q4 and q5, it has been reported that the majority of participants chose positive responses. this finding indicated that learning with gamification is very enjoyable. gamification is highly recommended as an interactive media for learning english (dichev & dicheva, 2017) which can assist the learners easily in acquiring english grammatical concept. the result of q5 analysis indicated participants’ very strong agreement; that they have positive feelings on gamification usage in efl classroom setting. this result corresponds to a previous study (chapman & rich, 2018) reporting that the participants demonstrated positive responses on the in-class use of gamification. in this sense, the use of gamification in efl classroom is very promising to boost the students’ learning motivation. q8 and q9 analyze the participants’ feelings about | 83 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 78–87 | 84 | the role of gamification as motivation booster. the result demonstrated that the majority of participants admitted that gamification can generate the students’ learning motivation. analysis of q3 indicated that the students approved that gamification as an auspicious tool in arousing the students learning enthusiasm in the classroom. in the context of l2 learning, gamification is a tool which is made growing interest in applying gamification to education (borges et al., 2014). with this growing interest, the participants will be easily learning english by using gamification. the students’ responses to q6 indicated that they (50.0%) adequately assumed gamification as powerful media in increasing the students’ motivation in learning english. concerning the recommendation to use gamification (q7), the participants also expressed it as a very favorable tool to be integrated in such context in the future learning. overall, most of them agreed that gamification-mediated learning is fully interactive, and it is an excellent instructional media as it can create more attractive, fun, and conducives classroom atmosphere. this can be inferred that the utilization of gamification can bring the students’ fresh learning environment and create an interactive learning. 4. conclusion this study aims to answer the research issue about students’ perceptions of gamification in the efl classroom. overall, the findings indicate that the participants had a high level of acceptability of seeing gamification as a technique to assist efl learners in the english-language learning processes, according to this analysis of the data from the web-based questionnaire. the majority of them specifically stated that using gamification to learn english is beneficial to their english learning. this study, like every research, has a number of limitations. first, this study only looked at the participants’ perceptions through the eyes of the teachers. hopefully, further research into this topic from the instructors’ perspective is highly suggested. second, because this study solely includes individuals from the english language program, the data acquired does not represent a broad range of skills. it is hoped that the research will be expanded to look into similar difficulties in other programs. 5. references bayuk, j., & altobello, s. a. 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(2019). the effects of gamification on students’ academic achievement: a metaanalysis study. interactive learning environments, 4820, 1–18. online issn 2502-5740/© 2018 enjourme. all rights reserved. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 2 no. 2 december(2017) 105–111 enjourme (english journal of merdeka) : culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index the students’ ability in using subject-verb agreement in senior high school 1 anisa kurniadhani suryo, 2 karlina karadila yustisia 1 universitas muhammadiyah malang, jl. raya tlogomas no. 246, 65144, malang, indonesia 2 universitas merdeka malang, jl. terusan raya dieng no. 62-64, 65146, malang, indonesia anisakurniadhani@gmail.com, karlina@unmer.ac.id a r t i c l e i n f o a b s t r a c t article history: received 05 mei 2018 received in revised form 06 september 2018 accepted 06 september 2018 available online 07 september 2018 the aims of this study is to describe the approach used by the teacher in teaching subject-verb agreement, the students’ ability in using subject-verb agreement and the error occur made by the students in using subject-verb agreement. the research found that the teacher was used deductive approach and grammar practice in raising the students’ consciousness on students’ ability in using subject-verb agreement. the student’ ability in using subject-verb agreement categorized into poor as 15 from 27 students in the class make an error (58%). this study also found that there were four sources of errors due to the errors. in conclusion, the highest error made by students dealing with subject-verb agreement was on inter language transfer, negative transfer, overgeneralization and simplification. © 2018 enjourme. all rights reserved. keywords: students’ ability, subject-verb agreement, source of error occur 1. introduction writing skills in english have been regarded as an essential part of english learning for efl students (he, 2015). although there have been many types of research conducted to find effective ways of teaching writing and also plenty of studies on sentence pattern translation drill to improve students’ writing ability. furthermore, he (2015) found that the number one issue among the four writing problems (vocabulary, bad writing organization, and unrelated contents) is grammatical. in line with this, kho-yar & siok (2015) and gaibani (2015) found that in making sentence the students did not consider the grammar rules, its make the reader confusion and misreading on the sentence that has been made by the students. this idea supported by woryono (2016) who stated that the role of grammar in one’s progress in writing work could not be ignored in making a sentence. in sum up, the students should be able to construct well-formed sentences and they also need to understand the basic rules of construction the sentences. this would enable them to write the language in standard written english. there are many grammatical errors in english. one of the grammatical errors frequently found in students’ writing sentences was subject and verb agreement (zhan, 2015; signh et al., 2017; sermsook et al., 2017). it is a common error made by other efl students from different countries (sermsook et al., 2017). further, kurniawan & seprizanna (2016) stated that subject-verb agreement means choosing the correct singular or plural verb after the subject. it means that if the subject is singular, so the verb is singular, and conversely. 1.1 approach in teaching grammar according to brown (2007) specified that there are two main ways that the teachers tend to teach grammar: deductively and inductively. both deductive and inductive teaching has their different rules of teaching grammar. thus, which approach the teacher use depends on number factors, such as the nature of the language being taught and the preferences of the teachers and the students. however, it is can be a combination of both approaches to become a suitable approach for the efl classroom. mailto:anisakurniadhani@gmail.com mailto:karlina@unmer.ac.id suryo, anisa k & yustisia, karina k/ enjourme vol. 2 no. 2 (2017)105 – 111 106 deductive approach is more teacher-centered learning. supported by thornbury (1999) deductive approach (rule-driven) starts with the presentation of a rule and is followed by examples in which the rule is applied. its mean the teacher is introduced and explained the rule of the grammar first, then the students usually complete grammar exercises to become more familiar with the pattern. further, he explained that an inductive approach (rule-discovery) starts with some examples from which a rule is inferred. this approach more focuses on how the way the students discover their own learning process. the teacher would present the students with a variety of examples for a given concept without giving any explanation about how the concept is used. at that time, the students see how the concept is used, it is expected that they will notice how the concept is to use and determine the grammar rule. finally, the teacher explains the grammar rule as a final check that the students understand the concept. 1.2 the concept of subject-verb agreement according to eastwood (2002), in english grammar, subject-verb agreement is the correspondence of a verb with its subject in person (first, second, or third) and number (singular or plural) which is also called subject-verb concord. in other words, they both must be singular or they both must be plural. for instance, subjects and verbs must agree with one another in number (singular or plural). thus, if a subject is singular, its verb must also be singular; vice versa. the girl [singular subject] reads [singular verb] mystery stories. the girls [plural subject] read [plural verb] mystery stories. tonya [singular subject] is [singular verb] asleep. tonya and her friends [plural subject] are [plural verb] asleep. further, there is agreement with be, have, and a present-simple verb. then he adds that with a pasttense verb is an agreement only with be. it means that subject-verb agreement of simple past tense is in nominal form. for instance, “i was happy yesterday”, “we were late for the movie last night”. however, the following structure for verbal is added “ed” in the end of verb or change into v2 for instance “robert played soccer this last morning”, “sophia went swimming in the pool last weekend”. subject-verb agreement in present simple, the singular subject (she,he,it) takes a verb in -s, -es, or is. it means that verb in present simple tense both of verbal and nominal form should agree with its subject. for instance, “marco works in an office”, “jorge’s dad allan is retired”, “marina is bob’s wife”, or “frada lives in jakarta“. plural subject (you, they, we) with to be “are” and also i with “am”, for examples:” i am english teacher in malang”. in verbal form the subject is followed by verb and do or does is used as an auxiliary for all of the subjects in negative or question sentence. for example, “marco doesn’t have any brothers”. “does marco have any brothers?”. the present continuous, also called the present progressive, is one of the present tenses used in modern english, the others being the simple present and the emphatic present. to describe something which is happening at the exact moment of speech, for instance “the boy is crying”. likewise, the rules are same as present simple, and to distinguish it the teacher can put time signal at the end or in the first sentence. from the explanations above, it is clear that subject-verb agreement is an agreement between subject and verb. if the subject is singular, the verb is singular and if the subject plural, the verb is plural because the meaning of the sentence will be unclear without the subject and the verb that agrees on each other. agreeing to the explanation above, the concept of subject-verb agreement is a basic principle of the english language grammar. however, al murshidi (2014) found that the students are still confused in applying subject-verb agreement rules and their lack of knowledge of the rules of the target language is the main factor in causing the written production errors. 1.3 causes of errors based on brown (2007) there are four sources of errors made by language learner in learning. first, interlingual errors or mother-tongue influence, this kind of errors are influenced by the native language which interferes with the target language. they are very frequent in the initial stages of l2 learning since the l1 is the only language system the learner knows and able to draw on, therefore negative transfer takes place. second, intralingual errors, these type of errors are caused by the target language itself such as: false analogy, misanalysis (learners form a wrong hypothesis). incomplete rule application (this is the converse of overgeneralization or one might call it under generalization as the learners do not use all the rules). exploiting redundancy, this error occurs by carrying considerable redundancy. this is shown throughout the system in suryo, anisa k & yustisia, karina k/ enjourme vol. 2 no. 2 (2017)105 – 111 107 the form of unnecessary morphology and double signaling. overlooking co-occurrence restrictions, this error is caused by overlooking the exceptional rules. hypercorrection or monitor overuse, this is results from the learners’ over cautious and strict observance of the rules. overgeneralization or system-simplification, this error is caused by the misuse of words or grammatical rules. third, communication strategies which the learners use are consciously used by the learners to get a message across the hearer. they can involve both verbal and non-verbal communication. there are distinctions among the following communication strategy: (1) prefabricated patterns is a memorized phrase or sentence. learner who memorized them usually does not understand the components of the phrase; (2) cognitive and personality styles can also cause errors. for instance, a student with high self-esteem may be willing to risk more errors, in the interest of communication, since he/she does not feel as threatened by committing errors as a student with low self-esteem; (3) language switch is applied by the learner when all the other strategies have failed to help him or her. thus, the learner uses his or her native language to get the message; nevertheless that hearer may not know the native language. fourth, context or induced errors, it refers to the setting where a language is learned, e.g. a classroom or a social situation, and also to the teacher and materials used in the lessons. on october 27, 2017, the writers interviewed one of the english teachers in senior high school (sma) ar-rahmah malang through preliminary study and asked about the students’ ability in mastering grammar. the teacher said that the students did not master grammar well especially in subject-verb agreement. the teacher said that she also explain the term of subject-verb agreement when she taught tenses. in fact, the students did not understand well about subject-verb agreement. examining the previous study, there are several researches in this field. zhan (2015) investigated a large number of grammatical errors frequently found in chinese efl learners’ writings namely a misuse of tense and verb form. others included those in spelling, use of particular words and phrases, chinese-english expression, singular and plural form of nouns, parts of speech, non-finite verbs, run-on sentences, and pronouns. similar with this, singh et al. (2017) found that the most common type of grammar errors made by malaysian students in primary and secondary schools were subject-verb agreement and tenses. another common error found was in the students’ construction of the complex sentence. in such constructions, they failed to include essential and nonessential clauses. meanwhile, the students in indonesia also have a difficulty in learning grammar as observed by moehkardi (2002) due to the following problems in grammatical errors; the students still transfer from l1 to target language (tl) this is may cause mistakes because of the different concept between l1 to tl. for instance, the indonesia expression “tertarik dengan” is literary transferred to english “interested with”, however it should be “interested in”. it is difficult to remember because preposition “in” is same to indonesian “di”. the other researcher also found the grammatical errors in written english sentences by thai efl student. for those reasons, the writer took a research about the students’ ability in using subject-verb agreement, causes error occur by the students in using subject-verb agreement, and the approach used by the teacher in teaching subject-verb agreement. 2. method the design of this study was descriptive qualitative. further, in order to collect the data for this study, the writer obtained information from two sources: one of the english teachers and students at sma arrohma malang. the data from the english teacher included the approach applied by the teacher in teaching subject-verb agreement using the interview. the second data was taken from 27 students who participated to fill the test and questionnaire given by the writer. there are. the writer chose one class by recommendation from the teacher. the data from the students included the student’s’ ability in using subject-verb agreement and the cause of errors occur while learning subject-verb agreement. 3. results and discussion 3.1 results according to the result of the interview, the first question was related to approach used by the teacher in teaching grammar especially in explained subject-verb agreement. the result shows that the teacher preferred to explain the structure or the rule of grammar rather than gave the students time to search the grammar in the text. it is in line with the teacher’ answer. suryo, anisa k & yustisia, karina k/ enjourme vol. 2 no. 2 (2017)105 – 111 108 “i always explain the rule of grammar to the students before starting the topic, for instance this semester i teach the students about the narrative text, so i give an explanation about past tense then give them exercise to make them understand how to apply the tenses…..” for the above explanation the teacher also gave an explanation how to used subject-verb agreement in each tense. “in every meeting, before i give the test or exercise, i never forget to remind the students to be aware of using subject-verb agreement.” to make it clear, this approach was aimed at guiding the students’ understanding of how to use the rule of grammar properly. after telling the approach used by the teacher in teaching grammar, the writer asked “is the approach in line with the purpose of learning?” the teacher said that this approach was related to her purpose of teaching and learning. in this semester the teacher taught simple past tense, simple present tense, and present continuous. for the additional information from the teacher, she said that “i also classify vocabulary to nominal and verbal, because at the beginning of the lesson i have introduced the part of speech so the students are easier to understand.” to sum up, the teacher was explaining the rule of grammar first before the student applied it. in additional the teacher also did brief explanation about subject-verb agreement to remind the students. moreover, based on the result of counting the test, there was one student got 85, one student got 70, two students got 65, one student got 60, three students got 55, six students got 50, four students got 45, two students got 40, two students got 35, two students got 30, two students got 25. this explanation can be seen in table 1. here the percentage of the students’ ability in using subject and verb agreement. table 1 the percentage of students’ ability in using subject-verb agreement score no level of ability frequency (f) percentage (p) 1 excellent 1 4% 2 good 1 4% 3 fair 3 11% 4 poor 15 58% 5 very poor 6 23% total 26 100% the table shows that majority students’ ability in using subject-verb agreement fell in the poor category (58%), followed by very poor (23%), fair (11%), excellent and good category that have the same percentage (4%). meanwhile, according to the students’ responses toward the use of subject-verb agreement, 44 % (12) of the students said that they got difficulty in using subject-verb agreement, 37% (10) of them responded very difficultly, 19% (5) of them responded easy, while none of them responded very easy. in short, the students got difficulty in using subject-verb agreement since the majority of the students responded it. related to the students’ responses toward the reasons that made them difficulties in using subjectverb agreement were, they did not understand well the meaning of the words, change the sentences into the other tenses, and they still confused the structure of the sentence in english or target language. then, in the students’ responces which was related to the students’ knowledge of the pattern or rules in suing subject-verb agreement showed that the students did not really understand the rules in using subject-verb agreement. 63% (17) the students responded not really understanding the rules in using subject-verb agreement, 26% (7) of them responded do not understand, 11% (3) of them responded understand, while none of them responded understand well. in short most of them told that they were still confused to translate the meaning into indonesia language, lack of memorizing the formula, and confused how to apply the rules of indonesia language into the english language. the last question was about students’ responses toward the importance of learning of subject-verb agreement. the evidence showed that 63% (17) of the students explained that it is important in learning subject-verb agreement. the students said that this would make them easily in suing subject-verb agreement. 30% (8) of them responded very important, while none of them responded not too important and not important. in short the students need to learn more about subject-verb agreement. suryo, anisa k & yustisia, karina k/ enjourme vol. 2 no. 2 (2017)105 – 111 109 3.2 discussion based on the interview, the teacher said that she always focused on explaining grammar first before the students practice some exercises. in line with the thornbury (1999) explanation that deductive approach is more teacher-centered learning, thus the teacher starts with the presentation of a rule and is followed by examples in which the rule is applied. this language awareness approach that makes the students aware of the rule that forms the basis of specific tenses involves both instruction and practice. after explained the grammar rules the teacher gave exercises to the students in order to get more understanding about it. the teacher also reminds the students to be aware of using subject-verb agreement, since different tenses would be different subject-verb agreement. the practice or exercises that would make them aware of these differences of usages of subject-verb agreement. in line with ellis (2002) the teacher can drill the students’ ability in grammar by using grammar practice to raising students’ consciousness. in this study the teacher considers grammar practice to be the opportunity for the students to practice the structures. this means that the students can practice under the controlled conditions and the exercise attempt to encourage learners to see how grammatical structures can be used in real-life situations. while the teacher not only used grammatical practice but also to raising consciousness through grammar practice, means that after the students get the exercise and the students have misused the grammatical structure the teacher gives the students classification either in the form of more exercises and explanation again. to sum up, the teacher did deductive approach, grammar practice, and raising consciousness through grammar practice. firstly, the teacher provides the students with an explanation of the rule of grammar especially in using subject-verb agreement. then, the teacher activated the students’ knowledge of applying the structure by doing exercise. besides, the teacher also deal with remind the students to be aware of using subject-verb agreement and give feedback if the students still misuse on it. however, according to students’ score it can be seen that the students’ ability in using subject-verb agreement was poor, since the majority 58% (15) of the student fell in the poor category. based on the findings of the test, the student cannot differentiate how to used subject-verb agreement in differences tenses even the time signal already stated on the test and misused in a negative sentence especially in past tenses as shows as follows: they weren’t go to play tennis last friday. they worked on monday, but yesterday they don’t come. sarah is in the kitchen. she was cooking right now. you can turn off the television. i was sleepy right now. merry is a very quiet person. she don’t talk to anyone. it is already known that hiv was harmful for human. in examining the error occurs in using subject-verb agreement by the students, the writer took from the questionnaire. based on the result of students’ responses toward the use of subject-verb agreement, the most dominant response was difficult. according to the reason of the students, they had lack of vocabulary, did not understand well the meaning of the words, change the sentences into the other tenses, and they still confused the structure of the sentence in english or target language. the other causes error occurs in the student’ ability in using subject agreement was overgeneralization or system-simplification (this error is caused by the misuse of words or grammatical rules). next was a simplification, this occurs when learners reduce a complex aspect of grammar to a much simpler set of rules and reflect a process that is used when messages need to be conveyed with limited language resources. based on the result of the test, the students did not distinguish between subject-verb agreements in past tense, present tense and present continuous. in conclusion, there are several reasons why the errors occur in the students’ ability in using subjectverb agreement. first is inter language transfer and it can be categories as a negative transfer, since the students applied their native language patter in to target language which is they have a different pattern or linguistic feature. next are overgeneralization or system-simplification and simplification. 4. conclusion and suggestions based on the research findings and discussions, it can be stated that the teacher applied deductive approach and grammar practice to raising students’ consciousness. it means that the teacher aware how to suryo, anisa k & yustisia, karina k/ enjourme vol. 2 no. 2 (2017)105 – 111 110 teach grammar to the students, especially the pattern or the linguistic feature of the target language it’s different with the background of indonesian language. second, the students’ ability in using subject-verb agreement was poor, since the majority of the students’ score fell into the poor category. the last was the error occur made by the students in using subjectverb agreement. there are inter language transfer, negative transfer, overgeneralization and simplification. thus, there are several suggestions offered. it is suggested that the teacher apply more various approaches or techniques in teaching grammar thus the students will be more motivated to learn and aware of using subject-verb agreement. however, for the students, it is suggested that they should more exercises in learning subject-verb agreement, aware of using it and ask the teacher when getting difficulties in understanding subject-verb agreement. based on the errors occur, hopefully the students can differentiate the different pattern or linguistic feature of their language and the target language. finally, for future researchers, it is suggested that they may do deep research in observing techniques that can be used for the teacher to reduce the error. 5. references al murshidi, dr. ghadah. 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(2015). frequent errors in chinese efl learners’ topic-based writing. english language teaching. canadian center of science and education, 8 (5). 6. 10534-36804-1-sm.pmd enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index english sentence structures in descriptive writing: a case studyenglish sentence structures in descriptive writing: a case studyenglish sentence structures in descriptive writing: a case studyenglish sentence structures in descriptive writing: a case studyenglish sentence structures in descriptive writing: a case study of business management students at indonesian vocational higherof business management students at indonesian vocational higherof business management students at indonesian vocational higherof business management students at indonesian vocational higherof business management students at indonesian vocational higher educationeducationeducationeducationeducation beni wijaya*, eli yeni, darmaliana, munaja rahma, muhammad nadjmuddinbeni wijaya*, eli yeni, darmaliana, munaja rahma, muhammad nadjmuddinbeni wijaya*, eli yeni, darmaliana, munaja rahma, muhammad nadjmuddinbeni wijaya*, eli yeni, darmaliana, munaja rahma, muhammad nadjmuddinbeni wijaya*, eli yeni, darmaliana, munaja rahma, muhammad nadjmuddin english department, politeknik negeri sriwijaya, jl. srijaya negara, 30128, palembang, indonesia *corresponding author: beniwijaya@polsri.ac.id article info received 05 july 2023 accepted 12 july 2023 available online 20 july 2023 keywords: sentence structure, descriptive paragraph, vocational education doi: 10.26905/enjourme.v8i1.10534 how to cite this article (apa style): wijaya, b., yeni, e., darmaliana, d., rahma, m., & nadjmuddin, m. (2023). english sentence structures in descriptive writing: a case study of business management students at indonesian vocational higher education. enjourme (english journal of merdeka): culture, language, and teaching of english, 8(1) 5765, doi: https://doi.org/10.26905/ enjourme.v8i1.10534 abstract to meet the demand of current industries, the ability to write in english is highly essential in indonesian vocational higher education. in today’s business world, students of business departments require a set of advance skills in writing business documents such as business letters and product descriptions. this research investigated the types of english sentence structures and errors in the descriptive paragraphs written by business management students of politeknik negeri sriwijaya. the method used was quantitative case study research. a total of 44 descriptive paragraphs were analyzed by using syntactical structure analysis and surface taxonomy-based errors. it revealed that all types of sentence structures were used in the descriptive paragraphs. there were 34.77% simple sentence structures, 22.96% compound sentence structures, 26.36% complex sentence structures, and 15.91% compound-complex sentence structures. thus, the most widely used was simple sentence structures. regarding the errors, it was found that only a few errors were made by them; omission (3 errors), addition (7 errors), misformation (19 errors), and misordering (1 error). hence, misformation was the dominant error. in summary, the students wrote their descriptive paragraphs in simple sentences mostly and made errors in misformation the most. © 2023enjourme. all rights reserved. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no, 1, july 2023, page 57–65 1. introduction the existence of english as a compulsory or elective course in indonesian higher education should not be taken for granted. the rapid changes in industries worldwide require the best human resources equipped with sufficient both spoken and written communication skills to compete in the workplace. vocational higher education has an immense role in this issue to meet the demands of enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 57–65 | 58 | today’s industries. it has to be a major concern of the english teachers at many polytechnics to prepare the students with plentiful english knowledge, especially for their writing ability. according to siregar et al., (2022), the majority of vocational students in indonesia still struggle with producing ideas in writing specifically in organizing their sentences into paragraphs. at the polytechnic level, writing skills are very much needed in the business department, particularly for writing reports, memos, and letters compared to writing essays and stories (unueshotse, 2017). effective writing by using correct formats in such business circumstances is crucial (ranaut, 2018). written communication challenges affect professionals whose working language is a foreign language as writing is highly valued in the workplace (lee & schmidgall, 2020). herlina (2022) found that most indonesian employees working in the industry still had obstacles in writing business letters due to their lack of vocabulary and grammatical knowledge. they struggled to structure sentences and paragraphs correctly. huda (2021) indicated that there was a relationship between sentence structure knowledge and descriptive writing ability. the ability to write descriptions is the ability to express ideas in the form of objects, using a variety of good and correct written words to create scripts that clearly describe objects. nair and hui (2018) revealed that the most common errors in descriptive writing were in the areas of sentence structure and grammar. yani (2021) confirmed that students mostly made errors in grammar. ismayanti and kholiq (2020) added that the generic structure was one of the hindrances for students in describing and organizing the ideas properly. silawati (2019) argued that students’ writing skills were positively influenced by sentence structure knowledge. to produce good english paragraphs, it is essential to organize ideas not only in simple and compound sentences but also in complex and compound-complex sentences. apart from that structure, identifying the most common errors in paragraph writing in terms of omission, addition, misformation, and misordering is prominent. some related studies contribute to the present research. regarding sentence structures, anggoro et al., (2022) found that simple sentence structures were dominantly used in joe biden and donald trump election night speeches. kaefiyah (2015) on the analysis of “go diego go” eps. the artic rescue also found that simple sentences were mostly used. purnama (2016) supported that simple sentence structures were also mainly used in the descriptive writing of stikom bali students. in addition, rikat (2015) argued that students used various sentence structures not only simple and compound sentences but also complex and compound-complex sentences in their abstract writing. at last, andriani and bram (2021) found that complex sentence structures were the most frequent sentence type in bbc news articles. concerning the errors in writing, rahman and feriyadin (2022) found that indonesian senior high school students made errors in interference, omission, addition, substitution, and ordering of writing narrative paragraphs. octaberlina and muslimin (2022) admitted that addition was the most dominant error in students’ thesis proposal writing. sundari et al., (2021) also found that students made errors in omission, addition, misformation, and misordering of writing recount paragraphs with omission as the most dominant error. furthermore, imaniar (2018) showed that omission was the type of error made mostly by indonesian junior high students in writing descriptive paragraphs. on the other hand, by using a case study at an indonesian junior high school muhsin (2016) revealed that misformation was the dominant error made by the students in writing descriptive paragraphs. english sentence structures in descriptive writing: a case study of business management students.... beni wijaya*, eli yeni, darmaliana, munaja rahma, muhammad nadjmuddin | 59 | by the above rationale, this research is focused on answering the following research problems: 1. what are the sentence structures used by business management students of politeknik negeri sriwijaya in writing descriptive paragraphs? 2. what is the most frequent type of sentence structure used by business management students of politeknik negeri sriwijaya in writing descriptive paragraphs? 3. what are the errors made by business management students of politeknik negeri sriwijaya in writing descriptive paragraphs? 4. what is the most frequent error made by business management students of politeknik negeri sriwijaya in writing descriptive paragraphs? 2. method the present research was done under the quantitative case study research design. this design was used to find the number of sentence structures used and errors made by the students in their descriptive paragraphs. the participants were 44 third-semester students of the business management study program, politeknik negeri sriwijaya, who were taking an english for business class. in this class, they learned all the english skills including writing skill that covers writing letters, messages, memos, product descriptions, etc. to collect the data, they were asked to write descriptive paragraphs about the given business products. the paragraphs were eventually analyzed to answer the research problems. to analyze the sentence structures, the data were classified into some categories for each sentence whether it was a simple, compound, complex, or compound-complex sentence. a simple sentence refers to a sentence that consists of one clause or an independent clause (a subject and a predicate). a compound sentence refers to a sentence that connects two independent clauses by using a coordinating conjunction. a complex sentence refers to a sentence that consists of one independent clause and one or more dependent clauses. at last, a compound-complex sentence refers to a sentence that consists of at least two independent clauses and one or more dependent clauses. the same as analyzing the errors, the data were first identified to know where the errors were made. referring to the errors of the selected sentences, each was classified as whether it refers to addition, omission, misordering, and misformation. addition errors refer to the presence of an additional item in utterances that causes redundancy. omission errors refer to the omitted item in utterances. misordering errors refer to the wrong placement of morphemes in utterances. lastly, misformation errors refer to the use of incorrect forms of morphemes in utterances. the most frequent type of sentence structure and error was finally analyzed by using the following formula to determine the percentage of each. p = f x 100% n enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 57–65 | 60 | p = the percentage f = the frequency of sentence structures/ errors n = the total number of sentence structures/ errors 3. results and discussion 3.1. result of sentence structure analysis based on the data analysis, all types of sentence structures were found in the students’ descriptive paragraphs with a total of 440 sentences comprising 153 simple sentences (34.77%), 101 compound sentences (22.96%), 116 complex sentences (26.36%), and 70 compound-complex sentences (15.91%). it can be concluded that simple sentence is the most frequent type of sentence structure used by business management students of politeknik negeri sriwijaya in writing descriptive paragraphs. the percentage of each sentence structure is illustrated in the following chart. figure 1 – types of sentence structure 3.2. result of error analysis for the errors, only a few were found. only 20 students were making errors in their sentences. the other 24 students had the correct sentences. after analyzing the sentences from the 20 students, there were only 30 errors comprising 7 addition errors (23.33%), 3 omission errors (10%), 1 misordering error (3.34%), and 19 misformation errors (63.33%). the percentage of each type of error is illustrated in the following chart. figure 2 – types of error english sentence structures in descriptive writing: a case study of business management students.... beni wijaya*, eli yeni, darmaliana, munaja rahma, muhammad nadjmuddin | 61 | in conclusion, misformation is the most frequent type of error made by business management students of politeknik negeri sriwijaya in writing descriptive paragraphs. the errors are described in the following table. table 1 – error details no error sentences 1 addition i am recommend that lip cream for indonesian women if you want to consumed it, you can buy the large one this product is has many varieties it is makes my lips more colorful this sunscreen is has many advantages for our skin indomie was officially is marketed in 1970s. if it is opened, it will can be drunk. 2 omission if it available, you can use the sunscreen the barcode can scanned bear brand introduced by nestle in 1996 3 misordering it is available various at minimarkets 4 misformation good day coffee have released new variant you can buy yakult on supermarket we can compared it with the other brands the songs in this book is different from the others. the product have special colors. one of the product is beng-beng one of the famous plane is boeing 787 series bluetooth use specific connection i see a lot of cars yesterday eating these foods are unequalled oreo have a new branch many consumers complains about the product we trying to find the solution after reviewing it last week this sunscreen is make of natural elements several product are promoted to the customers each week everyone use a mouse to operate the computer to buy it, people needs to order it earlier this product can be buy anytime and anywhere customer have to wait for it 3.3. discussion the findings show that all types of sentence structures were found in the students’ descriptive paragraphs with the simple sentence as the most used type of sentence structure. rikat (2015) supported that various sentence structures (simple, compound, complex, and compound-complex) were used in the students’ abstract writing. they were even found as a whole in the speeches (anggoro et al., 2022). the adequate structure knowledge to vary their sentences has a great contribution to the students’ paragraph writing (amri, 2016). with the dominant use of the simple sentence, purnama enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 57–65 | 62 | (2016) confirmed that it was also mainly used in the descriptive writing of stikom bali students. it is even mostly used in speeches (anggoro et al., 2022; kaefiyah, 2015). nevertheless, it was not frequently used in news articles compared to the complex sentence structure (andriani & bram, 2021). the tendency may occur due to the student’s english proficiency to vary the sentences. it becomes a major problem for polytechnic students in academic writing to use each sentence structure (handayani, 2019). also, the findings indicate that all types of errors were found in small numbers in the students’ descriptive paragraphs with misformation as the most made type of error. it is supported by sarfoadu (2015) that the paragraph writing skills of polytechnic students are above average (neither very good nor bad). many have found that students’ sentences were ungrammatically structured. the errors made are mostly in grammar specifically in the use of verbs. when they have grammatical problems, it is hard for them to use proper english strings to put the ideas together (shalawati & hadijah, 2020). utami (2021) shows that ungrammatical sentences occur due to the issues of noun agreement, to-infinitive, prepositions, and articles. ismayanti and kholiq (2020) explained that the difficulties faced by students in descriptive writing are generic structure, grammar, and spelling. the causes were the students’ lack of text production skills, knowledge of objects to write, and interest. saputra et al., (2022) added that the highest error found in the students’ descriptive writing was in verb tense with the intralingual transfer as the primary source of error. furthermore, burhanuddin et al., (2018) indicated that the greatest error found in the students’ writing was the misuse of verbs. aprianto (2022) revealed that syntactical errors were mostly found in higher education students’ writing including regular and irregular verbs, reported speech, modals, and tenses. all types were also found in the different kinds of paragraphs. rahman and feriyadin (2022) found that indonesian senior high school students made errors in interference, omission, addition, substitution, and ordering of writing narrative paragraphs. esmianti (2021) also found that students made errors in omission, addition, misformation, and misordering of writing recount paragraphs with omission as the most dominant error. since misformation is the most frequent type of error found in this research, it is supported by muhsin (2016) who also found it as the most dominant error in the students’ descriptive paragraphs. this result contradicts the research finding of imaniar (2018) that omission is the type of error made mostly by students in descriptive writing. misformation happens due to the student’s inability to use appropriate subject-verb agreement. from a total of 19 errors, the students could not use the right verb(s) for the subject(s) written in simple sentences. they need to learn in-depth about the use of verbs in simple present tense both in active and passive forms to describe an object. for the addition errors, most of the students made double-marking problems. they added an item that may be considered a habit in their utterances. the frequent use of be verb added to the real predicate becomes the identifier of how they are accustomed to using it in their simple sentences or describing an object. on the other hand, omission errors were indicated by the missing verb for adjectives and past participles. the students skipped it and only focused on the use of the adjective and the past participle to express the ideas. the last is misordering errors. the students only had a problem with the incorrect placement of prepositions. english sentence structures in descriptive writing: a case study of business management students.... beni wijaya*, eli yeni, darmaliana, munaja rahma, muhammad nadjmuddin | 63 | 4. conclusion based on the findings and discussion, it can be concluded that in writing descriptive paragraphs, the students of indonesian vocational higher education in the business management study program of politeknik negeri sriwijaya used all types of sentence structures. they vary the sentences to describe the business products. simple sentence structure is the most frequent type of structure used by students followed by complex sentence structure, compound sentence structure, and compoundcomplex sentence structure as the last. a simple sentence is always easy for students to describe things directly. it does not demand any other ideas to go straight to the point of what they want to write. even though it looks easy and simple, the element in each sentence should be taken into account, especially the use of verbs (predicates). the students only made a few errors. however, they made the most in grammar, especially on verb tenses. all types of errors were also found. misformation errors are the most frequent type made by students followed by addition errors, omission errors, and misordering errors. the misformation occurred due to the subject-verb agreement matter. the errors of addition were indicated by the verb being overused in their sentences. the omission errors happened because of the missing be verb when they used adjectives and past participles in describing things. finally, the misordering error was indicated by the inappropriate preposition placement. it is suggested that english lecturers do not take the existence of sentence structures to develop and organize students’ ideas and writing errors for granted although only a few errors were found. having various sentence structures, students can enrich their writing and fluency in articulating their ideas. if simple sentences are overused, the paragraph will become monotonous. related to writing business documents, vocational higher education or polytechnic english lecturers have to consider teaching verbs properly in both active and passive forms to avoid errors in english classes. the required documents are tremendously important in industries today. they have to be well-written and concise. lack of grammatical structure will influence the proficiency image in the workplace. it is hoped that it can be anticipated through english courses of vocational education to prepare the best graduates for professional careers in industries. they can make the classroom activities more enjoyable by having a peer-feedback activity to learn the errors together. this pedagogical implication does not only refer to the teachers but also refers to the students studying and improving themselves independently by writing and learning more from mistakes or errors. they have to pay attention to their grammar in general and the use of verbs in particular. lastly, future researchers are expected to analyze the other kinds of writing related to business to better equip vocational students in their working field to be more fluent in written 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(2022). dealing with english writing skills: through the eyes of vocational students. eureka: journal of educational research, 1(1), 18-28. https:// doi.org/10.56773/ejer.v1i1.3 sundari, d., hidayah, j., edy, s., & esmianti, f. (2021). error analysis of english sentence structure in students’ written paragraphs. english franca: academic journal of english language and education, 5(1), 37-60. http://dx.doi.org/10.29240/ef.v5i1.2173 unueshotse, b. f. (2017). needs analysis of the writing skills of hnd business studies students at auchi polytechnic, auchi edo state. international journal of english and literature, 8(6), 74-87. https:/ /doi.org/10.5897/ijel2017.1040 utami, s. (2021). sentence structure on the english literature students’thesis abstract. anglo-saxon: journal of the english language education study program, 12(2), 255-272. yani, k. k. (2021). students’error in writing descriptive text in the junior high school viewed from its indicators. jurnal pendidikan bahasa inggris undiksha, 9(3), 249-255. http://dx.doi.org/10.23887/ jpbi.v9i3.4 3351 8. 10736-37385-2-ce.pmd enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index a deixis study on the songs of hillsong worship in the a deixis study on the songs of hillsong worship in the a deixis study on the songs of hillsong worship in the a deixis study on the songs of hillsong worship in the a deixis study on the songs of hillsong worship in the cornerstonecornerstonecornerstonecornerstonecornerstone (live)(live)(live)(live)(live) album album album album album emmanuella laurensia gabrielle ondang, suatmo pantja putra*emmanuella laurensia gabrielle ondang, suatmo pantja putra*emmanuella laurensia gabrielle ondang, suatmo pantja putra*emmanuella laurensia gabrielle ondang, suatmo pantja putra*emmanuella laurensia gabrielle ondang, suatmo pantja putra* d3 english program, faculty of politics and social sciences, universitas merdeka malang jl. terusan raya dieng no. 62-54, malang, 65146, indonesia *corresponding author: suatmo.panca@unmer.ac.id article info received 08 july 2023 accepted 19 july 2023 available online 31 july 2023 keywords: deixis, cornerstone (live) album, hillsong worship, song lyrics doi: 10.26905/enjourme.v8i1.10736 how to cite this article (apa style): ondang, e., & putra, s. (2023). a deixis study on the songs of hillsong worship in the cornerstone (live) album. enjourme (english journal of merdeka): culture, language, and teaching of english, 8(1) 76-89, doi: https://doi.org/ 10.26905/enjourme.v8i1.10736 abstract this study aims to determine deixis in the song lyrics and explain the meaning of deixis in the cornerstone (live) album songs. the cornerstone (live) album by hillsong worship has thirteen songs and, in this study, four songs which are “cornerstone”, “greater than all”, “beneath the waters (i will rise)”, and “endless light” will be discussed. the listeners might find difficulties understanding the meaning of song lyrics. that is why the researchers interprets the meaning of song lyrics through deixis. the result revealed that “cornerstone and beneath the waters (i will rise)” have five types of deixis namely person deixis time, deixis, place deixis discourse deixis, and social deixis. meanwhile, “greater than all” and “endless light” only have four types of deixis. in addition, “greater than all” does not have place deixis and “endless light” does not have discourse deixis. person deixis, time deixis, and social deixis are the types of deixis always existed in every song. person deixis such as my, i, he and you is used to refer the speaker as subject and second person as well as third person is used to refer the object of the speaker. time deixis such as now indicate the present time when the utterance happens. place deixis such as come and at the cross give the location where the story of song happens. discourse deixis such as and used to connect the previous and latest discourse. social deixis like god is indicates the social status or relationship between the speaker and the object of the speaker. © 2023enjourme. all rights reserved. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no, 1, july 2023, page 76–89 1. introduction in our human existence, we encounter various challenges and complexities in our daily lives. a method frequently employed to confront these challenges is through the auditory experience of music in the form of a song. a song, as defined by cambridge university press (n.d.), is a concise musical composition featuring lyrical content that is vocalized. distinguished as one of the most ubiquitous artistic expressions, songs encompass a profound cultural diversity, drawing upon a myriad of languages from across the globe. typically, these melodic pieces are accompanied by a musical instrument, skilfully played by the artist or musician. the amalgamation of rhythmic patterns and musical a deixis study on the songs of hillsong worship in the cornerstone (live) album emmanuella laurensia gabrielle ondang, suatmo pantja putra | 77 | notes produced by the instrument intertwines harmoniously with the vocalized lyrics. it is noteworthy that a song can also be rendered acapella, sans instrumental accompaniment. in relation to every song, there is a story about why it was written. the song writer writes out their thoughts, feelings, and experience or even express the situation around them. in brief, a song is one way to express a song writer’s emotions. the history of the development of song starts in prehistoric. in the past song normally is used as an accompaniment for rituals and religious ceremonies. in its development, song is used not only to communicate, educate, express, do business, but also to entertain. for instance, songs for religious ceremonies can not easily found in catholic and christian churches but also in all religion. the first song in the world is “hymn to creation”, which exists four thousand years ago, and has a duration of nine minutes (komalasari, 2022). the process to make a song has changed as well as the lyrics of song from love, friendship, sex, and life to freedom. when the song writer chooses a title or a topic of the song, the song writer will write the lyrics that is related to the title or the topic. as we know, when the song writer writes the song lyrics it is not easy to understand the meaning of lyric. there are two forms of lyrics. the first form is direct, where we can understand the meaning right away. however, a problem occurs when the lyrics are indirect form. in common, the listeners might have different understanding of the connotation of the song. in understanding the connotation of the lyrics, an individual should have semantic and pragmatic skills. semantic is focusing on the meaning in language heasley et al. (2007). on other hand, pragmatics is the knowledge that studies the relationship between the language and context as basic clarification language understanding (levinson, 1983). in pragmatic, there is a discussion about deixis. the following discussion is about deixis. nevertheless, not every word in text or sentence could be interpreted if we do not know the speakers’ context. it is hard to understand a text or a sentence in english if we do not comprehend the speaker’s context and the references. as a result, in order to comprehend the meaning, we must be able to discern the meaning of each word. deixis can currently be utilized to tackle that problem. in writing lyrics, a lot of song writers will use deixis since it expresses the song writer’s feeling. according to lyons (1977) as citied in rahmadany and husein (2021) deixis is the study of interpreting the relationship of a situation with words, phrases, and elements expressed in a sentence. the use of deixis can be found easily in english songs, especially of hillsong worship cornerstone (live) album such as rising sun, and from the highest throne. those examples above are just a few of the deixis the writer found in one song. furthermore, similar study on this topic has been found. sitorus and herman (2019) found in calum scott you are the reason song, that there are three types of deixis found in this song lyrics. moreover, nasution et al. (2018) found five types of deixis in the song lyrics of ed sheeran’s divide album. thus, the researchers choose to discuss this topic because there is still a little bit of discussion about deixis analysis in worship song. the subject of this discussion will be a novelty in this final report. in addition, the researchers also discuss the meaning of deixis to understand deixis in the song. as a matter of fact, songs can be the representations of the artist’s feelings such as love, admiration, gratitude, and trouble. those feelings become a way to communicate to listeners beautifully. contrastively, the listener commonly finds difficulty not only in determining but also understanding the meaning of deixis in the song. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 76–89 | 78 | based on the abovementioned reasons, this study aims to explain the meaning of deixis used in cornerstone (live) album songs namely, cornerstone, greater than all, beneath the waters (i will rise), and endless light. 2. method for the research purposes, the writers choose four songs from the album to analyze. these songs include the following: cornerstone – live, greater than all – live, beneath the waters (i will rise) – live, and endless light – live. the writers only choose these four songs because the rest song does not have a lot of deixis types found in the lyrics. in common, deixis is a subbranches from pragmatics that studies how to interpret the meaning of the usage of words and phrases that refer to person, time, place, discourse, and social. deixis is a word whose referent varies or is not fixed (winarsih et al., 2021). many experts state their concept about deixis. there are four linguists state their theory about deixis. first, based on cruse (2006) deixis or deictic expressions are referring communications that indicate the location of referents, using the utterer as a reference point. then yule (1996) defines deixis as greek term which means “pointing” through language. as stated by levinson (1983) deixis is the way language encrypts or grammaticalizes utterance and depends on the analysis of utterance context. heasley et al. (2007) states deixis take meaning from the context utterance which is used. 3. results and discussion (this part is excluded for the non-research articles) 3.1. deixis in cornerstone – live cornerstone is a song about how jesus is the foundation and the center of believers’ faith. cornerstone is also the title track of the album. in cornerstone song, consist of five types of deixis which are person deixis, time deixis, place deixis, discourse deixis, and social deixis. person deixis in cornerstone – live person deixis is used to identify of the role a participant in which the speaker uttered. pronouns are used to encode the information of a person deixis. there are four-person deixis in this song such as my, i, him, and he. the quotations below shows the person deixis in cornerstone song: my hope is built on nothing less than jesus blood and righteousness i dare not trust the sweetest frame (first stanza, lines 1-3) the word my is used by the speaker to imply that they are related to or that anything belongs to them (longman, 1995). my is classified as singular pronoun and possessive form of i. in that line, my is classified as person deixis that refers to speaker as the subject. my is referring to who sings the song. a deixis study on the songs of hillsong worship in the cornerstone (live) album emmanuella laurensia gabrielle ondang, suatmo pantja putra | 79 | when darkness seems to hide his face i rest on his unchanging grace in every high and stormy gale (third stanza, lines 1-3) the word his is referring to anything that has previously been mentioned that belongs with or relates to a man, lad, or male animal (longman, 1995). his is not only a third person pronoun in singular form but possessive form of he as well. his in the line quoted is relevant as person deixis which refers to the subject matter of the speaker. his point out to jesus. time deixis in cornerstone – live the use of time deixis in linguistics is to point out to in a specific time when the speech is handed down by the speaker. there are two time deixis in this song namely when and through. the quotation below shows the time deixis in cornerstone song: when he shall come with trumpet sound oh may i then in him be found dressed in his righteousness alone (fifth stanza, lines 1-3) the word when is included in the adverb that shows indication of time (longman, 1995). the word when on the line is time deixis because it shows the indicates the time signal that it was the present moment at the time of utterance. place deixis in cornerstone – live place deixis is used to refer to the location when the speech was uttered by the speaker. there are two place deixis that is found in this song. those two place deixis are come and stand before the throne. the quotation below shows the place deixis in cornerstone song: when he shall come with trumpet sound oh may i then in him be found dressed in his righteousness alone (fifth stanza, lines 1-3) the word come is to approach the speaker or reach the location where the speaker is (longman, 1995). come in that line quoted is place deixis as the verb motion that is shows the indication move closer to the speaker. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 76–89 | 80 | discourse deixis in cornerstone – live discourse deixis is referring to the correlation between the prior discourse and latest discourse. the writer finds two discourse deixis which are but and and. the quotation below shows the discourse deixis in cornerstone song: when darkness seems to hide his face i rest on his unchanging grace in every high and stormy gale (third stanza, lines 1-3) the word and is a conjunction which the usage is used to connect two words, phrases, sentences, or statements that are related (cambridge university press, n.d.). in this song lyrics the word and do not use that often. in that lyric shown, the word and is discourse deixis because it is indicating the addition of prior discourse. social deixis in cornerstone – live social deixis is a deixis expression that is used to shows the closeness and social status between people in a discourse. the writer finds four social deixis in this song. the four social deixis are lord, jesus, christ, and savior. the quotations below shows the social deixis in cornerstone song: but wholly trust in jesus name my hope is built on nothing less than jesus blood and righteousness (first stanza, lines 4-6) the name jesus comes from the hebrew yeshua. it means “the lord is salvation” or “the lord saves”. the instruction given to joseph by the angel is found in matthew 1:20–21. mary would give birth to a son. the angel said and mary and joseph were informed: “to give him the name jesus because he will save human from their sins”(glorify, 2022). additionally, (longman, 1995) defines jesus is the man whose life and teachings form the foundation of christianity and who is regarded by christians as the son of god. jesus in this lyric is social deixis which shows as informal name. jesus in this lyric refers to son of god. weak made strong in the savior’s love through the storm, he is lord lord of all (second stanza, line 2-4) a deixis study on the songs of hillsong worship in the cornerstone (live) album emmanuella laurensia gabrielle ondang, suatmo pantja putra | 81 | the word lord is a title for a man who has a specially high rank social status (cambridge university press, n.d.). furthermore, in christian religion lord is known as god or jesus christ. the word lord is social deixis because it shows honorific or polite respect. lord in this lyric refers to god. in brief, the writer found all five types of deixis. in cornerstone song, there are person deixis, time deixis, place deixis, discourse deixis and social deixis. the following is a list of the deixis types used in this song. the listeners can take a glance at the table below to be able to determine which deixis types are used throughout the song. table 2.2 deixis in cornerstone person deixis place deixis time deixis social deixis discourse deixis my, i, his, he come, stand before the throne when, through lord, jesus, christ, savior. and, but. 3.2. deixis in greater than all – live greater than all is a song that talks about exalts the glory, authority, and sovereignty of god. it is highlighting the limitlessness of god and all the praise is toward to god’s name. in this song, there are four types of deixis which are person deixis, time deixis, discourse deixis and social deixis. person deixis in greater than all – live person deixis is used to identify the role of a participant in which the speaker uttered. pronouns are used to encode the information of a person deixis. there are four-person deixis in this song such as we, you, your, and our. the quotations below show the person deixis in greater than all song: our god our god has done great things our god is greater than all (third stanza, lines 1-3) the word our is possessive determiners form of we. possessive determiner is used to show that the noun we mentioned after belongs to or is connected with us (cambridge university press, n.d.). our is not only classified as a plural pronoun but also a first-person pronoun as well. in that line, our is person deixis which refers to the speaker as the subject. our is refer to who sing this song. the promise of wonders to come you are the author god you complete it all (fourth stanza, lines 2-4) enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 76–89 | 82 | the word you are used to referring to the people or person that are being spoken or written to (cambridge university press, n.d.). you are classified as second person pronoun and singular or plural form. in that lyric, you are person deixis which refers to the object of the speaker. you refer to god. time deixis in greater than all – live time deixis is a deixis expression that is used to indicate a time when the speech happened. there is one time deixis in this song. time deixis in this song is forever. the quotation below shows the time deixis in greater than all song: all of the praise unto your name forever (sixth stanza, lines 4-6) the word forever is an adverb that indicates for all time (cambridge university press, n.d.). the word forever in the line quoted is time deixis because it shows indicates the time signal that always happened; never end. discourse deixis in greater than all – live discourse deixis is referring to the correlation between the prior discourse and the latest discourse. the writer finds one discourse deixis which and. the quotation below shows the discourse deixis in greater than all song: justice and truth are your virtues with many too vast for our words no mind contains the splendor (second stanza, lines 1-3) the word and is a conjunction in which the usage is used to connect two words, phrases, sentences, or statements that are related (cambridge university press, n.d.). in that lyric above, the word and is discourse deixis because it is indicating the addition of previous discourse. social deixis in greater than all – live social deixis is a deixis expression that is used to show the closeness and social status between people in discourse. the writer finds one social deixis in this song. the social deixis is god. the quotations below show the social deixis in greater than all song: our god our god has done great things a deixis study on the songs of hillsong worship in the cornerstone (live) album emmanuella laurensia gabrielle ondang, suatmo pantja putra | 83 | our god is greater than all (fifth stanza, lines 1-3) the word god is a spirit or entity, frequently worshiped for controlling some aspect of the world or existence, or something that symbolizes this spirit or being (cambridge university press, n.d.). in christianity belief, god is the one who made the universe. in this song lyric the word god is social deixis because it shows the title of respect. in a word, the writer found four types of deixis. in the greater than all song there are person deixis, time deixis, discourse deixis, and social deixis. the following is a list of the deixis types used in this song. the listeners can look at the table below to be able to determine which deixis types are used in the whole song. table 2.3 deixis in greater than all person deixis time deixis social deixis discourse deixis we, our, you, your forever god and 3.3. deixis in beneath the waters (i will rise) – live beneath the waters (i will rise) song talks about the power from jesus christ sacrifice crucified at the cross to redeem human’s sins. this song focused on redemption, baptized, and new life in christ theme. this song encourages believers to rise with him, declaring his lordship, and live as reflecting the power he give from his sacrifice. the writer found all five types of deixis. the five types of deixis are person deixis, time deixis, place deixis, discourse deixis and social deixis. person deixis in beneath the waters (i will rise) – live person deixis is used to identify the role a participant in which the speaker uttered. pronouns are used to encode the information of a person deixis. there are four-person deixis in this song such as my, you, i, and he. the quotations below show the person deixis in beneath the waters (i will rise) song: i will rise, i will rise as christ was raised to life now in him, now in him (third stanza, lines 1-3) the word i is used by the person speaking or writing to refer to himself or herself (longman, 1995). i is the first person and singular pronoun. i in this sentence is person deixis which refers to the speaker as the subject. i is refer to who sings the song. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 76–89 | 84 | i will rise, i will rise as christ was raised to life now in him, now in him (fifth stanza, lines 1-3) the word him refers to a man, lad, or male animal that has been mentioned or commonly known is referred to by this term (longman, 1995). him is not only a third person pronoun in singular form but object pronoun of he as well. him in the lyric above is person deixis which refers to the object of the speaker. him refer to jesus christ. time deixis in beneath the waters (i will rise) – live the use of time deixis in linguistics is to point out to a specific time when the speech is uttered by the speaker. in this song, there are four time deixis which are now, end, forever, and again. the quotation below show the time deixis in beneath the waters (i will rise) song: as christ was raised to life now in him, now in him i live (fifth stanza, lines 2-4) the word now is a transition word that indicate a time relationship at present. the word now in that lyric above is a time deixis because it shows an indication of the time signal that it was present time when the utterance happened. your kingdom knows no end your praise goes on forever an on and on again (sixth stanza, lines 6-8) the word again is used when something already happened or has been done several times before (longman, 1995). in that lyric above the word again is time deixis. it indicates the time signal that it is after the time of utterance. place deixis in beneath the waters (i will rise) – live place deixis is used to refer to the location when the speech was uttered by the speaker. there are two place deixis that is found in this song. those two-place deixis are at the cross and beneath the water. the quotation below shows the place deixis in beneath the waters (i will rise) song: a deixis study on the songs of hillsong worship in the cornerstone (live) album emmanuella laurensia gabrielle ondang, suatmo pantja putra | 85 | salvation through repentance at the cross on which he died (first stanza, lines 3-4) the phrase at the cross in that lyric above is place deixis. it shows the location where the object of the speaker is. the object in that lyric is jesus christ where he died at the cross. discourse deixis in beneath the waters (i will rise) – live discourse deixis refers to the correlation between the prior discourse and the latest discourse. the writer finds one discourse deixis which and. the quotation below shows the discourse deixis beneath the waters (i will rise) song: i stand a new creation baptized in blood and fire no fear of condemnation (fourth stanza, lines 1-3) the word and is a conjunction in which the usage is used to connect two words, phrases, sentences, or statements that are related (cambridge university press, n.d.). in that lyric above, the word and is discourse deixis because it is indicating the addition of previous discourse. social deixis in beneath the waters (i will rise) – live social deixis is a deixis expression that is used to show the closeness and social status between people in discourse. the writer finds three social deixis in this song. the social deixis are christ jesus, christ, and lordship. the quotations below show the social deixis in greater than all song: i will rise, i will rise as christ was raised to life now in him, now in him (third stanza, lines 1-3) christos, the greek word for christ, and messiah, the hebrew word for christ, both imply anointed one. in certain cases, christ comes before jesus like in christ jesus, while in other cases it comes after the name jesus, like in jesus christ. (never thristy, n.d.). in that lyric above the word christ is social deixis which shows as an informal name. christ refers to jesus. to sum up, the writer found all five types of deixis. in beneath the waters (i will rise) song, there are person deixis, time deixis, place deixis, discourse deixis, and social deixis. the following is a enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 76–89 | 86 | list of the deixis types used in this song. the listeners can take a glance at the table below to be able to determine which deixis types are used throughout the song. table 2.4 deixis in beneath the waters (i will rise) person deixis place deixis time deixis social deixis discourse deixis my, he, i, you at the cross, beneath the waters now, end, forever, again christ jesus, christ, lordship and 3.4. deixis in endless light – live endless light is focusing on the themes of god’s love, praise for the glory of god, and how believers live for god’s glory. the writer found four types of deixis. in this song, there are person deixis, time deixis, place deixis, and social deixis. person deixis in endless light – live person deixis is used to identify the role of a participant in which the speaker uttered. pronouns are used to encode the information of a person deixis. there are three person deixis in this song such as you, your, and us. the quotations below show the person deixis in endless light song: you laid down your life for the likes of us great is the love of the savior (first stanza, lines 3-5) the word us is used by the speaker or writer to refer to both themselves and one or more other individuals (longman, 1995). us is classified not only plural first-person pronoun but also as the object pronoun of we. in the lyric above us is person deixis which refers to the subject of the speaker. us refers to humans. time deixis in endless light – live time deixis is a deixis expression that is used to indicate a time when the speech happened. there are four time deixis in this song. time deixis in this song is forever, rising sun, night, and moment. the quotation below shows the time deixis in greater than all song: from the rising sun to the still of night every waking moment (fifth stanza, lines 1-3) a deixis study on the songs of hillsong worship in the cornerstone (live) album emmanuella laurensia gabrielle ondang, suatmo pantja putra | 87 | in those lines above there are one phrase and two words that indicate a time signal. the phrase rising sun is time deixis because it is showing the indication time signal it was morning at the time of utterance. besides that, there are two other time deixis which are night and moment. moment is time deixis which shows the time signal it was the current time at the time of utterance. place deixis in endless light – live place deixis is a deixis expression that shows the location where the speech was uttered by the speaker. in this song, the writer found four place deixis. the place deixis is from the highest throne, earth, mountain, and valley. the quotation below shows the place deixis in endless light song: from the mountain heights to the valleys low all created things (fourth stanza, lines 1-3) in those lines above there are words that indicate a place deixis. the first word is mountain places deixis because the speaker refers that all created things that live at the mountain heights live to jesus’ glory. the second word valley is also place deixis. social deixis in endless light – live social deixis is a deixis expression that is used to show the closeness and social status between people in discourse. the writer finds three social deixes in this song. the social deixis is savior, god, and jesus. the quotations below show the social deixis in endless light song: every human heart will declare as one great is the love of the savior (second stanza, lines 3-5) according to cambridge university press, n.d. the definition of a savior is a person who saves someone from danger or harm. in christianity, the savior is referring to jesus. in that lyric above, the savior is social deixis shows an indication as a nickname. savior refers to jesus. in summary, the writer found four types of deixis. in endless light song, there are person deixis, time deixis, place deixis, and social deixis. the following is a list of the deixis types used in this song. the listeners can take a glance at the table below to be able to determine which deixis types are used throughout the song. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 76–89 | 88 | table 2.5 deixis in endless light person deixis place deixis time deixis social deixis you, your, us from the highest throne, earth, mountain, valley forever, rising sun, night, moment savior, jesus, god 4. conclusion after analyzing the data, the writer can conclude that there are five types of deixis are found in four song lyrics of hillsong worship cornerstone (live) album. that five deixis are person deixis, time deixis, place deixis, discourse deixis, and social deixis. those five deixis types are found in two songs and the other two songs have four types of deixis. the two songs that only have four types of deixis are greater than all – live and endless light – live. greater than all song does not have place deixis. moreover, endless light song does not have discourse deixis. three types of deixis, namely, person deixis, time deixis, and social deixis always existed in cornerstone – live, greater than all – live, beneath the waters (i will rise), and endless light – live. moreover, person deixis is used to identify the role of the participants in which the speaker uttered. furthermore, the first, second, and third person have different functions. the first person such as my and we is used to refer to the speaker as the subject, the second person such as you is used to refer to the object of the speaker, and the third person such as his and our can refer to the speaker nor the recipient/s. place deixis which indicates the location when the utterance happened. the place deixis such as come and at the cross in the songs provides the location where the story of the song happens. next, the time deixis such as now is used to show the time signal when the utterance was happening. time deixis in these songs gives a time signal when the story of the song happens. in addition, discourse deixis tries to connect the earlier discourse with the later discourse. discourse deixis like and in the songs helps the story or the idea of the song go smoothly. the last is social deixis which is used to show the social status, the relationship, or the social identity between the people in speech. in these songs, social deixis such as jesus and christ are showing the social status and how the closeness between the speaker and the object of the speaker. hence social deixis helps the listeners have a good understanding of the meaning of the song. the writer when writing this final project has limitations in the discussion. the writer only gives what types of deixis that are used and the meaning of that deixis. the writer does not give information about how often the deixis is used in the song. additionally, the writer does not give information about which deixis is the most often used in the songs. 5. references cambridge university press. (n.d.). cambridge dictionary. retrieved june 17, 2023, from https:// dictionary.cambridge.org glorify. (2022, december 1). what is the meaning of the name of jesus? retrieved june 17, 2023, from glorify-app.com: https://glorify-app.com/what-is-the-meaning-of-the-name-jesus/ # : ~ : t e x t = t h e % 2 0 n a m e % 2 0 j e s u s % 2 0 c o m e s % 2 0 f r o m , t h e % 2 0 a n g e l % 2 7 s % 2 0 commandment%20to%20joseph. a deixis study on the songs of hillsong worship in the cornerstone (live) album emmanuella laurensia gabrielle ondang, suatmo pantja putra | 89 | heasley, b., smith, m. b., & hurford, j. r. (2007). semantic a coursebook. cambridge: cambridge university press. komalasari, n. (2022, november 30). retrieved from indonesiadaily.net: https://indonesiadaily.net/inid i a l a g u p e r t a m a y a n g a d a d i d u n i a / # : ~ : t e x t = l a g u % 2 0 p e r t a m a % 2 0 d i % 2 0 dunia%20adalah,yang%20digunakan%20oleh%20bangsa%20sumeria levinson, s. c. (1983). pragmatics . in s. c. levinson, pragmatics (p. 21). cambridge : cambridge university press. longman, a. w. (1995). longman dictionary of contemporary english. retrieved from https:// www.ldoceonline.com nasution, d. r., setiadi, g., & ilza, s. s. (2018). deixis analysis in the song lyrics of ed sheeran’s divide album. english language and literature international conference (ellic) proceedings, 2, 376382. never thristy. (n.d.). retrieved june 17, 2023, from neverthirsty.org: https://www.neverthirsty.org/bibleqa/qa-archives/question/what-is-the-meaning-of-christ-in-the-bible/ rahmadany, s., & husein, r. (2021). deixis in the song lyrics of one direction. kne social sciences, 5(4), 582-591. doi:10.18502/kss.v5i4.8713 sitorus, e., & fukada, h. (2019). a deixis analysis of song lyrics in calum scott “you are the reason”. international journal of science and qualitative analysis, 5(1), 24-28. doi:10.11648/ j.ijsqa.2019501.14 yule, g. (1996). pragmatics. oxfrord: oxford university press. winarsih, a. d., yustisia, k. k., & lestari, e. (2021). deiksis dalam tuturan komik dodit mulyanto di acara komedi tunggal indonesia (suci). jiip jurnal ilmiah ilmu pendidikan, 4(1), 94-98. https:// doi.org/10.54371/jiip.v4i1.210 89 online issn 2502-5740/© 2018 enjourme. all rights reserved. enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 2 no. 2 desember (2017) 89-97 enjourme (english journal of merdeka) : culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index the use of video and total physical response (tpr) to improve students’ vocabulary mastery 1 rizky lutviana, 2 siti mafulah 1 universitas kanjuruhan malang, jl. s. supriadi no. 48, 65148, malang, indonesia 2 universitas kanjuruhan malang, jl. s. supriadi no. 48, 65148, indonesia 1 lutviana.rizky@unikama.ac.id , 2 siti.mafulah@unikama.ac.id a r t i c l e i n f o a b s t r a c t article history: received 04 november 2017 received in revised form 17 january 2018 accepted 21 may 2018 available online 29 may 2018 teaching junior high school students required fun and interactive activities, yet current practice in teaching them mostly focused on drilling activities, which are monotonous. this study employed classroom action research (car), which is aimed at implementing video and tpr (total physical response) teaching technique to improve students’ vocabulary mastery. the subject of this research was 31 first grades of junior high school students in english vocabulary class. the vocabulary lesson was presented in the form of interactive video in which required students to do vocabulary exercise while singing and moving their body. this research was successfully implemented in 2 cycles. on the cycle 1, the criteria of success have not been achieved since only 45% students got score 75 or above. students needed more exercises to understand the materials deeper. on the cycle 2 students’ score improved, 77.4% students got score 75 or above. additionally, 82.21% students showed positive attitude toward the technique. based on the findings it could be concluded that video and tpr teaching technique could improve students’ vocabulary mastery. to implement this technique successfully teacher needs to manage carefully students to be discipline if they are too enthusiastic. besides, teacher needs to consider the proportion of vocabulary exercise. © 2018 enjourme. all rights reserved. keywords: interactive video, tpr, vocabulary mastery. 1. introduction teaching english as a foreign language (efl) in the primary school level in indonesia is mostly directed to the teaching of language component, such as vocabulary. in this case, students’ vocabulary aspect is the foundation to the development of students’ language skills in the higher level of efl language learning, such as listening, speaking, reading, and writing. however, in junior high school, students tend to get limited exposure in vocabulary learning. they get limited experience to observe and acquire vocabulary from authentic material and use it in real life context. young efl learners have a lack amount and type of exposures to english. their experience of the language outside the classroom is very little (cameron, 2001). tpr is considered as traditional method in learning english in which learners learn by following directions spoke by teacher and response the directions through movements (freeman & anderson, 2011). this technique is suitable for teaching students in the elementary level since they love learning through movement. hence, tpr strives to teach language through physical activity at the same time. further, it is very efficacious techniques when it is followed by games, songs, and so forth (er, 2013). several studies have been done to investigate the effectiveness of tpr to improve students’ achievement in learning english, such as (kuo, hsu, & fang, 2014), (qiu, 2016) and (khorasgani & khanehgir, 2017)). khorasgani & khanehgir (2017), compared which one was more effective between teaching using total physical response (tpr) and keyword method (kwm) to teach 34 iranian young learners, between 6-7 years old. the status of teaching english in this case is as a foreign language through immersion programs. as a foreign language, students in the early age were expected to master wide range of vocabulary lessons, yet iranian students got limited english exposure. no students experienced formal mailto:1lutviana.rizky@unikama.ac.id mailto:2siti.mafulah@unikama.ac.id lutviana, rizky & mafulah, siti / enjourme vol 2 no 2 (2017) 89-97 90 english lesson before they started elementary school and all of them were monolinguals. the kwm method was presented by associating the vocabulary to be learned with picture, number of word syllabes, and imagery value while tpr was associated with movement, in this case students pointing and touching the real object of the vocabulary items to be learned. they concluded that kwm was more effective than tpr in teaching young learners since the new vocabulary items were concrete noun with high imagery value and high degree of phonemic overlapping. kuo et al. (2014) investigated the effect of embodiment-based tpr approach on student’s english vocabulary learning acgievement, retention, and acceptance. by reviewing the weakness of tpr, that was not effective to be used for the large class, they introduced embodiment-based tpr to 50 elementary students grade 5. embodiment based tpr is the traditional tpr combined with motion-sensing technology using microsoft’s kinect sensing devices that can capture full-body 3d motions. they employed experimental research by comparing embodiment based tpr and traditional tpr. they concluded that students’ achievement on vocabulary between the two groups had no significant different. however, they found interesting finding that showed embodiment based tpr helped learner with the vocabulary retention. ghani & hanim (2014), investigated the effectiveness of tpr in helping low achiever young learner in learning english as a second language. they use traditional tpr in teaching english, that is to give students instruction in english, then student demonstrate the instruction. this way of teaching could reduce students’ stress in learning english. the subject of the research is 48 young learners. they found that the experimental group that was taught by using tpr performed better than control group that was taught using traditional teaching method. qiu (2016), indicated that current teaching english in china put much emphasize on the form rather than word meaning, therefore students’ were not motivated in learning english. to solve this problem qiu (2016), conducted experimental research to investigate the effectiveness of tpr to teach vocabulary in elementary level. there were 40 students, divided into two classes, one class as experimental class and the other as control class. the experimental class was taught using tpr while control class was taught by the traditional method. the vocabulary materials were about verbs and phrasal verbs. in conclusion, they found that the experiment group has a better command of the vocabulary spelling than that of the control group and physical actions can stimulate students’ interest in learning. from the previous studies above, tpr is mostly effective to be used to teach students in the elementary and primary school level and it is also mostly used to teach vocabulary. however, tpr should be supported with other interactive media to make the classroom alive. compared to the previous researchers, this present study used classroom action research, in which combined tpr with interactive video as a media and cardboard paper as a tool for students to perform the movement based on the instruction given by the teacher to teach vocabulary especially about preposition. swan & walter (1984) in thornbury, (2007) state that “vocabulary acquisition is the largest and most important task facing the language learner”. it is the largest and the most important because vocabulary is always developing and expanding and learners need to study vocabulary across a lifetime. the best time to start learning vocabulary is from the young age since young learners have good vocabulary retention. furthermore, nation, (2001) stated that “the general principle of learning burden is that the more a word represents patterns and knowledge that the learners are already familiar with, the lighter its learning burden”. the suitable teaching technique and media that enable students to be familiar with the vocabulary were tpr and video interactive. problem found in this study was the current practice in teaching junior high school students was mostly focused on drilling activities which were monotonous thus students felt not motivated in learning vocabulary. learning vocabulary can be easy for students if teachers make them familiar with the vocabulary to be learned. therefore, teacher needs to use interesting method to teach efl at young learners, one of the ways is by using tpr. thus, this research aims to implement video and tpr teaching technique to improve students’ vocabulary mastery. 2. method this study employed classroom action research based on kemmis and mctaggart (1988: 10) in (burns, (2009) that consisted of four steps, planning, action, observation and reflection. the research subject was 31 senior high school students of grade 7. the planning stage was to design lesson plan, that was to use tpr and video as learning media. before making planning, the researcher did preliminary study to identify students’ problems in learning vocabulary. next, the action was the implementation of the technique and the lutviana, rizky & mafulah, siti / enjourme vol 2 no 2 (2017) 89-97 91 media chosen. the material was about preposition. students were introduced by interactive video about preposition. students learned preposition through listening and singing from the video. after that, students performed the task by demonstrating direction from the teacher using cardboard paper media. moreover, in the observation stage, the researcher recorded students’ progress by relaying on the criteria of success. the criteria of success were from the two perspectives, those are students’ achievement and students’ attitude toward the technique. the criteria of success were: (1) 75% students got score 75 or above, and (2) 80% students showed positive attitude toward the technique. therefore, there were two instruments in this research, namely vocabulary test and questionnaire. finally, in the reflection stage, the researcher evaluated the practice of teaching and learning vocabulary using tpr and video interactive by reflecting to the criteria of success. if the criteria of success have achieved the researcher finished the step, and the other way round, if the criteria of success have not achieved the researcher revised the plan and continued to the second cycle. 3. results and discussion 3.1. finding based on the results of the preliminary study in the first cycle, the students’ problem in learning was indentified. thus, the researchers formulated the most suitable strategies and media to be used, that was tpr and video. another consideration in choosing tpr and video media is the material studied by the learner, that was vocabulary about prepositions. besides, the researcher also used cardboard paper as the tool for students to demonstrate the action. the action was the implementation of the planning that was documented in the lesson plan. the teacher needed 2 meetings to implement the technique. the teacher applied three phase technique in teaching. in the first meeting, in pre-teaching, students were introduced with the materials that was by watching the video about the preposition. after that, the teacher drilled the vocabulary and the pronunciation about prepositional place. in whilst teaching, the teacher applied tpr combined with competitive game called “where is the monkey?”. the teacher asked students to make a group that consisted of 10 students. each group stood up and made a line. each group had one representative that should came in front of class to demonstrate the location of the monkey and the cardboard paper, whether they were inside, above, below, in front of, or etc., all students should perform the action in turn. students who could show the location correction got the point. the group who got the highest score was the winner. in post teaching teacher gave feedback and reflection on students’ performance. in the second meeting teacher did vocabulary test and distributed questionnaire to the students to measure students’ achievement and attitude toward the technique. in the observation stage, the researcher observed students’ progress in learning vocabulary. students’ achievement in learning vocabulary were indicated by score they got in vocabulary test. the test was in the form of cloze test that consisted of 20 items number. based on the results of the action implemented in the first cycle, it was found that the students’ achievement had not reached the goal yet as expected. as seen in table 1, the average of students’ score was 75, the highest score was 100 and the lowest score was 60, and 14 students (45%) got score 75 or above. students who got score 100 was 4 students and they were active and enthusiastic in playing game. students who got score below the criteria of success were those who still needed more practice and enlightenment. lutviana, rizky & mafulah, siti / enjourme vol 2 no 2 (2017) 89-97 92 table 1. students’ achievement on cycle 1 moreover, table 2 showed students’ attitude toward the technique, there were six statements that students needed to respond. the statements reflected students’ reactions, including students’ understanding, students’ vocabulary retention, students’ satisfaction in learning, students’ preference, and students’ level of confidence. all students participated to fill the questionnaire, and they responded based on reality they felt in the teaching learning process using tpr and video. no name (initial) score 1 a d f 60 2 a r 70 3 a k 60 4 a h a 60 5 a p s 75 6 a b s 100 7 b a s 85 8 b p 75 9 c d 75 10 c b 80 11 c s b a 100 12 e a 60 13 h d g 70 14 h d p 100 15 j j s 70 16 l a 70 17 m i i 70 18 m v 70 19 n r 100 20 r h 60 21 r n r 70 22 r a s 70 23 r a p 70 24 s a p 70 25 s r r 90 26 s f 90 27 b a 70 28 m f r 70 29 s n 75 30 h s i 75 31 m s 70 average 75.16129032 lutviana, rizky & mafulah, siti / enjourme vol 2 no 2 (2017) 89-97 93 table 2. students’ attitude toward tpr and video on cycle 1 no statements responses strongly agree agree neutral disagree strongly disagree 1 i understand the vocabulary easily by using tpr and video interactive 9.6% (3 students) 35.4% (11 students) 38.7% (12 students) 16% (5 students) 0% 2 i can memorize the word easily 6.4% (2 students) 42% (13 students) 42% (13 students) 9.6% (3 students) 0% 3 i am satisfied with my ability in acquiring words 13% (4 students) 32.2% (10 students) 32.2% (10 students) 22.5% (7 students) 0% 4 i like the technique and media, i like the activity 16.1% (5 students) 45.1% (14 students) 32.2% (10 students) 6.4% (2 students) 0% 5 i feel confident and motivated learning vocabulary using tpr and video 16.1% (5 students) 48.3% (15 students) 19.3% (6 students) 16.1% (5 students) 0% 6 my ability in acquiring vocabulary improved 12.9% (4 students) 38.7% (12 students) 22.5% (7 students) 25.8% (8 students) 0% in statement 1, 45% students (14 students) agreed that learning using tpr and video made them easy to understand the vocabulary. students can easily imagine the concept of preposition by watching the video and demonstrates the action. however, 16% students disagree that the method and teaching media helped them to understand the vocabulary easily. in statement 2, 48.4% students (15 students) agreed that the technique and media used helped students to memorize the word easily. in statement 3, 45% students (14 students) were satisfied with their ability in acquiring words. in statement 4, 45% students (14 students) liked the technique and the media used. in statement 5, 64.4% students (20 students) agreed that they felt confident and motivated when learning vocabulary using tpr and video. finally, in statement 6, 51.6% students agreed that their ability in acquiring words improved. there were two things that should be noted, students’ achievement and students’ attitude. students’ achievement has not yet met the criteria of success since only 45% students (14 students) got score 75 or above and 55% students got score below 75. students’ difficulty in following the lesson was their ability in memorizing the words. they need more time to practice and remember the vocabulary. in this case, the solution was to give students more activity in drilling before performing the task. additionally, students’ attitude toward the lesson also has not met the criteria of success. there were 6 statements on the questionnaire that reflected students’ attitude toward the lesson, among the 6 statements, in average 49.9 % students showed the positive attitude toward the technique and the media used. based on the result of the observation, when implementing the technique, the classroom condition was too crowded since most students were too excited. therefore, most students cannot concentrate, they focus more on playing rather than learning, besides, not all students participated. to solve these problems, the teacher needed to manage the classroom well. since the action on the first cycle has not met the criteria of success, the researcher continued to the next cycle. in revising the plan for the second cycle, the researcher considered some problems that existed in cycle 1. the students’ problems were (1) they needed more time to do drilling and understanding vocabulary before performing the task, and (2) they were too excited and made the classroom crowded, therefore, most students could not concentrate in following the lesson. based on these problems, the researcher did some revision on planning, those were, (1) giving students more lesson on vocabulary drilling by adding one video that required them to remember the vocabulary through singing and while watching video to understand the concept of “preposition” deeper, and (2) manage the students well when demonstrating the action so that students would be more serious but quiet when demonstrating instruction from the teacher. in implementing the technique were basically the same as those in cycle 1. the differences laid on the pre-teaching activity and rules for the game. in this case the teacher introduced students with the vocabulary about preposition by playing two videos. the first video contained the vocabulary, meaning as illustrated by the movement on the picture, and the pronunciation. the second video contained the vocabulary lutviana, rizky & mafulah, siti / enjourme vol 2 no 2 (2017) 89-97 94 lesson and exercises that required students to guess word and pronounce it. after that, teacher did drilling to students one by one. in whilst teaching, the activity was the same as the activity in the cycle 1. however, the researcher modified some rules in the tpr game (1) students who made noise would be given score lower than the actual score, (2) all students must participate and contribute to the game, (3) the students were given time 1 minute to demonstrate the instruction (in this case the location of the monkey) so that all students got the chance to perform the task. these rules could be effectively applied. the classroom could be managed well and most students were active and enjoyed the game. after implementing the action, the researcher administrated the test. the test was in the similar form from the previous cycle but with different questions. students’ achievement on cycle 2 can be seen in table 3. table 3. students’ achievement on cycle 2 seeing table 3 we may infer that students’ score improved. the average score was 82, the highest score was 100 and the lowest score was 70, 24 students (77.4% students) got score 75 or above. these achievements indicated that students’ achievement met the criteria of success. based on the observation did no name (initial) score 1 a d f 100 2 a r 70 3 a k 100 4 a h a 100 5 a p s 85 6 a b s 90 7 b a s 85 8 b p 75 9 c d 75 10 c b 80 11 c s b a 90 12 e a 100 13 h d g 80 14 h d p 90 15 j j s 70 16 l a 80 17 m i i 70 18 m v 80 19 n r 90 20 r h 100 21 r n r 80 22 r a s 70 23 r a p 80 24 s a p 70 25 s r r 80 26 s f 70 27 b a 80 28 m f r 80 29 s n 75 30 h s i 70 31 m s 80 82.0967741935 lutviana, rizky & mafulah, siti / enjourme vol 2 no 2 (2017) 89-97 95 by researcher, in this cycle students were more confident in doing test, they were confident with their ability. table 4. students’ attitude on tpr and video on cycle 2 no statements responses strongly agree agree neutral disagree strongly disagree 1 i understand the vocabulary easily by using tpr and video interactive 16.1 % (5 students) 64.5% (20 students) 12.9% (4 students) 6.4% (2 students) 0% 2 i can memorize the word easily 19.3% (6 students) 64.5% (20 students) 9.6% (3 students) 6.4% (2 students) 0% 3 i am satisfied with my ability in acquiring words 12.9% (4 students) 74.2% (23 students) 3.2% (1 students) 9.7% (2 students) 3.2% (1 student) 4 i like the technique and media, i like the activity 25.8% (8 students) 58% (18 students) 12.9% (4 students) 3.2% (1 student) 0% 5 i feel confident and motivated learning vocabulary using tpr and video 22.6% (7 students) 54.8% (17 students) 19.3% (6 students) 3.2% (1 student) 0% 6 my ability in acquiring vocabulary improved 22.6% (7 students) 58% (18 students) 16.1% (5 students) 3.2% (1 students) 0% table 4 showed students’ attitude toward the technique and the media used. in this cycle, students showed more positive attitude toward the technique as in statement 1 80.6% students agreed that they felt easy to understand the material, easy to memorize the word 83.8% students (statement 2), felt satisfied with their ability in understanding words 87.1% students (statement 3), liked the technique 83.8% students (statement 4), felt confident and motivated in learning 77.4% (statement 5), and felt that their ability in acquiring the vocabulary improved 80.6% students (statement 6). from the result of the percentage statement 1 to 6, in average, 82.21% students showed positive attitude toward the technique and the media used. based on this finding, the researcher may infer that students’ attitude toward the technique and media used met the criteria of success. the learning process carried out through tpr has shown the improvement toward the results of students’ competence and attitude in the second cycle. students’ achievement improved, from the average score 75 to 82, and the percentage of students’ score that passed the standard minimum score also improved, 45% to 77.4% students. besides, students’ attitude toward the technique was also improved, from the average 49.9% to 82.21%. they felt positive about the technique and the media used. relying on this result, it may be inferred that tpr technique and video media could improve students’ vocabulary mastery since the criteria of success has achieved. therefore, the researcher finished the cycle when learning vocabulary students’ can easily remember the vocabulary and its meaning that were illustrated by the video and the movement they did. however, students needed more time to perform the task, once is not enough, they needed to time to learn and do simulation on the demonstration. by implementing this technique, the classroom was alive and most students felt happy when learning while playing. 4. conclusion and suggestions to sum up, tpr and video media could improve junior high school students’ achievement in learning vocabulary. one of the most important aspects of teaching vocabulary to junior high school students was to make them understand the conceptual meaning of the word. students in their age mostly liked learning activity that stimulate their visual and movement while learning. tpr was the teaching technique that required students to perform teacher’s instruction by doing some movements. this technique can reduce learning burden. in addition, the tpr technique is best supported by the video media to make the students easy to visualize the concept of words before performing some movements. however, in implementing this technique, the teacher needs to consider the amount of materials presented to the students before implementing the technique and also the classroom management. lutviana, rizky & mafulah, siti / enjourme vol 2 no 2 (2017) 89-97 96 it is suggested for the teacher to implement this technique when teaching vocabulary to junior high school students. teacher should also consider students’ condition and classroom condition before implementing this technique. it is essential to make students understand the materials as well as the instructions when using tpr and video media. teacher needs to set some rules to make the classroom condition to be more suitable for learning, one of the ways was to make students to be more discipline in following the lesson. 5. references burns, a. 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(2016). research on the application of total physical response approach to vocabulary teaching in primary schools. google search. international journal of arts and commerce, 5(7), 18–24. retrieved from https://www.ijac.org.uk/images/frontimages/gallery/vol._5_no._7/3._18-24.pdf https://pdfs.semanticscholar.org/2bbe/5b62a0e66fc6556ea33212d810b17954ac97.pdf?_ga=2.75151505.2099543718.1528008916-625757936.1528008916 https://pdfs.semanticscholar.org/2bbe/5b62a0e66fc6556ea33212d810b17954ac97.pdf?_ga=2.75151505.2099543718.1528008916-625757936.1528008916 https://doi.org/10.1016/j.jksuci.2013.10.003 https://books.google.co.id/books/about/learning_vocabulary_in_another_language.html?id=skqx8k8gytkc&redir_esc=y https://books.google.co.id/books/about/learning_vocabulary_in_another_language.html?id=skqx8k8gytkc&redir_esc=y https://www.ijac.org.uk/images/frontimages/gallery/vol._5_no._7/3._18-24.pdf lutviana, rizky & mafulah, siti / enjourme vol 2 no 2 (2017) 89-97 97 thornbury, s. (2007). how to teach vocabulary. lanísia helena fortes ferreira 1 how. https://doi.org/10.1007/s13398-014-0173-7.2 toghyani khorasgani, a., & khanehgir, m. (2017). teaching new vocabulary to iranian young fl learners: using two methods total physical response and keyword method. international journal of languages’ education and teaching, 5(1), 90–100. https://doi.org/10.18298/ijlet.1729 https://doi.org/10.1007/s13398-014-0173-7.2 https://doi.org/10.18298/ijlet.1729 online issn 2502-5740/© 2019 enjourme. all rights reserved. enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 3 no. 1 july (2018) 29 – 34 enjourme (english journal of merdeka) : culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index improving the students’ narrative monologue skills at the grade xi-ips 2 of the public senior high school 7 malang by using the picture series media misianto public senior high school 7 of malang, jl. cengger ayam no. 14, 65141, malang, indonesia misianto.misianto@gmail.com a r t i c l e i n f o a b s t r a c t article history: received 1 january 2019 received in revised form 25 february 2019 accepted 25 february 2019 available online 22 april 2019 the english curriculum 2013 of senior high school requires the students to be skilful in the narrative monologue. the existing model of teaching narrative monologue so-called text memorization applied by the english teachers proves boring to the students. such model assigns the students to memorize the text provided by the teacher and retell it. this classroom action research (car) aimed at describing the model of teaching narrative monologue by using picture series media for both overcoming the problems faced by the students when they presented narrative monologue and improving the students’ skills of narrative monologue. based on the collected data, the use of picture series media for teaching narrative monologue proved effective in both improving the students’ skills of narrative monologue and motivating the students to present a narrative monologue. © 2019 enjourme. all rights reserved. keywords: classroom action research, narrative monolog skills, picture series media. doi: 10.26905/enjourme.v2i2.2673 1. introduction according to the 2013 sma english curriculum, one of the language skills that the students must master is presenting a narrative monologue. one method of learning the narrative monologues, which is still applied in today’s class, is memorizing the narrative texts that are provided by the teacher, then the students retell the contents of the text in front of the class. this learning model tends to be boring and does not reflect the students’ true monologue abilities because there is no involvement of the students’ authentic ideas and creativity that are conveyed naturally. accordingly the students find it difficult in expressing ideas in an acceptable and smooth manner when facing a spontaneous and natural communication situation. it is suspected that this problem is caused by the lack of the use of instructional media that are able to attract and foster the students’ motivation in learning narrative monologues. according to the active, innovative, creative, effective and enjoyable learning strategy, one of the ideal learning criteria is fun learning. fun learning occurs because of not only the exciting learning environment but also the students’ curiosity. fun learning requires a good classroom management and appropriate learning media, tools, and resources. fun learning also occurs because the learning process is designed in such a way that it is in line with the students’ learning characteristics (abimanyu et al. 2008: 8-15 in trian: http://rimatrian.blogspot.com/2013/11/strategi-dan-model-model-pembelajaran .html). based on the above problems, the researcher implemented an innovative learning model using picture series media which is thought to be able to improve the students’ narrative monologue skills in a classroom action research (car). thus, the results of the following previous studies prove that the use of picture series media is very effective for improving the students’ narrative monologue abilities. the use of picture series was successful in improving not only the students’ participation in the teaching-learning process but also the mailto:misianto.misianto@gmail.com http://rimatrian.blogspot.com/2013/11/strategi-dan-model-model-pembelajaran%20.html misianto/ enjourme vol. 3 no. 1 (2018) 29 34 30 speaking ability of the students in terms of retelling a story or in this case, students’ score and their interest in learning english. the success was indicated by the achievement of the criteria of success which deal with the students’ involvement in the teaching-learning process; it was found that 84% students were actively involved in the teaching-learning process. concerning the students’ scores, it showed that 81% of the students already achieved scores greater than 75, and 89% of the students showed good responses to the media (purwantiningsih, 2015). the use of picture series could improve the students’ speaking skill in telling a story (narrative text) and the classroom situation of speaking class. the speaking skills included the students’ vocabulary, pronunciation, understanding of grammar, and fluency. the improvement of classroom situation included a more alive class because the students actively participated in the speaking class, the students’ motivation to speak english, and the students’ good attention to the teacher’s explanation? (windihastuti, 2013) 2. method this research is a classroom action research (car) that aims at improving the students’ narrative monologue performance by using the picture series media. this research involved two stages, namely preparation and implementation. at the preparation stage the researcher conducted some activities as follows: (1) the identification of the problems faced by the students when they presented the narrative monologues with a method of memorizing; (2) analysing the quality of the found problems; and (3) the selection of which problems to be solved by using the picture series media for presenting the narrative monologues. at the implementation stage the research was carried out by using cycles to solve the problems that were found. each cycle consisted of planning, implementing, observing, and reflecting phases. in the planning phase the researcher prepared several things needed to carry out the narrative monologue learning process by using the picture series media. the things prepared by the researcher included making a course outline which contained the following: (1) explaining the materials about the narrative monologues and the picture series; and (2) explaining the procedures of learning the narrative monologues by using the picture series media. the procedures involved the following: (a) the researcher distributed a series of jumbled pictures to each student; (b) each student arranged the jumbled pictures based on their own interpretation and understanding; (c) each student made a narrative monologue based on the pictures they arranged. during this activity the students were allowed to use their dictionaries; and (d) each student presented their narrative monologue in front of the class. another thing prepared by the researcher in the planning phase was determining the indicators of success of learning the narrative monologues by using the picture series media. the indicators were as follows: (a) the number of the narrative monologues with well-organized ideas (coherence) and with the score of 4 was at least 60%; and (b) the number of the narrative monologues which were presented fluently and got the score of 4 was at least 60%. both indicators were accessed by the researcher and the collaborator based on the results of the narrative monologue presentation by using the narrative monologue rubric assessment. besides determining the indicators of success of learning the narrative monologues the researcher determined two indicators of success of motivating the students to work on the narrative monologues using picture series media as follows: (a) the students did the tasks gladly; and (b) the students were enthusiastic in doing the tasks. both indicators were accessed through observations made by the researcher during the learning process. in the implementing phase the process of learning narrative monologues using picture series media was carried out in the classroom based on the schedule set by the school. the researcher had to follow the given schedule and keep the atmosphere of teaching and learning processes natural so that the students did not feel they were being used for the research subjects. during the implementation of learning the researcher served as a facilitator to whom the students consulted. in the observing phase the researcher collected data by using the instruments, namely an interview and a narrative monologue assessment rubric which was filled up by the researcher based on the students’ presentation. in the reflecting phase all the collected data were analyzed, then the results of the analysis were compared with the indicators of success. 3. results and discussion 3.1 results cycle 1 the researcher carried out the teaching and learning process of narrative monologue using the picture series media in real activities in the classroom based on the course outline. the activity was held on october misianto/ enjourme vol. 3 no. 1 (2018) 29 34 31 20, 2017 which was attended by 26 students, october 24, 2017 by 27 students, and october 27, 2017 by 28 students. the researcher assigned the students to develop a narrative monologue by using the picture series media. the results of the presentation of the narrative monologue carried out by the individual students are shown in table 1. table 1 result of presentation of narrative monologue using the picture series media in cycle 1 no aspects to be evaluated score (%) 1 2 3 4 1 developing ideas (coherence: orientation, complication, resolution, and reorientation) 0 3.6 39.3 57.1 2 conveying messages (fluency: smooth uninterrupted) 0 7 57 36 the table means the following. (1) from the aspect of developing ideas (coherence), it showed that there were 1 student who got the score of 2 (10.71%), 11 students with the score of 3 (89.29%), and 16 students with the score of 4 (57.1%); and (2) from the aspect of conveying the message (fluency), it showed that there were 2 students who got the score of 2 (7%), 16 students with the score of 3 (57%), and 10 students with the score of 4 (36%). the average value of the class in narrative monologues using picture series media in cycle 1 was 82.6. atmosphere of the narrative monologue learning process by using picture series media the atmosphere aspect of the narrative monologue learning process by using picture series media that has been observed by the researcher showed the attitudes of the students as follows: (1) being enthusiastic; (2) using a dictionary; (3) making discussions with their friends; (4) developing good ideas; (5) showing excellent fluency; (6) apparently showing good expressions; (7) having good diction; (8) showing a good start of monologue; (9) having problems in using grammar; (10) having creatively good ideas; and (11) having good imagination. the atmosphere of the learning process of narrative monologues by using picture series media was also accessed based on the students’ opinions of the use of the picture series media in learning the narrative monologue in an interview with the researcher. the opinions showed two groups, namely positive and negative ones. the students positively thought that the picture series media enabled them to do the following: (1) performing the narrative monologue easily because it enabled them to be creative; (2) creating their imagination easily without being out of the storyline; (3) expressing their ideas freely; (4) thinking easily; (5) performing the narrative monologue easily because they did not need to memorize the text; (6) performing the narrative monologue easily because they could use their own words; (7) performing the narrative monologue easily because it was just a matter of creating imagination and making up stories; (8) performing the narrative monologue easily because they did not need to follow the story exactly the same as the text; (9) performing the narrative monologue easily because they did not need to be stuck on the text, but they should be creative; (10) performing the narrative monologue easily because they did not need to memorize the text, yet they just made imagination; (11) performing the narrative monologue easily because they used their own imagination; (12) performing the narrative monologue easily because in just 5 minutes the narrative monologue completed; (13) performing the narrative monologue easily because they developed their own ideas and were not stuck on the text; (14) performing the narrative monologue easily because what would conveyed had been prepared, so the students became confident; (15) performing the narrative monologue efficiently because they were not stuck on the text, yet they created their imagination; (16) performing the narrative monologue easily because they were helped by the pictures when losing ideas; (17) performing the narrative monologue easily because they just needed to interpret the meaning of the pictures first, and they were free to develop the story; (18) performing the narrative monologue easily because they could imagine freely; (19) performing the narrative monologue easily because they could develop their own ideas; (20) performing the narrative monologue easily because the words were not necessary to be exactly the same as the text; (21) performing the narrative monologue easily because they could use their own imagination; (22) performing the narrative monologue misianto/ enjourme vol. 3 no. 1 (2018) 29 34 32 easily because they did not need to be stuck on the text; (23) performing the narrative monologue easily because they did not need to be stuck on the text, yet they could use their own imagination; (24) performing the narrative monologue easily because they did not need to be stuck on the text, so they could tell stories; (25) performing the narrative monologue easily because they developed their own ideas; and (26) performing the narrative monologue easily because they could freely tell stories and easily memorize the story line. on the other side, there were the negative opinions of the use of the picture series media as follows: (1) the shortage of vocabulary made the students find it difficult to tell stories; (2) it was difficult to arrange words; (3) it was difficult to use vocabulary; (4) it was difficult to construct sentences; and (5) having new pictures that were different from the previous ones made the students work on a narrative monologue again. cycle 2 the researcher carried out the process of learning narrative monologue by using picture series media in real activities in the classroom based on the improved planning. the activity was held on october 31, 2017 and november 3, 2017. the learning procedure was the same as the one in cycle 1 where the students were given 5 random pictures that had to be arranged first by each student. then, based on the arranged pictures the students individually presented a narrative monologue in front of the class. during preparing this narrative monologue the students were allowed to use their dictionaries. but when they presented the mono logue, they were not allowed to use any texts; they were only allowed to bring the pictures that they had arranged. on october 31, 2017 there were 28 students who worked on the task of narrative monologue by using the picture series media which had 5 random pictures. this activity was carried out within one hour of the study (for 45 minutes). the assessment was carried out by the researcher. there were only 5 students (17.9%) who successfully completed the task, so the assessment was continued at the next meeting. on november 3, 2017, there were 25 students who worked on the task of narrative monologue by using picture series media which had 5 random pictures. the assessment was carried out by the researcher and the collaborator by using the assessment format provided by the researcher. the results of the assessment are shown in table 2. table 2 result of presentation of narrative monologue using the picture series media in cycle 2 no aspects to be evaluated score (%) 1 2 3 4 1 developing ideas (coherence: orientation, complication, resolution, and reorientation) 4 0 80 16 2 conveying messages (fluency: smooth uninterrupted) 4 0 0 96 the table can be explained as follows: (1) from the aspect of developing ideas (coherence), it showed that there were 1 student who got the score of 1 (4%), 20 students with the score of 3 (80%), and 4 students with the score of 4 (16%); and (2) from the aspect of conveying the message (fluency), it showed that there were 1 student who got the score of 1 (4%), and 24 students with the score of 4 (96%). the average value of the class in a narrative monologue using picture series media in cycle 2 was 85.4. 3.2 discussion based on the data presented in table 1, learning narrative monologue using picture series media in cycle 1 did not succeed in improving the quality of narrative monologues both in terms of developing coherence and conveying message fluently. there were only 16 students who got the score of 4 (57.1%) for the aspect of developing ideas (coherence), and only 10 students got the score of 4 (36%) for the aspect of conveying messages (fluency). these results did not satisfy the indicators of the success, which was at least 60%. there were 2 main factors that were thought to be the causes of the failure, namely difficulty in interpreting the meaning of the pictures, so it was difficult for the students to arrange the pictures correctly and the shortage of vocabulary mastery. from the atmosphere of the narrative monologue learning process, the use of the picture series media succeeded in improving the students’ fondness, enthusiasm, seriousness, and positive attitudes towards misianto/ enjourme vol. 3 no. 1 (2018) 29 34 33 learning narrative monologues because they could develop ideas, interpretations, creations and imagination freely based on the pictures they received. learning narrative monologues by using the picture series media in cycle 2 succeeded in improving the aspect of conveying messages (fluency) compared to the results of narrative monologues in cycle 1. there were 24 students who scored 4 (96%). for the aspect of conveying the message (fluency) (see table 2). these results satisfied the indicators of the success, which was 60%. this proved that the use of the picture series media was very effective to improve the aspect of conveying messages (fluency). the use of picture series media in the learning of narrative monologues in cycle 2 succeeded in improving the aspect of developing coherence. only 4 students got the score of 4 (16%) (see table 2). these results indicated a decrease compared to the results in cycle 1 in which there were 16 students who got the score of 4 (57.1%) (see table 1). this proved that the use of the picture series media was not effective to improve the aspect of developing ideas (coherence) because of the difficulty of interpreting the meanings of the pictures, so the students found it difficult to arrange them correctly. pertinent to the atmosphere of the narrative monologue learning process, the use of the picture series media proved to be effective in increasing the students' learning motivation which can be seen from their attitudes in the forms of fondness, enthusiasm, seriousness and positivity towards learning the narrative monologues. 4. conclusion and suggestions based on the analysis of research results in cycle 1 and cycle 2, it can be concluded that the use of the picture series media can improve the narrative monologue skills of the students in class xi ips 2 even semester year 2016/2017 sma 7 malang in the aspect of coveying messages (fluency ) but not on the aspect of developing coherence. further, from the atmosphere aspect of the narrative monologue learning process, the use of the picture series media has proven to be successful in increasing the students’ motivation in learning. thus, suggestions are addressed to english teachers and students. it is expected that english teachers use the picture series media in teaching narrative monologues because this media has a distinctive advantage, namely providing broad opportunities for the students to develop ideas, interpretations, creations, and imagination in presenting the narrative monologues. students are expected to be able to use the picture series media to improve the skills of narrative monologues because this media guide and facilitate them in developing ideas in a coherent manner. besides this media can increase the students’ motivation when presenting the narrative monologues because this media contains interesting pictures or illustrations. 5. references abimanyu, dkk. (2008) dalam trian (http://rimatrian.blogspot.com/2013/11/strategi-dan-model-modelpembelajaran.html) http://elfornine-muhi.blogspot.com/p/monologue-text.html http://repository.unpas.ac.id kamus besar bahasa indonesia (kbbi) (https://kbbi.web.id) kunandar (2008) dalam amin (2016) purwatiningsih. 2015. improving speaking ability through story telling technique by using picture series. (online). (http://download.portalgaruda.org/article.php?article=421324&val=8982&title=improving%20 speaking%20ability%20through%20story%20telling%20technique%20by%20using%20pictur e%20series).retrieved 2 january 2018. weir (1990:77) windihastuti, r. 2013. improving students’ speaking skill by using picture series. (online). (https://eprints.uns.ac.id/13566/). retrieved 2 january 2018. http://rimatrian.blogspot.com/2013/11/strategi-dan-model-model-pembelajaran.html http://rimatrian.blogspot.com/2013/11/strategi-dan-model-model-pembelajaran.html http://elfornine-muhi.blogspot.com/p/monologue-text.html http://repository.unpas.ac.id/ https://kbbi.web.id/ https://eprints.uns.ac.id/13566/ misianto/ enjourme vol. 3 no. 1 (2018) 29 34 34 yunus (1981) dalam rahayu (2016) enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 4 no 2 (2019) page 70 81 enjourme (english journal of merdeka) : culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index online issn 2502-5740/© 2019 enjourme. all rights reserved. the procedures used by the translator in translating cultural terms in “to all the boys i’ve loved before” novel by jenny han to its indonesian translation cattleya wahyu pravitha d-iii english program, faculty of social and politics science, universitas merdeka malang, jl. raya dieng 62-64, 65149, malang, indonesia corresponding author: pravitha.cattleya@unmer.ac.id a r t i c l e i n f o a b s t r a c t article history: reviewed 09 december 2019 received in revised from 09 december 2019 accepted 15 december 2019 available online 31 december 2019 this study aims at analyzing the translation procedures used by the translator in translating cultural terms in a novel entitled “to all the boys i’ve loved before” by jenny han. the sources of the data are the english version of the novel and its indonesian translation. the cultural terms are analyzed using the translation procedures of newmark. the method used in this study is descriptive qualitative. the cultural terms are listed and categorized, thus are analyzed .this study found out that the procedures most used by the translator in translating the cultural terms are transference. © 2019 enjourme. all rights reserved. keywords: cultural terms, translation, translator doi: 10.26905/enjourme.v4i2.3836 how to cite this article: pravitha, c. (2019). the procedures used by the translator in translating cultural terms in the novel entitled “to all the boys i’ve loved before” by jenny han to its indonesian translation. enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2). doi:10.26905/enjourme.v4i2.3836 1. introduction communication is the one that makes the world stay connected. communication happens when two or more people have the same ability to understand each other, therefore civilization and cultures exist because there is a communication. communication is mainly mailto:pravitha.cattleya@unmer.ac.id pravitha, c. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 70 – 81 71 divided into two types: oral and written, and both communication types are using a medium called language. every person in a country, province, village, even tribe in the world speak their language and it could be the same or different language. thus, there are so many languages can be found in the world. based on sawe (2019), there are ten most used language in the world and english is considered as number one spoken language. english has dominated almost all aspect internationally and has been used mostly, therefore this study uses an english novel and its indonesian translation as the corpus study. in the effort of connecting two people speak different languages, translation is absolutely needed. many people from many countries who speak and understand different languages can be connected through translation. moreover, translation can be seen as a process and a product. from the process, translation is the result of procedures applied by the translators. by applying the suitable procedures, the translator can produce a good product. a good product means that the translation they produce can be easily understand by the target language readers. hatim & munday (2004) stated that good or bad the translation can be seen from the purpose of the translation itself and who the target readers are. producing a good product is not an easy job. while translating, the translators often encounter some problems. one of the problems is when they have to translate cultural terms from two different languages. different languages could means different cultures. for every translator, translating cultural terms could be intriguing because some terms exist in certain language does not mean they also exist in another language. translating into other words which has different meaning could produce different message. this is why translator needs translation procedures to overcome this difficulty. in a textbook of translation, newmark (1988) states several procedures which can be applied for translating cultural terms: 1) transference which is used when the translator decides to use the original terms from the source language without changing anything; 2) naturalisation which is applied when the words are adapted into target language by changing it into the natural morphology (word forms) of target language; 3) cultural equivalent which is applied when the cultural terms from source language happen to have its target language terms; 4) functional equivalent which is applied when the translator uses cutural-neutral terms; 5) descriptive equivalent which is applied by adding some description to the translation; 6) notes, additions, glosses are the procedure when the translator uses this stategy by adding additional information in the translation. this additional information can be found: within the text, for example, in brackets or parentheses; at the end of the page, or what is called as footnotes; at the end of the chapter; or glossary at the end of the book. there is many ways in analysing a novel, such as: lestari (2016) analysed “larung” novel written by ayu utami to know the critic language through the expression used in the novel; puspita (2018) studied the american myth of anti-slavery that reflected in “the life and time of frederick douglass”; and lailiyah & yustisia (2019) described the use of euphemism and dysphemism expression in andre hirata’s novel “rainbow troops”. in addition, some previous studies discussing the used of translation procedures. satariyan & shaheri (2017) analyzed the more common cultural terms strategies in translation of the novel titled “for one more day” based on aixela’s model. the findings of the study showed that the translator used conservation and substitution strategies for translating the cultural terms. meanwhile, hapsari & setyaningsih (2013) analyzed the cultural words in the original version of twilight novel by stephanie meyer and identifying most frequently applied translation procedures in its indonesian translation. they also use newmark’s theory in analyzing the cultural words. from the findings and the discussion, it can be concluded that 4 (four) basic categories of cultural words appeared in the novel: ecology, material, social, pravitha, c. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 70 – 81 and organization. the translation procedures applied by the translator were transference, transposition, naturalization, cultural equivalent, componential, throughtranslation, literal, notes, addition, and glossaries, couplet, paraphrase, descriptive equivalence, and synonymy. transference and transposition procedures were the most commonly procedures used in translating cultural words in the indonesian translation. then, ulinuha and purnawati (2019) described the intercultural communication presented by the characters of memoirs of a geisha using sociolinguistics approach. the data were the 448 pages english novel and 145 minutes english movie. the intercultural communication was classified into language change and language etiquette. the results were 45 language change found in the form of both external and internal changes and 31 linguistic etiquettes found in the for of honorifics such as address terms, professional address terms, inferiority, and in-group honorific. differently, this study discusses the translation procedures used by the translator in translating cultural terms in the novel by jenny han, to all the boys i’ve loved and its indonesian translation. the original novel was released in 2014 and spent 40 weeks on the new york times best seller list in the young adult fiction section. it has been published in 30 languages and in 2018, a movie adaptation has been released by netflix with the same title. to identify the translation procedures used in this study, the writer uses newmark’s theory. thus, this is a preleminary study, so the data is limited to earlier part of the novel. the corpus data is cultural terms found from page 1 – 60 from the original version and 1-110 from the indonesian translation. 2. method there are few steps the writer took to obtain the data. first, the writer extracted the cultural terms from the original text, then she looked up for the equivalences in the indonesian translation. second, the writer categorized the cultural terms into 2 (two): material culture and social culture. third, the writer identified the newmark’s translation procedures used by the translator in translating these terms. fourth, based on the translation procedures that have been identified, the writer analyzed the ideology of translation based on the most used procedures. 3. results and discussion material culture a) food as described in table 1, the translator applied the procedure of transference when translating the word “popcorn”. based on english-indonesian dictionary by echols & shadily, popcorn means “jagung brondong/kembang/meletus”. the translator used the word popcorn assuming that the word popcorn has been broadly known and used mostly by indonesian people for they usually said they want to buy popcorn instead of they want to buy jagung brondong. this procedure is usually applied when the translator wants to carry the original value of original terms. pravitha, c. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 70 – 81 73 table 1. popcorn sl tl josh popped a big bowl of popcorn, and i devote myself to it, handfuls and handfuls of it. (page 4) josh membuatkan semangkuk besar popcorn, dan aku melahapnya penuh penghayatan, segenggam demi segenggam. (page 7) the translator also applied the procedure of transference when translating the cultural terms: cheerios and snickerdoodles.when translating these terms, the translator gave a brief explanation of the terms by adding footnotes. in the footnote of snickerdoodle, she explained about what snickerdoodle looks like and what it made of, while in the footnote of cheerios, she explained that cheerios is a famous cereal brand in united states. the footnotes can be seen in table 2 and table 3. hence, the picture of cheerios and snickerdoodle presented in figure 1 and 2. table 2. cheerios sl tl i can eat my cereal and not wonder if he likes bananas over his cheerios too; (page 4) aku bisa makan sereal dan tidak lagi bertanya-tanya apakah dia juga menambahkan pisang ke dalam cheerios-nya* . (page 5) *cheerios = salah satu merek sereal di amerika serikat yang diproduksi oleh perusahaan general mills table 3. snickerdoodles sl tl my plan is to put the snickerdoodles on a plate right next to her pillow so she wakes up to the smell of fresh-baked cookies. (page 5) kue snickerdoodle* ini kubuat agar kitty tidak marah lagi padaku. *snickerdoodle = nama kue kering yang dibuat dari adonan tepung, gula, dan mentega, yang kemudian dilapisi tepung gula kayu manis. (page 9) pravitha, c. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 70 – 81 figure 1. cheerios (source: https://www.tesco.com/groceries/en-gb/products/250106683) figure 2. snickerdoodles (source: https://www.bettycrocker.com/recipes/snickerdoodles/7ffc92a9-d847-4869-9ecb-99de3b751b14) when translating pistachio and macaron, as can be seen in table 4, the translator used the procedure of transference and descriptive equivalent. she applied the descriptive equivalent by translating them into kacang pistachio dan kue macaron. however when translating raspberry, she translated it into rasa rasberi. the translator used the procedure of naturalization and descriptive equivalent. based on newmark’s, the application of two procedures or more is called kuplet. figure 3 and 4 depict the picture of pistachio and macaron. table 4. pistachio, macaron, raspberry sl tl between coughs i say, “margot, let’s meet in paris for my spring break!” i’m already picturing myself twirling with a pistachio macaron in one hand and a raspberry one in the other. (page 4) sambil terbatuk-batuk aku berkata, “margot, ayo kita bertemu di paris saat aku libur musim semi!” aku sudah mulai membayangkan diriku berputar-putar dengan kue macaron* rasa kacang pistachio di satu tangan dan rasa rasberi di tangan lain. (page 7) https://www.tesco.com/groceries/en-gb/products/250106683 https://www.bettycrocker.com/recipes/snickerdoodles/7ffc92a9-d847-4869-9ecb-99de3b751b14 pravitha, c. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 70 – 81 75 figure 3. pistachio (source: https://www.medicalnewstoday.com/articles/322899.php ) figure 4. macaron (source: https://www.ma-ka-rohn.com/products/classic-box-surprise-me-pack) b) place uva is an abbreviation of university of virginia. however, the translator did not translate the original term into indonesian and decided to use the original term and gave a footnote explaining about it. she wrote uva – university of virginia in the footnote. by applying transference and adding a foot note at the end of the page, she used the procedure of kuplet in translating the term of place. table 5 shows the translation of uva in the novel and the foot note. table 5. uva sl tl “lara jean, i’m going to scotland, not uva.” (page 5) “lara jean, aku akan pergi ke skotlandia, bukan uva*.” *uva – university of virginia. (page 10) c) clothes go-go boots are women’s fashion boots in low-heeled style. however, the translator might translate it into a more common term such as boots, but she decided not to. she used the original term in the translation. therefore, in translating this term, she applied the procedure of transference. table 6 presents the original and the translation line taken from the novel. https://www.medicalnewstoday.com/articles/322899.php https://www.ma-ka-rohn.com/products/classic-box-surprise-me-pack pravitha, c. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 70 – 81 table 6. go-go boots sl tl gogo is my nickname for margot. as in gogo boots. (page 7) gogo adalah nama panggilanku untuk margot. seperti go-go boots. (page 14) figure 5. go go boots (source: https://www.google.com/url?sa=i&url=https%3a%2f%2fwww.911costumes.com%2fproduct%2ffuntasma ladies-white-go-go-boots-gogo300%2f&psig=aovvaw08mfsbhszvrw9ppjkmeowa&ust=1573100924770000&source=images&cd=vf e&ved=2ahukewjk9ubf39tlahudwyskhaoicjsqr4kdeguiarctag) d) color translating uncommon colors to indonesian people could be tricky. based on 24 shades of yellow chart from https://cargocollective.com/graf1x/shades-of-yellow-colorpalette-chart, marigold is not one of them (in figure 6). therefore, this color represents the color of marigold flower (see figure 7). in translating this cultural term, the translator describe more by adding the words warna kuning marigold, so the readers understand that the marigold color is a shade of marigold flower. a different procedure is applied when translating salmon pink. the translator used the procedure of descriptive equivalent. she described the pink color comes from salmon and translated it into warna merah muda seperti daging ikan salmon. table 7 describes the use of marigold & salmon pink in the novel and the translation version. table 7. marigold & salmon pink sl tl maybe one marigold wall, one salmon pink. (page 54) mungkin satu dinding dicat warna kuning marigold, satu lagi warna merah muda seperti daging ikan salmon. (page 105) pravitha, c. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 70 – 81 77 figure 6. shades of yellow (source: https://graf1x.com/shades-of-yellow-color-palette-chart/ ) figure 7. marigold flower (source: https://www.indiamart.com/proddetail/yellow-french-marigold-flower-kolkata-ka-genda13498091788.html) social culture a) personal reference table 8 and 9 show for personal reference such as daddy and mommy. in these terms the translator used the technique of transference. instead of translating them to indonesian cultural terms, such as ayah and ibu, or terms that are used generally by indonesian people such as papa and mama, she prefer to use the sl terms. this is also the writer’s effort to maintain the sl culture in the translation. table 8. daddy sl tl humming to herself, she says, “when daddy asks me what i want for christmas, i am just going to say, ‘pick any one of these breeds and we’ll be good.’ (page 4) kitty bergumam pada dirinya sendiri, “kalau daddy menanyakan apa yang kuinginkan untuk natal, aku akan menjawab, “pilih saja salah satu dari jenis anjing ini dan kita punya hadiah natal.” (page 7) https://graf1x.com/shades-of-yellow-color-palette-chart/ https://www.indiamart.com/proddetail/yellow-french-marigold-flower-kolkata-ka-genda-13498091788.html https://www.indiamart.com/proddetail/yellow-french-marigold-flower-kolkata-ka-genda-13498091788.html pravitha, c. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 70 – 81 table 9. mommy sl tl suddenly she says, “do you know what mommy told me once?” (page 5) tiba-tiba margot berkata, “apa kau tahu apa yang pernah mommy katakan padaku? (page 10) b) informal terms some informal terms are usually found in literary text. these terms are reflection of the culture of the source text. based on cambridge online dictionary, jazz up something means to make something more exciting. the translator translated it into menambah rasa and the procedure can be categorized as functional equivalent (see table 11). this procedure is also applied in the translation of just a teeny-tiny bit as in table 10, on a bad note, nuh-uh, gawd, and beotch. table 10. just a teeny-tiny bit sl tl just a teeny-tiny bit. (page 7) sedikit saja, kok. (page 15) table 11. jazz it up sl tl he does that thing where he puts black-bean salsa in it to jazz it up, and it sounds gross but it’s actually good and you don’t notice the beans. (page 30) daddy memasukkan kacang hitam untuk menambah rasa. (page 60) based on cambridge online dictionary, nuh-uh is an informal term to represent the sound the people make when they disagree with someone. this term is translated into oh, tidak bisa as in table 12, while gawd and beotch are slang terms for god and bitch (see table 13 and 14). the translator translated them into astaga and menyebalkan sekali which are their functional equivalents. table 12. nuh uh sl tl nuh uh (page 20) oh, tidak bisa. (page 39) pravitha, c. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 70 – 81 79 table 13. gawd! sl tl gawd! (page 12) astaga (page 24) table 14. beotch! sl tl beotch! (page 12) menyebalkan sekali. (page 24) 4. conclusion and suggestions based on the data extracted from the novel and its translation, the cultural terms are categorized into two main groups: material culture (food, place, clothes, and color) and social culture (personal references and informal terms). each cultural term is analyzed using newmark categorization of translation procedures. table 15 shows the cultural terms and its translation procedures. pravitha, c. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 70 – 81 table 15. cultural terms & its translation procedures no cultural terms transference decriptive equiv. cultural equiv. functional equiv. notes, additions, glosses naturalization 1 popcorn  2 cherrios   3 snickerdoodles   4 pistachio   5 macaron   6 raspberry   7 uva   8 go go boots  9 marigold   10 salmon pink   11 daddy  12 mommy  13 just a teeny tiny bit  14 jazz it up  15 nuh-uh  16 gawd!  17 beotch!  total 10 5 1 5 3 1 from table 15, it can be seen that there are 6 (six) procedures applied by the translator: transference, descriptive equivalent, cultural equivalent, functional equivalent, notes, additions, glosses, and naturalization. based on the result of this preliminary study, the most used procedure is transference. transference is used when the translator decides to use the sl word in the translation. therefore, by using this procedure, it can be concluded that the translator wanted to maintain the value of the original terms. she wants the readers of the tl text experience the sl culture. since this is a preliminary study, the writer expects the further researchers will broaden up the analysis on the data. they can analyze using the translation methods and techniques of other translation experts. this would hopefully enriches the findings of the study. 6. references cambridge academic content dictionary. retrieved 3rd may, 2019 from https://dictionary.cambridge.org/dictionary/english/jazz-up-something https://dictionary.cambridge.org/dictionary/english/nuh-uh https://dictionary.cambridge.org/dictionary/english/jazz-up-something https://dictionary.cambridge.org/dictionary/english/nuh-uh pravitha, c. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 70 – 81 81 echols john m., shadily h. (1975). an english-indonesian dictionary. new york: cornell university press hapsari, n. d., & setyaningsih, r. w. (2013). cultural words and the translation in twilight. anglicist, 2(2), 75–81. hatim b. & munday j. (2004). translation: an advanced resource book. london: psychology press han, j. (2014). to all the boys i’ve loved before. united states: simon & schuster han, j. (2015). to all the boys i’ve loved before. terjemahan oleh airien kusumawardani. ponorogo: penerbit spring lailiyah, m., & yustisia, k. (2019). euphemism and dysphemism expression in “the rainbow troops” novel by andrea hirata. enjourme (english journal of merdeka) : culture, language, and teaching of english, 3(2), 67-74. doi:10.26905/enjourme.v3i2.3045 lestari, e. (2016). bahasa kritik tokoh terhadap kekuasaan dalam novel larung karya ayu utami (the critic language of character towards a power in larung novel by ayu utami). sawerigading, 21(3), 529540. newmark, p. (1988). a textbook of translation. new york: prentice hall. puspita, i. d. (2018, november). the myth of black people individual freedom in the frederick douglass autobiography “the life and time of frederick douglass”. in jurnal forum ilmu sosial dan humaniora (vol. 1, no. 02, pp. 54-64). shaheri langeroudi, s. m., & satariyan, a. (2017). translation of cultural terms: a case study of a novel titled ‘for one more day’. journal of language and translation, 7(2), 53-62. sawe, benjamin elisha. (2019). what is the most spoken language in the world? retrieved 3rd may, 2019 from https://www.worldatlas.com/articles/most-popularlanguages-in-the-world.html ulinuha, a., & parnawati, t. (2019). language change and linguistic etiquette portrayed in the characters of the novel and movie “memoirs of a geisha”. enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(1), 1 10. doi:10.26905/enjourme.v4i1.3111 https://www.worldatlas.com/articles/most-popular-languages-in-the-world.html https://www.worldatlas.com/articles/most-popular-languages-in-the-world.html microsoft word 3720-11831-1-ed.docx enjourme (english journal of merdeka) : culture, language, and teaching of english vol. no (year) 88 – 93 enjourme (english journal of merdeka) : culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index online issn 2502-5740/© 2018 enjourme. all rights reserved. students’ perception on efl speaking for english teacher agus rofi’i, eka nurhidayat department of english education study program, universitas majalengka, jl. k h abdul halim, 454418, majalengka, indonesia corresponding author: agusrafii@unma.ac.id a r t i c l e i n f o a b s t r a c t article history: reviewed 12 november 2019 received 12 december 2019 accepted 12 december 2019 available online 31 december 2019 this study aims to increase presentation skills in english and one of the communication tools to convey ideas and feelings to others. through language, people can be interconnected, learn from each other, and improve their intellectual abilities. one of the abilities demanded by alumni of english education study programs is the ability to communicate in english presentations. based on the experience of researchers while teaching, there are still students who are unable to present in english presentation. the research activity is done by teaching process in the classroom and it is happened on second-semester students of the english education study program. the program is done by teaching and practicing them the speech, making presentation, speech delivery and being the moderator. this english presentation method is applied to students majoring in english and this research uses a descriptive qualitative method to describe in speaking by using english presentation. © 2019 enjourme. all rights reserved. keywords: english presentation, speaking, efl doi: 10.26905/enjourme.v4i2.3720 how to cite this article: rofi'i, a., & nurhidayat, e. (2019). students’ perception on efl speaking for english teacher. enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2), 88 93. doi:https://doi.org/10.26905/enjourm e.v4i2.3720 1. introduction english has a significant role in the world because english is an international language. by knowing and learning english, we can read scientific and technological books written in english so that we can get some information, knowledge, and events about world developments. media of teaching has a very important role in effectively helping teachers to deliver materials to students. it is not the main tool that every teacher has to use when they teach, but it could be very useful to support the teaching-learning process between teachers and students. one of the significant elements that affect international communication rofi'i, a., & nurhidayat, e. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 88 – 93 89 activities and students utilize different parts of english language skills for their proficiency and communication (grabe, 2002). the technological device in language teaching is not now, as what dudeney and hockly said: “technology in language teaching is not now. indeed technology has been around in language teaching for decades one might argue for centuries”(dudeney & hockly, 2008). speaking is one way to convey information and also as a tool to convey messages from one person to another as a form of interaction between them. the success of communication can see from the understanding between the messenger and the recipient of the message. however, not everyone can communicate verbally in front of many people, especially by using english. speaking is one of the skills that need to study in order to have good communication with others. speaking is considered a necessary skill because it is important in facilitating and masters the english language. in many contexts, speaking is often a skill upon which a person is valued based on its nominal value, which means that people may often judge our language competence from our speaking skills rather than other language skills. in speaking classes, learners hope to be able to express their ideas and convey them to others (mcdounough & shaw, 2012). for this reason, practice using language, especially english, is essential to improve his ability to speak. the success of verbal communication can see from the understanding between the listener and the speaker. characteristics of successful speaking are as follows: (a) learners talk more. as much as possible, e-learning time is used by learners to talk, (b) participation of learners, all get the same opportunity, and contribute fairly according to the portion of time, (c) have high motivation. learners always want to talk; it is because the topic is interesting, and there is something new to say, and (d) the level of acceptable language. learners will express themselves in talking about things that are relevant to their age; it will be easy to understand the level of language accurately, the role in facilitating language learning guiding the procedures and classroom activities, and set the class as the setting for communication and communicative activities (richards, 2014). some language experts have tried to categorize the function of speech in human interaction. the function of speaking is classified into three, namely talking as interaction, talking as a transaction, and talking as performance. the following is an explanation of the function of speech: (a) speak as an interaction; (b) speak as transaction, type of talk or talk refers to situations where the focus is on what is said or done. the message is an important focus here and makes oneself understood clearly and accurately, not participants and how they interact socially with each other; (c) speaking as a performance, this refers to the public or speaking, speaking in public that is, talking that sends information before the audience such as morning talks, public announcements, and speeches (brown, 2000). in indonesia, english is used as a foreign language because it is not a daily medium. instead, it is used for international business and communication purposes. this failure stems from many factors as follows: (a) lack of qualified teachers; (b) lack of motivation in learning; (c) lack of standard textbooks; (d) lack of teaching material; (e) lack of standard curriculum. there are three factors of learner's anxiety in speaking english; linguistic factors related to grammar errors, psychological factors related to learner's fear of making mistakes, and unknown factors relating to the environment and unpredictable factors. speaking is an output skill that is integrated into other skills such as listening and reading. it becomes one of the most important skills that is used by people in daily activities, speaking dominantly becomes the most used skill of english in daily life. as thornbury stated: speaking is so much a part of daily life that we take it for granted (thornbury, 2005). therefore teachers must be able to treat learners as the following basic points to overcome the problem: (1) background knowledge and skills; especially in teaching, instructors must know the background knowledge and skills of their students to make it easier for lecturers and students to interact especially with the topics to discuss, (2) increasing self-confidence and motivation; learning english is not only studying written but also oral, and (3) national language solidarity, this is related to language that is not commonly used by certain environments and students must also know several strategies to engage the audience (question, examination, and assignment), respond to audience input and use non-verbal communication such as gaze, facial expressions, and movements (cheung, 2008). rofi'i, a., & nurhidayat, e. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 88 – 93 90 a presentation that an activity of speaking in front of a large audience (brooks, 2014). however, at this time, presentations were also made in the learning process, both those made by teachers and students. the purpose of presentations in the learning process varies, for example, to provide information, to convince participants, deliver messages, and even to conduct assessments. presentation structure english ninety-nine percent or more of the preparations normally devoted to content, an hour of making and completing presentation materials, and whatever time is left if there is time left for training (masoud hashemi, 2011). however, how to practice literally can make or break presentations because they do not practice properly, or they never practice at all. effective presentations are well organized; this eases the listener to follow; there are three parts of a typical presentation: beginning, middle, and end, or an introduction, body, and conclusion. during the first decade of the current millennium, there has to be an increasing number of discussions regarding how individuals communicate with each other in multicultural environments and the need to understand different cultures (sukitkanaporn, 2014). from some of the theories of opinion, it can assume that presentations or other activities carried out in groups will greatly assist students in improving their ability to speak english without fear of mistakes made. pedagogically, student presentations represent canale and swain's theory about communicative competence (richards, 2014). based on the background of the problem, problem identification, and problem limitation that has risen, the formulation of the problems examined in this study is: (1) can english presentation improves the ability to speak english? (2) how to improve english speaking skills through english presentation? based on the problem to investigate, the objectives of this study are to (1) determine the use of english presentation in improving the students' abilities, (2) knowing the application of the english presentation method in speaking learning. 2. method the purpose of this study is to determine the ability to speak english through english presentations can improve students' understanding of speaking skills, and find out students' opinions regarding the application of the english presentation method in speaking courses. to achieve these objectives, the research method used in this study is descriptive qualitative. the research was carried out in the english language education program. the research site was chosen at universitas majalengka, it is expected that the results of this study could make a real contribution to better learning activities. in this study, the subject of the research was the second-semester students in the english education study program. the instruments used in this study were observation, interview, and open questionnaire. in this case, open questions enable participants to write a free account in their own terms, to explain and qualify their responses and avoid the limitations of pre-set categories of response (cohen, et.al 2002). the researcher analysed the data with the theoretical framework based on the theoretical studies chosen. the data in this study involves generating natural units of meaning, classifying, categorizing, and ordering the units of meaning, structuring narratives to describe the content, and interpreting the data (cohen et.al, 2002). therefore, after collecting the data, the researcher focused on the data by referring to the formulation of the research problem and displayed those data to help her understood the findings then explained them. 3. results and discussion the findings presented the data obtained from the interview, questionnaire, and classroom observation. it described english language education students’ perceptions towards students’ presentation in helping them to enhance their speaking skills which were rofi'i, a., & nurhidayat, e. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 88 – 93 91 gained from the open questionnaire. the findings gained from classroom observation presented the classroom practices of students’ presentation in learning english at universitas majalengka. 3.1 students’ perception to increase their speaking english students’ presentation is good for students in increasing students’ skill. they stated that students’ presentation is encouraged them to speak in front of the audience, although they do mistakes related to their speaking english such as using ungrammatical sentences or mispronounce, they will get feedback and correction from their friends. a student has an opportunity to build their knowledge and skill and they have been given a chance to perform in front of the class and get the experiences they need for their effective development. they should able to transfer their knowledge through delivering the material and discussing it with their friends as a team or as the audience. good teamwork in the students’ presentation is motivating them and reduces their stress. it also helps them to acquire the target language through the use of interactive group activities. it has a negative perception towards students’ presentation in helping them to enhance their speaking skills because some presenters just read and they did not present the material. thus, the audience does not understand clearly about the material. sometimes, some presenter also does not construct a natural communication with the audience, so that the audience cannot achieve the intents of the presenters. moreover, there was no positive interaction between the presenter and the audience. the audience just kept silent in the discussion section, only if there was a lecturer who controlled the students, which would be active to ask some questions. the feedback from the lecturers is very important to support the students for learning speaking english, to developing students’ speaking through the presentation. the presence of the lecturer was needed in helping the students when the students found some difficulties to speak or presenting the material. the lecturer also could be a consoler or effective communicator who linked the speaker's intention and the hearer's interpretation through using paraphrase, confirmation, and feedback (richard & rodger, 2014). it means the lecturer should guide and control the students in the implementation of students’ presentations in enhancing students’ speaking skills. this activity refers to activities to motivate or activities to generate background knowledge of students about the topic being studied. this activity aims to make students ready to follow the topics to be studied, and besides, this activity can also be in the form of activities to link new topics to previous learning knowledge. the instructor/lecturer will use compelling learning media in order to help students generate the fundamental knowledge they have and their relation to the material to be studied. in this core activity, the lecturer presents a new topic to be studied. this activity is called the presentation activity. the presentation is done by using the media, along with examples that fit the context. based on the knowledge given enlightenment lecturer at the stage of presentation, the next activity is the activity or stage practice or exercises. the training given is in the form of training to produce language production according to the topic being studied. production training is realized through role-play activities, describing pictures, telling or retelling, question and answer, interviews, speeches, games, and other speaking activities. this activity focuses on follow-up activities for the provision of additional duty in the form of a favorable comment from friends and teachers to exercise the use of language in speech and others. rofi'i, a., & nurhidayat, e. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 88 – 93 92 3.2 how to improve english speaking through english presentation students’ presentation has given a contribution to make the activities involving students in the classroom through conducting students’ presentation, the lecturer has built positive relationship among students. students are required to develop their critical thinking and they empower their skills to achieve the goal of activities. a student represents a language means on interpersonal interaction. in classroom practices of students’ presentation in learning english, english department students are obliged to interact using spoken language. in presenting the material, students prepared some media such as slides of powerpoint and media in helping them delivering the material. they should interact with the audience and develop their interaction during the discussion section. another advantage of students’ presentation in the classroom practice is helping the students in developing their positive interdependence and individual accountability. the students are supposed to plan, monitor, and evaluate their own learning. they have roles such as recorders and information sharers. all of the students in the classroom are encouraged in the classroom activity and their participation in the classroom determines their achievement in their second language. i often encounter difficulties that are confused when it would deliver the materials. our students are required to be creative in teaching. however, humans have a limit of creativity, sometimes also bored with the material or the way it is delivered. students are also hard to divide their time. however, what i find most often is the difficulty in creating a conducive learning atmosphere. for presentations, they usually give out material directly on the presentation, and for example, there are materials about promoting and bargaining products, students will first explain how they run out, they directly present the material by promoting an item, which can also make a conversion of the material earlier. the researcher concludes the research with responses to the research questions, the implementation of teaching speaking through presentations in teaching speaking through presentations. 4. conclusion and suggestions the researcher concludes the research with responses to the research questions, the implementation of teaching speaking through presentations in teaching speaking. the conclusions are: 1) the presentation is interested to be implemented to deliver speeches. students are more enthusiastic in learning to speak through presentations than other methods. 2) the use of presentations is more difficult than other methods of teaching speaking. it was shown by the instructor in the interview section that students are happier in teaching speaking through presentations. the researcher suggests for students’ perception about learning of speaking skills and also its the strategy. thus, the students can devise a good method to learning speaking skills. 5. references brooks, g., & wilson, j. (2014). using oral presentations to improve students’ english language skills. kwansei gakuin university humanities review, 19(1), 199-212. brown, h. d. (2000). principles of language learning and teaching (vol. 4). new york: longman. cheung, y. l. (2008). teaching effective presentation skills to esl/efl students. the internet tesl journal, 14(6), 1-2. rofi'i, a., & nurhidayat, e. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2) 88 – 93 93 cohen, l., manion, l., & morrison, k. (2002). research methods in education. routledge. dudeney, g., & hockly, n. (2008). principles of language learning and teaching. grabe, w., & stoller, f. l. (2002). teaching and researching. reading: allyn & bacon. mcdonough, j., & shaw, c. (2012). materials and methods in elt. john wiley & sons. hashemi, m., & hokmabadi, m. (2011). effective english presentation and communication in an international conference. procedia-social and behavioral sciences, 30, 21042111. richards, j. c., & rodgers, t. s. (2014). approaches and methods in language teaching. cambridge university press. sukitkanaporn, t., & phoocharoensil, s. (2014). english presentation skills of thai graduate students. english language teaching, 7(3), 91-102. thornbury, s. (2005). communicative competence: theory and classroom practice. reading, ma: addison-wesley. enjourme (english journal of merdeka) : culture, language, and teaching of english jo urna l ho mep age: http: //ju rna l.u nme r.ac .id /in dex. php /en jou rme/ ind ex applying round-robin brainstorming on introduction to linguistics class elf rida br s ilalahi d3 english program, faculty of social and politics sciences, universitas merdeka malang, jl. terusan raya dieng no. 62-64, 65146, malang, indonesia. corresponding author: elfrida.silalahi@unmer.ac.id article info article history: received 11 march 2020 revised 11 december 2020 accepted 11 december 2020 available online 17 december 2020 keywords: round-robin brainstorming, teaching technique, linguistics, classroom action research doi: 10.26905/enjourme.v5i2.4048 how to cite this article: silalahi, e. (2020). applying round-robin brainstorming on introduction to linguistics class. enjourme (english journal of merdeka): culture, language, and teaching of english, 5(2), 149-157. doi:10.26905/ enjourme.v5i2.4048 abstract after knowing the problem faced by the students that they are not familiar with linguistic course whereas it is one of the materials that students must take on college. the purpose of this study to give students solution to learning linguistics. the study concerns with the introduction to linguistic course by applying roundrobin brainstorming technique in class. for this study was conducted classroom action research class as research methodology which was carried out in two cycles in four meetings. here students on d3 english program in 4th semester universitas merdeka malang in which consisted of 26 students as a subject. the data quantitative was collected by giving essay test. by using round-robin brainstorming technique students’ scores kept improved in every test. the finding is the mean of the round–robin brainstorming technique on second cycle (80. 55) was higher than the first cycle (74.95) and orientation test (69.65). this research proved that applying the round–robin brainstorming technique was significantly enhanced on students’ comprehension in linguistic course. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no, 2, desember 2020, page 149–157 1. introduction an introduction to linguistics is one of material that teach in student’s class especially in english as a foreign language. linguistics have a scientific theory. linguistics its self-learning human language in society of traditional topics of structural linguistics such as (theories of sound, form, meaning, and language change), and then for addition provides full coverage of contextual linguistics, that are including discourse, dialect variation, language and culture, and the politics of language (davies, 2007). this course is one of second language (sl) teaching for students. however, in good effective of teaching, presenting a technique of teaching intro to linguistics course that relevant to students comprehension in necessary (correa, 2014). © 2020 enjourme. all rights reserved. applying round-robin brainstorming on introduction to linguistics class elfrida br silalahi, for this situation, learning linguistics is a piece of different information to students, because linguistic have new material for learning and have new terminology such as syntax, morphology, sociolinguistics, semantic, phonology, and phonetic. students were not familiar with linguistic material itself. while linguistics is one of the materials that students must take on collages (merino, 2006). linguistic leaning is a scientific study of language that relations between language mind and society (thamrin & pasundan, 2019). students need a solution to learning the linguistic to mastering course. studies mentioned the positive effect of the use teaching strategies in increasing students’ understanding. in teaching reading class, silalahi (2019) proposed using jigsaw strategy, while lailiyah, wediyantoro, and yustisia (2019) investigated the benefit of using pre-reading strategies. ÿþhowever, parlindungan, rifai, and sandy (2020) explained in their study that the theory of reading has to be capable to be changed over time. whereas, in writing class, shaumiwaty (2020) used learning journal strategy and the result is satisfied. to add more, musthofiyah and isnainiyahÿþ (2020) in their study proposed that stakeholders should consider learning strategies that might boost students’ enthusiasm to learn. differently, this study applied the strategy on introduction to linguistics classroom. based on author observations in universitas merdeka malang on 4th semester students, it is discovered that there are problems faced by the students in learning introduction to linguistics. moreover, the learning process sometimes monotonous and students consider that intro to linguistics material is difficult. the purpose of this study is to give solution in students’ difficulties on process of learning material. with respond a question of this study does the round-robin brainstorming enhancing students comprehension. on wishing the round-robin brainstorming technique gives solving the student’s problems in learning linguistic course, and expected to be familiar with linguistic. it can guide students to more creatively and to associate ideas braver and easily. the technique is the systematic procedure by which a complex or scientific task is accomplished (ritter & mostert, 2018). 2. method 2.1 research design in this study the author used classroom action research (car) as the research design. this study was aimed at improving the quality of english teachers’ performance in instruction as well as students’ ability in learning english in the classroom. doing classroom action research, the educator can improve the learning practices to be more effective, arikonto (201). the process learning in educator with a news chance to reflect on and assess their teaching process; explore and gives students test in material, ideas, and method; or to assess how effective the new approaches were. action research was taken place in the teachers’ classroom and involved cycles of activities centering on planning, action, observation, and reflection. | 150 | | 151| enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 149–157 2.2 population and sampling the populations of this study were students of d3 english program university of merdeka malang. for the sampling students at the 4th semester in the double degree program. there were 26 students. a researcher interested to research this school because the students’ still have low ability linguistics course 2.3 the instrument for collecting data the data was collected by using essay test (see appendix 1). where the process of collect the data on students’ scores in the quantitative. the students asked to write introduction to linguistics course by using round-robin brainstorming technique and present their ideas way. 2.4 data analysis procedure the procedure of data collection of this study was conducted by administrating two cycles; where in each cycle applied four steps: 1) planning, (2) action, (3) observation, (4) reflecting. then each cycle out in four meetings. so, there were eight meeting all together. 3 results and discussion 3.1 results this study applied a quantitative research method. the quantitative data were taken from students’ test scores which consisted of 26 students. quantitative data were is from the score of writing on introduction to linguistics course. the scores of writing tests administered three times; test i test ii and test iii (see table 1). the process teaching learning score of the students showed improvement in continuously in test and by using the roundrobin brainstorming technique. table 1. students’ scores in test i, and test ii using round-robin brainstorming no student’s initial names test i pre-test test ii post-test in cycle i 1. mn 50 55 2. am 53 58 3. ds 55 62 4. p 58 60 5. iw 60 67 6. as 64 69 7. ht 66 71 8. dc 66 71 9. nm 67 72 10. rg 68 78 11. ds 68 78 12. cp 72 80 13. hs 75 80 14. wa 76 81 15. ds 79 84 applying round-robin brainstorming on introduction to linguistics class elfrida br silalahi, | 152| the number of component students test: p = r t x 100% where: p = percentage of student getting score 75 r = number of student getting score 75 t = the total number of student taking the test the percentage of competent students in each writing test can be seen as follows: a. in test i (pre-test), p= r t x 100% p= 8 x 100% p= t x 100% p= 8 20 x 100% p = 40% b. in test ii (cycle i) p= r t x 100% p= 11 x 100% p= t x 100% p= 11 20 x 100% p = 55% c. in test iii (cycle ii) p= r t x 100% p= 16 x 100% 14. 15. ds 79 84 16. aj 79 84 17. cs 82 85 18. ma 82 85 19. rg 85 88 20. js 88 91 21. wj 56 67 22. ln 62 70 23. mn 60 72 24. bl 55 67 25. ss 50 70 26. y 50 72 total 1729 1917 enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 149–157 | 153 | p= t x 100% p= 16 20 x 100% p = 80% in this thesis, data were analyzed by using a quantitative research method. table 2. range of score improvement no range of score improvement student’s initial name total 1 1-5 mn,hs, js 3 2 6-15 bl,wj,wj,p,iw,nm,ln,as,ht 9 3 15-27 rg,ds,cp,hs,wa,ds,aj,cs,ma,rg,ss,am,wj,aj,wp 15 number of students 27 table 2 showed that between the lowest and the highest of students’ test scores there was a significant improvement. whereas, the student’s comparison of scores shown on table 3. table 3. the comparison of students’ scores types of score the test i (pre-test) test ii (post-test i) test iii (post-test ii) lowest score 50 57 65 highest score 88 93 97 from the data, the students’ scores kept improving. in test i (before treatment), the lowest score is 50 and the highest score is 88. in test ii (cycle i), the lowest score is 57 and the highest score is 93. in test iii (cycle ii), the lowest score is 65 and the highest score is 97. those scores showed a significant improvement in students’ ability intro to linguistics score. the improvement of students score test score in lingustic course using round-robin brainstorming tthrough this following formula: = ∑ where: : the mean of student’s score ∑ : total score n : the total number of student the mean of students’ score in every writing test were: a. in pre-test, the total score is 1393, therefore x= ∑ x n x= 1393 20 applying round-robin brainstorming on introduction to linguistics class elfrida br silalahi, x= x n x= 1393 20 x = 69.65 b. in post-test, the total score is 1499, therefore x= ∑ x n x= 1499 x= n x= 1499 20 x = 69.65 c. in post-test ii, the total score is 1611, therefore x= ∑ x n x= 1611 x= n x= 1611 20 x = 80.55 3.2 discussion brainstorming is one of the best ways to begin exploring the topic. ibrian (2011) states, the technique used to encourage students in groups or individuals to produce ideas with a list of possible solutions. crawford, saul, mathew, and makinster (2005) state that the technique brainstorming is to think about some ideas that can be done in individuals or groups. it is to think of many ideas, and to suspend judgment until students have produced different ideas, it is can help the student’s mind. the students who produce ideas may discover some valuable among the fewer important ones. by practiced brainstorming often may become more prolific and less rigid thinkers. this technique is one species of brainstorming. when technique round-robin brainstorming can be used in one meeting that could be organized and ensures all participants can share their idea. in a traditional way mostly familiar in freedom participate in structured creativity in share ideas. the creative lateral ideas to surface and stimulating each other, to find out the solutions. for the result, groups or individuals have less chance in gives ideas discussion is limited time to the more dominant individuals and their ideas. to counter this, the round-robin technique is a variant of brainstorming, allowed members to contribute to the discussion (surati, 2015). members are involved round-robin that each team has the opportunity to generate the ideas, without being influenced by other people. ideas come from groups that are used to generate more ideas, by the assertiveness or dominance of other team members in the group. this practically gives equal chance in present ideas (hashempour et al., 2015). the condition in doing roundrobin brainstorming the silence session here the point of the process. in silence session, nobody should be distracted by other people talking. they should be allowed the participants to think and focus when giving the ideas. there also has to be a clear problem to brainstorm about in advance. to set limits on how much time group to think. using for fiveminute sessions per round for instance. that way, it is clear for everyone involved that they did gathers (omidvari & abedianpour, 2018). | 154 | | 155| enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 149–157 the quantitative data were organized from the whole meetings. the first cycle was begun by giving a test (a test i) to discover the ability of students in intro to linguistics course using the roundrobin brainstorming technique applied. the result of test i, it got that students’ ability was still low in the linguistics course material. they were confused about developing their ideas and got some difficulties in the new vocabulary of the linguistic course. after conducting test ii in cycle i, students’ scores were better than an oriental test. after that, cycle ii was done, given more explanation of how mastery in intro to linguistics material on applying round-robin brainstorming technique. the result of test iii on cycle ii showed that students’ scores significantly improved. most students had already ability the standard score. the data indicated that the application of roundrobin brainstorming was effective to enhance students’ comprehension in intro to linguistics course. 4. conclusion and suggestions after analyzing the data, in this section author was found that the students’ scores increased from each cycle (i and ii) we can conclude that, there was an enhancement in the students’ comprehension of introduction to linguistics course by applying the round-robin brainstorming technique. within the score improvement of each test doing on continuously. its potentially enhancing the student’s comprehension in intro to linguistics course by applying technique. the success showed that applied the roundrobin brainstorming technique could enhance students’ achievement in linguistics course. concerning the result there some intention that english teacher/lecturer is better to apply the round-robin brainstorming technique in teaching students intro linguistics course on college because this technique helps in monitoring the students’ identification courses specifically and extends. for future reseach, the researcher should creative to using a new comrehension on process learning problems to found method or technique to give new information to other. references arikunto, p.(2010).penelitian tindakan kelas. bumiaksara. correa, m. 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(2019). pre-reading strategies on reading comprehension of efl students. enjourme (english journal of merdeka)/ : culture, language, and teaching of english, 4(2), 82–87. https://doi.org/10.26905/enjourme.v4i2.3954 merino, m. g. (2006). second language learning: applied linguistics to foreign language teaching. studies in second language acquisition, 28(1), 140–141 omidvari, a., & abedianpour, s. (2018). brainstorming strategy and writing performance: effects and attitudes. journal of language teaching and research, 9(5), 1084. https://doi.org/10.17507/jltr.0905.24 parlindungan, f., rifai, i., & sandy, f. (2020). understanding the reading process: insights from a second grade english language learner. enjourme (english journal of merdeka)/ : culture, language, and teaching of english, 5(1), 1–15. https://doi.org/10.26905/enjourme.v5i1.4036 ritter, s. m., & mostert, n. m. (2018). how to facilitate a brainstorming session: the effect of idea generation techniques and of group brainstorm after individual brainstorm. creative industries journal, 11(3), 263–277. https://doi.org/10.1080/17510694.2018.1523662 shaumiwaty, s. (2020). learning journal strategy to enhance students’ writing ability. enjourme (english journal of merdeka)/ : culture, language, and teaching of english, 5(1), 65–74. https:// doi.org/10.26905/enjourme.v5i1.4238 silalahi, e. b. (2019). jigsaw method in reading comprehension. enjourme (english journal of merdeka)/ : culture, language, and teaching of english, 4(1), 11–17. https://doi.org/10.26905/enjourme.v4i1.3184 surati, s. (2015). using round robin brainstorming to improve students’ ability in reading narrarive text. 1–81. thamrin, h., & pasundan, u. (2019). modul kuliah introduction to linguistics. may. musthofiyah, u., & isnainiyah, l. (2020). what makes indonesian eastern students struggle on academic performance at urban college: a grounded theory. enjourme (english journal of merdeka)/ : culture, language, and teaching of english, 5(1), 16–30. https://doi.org/10.26905/enjourme.v5i1.4311 enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 149–157 | 157 | appendix 1. the essay test fakultas : fisip prodi : d3 bahasa inggris mata kuliah : introduction to linguisctics semester : 4 ( empat ) dosen : elfrida br. silalahi., s.pd.,m.pd. answer the question as completely and clearly as possible! 1. what is linguistics? what is language? 2. describe the term of characteristics of language? 3. describe term of linguistic in macro and micro! 4. what is phonetics linguistics? 5. gives term of phonology! 6. what is differences of phonetic and phonology? 7. proving an illustration of hierarchy of phonology? 8. describe term of morphology! 9. linguistics is all things that are related to language and language is the sounds word, or anything’s that can be used to express a thinking of people or creature communication gives response about this statement! 10. as structure of word syntax has types, mention the types of syntax! 7. 10672-37242-1-ce.pmd enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index , trust exercise by susan choi: an annotated translation aprodhita galuh karima, malikhatul lailiyah* d3 english program, faculty of politics and social sciences, universitas merdeka malang, jl. terusan raya dieng no. 62-54 malang, 65146, indonesia *corresponding author: malikhatul.lailiyah@unmer.ac.id article info received 07 july 2023 accepted 19 july 2023 available online 25 july 2023 keywords: annotated translation, novel, translation strategies doi: 10.26905/enjourme.v8i1.10672 how to cite this article (apa style): karima, a., & lailiyah, m. (2023). trust exercise by susan choi: an annotated translation. enjourme (english journal of merdeka): culture, language, and teaching of english, 8(1) 66-75, doi: https:// d o i . o r g / 1 0 . 2 6 9 0 5 / enjourme.v8i1.10672 abstract this study presents an analysis of annotated translations focusing on the novel “trust exercise” by susan choi, published in 2019. the objective of this study is to identify suitable translation strategies for effectively translating cultural-specific terms encountered in choi’s novel. specifically, the annotations in this report pertain to part 1 of the novel. the researchers identifies eight translation problems encountered in this section, the first being comprehension of the source text, including words, phrases, clauses, and sentences. to address these challenges, the researchers employed a simultaneous understanding and transferring approach, utilizing online dictionaries as translation aids. moreover, the researchers adopted the most suitable translation strategy to enhance text comprehensibility. semantic strategies were predominantly employed by the researchers, considering meaning at various linguistic levels, including words, phrases, clauses, and sentences. © 2023enjourme. all rights reserved. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no, 1, july 2023, page 66–75 1. introduction translation, as the bridge connecting diverse cultures and languages, has long been a subject of profound scholarly inquiry. the field of translation studies offers a comprehensive framework for investigating the intricacies of this transformative process, unveiling a dynamic realm where linguistic, cultural, and cognitive dimensions converge. with its interdisciplinary nature, translation studies unravels the complexities of translation by delving into linguistic, literary, sociocultural, and cognitive aspects, providing valuable insights into the theories, practices, and challenges associated with the art of translation (levý, 2011; rojo & ibarretxe-antuñano, 2013). therefore, translation plays a vital role in bringing literary works to a broader audience (bassnett, 2007; bassnett & trivedi, 2012), trust exercise by susan choi: an annotated translation aprodhita galuh karima, malikhatul lailiyah* transcending language barriers (baker, 2019; malhotra, 2023), and allowing readers from different cultures to engage with the text (billiani, 2014; scammell & bielsa, 2022). in essence, translation studies goes beyond the mere act of transferring words from one language to another. it delves into the nuances of cultural expression, the subtleties of linguistic adaptation, and the intricate decisions made by translators to faithfully convey the original message. by delving into the theories, models, and strategies that underpin the practice of translation, scholars in this field strive to uncover the complexities involved in the negotiation between languages, cultures, and worldviews (g³az, 2019). however, the process of translating a literary masterpiece involves numerous challenges, particularly in capturing the nuances, cultural context, and emotional depth of the original work. thus, an annotated translation offers a valuable resource for both scholars and readers, providing a deeper understanding of the author’s intentions and the intricate layers of meaning within the text. williams and chesterman (2014) mentioned annotated translation as a type of translation that includes additional explanatory notes, comments, or annotations alongside the translated text. other than that annotated translation is research that provides notes on one of the words chosen in translating as a form of responsibility of the translator (wijaya, 2019). these annotations serve to provide further context, clarification, or insights into the translation choices made by the translator. therefore, annotated translations is a valuable tools that not only facilitate comprehension and appreciation of the translated work but also provide readers with a more enriched understanding of the cultural and linguistic nuances embedded within the text. the object of discussion in this analysis is the novel “trust exercise” written by susan choi. published in 2019, this fictional romance novel explores themes of trust, power dynamics, and the manipulation of emotions. susan choi, the author, had a diverse upbringing, spending time in houston, texas, and south bend, indiana, where she was born. during her studies in literature at yale and writing at cornell, she worked as a fact checker for the new yorker. “trust exercise” gained significant recognition, receiving the us national book award for fiction in 2019 and being selected as one of former us president barack obama’s favourite books of the year. set in 1980, the novel takes place at the citywide academy for the performing arts (capa) and revolves around the coming-of-age journey of two theatre students, sarah and david. the narrative primarily focuses on sarah and david’s passionate relationship amidst the theatrical world and their personal ambitions. divided into three parts, the novel offers different perspectives on the events that unfold. the first part delves into the dynamics of sarah and david’s relationship, exploring themes of trust, power, and emotional manipulation. the introduction of karen, a captivating new student, challenges their bond and alters the dynamics between the characters. as the story progresses, the second part presents a shift in perspective, casting doubt on the reliability of the previous narrative. the true nature of the characters and their relationship becomes uncertain as layers of deception and ambiguity are unveiled. this engenders introspection within readers, encouraging them to question their assumptions about the characters’ motivations and actions. in the final section, the narrative jumps to the future, unveiling the consequences of the characters’ choices and the lasting impact of their experiences. throughout the novel, the exploration of | 67 | | 68 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 66–75 trust, betrayal, and the blurred boundaries between reality and performance remains constant, leaving readers with a sense of ambiguity and prompting contemplation. “trust exercise” delves into the complexities of adolescence, power dynamics within relationships, and the enduring effects of emotional manipulation. through skilful storytelling and an examination of memory and perspective, the novel challenges readers to re-evaluate their own perceptions of truth and the intricate nature of belief. for the purpose of this analysis, the researchers focuses solely on the first part of the novel, which centres around the teenage love story of sarah and david. these two 15-year-old characters, with their contrasting personalities and backgrounds, form the core of this intense and fleeting romance. the researchers specifically selects this section as it serves as an introduction to the novel and lays the foundation for the overarching story. the study of analyzing literary works is not a new phenomenon. previous studies, such as the research conducted by maghfira and lailiyah (2021) and lailiyah and yustisia (2019), have focused on analyzing memoirs and novels. moreover, there have been previous studies specifically addressing the annotated translation of novels. for instance, adnyana (2021) conducted a study on the annotated translation of a novel titled “the great patriotic war of the soviet union.” putri and bangun (2014) analyzed an annotated translation of the novel “love is a frenzy” by charlotte lamb, while pravitha (2014) examined the annotated translation of the novel “the day boy and the night girl” by george macdonald. these earlier studies have contributed to the field of annotated translation by providing insights into the challenges and strategies involved in translating literary works. by building upon the foundations laid by these previous researchers, the current study aims to contribute further to the understanding of annotated translation within the context of the chosen novel. differently, the “trust exercise” chapter 1 novel was chosen as the research source text in this study because the novel had never been translated into indonesian before. in this connection, this present study aims: • to identify the translation strategy which suitable to translate in cultural word found of choi’s trust exercise novel. 2. method this research employs a qualitative approach to investigate the annotated translation of the novel “the awakening” by kate chopin. the qualitative methodology allows for an in-depth exploration of the translation strategies employed and the effectiveness of these strategies in capturing the nuances and meaning of the source text. in annotated translation, the translator marks up the source text and adds comments. translation with commentary is useful for facilitating the analysis of problems encountered during the translation process by utilizing relevant theories and strategies. furthermore, it serves as a valuable tool for incorporating additional information during the translation process. to determine the appropriate translation approach, translators engage in introspective research, delving into their thoughts and emotions. retrospective research is conducted by reflecting on translation theory and strategy using their memories to assess the issues that arose. | 69 | trust exercise by susan choi: an annotated translation aprodhita galuh karima, malikhatul lailiyah* in general, a translation strategy refers to the approach employed by translators to render words, groups of words, or even entire phrases when they cannot be segmented into smaller translation units (suryawinata & hariyanto, 2003). as such, translation strategy serves as a means to convey the meaning of a linguistic unit in another language, and it encompasses the methods employed by translators to address translation challenges. in the present study, the researchers utilized two specific translation strategies, namely syntactic and semantic strategies, in order to resolve the identified prob-lems. haya and djohan (2022) have highlighted the significance of the syntactic strategy in translation, which focuses on the syntactic elements of the text, including its units. additionally, mizher (2016) emphasized that this strategy primarily involves manipulating the form and necessitates certain syntactic modifications. when employing the syntactic strategy, the translator must alter the original structure of the source language to achieve equivalence in the target language. in the present study, the researchers utilized the syntactic strategy, specifically the addition strategy, to address the iden-tified problems. according to suryawinata and hariyanto (2016), addition refers to the inclusion of words in the target language, which is deemed necessary for the text to be well-received by the target audience. meanwhile, in defining semantic strategies, one researcher emphasized that semantic translation aims to closely align the semantic and syntactic structures of the target language with the same contextual meaning as the source language text. in addition, according to suryawinata and hariyanto (2016), a translation technique that prioritizes meaning is known as a semantic strategy, which operates at the word, phrase, clause, or sentence level. in this study, the researchers utilized semantic strategies, including borrowing strategies, cultural equivalents, descriptive equivalents, and paraphrasing, to address the identified translation problems. suryawinata and hariyanto (2016) identified borrowing strategy as a translation strategy that directly incorporates source language terms into the target language. this strategy is used when no equivalent exists in the target language. it includes naturalization, where words from the source language are adapted to conform to the rules of the target language. the cultural equivalent strategy, as defined by suryawinata and hariyanto (2016), involves replacing specific terms in the source language with words that are characteristic of the target language. it is important to note that this strategy may not fully preserve the accuracy of meaning due to cultural differences between the languages. however, it enhances the fluency and readability of the translated sentences. the descriptive equivalent strategy, as defined by suryawinata and hariyanto (2016), entails providing a detailed description of the meaning and function of a word in the source language. this strategy is employed when there is no equivalent term in the target language. the paraphrasing strategy involves rephrasing the source text by removing one or more word components to ensure that the meaning of the translation is conveyed effectively in the target text. 3. results and discussion the result revealed that various challenges arise when translating a text, influenced by factors such as cultural disparities between the writers and readers of the text. in this research, the focus lies no. categories number of annotated items 1. word 3 2. phrase 4 3. sentence 1 total annotation 8 enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 66–75 on analyzing the problems encountered in chapter 1 of susan choi’s novel, “trust exercise.” the data for analysis was derived from the translation of the source text in english into indonesian. throughout the translation process, the researchers employed a combined approach of “understanding and “transfer” to overcome the encountered challenges. “understanding” refers to the translator’s grasp of the context, purpose, meaning, and related cultural aspects of the source lan-guage. on the other hand, “transfer” involves seeking equivalent expressions or phrases in the target language using appropriate translation strategies. the researchers identified and analyzed a total of seven problems during the translation process. to address these issues, various suitable translation strategies has been applied, such as descriptive equivalents, borrowing, addition, cultural equivalents, and paraphrasing. the details of these translation problems are provided in table 1, offering a comprehensive overview of the different categories encountered. however, only selected word, phrase, and sentence are discussed in this study. table 1. the categories of translation problems the annotated items of word problem source text: david, who had attended a theatre camp, had done willy loman from death of a salesman. (trust exercise, chapter 1) target text: david, yang mengikuti sanggar teater, memerankan willy loman dari death of a salesman. (indonesian translation – the researchers) to translate the word “camp”, the researchers employed a semantic strategy known as the borrow-ing strategy, which included the technique of naturalization. naturalization involves adjusting the pronunciation and spelling of words from the source language to fit the target language. it is impor-tant to note that naturalization can result in target language words having different meanings than their counterparts in the source language. as highlighted by newmark (1988), this strategy focuses on modifying the spelling and pronunciation to align with the target language. in the case of translating the word “camp” into indonesian, the researchers decided to use the term “sanggar.” in indonesian, “sanggar” refers to a place for artistic activities, such as dance, painting, and other creative endeavors (kamus besar bahasa indone| 70 | | 71 | trust exercise by susan choi: an annotated translation aprodhita galuh karima, malikhatul lailiyah* sia [kbbi] daring, n.d.). on the other hand, the word “kamp” in indonesian typically signifies tents constructed as temporary shelters for soldiers, scouts, or travelers, but not specifically for artistic activities (kamus besar bahasa indonesia [kbbi] daring, n.d.). by choosing the term “sanggar” as the translation for “camp,” the researchers aimed to capture the contextual relevance and convey the intended meaning in the target language. it is crucial to consider the sound and contextual associations when determining the appropriate translation for a given term. source text: they lacked the word for it, but intuition supplied the frisson: mr. kingsley was not just gay but an iconoclast, the first such they’d ever encountered. (trust exercise, chapter 1) target text: mereka kekurangan kata-kata untuk itu, tetapi intuisi memberi sensasi tersendiri. pak kingsley bukan hanya gay, tetapi juga seorang ikonoklas yang pertama kali mereka temui. (indonesian translation – the researchers) to address this issue, the researchers employed a semantic strategy known as descriptive equivalent. this strategy was chosen because the words in the source text were closely tied to the cultural context of the novel. additionally, there was no cultural equivalent in the target language that adequately captured the intended meaning. thus, describing the meaning of the source word was deemed the appropriate approach. as emphasized by newmark (1988), the descriptive equivalent strategy involves providing a description of the meaning and function of words in the source language (p. 83-84). the researchers conducted research using online dictionaries to explore the definition of ‘iconoclast.’ it was discov-ered that iconoclast refers to individuals who strongly oppose widely accepted beliefs and traditions (cambridge dictionary, n.d.). consequently, the researchers decided to interpret ‘iconoclast’ as ‘seseorang yang sangat menentang kepercayaan dan tradisi yang diterima secara umum’ in the target language. by opting for a descriptive equivalent, the researchers aimed to convey the intended meaning in the target language while accounting for the cultural context of the source text. this strategy enables a more precise and accurate representation of the original term, facilitating a better understanding for readers of the translated text. the annotated items of phrase problem source text:sarah’s first cousin, her mother’s sister’s son, was a leather queen, sarah said calmly to platter-eyed classmates; this cousin lived in san francisco, often wore women’s clothes to sing torch songs, and in general gave sarah a key to mr. kingsley’s esoterica that her peers wholly lacked. (trust exercise, chapter 1) enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 66–75 | 72 | target text: kakak sepupu sarah, anak lelaki dari saudara perempuan ibunya, adalah seorang leather queen, kata sarah dengan santai pada teman sekelasnya. sepupunya ini tinggal di san francisco. dia sering mengenakan pakaian wanita selama menyanyikan lagu balada cinta dan secara umum memberi sarah kunci untuk rahasia pak kingsley yang sama sekali tak dimiliki teman sebayanya. (indonesian translation – the researchers) in translating the term “leather queen,” the researchers employed a semantic strategy known as descriptive equivalent. the decision to utilize this strategy was based on the close association between the words in the source text and the cultural context of the novel. moreover, the researchers was unable to find a cultural equivalent in the target language that adequately conveyed the intended meaning. therefore, the most suitable approach was to describe the meaning of the source word. the researchers discovered that “queen of skins” refers to an effeminate gay individual who enjoys wearing leather attire (urban dictionary, 2003). essentially, a “leather queen” is a gay individual who has a preference for wearing women’s clothing made of leather. the reserachers believes that this meaning closely aligns with the context and language equivalent in the target text. in indonesian, “gay” is defined as a man who loves or experiences sexual attraction towards the same sex (kamus besar bahasa indonesia [kbbi] daring, n.d.). therefore, the interpretation of “leather queen” in indonesian can be rendered as “gay yang suka memakai pakaian wanita berbahan kulit” (a gay individual who enjoys wearing women’s clothing made of leather). source text: in this strange realm, he showered with a smooth brick of ivory soap, passing it between his legs, firmly lathering every square inch, meticulous and patient because truly frightened; he’d never had sex with a girl he loved. (trust exercise, chapter 1) target text: di tempat asing ini dia mandi dengan sebatang lembut sabun bermerek ivory, melewatkannya diantara kedua kakinya,menyabuni setiap incinya dengan teliti dan sabar karena benar – benar gelisah. dia belum pernah berhubungan seks dengan gadis yang dicintainya. (indonesian translation – the researchers) the meaning of ‘ivory soap’ is translated as ‘sabun bermerek ivory’ in the target language. the literal translation of ‘ivory soap’ is ‘sabun gading,’ but the researchers did not comprehend its significance. to address this challenge, the researchers conducted an online search for a definition. it was discovered that ivory is a brand of bar soap. | 73 | trust exercise by susan choi: an annotated translation aprodhita galuh karima, malikhatul lailiyah* in translating the phrase into the target language, the researchers employed a syntactic strategy known as the information change strategy, specifically the addition technique. according to suryawinata and hariyanto (2016), the addition strategy involves incorporating words in the target language as needed. the purpose of employing the addition strategy in this translation is to ensure the structural coherence and ease of understanding in the target language. therefore, the researchers made the decision to add the word ‘bermerek’ (branded) in the target language to enhance comprehension. by including this word, the phrase becomes ‘sabun bermerek ivory,’ making it more accessible to the target language readers. the annotated items of sentence problem source text: william was the heartthrob of christian julietta, fat pammie, taniqua who could dance, and her adjuncts chantal and angie, who screamed with pleasure when william swung and dipped taniqua, when he spun her like a top across the room. (trust exercise, chapter 1) target text: william adalah idola christian julietta, pammie gendut, taniqua yang bisa menari serta para asistennya, chantal dan angie, yang berteriak kegirangan saat william mengayun dan menopang taniqua pada gerakan dip, lalu memutarnya layaknya gasing di seberang sisi ruangan. (indonesian translation – the researchers) the meaning of ‘william swung and dipped taniqua’ is translated as ‘william mengayun dan menopang taniqua pada gerakan dip’ in the target language. in this sentence, the researchers encountered difficulty in finding an equivalent meaning in the target language, particularly with the word ‘dip,’ which sounded unfamiliar. to address this challenge, the researchers conducted an internet search to determine the meaning of ‘dip.’ it was discovered that ‘dip’ refers to a movement where one embraces their partner’s shoulder and leans on it for support. when translating the sentence into the target language, the researchers employed a syntactic strategy, specifically the information change strategy, with the addition technique. as highlighted by suryawinata and hariyanto (2016), the addition strategy involves incorporating words in the target language as needed. the purpose of utilizing the addition strategy in this translation is to ensure structural coherence in the target language, making the phrase easier to comprehend. consequently, the researchers decided to add the phrase ‘pada gerakan dip’ (during the dipping movement) to facilitate understanding in the target language. by employing these translation strategies, the researchers aimed to convey the intended meaning of the sentence in the target language, overcoming the challenge posed by the unfamiliar word ‘dip.’ the goal was to ensure the translated phrase maintains both structural and contextual clarity. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 66–75 | 74 | 4. conclusion in conclusion, translation serves as a crucial link between diverse cultures and languages, facilitating the exchange of ideas and literature across borders. the field of translation studies provides valuable insights into the theories, practices, and challenges associated with translation, encompassing linguistic, cultural, and cognitive dimensions. annotated translation, in particular, offers a valuable resource for scholars and readers, providing additional context and insights into the translation choices made by the translator. this study, however, aims to to determine the appropriate translation strategy for cultural words encountered in susan choi’s novel “trust exercise”. the findings revealed challenges encountered during the translation process, such as cultural disparities and difficulties finding equivalent meanings in the target language. through the application of appropriate translation strategies, the researcher was able to overcome these challenges and provide accurate and contextually relevant translations. the inclusion of annotations alongside the translated text enhances readers’ understanding of the original work, capturing its nuances and cultural references. overall, this research contributes to the understanding of annotated translation and highlights the complexities and considerations involved in translating literary works. by examining the specific translation problems and strategies employed in the context of “trust exercise,” the study sheds light on the intricacies of translation and the role it plays in making literature accessible to a wider audience while preserving the integrity of the original text. 6. references adnyana, i. n. (2021). an annotated translation of a novel entitled the great patriotic war of the soviet union. populis: jurnal sosial dan humaniora, 4(1), 178–196. baker, m. (2019). translation as an alternative space for political action. in researching translation in the age of technology and global conflict (pp. 259–286). routledge. bassnett, s. (2007). culture and translation. a companion to translation studies, 13–23. bassnett, s., & trivedi, h. (2012). postcolonial translation: theory and practice. routledge. billiani, f. (2014). assessing boundaries–censorship and translation. modes of censorship: national contexts and diverse media, 1–25. g³az, a. (2019). languages–cultures–worldviews: focus on translation. springer nature. haya, a. r., & djohan, r. s. (2022). syntactic translation strategies in english-indonesian asean charter. journal of language and literature, 10(1), 54–64. https://doi.org/10.35760/jll.2022.v10i1.6449 lailiyah, m., & yustisia, k. k. (2019). euphemism and dysphemism expression in “the rainbow troops” novel by andrea hirata. enjourme (english journal of merdeka)/ : culture, language, and teaching of english, 3(2), 67–74. https://doi.org/10.26905/enjourme.v3i2.3045 levý, j. (2011). the art of translation (vol. 97). john benjamins publishing. maghfira, r., & lailiyah, m. (2021). coping strategies of a rape victim as reflected in chanel miller’s know my name memoir. enjourme (english journal of merdeka)/ : culture, language, and teaching of english, 6(1), 63–69. https://doi.org/10.26905/enjourme.v6i1.6126 | 75 | trust exercise by susan choi: an annotated translation aprodhita galuh karima, malikhatul lailiyah* malhotra, p. (2023). inter-cultural translatability issues with special reference to ancient bhartiya texts. international journal of language, literature and culture, 3(3). mizher, r. a. (2016). chesterman’s syntactic strategies in translating english passive voice construction into arabic. international journal of comparative literature and translation studies, 4(3), 32–43. https://doi.org/10.7575/aiac.ijclts.v.4n.3p.32 newmark, p. (1988). a textbook of translation (vol. 66). prentice hall new york. pravitha, c. w. (2014). terjemahan beranotasi dari bahasa inggris ke bahasa indonesia: the day boy and the night girl karya george macdonald= an annottated translation from english into indonesian: the day boy and the night girl by george macdonald. putri, e. p., & bangun, s. (2014). an annotated translation of love is a frenzy by charlotte lamb. journal of language and literature, 1(1). rojo, a., & ibarretxe-antuñano, i. (2013). cognitive linguistics and translation studies: past, present and future. cognitive linguistics and translation, 3–30. scammell, c., & bielsa, e. (2022). cross-cultural engagement through translated news: a reception analysis. journalism, 23(7), 1430–1448. suryawinata, z., & hariyanto, s. (2003). translation: bahasan teori & penuntun praktis menerjemahkan. media nusa creative (mnc publishing). wijaya, e. (2019). terjemahan beranotasi dongeng le fils à la recherche de sa mère ke dalam bahasa indonesia. paradigma, jurnal kajian budaya, 9(1), 15. williams, j., & chesterman, a. (2014). the map: a beginner’s guide to doing research in translation studies. routledge. 9. 10646-37154-2-sm.pmd enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index students’ perceptions on the use of mentimeter media in learningstudents’ perceptions on the use of mentimeter media in learningstudents’ perceptions on the use of mentimeter media in learningstudents’ perceptions on the use of mentimeter media in learningstudents’ perceptions on the use of mentimeter media in learning to write descriptive text to write descriptive text to write descriptive text to write descriptive text to write descriptive text ima chusnul chotimah*, dian anik cahyaniima chusnul chotimah*, dian anik cahyaniima chusnul chotimah*, dian anik cahyaniima chusnul chotimah*, dian anik cahyaniima chusnul chotimah*, dian anik cahyani english departement, stkip pgri jombang, jalan pattimura iii/20 jombang 61418, jombang, indonesia *corresponding author: imachus.stkipjb@gmail.com article info received 16 july 2023 accepted 24 july 2023 available online 31 july 2023 keywords: students’ perception, mentimeter, writing, descriptive text doi: 10.26905/enjourme.v8i1.10646 how to cite this article (apa style): chotimah, i., & cahyani, d. (2023). students’ perceptions on the use of mentimeter media in learning to write descriptive text. enjourme (english journal of merdeka): culture, language, and teaching of english, 8(1) 90-105, doi: https://doi.org/ 10.26905/enjourme.v8i1.10646 abstract technology media use in teaching is needed to speed the transformation of knowledge to students. this research focuses on knowing the students’ response to using mentimeter as media in teaching writing descriptive text. this research used qualitative analysis studies with the case study approach. this research was conducted in smp islam al madinah jombang. the variable observed in this study is students’ perception of using mentimeter learning media in learning english to write descriptions. the instrument used to collect the data is a close-ended questionnaire with 20 statements. interactive data analysis models miles and huberman used to analyze the data; are data reduction, data presentation, and conclusion. the analysis shows that the mentimeter media can help students in writing activities, especially descriptive text. it can be seen from the students’ responses that mentimeter has many features to comment on in writing, the students can get new knowledge from their friends’ writing because all students can access it, and the students can practice writing descriptively based on the picture given. from the result of the questionnaire, most of the students agree with all the statements mentioned. © 2023enjourme. all rights reserved. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no, 1, july 2023, page 90–105 1. introduction advances in technology and information have grown rapidly and affected various fields, one of which is the field of education. various applications of information and communication technology are available and ready to be used and utilized optimally for purposes in the field of education. information and communication technology is one of the important factors that enable the speed of transformation of knowledge for students. the development of educational technology is a challenge for teachers. teachers must be ready to change the concept of thinking and follow the concept of students’ perceptions on the use of mentimeter media in learning to write descriptive text ima chusnul chotimah, dian anik cahyani | 91 | developments in educational technology. teachers must be prepared to change conventional educational concepts into more modern ones. learning english requires learning media relevant to the demands of learning; students are required to understand english material with 4 aspects of expertise: listening, speaking, reading, and writing. the less relevant selection of media will lead to students not understanding the material. the use of interactive and technology-based media can be a solution to this problem. the teacher should be more observant in choosing interactive and technology-based learning media. one of the interactive and digital-based learning media is mentimeter media. according to x, lin and c, lin (2020), the mentimeter platform is one of the technologybased interactive learning models that can be used effectively and efficiently. through videos, audio, visuals, and graphics displayed by teachers on the mentimeter platform, students can easily provide answers, summarize knowledge and communicate their opinions. in addition, mentimeter is also used in memorable presentations, lectures, and innovative workshops. mentimeter is a website-based application used to conduct survey activities in seminars or learning activities (herlawati & sari, 2021). technology-based learning media requires adequate preparation regarding tools and support needs. to find out whether the media we use meets the needs of students is to know students’ perceptions of using the media. the results of students’ perceptions of media use can be used as evaluation material to improve the quality of learning media. one of the uses of the mentimeter in learning is to make an online and fast questionnaire application to recognize student characters quickly. the expected results are quickly collected in the application to analyze and determine the follow-up to the selection of learning models, media, and strategies can be done quickly. another use of the multimeter is that it is used as a medium in learning when holding apperceptions or inducement questions during learning to activate students in learning. active learning involving students can be supported by questions whose answers can be accessed by several students directly. this can be used when using discovery learning so that students can quickly determine a learning model that involves students in finding out student answers and concluding together directly. perception is an important human aspect that allows us to know and understand the world around us. the presence of students at school will not benefit from the information or subject matter conveyed by the teacher if there is no correct perception. this is because perception is a process that involves entering information into the human brain. (desmita, 2009) perception is the process of using existing knowledge to process and interpret stimuli the human sensory system receives. perception concerns the relationship between humans and their environment and how they understand and interpret the stimuli in their environment using the knowledge they have (desmita, 2009). the results of students’ perceptions of what the teacher has done can be used as evaluation material for future improvement. the perceptions of students that will be described in this study are perceptions of the use of interactive and technology-based media, namely mentimeter. the media is used in teaching writing descriptive text. students are involved in using mentimeter media via their respective mobile phones. students can practice writing using a mobile phone sent to the meter media according to the teacher’s instructions. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 90–105 | 92 | this research is supported by several previous studies that have been carried out, such as study by chotimah and cahyani (2022). this research uses a quasi-experimental design, with an experimental class with a learning treatment using a mentimeter and a control class with a learning treatment using powerpoint. the results of his research stated that mentimeter can affect student learning outcomes in online learning. in addition, research conducted by pratama (2021) aims to determine students’ perceptions of using mentimeter and google classroom learning media. using quantitative design, the study results stated that students prefer mentimeter media to google form in listening learning; mentimeter can help students and teachers be more interactive in the learning process. finally, research conducted by sari (2021) which this study aims is to determine how mentimeter media affects english learning and students’ engagement. the results of the study stated that using a mentimeter positively impacted learning english and significantly impacted students’ engagement in learning english. from the background above, the researcher is interested in researching students’ perceptions of using mentimeter media in learning to write descriptive texts at smp islam al madinah. this research aims to know the students’ perception after teaching by using mentimeter as a medium. 2. method this research is a type of descriptive research using qualitative analysis studies, where later, the collected data will be described descriptively. this research was conducted in a natural setting, meaning that the objects in this study developed as they were during the research process without researchers’ intervention in setting up or structuring the research object (sugiyono, 2010). the approach used in this research is the case study approach. research with case studies in which researchers explore real life or specific cases by collecting detailed and in-depth data involving various sources of information and explaining and describing them. this case study collects information about specific objects and certain activities (cresswel, 2015). this research was conducted in the smp islam al madinah in petengan tambakrejo rt/rw: 003/008 jombang. smp islam al madinah is an educational unit under the auspices of the al madinah social education foundation which has 3 formal education units: al madinah kindergarten, al madinah islamic elementary school, and al madinah islamic middle school. the research was carried out for one week from 11-17 may 2023. the participants in this study were 18 students in class viii in the second semester consisting of 13 female students and 5 male students. the variable observed in this study is students’ perception of using mentimeter learning media in learning english to write descriptions. the description in question is writing a description of a person, animal, place, or object. the research instrument is a questionnaire. the type of questionnaire used is a closed questionnaire, with several choice questions the participants will answer. the questionnaire model used is the linkert scale questionnaire model. sugiyono (2010) states that the likert scale measures one’s attitudes, opinions, and perceptions of social phenomena. the likert model scale in this study uses a rating range scale (strongly agree, agree, disagree, strongly disagree). the instrument in this study was in the form of 20 statements originating from 4 dimensions: internal, knowledge, benefits, and weaknesses, which are spread into 14 indicators, each of which has a description students’ perceptions on the use of mentimeter media in learning to write descriptive text ima chusnul chotimah, dian anik cahyani | 93 | of the statement. the instrument has also been tested for validity. testing the validity of the questionnaire used the expert judgment technique. this validity is done by asking for expert opinion to assess the instrument that has been made and to decide whether the instrument can be used without repair or must be repaired again. several points were deleted from the validity test; namely, as many as 25 statements were reduced to 20. data collection techniques are methods used by researchers to obtain valid data that supports the research process. data was collected in natural conditions (natural setting) and using an instrument as a questionnaire. the questionnaire is a collection of statements that participants will fill out regarding using mentimeter media. the questionnaire consists of 5 dimensions: internal, external, knowledge, benefits, and weaknesses. these five dimensions have 14 indicators used as the basis for compiling statements in a questionnaire of 20 statements. the data analysis technique is the process of systematically collecting data to facilitate researchers in obtaining conclusions. according to miles and huberman (1992), the analysis consists of three activities that occur simultaneously: data reduction, data presentation, and conclusion. the three lines in more detail are as follows: 1. data reduction data reduction is defined as a selection process, focusing attention on simplifying, abstracting, and transforming raw data that emerges from written records in the field. data reduction continues throughout the qualitative research-oriented project. at the data reduction stage, the researcher classified the results of filling in the questionnaire obtained from the respondents, who then recap the results of filling out the questionnaire. these results obtained differences in the contents of the questionnaire according to the likert scale. 2. data presentation miles & huberman limit a presentation as structured information that allows concluding and taking action. they believe that better representations are a key means of valid qualitative analysis, including various types of matrices, graphs, networks and charts. everything is designed to combine organized information in a unified form. thus an analyzer can see what is going on and determine whether to draw the right conclusions or continue to conduct the analysis. in this study, the researcher presented the data in a pie chart, where the diagram shows the results of students’ perceptions of each statement made. the results are presented in percentage form to be easily understood. 3. conclusion concluding is only part of one activity of the complete configuration. conclusions were also verified during the research. the verification may be as brief as the reconsiderations that pass through the researcher’s mind while writing. in short, the meanings that emerge from other data must be tested for their validity and suitability, that is, their validity. the conclusion only occurs during the data collection process but needs to be verified to be accounted for. schematically the process of data analysis using the interactive data analysis model of miles and huberman can be seen in the following chart: enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 90–105 | 94 | 3. results and discussion 3.1. result in this chapter, the researcher describes the results of the research that has been carried out about students’ perceptions of the use of media measurement in learning english to write descriptive texts. after the researcher gave a questionnaire to 18 respondents with a total of 20 statements which they had to answer based on the learning experiences they had experienced using the media meter, the following results were obtained: figure 1. interactive data analysis model miles and huberman figure 2. the results of students’ perceptions of the 1st statement the diagram above shows the results of filling in the first statement, where 38,8% of students stated that they strongly agreed, 55,5% of students agreed, and only 5,5% of students stated that they did not agree that they were happy with the use of meter media because there was no need to subscribe. from this statement, it can be interpreted that meter media is easily accessible to students and does not burden them with registering to subscribe and make payments. this shows that mentimeter media can be applied to students at that level. students as learning participants who use meter media students’ perceptions on the use of mentimeter media in learning to write descriptive text ima chusnul chotimah, dian anik cahyani | 95 | following are the results of students’ perceptions in the second statement. the diagram above shows that 44,5% of students strongly agreed, and 55,5% agreed that learning english using mentimeter media felt happy because the application was easy to access. this proves that the media meter has simple access and is easy to understand. mentimeter media has easy access, namely by writing www.menti.com on the google chrome page; it will immediately connect to the website and continue to enter the password that is listed on the teacher’s account. after successfully logging in, students are ready to participate in activities the teacher has designed. figure 3. the results of students’ perceptions of the 2nd statement the third statement showed that 38,89% of students strongly agreed, and 61,11% agreed that centimeters were the right medium for writing descriptive text. a total of 100% of students are motivated to be able to develop written descriptive texts through the media meter. mentimeter media can be recommended for use on other materials. figure 4. the results of students’ perceptions of the 3rd statement do not need to subscribe and make payments to be able to access the media. students only need to provide a device like a smartphone or a laptop connected to a wifi network connection or data plan. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 90–105 | 96 | mentimeter media is very helpful for students in using information and communication technology in education. this is evidenced by all students expressing interest in using the media. this also supports the availability of already available chromebooks at the school. so that the tool can be used to support learning activities, the use of it-based learning media can also train students to be more optimal in the use of information technology. figure 5. the results of students’ perceptions of the 4th statement the diagram above shows that 55,5% of students strongly agree, and 44,5% agree that they are interested in using mentimeter media in learning english because its features are easy to understand. the feature in question is that the menu available on the website is very easy to understand because the instructions given are clear and easy for users to understand. in the initial appearance after entering the old website, participants are asked for access to log in using the password on the teacher account menu, which they can see from the slides that are displayed in front of the class. after successfully logging in, there are teacher instructions that students must carry out; after typing and submitting answers, students can see the answers they have sent. this was carried out until the activity ended. figure 6. the results of students’ perceptions of the 5th statement students’ perceptions on the use of mentimeter media in learning to write descriptive text ima chusnul chotimah, dian anik cahyani | 97 | the diagram above shows that 16,66% of students strongly agreed, and 83,34% agreed that meter media could be a tool for learning to write in english subjects. these results can be used as a reference for other teachers that media mentimeter can train students’ writing skills with various media, and it is hoped that students will be more motivated to learn. the features contained in this media help students in writing skills where they are more motivated to write using a smartphone or laptop device by accessing online media. in addition, they can also see the results of the writing, which can be commented on directly by the teacher so that students know better where the deficiencies are in the writing. in addition, students can also see references to writing creativity from other friends. this makes the motivation for students to be able to produce creative writing. figure 7 the results of students’ perceptions of the 6th statement figure 8. the results of students’ perceptions of the 7th statement the results of filling in the questionnaire above showed that 22,22% of students stated that they strongly agreed, and 72,22% of students agreed that the tools owned by students, either in the form of smartphones or laptops, were sufficient to access mentimeter. this shows that the tool needed to access the media meter is fine. even at the school, there is also a chromebook that students can use if their smartphones constrain them. however, only 5,55% or 1 student stated that they did not agree enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 90–105 | 98 | if the tools used could be accessed easily. this could be due to network constraints. mentimeter media can also be used in a computer lab connected to a wifi network. figure 9. the results of students’ perceptions of the 8th statement the diagram above shows that 16,67% of students strongly agree and 83,33% agree that the school provides wifi to all students. students can access wifi for learning activities. students are allowed to bring smartphones, but they must be placed in the teacher’s office, which can be taken if the subject teacher needs it as a learning medium and must be returned when learning is finished. wifi and tools (smartphones or laptops) are the main devices needed to use mentimeter media in learning, so if the teacher decides to use the media, preparation and information are needed for participants to provide the required devices. in another sense, the media meter cannot be carried out suddenly. figure 10. the results of students’ perceptions of the 9th statement the results of the questionnaire showed that 33,33% of students stated that they strongly agreed, and 66,67% of students agreed that the benefits of using mentimeter media were not only about learning but they also gained new knowledge about technological developments in education. learning activities that use information technology-based learning media can also help students adapt to online learning features. this is also prepared to go to the school assessment, which is online. introducing technological information to students more often through learning media can help students adapt better to preparing school assessments that are carried out online. students’ perceptions on the use of mentimeter media in learning to write descriptive text ima chusnul chotimah, dian anik cahyani | 99 | the diagram above shows that 50% of students stated that they strongly agreed, and 50% of students stated that they agreed that in the use of mentimeter media, the teacher also helps students in using the media. the teacher plays an active role in checking whether students can access and use the media. from these activities, there is an active interaction between teachers and students. figure 11. the results of students’ perceptions of the 10th statement the diagram above shows that 27,77% of students stated that they strongly agreed and 72,23% of students agreed that students did not experience problems or problems when accessing the media. students know how the media is used. this shows that the use of mentimeter media does not require special expertise in accessing it. figure 12. the results of students’ perceptions of the 11th statement figure 13. the results of students’ perceptions of the 12th statement enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 90–105 | 100 | the diagram above shows that 33,33% of students stated that they strongly agreed, and 66,67% of students agreed that there was a feature for writing in the mentimeter media. several forms of writing features start from words, phrases, clauses, and sentences. this proves that meter media can help students to develop writing skills. also, in the media meter, you can include pictures that can stimulate students to develop their writing, especially in descriptive text. figure 14. the results of students’ perceptions of the 13th statement the diagram above shows the results of students’ perceptions of variations in activities to improve writing skills. from the data above, it was found that 50% of students stated that they strongly agreed, and 50% stated that they agreed. all students responded positively that in the use of media measurement, writing activities varied greatly to help students improve their ability to write descriptive text. the variation in question is that the writing design begins with the simplest form; for example, students are asked to write one word that can describe an object. after that, the students were asked to write down two words, 3 words. one sentence. two sentences that can describe an object. in learning activities, students are asked to write from one word to several sentences to describe the same object. figure 15. the results of students’ perceptions of the 14th statement the results above show that 29,41% of students stated that they strongly agreed, and 70,58% of students agreed that they not only wrote based on their abilities but could also see the results of friends’ writing which were highlighted through the teacher’s account. from this experience, students students’ perceptions on the use of mentimeter media in learning to write descriptive text ima chusnul chotimah, dian anik cahyani | 101 | get vocabulary references and sentences that are new and different from their own. from this activity, students can unconsciously add new vocabulary. the diagram above shows that 22,22% of students strongly agree, and 77,77% of students agree that students’ writing skills can improve after using the mentimeter media in learning to write a descriptive text. this is evidenced by 100% of student responses stating positive responses. figure 16. the results of students’ perceptions of the 15th statement the diagram above shows the results of filling in student perceptions, where 33,33% of students stated that they strongly agreed and 66,67% agreed that mentimeter media made it easy for students to discuss with the teacher. the teacher provides feedback on the student’s writing results sent to the media meter, and the teacher opens the students’ writing results through the media. the teacher provides comments or feedback on the students’ writings regarding meaning and sentence structure. figure 17. the results of students’ perceptions of the 16th statement enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 90–105 | 102 | the diagram above shows that 27,78% of students strongly agree, and 72,22% agree that the teacher provides direct feedback regarding the writing submitted in mentimeter. this shows that there is interaction between teachers and students. with feedback from the teacher, students will know the shortcomings of the writing that has been produced, and students can also revise these deficiencies. figure 18. the results of students’ perceptions of the 17th statement figure 19 the results of students’ perceptions of the 18th statement the diagram above shows that 38,89% of students strongly agree and 61,11% agree that learning activities using mentimeter media require a stable mobile device because if it is unstable, the student’s account can exit from the main menu. also, if the network is unstable, there will often be buffering, which causes access delays. therefore, learning activities using mentimeter media require positive support from the school, which can be through a wifi connection that students can access. so that learning activities can run smoothly. students’ perceptions on the use of mentimeter media in learning to write descriptive text ima chusnul chotimah, dian anik cahyani | 103 | the diagram above shows that 22,22% of students strongly agree, and 72,22% of students agree that using mentimeter media requires accuracy to follow the instructions given by the teacher. only 5,5% or 1 student disagrees that using meter media is not required precision. the accuracy in question is thorough in understanding the instructions given by the teacher to give the right response. figure 20. the results of students’ perceptions of the 19th statement the diagram above shows that 22,23% of students agree that the use of mentimeter media takes a long time, and 77,77% of students disagree if the use of meter media takes a long time. this shows that students are familiar with and can quickly interact with the media. 3.2 discussion from the research above, the results of students’ perceptions of using mentimeter media in learning to write descriptions have a positive response; namely, students think that using mentimeter figure 21 the results of students’ perceptions of the 20th statement enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 90–105 | 104 | media can improve their ability to write a descriptive text. this aligns with research conducted by chotimah and cahyani (2022). the results of his research stated that mentimeters could influence student learning outcomes in online learning; in other words, student learning outcomes in writing are proven to be better after treatment using mentimeter media in online learning. menmeter media also has a good impact on the interaction of teachers and students; where from the results of the student perception questionnaire on the use of menmeter media, students can interact directly with the teacher, namely discussing the results of the writing they have submitted in menmeter. in addition, the teacher also provides feedback about the quality of students’ writing so that they know the shortcomings of their writing and can revise it for the better. this aligns with research conducted by pratama (2021). this study will determine students’ perceptions of using mentimeter and google classroom learning media. the research method used is quantitative. the results of the study state that students prefer media meter rather than google classroom in listening learning; mentimeter can help students and teachers be more interactive in the learning process. the use of meter media in learning has a good impact in addition to learning purposes; this media is also a means of information on technological developments in education. information technology-based media can also provide habituation exercises for students in accessing the digital world; this impacts the sustainability of school assessment activities that prioritize students’ information technology abilities. research conducted by sari (2021) also has a positive impact on learning english and has a significant impact on students’ engagement in learning english. from the discussion of research results with previous research, using mentimeter media can positively impact learning activities, especially in learning english. mentimeter media can continue to be developed and used for the continuity of learning activities. 4. conclusion this study seeks information to answer the research question by analyzing the qualitative data in students’ responses through the close-ended questionnaire. the mentimeter media can help students in writing activities, especially descriptive text. it can be seen from the students’ responses that mentimeter has many features to comment on in writing, the students can get new knowledge from their friend’s writing because all students can access it, and the students can practice writing descriptive base on the picture given well. from the result of the questionnaire, most of the students agree with all the statements mentioned. from those results, a mentimeter can be recommended for the teaching and learning process to improve writing activity. 5. acknowledgements the researchers would like to thank stkip pgri jombang for providing research grants so that this research can run well. the researcher also thanks p3m stkip pgri jombang for bridging and accompanying this research activity from beginning to end. students’ perceptions on the use of mentimeter media in learning to write descriptive text ima chusnul chotimah, dian anik cahyani | 105 | 6. references chotimah, i. c., & cahyani, d. a. (2022). the effect of mentimeter on students’ writing achievement in online learning. english journal of merdeka, 7, no. 1, pp. 128–136, jul. https://doi.org/10.26905/ enjourme.v7i1.7900. cresswel, j. w. (2015). penelitian kualitatif dan desain riset. pustaka pelajar. desmita. (2009). psikologi perkembangan peserta didik: panduan bagi orang tua dan guru dalam memahami psikologi anak usia sd, smp, dan sma. remaja rosdakarya. herlawati, f. n., & sari. (2021). pelatihan mentimeter sebagai media interaksi dalam pembelajaran daring pada sman 14 bekasi. journal of computer science contributions. journal of computer science contributions, 1, no. 1. miles, & huberman. (1992). analisis data kualitatif. universitas indonesia press. pratama, r. m. d. (2021). comparison of students’ perception of mentimeter and google classroom in teaching listening. 3. sari, a. b. p. (2021). the impacts of mentimeter-based activities on efl students’ engagement in indonesia. llt journal, 24, no. 1, pp. 249–260, mar. https://doi.org/10.24071/llt.v24i1.3025. sugiyono, a. (2010). prosedur penelitian suatu pendekatan praktik. rineka cipta. x, lin, & c, lin. (2020). communication theories applied in mentimeter to improve educational communication and teaching effectiveness. 416, pp. 870–875. https://doi.org/10.2991/ assehr.k.200316.191. 3. 9252-36206-1-ce.pmd enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index correlation between the knowledge of structure and the writingcorrelation between the knowledge of structure and the writingcorrelation between the knowledge of structure and the writingcorrelation between the knowledge of structure and the writingcorrelation between the knowledge of structure and the writing ability of students in the architecture departmentability of students in the architecture departmentability of students in the architecture departmentability of students in the architecture departmentability of students in the architecture department akhmad sidiqakhmad sidiqakhmad sidiqakhmad sidiqakhmad sidiq sekolah tinggi teknik multimedia internasional, jl. soekarno hatta no.94, 65142, malang, indonesia *corresponding author: akhmad4javier@gmail.com article info received 29 desember 2022 accepted 31 may 2023 available online 20 july 2023 keywords: correlation, structure, writing skills doi: 10.26905/enjourme.v8i1.9252 how to cite this article (apa style): sidiq, a. (2023). correlation between the knowledge of structure and the writing ability of students in the architecture department. enjourme (english journal of merdeka): culture, language, and teaching of english, 8(1) 27-35, doi: h t t p s : / / d o i . o r g / 1 0 . 2 6 9 0 5 / enjourme.v8i1.8992 abstract students writing skill is usually influenced by knowledge of grammar. to improve their writing skills they need to master english structure because it is needed to improve students’ writing skills.writing without correct structure is difficult to understand and even meaningless. moreover, the students should have knowledge of structure first before they conduct writing activities. this study is conducted to find out whether there is significant correlation between knowledge of structure and ability to write english sentences of students architecture department at international multimedia engineering school. to solve this problem, this study was conducted in a correlation design. the result of this study found that the students who have knowledge of structure have good ability in writing. therefore, the students are expected to have certain ways to learn english language skills especially about english structure and writing. the students are expected to read more english books so that students will be able to improve their english skills, especially for structure and writing. © 2023enjourme. all rights reserved. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no, 1, july 2023, page 27–35 1. introduction in modern era, we must consider that we need to communicate not only with the people in our country but also with the people in other countries. in this case, we need a certain language to interact each other internationally. one of the international languages is english. nowadays, the existence of english is very important for us because most foreign books are written in english. it is used not only as a mean of communication but also for studying technology, science, and economics, etc. in indonesia, the government put english as a compulsory subject in all levels of education from the elementary school level up to university level. as a result, english is the most popular foreign language in indonesian’s schools. in junior high school level, english teaching is aimed at providing enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 27–35 | 28 | students in getting knowledge and skills that is used to continue their study at a higher level. the great difference of language system between english and indonesian has been the major difficulty for students who learn english. in learning english the four basic skills include listening, speaking, writing, and reading. referring to the reasons above, we can assume that students have enough time to master english well. but in fact, when the teachers teach english to the students, many students complain about the difficulties to master english (especially structure). most of the students are supposed to accelerate the students’ ability for the four basics skills. regarding those skills, the writer believes that writing is the most important skill for the students because writing does not only deal with the knowledge of sentence, parts of speech, punctuation and spelling but also the knowledge of students to arrange and compose a good chronological and logical way of thinking to transfer into a form of a text. english is a foreign language for indonesia students. it is not surprising if indonesian students make many mistakes in using english when they try to transfer their ideas, thoughts, opinions, feelings, and desires into a form of text. besides, adequate vocabulary proficiency is regarded as a crucial measure for assessing the writing quality of a second language, in which research mentioned as the difficulties in writing (lailiyah & setiyaningsih, 2021). other than that, mastery of structure is very important to organize their writing composition correctly and logically. english writing activities for indonesian students are believed to misuse most common everyday words in writing. so, there is no doubt that structure and writing are difficult for students in term of enriching student’s english language skills. writing is part of english skills which is necessary for students. writing is essential for students to know how to maintain the meaning in writing which aims to interact to the reader in form of written text. these aspects are needed by students in order to use the language communicatively and effectively. according to belcher (2009) many have found that talking about their struggles with writing has been very freeing, both for themand their chosen confidant. the lesson: learning to talk about writing is an important key to becoming a productive writer. according to heaton (1975) writing is a way of interpreting experiences for oneself and for others. moreover, he said that writing also serves as the simplest and most interesting way because the result will be visible, it will be an experience that will make you feel more satisfied. in an article by masterclass also explained that there are lots of writing tips for those who want to structure their sentences better:first of all is keep it simple. long sentences or overly complex sentences do not always make the writing of the sentences we write complicated. look for ways to adapt the syntax to suit your writing style and target audience. so that the message sent is easily digested by the reader and makes communication better.next, use concrete rhetoric. use direct language to convey strong imagery, significance, and create emotional appeal—make the reader the top priority whatever your point. then, employ parallelism. sentences are easier and more enjoyable to read if there are provisions that are patent in their grammatical terms, especially in the case of lists.further, mind your grammar. the best sentences shouldn’t be in the passive voice, run-on sentences, or typos. sometimes writers accidentally write incomplete sentences, or accidentally form fragments when editing and rewriting. be sure to double-check incomplete sentences that may have correlation between the knowledge of structure and the writing ability of students in the architecture department akhmad sidiq | 29 | slipped into your writing. proper grammar should give better writing.furthermore, properly punctuate. improper punctuation can make or break the rhythm of a sentence. ensure that periods, commas, hyphens, semicolons and other punctuation tools are used correctly. and the last one is practice writing. improvement will occur with practice. do writing exercises that focus on the structure of your sentences and how you express your ideas. the more you practice writing sentences, the better you will become. as writers, we should always try to write well and pay attention to grammar. beside thatmelissa in her blog said that one of the most important aspects of teaching grammar is showing students how grammar relates to reading and writing. students should spend time applying their knowledge of sentence structures. structure is a set of rule which is essential for students in writing. structure is the study or use of the rules about how words change their form and combine with other words to make sentences (procter: 1995). and it is very essential for students in writing. structure guides students or people to write correctly. if students and people know the structure of their language, they will know to construct sentences or utterances in understandable forms. in english grammar, sentence structure is the arrangement of words, phrases, and clauses in a sentence (nordquist, 2017). the grammatical meaning of a sentence depends on its structural organization, which is also known as syntactic structure or syntax. as we know that, there are four basic types of sentence structures are simple sentences, compound sentences, complex sentences, and compound-complex sentences. having known the importance of structure mastery, students and people will find it easily to understand why structure is very useful. the sentences or paragraphs will have different ideas and meanings to the readers if they are written without structure. consequently, if a language had no grammar it would never be spoken or written. people will be able to learn language if the language is structurally fixed. viet (1986) states that by studying structure, students would learn to make up of the language and so be able to apply what they learned as a better speaker, writer, and reader. therefore, structure is an important skill in english because it is really needed to make english sentences. similar to the above definition, swan (2005) explains the rules that show how words are combined, arranged or changed to show certain kinds of meaning. grammar is the rules that explain how words are combined, arranged or altered to show some kind of meaning. there were some previous studies which related to the researcher’svariables, firstthe title of the study was “the correlation between students’ grammar knowledge andwriting ability”.the result of this study showedthat thestudents have well of grammar ability and good writing skill, it was showed that the mastery of compoundsentence supports the students to produce a grammatically correct in paragraph. it was conducted by muhsin (2015). on the other hand, the study which entitle “a correlation betweenstudents’ grammar mastery and students’ writing ability” by rismasari (2019) stated that the correlation between students grammar mastery in term of past tense and their writing ability in term of recount text of smp 1 unismuh makassar class viii.a1 have correlation. it was proved by the result indicated that rxy was 0,50 which classified average correlation. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 27–35 | 30 | even though there are many differences between this study and that previous study, the similarity between the previous study and the present study is that those studies concern about grammar mastery of the students in case of students’ writing ability.based on the explanation above, the writer is interested in knowing the correlation between mastery of structure and ability to write english sentences of the third semester students of architecture department at international multimedia engineering school. this study is expected to inform the students about the importance of mastery of structure for their ability to write english sentences. this is because, writing is one of the important english skills and many previous having proven so. finally, it can be concluded that structure is an essential point for writing sentences. 2. method this writer design of this study was quantitative, and the writer conducted this study in the form of correlation design, which concerns on investigating the correlation between mastery of structure and their ability to write english sentences on the third students of architecture department at international multimedia engineering school in the 2021 – 2022 academic year. a main step to conduct a research was select respondents. in this study, the procedure to decide the respondents was very important in order to collect data. the writerdistinguished that the decision in this study is usually controlled by accountability to generalize to the entire entities of populationreferring to the reason above, the writercollected the data from the representative sample. in short, there are two methods used namely population and sample. the writer selected them as the population on the basis of some considerations. first, those students had passed structure i course and also writing i course when this study was conducted. so that it is assumed that they were still familiar with all materials of grammar and sentences (simple, compound, complex, and compound-complex sentence). the population is the entire research object consisting of humans, objects, animals, plants, symptoms, test scores, or events as a data source that has certain characteristics in a study (margono, 2004) the sample is a portion of the population taken using the sampling technique (husain & purnomo, 2001). besides that, hardani (2020) also has an opinion that the sample must really be able to reflect the state of the population, meaning that the conclusions drawn from the research results from the sample must be conclusions on the population.because the subject is 90 students, the writertook a portion of them (called sample) depending on the consideration of the writer’s time and fund, the extension of research, the risk of the research, and the significance of study. referring to the reasons above, the writerconcluded that sample is subject of the research that represents the population. sample must be representative of population. this sample is used to generalize the population. to determine of the sample of this study, the researched used “cluster sampling”. the instruments will use in this study is test only.the writer gave the structure and writing test to the third semester english department students. that instrument is used to investigate the degrees for the students’ knowledge of structure and their ability to write english sentences. the writing test is used to measure the students’ ability to write english sentences. in this case, the writer asked the students to make 20 english sentences (five simple sentences, five compound sentences, five complex correlation between the knowledge of structure and the writing ability of students in the architecture department akhmad sidiq | 31 | sentences, and five compound-complex sentences) and the sentences is free. and this study will be analyzed by using the pearson product moment correlation. 3. result and discussion this research was quantitative form of correlation design between two variables, independent variable (knowledge of structure) and dependent variable (writing ability). this data were collected and computed by using pearson product-moment correlation formula because the data was in the form of interval data and the number of respondents more than 30. this research was conducted to analyze the great extend of the third semester students’ scores of knowledge of structure and writing ability. it was involved 38 students as a sample taken from 90 as population of architecture department at international multimedia engineering school in the 2021 – 2022 academic years. after the writer gathered and computed the data, the writer found that the result of the computation was ‘r’ = 0.3999 and ‘r’ of the table = 0.3246 proving that the research hypothesis was accepted and the null hypothesis was rejected. the research hypothesis (h1) in this study was “there is positive or significant correlation between students’ knowledge of structure and their ability to write english sentences”. to know whether the correlation was significant or not as the hypothesis above, the writer referred to “r” table at level of significant 0.05%. based on the above computation the research hypothesis was accepted, and the null hypothesis was rejected. the critical value (r) is on “r” table with the degree of freedom n = 38. the “r” computation is 0.3999 whereas “r” table is 0.3246 at level 0.05%. in this study, the writer used pearson product-moment correlation formula to compute the data. the data that was resulted from the knowledge of structure score was regarded variable “x” and the writing score was regarded variable “y” with the respondent n = 38. the “r” score of pearson product-moment correlation showed two variables – knowledge of structure and writing ability. those variables were computed by using pearson product-moment correlation (r), the result of pearson product-moment’s computation proved that the result was higher than “r” of the table. it meant there was a positive or significant correlation between students’ knowledge of structure and their writing ability of the third semester students of architecture department at international multimedia engineering school in the 2021 – 2022 academic years. the computation result of correlation coefficient of pearson product-moment correlation formula between students’ knowledge of structure and their writing ability to write english sentences was 0.3999 > 0.3246. it meant that the result of the data analyzed was included in a significant correlation. in other words, the research hypothesis was accepted and null hypothesis was rejected. the computation of pearson product-moment correlation showed that there was significant correlation or positive correlation between students’ knowledge of structure and their writing ability to write english sentences. in other words, the students who have knowledge of structure tend to have good ability in writing. as the previous, the writer stated that competence is the knowledge of someone about the linguistic rules well and correctly, and performance is the ability of someone to apply the linguistic rules both written and orally. it meant that the third semester students of architecture department at enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 27–35 | 32 | international multimedia engineering school in the 2021 – 2022 academic years have a good knowledge of structure and then, they applied their knowledge of structure in their writing ability. many students assumed that they did not only need to speak but also need to write in english correctly. this reason was influenced by the students’ development about english. these facts motivated and encouraged the students to master about structure and writing better. the language development and students’ need to improve and increase their knowledge are the main points that forced students to have more knowledge and experience especially about english language skills that recently become the main requirement to participate in this competitive era. furthermore, the students should master the structure to be able to write english and speak well. moreover, the students would be faster to increase their writing ability in the teaching and learning process if they know the importance of structure in their writing. according to nurlinda (1997), writing is an activity carried out by someone to produce writing. people doing scribbling on the wall can also be said to be writing, with or without a specific purpose and device. good writing is writing that can be understood by others. based on the above explanations, the writer states that the students who want to be able to express their ideas in written form should enlarge their structure ability including how to use punctuation, spelling, capitalization, word formation, etc. on the other hand, the students’ ability to write english sentences is often overlooked in this discussion as learning english writing for efl students in indonesia, especially in international multimedia engineering school. this is probably due to a perception that writing skill is not the students’ immediate need. however, viewed both from the nature of writing skill in language learning and purpose of language stated here, that students’ ability to write english sentences is important and useful. this interpretation is based on the previous statement that one of the requirements for language development is knowledge or ability to write in english correctly. in line with those above explanations, there are several factors that influenced the significant correlation between the students’ knowledge of structure and their writing ability to write english sentences. this reason is presented in order to motivate, enlarge, and increase the students’ knowledge of structure and english writing skill for college students in indonesia, especially at international multimedia engineering school. first, the curriculum writing skills’ for college students’ should be reviewed. the curriculum should reflect the goal of teaching and learning that implies what the students’ expect to achieve in teaching and learning process combining students’ writing ability and students’ knowledge of structure. in this study the writer shows that structure skill is valuable for students’ future orientations and writing ability. these assumptions supports that students’ writing ability is not enough without students’ knowledge of structure. second, the result of teaching and learning of writing skills can be drawn from the result of the students’ correlation between knowledge of structure and their ability to write english sentences. in this reason the writer intends to show that knowledge of structure is necessary for students’ english achievement in terms that students also need to develop their writing ability because writing without structure has no meaning. in this explanation, the writer implies that the importance of students’ correlation between the knowledge of structure and the writing ability of students in the architecture department akhmad sidiq | 33 | knowledge of structure does not only support their writing achievement but also other language skills such as listening, reading, and speaking. for examples; utterances and reading activities without correct structure used is difficult to transfer, interpret and understand the meaning and even sometime has no meaning at all. third, the students’ english knowledge should not only be limited on one assumption that knowledge of structure is essential for writing only but also for other skills, such as: speaking, reading, and listening. speaking ability, for example is related to writing ability because students often transfer their utterances and expressions in conversations in the written form. the students misconception about the rules of structure used often makes the students feel confused both in speaking and writing. in this study, the writer has proven that writing, speaking and other language skills need to be supported one another because knowledge of structure is needed to produce words, phrases, and sentences correctly. fourth, the students’ writing ability and the knowledge of structure stimulate students to master the other english language skills. this encourages students’ to have expectation and consideration that writing, speaking, listening, and reading are influenced of the students’ knowledge of structure. based on those above reasons, students in writing class are expected to be able to apply and use the structure, vocabulary and mechanics to write english sentences correctly. according to klein (1985),writing is the ability to put pen and paper to express ideas through symbols. in this way, the representation on paper that has been written by the writer will have a meaning and content that can be understood by others people. in addition, students are also expected to be aware of their grammatical problems and errors in their writing because according to competence based curriculum (cbc) the students are expected to be able to communicate in english and master four language skills (listening, reading, speaking, and writing). the reason above indicates that writing skill is the dependent part of other english language skills. as teachers, we need to work continually to aid our students in their search for fulfillment as writers (harris, 1993). therefore, writing skill should receive proportional attention with regard to other skills. 4. conclusion in this case, the writer has proven that students’ knowledge of structure is important to upgrade and improve the students’ writing ability to write english sentences. in other words, the writer wants to inform to the english teacher that students’ knowledge of structure is essential factor that influences the students’ ability to write english sentences. the writer also informs to the english students that knowledge of structure’s position in english are independent, it means that knowledge of structure become a based-line for students to be able to master other english skills especially for writing class. next, as stated in the previous, the writer states that competence is the knowledge of someone about the linguistic rules well and correctly, and performance is the ability of someone to apply the linguistic rules both written and orally. now, it can be said that the third semester students of archienjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 27–35 | 34 | tecture department at international multimedia engineering school in the 2021 – 2022 academic yearshave a good competence in structure and also a good performance in writing. it means that theyhave a good knowledge of structure and then, they apply their knowledge of structure in their writing ability. according to murray (2022), there are certain qualities that most examples of good writing share. the following is a brief description of five qualities of good writing: focus, development, unity, coherence, and correctness. one very important addition is creativity. the best writing brings some personality and individuality to the writer. follow all the established guidelines, but always try to make your writing unique. the writer expects that the result of this study will be helpful for english teachers that english teachers to have professionalism, creative motion, anticipation, appropriate teaching method to teach students about the importance of structure in order to upgrade students’ english skills especially in writing and structure. the teachers are expected to realize and to teach structure in connection with their writing ability in order to improve the students’ ability in mastering four english language skills. next for students,the students are suggested to pay more attention to their structure and writing classes and to have certain ways to enhance their language skills related to structure and writing.the last writer recommends for future researchers to conduct a more detailed and complex research about the correlation between the students’ knowledge of structure and writing or another correlation between one english skill with another that is considered important to improve students english skills. 5. references belcher, wendy laura. 2009. writing your journal article in 12 weeks.united states : princeton university class, master . 2022. how to write better: 6 tips for writing good sentences.retrieved from https:// www.masterclass.com/articles/how-to-write-better. accessed march 21, 2022 hardani, dkk. 2020. metodepenelitian.yogyakarta : cv. pustakailmu harris, j. (1993). introducing writing. london :penguin english. heaton, j, b. (1975). writing english language tests: a practical guide for teachers of english as a second or foreign language. longman husaini u, purnomo. 2001. metodepenelitiansosial. jakarta : pt bumiaksaran klein, c, b. (2016). the magic words: writing great books for children and young adults. w.w. norton. lailiyah, m., & setiyaningsih, l. a. (2021). academic vocabulary of efl students’ writing: a corpusbased study. proceedings, 5, 28–32. margono.2004. metodologipenelitianpendidika, jakarta: rinekacipta melissa. reading and writing heaven, retrieved fromhttps://www.readingandwritinghaven.com/howto-teach-sentence-structure-simple-compound-complex-compound-complex. accessed march 21, 2022 correlation between the knowledge of structure and the writing ability of students in the architecture department akhmad sidiq | 35 | muhsin, m. arief. 2015. the correlation between students’ grammar knowledge and writing ability. makassar : english education departement, muhammadiyah university murray and anna c. rockowitz. writing center website feedback: 7th floor of the library in the silverstein student success center (212) 772-4212. retrieved from email us. https://www.hunter.cuny.edu/rwc/handouts/the-writing-proc e s s 1 / i n v e n t i o n / f i v e q u a l i t i e s o f g o o d w r i t i n g # : ~ : t e x t = h o w e v e r % 2c%20there%20are%20certain%20qualities,unity%2c%20coherence%2c%20and%20 correctness. accessed march 23, 2022 nordquist, richard . 2017. structures of english lng 502. retrieved from https://sites.google.com/ site/lang502structuresofenglish/about-me/introduction. accessed march 22, 2022 nurlinda. 1997. “kemampuanmengapresiasicerpeniamasih kecil” kar yaw.s.rennra. denganpendekatanpragmatikpadasiswa smea negeri i ujung pandang. skripsi. ikip ujung pandang procter, paul(eds) . 1995. cambridge international dictionary of english. london: cambridge university press. rismasari. 2019. a correlation between students’ grammar mastery and students’ writing ability. makassar :english education departement, muhammadiyah university swan, m. (2005). practical english usage. cornelsen& oxford university press. veit, richard. 1986. discovering english grammar. boston: houghton mifflin company. 6. 7036-27530-1-ce.pmd enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index using addie model to develop learning materials of the test ofusing addie model to develop learning materials of the test ofusing addie model to develop learning materials of the test ofusing addie model to develop learning materials of the test ofusing addie model to develop learning materials of the test of english proficiency in edmodoenglish proficiency in edmodoenglish proficiency in edmodoenglish proficiency in edmodoenglish proficiency in edmodo fatma rahayu nita, fitri rahmawati astiandani, agnes lintangsasi wicaksono,fatma rahayu nita, fitri rahmawati astiandani, agnes lintangsasi wicaksono,fatma rahayu nita, fitri rahmawati astiandani, agnes lintangsasi wicaksono,fatma rahayu nita, fitri rahmawati astiandani, agnes lintangsasi wicaksono,fatma rahayu nita, fitri rahmawati astiandani, agnes lintangsasi wicaksono, karunia eka nafilatul janahkarunia eka nafilatul janahkarunia eka nafilatul janahkarunia eka nafilatul janahkarunia eka nafilatul janah english literature and education, postgraduate program, universitas negeri surabaya, lidah wetan, 60213, surabaya, indonesia corresponding author: fatma.20043@mhs.unesa.ac.id article info received 21 december 2021 accepted 25 may 2022 available online 15 july 2022 keywords: learning materials, test of english proficiency (tep), addie model, edmodo doi: 10.26905/enjourme.v7i1.7036 how to cite this article (apa style): nita, f.r., astiandani, f.r., wicaksono, a.l., & janah, k.e.n. (2022). using addie model to develop learning materials of the test of english proficiency in edmodo. enjourme (english journal of merdeka): culture, language, and teaching of english, 7(1) 62-77, d o i : h t t p s : / / d o i . o r g / 1 0 . 2 6 9 0 5 / enjourme.v7i1.7036 abstract the preliminary analysis found that most of the students encountered several difficulties in achieving the target score of the test of english proficiency (tep), such as low motivation and lack of vocabulary. thus, this study attempts to develop the appropriate learning materials of the tep preparation course for english department students through edmodo as the learning management system (lms). through the research and development method and employed the addie model, 15 (fifteen) english department students were involved as the research subject. various procedures used in the addie are: (1) analysis, (2) design, (3) development, (4) implementation, and (5) evaluation. the results show that the students perceived positive perception towards tep learning materials, the content of the materials, and edmodo as the lms for the tep preparation course. finally, some suggestions are also given for further researchers: providing tutorials and creating a more colourful design. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no, 1, july 2022, page 62–77 1. introduction learning english has become the need of living in society nowadays. english as a lingua franca demands that people who compete globally master it as the primary language to communicate (renandya & widodo, 2016). as the institution preparing the generation ready to be adaptive in a global society, universities have the task to make the students master english. in indonesia, where english has become the foreign language, the universities provide english courses for their students to help them master the language. they also provide english proficiency tests to measure the students’ ©2022 the authors. published by university of merdeka malang this is an open access article distributed under the cc by-nc-nd 4.0 (https://creativecommons.org/licenses/by-nc-nd/4.0/) using addie model to develop learning materials of the test of english proficiency in edmodo fatma rahayu nita, fitri rahmawati astiandani, agnes lintangsasi wicaksono, karunia eka nafilatul janah | 63 | language skills, or it is well-known as the test of english proficiency (tep). the test usually consists of listening, structure and written expression, and reading exercises. the students need to get a particular score to pass the test. however, some students face difficulty in getting the minimum score. thus, more training is usually offered to help them get the minimum score. the training is usually done like a regular course, where the trainers and the students are in the same room. as time goes, the training can be integrated with the technology development. a learning management system (lms) is utilized to support the instruction. lms is the software designed for supporting teaching and learning programs, including delivering the materials, discussing, and assessing (smaldino et al., 2019). in indonesia, the use of lms is not very popular until the outbreak of covid-19. the pandemic makes some adaptations done, including in the use of lms. lms becomes the need of the teachers and students to keep having teaching and learning process properly even though they are not in the same room. therefore, besides decreasing the risk of virus spreading, lms makes the instruction program run more flexibly and practically. also, some lms support autonomy learning, where the students can study independently without the assistance of the teachers. the teachers provide the materials in the lms platform, and the students can access them to be learned. hence, lms is beneficial to make virtual learning become more flexible and support producing autonomous learners. one platform of lms that can be used to support instruction is edmodo. edmodo is a social media platform where the students who have accessed the platform will see the latest post of the group they join (ali, 2015). it also allows the students to connect by using the platform. many researchers discussed the use of edmodo. the study of pardede (2017) showed that the use of edmodo can improve the listening, reading, speaking, writing, and grammar skills of the students. it also found out that edmodo can motivate and engage the students in the instruction. the study of lukitasari et al. (2019) found that edmodo was beneficial for teaching reading. the platform allowed the students to access the materials anytime and anywhere and get more language exposure. it also argued that edmodo could present various formats of reading which can engage the students. besides, edmodo is also beneficial for improving students’ understanding of grammar (qomariyah et al., 2019). qomariyah’s study found out that edmodo could support and motivate the students to learn grammar by creating the condition of students-centered. by using edmodo, the students are engaged to participate in learning actively. thus, edmodo could support autonomy learning for students. even though some previous studies found that edmodo is beneficial for improving students’ language skills, they did not focus specifically on improving skills for the english proficiency test. thus, the investigation towards the issue was still limited. furthermore, developing materials in edmodo and regular classes are different. the online platform of edmodo requires a different approach to develop the materials. in edmodo, the materials should be explicit and matched with the learning objectives and engaging and accessible (tomlinson, 2011). the development can be done by adapting, adopting, selecting, or creating (smaldino et al., 2019). the decision is based on the needs of the teaching and learning process. in english proficiency training, the materials should embrace listening, structure, and reading exercises oriented to standardized tests since the students need to get a particular score to pass the test. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 62–77 | 64 | one model for developing the material is addie. it was developed by molenda and reiser in the 1980s (setiawan, 2020). it consists of five phases, including analyzing, designing, developing, implementing, and evaluating. according to tu et al. (2021), the analysis is the phase when the needs of the learning and students are investigated. the analysis can be in the form of observation or survey. next, the designing phase is when the syllabus is created. as the learning objective is set, the related activities and assessments are created to aim the goal of learning. then, the materials are developed by gathering related information to fulfill what the instruction needs. the next phase is implementing, when the design and materials are delivered to the students. lastly, the evaluation phase is when the students give feedback towards implementing the design. by the five phases, addie supports a learnercentered setting since the students actively participate in the material development. from the first to the latest phases, the students are invited to develop materials and instructions (iswati, 2019). the studies implementing addie for developing online english materials were conducted by some researchers (alodwan & almosa, 2018; sari et al., 2019; setiawan, 2020). the studies found that the projects developed based on addie were feasible and workable. however, the studies did not use edmodo as the online platform. it is different from the study of elisabeth et al. (2021), which developed the listening and reading materials for senior high school students. it applied the addie model to develop the project. they also validated their project from the expert in developing the materials. as a result, the interpretation of the product was good, and the materials were workable to apply in the targeted school. nevertheless, the study of elizabeth could not cover the need of materials development of english proficiency test, especially for university students. hence, this study aims to develop learning materials of english proficiency test in edmodo by applying addie model. moreover, the perceptions of the students were also reported as the result of the fifth phase of addie, which is evaluation. 2. method to develop learning materials for the test of english proficiency in edmodo, the researchers applied the addie model by martin & betrus (2019). addie is a product development paradigm with five phases: analyze, design, develop, implement, and evaluate (martin & betrus, 2019). the researchers applied the addie model to develop the learning materials for the test of english proficiency in edmodo since this model offers a systematic framework for product development primarily for instructional design in the learning context. furthermore, setiawan (2020) stated that the addie model provides a straightforward framework for structuring learning that the process can be applied in various situations. in addition, furwana & syam (2021) also stated that the addie model offers a chance in every phase to evaluate and revise so that the result of the product can be valid and reliable. therefore, the researchers applied five phases of addie in developing the learning materials of the test of english proficiency in edmodo: analyze, design, develop, implement, and evaluate (see figure 1). using addie model to develop learning materials of the test of english proficiency in edmodo fatma rahayu nita, fitri rahmawati astiandani, agnes lintangsasi wicaksono, karunia eka nafilatul janah | 65 | the first phase is the analyze phase. in this phase, the researchers conducted a need analysis by spreading an online questionnaire (google forms) containing some questions related to the students’ test of english proficiency (tep). this need analysis aims to identify the students’ learning needs, wants, and expectations about tep. the result of the need analysis showed that the students did some autonomous learning activities to improve their tep scores. they expected to get a tep score of at least 525 or above. therefore, they are willing to join any tep preparation courses with good quality and affordable price since it will aid them to achieve their targeted tep scores. then, based on the result of the need analysis in the analyze phase, the researchers continued to the second phase, the design phase. in this phase, the researchers focused on designing the tep preparation course syllabus that suits the data obtained from the previous phase. after that, the researchers continued to the next phase, the develop phase. in this phase, the researchers developed the learning materials for the tep preparation course, which are the materials for the listening section, structure and written expression section, reading section, and worksheets for each section of the tep to be implemented in the further phase. then, the next phase is the implement phase. in this phase, the researchers delivered the tep preparation course through edmodo as the learning management system (lms). in other words, in this phase, the students joined the tep preparation course via edmodo. the students who became the participants in the tep preparation course via edmodo are 25 (twenty-five) undergraduate students of the english department. finally, the last phase is the evaluate phase, where the students were asked to fill in an online questionnaire (google forms) that contains several questions asking their actual experience in joining the tep preparation course via edmodo. 3. results and discussion this study reports the development of tep learning materials utilizing the addie model suggested by martin & betrus (2019). thus, the results will elucidate how learning materials were develfigure 1 a less linier version of the addie model (martin & betrus, 2019) enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 62–77 oped by utilizing the addie model. the results are classified into 5 (five) steps, including analysis, design, development, implementation, and evaluation. 3.1. analysis in the first stage, need analysis consisting of necessities, lacks, and wants were carried out by interviewing 16 (sixteen) undergraduate students of the english department from various cohorts ranging from 2016 to 2020. in the necessities part, it was revealed that the reading comprehension section was the most challenging part of the tep test. it is in line with the previous study done by alodwan & almosa (2018) that reading comprehension and listening skills were considered as the main problems for students in efl (english as a foreign language) context. this current study also demonstrated the evidence through the high percentage in that section, which is 44%. related to the lacks part, students encountered several difficulties in concentration and vocabulary issues (furwana & syam, 2021). similarly, the lack of exposure to english leads the problem in practicing reading comprehension (alodwan & almosa, 2018). thus, they wanted to do more practice questions in the reading comprehension section to improve their tep score. however, some students also said they wanted to do more practice questions in listening comprehension and structure and written expression sections. thus far, they have studied to improve test proficiency scores by doing autonomous learning. in such a case, they are willing to join any preparation course with good quality since it will aid them to achieve the target score. besides, they asserted that the online platform using interactive teaching material is needed to support their study. this finding correlates with the previous study done by sari et al. (2019). they revealed that the students had a problem with reading comprehension due to the limited digital-based interactive teaching materials. thus, the teacher needs to employ a digital platform to strengthen the students’ reading skills. it is believed that the students need to obtain the knowledge theoretically and learning experiences. consequently, it should prepare teaching materials that are easier to understand and access, more stimulating, and enjoyable. in this study, edmodo is applied. through conducting this need analysis, what students need can be recognized and pre-determined well. 3.2. design in this second stage, the design of the course program consisting of the syllabus and the coursebook was carried out. graves (2000) stated that the striking findings of the material development process are textbooks and courses. since this course was intended for undergraduate students of the english department who have not yet achieved the tep target score, the syllabus contains tips and tricks as well as variations of questions that often appear on the tep test. in the course syllabus, the pre-test (at the beginning) and post-test (at the end) were tested for students to determine their initial understanding and what they had learned. however, referring to the need analysis results, this course syllabus is designed to focus more on the reading comprehension section. the course syllabus can be seen in appendix 1. | 66 | | 67 | using addie model to develop learning materials of the test of english proficiency in edmodo fatma rahayu nita, fitri rahmawati astiandani, agnes lintangsasi wicaksono, karunia eka nafilatul janah the course design was based on the data gained from the questionnaire distributed to the students and a need analysis. it is represented in the syllabus that comprises some aspects, such as course description, course goals, learning objectives, materials, learning activities, and assessment (iswati, 2019). it corresponds with the previous study done by moradmand et al. (2014) that the design phase should contain particular objectives, learning activities, pedagogical strategies, and materials. moreover, this recent study also correlates with a previous study conducted by tu et al. (2021). they showed that content design involves teaching method, time duration of teaching, and arrangement of some stages of teaching application. 3.3. development based on the above course syllabus, the coursebook of the tep preparation program was later developed (aldoobie, 2015). as seen from appendix 1, the lessons are concentrated on the reading comprehension section without leaving the listening section and structure and written expression section. the lessons are classified into 3 (three) sections: (1) listening comprehension section, (2) structure and written expression section, and (3) reading comprehension section. each unit consists of several parts, as illustrated in table 1. table 1 the content design of course book listening comprehension a. types of questions b. basic strategies for the listening section c. who, what, where d. negative expressions e. functions of expressions f. contrary meanings g. idiomatic language h. topic of the conversation i. conclusion about who, what, when, where j. main ideas k. detail questions structure and written expression a. types of questions b. basic strategies for the structure and written expressions section c. one clause d. multiple clause e. reduced clause f. inverted subjects and verbs g. subject/verb agreement h. comparatives & superlatives i. parts of speech j. passive voice k. parallel structure reading comprehension a. types of passages b. the language skills tested c. the ordering of the questions d. the ideas of passages e. directly answered questions f. indirectly answered questions g. vocabulary questions h. overall review questions the development can be done by adapting, adopting, selecting, or creating (smaldino et al., 2019). the decision is based on the needs of the teaching and learning process. in the phase of developing the materials, the source is very significant. in developing the listening comprehension enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 62–77 | 68 | section, appropriate materials with the semi-scientific topic from youtube (converted from mp4 to mp3) and podcasts are taken. then, the instructions are developed by recording our voices. the results of this study are in harmony with the previous study done by setiawan (2020) that the listening sources were gained from several trustworthy sources, particularly from online sources and cd applications. besides, it took the audio, which provides good quality. then, it recorded the question should be based on the learning objectives. as the study was done by tomlinson (2011), the materials should be explicit and matched with the learning objectives and engaging and accessible. the materials develop according to the principle of listening materials development: relevance and acceptability (furwana & syam, 2021). relevance denotes the materials related to the real-life of students. also, it explores the latest topic with several tips and tricks to answer were provided. in the structure and written expressions section, articles and magazines (national geographic, bbc news, guardian) are used to develop the learning materials to be more authentic, engaging, stimulating, and enjoyable (hadfield, 2014; tomlinson, 2011). maley (2016) demonstrated that the activities created must engage the students to enjoy the learning process and do not realize that they are studying. after selecting the appropriate learning materials from those sources, the instructions are then developed. similar steps are also carried out in the reading section. reading materials from several newspapers, such as national geographic, jakarta post, and mentalfloss, are adopted, and the instructions are then developed. in designing the materials, maley (2016) states that it should be possible to adapt, extend, and re-order activities. in this case, the materials adapted from several credible sources are rearranged to meet the students’ needs. after the designed materials are developed into a coursebook, all of these materials are then integrated into the lms, namely edmodo. the edmodo is selected as one of the most widely applied social media in the efl context (pardede, 2017). several previous studies proved that the students gained several advantages through edmodo and encouraged learning efficiency (abdulrahman, 2016; mali, 2015). since it provides learning efficiency, it makes the learning process are more engaging and stimulating. also, it supports group collaboration and individual learning and allows non-digital native teachers to make web-based learning atmospheres (warawudhi, 2017). the design of edmodo is illustrated as follows: figure 2 start menu of edmodo using addie model to develop learning materials of the test of english proficiency in edmodo fatma rahayu nita, fitri rahmawati astiandani, agnes lintangsasi wicaksono, karunia eka nafilatul janah | 69 | figure 3 – display of classes menu figure 4 – start menu of listening comprehension figure 5 – display of materials in listening comprehension enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 62–77 | 70 | figure 6 – display of quiz in listening comprehension figure 7 – start menu of structure and written expression figure 8 – display of materials in structure and written expression using addie model to develop learning materials of the test of english proficiency in edmodo fatma rahayu nita, fitri rahmawati astiandani, agnes lintangsasi wicaksono, karunia eka nafilatul janah edmodo’s design starts with the start menu of edmodo, which becomes the core feature presented in the learning management system (lms). it can be seen in figure 2; there are three classes displayed in the start menu. the second display is class management, including listening comprehension, structure, written expression, and reading comprehension. each class management has the same content, such as materials and practices. after reading the materials, the students are confronted with several quizzes to make it easier to comprehend the learning materials. the students’ list and scores also could be seen after they practice the quizzes (see figure 9). 3.4. implementation after going through the three stages above, the implementation stage is conducted. it means the product will be applied to the students (furwana & syam, 2021). at this implementation stage, the edmodo class code in each unit is distributed to 25 (twenty-five) participants who are a combination of 2015-2020 undergraduate students of the english department. in this case, edmodo is the only primary source in the tep preparation course. therefore, all participants are required to join the lms. participants are given a time limit of about 2 (two) weeks to complete the representation of the material per unit that has been integrated with edmodo. through the lms, they can read and understand the material by themselves and work on questions for practice everywhere and anytime (setiawan, 2020). figure 9 is an example of students’ results after practicing several activities in edmodo. figure 9 – the example of the student’s result 3.5. evaluation evaluation is the last stage that must be passed in the addie model (martin & betrus, 2019). richards and renandya (2002) stated that it is worthy of having materials evaluation since it assists us in recognizing the weaknesses and strengths of the materials that have been developed. an evaluation of the edmodo usage as an lms for the tep preparation course was conducted to obtain information regarding the use of the developed learning materials. this study used post-use evaluation since the primary data for this evaluation was taken from the questionnaire distributed to 25 (twenty-five) participants who had completed the representation of the material per unit. even so, only 15 of the 25 participants filled out the evaluation link created on the google form. this ques| 71 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 62–77 | 72 | tionnaire consists of participant profiles and 3 (three) main areas, namely language aspect assessment, content materials assessment, and feedback on the use of edmodo as lms. the list of questions in language aspect and content materials assessments was adapted from furwana & syam (2021), while two questions on edmodo feedback were adapted from ali (2015). the data obtained from the questionnaire are displayed in table 2. table 2 – language aspect assessment aspects to be assessed percentage disagree agree strongly agree the language used in worksheets is easy to understand 66.7% 33.3% language is clear and comprehensible 73.3% 26.7% the language used in the explanation and task directions is easy to understand 6.7% 40% 53.3% the language used grammatically correct 80% 20% generally, table 2 indicates that students’ evaluation of the tep learning materials in edmodo resulted in positive feedback. it is because most of their responses towards the language used were ‘agree’ and ‘strongly agree.’ they agree that the language used in edmodo is extremely easy to understand since it is clear, understandable, and grammatically correct. these findings are in line with iswati (2019) study that the students perceived a positive attitude towards the course since the language is grammatically correct so that it can provide them with understandable materials. concerning the content material, the results of the questionnaire can be seen in table 3. table 3 – content materials assessment aspects to be assessed percentage disagree agree strongly agree worksheet developed in line with learning objectives 6.7% 46.7% 46.7% worksheet developed in line with the students' need in tep course 46.7% 53.3% worksheet developed explore a lot of text related to semi-scientific topic 66.7% 33.3% worksheet developed explain the text in detail 6.7% 40% 53.3% in general, worksheet provide a clear explanation 46.7% 53.3% audio-material contains pronunciation 6.7% 40% 53.3% the texts given in the material can help students understand the main topic 6.7% 53.3% 40% teaching materials (text, tables, pictures, etc.) are from sources relevant to the topic being discussed 66.7% 33.3% teaching materials (text, tables, pictures, attachments, etc.) are taken from up-to-date sources 6.7% 60% 33.3% the material developed consistently presented to the questions on each section 53.3% 46.7% the forms of tasks in each unit are presented in various ways 6.7% 53.3% 40% through the materials and worksheets, this course may be able to improve my tep score 53.3% 46.7% using addie model to develop learning materials of the test of english proficiency in edmodo fatma rahayu nita, fitri rahmawati astiandani, agnes lintangsasi wicaksono, karunia eka nafilatul janah | 73 | based on the results in table 3, the content materials available on edmodo are highly good in supporting their preparation for the tep test for several reasons. firstly, it is because the worksheet developed in edmodo is in line with learning objectives and the students’ needs in the tep course. graves (2000) stated that materials development is a planning process in which course objectives and goals are implanted in units and assignments. thus, the content of the developed material must refer to the accomplishment of learning objectives. secondly, the developed worksheet explores many related texts in detail, and it gives an obvious explanation (thu, 2019). it is similar to ahmadi (2016), who revealed that teachers should provide students with the obvious exercises and material. besides, in the listening section, pronunciation in audio-material is provided well. then, the teaching materials, such as tables, text, and pictures, are taken from up-to-date and relevant sources so that students understand the topic well (setiawan, 2020). lastly, the material developed presents the questions in each section consistently and in various ways (hadfield, 2014). in line with amila et al. (2018), teachers should offer various teaching materials so that the learning activity is not repetitive and monotonous. thus, it can be concluded that this preparation course may enhance the students’ tep score through the materials and worksheets provided. however, there is a low disagreement on six points. one of them conveyed that the material is slightly longer, so it made him feel bored reading deeply. furthermore, the last two questions containing student perceptions and suggestions of edmodo as an lms for the tep preparation course are presented. almost all students positively perceive using edmodo as a learning medium in the tep preparation course. this can be proven from the following excerpt. s1: i think the use of edmodo as a learning management system (lms) for the tep preparation course is quite helpful and makes it easier for students to learn on their own because in the current pandemic we are required to learn independently online. s2: i think it’s good to use edmodo because there are many features in the application that can help users know the tasks to be done, notifications, progress in learning and many others and of course it’s easy to understand using the edmodo application. because there are many conveniences in the application, it will make it easier for lms tep using edmodo. both students revealed that edmodo is an lms that is very appropriate to use in this pandemic era since it can facilitate students to become independent learners in preparing for the tep test. these findings are in accordance with the previous study done by lukitasari et al. (2019). it showed that edmodo in reading class could be applied as an auxiliary instrument to offer more learning involvements (assignments, discussions, quizzes, exercises, etc.). due to time limitations, edmodo features strongly encourage independence or independent study (lukitasari et al., 2019; pardede, 2017; qomariyah et al., 2019). as stated by s2, “…. of course, it’s easy to understand using the edmodo application…”, the students feel the positive experience in using edmodo as the platform is easy to use. it is also in line with the previous study by ali (2015) that the students perceived positive feelings while using edmodo since it was easy to utilize. besides, edmodo’s features, such as the flexibility of submitting assignments and the ease of viewing quiz results, make students joyful to learn through online platforms (kongchan, 2014). however, a few students expressed the difficulties they encountered while accessing edmodo. the following is the excerpt of their utterances. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 62–77 | 74 | s3: that’s totally fine for me to use edmodo. it’s easy platform to be used and i think there’s no serious problem. so far, it’s great for me! although in the beginning of registration, i had some problem to join the class. it seemed that edmodo is a new platform for us, so we need to adapt ourselves in using this platform and make it more familiar. as seen from the above excerpt, explained that there needs to be an adaptation for certain students so that using edmodo will be much easier for them (ali, 2015; pardede, 2017). related to the suggestions towards edmodo as an lms for the tep preparation course, several students suggested beautifying the appearance in edmodo by adding a colorful background and providing tutorials for doing on the types of questions in edmodo. their suggestion can be seen as follows. s4: i think you need to make the background of this app to be more colorful, i mean add some calm color so the students will be more excited to join this app. s5: i think you should give the students kind of 101 how to do a task on edmodo? once you do, i personally think it would be suffice. apart from the positive sides of edmodo, several students expect to get tutorials in practicing the tasks. like the previous study by lukitasari et al. (2019), the students were not given information by edmodo. in such a case, the teachers should offer tutorials on how to do the tasks. besides, the result of the study is in harmony with elisabeth et al. (2021) that the product should be designed in a colorful layout so that the students are more interested in joining the class and have motivation in the learning process online, particularly in edmodo platform. 4. conclusion the final product of this research is the learning materials of the test of english proficiency (tep) preparation course for english department students by applying the addie model. based on the research results, the researchers state several reflective points. first, the need analysis showed that the learning materials for the tep preparation course containing the listening comprehension section, structure and written expression section, and reading comprehension section were delivered through edmodo as the learning management system (lms). second, the researchers designed the course program syllabus that comprised some aspects, such as course description, course goals, learning objectives, materials, learning activities, and assessment. third, the researchers developed the coursebook of the tep preparation course as well as integrated the tep materials into edmodo as the lms. fourth, the researchers implemented the final product by distributing the class code of edmodo to 25 (twenty-five) undergraduate students of the english department so that they could learn the materials and practice some exercises. fifth, the evaluation showed that the tep learning materials in edmodo resulted in positive feedback, the content materials available on edmodo were highly good in supporting their preparation for the tep test, and almost all students perceived positively about using edmodo as the lms for the tep preparation course. finally, several students expected to get tutorials in practicing the tasks in edmodo as well as have a colorful layout so that they could be more interested in joining the class and have motivation in the learning process through the edmodo using addie model to develop learning materials of the test of english proficiency in edmodo fatma rahayu nita, fitri rahmawati astiandani, agnes lintangsasi wicaksono, karunia eka nafilatul janah | 75 | platform. therefore, future researchers who want to conduct similar research are suggested to provide tutorials in practicing the tasks in the lms and create a more colorful design of the layout for the lms so that the students can have a higher motivation in the learning process. 5. references abdulrahman, t. (2016). edmodo as a supplementary tool in efl classroom: perception and reality. the bandung international conference on language and education, 39–50. ahmadi, s. m. (2016). the importance of listening comprehension in language learning. international journal of research in english education, 1(1), 7–10. aldoobie, n. (2015). addie model. american international journal of contemporary research, 5(6), 68– 72. ali, z. (2015). a case study of tertiary students’ experiences using edmodo in language learning. international journal of language education and applied linguistics, 02, 39–48. alodwan, t., & almosa, m. (2018). the effect of a computer program based on analysis, design, development, implementation and evaluation (addie) in improving ninth graders’ listening and reading comprehension skills in english in jordan. english language teaching, 11(4), 43. https://doi.org/10.5539/elt.v11n4p43 amila, a., abdurrahman, a., suyatna, a., distrik, i. w., & herlina, k. (2018). practicality and effectiveness of student’ worksheets based on ethno science to improve conceptual understanding in rigid body. international journal of advanced engineering, management and science, 4(5), 400–407. https://doi.org/10.22161/ijaems.4.5.11 elisabeth, m., abisay, e., & apriliaswati, r. (2021). designing instructional materials for teaching and learning writing recount text through edmodo platform. journal of english education program, 2(1), 13–20. furwana, d., & syam, a. t. (2021). “listening is hard”: addie model on the development of english listening worksheets. language circle: journal of language and literature, 16(1), 52–60. graves, k. (2000). designing language courses: a guide for teachers. canada: heinle & heinle publisher. hadfield, j. (2014). chaosmos: spontaneity and order in the materials design process. in english language teaching textbooks (pp. 320–359). springer. iswati, l. (2019). developing addie model-based esp coursebook. indonesian efl journal (ieflj), 5(2), 103–112. https://doi.org/10.25134/ieflj.v5i2.1804 kongchan, c. (2014). how a non-digital-native teacher makes use of edmodo. internacional conference “ict for language learning.” lukitasari, d. r., f, v. a., & gloria, e. (2019). the use of edmodo for teaching reading in a blendedlearning classroom. indonesian journal of english language studies, 5(2), 69–77. maley, a. (2016). principles and procedures in materials development. in issues in materials development (pp. 11–29). brill sense. mali, y. (2015). edmodo as a virtual learning environment in academic writing class. in proceeding iselt 2015, 527–533. http://ejournal.unp.ac.id/index.php/selt/article/view/6898 martin, f., & betrus, a. k. (2019). digital media for learning: theories, processes, and solutions. in digital media for learning. https://doi.org/10.1007/978-3-030-33120-7 enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 62–77 | 76 | moradmand, n., datta, a., & oakley, g. (2014). the design and implementation of an educational multimedia mathematics software: using addie to guide instructional system design. the journal of applied instructional design, 4(1), 37–49. pardede, p. (2017). current studies on the use of edmodo in efl learning: a review. journal of english teaching, 3(3), 244–258. qomariyah, s., gunarhadi, & rejekiningsih, t. (2019). edmodo in blended learning to increase language learners’ understanding in learning grammar for toefl. international journal of educational research review, 4(1), 82–87. https://doi.org/10.24331/ijere.486653 renandya, w. a., & widodo, h. p. (2016). english language teaching today: linking theory and practice (h. p. widodo (ed.)). springer. richards, j. c., & renandya, w. a. (2002). methodology in language teaching: an anthology of current practice. cambridge university press. sari, a. i., suryani, n., rochsantiningsih, d., & suharno. (2019). the development of android-based smartphone learning application on teaching reading comprehension. aip conference proceedings, 2194(december), 1–7. https://doi.org/10.1063/1.5139844 setiawan, s. a. (2020). developing listening exercise for english proficiency test in the form of mobile application for eleventh grade students of sma alizzah batu. langedu journal. smaldino, s. e., lowther, d. l., & mims, c. (2019). instructional technology and media for learning (12th ed.). pearson education. thu, a. s. (2019). autonomous learning materials of structure and written expression for toefl preparation. lingtera, 6(1), 62–72. https://doi.org/10.21831/lt.v6i1.15919 tomlinson, b. (2011). materials development in language teaching (b. tomlinson (ed.); 2nd ed.). cambridge university press. tu, j. c., zhang, x., & zhang, x. y. (2021). basic courses of design major based on the addie model: shed light on response to social trends and needs. sustainability (switzerland), 13(8). https://doi.org/10.3390/su13084414 warawudhi, r. (2017). the evaluation of edmodo in business reading class. international journal of information and education technology, 7(2), 153–158. https://doi.org/10.18178/ijiet.2017.7.2.858 using addie model to develop learning materials of the test of english proficiency in edmodo fatma rahayu nita, fitri rahmawati astiandani, agnes lintangsasi wicaksono, karunia eka nafilatul janah | 77 | appendix 1 the course syllabus pre-test time allocation: 2 x 60 minutes listening comprehension time allocation: 2 x 45 minutes objective: students are able to apply the strategies to answer the listening comprehension section in tep appropriately. students are able to draw inferences in a short dialogue correctly. learning activities: content explanation & question and answer time allocation: 2 x 45 minutes objective: students are able to determine general ideas in a long conversation correctly. students are able to follow ideas in a lecture or academic talk correctly. learning activities: content explanation & question and answer structure and written expression time allocation: 2 x 45 minutes objective: students are able to apply the strategies to answer the structure and written expressions section in tep appropriately. students are able to distinguish the main clause and sub clause correctly. learning activities: content explanation & question and answer time allocation: 2 x 45 minutes objective: students are able to link subject and verb correctly. students are able to differentiate comparatives and superlatives sentences correctly. students are able to distinguish parts of speech, passive voice, and parallel structure correctly. learning activities: content explanation & discussion reading comprehension time allocation: 2 x 45 minutes objective: students are able to apply the strategies to answer the reading comprehension section in tep appropriately. students are able to find the general ideas in reading passages correctly. learning activities: content explanation & question and answer time allocation: 2 x 45 minutes objective: students are able to specify detailed information in reading passages correctly. students are able to identify implied information in reading passages correctly. learning activities: content explanation & question and answer time allocation: 2 x 45 minutes objective: students are able to determine synonyms of words in reading passages correctly. students are able to conclude reading passages correctly. learning activities: content explanation & discussion post-test time allocation: 2 x 60 minutes online issn 2502-5740/© 2018 enjourme. all rights reserved. enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 3 no. 1 july(2018) 15 – 22 enjourme (english journal of merdeka) : culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index grammatical errors in esp students’ presentation across proficiency levels hafida ruminar universitas brawijaya, jalan veteran, 65145, malang, indonesia hafidaruminar@ub.ac.id a r t i c l e i n f o a b s t r a c t article history: received 11 may 2018 received in revised form 08 june 2018 accepted 15 august 2018 available online 24 august 2018 this study analyzes the grammatical errors across proficiency levels. the samples were collected from the second semester of agriculture students’ oral presentation of esp class at faculty of agriculture, universitas brawijaya. they were grouped into high and low proficient students by using toefl test. the errors in their speech were classified by using surface structure taxonomy namely misformation, misorder, addition, omission, blends, and miscellaneous. findings indicate that misformation is the dominant error produced by both levels of proficiency. it is followed by omission, addition, miscellaneous, misorder and blends. © 2018 enjourme. all rights reserved. keywords: error analysis, grammatical errors, proficiency levels. 1. introduction being able and fluent in communicating in english is the main goal of learning a foreign language which emphasizes the development of the correct speech habit. according to srivastava (2014) accuracy and fluency are the two factors which define the success of english language students in the future. accuracy focuses on the ability of the learner to produce grammatically correct sentences and the learner should not only know correct grammatical rules of the language but also able to speak and write accurately (srivastava, 2014). on the other hand, fluency emphases on communication skills, efficiency, and the context while speaking (srivastava, 2014). shen (2013) points out that accuracy is the basis of fluency while fluency is a further improvement of a person„s linguistic competence and a better exposure of his/her communicative competence. therefore, accuracy needs to be learnt to support the fluency of speaking. without accuracy, the message of speaking can be misunderstood and it can make the students commit to language errors. errors in language are the imperfect side of the learner in their discourse or composition (dulay et al., 1982). brown (2000) defines errors as methodical deviations made by learners who have not comprehended the rules of the target language. however, the error is not always negative, as suggested by brown (2000:217), error reflects students‟ basic competence in english because it is related to cognitive process. analyzing errors contributes to recognize the inaccuracy in the use of language produced by the speaker. ellis and barkhuizen (2005) define error analysis as a set of procedures for identifying, describing, and explaining learner errors. according to corder (1967, cited in ellis & barkhuizen 2005), learner errors are significant in three ways: (1) they serve a pedagogic purpose by showing teachers what learners have learned and what they have not mastered yet; (2) they serve a research purpose by providing evidence about how language is learned; and (3) they serve a learning purpose by acting as devices by which learners can discover the rules of the target language. in analyzing the errors, burt, dulay, and krashen (1982) proposed surface structure taxonomy, namely misformation, misorder, addition, and omission. misformation errors means the learners use of a wrong form or structure. there are three kinds of misformation error, namely regularization, archi-forms, and alternating forms. misorder refers to the incorrect placement of a morpheme or group of morphemes in an mailto:hafidaruminar@ub.ac.id ruminar, hafida/ enjourme vol. 3 no. 1(2018)15 – 22 16 utterance. addition happens when the presence of an item that must not appear in well-formed utterances. errors of addition are divided into three, namely regularization, double marking, and simple addition. the last is omission. omission is the absence of an item that must appear in a well-formed utterance. furthermore, james (1998:111) added one type of error called blends. error of blends happens when “the learner has activated two structures that are semantically related, either of which could serve his present purpose, but they fail to make a clear choice, and instead combine a part of each to produce a structure which characteristics of both”. for example, the use of the word one and each in a phrase: “for each one thing”. the last type of error is called miscellaneous errors. this error does not belong to either the surface structure taxonomy or blends. according to simbolon (2015), miscellaneous errors are various errors in conjunction with translation, wrong order and choice of english words in term of the meaning of the sentence in context as well as the omission or addition of certain language elements. in classifying the types of errors in students‟ oral presentation, this research combined the types of error in the surface structure taxonomy by dulay, burt, and krashen (1982), with james (1998), and simbolon (2015), namely omission, addition, misformation, misordering, blends, and miscellaneous. the focus of this study is investigating the grammatical errors in students‟ oral presentation. the term error in this study is limited to grammatical error. most students find it challenging when they are required to present orally, especially in english. oral presentation is a formal speech that needs a structure talks. hence, the language accuracy in oral presentation needs to be considered. in oral presentation, even the students are taught the presentation phrases, the students still commit to many errors. following this view, there are very few studies that are directed to investigate the grammatical errors produced by the students in an oral presentation. it was conducted by ting, mahadhir, and chang (2010), and muhamad, shah, ibrahim, sarudin, malik, and ghani (2013). in indonesian context the studies about error analysis in spoken language were done by soepriatmadji (2008), adib (2012), oktaviani (2013), and simbolon (2015). however, none of those previous studies used oral presentation to analyze grammatical errors. the only study which investigates grammatical errors made in oral presentation was conducted by muhamad et al (2103) and saad and sawalmeh (2014), but they did not classify their subject of research based on the level of proficiency. furthermore, research in analyzing the grammatical errors in oral presentation in indonesian context is still small in number, specifically to english for specific purposes students. it can be caused that analyzing the error in spoken language is a multifaceted task as it requires analyzing a multifarious corpus of spoken language. hopefully, this recent study can fulfill the research gap and give different perspective from the previous studies. the researcher conducts a research on analyzing the grammatical errors in oral presentation across esp students‟ level of proficiency by employing the surface structure taxonomy. toefl is utilized to test the students‟ english level of proficiency. the reason for using toefl since it is a universal and standardized test which proven as a valid test. the researcher classifies the level of proficiency based on the toefl score. based on the background explained above, the research questions of the study are formulated as follows: 1) what are the most grammatical errors produced by high and low proficient students‟ in english oral presentation? 2) which grammatical errors are dominant across students‟ proficiency level? 2. method the population of this study consisted of students who register in the second semester in the academic year 2016/2017 from faculty of agriculture, university of brawijaya malang. there were ten classes in total, namely class a to j. the sample was drawn from purposive sampling technique. the researcher took two classes, h and j class as samples based on some reasons. in these two classes, the lecturer equipped the students with the presentation materials at the beginning of the semester. it covered the phrases used in giving a presentation and how to deliver oral presentation effectively. the lecturer also directed the students to practice the theory by performing oral presentation on the selected topic. moreover, they were selected due to the accessibility and matched with researcher‟s subject criteria. the number of students for h class was 31 students and for j class was 35 students. to collect the information about the students‟ grammatical errors in oral presentation, the instruments used in this study were the researcher herself as an observer, an audio recording of the students‟ oral presentation, the students‟ presentation transcript and worksheet to record the students‟ errors. to ruminar, hafida/ enjourme vol. 3 no. 1(2018)15 – 22 17 classify the students‟ level of proficiency, the researcher used the toefl paper test taken from phillips (2004), and the students‟ toefl score. table 1 shows the classification of the students‟ level of proficiency based on their toefl score. table 1 toefl proficiency level classification toefl score level of proficiency n 501 – 550 high 12 351 – 425 low 26 the criterion of high proficiency student is student who has toefl score in range 501 to 550. meanwhile the low proficiency students are the students who have toefl score in range 351 to 425. it was found that there are 6 students from j class and there are 6 students from h class who considered as high proficiency students. therefore, there were 12 students with high proficiency in total. for the students who had english low proficiency, there were 11 students from h class and 15 students from j class. while the other students would be eliminated from the study since their scores are in the medium range, 426-500. it was rather difficult to find the significance differences between the high and medium proficiency and the medium and low proficiency because the score range was so close between those two levels of proficiency. so that, the researcher cut the medium range score and only divided the level of proficiency into high and low. the data of the grammatical errors were taken from students‟ presentation on the topic given by the lecturers, namely either fruit hybrid or creative product. in this activity the students had to present individually about their creative product in combining two kinds of fruit or vegetables or creating a new product from fruits or vegetables. their product must not be real; it could come from their imagination and their creativity. a week before the presentation, the lecturer taught and gave the basic feature language to be used in presenting their product. in the students‟ presentation they had to include the name of the product, the uniqueness of the product, the taste, the looks or appearance, the consumer segment, and the reason why people had to buy their product. it was like a descriptive and persuasive presentation. at the end of each presentation section, the lecturer counted the number of people who will buy the product. the more audience raising their hands, the more attractive the product was. it meant that the presenters had successfully persuaded the audience to buy their creative product. the initial step in error analysis was collecting the samples of learner language, followed by identify and categorizes the errors, describe the errors, and calculate the frequency of errors. the description of errors is a comparative process between the erroneous utterances and the reconstructed utterance. there are two steps to describe the errors. first, the researcher coded the identified errors into a set of descriptive categories. the surface structure taxonomy categories were employed in this study, namely addition, omission, misformation, misorder, blends, and miscellaneous error. table 2 is the example of error description that used as worksheets in this study. table 2 example of error descriptions error reconstruction linguistic description surface structure description i will presentate.. i will present… verb phrase – modals not an english words misformation – regularization i will to present… i will present… verb phrase – modals addition – simple addition (adapted from ellis and barkhuizen, 2005:63) in the end, the data were interpreted. the interpretation of errors involved determining their error sources in order to justify why they were made. to explain errors, we need to know what process the students used when they do not know the targetlanguage form. traditionally, two major processes are identified as interlingual and intralingual errors. ruminar, hafida/ enjourme vol. 3 no. 1(2018)15 – 22 18 3. results and discussion types of grammatical errors of high proficient students the findings of the study showed that the high proficient students have the most frequent errors in misformation, followed by the omission, misselection, addition, miscellaneous errors, and blends as presented in table 3. table 3. the frequencies of error categories produced by high proficient students error categories students’ level of proficiency high frequency percentage (%) misformation 67 56.3 omission 27 22.7 misselection 12 10.1 addition 8 6.7 miscellaneous 4 3.4 blends 1 0.8 total 119 100 the errors mostly dealt with misformation of constructing sentences, followed by the omission and misselection of preposition, words, linking and auxiliary verbs, and articles. the result of the present study is in line with the study conducted by hojati (2013) in investigating errors in the oral performance by advanced-level of iranian students. the result showed that the advanced iranian students have persistent problems in articles, clauses, preposition, and misselection of words. it can be concluded that many foreign language learners often deal with the problems in preposition, misselection of words, the use of linking and auxiliary verbs, and articles. therefore, those frequent errors will be discussed thoroughly. the problem of preposition is quite complex for indonesian speakers since indonesian does not have preposition-paired like in english. one reason accounting for this point is that prepositions have many different meanings and uses in different contexts. this case is consistent with gass and selinker (1983) who confirmed that the difference in the structure of language makes it problematic when it transformed into the foreign language. one of the examples of misformation error in preposition, found in the present study, is the preposition paired interested in. in indonesian context, the word interested is usually combined with the word with instead of prepositionin. the next example is the preposition-paired combination of a and b. most of the indonesian speakers say it is the combination between a and b. those kinds of preposition errors were also found in low proficient students‟ utterances. therefore, the writer will not discuss any further about the preposition in section of the low proficient students. the low and high proficient students shared the same problems in pairing the correct preposition. furthermore, the students sometimes omit the preposition for in the phrase “that‟s all my presentation”. the common error of addition in preposition, which indonesian speakers often say, is the phrase “in here”. they over-included preposition in for the word here.those errors might be caused by the negative transfer of l1 translation. the finding of this study is consistent with the study by tahaineh (2010). he revealed that freshmen, sophomores and juniors of arabian students have numerous problems of preposition. the most difficult preposition used for the arabian learners in his study areby, in, on, to, with, of, from, for and at respectively. the similarity between indonesian and arabian is that both of them use their l1 rule in forming the preposition paired since they do not have particular rules for preposition paired. the second frequent common error made by high proficient students is the omission of linking verb and auxiliary verbs. there were 13 errors in using either linking verb or auxiliary verbs. based on data that have been identified, the students often omit the linking verb “be” to make sentence in simple present tense. however, the omission errors of linking verb are derived from the negative transfer of the l1 rule. the indonesian speaker made simple generalization about the meaning of copula be is “adalah”, literally means “to be”. the example of omission error was found in the sentence “it safe to eat”. indonesian speaker might translate that sentence into “itu adalah aman dimakan”. in indonesian context, they would like to say “itu ruminar, hafida/ enjourme vol. 3 no. 1(2018)15 – 22 19 aman dimakan” and they will translate it into “it safe to eat”. as a result, the students exploited redundancy to copula be as the result of their l1 transfer. according to james (1998) exploiting redundancy means omitting grammatical features that do not contribute to the meaning of an utterance. the problem in misselection of words took the third highest common errors by high proficient students, as in the following examples: combinate, fried meal’s friends, the fruit content, and normal durian. these sources of errors are direct translation from their l1 since english does not have that kind of collocation. brown (2000) clarified that it was the students‟ communication strategies in order to make the interlocutor understand their message, but at times these techniques can become a source of error. the students used word coinage, false cognate, and fabricated pattern as their communication strategies which became their sources of errors. types of grammatical errors of low proficiency students the findings in table 4 showed that low proficient students made the most errors in misformation, followed by omission, addition, miscellaneous, misorder, and blends. table 4. the frequencies of error categories produced by low proficient students error categories students’ level of proficiency low frequency percentage (%) misformation 117 41.5 omission 88 31.2 addition 43 15.2 miscellaneous 16 5.7 misorder 15 5.3 blends 3 1.1 total 282 100 the result of this present study is consistent with the previous research conducted by ting et al (2010) who examined the grammatical errors in spoken english of malaysian university students who are less proficient in english and by saad and sawalmeh (2014) who conducted error analysis in role-play presentations among less proficient l2 malaysian learners. they showed that the students changed the target language structure by doing misformation and omission, and seldom did they add or misorder the elements of language. less proficient students did many errors in opening the presentation. this result is different from high level proficient students. the problem mostly deals with modals. there were various errors in saying “i will present a topic”. they modify the verb present into various forms, such as i will presentation, i will presentate, i will to present. these kinds of errors were hardly found in high proficient students. however, it is a simple and common phrase, but the low proficient students failed to form it. the phrase i will presentation showed that the speaker might do generalization the meaning of presentation and used that words in all forms without considering whether it is a noun, or a verb. the error in phrase i will presentate might be the result of misanalysis. the speaker might think that the word present must be added with suffix –ate to form a verb. in fact, the word present itself is already a verb. the phrase i will to present might derive from ignorance of rule restriction. it occurs as a result of failure to observe the restrictions or existing structures that modal is followed by base form verb. the next error was mostly caused by the interlanguage transfer. the low proficient students frequently did word to word translation from their l1 into the target language as their sources of errors. it was found in the finding that there were 16 miscellaneous errors which are four times higher than in high proficient students. simbolon (2015) defines miscellaneous errors as various errors in conjunction with translation, wrong order and choice of english words in term of the meaning of sentence in context as well as the omission or addition of certain language elements. even though the meaning is sometimes understandable, it is structurally unacceptable. the example of miscellaneous errors found in this study is when the students want to describe the outer and inner appearance of their product. one of the examples is “the shape of nanas pinacolada is ruminar, hafida/ enjourme vol. 3 no. 1(2018)15 – 22 20 coconut inside of pineapple”. another example is in the phrase “why i use stone cold for my product?”. those two phrases are obviously derived from direct l1 translation. in this case, the students translated the sentence by selecting english words which have the same literal meaning with their native language. simbolon (2015) also asserted that simply translating sentence by using their native language rule is a recurrent problem of indonesian students when learning english. it is the result of students‟ ignorance to the structure of the language. they think fluency is more important than accuracy. otherwise, accuracy shows the fluency of someone and it cannot be simply ignored. the dominant grammatical errors across students’ proficiency level the high and low proficient esp students made mostly errors in misformation, followed by omission, addition, miscellaneous, misorder and blends. the combined result of the error analysis show that there are 401 errors found from 38 students. they include 184 misformation errors, 115 omission errors, 55 addition errors, 23 misorder errors, 20 miscellaneous errors, and 4 blends errors. blend is the least error that both high and low students made. it only shares 0.8% and 1.1% respectively which is not too significant to be discussed further. the results of this study are also consistent with the result of previous studies by ting, mahadhir, and chang (2013), muhamad et al (2013), silitonga (2014), and beltran (2014), which showed that misformation and omission is the most type of errors which students made. it is followed by addition and misordering. since both levels of proficiency shared the same ranked of surface structure, the result was not qualitatively different but quantitatively. in term of across students‟ proficiency level, the result is in line with the study conducted by nezami and najafi (2012) which showed less proficient students produced more errors than the high proficient students. to explain errors, we have to know what caused the error to happen. source of errors are distinguished into interlingual errors and intralingual errors. interlingual errors are the result of mother tongue influences. the students often transfer the grammatical elements of their mother tongue to the target language as their speaking strategy. meanwhile, selinker and gass (2008) define intralingual errors as those that are due to the language being learned. there are 7 strategies in intralingual errors as summarized by james (1998), namely false analogy, misanalysis, incomplete rule application, exploiting redundancy, overlooking co-occurrence restriction, hypercorrection, and overgeneralization or system simplification. the minimum knowledge about the pattern, such as structure in language also caused the students‟ error. due to the lack of knowledge about the structure, the students may use the structure without paying attention to the correct rule. the first dominant error from both high and low proficient students is misformation. misformation errors happen when the learner cannot produce the correct structure or morpheme in a sentence. the immense of misformation errors can be caused by the variations in english grammatical structures. brown (2000) asserted that once learners have begun to acquire parts of the new system, more and more generalization within the target language is manifested. in this study, the students have to do a descriptive presentation, and the students are required to use present tense in their speech. however, the findings inform that the high and low proficient students still have great problems in distinguishing the use of auxiliary verbs has/ have/ do/ does and copula be. the students often used the linking verb be and auxiliary has/have at the same time where it is not necessary. sometimes, they misuse one of them in wrong context, as in the phrase “it is has red color”. to be (is, am, are) is not used in simple present tense of verbal. this error caused by overgeneralization of copula be in a sentence to describe adjectives or nouns. overgeneralization happens once the learner understands a general rule but does not recognize all the exceptions to that rule (ziahosseiny, 1999 in shekhzadeh, &gheichi, 2011). the finding of this present study is in line with the study about simple present errors in speech event conducted by simbolon (2015). the result shows that indonesian students mostly did overgeneralization to produce simple present tense utterances, for example in forming interrogative form “what do you reading now?”. it showed that indonesian student have troubles in differentiate the use of auxiliary verb in interrogative sentence for different type of tenses. the second highest frequencies of grammatical errors made by both high and low proficient students in oral presentation are omission which reaches 29% from the total of errors. in this study, the students often missed the verb inflection –s/-es when they talk about singular verb in present tense and in plural nouns, and omit linking verb in present tense. according to danurwindo (2014) the omission errors can be caused by the minimum knowledge about the right structure in english. the low proficient students are more dominant in doing omission of linking verb errors. the result of this study is consistent with james (1998:107), who ruminar, hafida/ enjourme vol. 3 no. 1(2018)15 – 22 21 affirmed that more advanced learners tends to be aware of their ignorance of content words rather than omit one. the third highest frequency of grammatical is the errors of addition which reach 14% from the total of errors. according to data, the students often add another verb when it is not required in a well-formed utterance. dulay, burt, and krashen (1982) acknowledged that this manifestation of error is the result of “toofaithful” use of certain rules. the least grammatical error made by the high and low proficient is the error of misordering which reaches 6% from the total of errors. the most frequent error in misordering is the sequence of adjective in which describe the noun, for example “there are two color variant”. dulay, burt and krashen (1982, cited in james, 1998:110) explained that misordering is often the result of learners relying on carrying out word-toword translations of native language surface structure when producing spoken utterances in the target language. to conclude, relating to the source of grammatical errors and students‟ english proficiency, the finding of this study showed that high proficient students tend to produce dominant errors from intralingual transfer, while the low proficient student mostly made dominant errors which influenced by interlingual transfer. 4. conclusion and suggestions both high and low proficient students have the most frequent errors in misformation, which have 184 frequencies (46%) in total. the dominant of misformation errors include preposition-paired, misselection of words, subject and verb agreement, and modals. the second type of errors is omission. 115 omission errors (29% in total) were found in this study, by which it is dominated by the low proficient students. the dominant linguistics errors in omission cover omission of linking verbs, omission of prepositions, and omission of noun phrases. the third dominant error is addition, which referred to double marking. the students often have double verbs in one sentence. the fourth dominant error is misorder. the students often made errors on where to put the adjective and adverb in a sentence and made the correct sequence in forming a question. the last dominant error is the miscellaneous errors. the most frequent miscellaneous error was word to word literal translation from the students‟ l1. finally, as both levels of proficiencies shared the same rank of errors categories, the result was not qualitatively different but quantitatively. 5. references adib,q. (2012). grammatical error analysis of speaking of english department students (a study at 2010 speaking class of elt department of iain walisongo). unpublished thesis. walisongo state institute for islamic studies semarang beltran, e.l. (2014). analysis of grammatical errors of utterance structure.international journal of innovation and applied studies, 9(3), pp: 1303-1312 brown,h.d. (2000). principles of language learning and teaching 4th ed. new york: pearson education danurwindo, f. (2014). grammatical error analysis in speaking of the second semester english students of iain tulungagung academic year 2013-2014. retrieved from: http://repo.iain-tulungagung.ac.id/484/7/journal.pdf. (online), accessed on june 3rd, 2017 dulay.h, burt, m, & krashen,s. (1982). language two. oxford: oxford university press ellis, r &barkhuizen,g. (2005). analysing learner language. oxford: oxford university press hojati.a (2013). an investigation of errors in the oral performance of advanced-level iranian efl students. mediterranean journal of social sciences, 4(4), pp:177-179 james,c. (1998). errors in language learning and use: exploring error analysis. new york: routledge ruminar, hafida/ enjourme vol. 3 no. 1(2018)15 – 22 22 muhamad, a.j., shah, a.i.m., ibrahim, e.h.e, sarudin, i, malik, f.a.,&ghani, r.a. (2013). oral presentation errors of malaysian students in an english for academic purposes (eap) course.world applied sciences journal 21 (special issue of studies in language teaching and learning): 19-27, doi: 10.5829/idosi.wasj.2013.21.sltl.2133 nezami, a & najafi, m.s. (2012). common error types of iranian learners of english.journal ofenglish language teaching, 5(3), pp: 160-170 oktaviani, a.(2013). grammatical errors made by the students at sumberharta public junior high school of palembang in speaking activities.unpublished magister thesis. malang: state university of malang phillips, d. (2004). longman introductory course for the toefl test: the paper test. new york: pearson education, inc saad, m.a.h & sawalmeh, m.h.m. (2014). error analysis in role-play presentations among less proficient l2 malaysian learners.international journal of english and education, 3(3), pp: 346-355 selinker, l & gass, s.m. (1983). language transfer in language learning. massachusetts: newbury house publishers, inc selinker, l & gass, s.m. (2008). second language acquisition: an introductory course third edition. new york: routledge simbolon, m. (2015). an analysis of grammatical errors on speaking activities.journal on english as a foreign language, 5(2), pp: 71-86 silitonga, sugeng. (2014). error analysis on story telling by participants of story telling competition in “smart education center course”.unpublished thesis. malang: study program of english, universitas brawijaya. shekhzadeh, e & gheichi, m. (2011). account of sources of errors in language learners‟ interlanguage. international conference on languages, literature and linguisticsipedr.vol.26, pp: 159-162. shen, y. (2013). balancing accuracy and fluency in english classroom teaching to improve chinese nonenglish majors„ oral english ability. theory and practice in language studies, 3(5), pp: 816-822 soepriatmadji, l. (2008). error analysis on the spoken english of fbib students: a preliminary research. retrieved from http://download.portalgaruda.org/article.php?article=7839&val=553. (online), accessed on february 18th, 2017 srivastava, s.r. (2014). accuracy vs fluency in english classroom. new man international journal of multidisciplinary studies, 1(4), pp: 5558 tahaineh, y.s. (2010). arab efl university students' errors in the use of prepositions. mjal, 2(1), pp: 76112 ting, s.h. ,mahadhir,m., & chang, s.l. (2010). grammatical errors in spoken english of university students in oral communication course. gema online journal of language studies 53, 10(1), pp: 5370 online issn 2502-5740/© 2018 enjourme. all rights reserved. enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 3 no. 1 july(2018) 23 – 28 enjourme (english journal of merdeka) : culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index the urgency of viewing non-test assessments as humanistic assessment 1 maida norahmi , 2 suharyono 1 university of palangka raya, yos sudarso street, 73112, palangka raya, indonesia 2 stkip pgri jombang, patimura street iii no. 20, jombang, indonesia 1 maida.norahmi@gmail.com, 2 ion.suharyono@gmail.com a r t i c l e i n f o a b s t r a c t article history: received 10 juni 2018 received in revised form 27 august 2018 accepted 30 august 2018 available online 07 september 2018 assessing students with various characteristics is a challenge for teachers. the effort of being adaptable to each characteristic leads to joyful moments or even frustrating situations. how can we deal with the characteristics? those characteristics are also crucial in deciding what kind of assessment should be given. this article is aimed at giving teachers preliminary discussion towards non-test assessments and how urgent they are that teachers should consider in facilitating students’ characteristics. since syllabus still require test admission as how to evaluate learning, non-test assessments can take position as students’ supplementary records. to achieve the aim, a qualitative research was conducted to explain how non-test assessment can be an alternative to provide more information about students’ performance. briefly, this article is expected to help teachers cope with their students’ characteristics by supplementing non-test activities in evaluating students’ learning process. © 2018 enjourme. all rights reserved. keywords: non-test assessment, students’ characteristics, students’ performance 1. introduction efl classrooms deal with big number of students in one class or in one subject. these numbers also bring different learning styles and various levels of english proficiency. in many cases, facing those differences among the students leads teacher to be frustrated in choosing kinds of assessments that are appropriate to achieve the learning goals. allsopp (2002), irwin & happlestone (2012), and pacharn, bay, & felton (2013) suggested that assessments should be flexible by using various methods to facilitate students’ needs, abilities, and characteristics, then students can get involved in in deciding their own evaluation. the needs depend on the specific learning objectives that are expected to achieve (gunn, 2010). being so contrastive to teaching science, teaching language is tempted to achieve the mastery of knowledge and the ability to practice. it means the “tools” to assess the two different domains will also be different. the assessment related to knowledge, however, is much more difficult than skills since skills can be assessed through practices. it is due to understanding domain is more complex and beyond the practices. in fact, frequently, language learners are also required to show their proficiency in a test, not merely in communicative purposes in social life (alderson & banerjee, 2002; kizlik, 2012). the two domains and distinctive purposes should be taken under teachers’ consideration when deciding the way to assess and the issue of authenticity. discussing about appropriate assessments for all students has been still interesting. regarding the students’ characteristics, the kinds of assessment chosen have to be fair for all general traits. unfortunately, traditional testing seems to be fair decision, mostly, among teachers. the concept arose since traditional testing offers the fairness in the opportunities owned by the students in doing the test independently to get the score at the end of learning (baharloo, 2013). these product-oriented practices endanger students’ learning results, ignoring the learning progress experienced. then, such tests will be “cruel punishments” for those cannot accomplish the one-time tasks in certain test admissions. it misleads the function of assessment in facilitating students’ different characteristics to achieve the same learning goals set (derakshan, razaei, & mailto:maida.norahmi@gmail.com mailto:ion.suharyono@gmail.com norahmi, m., & suharyono, s/ enjourme vol. 3 no. 1(2018) 23 – 28 24 elmi, 2011; chirimbu, 2013). in public general perception, tests have acquired an aura of infallibility in the culture of mass producing everything, including the education of school children. a test is demanded by every single person for everything, particularly if it has low economical consideration, quick administration, and easy or instant scoring system. however, a test is simply defined as one of assessment tools. it means that its use can be appropriate or inappropriate. from this point, clearly, tests are one of a number of possible assessment types. an assessment may include a test, but also include non-test methods such as observations, interviews, journals etc. their function is to assemble additional measures of students’ evaluation, in the effort to triangulate data about students’ ability (o’malley & pierce, 1996). besides, they can be used as the alternatives to overcome the problems raised from standardized testing and all problems found in such testing. highlighting the issue of fairness in assessing language learners, this article comes to introduce language teachers to non-test assessments as the opposite to traditional testing. in this article, the term of non-test assessment will be used to replace the term of alternative and authentic assessment in order to make clear definition of kind of assessments which do not apply certain one-time test admissions and (some experts make similar definition of non-test assessment as alternative or authentic assessments). to build preliminary discussion, the article covers the characteristics and the types of non-test assessments, as well as the urgency to make them in use. besides, problems and benefits of non-test assessments are revealed to give some insights and consideration for the teachers who are interested in applying non-test assessments. 2. the concept of non-test assessment 2.1. the nature of non-test assessment non-test assessment refers to assessing students’ performances based on communicative purposes. therefore, such assessments cover the issue of authenticity, communicative aspects, and process-oriented movements (o’malley & pierce, 1996; chirimbu, 2013). since the syllabus used in indonesian contexts do not require non-test assessment to elicit students’ ability in learning, thus non-test assessment takes a position as supplementary consideration to make final decision on students. in this case, non-test assessment provides flexible assessment with various methods that reveal not merely informational answer to cover students’ level of abilities (gunn, 2010; massa, 1997). to clarify, the term of non-test, here, stands contrastively towards traditional testing which emphasize more on what scores students get rather than what performance students can do. non-test assessment tends to be contextual and authentic in the implementation, not in the design. the implementation should be familiarized to avoid big question in their reliability because the fundamental obstacle of using non-test assessments lies on how reliable the results which are derived from the assessment (gonzalez, 1996; alderson & banerjee, 2002). the ultimate goal of language teaching requires both knowledge and performance. to take the goals into account, non-test assessments are assumed to be appropriate in taking their roles. in other words, non-test assessments focus on the learning progress as well as the learning products since they asses both students’ linguistic competence and communicative competence. to meet deeper understanding on the nature of nontest assessments, hamayan (1996) provides more concise explanation: firstly, non-test assessments are locally developed and classroom-based, because the procedures represent language use and language behavior directly based on daily life situations. secondly, non-test assessments involve language components and language skills in integrated ways. furthermore, they integrate also academic, social, and physical context in natural settings. thirdly, in non-test assessments, linguistic knowledge is developed and extended to meaningful use. the procedures are based on personal needs and academic purposes. lastly, since fulfillment of personal needs is met, non-test assessments provide more valid and insightful information and interpretation about students’ abilities. then, the decision towards students’ learning can be responsibly taken. 2.2. the urgency of using non-test assessment non-test assessments facilitate students’ different learning ability and individual progress. these kinds of assessments appreciate the efforts done by students during the struggling time till the end of learning. due to being process-oriented and authentic contextualized, the assessments evaluate the factor that can influence achievement and relate the contents of classroom learning to specific goals and daily life activities. besides, monitoring students’ progress and maintaining continuous information of students’ needs can be done indirectly by teachers or school administrators (massa, 1997). non-test assessments make it possible to maximize individual instruction and to compare the competences of the same individual without comparing norahmi, m., & suharyono, s/ enjourme vol. 3 no. 1(2018) 23 – 28 25 one student with another (derakshan et al., 2011). it becomes so flexible when assessing students with various level of proficiency since non-test assessments offer variety of methods to be used in assessing certain characteristics. empowering students’ consciousness in learning, motivating students’ autonomous learning, and appreciating students’ learning process is the core of non-test assessments viewing students as “human beings” that are always learning. this is the reason why bastanfar (2009) labels non-test assessments as humanistic assessments. he also adds that implementing non-test assessments in class will help teachers to make more insightful choices to assess their students. to move the perception that test scores are the most powerful to tell students’ competences, a new wave of describing and interpreting competences offered by non-test assessments is assumed to be needed. the practice of non-testing is beneficial in evaluating both student and the instruction. the result of nontesting gives more chances for teachers to see their students deeper beyond what scores they have got in a test. teachers can monitor how their students learn, how their students express themselves, and what their students think about the learning process they have. the relationship between teachers and students happens since they are indirectly communicating through written conversation, for instance. the presence of feedbacks in non-testing emerges students’ confidence and internal motivation. finally, self-directed learning and students’ participation in learning increase gradually during the learning (hamayan, 1996; mansor, shafie, maesin, nayan, & osman, 2011). the results of non-test assessments can be also used to evaluate the instruction given during the learning process. birgin & baki (2007) revealed that portfolio result, as an example of non-test assessment, can motivate teachers to revise the teaching instruction, and even the curriculum, so the learning process and product are displayed at the same time. based on the results, judgments towards the instruction can be made and evaluated. then, the decision can be made whether the instructions are effective or they need to be revised. by using non-test assessments, teachers can obtain information about entire learning environments. of course, test scores cannot tell about those. teachers’ responses given to students’ assignments can shape individual instruction because teachers have information about the weakness of the students (hamayan, 1996) 2.3. kinds of non-test assessment there are numbers of non-test assessment that teachers can choose to assess their students. schreiner (2010) suggested the decision should be based on students’ needs, abilities, and characteristics. the followings are several kinds of non-test assessment that can be carried out in classroom (hamayan, 1996; o’malley & pierce, 1996; brown, 2004; harmer, 2004; tsagari, 2004; gronlund & waugh, 2009; schreiner, 2010; job, 2011; chirimbu , 2013): 2.3.1. questionnaires questionnaire is a list of questions that should be filled by the respondent. generally, questionnaire is used to gain data about students’ background as one of data sources to analyze students’ behavior and learning process. moreover, the data gathered from questionnaire may be the information about the difficulties faced by the students during the teaching and learning process, such as learning strategies, teacher and parents’ assistance, etc. questionnaire is usually used to assess learning outcome in affective domain. there are many kinds of questionnaire, such as close questionnaire, open questionnaire and the combination of open and close questionnaire. 2.3.2. observations whether the teachers realize or not, they actually always do such kind of observation during the teaching and learning process. the teachers may unconsciously note the students’ performance such as who is the one who always be active or who is always keep silent during the class. by doing observation, teacher may see not only the cognitive of the students but also the affective and psychomotor of the students. for example: the teacher not only can see whether the students get the point delivered or not but also how the students work in group when they are asked to do so, how the students interact each others, etc. furthermore, in order to be more focus, an observation can be prepared well so that teacher can be more focus in seeing a particular aspects to be observed. it can be said that observation can be in the form of unsystematic in which teacher notes the students’ behavior during the teaching and learning process, or in the form of systematic observation in which the teacher usually accompanied by checklist or guidance about what aspects which should be observed. norahmi, m., & suharyono, s/ enjourme vol. 3 no. 1(2018) 23 – 28 26 2.3.3. portfolios portfolios can be defined as the collection of students’ work/progress/activity during the teaching and learning process. using portfolios as an alternative assessment demonstrate the students’ creativity, criticalthinking ability, and problem solving ability that are comprehensive information to give more focus on the process than the product only (demirel & duman, 2015; usadiati & norahmi, 2018). the purpose of portfolios is to improve students’ learning, to encourage students in the learning process, and to make the students responsible for their learning. it can be in the form of continuous tasks given by the teacher which are collected into one folder so that the teacher can see the students' progress in completing the tasks from the beginning of the lesson until the end of the lesson. it can be in form of essay, composition, poetry, prose, artwork, test score, homework, notes, lecture, etc. during the teaching and learning process. portfolios is divided into developmental and showcase portfolio. developmental portfolio is used to show the students’ progress while showcase portfolio is used to indicate the students’ final achievement. 2.3.4. conferences and interviews conferences generally take the form of a conversation or discussion between the teacher and one or more than one student about school work. the conference is about work or tasks that the student performs in the presence of the teacher, such as the teacher gives direct questions to the student about the processes and strategies he or she is using to perform the task. for example in a reading conference, the teacher might ask the student which words were difficult, why they were difficult to read, and what strategies he or she used in order to figure out their meaning. conferences can be conducted to complete work from portfolios, but students should feel under control during the entire process. the focus should be on student concerns and views of the various learning process that they have been involved in creating their portfolio work. it can also be used to reflect on instruction, focus on student self-image, or elicit performance on a specific task or skill that the teacher wants to review. conferences can be occurred frequently but should not for grading purposes. to know the student’s needs in depth after implementing conferences is interview activity. this activity is conducted when a teacher interviews a student for a designated assessment purpose which has several goals. the goals are to assess the students’ oral production, and certain students’ needs before designing a course or curriculum, seek the student’s learning styles and preferences, ask a student to assess his or her own performance, request an evaluation of a course. there are four stages to assess the students’ oral production: firstly, warm up: helping the test taker become comfortable, then is level check: the test-taker respond using expected or predicted forms and functions, next is probe: increasingly difficult questions which demands cognitive and linguistics demand, lastly is wind-down: encouraging test taker to relax with some questions and it is not scored. 2.3.5. journals a journal is a log (account) of thoughts, feelings, responses, ideas, assessments, or progress in achieving goals. it is usually in the written form which does not really concern to the structure, form and correctness. dialogue journals are well-known for the use in classroom, implying an interaction between teacher and students through written dialogues and responses. through dialogue journals, teacher is expected to know more about the students’ learning progress, affective states, and needs (mcgee & richgels, 2003). the teacher has opportunities in giving various kinds of feedback. the importance of journals is to serve writing as a thinking process, individualization, and communication through feedbacks and authentic use of language under non-threatening condition (swain , brooks, & tocalli-beller, 2002; ghahremani-ghajar & mirhosseini, 2005; haynes-mays et al., 2011). the followings are some purposes of journals in educational consideration: (1) language-learning logs: restricting journals on the number of skills, strategies, or language categories on which students give comment. (2) grammar journals: focusing journals only on grammar acquisition, for example error logs. (3) responses to readings: specifying journals for responding to material readings, such as lectures, presentations, films, or videos. (4) strategies-based learning logs: focusing journals only on the strategies that students are seeking to be aware and use the strategies. (5) self-assessment reflections: extending journals beyond the scope of simple one-word or one-sentence responses for stimulus questions. (6) diaries of affective factors: reporting the journeys towards goal achievement. (7) acculturation logs: reporting the process of acculturation stages, exclusively on difficult and painful ones. 2.3.6. self-and peer-assessment a number of advantages of self-and peer-assessment: 1) they can be done in short time; 2) students can norahmi, m., & suharyono, s/ enjourme vol. 3 no. 1(2018) 23 – 28 27 involve directly in their learning; 3) students are encouraged to have autonomy in their learning process; and 4) students’ motivation is increased due to students’ self-involvement. the followings are some ways in which self-and peer-assessment can be implemented in the language classroom. firstly, oral production: completing students’ self-checklists and/or peer checklist; offering and receiving a holistic rating of an oral presentation; listening to tape-recorded oral production to detect pronunciation or grammar error; in natural conversation, asking others for confirmation checks; setting goals for creating opportunities to speak. second is listening comprehension: listening to the tv or radio broadcasts and checking the comprehension with a partner; in pair or in a group work, asking when you don’t understand something; listening to an academic lecture and checking yourself on a “quiz” of the content; setting goals for increasing opportunities for listening. third is writing: revising written work on your own, peer editing, proofreading, setting goals for increasing opportunities to write. last is reading: reading text book passages followed by self-check comprehension questions, reading and checking comprehension with a partner, taking vocabulary quizzes, self-assessing reading habit, and setting goal. 2.4. merits and obstacles in using non-test assessment though non-test assessments seem so powerful in facilitating students’ learning, the implementation of this “new approach of assessing”, like other approaches, has both magnifying advantages and complicated problems. in one side teachers want the students to maximize their ability and competence in learning. in the other side, not few circumstances force both teachers and students to resist these new practices. the implementation of using those alternatives have to be carefully taken into consideration by involving many parties academically and socially. hence, the resistance to have non-test assessment in classroom can be minimized. non-test assessments provide teacher more comprehensive description and interpretation on students’ competences than test scores do. since traditional testing focus merely on the product, non-test assessments involve both the process and product. furthermore, students gain numerous benefits when participating in such ways of assessment. since non-test assessments tend to be contextualized and authentic that they can adapt to classroom needs and can be connected to life activities, the implementation emerges students’ autonomous learning and positive experiences involving linguistic and cultural differences. as the result, students can be independent and psychologically motivated in their learning (tsagari , 2004; janisch, liu, & akrofi, 2007; liao & wong, 2010; chirimbu, 2013). the implementation of non-test practices frequently faces both internal and external problems. some practitioners view the implementation of non-test assessment is time-consuming and more subjective (birgin & baki, 2007). the statement goes along with more time should be spent to monitor students’ progress and concerns how subjectivity can shadow the decision. the inhibition also comes from the students that cannot adapt with new practices and are accustomed to teacher-centered learning. this condition leads them to have lack of responsibility and motivation; the students are confused how to learn without direct intervention of the teachers. the standards of validity, reliability, and practicality are mostly questioned in non-test designs. the consideration of authenticity, sometimes, neglects the aspect of difficulty level and linguistic complexity. more, non-test practices do not get much support from parents, teachers, and schools. they still insist the paradigm that test scores show the product of learning (janisch et al., 2007; tsagari, 2013). those inhibitions, both internal and external, in the practices of non-test are needed to be minimized by promoting the practices to all parties involved in education process. hence, the implementation of non-test assessments can be accepted and valued by education practitioners. 3. conclusion and suggestions non-test assessments seem to provide opportunities for students to be more appreciated in the process of learning. they empower students’ competences by facilitating different learning styles, strengthening best features of ability, and shaping awareness towards students’ different characteristics. in teaching english, there are various kinds of non-test assessments that can be carried out depend on what skill is taught. to assess the students, teachers have their own freedom to choose what kind of assessment based on the needs as a tool to gain additional information of the learning process (jones, 2005). therefore, the final decisions made in the end of learning are felt as fair and reasonable evaluation for all parties. as being discussed previously, non-test assessments are viewed as new practices in our education system norahmi, m., & suharyono, s/ enjourme vol. 3 no. 1(2018) 23 – 28 28 that they are not popular yet among teachers. regarding the benefits offered by such assessments, it is suggested that teachers consider these new practices in their classrooms. although assessing students in these ways is supposed to be time-consuming and quite tiring, teachers are suggested to implement certain non-test assessments in assessing certain skills, for example using dialogue journal in assessing writing or using reading logs in assessing reading. before making decision to have non-test assessments, the possible obstacles should be taken into consideration to find the best solutions. it is also important to make parents, stakeholders and teachers familiar with the practices by conducting socialization on the importance and the procedure of non-test assessments. if the implementation of non-test practices gain great acceptance from all parties involved, the paradigm of “test scores tell everything” is expected to change. 4. references alexander, o., argent, s., & spencer, j. (1988). esp essentials: a teacher’s guide. london: garnet publishing, ltd. bolukbas, f. (2011). the effectiveness of cooperative learning of the reading comprehension skills in turkish as a foreign language. turkish online journal of educational technology, 10, 330-335. brown, h.d, & heekyeoung, l. (2015). teaching by principles fourth edition. new york, ny: pearson education. douglas, s. r., & kim, m. (2014). task-based language teaching and english for academic purposes: an investigation into instructor perceptions and practice in the canadian context. tesl canada journal/revue tesl du canada, 31, 1-22. ellis, r. (2003). task-based language teaching. oxford: oxford university press. hyland, k. (2014). english for academic purposes. london: routledge. greenwood, j. (1981). comprehension and reading. the reading of english as international language: a practical guide. glasgow: william collins sons & co. limited. harmer, j. (2007). the practice of english language teaching fourth edition. harlow: pearson longman. hismanoglu, m., & hismanoglu s. (2011). task-based language teaching: what every efl teacher should do. procedia social and behavioral sciences 15, 46–52. doi:10.1016/j.sbspro.2011.03.049 latief, m.a. (2015). research methods on language learning: an introduction. malang: universitas negeri malang press. madhkhan, m., & mousavi, s.m. (2017). the effect of implimentation of tblt in reading comprehension classes of iranian efl learners. english language teaching 10, 119-128. doi: 10.5539/elt.v10n11p119. nunan, d. (2004). task-based language teaching. cambridge: cambridge university press. shabania, m. b., & ghasemi, a. (2014). the effect of task-based language teaching (tblt) and contentbased language teaching (cblt) on the iranian intermediate esp learners' reading comprehension. procedia social and behavioral sciences 98, 1713 – 1721. doi: 10.1016/j.sbspro.2014.03.598. skehan, p. (1996). second language acquisition research and task-based instruction. cambridge: cambridge university press. valli, s.k, & priya, v. (2016). a task-based approach to develop the writing skills in english of students at college level. international journal of applied engineering research 11, 2145-2148. enjourme vol.1, no.1, july 2016 1 content and language integrated learning in teaching english as second language: a systematic review of empirically based articles malikhatul lailiyah university of merdeka malang lailiyah.malikh@gmail.com abstract this article provides a systematic review of the literature pertaining to the implication of content and language integrated learning (clil) as learning strategies in the education setting. the purpose of this systematic review was to examine existing research related to clil, including qualitative, quantitative, and mix-method research. the criteria used to select articles included in this review were: (a) only peer-reviewed article available on eric database, (b)the most recently articles that published during the time period 2013-2015, (c) their relevance to the implementation of clil in english as second language. five articles that meet the criteria were undertaken in this research to show the application of clil in the teaching of english as second language. keywords:learning strategies, content and language integrated learning (clil), empirically research in a form of learning strategies, ellis (1997) defines clil as particular approaches or techniques that learners employ to try to learn second language. there are tree kinds of learning strategies, they are: 1) cognitive strategies dealing with the analysis, synthesis, or transformation of learning materials, 2) metacognitive strategies dealing with planning, monitoring, and evaluating learning, and 3) social or mailto:lailiyah.malikh@gmail.com enjourme vol.1, no.1, july 2016 2 affective strategies concerning the ways in which learners choose to interact with other speakers. in the term of clil, it was introduced in 1994 in finland to describe a situation where students are taught the content and the foreign language simultaneously. originally, clil came from immersion and bilingual programs in primary schools during the 1960s to 1980s, when learners were asked to practice foreign language skills to learn a discipline (brinton, et al. 2011). coyle, et al. (2010) defined clil as a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language. further, clil refers to teaching a non-language subject using a foreign language, which then serves as a means of communication and content sharing (binterova & kominkova, 2013). based on the research, there are some benefits of clil. first, the applications of clil have positive effect on increasing interest and motivation in the learners (binterova & sulistya, 2013; binterova & kominkova, 2013). second, learning a foreign language through content provides problem solving skills and higher order thinking skills (dourda, et al. 2014). third, through clil, students are able to comprehend the content in a foreign language, and in the same time improve themselves in specific language skills and component (dourda, et al., 2014; vasques, 2014). this article presents the background and history of clil and how they applied in the teaching learning process. this is followed by a presentation of the enjourme vol.1, no.1, july 2016 3 method to conduct a systematic review of the empirically based, the limitations of the review, and a result and discussion of the systematic review. methodology for the purpose of the research, the author conducted electronic searches in the eric database, using the keywords: content and language integrated learning, journal articles. the authorfound that using those keywords provided too many results, then the result were limited by these following criteria: (a)only peer-reviewed articles available on eric database, (b) the most recently articles that published during the time period 2013-2015, (c) their relevance to the implementation of clil in english as second language. once the database searching was complete, the author reviewed the entire results and chose appropriate articles to review further. after reading the abstract descriptions of the articles, a total of five articles met the criteria for inclusion in the research. table 1 presents summary of the articles in the relevant research studies. table 1. summary of the articles in the relevant research studies no title (year) methodology focus 1 geogebra software use within content and language integrated learning environment (2013) mixed methods the teaching mathematics lesson presented in english 2 using computers in relation to learning climate in clil method (2013) action research implementing clil method in mathematics lesson 3 lexical transfer in the written comparative study the lexical transfer enjourme vol.1, no.1, july 2016 4 production of a clil group and non-clil group (2014) production in teaching english as foreign language 4 digtogloss and the production of third person – s by clil and mainstream efl learners: a comparative study (2014) comparative study the use of a specific morphological feature in clil and mainstream efl learners 5 content and language integrated learning through an online game in primary school: a case study (2014) case study the design of an educational geography computer game for teaching english language result table 1 presents the summary of the five research articles that met the criteria and thus included in this research.a description of the findings of each article is provided below. binterova and sulistya (2013) conducted research which was bothquantitative and qualitative research method, in the teaching mathematics lesson presented in english as a foreign language. the research focused on the difference in students’ learning achievement between students who are taught using the implementation of the clil method supported with open-source mathematics software, namely geogebra, and those who are taught with traditional mathematics lesson presented in mother tongue (czech). participants (n = 175) were from three elementary school pupils in six classes of grades 6-8. enjourme vol.1, no.1, july 2016 5 the result, both the qualitative and quantitative data analysis of this research, indicated thatthere was a significant difference between the taught of mathematics in the same subject matter presented in english as a foreign language supported with modern interactive technologies and the teaching of mathematics in mother tongue without the use of interactive technologies. the implementation of clil in teaching mathematics was more positively perceived by students. the analysis of videorecordings, observations, and questionnaires indicated that the teaching process in clil lessons increased students’ motivation in lesson and it also showed that students were more active. further, the interviews with the involved teachersindicated that there seems to be a noticeable change in teacher beliefs and skills in terms of the teaching process. teachers are more creative in looking for new teaching methods to create interactive environment against teaching routine instruction. binterova and kominkova (2013) presented a successful implementation of clil method in mathematics lessons in elementary schools. the subject of the research was six classes of the sixth to eighth grade students as the result of the research, the climate of learning mathematics in english was perceived by the students more positively. the main factors were the clarity of teaching and the enthusiastic approach of teachers. the students evaluated the classes as more interesting. besides, the teachers also perceived those classes as very attractive both for them themselves and for the students. it was caused mainly by new environment, new technologies, and new teaching methods used, thus it can be understood as a deviation from a stereotype. in addition, the students’ perspective of enjourme vol.1, no.1, july 2016 6 seeing mathematics changed and they could feel motivated and interested in the subject. vasques (2014) compared the lexical transfer production of two groups of students between clil and non-clil students in andalusia and explained whether the difference in the production of lexical transfer errors could be attributable to a possible difference in language proficiency between both groups. the results obtained that the clil group have produced fewer instances of lexical transfer errors than non-clil group. this is to say that, by adapted the spanish word to the english morphology or phonology or by directly inserting the spanish word into english, non-clil students tend to rely on their l1 more frequently than do clil students when they found a gap in their vocabulary and do not know the english word for what they wanted to say. even the results have been in favor of clil students in terms of lexical transfer production and language proficiency, it caused by some weaknesses of this research, they are: (1) the differences in number of hours in the instruction of the teaching of english between clil and non-clil students, (2) this study has its limitation that is the number of small sample. basterrechea and garcia mayo(2014) conducted a comparative study in the production of a specific morphological feature, the english third person singular present tense marker –s, of the clil and mainstream efl students. participants (n=116) included the first year of post-compulsory secondary adolescent (15-16 years old) bilingual (basque and spanish) students from public and private school. in enjourme vol.1, no.1, july 2016 7 addition, those subjects was divided into two categories, fifty-four learners who had had english as a school subject in clil program and sixty-two learners who had had traditional efl in their school. in the treatment session, the clil (n=24) and mainstream (n=16) groups completed a digtogloss task in pairs and the rest of the subjects (clil, n=30, mainstream, n= 46) worked in individually. the task consisted in the reconstruction of a short passage dealing with a topic familiar to the learners. the results of the production of the target feature in obligatory contexts in the digtogloss task indicate that clil learners obtained better results than mainstream learners. then, the findings from the comparison of learners’ production of the target from collaboratively and individually in each context revealed that the learners working collaboratively obtained better results in clil groups. however, based on the results, there was no difference between those collaborative and individual groups in the mainstream context. thus, the comparison between the performance by clil and mainstream efl learners in the collaborative condition was carried out, the analysis revealed that clil learners faced better in that condition. dourda, et al. (2014) investigated the use of the combination of the two teaching approaches, game-based learning (gbl) and clil through case study research method. the subjects randomly selected were seventeen students (9 girls and 8 boys) from age 11 to 12 years old. the subjects, who attended a greek public primary school of thessaloniki, worked in eight-week collaborative work. enjourme vol.1, no.1, july 2016 8 the result showed that the students’ performance in the preand post-test in term of students’ content knowledge was considerably improved. all students showed higher scores in the post-test as compared with the pre-test. further, based on the analysis of their journals and their gaming activities, it shows that students’ vocabulary was improved. the students used a lot of new and difficult words in english, and they completed the post-test without asking the meaning of questions or answer, as they did in pre-test. in term of students’ reading skill, results showed that through the continuous exposure to the texts of the game students’ reading skill was improved. as far as students collaboration concerned, as students worked in groups, they enhanced problem solving skills and critical thinking, and they learned to work in group and became autonomous learners. discussion this article aimed to highlight the empirical research of the use of clil in education setting. the findings indicate that students showed positive perceptions about the use of technology for their learning (binterova&sulistya, 2013;binterova&kominkova, 2013). besides, the teaching process in clil lessons increased students’ motivation in lesson and it also showed that students were more active, and interested in the subject. the use of clil also improved students’ ability to work in group (basterrechea & garcia mayo, 2014; dourda, et al., 2014). the overall findings indicated that clil has positive impact in the teaching learning process. the results show that clil students obtained better result than nonenjourme vol.1, no.1, july 2016 9 clil students and students’ content knowledge was considerably improved (binterova & sulistya, 2013; vasques, 2014; basterrechea & garcia mayo, 2014; dourda, et al., 2014). thus, there are some limitations of this study that should be considered before making decisions about using clil in the classroom. first, only five articles established for the current systematic review. second, only the most recently articles that published during the time period 2013-2015. it also necessary to know other research conducted before that. conclusion many researches dealing with clil yielded in significant impact in educational situation. thus only five articles established for the current systematic review. all of them were published in eric database between the years 2013 and 2015. used the very small sample of articles that meet the criteria of this review, it is not enough to use as evidence as the effectiveness of clil. therefore, an empirically research with more numbers of sample article is needed. references basterrechea, m.,& garcia mayo, m.p. (2014). dictogloss and the producton of the english third person –s by clil and mainstream efl learners: a comparative study. ijes, 14, 77-98. retrieved from the eric database. binterova, h.,&kominkova, o. (2013). using computers in relation to learning climate in clil method.actadidacticanaponensia journal, 6, 91-106. retrieved from the eric database. enjourme vol.1, no.1, july 2016 10 binterova, h.,&sulistya, m. (2013). geogebra software use within a content and language integrated learning environment. european journal of contemporary education, 04,100-106.retrieved from the eric database. brinton, d.m., snow, m.a.,&weschem, m. (2011). content based second language instruction. ann arbor, mi: university of michigan press. dourda, k., bratitsis, t., griva, e.,&papadopoulou, p. (2014). content and language integrated learning through an online game in primary school: a case study. the electronic journal of e-learning, 12, 243-258. retrieved from the eric database. ellis, rod. (1997). second language acquisition. oxford: oxford university press. vazques, b.m. (2014). lexical transfer in the written production of a clil group and nonclil group.ijes,14, 55-76. retrieved from the eric database. online issn 2502-5740/© 2018 enjourme. all rights reserved. enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 3 no. 1 july(2018) 5 – 14 enjourme (english journal of merdeka) : culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index improving agriculture students’ reading comprehension through taskbased language teaching (tblt) dian islami prasetyaningrum universitas brawijaya, jalan veteran, 65145, malang, indonesia dianislami@ub.ac.id a r t i c l e i n f o a b s t r a c t article history: received 6 march 2018 received in revised form 25 july 2018 accepted 21 august 2018 available online 21 august 2018 after knowing the problems faced by agriculture students, this study conducted to investigate the effectiveness of task-based language teaching (tblt) in improving students’ reading comprehension. collaborative classroom action research design was used, and the participants were 22 students. the data collected using the observation checklist, field notes, and reading test. the findings showed that tblt could be implemented to improve students’ reading comprehension in three steps: pretask, task cycle, and post-task which included some specific activities. suggestion addresses to the esp lecturers who face the same challenges to apply tblt as an effort to improve students’ reading comprehension efficiently. © 2018 enjourme. all rights reserved. keywords: agriculture students, esp students, reading comprehension, tblt. 1. introduction faculty of agriculture, universitas brawijaya malang (fpub) starts to make more steps in achieving the vision and mission to be a higher education institution which has international standards and active role in the development of science and technology. as one of the efforts in realizing the internationalization, fpub requires the first year students to take the english subject only in one semester for three credits. by looking at the pedoman pendidikan program sarjana program studi agroecoteknologi dan program studi agribisnis fakultas pertanian universitas brawijaya 2011-2013 academic year, english subject for agriculture students is designed to prepare the students to master all of the receptive and productive skills in english, and those skills should be related to their academic specification field. the problem comes when the students must be able to acquire both productive skills (speaking and writing) and receptive skills (listening and reading) in one semester only. those skills are almost impossible to be efficiently taught in 16 meetings including the mid-term test and final test. based on the course description, agriculture students who take the english subject at that semester should be able to handle scientific texts excellently and communicatively. to conclude, it is needed for agriculture students to improve their reading comprehension that related to their specific field. for agriculture students, it is not an easy job to do, because they are not used to be exposed in english continuously, and there are so many technical terms that they do not understand yet. the reason behind the occurrence of these problems probably because agriculture students still do not find the best strategy in reading comprehension. agriculture students are accustomed to going directly to the text without activating the background knowledge. enabling the students’ background knowledge was an important step in reading because it increases the development of students’ anticipation of the text. many unfamiliar and new vocabularies make the students frustrated while reading the text. the students feel challenging to comprehend english texts because there are a lot of vocabularies they do not understand. also, they also feel that comprehending a long text was difficult. they find that recognized the meaning of the sentences which are including new and scientific vocabularies are so challenging and without an adequate mailto:dianislami@ub.ac.id prasetyaningrum, dian islami/ enjourme vol. 3 no. 1(2018)5 – 14 6 strategy given to the students the objective of the course cannot be achieved. i conclude that providing the students with only grammatical knowledge is not enough to improve their ability in comprehending the texts in their specific field. moreover, the institution demands the students be able to present the text in front of a big forum, so they need to sharpen their ability in summarizing the content of the text correctly and communicatively. tblt considers as a perfect solution to those problems. the practice situations captured in the tasks are designed as practicable to stimulate the public performance situation in the target academic context (alexander et al., 1988). the tasks provided are created as meaningful as possible. in eap context, learners are not merely pointed on their difficulties in the language form, but more about the attempts to acquire new literacy and broader communicative practice to smooth the path to entry greater linguistic efficiency used in academic, professional or even workplace (hyland, 2014). in tblt, the implementation of the task becomes the core of the approach and the tasks given and performed by the students, and when the task has been completed, the teacher discusses the language that is used, making correction and adjustment. (ellis, 2003 and harmer, 2007). a task may comprise several techniques; for example, a problem-solving task may include the methods of grammatical explanation, teacher-initiated questions, small group-work, and an oral reporting procedure (brown, 2015). in performing the tasks, the students have to be able to manipulate the examples, which are provided by the teachers or textbook, into creative language use in which they try to construct their language by recombining some familiar words, expressions, and structures. the creativity that they perform in doing the tasks shows how they can maximally engage the language acquisition (nunan, 2004). by placing the language as the primarily communicative tools in the language learning process means creating more chances for the students to use the word effectively. so, this study is intended to investigate the effectiveness of task-based language teaching (tblt) implementation improving agriculture students’ reading comprehension skills. some previous studies were conducted to discover the effectiveness of tblt in helping the students to improve language skills acquisition, especially reading comprehension. shabanian and ghasemi (2014) compared the impact of tblt and content-based language teaching (cblt) on iranian intermediate esp learners. they used experimental design by assigning thirty participants into two groups: a control group and an experimental group. the participants were chosen randomly from the accounting major. all of the participants were administered in pre-test (reading section of toefl). then, experimental group learnt reading comprehension based on the principles of tblt, and the other side, control group used cblt principles. the result of the study showed that experimental group performed better on the reading comprehension post-test than control group. it showed that tblt has been more effective than cblt in teaching reading comprehension to iranian esp learners. there were some highlights of why tblt showed more effectiveness in improving students’ reading comprehension. first, tblt was a meaning-centered methodology, and it developed the students’ communicative competence. second, the pre-task in tblt helped the students to activate the background knowledge before going to the reading comprehension. the similar tasks performed in the pre-task phase, helped them to be more convenient in understanding the instruction of the tasks and gaining the gist of the reading text. next, the cooperative process during the group work gave the students more enjoyable environment and the chance of improvement because of the provided feedback from their friends. in addition, other study also done by madhkhan and mousavi in 2017. they investigated the impact of tblt on iranian learners’ reading comprehension by using the experimental design. two groups of the learners were given the same texts but different task types, activities, and methods during 20 sessions. there were two kinds of the method used in this study namely task-based activities and classical reading comprehension. the result showed that tblt gave significant positive effects on learners’ reading performance. the researchers concluded that tblt might have a high value for the learners because it demanded the learners to deal with real-life tasks. it seemed useful to give the students more opportunity to bring the real-life environments into the classroom setting. the benefits in using tblt also could be seen from douglas and kim (2014) study that examined the prevalence of task-based language teaching (tblt) in eap, typical examples of eap tasks, and the benefits and drawbacks of this approach for eap students. the participants of this study were 42 eap professionals from tesl canada, and they had to complete the questionnaire of their perceptions of tblt for eap. the result showed that 86% of participants indicated that tblt was suitable for eap instruction. the qualitative analysis of the data revealed that many activities in tblt such as presentation, essays, and interview were the top three tasks employed by eap teachers to address the practicality, effectiveness, and learner-centeredness of tblt. prasetyaningrum, dian islami/ enjourme vol. 3 no. 1(2018)5 – 14 7 furthermore, hismanoglu and hismanoglu (2011) also showed the powerfulness of tblt for esl/efl teachers. by considering that the purpose of teaching was more than assisting the learners to obtain the scheduled targets, providing them with the real context and condition of language acquisition was more important. tblt implementation found useful to give the students more opportunities to be exposed to the target language and naturally internalize language skills and also showed the learners how to encounter the real-life problems. in short, tblt blocked the distance between classroom environment and real-life condition. it gave many benefits for both students and teachers as well. stand at the same perception as the previous studies about the powerfulness of tblt for improving students’ reading comprehension skill, thus this recent study wants to prove the effectiveness of tblt for eap students especially agriculture students. this study used classroom action research which purposively chosen to gain the depth understanding about the students’ response to the approach implementation during classroom activities. finally, this recent study aims to figure out how tblt implementation can improve agriculture students’ reading comprehension related to their specific field. 2. method collaborative classroom action research (car) design was used in this study and aimed to develop an innovative instructional strategy which could help to enhance students’ success in learning english (latief, 2015). during this study, i collaborated with the homeroom lecturer who became the observer. this study was conducted in fpub, and the subject was 22 agriculture students of agriculture students who took the english for agriculture class for the second semester. the preliminary study was conducted on 20th february 2017 by giving them a reading comprehension test. it was done to find out the real problem faced by agriculture students. there were 50 items referred to some indicators: (1) determine the topic of the text, (2) identify the main idea of each paragraph, (3) discover the referring pronoun from the context, (4) identify the detailed information from, and (5) discover the implicit meaning. the result showed that 20 out of 22 students (90%) got the preliminary score below 70, and only 2 out of 22 students (10%) successfully got above 70 for the preliminary score. with the average score of the students in the class was 56, it showed that agriculture students still face some difficulty in the reading comprehension. from the result of the preliminary study, a form of the cycle proposed by kemmis and mctaggart (2007) considered suitable to be used in this study. it covered four steps: planning, action, observation, and reflection. for data collection, three instruments were used: observation checklist, field notes, and reading comprehension test. all instruments had been checked through expert validation. reading comprehension test was used as the primary data, observation checklist and field notes were used to collect the supporting data for the study. observation checklist and field notes were aimed to figure out the students’ response to the strategy implementation. both observation checklist and field notes purposively used to know how effective the implemented strategy to develop students’ comprehension ability. to sum up, the study used cycle which included four steps (figure 1) in seven meetings, and used observation checklist, field notes, and also reading comprehension test as the instruments. prasetyaningrum, dian islami/ enjourme vol. 3 no. 1(2018)5 – 14 8 the first step to start the cycle was planning the action. planning was purposively done to identify the problem found in the classroom context and then it would be the base in developing a plan of action. in this phase, i figured out what kind of potential improvements were needed and possible. the preliminary study was a part of this phase and done at the beginning of the research. it was done to identify the real problem faced by the subject of the study. in car, needs analysis was not required. but for this study, i wanted to take a look at the course description and syllabus to recognize what the institution required the students to master at the end of the course. the planning step resulted some points should be considered to support the approach implementation, namely: designing the teaching scenario, lesson plans, and also reading comprehension tasks. developing the teaching scenario and lesson plan should consider the three steps in preliminary study (assessing classroom problem) collected the data of the research subject by giving reading test, analyzed the score and made reflection most of the students still had problem in reading comprehension (proved by the low performance in the preliminary test) planning the action designed the teaching scenario, lesson plan, reading materials, reading task, and also the criterion of success by implementing task-based language teaching (tblt) action/implementation implemented the teaching learning process by using tblt based on the lesson plan observation observed and documented the process of tblt implementation during teaching and learning process in the classroom by using observation checklist reflection this step was conducted to know whether the criteria of success have been reached or not. analyzed the collected data focusing on the effect of the tblt implementation during teaching and learning process and their reading comprehension achievement. evaluated or made reflection on the result of the analysis to decide the following step (meet the criteria of success or not) finish/report succeed fail figure 1. classroom action research procedure (adapted from kemmis and mctaggart (2007)) prasetyaningrum, dian islami/ enjourme vol. 3 no. 1(2018)5 – 14 9 tblt (pre-task, task cycle, and post-task) during the teaching and learning activities. beside the teaching scenario and lesson, the material for reading comprehension tasks should be concerned. by remembering that they were agriculture students so the materials were taken from some agriculture books and also online sources for reference. in relation with reading comprehension tasks for the study, the researcher decided that the tasks were emphasized in how to improve the students’ reading comprehension including finding main ideas and supporting details, discovering the specific and implicit information, and deciding the synonym of the word. besides, the tasks were also included the other kinds of reading activity which were related to the objectives of the courses. also, the tasks were also designed to sharpen the students’ ability in summarizing the text so that they could present the text correctly and communicatively in front of many people. the materials for reading tasks used agriculture texts in the form of report texts and agriculture journal article. the first phase in the teaching and learning activities was the pre-task phase. after checking the students’ attendance list and informing the objectives of the research, the pre-task was started. in the pre-task activity, the lecturer gave the students some activities which aimed to stimulate the students’ background knowledge about the topic and the task of the day. the activities involved the brainstorming activities, performing or showing the model of similar tasks with a different topic, and also giving some pictures or video to be observed by the students. during the pre-task activities in seven meetings, the students constantly showed a good response by paying attention, and most of the students answered the lecturer’s questions quickly, and only some of them kept silent. in the task cycle, the students started to do the task, and the teacher gave them an opportunity to explore the task by using their own words. the students also had a chance to work with a pair and big group, so they could start to discuss the tasks communicatively. the tasks also created an opportunity for the students to explore the tasks by using their own words without scare to make mistakes. during this phase, various activities were used to promote students reading comprehension such as group discussion, information gap, reasoning gap, drawing outline, poster presentation, and video presentation were conducted. at the beginning of the activity, the lecturer asked the students to read the text individually in the given time. then, they were assigned to a group and do the tasks that were related to the topic. in the first meeting the task activity was an information gap, and for the second meeting, the task activity was reasoning gap activity. especially in the first and second meetings, the students had to read the shorter text before going to the longer text. the more concise text was aimed to let the students practice more in finding the meaning and synonym of the word. in the drawing outline activities for the third meeting, the students were asked to draw an outline related to the main ideas and supporting details from the text given. the students were grouped into four groups, and every two groups had to do two different texts. in the fourth and sixth meetings, the task activities were information gap activity. the topic is about agriculture journal article. in both meetings, before the group discussion, the students had to read the article individually and highlighted some important points from the article. during the group discussion, each student fluently shared the information they got from the article. in the administered time, the lecturer asked the representatives of the group to speak up about the result of the discussion and the other students could contribute some feedbacks. the poster presentation task activities in the fifth meeting, took each group of the students to perform the summary of the article they read before in the form of a poster. the class discussion was conducted for each poster presentation. during the discussion, the students could give any feedbacks, opinion, or questions for the group who presented the poster. for the last meeting, the task was a video presentation. there were three groups that ready to show their video. the video was played in front of the class, and the other students should give some feedback or questions regarding the article. the last phase was post-task. in this phase, the lecturer gave the students adjustment and feedback related to the tasks assigned in the task cycle. the post-task activities were designed to make sure that the students had already understood the text and be able to make a summary by using their own words. in the first and second meeting, the response of the students during post-task activity was quite good. most of them could make a summary related to the article by using their own words and of course some of them still used mixed language. in the third to the seventh meeting, the post-task activity also ran so well. the lecturer also provided the students with feedback about the text in every meeting. in addition, the students also had the same opportunity to give feedback for today’s activity. prasetyaningrum, dian islami/ enjourme vol. 3 no. 1(2018)5 – 14 10 table 1. the description of implementation date topic students’ activities in tblt 1 2 may 2017 genetically modified food the type of task: group discussion, information gap activities 2 9 may 2017 organic and chemical fertilizer the type of task: group discussion, reasoning gap activities 3 17 may 2017 hunger, malnutrition, and food supply the type of task: group discussion, drawing outline from the given article based on the main ideas and supporting details 4 23 may 2017 agriculture journal article the type of task: group discussion, information gap activities 5 30 may 2017 poster presentation the type of task: present the summary of the given article by using poster 6 6 june 2017 agriculture journal article the type of task: group discussion, information gap activities 7 9 june 2017 video presentation the type of task: present the summary of the chosen by using video 8 13 june 2017 reading comprehension test do the reading comprehension test during the implementation of tblt in the classroom activities, the observation process was conducted. this process was the steps of collecting data which indicated the success of the strategy to solve the problem in the class (latief, 2015). the focus was on the strategy implementation to solve the problem. during the observation process of the strategy implementation, there were two kinds of data which were collected. the collaborator had a responsibility to fill both the observation sheet and field notes while observing the strategy implementation. the data were taken from the observation checklist and field notes as supporting data, and the data taken from the reading test as the primary data. the observation checklist was needed to collect the data qualitatively during the implementation of tblt for the teaching and learning activities in the cycle. there were some factors including the response of the strategy implementation in the classroom context. the second instrument was field note. the field note was applied to collect qualitative data which were deeper or beyond the observation checklist. the field note was employed to anticipate the possibility to uncover the data during the implementation of tblt for the teaching and learning activities. the last instrument was reading test. the reading tests were done to collect the quantitative data of the students’ reading comprehension score during tblt implementation. the reading test was given at the last meeting of the cycle to figure out how well tblt could improve students’ achievement specifically in reading comprehension. reading comprehension test administered at the end of the cycle to figure out the influence of the strategy implementation to improve students’ reading comprehension achievement. the indicators of the test were created based on the micro skills of reading comprehension and also the result of the preliminary study. after being validated by the expert, the researcher administered the test for the try out to ensure the instruments regarding the item discrimination of the test. it was tried out by another group of the students which had the same characteristics as the subject of the research. the result of the item discrimination showed that 30 out of 50 items in the reading comprehension test were accepted with the interpretative quality in the range good (0.30 – 0.29) and very good (0.40 and up). after conducting the try-out test, determining the criteria for success was also a crucial step. it was used to see whether the study was stopped in one cycle or needed more cycles. the criteria of success became the measurement of the strategy implementation effectiveness. for this study, the criteria of success were decided based on the result of the preliminary study and also the students’ response to the strategy implementation. prasetyaningrum, dian islami/ enjourme vol. 3 no. 1(2018)5 – 14 11 table 2. criteria of success after the reading comprehension test was administered, the reflection step was conducted. it was purposively done to evaluate the implementation of the strategy. reflection was the data analyzing the process to decide how far the data collected indicate the success of strategy implementation in solving the classroom problem (latief, 2015). furthermore, in the reflection step, some factors which supported the issue and success which might occur during the strategy implementation was seen. the analysis process engaged the comparison of both data that were collected during the observation. it would be the base to evaluate which criteria success had been achieved, which one had not attained yet and the possible reason why those criteria were not achieved yet. the result of the reflection was used to determine which part of the strategy that needs improvement. the revision of strategy was required if the criterion of success had not been achieved yet, and the researcher needed to repeat the cycle. 3. results and discussion 3.1 results the improvement of the students’ reading comprehension score the result of the reading comprehension test showed that 73% of the students (16 out of 22 students) passed the minimum passing grade of 70 and 27% students (6 of 22 students) got below 70 for the minimum passing grade. the details were as follow. three students got 70 for the reading comprehension test; three students got 72 for the reading comprehension test, four students got 74 for the reading comprehension test, two students got 80 and 84, and also one student got 82. seven students got the score in interval 60 -66 which means below the minimum passing grade. 3.2 discussion reflection of the tblt implementation the findings from the result of the students’ reading comprehension show that 16 students out of 22 students in the class (73%) pass the minimum passing grade of 70 and even 3 out of 22 students get above 80 for the score. to sum up, 16 students passed the minimum passing grade. it meant that the first criteria of success were fulfilled. besides, the data from the reading comprehension test also recorded that 27% (6 out of 22 students) students did not pass the minimum passing grade, but they still showed an improvement in the score. so from the result of the final reading comprehension test, the implementation of the tblt brought a positive impact on the students regarding their reading comprehension. the data from both observation checklist and field notes showed the positive progress during the teaching and learning activities. the students showed constant improvement in the class participation during the pre-task, task cycle, and post-task. so, it meant that the learning process by using the proposed strategy was quite good. thus, the finding data indicated that the second criteria of success were also accomplished and task-based language teaching (tblt) was proven to improve the students’ reading comprehension so that the study could be stopped and reported. criteria of success data source research instrument technique of analysis the students’ score enhancement which showed that 60% (13 of 22 students) of the total number of students get 70 in the test score reading comprehension test result reading comprehension test scoring the students’ answer the students’ active participation in every stage of teaching and learning activity in the classroom students’ interaction among the group of members and teacher observation checklist and field notes filling the observation checklist and taking note on the good points and things should be improved prasetyaningrum, dian islami/ enjourme vol. 3 no. 1(2018)5 – 14 12 tblt on agriculture students’ reading comprehension the students’ showed positive responses to tblt implementation and students’ reading comprehension score’s improvement in the test. tblt proved to give students more opportunity during the classroom activities and bridge the classroom communication between partners and teacher (valli and priya, 2016). based on the findings, the students showed a constant positive response during the teaching and learning process in the class. in this study, tblt was implemented in three phase: pre-task, task cycle, and post-task. in the pre-task, the lecturer does: (1) the brainstorming activity, (2) showed the model of similar tasks, or (3) gave some pictures and video to be observed by the students. that activity was done differently in each meeting but had the same function to stimulate the students’ background knowledge of the topic. in the pre-task, the students were given some stimulation to explore their background knowledge of the today’s topic. the use of pre-task activities helped to create a positive attitude in the students’ mind before started to read the text (greenwood, 1981). as it was suggested by skehan (1996) the use of pictures, the example of the similar tasks with a different topic, and also video in the pre-task phase were proved useful to carry out the students’ interest and enthusiasm during the classroom activities. it found effective to let the students speak up more in the classroom activity. this kind of activity also took part in increasing students’ positive view regarding the reading activities. the data from the observation checklist showed that the 80% of the students showed constant excellent participation during the pre-task activities in almost all meetings. also, the observer commented in the field notes that the students’ response to the pre-task activity was excellent and the atmosphere in the classroom was enjoyable for both students and lecturer. the next phase was the task cycle, and the tasks include some meaningful activities to promote students’ comprehension in the scientific text specifically related to the agriculture. this phase comprised some steps: (1) let the students read the text individually, (2) assign the students into groups, (3) students work in a group and do the tasks related to the topic and some indicators stated in each lesson plan. the tasks involved the information gap, reasoning gap, outlining the main ideas and supporting details, poster presentation, and video presentation activities. the meaningful tasks delivered through the task cycle during the tblt implementation in the class created a significant opportunity for the students to practice their language skill through the group discussion and other group projects. group work embraced climate and promotes students’ responsibility and autonomy and helped the process to be experienced actively (bolukbas, 2011; brown, 2015). the group discussion or group work effectively played a role in stimuli and encouraged the students’ participation during teaching and learning process. the students tended to involve in the practical language use which more focus on the meaning that linguistic form. by focusing more on the meaning, the students got a better comprehension of the texts given. beside the group discussion, the choices of materials which were appropriate to the students’ specific field also the other factors that increased the students’ comprehension of the text given. furthermore, according to nunan (2004), the creativity that the students showed during the completion of the task brought them to maximally engage the language because they tried to construct their language by recombining some familiar words, expressions, and structures. in tblt, the students were not scared to make some mistakes, and they could express what they understand about the texts freely. based on the data from field notes, almost all of the students used mixed language between indonesian language and english during the task completion. the use of mixed language was not seen as a problem during the strategy implementation because most of the students still kept trying to use english during the task activities. the students attempted to deliver the content of the article by using english and manipulate the word they found in the text during the performance of the tasks. however, tblt was also known as the meaningbased approach that emphasizes how students could understand the meaning of the task and constructed their text by choosing the best vocabulary and grammar to communicate it. so, the critical point was the students able to deliver the content of the article clearly and correctly. the students’ performance was continued by letting the other students’ to give feedbacks. the feedbacks given to their friends’ works could continuously help them to check their comprehension. it was supported by the data from the observation checklist in all meetings that 60%-70% of the students could summarize the article given by using their own words. according to nunan (2004), this kind of flow in the task activity would maximally engage the students’ language acquisition. so, they were not only improving the comprehension but also their english acquisition became broader. both information gap and reasoning gap activities that the students experienced during the strategy implementation brought the awareness that reading comprehension was not only about reading the text or prasetyaningrum, dian islami/ enjourme vol. 3 no. 1(2018)5 – 14 13 finding the meaning of each vocabulary presented in the text but also it could be combined with some exciting activities that included the group discussion and group project. the activities which included the group discussion contribute the communicative goals that the students need to deal with the completion of the tasks. in other words, tblt helps to promote students’ collaborative skills with their partners. according to brown (2015), group work generated interactive language and also offered and embraced effective climate, and promotes the students’ responsibility and autonomy. also, bolukbas (2011) stated that carry out reading comprehension activities through cooperative learning strategies had helped the process to be experienced more actively. in the post-task, the students were asked to summarize the information that they got after reading the text. the summarizing activity gave the students more opportunity to re-check their understanding by reflecting the information from the text and integrated the text information with prior knowledge. additionally, the feedback from the students and teachers to reveal the tasks helped to monitor the students’ progress and opinion about the task performance. to sum up, the findings during the strategy implementation showed that tblt could be used for promoting agriculture students’ reading comprehension. tblt can be seen as a solution for the students to improve their reading comprehension and also give more alternative tasks and activities to be applied in the classroom context. tblt also can be implemented as a breakthrough of the learning approach to bring the awareness to start to change the teacher-centered into student-centered approach. 4. conclusion and suggestions from the findings and discussion, it can be concluded that the effective implementation of tblt to improve agriculture students’ reading comprehension by the following activities: a) pre-task: (1) brainstorming activity, (2) performing the example of a similar task with the different topic, (3) displaying pictures or video to be observed by the students. b) task cycle: some activities such as group discussion, information gap activities, reasoning gap activities, drawing outline related to the main ideas and supporting details, poster presentation, and video presentation. the activities are supported by some following steps: (1) students read the text individually, (2) ask them to highlight the important words and sentences, (3) assign the students to work in a group to find the specific and implicit information presented in the text, (4) ask the representative of the group to present their findings, (5) give the chances to the students in the class to provide feedback. c) post-task: (1) let the students summarize the text by using their own words, and (2) give feedbacks for the activities. additionally, the implementation of tblt in reading comprehension brings many advantages. first, the students become more active in the classroom activities because they have more opportunity during teaching and learning process. second, tblt implementation increases the students’ awareness to understand the meaning of the vocabularies from the context of the text. finally, it gives the students a broader view of the reading strategy which is useful for them to comprehend the text. by considering the result of this research, it is suggested for english lecturers who face the same problem to apply tblt for the teaching and learning activities, specifically in reading comprehension. for supporting the tblt implementation, the lecturer should be well-prepared to design the tasks as meaningful as possible. besides, the lecturer should make sure that the materials are appropriate for the students’ specialized field and academic level. implementing tblt can give potential benefits to solve the students’ problems in reading comprehension which considers challenging for them. however, this strategy also could be used by the english lecturers from the other major department who wants to improve the students’ reading comprehension skill for other genre text. 5. references alexander, o., argent, s., & spencer, j. (1988). esp essentials: a teacher’s guide. london: garnet publishing, ltd. bolukbas, f. (2011). the effectiveness of cooperative learning of the reading comprehension skills in turkish as a foreign language. turkish online journal of educational technology, 10, 330-335. brown, h.d, & heekyeoung, l. (2015). teaching by principles fourth edition. new york, ny: pearson prasetyaningrum, dian islami/ enjourme vol. 3 no. 1(2018)5 – 14 14 education. douglas, s. r., & kim, m. (2014). task-based language teaching and english for academic purposes: an investigation into instructor perceptions and practice in the canadian context. tesl canada journal/revue tesl du canada, 31, 1-22. ellis, r. (2003). task-based language teaching. oxford: oxford university press. hyland, k. (2014). english for academic purposes. london: routledge. greenwood, j. (1981). comprehension and reading. the reading of english as international language: a practical guide. glasgow: william collins sons&co. limited. harmer, j. (2007). the practice of english language teaching fourth edition. harlow: pearson longman. hismanoglu, m., & hismanoglu s. (2011). task-based language teaching: what every efl teacher should do. procedia social and behavioral sciences 15, 46–52. doi:10.1016/j.sbspro.2011.03.049. kemmis, s., & mctaggart, r. (2007) participatory action research: communicative action and the public sphere. in: denzin, n. and lincoln, y., eds., strategies of qualitative inquiry, sage, thousand oaks, 271-330. latief, m.a. (2015). research methods on language learning: an introduction. malang: universitas negeri malang press. madhkhan, m., & mousavi, s.m. (2017). the effect of implimentation of tblt in reading comprehension classes of iranian efl learners. english language teaching 10, 119-128. doi: 10.5539/elt.v10n11p119. nunan, d. (2004). task-based language teaching. cambridge: cambridge university press. shabania, m. b., & ghasemi, a. (2014). the effect of task-based language teaching (tblt) and contentbased language teaching (cblt) on the iranian intermediate esp learners' reading comprehension. procedia social and behavioral sciences 98, 1713 – 1721. doi: 10.1016/j.sbspro.2014.03.598. skehan, p. (1996). second language acquisition research and task-based instruction. cambridge: cambridge university press. valli, s.k, & priya, v. (2016). a task-based approach to develop the writing skills in english of students at college level. international journal of applied engineering research 11, 2145-2148. enjourme vol. 1, no. 1, july 2016 1 the effectiveness of detailed feedback on the improvement of students’ composition utik kuntariati, malikhatul lailiyah university of merdeka malang adnyana.tareeutik@gmail.com, malikhatul.lailiyah@unmer.ac.id abstract this study was aimed at knowing whether the final product of composition which is given detailed feedback (error correction) performs better than of that given global feedback. the accessible population of the study was the whole second year students of english department of islamic university of malang, academic year 2005/2006. the study used quasi-experimental, nonrandomized control group, pretest-posttest design. this was so because the experiment was conducted in classroom setting in which the classes had been organized into classes d and e. the result of the study revealed that there was no significant difference of the two groups – experimental and control group. the result showed that the two groups had the same ability in writing paragraph. from the result concluded that the final product of composition written by students which is given detailed feedback (error correction) perform the same as of those given global feedback. key words: detailed feedback (error correction), composition. writing is a form of communication between the person who writes and the person who reads the text(byrne; 1979). the writer must be able to produce a piece of writing with a specific target reader in mind. therefore there are always a minimum of two people involved, the writer and the reader. susilowati (2001) argued that the act of writing is an act of thinking and learning. as we write, we mailto:adnyana.tareeutik@gmail.com mailto:malikhatul.lailiyah@unmer.ac.id enjourme vol. 1, no. 1, july 2016 2 also learn to think at least to deliver our ideas smoothly in order that others might come to our intended messages. good writing skills are essentials for everyone, especially for college students. college students must be able to write well to be successful in all academic disciplines. and it will give great benefits to professionals in the workforce when they possess effective writing ability. it is known that writing, as a skill of output, is considered as the most difficult of the four basic language skills to acquire, neither for l1 or l2 learners. according to richards and renandya (2008) the difficulty lies not only in generating and organizing ideas, but also in translating these ideas into readable texts. further, they stated that the skills involved in writing are highly complex; l2 writers have to pay attention to higher level skills of planning and organizing as well as lower level skills of spelling, punctuation, word choice, and so on. the difficulty becomes even more pronounced if their language proficiency is weak. therefore, writing should play a more prominent role in classroom-based studies of second language acquisition. considering that writing is the most difficult skill for l2 learners to master, it is usual for them to make errors on composing written texts, because their l1 will definitely interfering in their l2. richards (1974) points out that an error was the result of interference in the learning of a second language from the habits of the first language. however, making errors is a part of learning. dulay, burt, and krashen (1982; 138) argued that people cannot learn language without enjourme vol. 1, no. 1, july 2016 3 first systematically committing errors, as a matter of fact making errors is a part of learning. a large number of studies have shown the importance of corrective feedback in writing process. fathman and wally (1990) compared groups who received error feedback and those did not received feedback. they found out that the groups obtaining error feedback did much better in grammatical writing than those who did not received feedback. further, chandler (2003) has found that students who received error feedback and are asked to act on those corrections are less likely to repeat those same errors in subsequent assignment. heaton (1989) explained that there are two types of feedback, analytical or detailed feedback and global feedback. in detailed feedback the teacher gives the correction on the error make by students analytically which covers language use, mechanical skills, treatment of content, stylistic skills, and judgment skills, (heaton, 1989; 135) by underlining, circling and giving arrows sign which placed near errors in words and sentences. whereas, global feedback is the impression of the teacher for any error exist in students‟ composition, such as: fair, good, poor, without giving any error sign. the researchers believe that the teacher plays an important role in treating students‟ composition. they considered that the teacher as the „expert‟ and „evaluator‟ on students‟ writing. it means that feedback from the teacher is crucial comparing with other kind of feedback, for example peer feedback. that‟s why the researchers are interested in analyzing the errors in writing composition written by the college students of islamic university of malang at the second enjourme vol. 1, no. 1, july 2016 4 semester. they compared students‟ composition which is analytically corrected with those that is globally corrected. the researchers eager to know whether the analytical feedback will be given to students‟ composition affect the quality of composition written by the second semester students of islamic university of malang. the purpose of the present study is to determine the degree of effectiveness of detailed feedback on the improvement of composition written by the second semester students of islamic university of malang. the null hypothesis (ho) of the research may be formulated as follows: “the final product of composition written by the students at the second semester of islamic university of malang which is given detailed feedback performs the same as of those given global feedback”. method the study used quasi-experimental, nonrandomized control group, pretestposttest design. this was so because the experiment was conducted in classroom setting in which the classes had already been organized into classes of d and e. of these two classes, class d was used as the experimental group and class e as the control group. therefore, it was not possible for the researcher to assign subjects randomly to groups (ary, jacobs, and razavieh, 1979). since randomization was not possible, every effort had to be made to employ groups that were as equivalent as possible at the beginning of the study. here, pretests on recognizing parts of enjourme vol. 1, no. 1, july 2016 5 paragraph were used as the covariate on the analysis of the data. hence, the final result (posttest score) would be used to determined whether or not the two different treatments (detailed and global feedback) given to the two groups – the experimental and the control group – differed significantly. there were some variables in this study, namely; the independent variable, the dependent variable, and the control variable. the independent variable was the treatment given to the experimental group in the form of error correction. the dependent variable was the students‟ achievement after the treatment shown by the posttest scores. the control variable was the students‟ achievement prior to treatment shown by the pretest scores. the target population of the study was the whole second year students of english department of islamic university of malang, academic year 2005/2006. these second year students were selected as the population of the study under the consideration that at that time of the study the students were taking writing ii course which provided them with the ability to write a paragraph. the total samples were 49 students who took writing ii course from class d and e, each of which having 23 students and 26 students respectively. to select one out of the two samples classes as the experimental group, a coin was flipped. and it turned out that class d was to be the experimental group. this treatment given to the subjects (students) was in the form of providing error correction on students‟ composition. therefore, each student was required to write and identifying part of paragraph of his or her own in the first session of the experiment, the assignment of writing were given immediately after enjourme vol. 1, no. 1, july 2016 6 the teaching and learning process in the classroom had been completed. the topics of these assignments which were emphasized on writing a paragraph are free. in the following session, however, the tasks of composing a paragraph were given in the form of homework assignments. in either case, the students were encouraged to use self-help resources such as their textbooks, dictionaries, and grammar books as they write. in this study, the effective leaning weeks were categorized into two periods of time. the first period was the weeks before the administration of midterm test (the first week up to the seventh week of the semester); and the second period was the weeks after the administration of the mid-term test until immediately before the administration of final test (the ninth week up to the fifteen week of the semester). as far as the administration of the treatment of this study was concerned, the second period of the effective learning weeks (the ninth week up to the fifteenth week) was taken. this means that the experiment – i.e. the administration of error correction treatment – was started immediately after midterm test and was ended before the period of final test. this was done under a certain circumstances. in addition to this, the material and .other facilities used by both groups were taken from the same source and based upon the same syllabus. the main textbook used for both groups in this study was “introduction to academic writing” by oshima (1988). and the objective of writing ii course was focused on providing the students with the ability to write paragraph. oth groups were enjourme vol. 1, no. 1, july 2016 7 taught within seven weeks or 7 sessions in the same time schedule since this course is 2 (two) credits course. in treating the students‟ composition of the experimental group, especially the errors that might be found in their work, the researcher took the following steps (1) underlying incorrect orthographic and morphological forms; (2) circling an inappropriate word; (3) inserting an arrow [ʌ] to indicate the missing word; (4) placing a question mark alongside a confusing phrase or structure; and/or (5) underlying a word and providing a written tip; (6) bracketing a misplaced word or phrase and indicating its proper place in a sentence; (7) crossing out a superfluous word; and (8) providing a correct form or structure of an incorrect word or phrase. for the control group experienced the same teaching and learning process in that they used the same materials, got the same number ad kind of composition assignment, and the same time allotment. what differed of the two groups was the treatment of their possible composition errors. in this case, the researchers applied the technique of treating the students‟ composition whereby she merely gave general comments and scores on the students‟ works. in other words, the experimenters neither show the presence nor the location of the students‟ error in their composition papers. the researchers only made their own notes on the students‟ most commonly and frequently errors and discussed in class. the attempt at investigating the effectiveness of error correction technique employed in the teaching of composition reached after finishing the course (or treatment). however, since this study employed quasi-experimental, nonrandomized control group, pretest-posttest design, then the analysis of the enjourme vol. 1, no. 1, july 2016 8 students‟ achievement of both experimental and control groups prior to the treatment was first of all employed. this was done to determine whether or not the students of experimental group had different achievement from those of the control group after the treatment. the final result (posttest) of experimental group (class d) was compared with the final result (posttest) of control group (class e) with eliminating the influence of one extraneous variable as covariance. ancova was implied in this research, since the design of the research was quasi-experimental without randomization. ancova is combination between analysis of variance (anova) and correlation. there are four steps analysis of ancova. step i is comparing dependent variable data with anova to get the value of sst (sum of squares deviation of each scores from the grand mean), ssw (sum of squares within groups), ssb (sum of squares between groups), msw (mean squares within groups), and msb (mean squares between groups). step ii is correlation analysis between covariate variable data and dependent variable data to entire subject (rt) and to each group (rk). step iii is adjusting the value of sst, ssw, ssb, msw, and msb from anova (step i) with outing the influence of covariate variable toward dependent variable. step iv is hypothesis testing, if f value is lower than f critic (f value ˂ f critic) ho is accepted, if f value is higher than f critic (f value ˃ f critic) ho is rejected. ho →µ1= µ2 = µ3 …, h1→µ1 ≠ µ2 ≠ µ3 … the formulas of the steps are: step i: 1) ∑ (∑ ) enjourme vol. 1, no. 1, july 2016 9 2) (∑ ) (∑ ) (∑ ) 3) 4) 5) step ii: 1) ∑ ̅ ̅ where; √ ∑ ̅ √ ∑ ̅ 2) ∑ ̅ ̅ where; √ ∑ ̅ √ ∑ ̅ 3) ∑ ̅ ̅ where; √ ∑ ̅ √ ∑ ̅ step iii: 1) ( ) 2) ( ) 3) 4) 5) 6) enjourme vol. 1, no. 1, july 2016 10 findings in the first place, the study was concerning the effectiveness of detailed feedback (error correction) on the improvement of students‟ composition. as stated before, this research conducted quasi-experimental design. the pretest score was not used to check the balance of the two groups – experimental and control group instead of as the covariate, since the two groups were not comparable at the beginning of the research. in other words, the classes had already been organized without the process of randomization. after the data was analyzed, it was found out that the average level of the pretest score of experimental class was 55.78. the pretest score of control class was 54.80. an analysis of data to describe the students‟ level of composition at the end of the error correction treatment was intended to provide the evidences to answer the research question and to test the hypothesis. they were all related to composition level – a level indicating the students‟ ability in writing paragraph in english. the result of the posttest was used to find out the significant difference in the application of different scoring technique; namely detailed and global feedback (error correction and no error correction treatment). from the result of the analysis, it was found that the averange score of those who got error correction or experimental class was 63.15, and the averange score of those who did not get error correction or control class was 63.69. ancova was employed in this research, because the study employed quasi-experimental design, non-randomized control group, pretest – posttest design. enjourme vol. 1, no. 1, july 2016 11 table 1 summary of analysis of covariance with pretest as covariate source of variance ss‟ df ms‟ f remark between groups 68.2 1 68.2 0.87 not significant within groups 3616.08 47 78.61 total 3684.28 from the data above, it clearly shows that ho was accepted. in conclusion, the writing ability of the students who got error correction treatment (detailed feedback) was the same as the ability of those who did not get any error correction treatment (global feedback). discussion the previous part stated that the study has found out that the final product of students‟ composition which was given detailed feedback (error correction) perform the same as of those which was given global feedback (no error correction). the interpretative reasons might be as the following. first of all, it seemed that the control group was highly motivated. as we all know, motivation plays a big role on students‟ success in education. without any motivation they would not be able to manage themselves the learning process. melton (in skinner, 1984: 450) said that motivation is essential condition of enjourme vol. 1, no. 1, july 2016 12 learning. learning will proceed best if motivated, anderson (in skinner, 1984: 450). secondly, the students of the control group might have desire in the fulfillment of their need. as students and part of society they possessed the need to comprehend english language. one of the signs that they comprehend it they should be able to compose a good paragraph. the last, from the different treatment of the two groups it seemed that the control group had big interest in the mastery of english language. it can be viewed from their attitude toward the material given in the class during the activities. they were all interested in every topics offered, further more they showed curiosity. conclusion and suggestion this study is concerning the effectiveness of detailed feedback (error correction) on the improvement of students‟ composition. the researcher conducted this research for considerations that there is ambiguity in treating students‟ work on composition. this study was aimed at knowing whether the final product of composition which is given detailed feedback (error correction) performs better than of those given global feedback. from the result of the statistic analysis result can be concluded that the final product of composition written by students which is given detailed feedback (error correction) perform the same as of those given global feedback. enjourme vol. 1, no. 1, july 2016 13 the following suggestions are offered in relation with the finding of the study. the process of teaching and learning should continuously be evaluated to find out whether what has been done is effective and efficient. the effectiveness and efficiency will eventually determine the success of the teaching and learning. in conclusion, the two techniques are optional. meaning that the existed way on treating students‟ composition did not need to revise and refine. since the result of the study found that the application of detailed feedback on students‟ composition, remain the same as of those who got global feedback. therefore, teachers can use both detailed and global feedback on treating students‟ composition in the teaching and learning process. additionally, the present study studied the short-term effect of providing detailed feedback on the improvement of students‟ composition. future researcher could survey the long-term effect of the providing detailed feedback on students‟ writing. references ary, d., jacobs, l.c., and razavieh, a. (2002). introduction to research in education (6 th ed).wadsworth: cengage learning. brown, h. douglas. (1987). principles of language learning and teaching. new jersey: prentice hall, inc. chandler, j. (2003). the efficiency of various kinds of error feedback for improvement in the accuracy and fluency of l2 student writing. journal of second language writing, 12, 267-296. enjourme vol. 1, no. 1, july 2016 14 dulay, heidi, burt, marina, and krashen, stephen. (1982). language two. new york: oxford university press. fathman, a. and walley. e. (1990). teacher response to student writing: focus on form versus content. in b kroll (ed.), second language writing: research insight for the classroom, (pp. 178-190). cambridge: cambridge university press. richards, j.c. (1974). a noncontrastive approach to error analysis. london: longman group limited. richards, j.c., and renandya, w.a. (2002). methodology in language teaching: an anthology of current practice. cambridge: cambridge university press. online issn 2502-5740/© 2019 enjourme. all rights reserved. enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 3 no. 2 december (2018) 46 – 51 enjourme (english journal of merdeka) : culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index increased attention in adhd (attention-deficit hyperactivity disorder) children using media based video in english language lessons fitri nurhidayati universitas maarif hasyim latif, jalan raya ngelom megare no. 30, 61257, sidoarjo, east java email: fitri_nurhidayati@dosen.umaha.ac.id a r t i c l e i n f o a b s t r a c t article history: received 21 march 2019 received in revised form 1 april 2019 accepted 1 april 2019 available online 04 april 2019 english language learning in indonesia began in childhood, namely playing groups. english is a foreign language in indonesia and has not become a second language. for indonesian people, english is considered difficult to learn because of the differences in rules and procedures. especially for adhd children. they tend to be active and need their own techniques to attract their attention. meanwhile, based on the government policies adhd children is accepted in public schools. the teacher usually treats adhd children the same with non adhd students. for this reason, the study aims to examine the increasing concentration of learning for adhd children with media based video. this study used a qualitative descriptive study with adhd children in eleventh-grade vocational school. after being examined, children with adhd tend to be calmer and after several treatments, children with adhd could also produce simple utterance related to the topic and more longer attention. © 2019 enjourme. all rights reserved. keywords: attention, adhd, english materials, mediabased video doi: 10.26905/enjourme.v2i2.2857 1. introduction nowadays, the english language curriculum was overhauled several times to harmonize needs and education. government regulation allows disability and adhd or autism study in public school. it is becoming a challenge, due to the condition of adhd children who are active and easily distracted especially during the learning process of teaching. furthermore, this also might happen when the teacher lack of competence, thus he/ she teaches them using the same method with non adhd students. adhd is a behavioral disorder which is detected in childhood, and it can continue and effect until adolescence. reporting from the national institute of mental health, adhd is a disorder that occurs in the brain, and it is characterized by lack of attention and/or hyperactivity and impulsivity that interferes with the work function and development of the child's brain. children with adhd have difficulty staying focused. they usually do not last long if they have to keep quiet and study for a long time. other than that, this is not caused because they do not understand what they are learning. they are hyperactive children, because of brain disorders. they like to keep moving, and might to disturb friends nearby. they also like to act impulsively, in other words, they like to do spontaneous actions without having to think first. besides, they are also less likely to delay desires or satisfaction. by that explanation, children who have adhd and autism have problems with attention. their behavior changes suddenly (impulsively) and also has difficulty communicating. they have problems in dealing with people around them. adhd and autism look similar, people often equate adhd with autism. but, actually, both are two different things. if you pay close attention, children with adhd will be different from children with autism. adhd affects how the brain grows and develops. while, autism is a series of developing mental disorders that affect language ability, behavior, social interaction, and learning the ability. adhd children tend to not like mailto:fitri_nurhidayati@dosen.umaha.ac.id nurhidayati, fitri/ enjourme vol. 3 no. 2(2018) 46 51 47 things that require high focus, such as reading a book. adhd children even since the beginning have seen not interested in these things. vice versa, autistic children are more likely to be interested in focusing on things they enjoy. they can learn the things they like well, like playing with certain toys. in terms of interaction and communication with other people, children with adhd tend to talk a lot, cannot stop. whereas they can interfere when people talk and like it if it becomes dominant during the discussion. while autistic children often have difficulty entering words into thoughts and feelings. thus, they are more difficult in expressing their opinions and desires. they also have difficulty making eye contact. children with adhd tend to dislike doing the same routine every day or for a long time. while children with autism tend to like things that have been arranged, they like order, and do not like it when their routines suddenly change. disturbance of attention is one of the symptoms of a child being diagnosed with adhd. disturbance of attention is the difficulty of the child to maintain his attention. during their childhood, children with adhd present with executive functioning impairments and behavioral challenges that negatively affect their daily functioning across everyday setting. (nizar, 2018). the difficulty of maintaining attention is due to external stimuli that are difficult to push away from consciousness. according to ayres & sweller (2005) attention deficit disorder can be a major problem at school. when children cannot avoid noise and light and are confused about the activities of different people, this child has the potential to experience interference. adhd children have difficulty pushing stimuli away from themselves. this causes adhd children need energy in order to concentrate and to care for unnecessary stimuli. in public school students with adhd often do uncoordinated and disturb their classmates. many media use to make them quite and stimulate attention in the material when teaching and learning process. media is a tool to transfer information from sources to the receiver. in other word, media is software which contains information and supported by hardware in order to transfer information (muhson, 2010). the video is suitable media because it can coordinate visual, audio and body moving together in one activity. and the video is interesting media not only for those who with adhd but also for non adhd students. for adhd it can be reduced of effect in using the drug and its implication, because consume drug or medicine can effect in nerve and imply some mental diseases like insomnia, anxiety and many more. many researchers reported that using video can make calmer .waschbusch, et al. (2011) argued that adhd students’ behaviour significantly change when video movie played than before. in the same case researched by sari, et al., (n.d) who investigated in using education video game in purposefulness. it showed that adhd students have the same behavior as non adhd students when they played an education video game. furthermore, she recommended that the used of video in the classroom can improve attention. although the video has benefit in learning, it also has weakness especially in playing a video game, a adhd student has more greater risk in addictive it and its worse the effect in behavior (gentile et al., 2011). other investigation showed using video end to be addictive and bad effect in learning (christopher, 2013). game more one hour in the classroom is one of technic to make adhd more quite and to cognitive functions that show attention disorders in children with adhd are located in the frontal lobe. this disorder is more precisely in the catecholamine neurotransmitters, namely dopamine and norepinephrine which play a major role in attention, concentration, which is associated with cognitive functions such as motivation, attention, and success of children's learning. in norepinephrine and dopamine was pushed action to keep and staying focused. handling adhd children requires special treatment until they can independently carry out personal and school assignments. the government does not limit adhd children to go to public schools according to their choice, but not all teachers in public schools have the ability to handle adhd children. as a result, adhd children are handled the same as normal children and they are not handled according to their needs. likewise, in the same level of learning in english for the middle and high levels the same material and level of graduation makes adhd children not properly handled. learning media is a tool that facilitates or facilitates educators in delivering their material and achieving learning goals. attractive learning media will stimulate improve students to learn and get satisfactory results. learning media can stimulate and motivate students to be motorically and psychomotor active. becoming more meaningful learning. smaldino said; a medium (plural, media) is a means of communication and source of information. derived from the latin word meaning "between," the term for anything that carries information between a source and a receiver (a media is a means of communication and a source of information.(smaldino, et.al., 2019) making media have to pay attention to the following: 1. interesting or interesting with the aim of attracting students to participate specifically for adhd children. 2. simple or easy to understand. 3. useful or useful content and useful for learning purposes. 4. informative means the content must contain things related to learning or aspects of learning such as growing nurhidayati, fitri/ enjourme vol. 3 no. 2(2018) 46 51 48 motoric or psychomotor development. the use of video-based media is one way to attract children with adhd to focus their attention and the ultimate goal is that video-based media will have a comforting effect resulting in adhd children being able to receive information conveyed by video-based media. the role of learning media according to smaldino: 1) choosing material available by involving technology or media specialists; 2) surveying source and media reference guides by changing existing material and designing new material. the stages before utilizing the media as mentioned below, namely: 1) look at the material (can still be used or cannot), before conveying in the class the educator first checks the material and determines the appropriate material and considers the purpose of the learning process; 2) preparation of teaching materials, the needs of students must be in the data including all materials and media and learning resources (purwanti, 2015). to make it easier to understand and to remember, the lesson with the use of media is clearly more helpful since it does not use one type of senses. the results of research with visual learning can increase memory 14% to 38%. steps to develop a media-based video for adhd children: 1. observing the needs of students with adhd. 2. selecting the needs of students. children with adhd have different needs for ordinary media which are needed according to their needs. 3. choosing the video that matches the material. 4. delivering material. 5. evaluation. 2. method in this study used qualitative descriptive study which observed adhd behavior when teaching and learning process. collecting data taken in two phases. first data was taken before using video and the second one was collected after using video in order to compare it. in observation used curriculum 2013 as a guideline. 3. results and discussion 1. before using the video observation at this stage, researchers gave teaching materials about expression opinion and though by conventional teaching strategy. the material is delivered in lectures and assignments. at this stage, it appears that adhd children did not pay attention to the lesson and focus on learning material. the aspects that are examined are in the process of observing adhd students tend to not showing any responds, and less listening to material at a glance. while, the activity was in a form of self-centered activity. adhd children did not interact according to instructions. imitation was also less responsive. in other words, social functions have not been achieved. nurhidayati, fitri/ enjourme vol. 3 no. 2(2018) 46 51 49 table 1. observations before using video-based media type of activity activities of adhd students duration observe consists of: • students listen to the teacher's explanation together • students follow interactions expressing opinions and thoughts • imitating the interaction model expressing opinions and thoughts • with the guidance and direction of the teacher, students identify the characteristics of the interaction expressing opinions and thoughts (social functions, text structure, an element of language). asking • students are guided to ask about the differences between various expressions of opinions and thoughts in english, differences in expressions with those in indonesian, explore students express their opinions and thoughts with english in the context of simulations, role-play, and other structured activities associate • students compared expressions of opinions and thoughts that have been learned with those in various other sources. • students compared between expressions in english and in student’s language. communicate • students expressed their thoughts and opinions in english, inside and outside the classroom. • students wrote down problems in using english to express expressions of opinion • tend to be passive occasionally seeing or interacting visually with the teacher • not following instructions to express opinions and thoughts • more silence and seeing • not able to recognize or identify the characteristics of interaction expressing opinions such as the teacher's direction could not ask or don't know what to ask so that adhd children often stayed quiet or do their own activities even though there was guidance from the teacher. not able to express opinions even though things are simple with english. and at the next level of activity such as role-play. not being able to complete the task of raising expressions of expressing opinions and thoughts from various learning sources still confused to compare the expression of opinion in indonesian even though with simple examples not yet able to use a statement that states to talk with friends or practice it in class with friends problems not specified 5 minutes 10 minutes 10 minutes 10 minutes 2. observations during learning using video-based media during the treatment took place using video-based media observations was showing a positive indication of adhd children in responding to the lesson. students who was initially active and difficult to control showed incontrasively way. when they watched videos, children were calmer and could take lessons well. at the beginning of learning with media video-based media, the duration of the interest of adhd children is not long for about two minutes but over time the adhd child duration. interest is got longer. children with adhd when learning using videos become interested. video-based learning media stimulates adhd children to be more conducive to learning. at the end or learning objectives are achieved nurhidayati, fitri/ enjourme vol. 3 no. 2(2018) 46 51 50 table 2 observations during learning using video-based media type of activity activities of adhd students duration observe • students listened and watch videos about interactions expressing opinions and thoughts and how to respond • students expressed mimic expressions of interaction expressing opinions and thoughts • students were identifying the characteristics of interactions expressing opinions and thoughts (social functions, text structure, and linguistic elements) in the video. asking • students asked about the different expressions expressing opinions and thoughts in english, different expressions with those in indonesian, other examples of using other expressions, etc . explore students expressed their opinions and thoughts with english in the context of simulations, roleplay, and other structured activities associate • students compared expressions of opinions and thoughts that have been learned with those in various other sources. • students compared between expressions in english and in students’ language. communicate • students express their thoughts and opinions in english, inside and outside the classroom. students write problems in using english to expressing there was an interest in watching videos even though for a while and was accompanied by my own activities. not being able to follow the interaction or imitated the expression model and not be able to identify it. students ask the purpose and function and the different expressions of expressing opinions with the guidance and direction of the teacher. with simple sentences, students started using it in sentences and practice it in role play with friends and in the direction of the teacher • in small groups, while watching videos, students looked for other sources and functions and differences in expressions of opinion.  after watching the video students look for words in indonesian so that they are easier to understand and use.  after watching the video and understanding its contents students began to be able to express simple expressing skills such as"for me, it’s not good" 10 minutes 15 minutes 15 minutes 15 minutes 15 minutes 10 minutes 4. conclusion and suggestions adhd children in different training multiplications and interesting media will make them interested in taking learning. they need special treatment. otherwise, the teacher should have special competencies and passion for handling them. before using video showed they, not interest and lack of attention, after or while using video body movement, visual and audio centered in one activity and increase coordination and concentration. in the english lesson, they could produce simple utterance related to giving an opinion. but, it should be selective in using video and not use video game or online game because has a negative effect in their activity it should be supported with teachers should know what they need will more easy to conduct them. the duration shows the target of adhd children in enjoying the material. longer they taking part in lesson indicate they enjoy it. and it implies the target of learning process have achieved. for the reader hopefully, it can be fruitful and reference in the same research. 5. references ayres, p., & sweller, j. (2005). the split-attention principle in multimedia learning. in r. e. mayer (ed.), the cambridge handbook of multimedia learning (pp. 135-146). new york, ny, us: cambridge university press. http://dx.doi.org/10.1017/cbo9780511816819.009 mazurek, micah o & engelhardt, christopher, r. (2013). video game use in boys with autism spectrum nurhidayati, fitri/ enjourme vol. 3 no. 2(2018) 46 51 51 disorder, adhd, or typical development. pediatrics 2013, 260–266. https://doi.org/10.1542/peds.2012-3956 gentile, d. a., choo, h., liau, a., sim, t., li, d., fung, d., & khoo, a. (2011). pathological video game use among youths: a two-year longitudinal study. pediatrics, 127(2), e319–e329. https://doi.org/10.1542/peds.2010-1353 jr, w. e. p., waschbusch, d. a., hoza, b., gnagy, e. m., & carter, r. l. (2011). music and video as distractors for boys with adhd in the classroom : comparison with controls, individual differences, and medication effects, 1085–1098. https://doi.org/10.1007/s10802-011-9529-z muhson, ali. (2010). pengembangan media pembelajaran berbasis teknologi informasi. jurnal pendidikan akuntansi indonesia, viii(2), 1-10. https://doi.org/10.21831/jpai.v8i2.949 nizar, n. c. (2018). the role of psychological intervention to improve attention adhd child. advances in social sciences, education and humanities research, 133, 113–117. purwanti, b. (2015). pengembangan media video pembelajaran matematika dengan model assure. jurnal kebijakan dan pengembangan pendidikan, 3 (1), 42–47. sari, d. p., asrori, m., & radiana, u. (2016). pemanfaatan game edukasi berbasis open source bagi anak attention deficit hyperactivity disorder (adhd). jurnal pendidikan dan pembelajaran, 5 (1), 1–16. smaldino, s. e., & lowther, d. l., & mims, clif. (2019). instructional technology and media for learning (12 ed). new york: pearson education, inc. 4. 9973-36204-1-ce.pmd enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index pedagogical implications of figurative language in the movie ofpedagogical implications of figurative language in the movie ofpedagogical implications of figurative language in the movie ofpedagogical implications of figurative language in the movie ofpedagogical implications of figurative language in the movie of laskar pelangilaskar pelangilaskar pelangilaskar pelangilaskar pelangi::::: revisiting the meaningsrevisiting the meaningsrevisiting the meaningsrevisiting the meaningsrevisiting the meanings 11111veni nella syahputri*, veni nella syahputri*, veni nella syahputri*, veni nella syahputri*, veni nella syahputri*, 22222nyak mutia ismailnyak mutia ismailnyak mutia ismailnyak mutia ismailnyak mutia ismail 1administration department, faculty of social and political science, universitas teuku umar, jl. alue peunyareng, gunong kleng, kec. meureubo, 23615, aceh barat, indonesia 2 english department, faculty of teacher training and education, universitas serambi mekkah, jl. unmuha, batoh, kec. lueng bata, 23245, banda aceh, indonesia *corresponding author: venninellasyahputri@utu.ac.id article info received 22 april 2023 accepted 16 june 2023 available online 20 july 2023 keywords: figurative language, hyperbole, metaphor, movie, literature. doi: 10.26905/enjourme.v8i1.9973 how to cite this article (apa style): syahputri, v., & ismail, n. (2023). pedagogical implications of figurative language in the movie of laskar pelangi: revisiting the meanings. enjourme (english journal of merdeka): culture, language, and teaching of english, 8(1) 36-47, doi: https://doi.org/10.26905/ enjourme.v8i1.9973 abstract this study examines the implications of figurative language in the film adaptation of laskar pelangi directed by riri riza. laskar pelangi is a movie based from a novel by andrea hirata which was chosen because of positive messages and motivating storyline it has. the method used to conduct this study was descriptive case study. the data source was merely this 124-minute movie of laskar pelangi. the data collection was done through documentation by watching the movies several times to find out the figurative languages and the implications conceived. later, the data were analyzed using interactive analysis involving data reduction, data display, and data verification. the results show that, first, the literary devices of irony, metaphors, simile, hyperbole, and symbolism are employed in the novel “laskar pelangi” to accentuate the profound disparity between the aspirations of the students for a more promising tomorrow and the harsh realities of their present existence; second, in terms of pedagogy, figurative language simplifies difficult topics, helps students understand laskar pelangi’s characters’ feelings and analyze word meanings. it also helps students appreciate literature. conclusively, it can be inferred that laskar pelangi holds affirmative and inspiring connotations for its audience, particularly the student demographic. © 2023enjourme. all rights reserved. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no, 1, july 2023, page 36–47 1. introduction generally speaking, every writer and director is required to create a good picture in every creation of a work; whether it is in a written work or another type of work, where every element of the work contains supporting aspects that help so that the work is enjoyed by many people based on their respective uniqueness. to come up with an interesting idea, this procedure surely demands a lot of time, imagination, and assistance from other parties (bergonzi, 1996). rarely do writers or directors pedagogical implications of figurative language in the movie of laskar pelangi:revisiting the meanings veni nella syahputri, nyak mutia ismail change scripts that have been properly written and edited to produce the most engaging content possible for readers and viewers who are devoted to the work. there are a variety of techniques that can be employed to make a film successful, like exploiting societal mythology, reproducing previously released movies, using books or movies as a source of inspiration to depict the work’s events, and many more. all of these techniques are anticipated to result in a piece of work that can satiate the audience’s every expectation. in addition, there are a number of elements that must be owned in order to enhance the film’s quality in the action itself. characterization, plot, place, point of view, metaphorical language, and other elements are a few of these elements; metaphorical language or figurative language is the object being researched in this current study. there are many different types of figures of speech that can be used in a novel-to-film adaptation to help bring existing events to life and make them appear authentic. basically, movies and literature are two different art forms, each with its own strengths and limitations. while literature can provide a level of detail and depth that is difficult to achieve in movies, movies can use visuals, music, and other cinematic techniques to create a powerful emotional impact that can be hard to replicate in literature. as that being said, movies based on literature can be a great way to introduce people to great works of literature and to bring stories to life in new and exciting ways. when done well, movie adaptations can capture the essence of the original story while also adding new elements that enhance the viewing experience (hutahuruk, 2019). of course, not all movie adaptations of literature are successful, and some can be criticized for taking too many liberties with the source material or for failing to capture the true spirit of the original work. however, overall, movies based on literature can be a valuable way to bring great stories to a wider audience and to encourage people to engage with literature in new and interesting ways. one way of many which are used by movie makers to grasp the audience’s attention is the dialogue—in which the figurative language contained. figurative language is a powerful tool used by filmmakers to convey complex ideas and emotions in their movies. using this element, filmmakers can engage their audiences and create memorable cinematic experiences. in the following are some examples of figurative language commonly used in movies (núñez & sweetser, 2006). first, it is metaphor: a metaphor is a figure of speech that compares two things without using the words “like” or “as.” in movies, metaphors can be used to create powerful visual images and to convey complex ideas or emotions. for example, in the movie “the matrix,” the red pill is a metaphor for knowledge and truth, while the blue pill represents ignorance and illusion. second, it is simile: a simile is a figure of speech that compares two things using the words “like” or “as.” in movies, similes can be used to create vivid descriptions and to convey emotions. for example, in the movie “forrest gump,” forrest describes his friend bubba as being “like a brother” to him. third, it is personification: personification is a figure of speech that gives human qualities to non-human things. in movies, personification can be used to create memorable characters and to convey emotions. for example, in the movie “beauty and the beast,” the enchanted objects in the beast’s castle, such as the teapot and the candlestick, are personified and given human-like qualities. fourth, it is hyperbole: hyperbole is a figure of speech that exaggerates for effect. in movies, hyperbole can be used to create humor, drama, or suspense. for example, in the movie “the lord of the rings: the two towers,” the character legolas boasts that he has killed “ten thousand” orcs. and the last, it is irony: irony is a figure of speech that uses language | 37 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 36–47 | 38 | to convey the opposite of what is expected. in movies, irony can be used to create humor or to convey deeper meaning. for example, in the movie “the godfather,” the character michael corleone says he is “going to make him an offer he can’t refuse,” when in fact the offer is a threat. figurative language is the use of figurative terms to convey messages (firdous et al., 2014). as a result, figurative language has a meaning that is not genuine or imagined. figure language seeks to make readers or satiation of literary works experience the emotions included in each work, particularly in the style of writing (shalihah, 2018), in addition to making statements beautiful. figurative language is generally stated in a scientific work in various forms such as parables from an intention that you want to explain to sound more polite or vice versa to express something by exaggerating the expression where expressed and the thought is conveyed through language that specifically describes feelings and character of the author or user of the language (dancygier & sweetser, 2015; fadaee, 2010). the use of metaphorical language makes sentence delivery more fascinating and does not weary the reader. as stated by wibisono and widodo (2019), humans frequently utilize various forms of figurative language in everyday life to explain various types of demands. this condition also demonstrates that metaphorical language in film can express what the creator means. figurative language is also employed in the creation of articles, novels, short tales, poetry, and other works of literature. thus, figurative language can also be described as a beautiful language used to enhance sentence structure (yeibo, 2012). figurative language typically employs very beautiful language with the goal of heightening the impression in order to introduce and relate some objects or things to more familiar objects or things. this can be characterized as the usage of figurative language changing and giving rise to certain implications. in the world of literature, figurative language is utilized by many literary writers to embellish words and entice people to read them (undayasari & saleh, 2018). the metaphorical language utilized appears energetic, active, and new, which can lure readers or listeners. the use of figurative language in film does not escape the essence of the movie, it is merely used to generate a poetic effect in the film. despite the fact that movies and literature are different from each other, there are elements in movies which are also elements of literature such as visual imagery, dialogue, character development, plot, themes, mood and tone, symbolism/figurative language, and sound and music. just as movies use visual imagery to create a sense of place and atmosphere, literature can also use descriptive language to evoke vivid images in the reader’s mind (lismalinda & ismail, 2020). furthermore, both movies and literature rely on dialogue to convey information and advance the plot. in literature, dialogue can reveal character traits and motivations and can build tension and conflict. in addition, movies and literature both use characterization to create fully realized, three-dimensional characters that resonate with the audience. character development can be achieved through actions, dialogue, and internal thoughts and emotions. regarding the plot, both movies and literature have a plot that drives the story forward and keeps the audience engaged. a well-constructed plot has a beginning, middle, and end, and is structured around a series of events that build toward a climax. movies and literature often explore universal themes that resonate with audiences across cultures and time periods. these themes can include love, loss, family, identity, and social justice, among others. as mentioned earlier, figurative languages are also used to convey deeper meaning and significance. these elements are pivotal for social needs (al-qudah, 2017). symbols can be objects, images, or actions | 39 | pedagogical implications of figurative language in the movie of laskar pelangi:revisiting the meanings veni nella syahputri, nyak mutia ismail that represent abstract ideas or concepts. besides, movies and literature can create a mood and tone that influences the audience’s emotional response to the story. mood and tone can be created through setting, language, and imagery, including the advantage of using sound and music to enhance the viewing experience, literature can also use language and rhythm to create a musical quality and evoke emotions in the reader (ismail & moriyanti, 2019); rifai & prasetyaningrum, 2016). there are several reasons why the movie was chosen. the movie has inspiring story, telling about a group of impoverished indonesian children who strive to receive an education despite the odds against them. their determination, perseverance, and commitment to their dreams is an inspiring story that can motivate young people to pursue their own goals. it aso delivers positive message. the movie promotes the value of education and the importance of perseverance and hard work in achieving one’s goals. by showing the struggles and triumphs of the characters, the movie conveys the message that anything is possible with dedication and effort. it raises cultural awareness as it provides insight into indonesian culture and society, which can be valuable for young people to learn about and appreciate different cultures and ways of life. last, the characters in the movie, particularly the teacher mr. muslim, serve as positive role models for young people. mr. muslim’s dedication to his students and his passion for education can inspire young people to become teachers or to pursue other careers that make a positive impact on society. the movie chosen to be analyzed in this study is laskar pelangi ‘the rainbow troop’. “laskar pelangi” is a 2008 indonesian drama film directed by riri riza, based on the best-selling novel of the same name by andrea hirata. it was chosen because it has an inspiring story about a group of impoverished indonesian children who strive to receive an education despite the odds against them. their determination, perseverance, and commitment to their dreams is an inspiring story that can motivate young people to pursue their own goals. it also delivers positive messages. the movie promotes the value of education and the importance of perseverance and hard work in achieving one’s goals. by showing the struggles and triumphs of the characters, the movie conveys the message that anything is possible with dedication and effort. it raises cultural awareness as it provides insight into indonesian culture and society, which can be valuable for young people to learn about and appreciate different cultures and ways of life. in addition, the characters in the movie, particularly the teacher mr. muslim, serve as positive role models for young people. mr. muslim’s dedication to his students and his passion for education can inspire young people to become teachers or to pursue other careers that make a positive impact on society. overall, laskar pelangi is a powerful movie that can motivate young people to pursue their dreams, value education, and appreciate different cultures. hence, the research question formulated for this study is as follows: 1. what are the implications of irony, metaphor, simile, hyperbole, and symbolism found in the movie laskar pelangi by riri riza? 2. what are the pedagogical values found from the movie relating to figurative language used in the movie laskar pelangi? 2. method descriptive qualitative research can be a valuable method for analyzing movies, as it allows researchers to explore the nuances and complexities of the film and its themes. this type of study enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 36–47 involves collecting data through a variety of methods such as interviews, observations, and document analysis, and analyzing the data to identify patterns and themes. saldaña (2016) emphasizes the importance of developing a coding system that captures the complexity and richness of the data. he further suggests that the coding process should be flexible and iterative, allowing the researcher to refine their codes as they become more familiar with the data. however, one potential challenge in conducting a descriptive qualitative study of a movie is the subjectivity of the data. viewers’ reactions to a movie can be influenced by a wide range of factors, including their personal experiences, cultural background, and mood at the time of viewing. to address this challenge, the researcher could use multiple sources of data and triangulate their findings to ensure that their conclusions are supported by a range of evidence. patton (2014) emphasizes the importance of triangulation, or using multiple sources of data to confirm or refute findings. in the context of movie analysis, this could mean using data from interviews with viewers, observations of audience reactions, and analysis of critical reviews. in collecting the data, the following steps were followed: selecting a movie, determining the research question, identifying data sources, developing data collection instruments, collecting data, transcribing and organizing data, and analyzing the data (bogdan & biklen, 1998). once the data were collected, the researchers began the process of analysis involving coding the data, which involves identifying themes and patterns in the data and assigning them to codes. afterward, these codes to identify broader themes and to draw conclusions about the movie laskar pelangi. in most movie studies, which are also considered as a part of discourse studies, coding plays effectively necessary rules (fairclough, 2005). to be more precise, interactive analysis was employed (miles et al., 2014). the interactive analysis method involves several steps, including data reduction, data display, and conclusion drawing. in the data reduction phase, researchers took large amounts of qualitative data and condense it into smaller, more manageable segments. this involved coding the data, grouping it into themes, or summarizing it in other ways. in the data display phase, researchers organized the data in a way that allows them to see patterns and relationships. this might involve creating tables, charts, or graphs to visually represent the data. the researchers then used these displays to identify themes, compare data across different cases, and generate new insights. finally, in the conclusion drawing phase, researchers used the insights generated in the data display phase to develop conclusions about the data. this involved making claims or arguments based on the data, or developing new hypotheses or research questions to explore further. 3. results and discussion 3.1. movie summary laskar pelangi is a poignant and uplifting film that celebrates the resilience and determination of young people in the face of adversity. it is a testament to the transformative power of education and the importance of community. the story is set in the 1990s on the remote indonesian island of belitung, and follows the lives of a group of impoverished school children who attend an underfunded and poorly equipped elementary school. the film opens with a young boy named ikal (played by zulfani) introducing himself and his friends, who form the core group of the story. they are lintang | 40 | | 41 | pedagogical implications of figurative language in the movie of laskar pelangi:revisiting the meanings veni nella syahputri, nyak mutia ismail (played by ferdian), mahar (played by lukman sardi), sahara (played by cut mini), and harun (played by eko supriyanto), among others. the school they attend is a rundown building with a leaky roof and few supplies, but they are determined to learn and make the most of their education. their school is led by a dedicated but strict headmaster named pak harfan (played by deddy mizwar), who believes in the transformative power of education. he is assisted by a young and idealistic teacher named bu mus (played by ikranagara), who inspires the children with her passion for teaching and her belief in their potential. however, the school faces many obstacles, including a lack of funding, a shortage of teachers, and the threat of closure due to low enrollment. despite these challenges, the children work hard to excel in their studies and to support each other through difficult times. they form a tight-knit community, or “laskar pelangi” (rainbow troops), and learn important life lessons about friendship, perseverance, and the power of education. as the story unfolds, we see the children face a variety of struggles and triumphs. ikal, the main character, dreams of becoming a writer, and seeks inspiration from the stories and experiences of his fellow students. lintang, a talented artist, struggles to balance his artistic aspirations with the demands of school and family obligations. sahara, a bright and ambitious girl, faces discrimination and bias from her male classmates and teachers. harun, a thoughtful and introspective boy, grapples with the challenges of growing up and finding his place in the world. throughout the film, we see the impact of poverty, discrimination, and social inequality on the lives of the children and their families. the film also highlights the importance of education as a means of social mobility and empowerment, and the role that dedicated teachers can play in changing the lives of their students. the film is notable for its stunning cinematography, which captures the natural beauty of the island setting and the vibrant colors and textures of indonesian culture. the score, composed by indonesian musician aksan sjuman, features a blend of traditional and contemporary music, adding depth and emotional resonance to the story. this movie was a critical and commercial success in indonesia, and was widely praised for its authentic portrayal of indonesian culture and society. it won numerous awards at international film festivals, including the audience award at the 2009 asian film awards and the best film award at the 2008 asia pacific screen awards. 3.2. results regarding the first research question asking implications of irony, metaphor, simile, hyperbole, and symbolism found in the movie laskar pelangi by riri riza. the results are as shown below. the implications of irony the use of irony in “laskar pelangi” serves to highlight the stark contrast between the students’ dreams for a better future and the harsh realities of their daily lives. 1. the poverty of the students’ families is juxtaposed with their deep desire for education. despite not having access to basic necessities like electricity and running water, the students are willing to walk long distances to attend school and study in cramped, run-down classrooms. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 36–47 | 42 | 2. the notable academic accomplishments of the students at muhammadiyah elementary school are juxtaposed with the insufficiency of available resources. despite being underfunded and lacking basic facilities, the students of the school consistently achieve high scores on their exams and emerge victorious in academic competitions. 3. the character of pak harfan, the school’s principal, is ironic in that he is a highly educated man who is forced to work in a remote village due to a lack of opportunities elsewhere. despite his qualifications, he is unable to secure a job in a more prestigious institution. 4. the character of a kiong is marked by irony, as he experiences discrimination from people around him despite his exceptional academic abilities, which make him one of the most accomplished students in the school. the malay majority, who hold traditional power structures in the village, perceive his intelligence as a potential threat. the implications of metaphor the use of metaphors in “laskar pelangi” helps to convey the complex emotions and themes of the novel in a more vivid and memorable way. 1. the rainbow (“pelangi” in indonesian) is a recurring metaphor throughout the novel. it represents the students’ dreams and aspirations for a better life, as well as the hope and beauty that can be found even in the midst of difficult circumstances. 2. the island of belitung itself can be seen as a metaphor for the challenges that the characters face. it is a remote and impoverished place, but it is also rich in natural resources and has the potential for greatness. 3. the character of ikal’s father, who is a miner, can be seen as a metaphor for the struggle and sacrifice that is often necessary in order to achieve one’s goals. despite the danger and hardship of his work, he continues to labor tirelessly in the hopes of providing a better life for his family. 4. the character of lintang, who is blind, can be seen as a metaphor for the limitations and obstacles that the characters must overcome. despite her disability, she is one of the most determined and resilient students in the school, and her unwavering spirit inspires her classmates to persevere in the face of adversity. the implications of hyperbole hyperbole is a literary device that involves the use of exaggerated language to emphasize a point or evoke a strong emotional response. the use of hyperbole in “laskar pelangi” serves to add dramatic flair and emotional intensity to the story, while also highlighting the extreme circumstances and challenges faced by the characters. 1. when describing the dilapidated state of the muhammadiyah elementary school, the narrator states that “it looked like it had been hit by a meteorite.” this is a hyperbolic statement that emphasizes the severe lack of resources and infrastructure at the school. pedagogical implications of figurative language in the movie of laskar pelangi:revisiting the meanings veni nella syahputri, nyak mutia ismail | 43 | 2. when ikal’s father is describing the dangers of his job as a miner, he says that “the walls of the mine are waiting to crush you.” this hyperbole emphasizes the extreme danger of the job and the sacrifices that people like ikal’s father must make in order to provide for their families. 3. when the students are preparing for a national academic competition, the narrator describes their level of preparation as “a state of frenzy that bordered on madness.” this hyperbole emphasizes the students’ intense dedication to their studies and their desire to succeed. 4. when describing the beauty of the island of belitung, the narrator says that “the sea was so clear that you could see all the way to the bottom, where mermaids were rumored to live.” this hyperbole emphasizes the natural beauty of the island and the sense of wonder and magic that it inspires. the implications of simile the use of simile in “laskar pelangi” serves to add richness and depth to the language, while also providing vivid comparisons that help to paint a more detailed picture of the characters and their surroundings. 1. when describing the sound of the students’ voices as they recite a poem, the narrator says that “their voices were like a chorus of angels.” this simile emphasizes the beauty and purity of the students’ voices. 2. when ikal is describing his first day of school, he says that “my mind was like a sponge, soaking up everything.” this simile emphasizes ikal’s eagerness to learn and his ability to absorb new information quickly. 3. when the narrator is describing the joy that the students feel after receiving new textbooks, he says that “they clutched the books to their chests like they were made of gold.” this simile emphasizes the value that the students place on education and the preciousness of the resources that they have access to. 4. when the students are walking to school in the rain, the narrator says that “we were like a group of ducks, waddling along in a line.” this simile emphasizes the comical and lighthearted nature of the scene. the implications of symbolism the use of symbolism in “laskar pelangi” serves to add depth and complexity to the novel, while also highlighting the larger themes and ideas that are explored throughout the story. 1. the recurrent symbol of the rainbow is evident throughout the novel. the statement conveys the notion that the artwork symbolizes the ambitions and desires of the students to attain an improved standard of living. additionally, it highlights the optimistic outlook of the students, as they recognize the existence of positivity and attractiveness amidst challenging situations. 2. the muhammadiyah elementary school itself can be seen as a symbol for the transformative power of education. notwithstanding its deteriorated condition and limited resources, the educaenjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 36–47 | 44 | tional institution offers a conducive environment for students to acquire knowledge and develop their potential, thereby serving as a point of pride and motivation for the entire locality. 3. the character of a kiong, a chinese-indonesian student, can be seen as a symbol for the struggle against discrimination and prejudice. his intelligence and academic achievements are seen as a threat to the traditional power structures of the village, which favor the malay majority, and he is forced to confront racism and bigotry from his fellow villagers. 4. the character of lintang, who is blind, can be seen as a symbol for the power of resilience and determination. despite her disability, she is one of the most determined and resilient students in the school, and her unwavering spirit inspires her classmates to persevere in the face of adversity. in concern to the second research question, the use of figurative language in laskar pelangi can have several pedagogical values, including enhancing comprehension, encouraging critical thinking, developing creative writing skills, and promoting an appreciation of literature. first, regarding the process of enhancing comprehension, figurative language can help students understand complex concepts by making them more relatable and engaging. for example, in laskar pelangi, the use of metaphors and similes can help students understand the characters’ emotions and experiences in a more vivid and memorable way. second, the use of figurative language can encourage critical thinking as it can make students to think critically about the meaning behind the words. for example, the use of metaphor in laskar pelangi, such as the rainbow as a symbol of hope and the dilapidated school building as a symbol of poverty, can prompt students to think about the deeper meaning behind these images. besides, it can develop creative writing skills. figurative language can inspire students to use their creativity and imagination in their own writing. by exposing students to a variety of literary devices and techniques, laskar pelangi can help them develop their own writing skills and style. in addition, it can train students to appreciate literature. the use of figurative language can help students appreciate the beauty and power of literature. by analyzing the use of literary devices in laskar pelangi, students can gain a deeper understanding and appreciation of the novel as a work of art (brewbaker, 2005). 3.3 discussion laskar pelangi is a critically acclaimed indonesian movie that tells the story of a group of impoverished students in a remote village in belitung island, indonesia. the movie is based on a novel of the same name by andrea hirata, and it presents a rich tapestry of figurative language that adds depth and emotion to the story. one of the most prominent uses of figurative language in the movie is metaphor. for example, the students are referred to as “rainbow troops” or “laskar pelangi” in indonesian, which is a metaphor that represents the diversity of their backgrounds, personalities, and talents. the metaphor of the rainbow also suggests hope and promise, as well as the possibility of a brighter future for the students. indeed, metaphor intensifies the meaning of a word than it really is (goatly, 2017). pedagogical implications of figurative language in the movie of laskar pelangi:revisiting the meanings veni nella syahputri, nyak mutia ismail another type that are frequently used is hyperbole. hyperbole is a type of figurative language that employs exaggeration or overstatement to underscore or enhance a point or impact. the utilization of hyperbole in laskar pelangi serves to evoke a range of emotions such as drama, humor, and irony, while simultaneously emphasizing the obstacles and victories experienced by the characters. the utilization of hyperbole in the film is notably exemplified through the characterization of the school edifice as a “broken boat” that is gradually submerging into the earth. the exaggerated depiction presented in this image serves to underscore the critical condition of the educational institution and the pressing necessity for restorative measures. the aforementioned object additionally functions as a representation of the destitution and disregard experienced by the characters, as well as the formidable challenges they must surmount in order to strive towards their aspirations. in addition, simile is also frequently found. simile is a type of figurative language that employs the use of “like” or “as” to draw a comparison between two distinct entities. the utilization of simile in laskar pelangi serves to generate striking and enduring visualizations, to delineate the personalities of the characters, and to communicate significant themes and messages. the film prominently employs simile in its portrayal of lintang’s vocal character, likening it to the sweetness of honey. the aforementioned simile evokes a potent mental picture of lintang’s vocal quality, while also implying her amiable and compassionate nature. the significance of this characterization lies in the fact that lintang is portrayed as a highly empathetic and compassionate character within the film, and her benevolent nature plays a pivotal role in fostering a strong sense of camaraderie among the students. the utilization of simile in laskar pelangi functions to establish distinct and enduring mental images, to delineate the personalities of the characters, and to communicate significant themes and messages. by employing comparative and analogical techniques, the film effectively animates the narrative and personas, while emphasizing the significance of education, optimism, and persistence in surmounting hardship. besides, irony was also used in this movie. irony is a literary device used in “laskar pelangi” to convey a deeper meaning and to highlight the challenges faced by the characters. one example of irony in the novel is the juxtaposition of the students’ desire for education and the poor condition of their school. despite their enthusiasm for learning, the students attend a school that is in disrepair, with leaky roofs, broken windows, and inadequate resources. the irony lies in the fact that the students’ desire for education is strong, but their school is ill-equipped to provide them with the education they seek. it emphasizes the disparity between the characters’ aspirations and their actual circumstances. it highlights the challenges the characters face and their struggle to overcome them. the novel suggests that despite the challenges, the characters can still achieve their goals through perseverance and hard work. the main theme of the movie is the struggle for education. through the use of irony, the difficulties faced by the students in their quest to learn are highlighted. for example, the school building is in a state of disrepair, and the students have to share textbooks and other classroom resources. the school’s headmaster is also portrayed as ineffectual and bureaucratic, often hindering the students’ progress rather than helping them. in short, “laskar pelangi” helps to convey the challenges faced by the characters and the broader social and political context of indonesia. as highlighted by lakoff and johnson (2017), by highlighting the struggle for education and the importance | 45 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 8, no. 1, july 2023, pp. 36–47 | 46 | of diversity and nature, the novel offers a powerful commentary on the human condition and the need for hope and resilience in the face of adversity. 4. conclusion there are two conclusions that can be drawn from this study. regarding the first research question, the implementation of irony in “laskar pelangi” functions to accentuate the profound disparity between the aspirations of the pupils for an improved tomorrow and the vivid actualities of their quotidian existence; the implementation of metaphors serves as a means to effectively communicate the intricate emotions and themes of the literary work in a more striking and enduring manner; the hyperbole functions to enhance the narrative’s dramatic effect and augment the emotional intensity of the plot, while simultaneously emphasizing the exceptional circumstances and obstacles encountered by the characters; the simile contributes to the enhancement and complexity of the language, as well as furnishing striking analogies that facilitate a more comprehensive portrayal of the characters and their environment; last, the symbolism is utilized to enhance the novel’s intricacy and profundity, as well as to emphasize the overarching themes and concepts that are examined throughout the narrative. in regards to the second research question, laskar pelangi’s figurative language can improve comprehension, critical thinking, creative writing, and literature enjoyment. figurative language makes complicated subjects more relevant and engaging, which aids comprehension. metaphors and similes can assist pupils visualize laskar pelangi’s characters’ emotions and experiences. second, figurative language helps kids think critically about word meanings. laskar pelangi uses metaphors like the rainbow as a symbol of hope and the old school building as a symbol of poverty, which might make pupils think about their meanings. it also improves creative writing. figurative language encourages kids to write creatively. laskar pelangi can assist students enhance their writing style by introducing them to various literary strategies. it also teaches literature appreciation. this is in line with kövecses (2017) postulation that figurative language helps students appreciate literature’s beauty and power. students can better grasp and appreciate laskar pelangi by evaluating its literary devices. in addition, this study suggests that the movie employs figurative language in a meaningful manner. the utilization of sentences containing figurative language was employed by the author of the novel for this particular rationale. enhancing the legibility of the literary work and facilitating the audience’s visualization of the plot and personas through the utilization of previously presented illustrations 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(2012). figurative language and stylistic function in jp clark-bekederemo’s poetry. journal of language teaching & research, 3(1),180-187. enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 3 no. 2 december (2018) 67 74 enjourme (english journal of merdeka) : culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index euphemism and dysphemism expression in “the rainbow troops” novel by andrea hirata 1 malikhatul lailiyah, 2 karlina karadila yustisia 1 university of merdeka malang, jalan terusan dieng no. 62-64, malang, 65146, indonesia 2 university of merdeka malang, jalan terusan dieng no. 62-64, malang, 65146, , indonesia corresponding email: malikhatul.lailiyah@unmer.ac.id a r t i c l e i n f o a b s t r a c t article history: received 1 may 2019 received in revised form 17 may 2019 accepted 17 may 2019 available online 22 may 2019 this study analyses the used of euphemism and dysphemism in the indonesian novel which is translated into english. the purpose of this study to find and to explain the used of those terms in the rainbow troops novel by andrea hirata. in analysing, descriptive qualitative is used. the data collected through documentation and corpuses. the research revealed that there are a lot of forms and styles in the used of these two expressions. moreover, this analysis has explained why people speech differently in different social context and by identifying the social function of social language and the way it is used to convey social meaning. © 2019 enjourme. all rights reserved. keywords: dysphemism, euphemism, literature, sociolinguistics doi: 10.26905/enjourme.v2i2.3045 1. introduction learning the literature means also learning the language. humans use language to interact with each other, socially or emotionally. people work show what the people are or what they things they are or what would like to be. their word shows their hates, their dreams, their success, their strength and their weakness. appreciation to literature produces the reader’s emotional and intellectual responses. by reading literary work reader can get much knowledge and information about human life, history and culture. the main purpose in studying literature is to make readers acquainted with the form of literature and develop the reader’s desire in reading short story and novels with foreign culture setting. it will enrich the reader’s knowledge of middle east social culture and sociolinguistics background. someone who labelled as a good conversant usually are those who are able to expressing the targeted message directly and clearly. however, in some occasion in the daily conversation, people tend to be indirect in deliver their targeted message. thus, the might use euphemism or dysphemism expression. (rababah, 2014) the theory of euphemism meriamwebster online dictionary defines euphemism in this way: the substitution of an agreeable or inoffensive expression for one that may offend or suggest something unpleasant; also: the expression so substituted. simply put, mailto:malikhatul.lailiyah@unmer.ac.id lailiyah, malikhatul & yustisia, karina karadila / enjourme vol. 3 no. 2(2018) 67 74 68 there are some words and topics which are not supposed to be mentioned directly in various cultures. to avoid the negative meanings and connotations of the words and subjects, euphemisms encompass the subjects such as religion, politics, death, different fuctions of the human body, and diseases. from that definition it is clear that at the time when a phrase used as euphemism, it may be used as a courteous way to hide harsh or unpleasing ideas. it is clear that the above mentioned definitions infer avoiding certain social situations which contain tabooed words and expressions (al-khasawneh, 2018). the use of this expression is not a new phenomenon. people used it in different social status and most all languages in the world. by using euphemism people try to avoid being rude, negative, morally crude or not well mannered from others (rababah, 2014). euphemism is used in public relations and politics, where it is sometimes called doublespeak. wang (2013) stated that people used euphemism not only as a common strategy, but also as a cultural phenomenon. because it can make a bitter topic to be agreeable or pleasant. thus, it enable people to communicate smoothly and successfully. the theory of dysphemism dysphemism is a part of sociolinguistic theory. the definition of dysphemism refer to the substitution of a disagreeable, offensive, or disparaging expression for an agreeable or inoffensive one (mariamwebster dictionary). dysphemism can be either offensive or deprecatingly funny. or in other word, dysphemism making something sounds bad in purposively. dysphemistic words tent to be offensive because of the shock value and the taboos that are broken in their use (klerk, 2011). another example of dysphemism includes ‘bullshit’ as a dysphemism for ‘lie’. ‘idiot box’ is the dysphemism for television. the diferences between euphemism and dysphemism can be showed from the table 1. table 1. comparison of the impolite, neutral and polite word dysphemism neutral euphemism stingy carefull thrifty take a shit go to bathroom defecate pigheaded stubborn firm from the explanation above the writer tries to analyze one of the literature works. one of the approaches that can be used to analyze a work of literature is sociolinguistic approach, from that we can understand the differentiate the society, the culture and the language itself that can be found in “the rainbow troops” written by andrea hirata. sociolinguistics is discussing about the social term used in society. the example of social term used in society can be seen from euphemism and dysphemism. a study about this topic is conducted by putranti, et al. (2017). their research analyzed the used of euphemism, orthophemism, and dysphemism of sexual languages from an english novel which is translated into indonesian. in doing so, the researchers analyzed a novel by sandra brown and its translation. the result appealed that there are several words, phrases and clauses from english which can be classified into euphemism, orthopemism, and dysphemism, softened in indonesian by using some strategies. based on the previous reasons, this paper aims at further revealing the use of euphemism and dysphemism in from the indonesian novel translated into english. therefore, the research questions addressing in this aim are: 1. what is the euphemism expression in “the rainbow troops” novel by andrea hirata? 2. what is the dysphemism expression in “the rainbow troops” novel by andrea hirata? 2. method in this study employed qualitative. thus, the data were taking and gathering from the novel “the rainbow troops”. in analyzing and appreciating a work of literature the researcher uses analytical approach with deals analysis of sociolinguistics, such as: euphemism and dysphemism expression. related to the data collection in this study, two instruments are used for collecting them. they are: (1) documentation which is used by the researcher in collecting data. by reading the novel, researcher collects lailiyah, malikhatul & yustisia, karina karadila / enjourme vol. 3 no. 2(2018) 67 74 69 the data to make data collection. the researcher not only read the novel but also read literary book that can help the researcher to analyze the novel that has been chosen. (2) corpuses which is related with the classifying the plot in every chapter of this novel. the researchers used procedures to analyse the novel, to give description on the pattern of study. this includes constructing the outline of the research and book review that is taken from the work of literature after reading and understanding the novel choosing and selecting the data dealing with the problem. figures 1 shows the procedure to analyse the novel. figures 1. all the steps to analyze the data collecting data: analyzing their action and the explanation given by the author using analytical and dramatic method. finding the sociolinguistic aspect such as: typical address, euphemism and dysphemism expression, drawing conclusion, and completing the data. the researcher used instrumentations as the following: documentation and corpuses. preparation: the researcher read and understood the novel, then chooses and selected the data dealing with the problems. data analysis: the researcher used analytical and dramatic method to analyze the sociolinguistic aspect of the novel. analyzed data which were categorized into each discussion by using corpuses. lailiyah, malikhatul & yustisia, karina karadila / enjourme vol. 3 no. 2(2018) 67 74 70 3. results and discussion 3.1. results euphemism found in “the rainbow troops” novel chapter 1  he was already 15 years old, the same age as bu mus, but was a bit behind mentally. (page 7) behind mentally is the euphemism for idiot. chapter 2  sahara was extraordinarily hard-headed. hard-headed is the euphemism for stubborn. chapter 8  “ibunda guru, you must know that these coolie children cannot be kept under control! borek acts like a mental hospital patient. (page 59) mental hospital patient is the euphemism for crazy people.  nowdays people call it down syndrome. (page 63) down syndrome is the euphemism for idiot. chapter 14  her dialect was hard to follow-it was very backcountry malay. (page 134) backcountry is the euphemism for outlying district. chapter 30  sahara was a straight-shooter. (page 307) straight-shooter is the euphemism for someone who speak without any decency. chapter 32  it was an underground organization. (page 326) underground is the euphemism for illegal.  he was the founder of the organization, respected by its members for his wide knowledge of the dark world and his comprehensive collection of rumors and foolish news. (page 327) dark world is the euphemism for black magic. it tends with something like curse or the worst thing. chapter 33  since the passing of pak harfan, it was her duty to teach all of the lessons. (page 333) passing is the euphemism for die. chapter 37  a few narrow-minded people started intimidating bu mus. (page 360) narrow-minded is the euphemism for unknowledge. is also more agreeable. lailiyah, malikhatul & yustisia, karina karadila / enjourme vol. 3 no. 2(2018) 67 74 71 chapter 38  we went home empty-handed. (page 379) empty-handed is the euphemism for failed. chapter 44  long ago, bu mus and pak harfan had taught me not to back down from any difficulty. (page 420) back down is the euphemism for give up. dysphemism found in “the rainbow troops” novel chapter 3  “it was one among hundredsmaybe even thousandsof poor schools in indonesia that, if bumped by a frenzied goat preparing to mate, would collapse and fall to pieces”. (page 17) frenzied is the dysphemism for crazy. collapse is the dysphemism for broken. chapter 4  because pak harfan looked quite like a grizzly bear, we were scared the first time we saw him. grizzly bear is the dysphemism for big body.  “he went on to tell a mesmerizing story of a historical war during the time of the prophet in which the forces were comprised of priest, not soldiers: the badar war. just 313 muslim troops defeated thousands of evil, well-armed quraisy troops.” (page 25) evil is the dysphemism for bad persons. chapter 10  he drew a long, deep breath and looked at usmost of who were not wearing shoes and wore grubby clothes missing buttons. (page 89) grubby is the dysphemism for very dirty. chapter 11  his only weakness, if it could even be called even be called a weakness, was his chaotic chicken scratch handwriting. (page 101) chaotic chicken scratch handwriting is the dysphemism for bad handwriting.  because of his own donkey bridge design, lintang would master the whole excretion system as easily as squashing a bloated mosquito. (page 104) donkey is the dysphemism for stupid.  would his scrawny body be able to prop up our collapsing school-the school that probably wouldn’t even reseive any students the following year? (page 108) scrawny is the dysphemism for very thin.  while he tried as hard as he could and mobilized all his intellectual power, he couldn’t get an eightnot even seven-because he couldn’t complete with the eccentric young man with a skinny body and a handsome face sitting off in the corner. (page 109) skinny is the dysphemism for thin. lailiyah, malikhatul & yustisia, karina karadila / enjourme vol. 3 no. 2(2018) 67 74 72 chapter 12  now and again the stripe-winged prinias perched on the windowsill of our classroom, yelling as loud as they could and producing noices that made those with growling stomachs dizzy. (page 115) growling is the dysphemism for threatening. chapter 13  the two of them had inducted themselves into the sect of collective foolishness. (page 126) foolishness is the dysphemism for stupidity.  they are like the native australian inhabitants, the aboigines: dark skin, strong jwas, deep eyes, thin foreheads, teutonic like cranial structures and broom-like hair. (page 128) broom-like hair is the dysphemism for straight and coarse hair. because using ‘broom-like hair’ is more offend and unpleasant than using ‘straight and coarse hair’ which more polite. chapter 17  the opportunity to look at her nails was more than enough to make me happy. my friend, i was not one of those boorish boys. (page 167) boorish is the dysphemism for rude attitude. chapter 18  he stared at the sky and suddenly got up, jumped around, ran in circles, yelled like madman, threw his own body onto the ground, rolled around, sat down again and, without warning, dropped his head down like an animal suffering because pestering insects. (page 181) madman is the dysphemism for people being crazy. chapter 19  meanwhile, right here, we were cornered like a bunch of strange primates popping our heads in and out of banyan tree roots: black, dirty and dumbfounded by the word around us. (page 190) dumbfounded is the dysphemism for speechless. chapter 20  for mercy’s sake, isn’t it you who always says that the chalk store is putrid? (page 203) putrid is the dysphemism for smelling.  surely, the instincts she developed over years of teaching rang bells in her head, warning that my sudden change of heart more or less had to do with cinta monyet – monkey love, or puppy love. (page 204) monkey love or puppy love is the dysphemism for love story in teenage. chapter 21  he paid no heed to the roars of the hundreds of rugged men engaged in brutal struggle. (page 218) rugged men is the dysphemism for peoples with bad manner. chapter 25  i wanted to say and ask a miauw so many things, but i was tongue-tied. (page 258) tongue-tied is the dysphemism for speechless. lailiyah, malikhatul & yustisia, karina karadila / enjourme vol. 3 no. 2(2018) 67 74 73 chapter 26  a kiong’s silly face echoed mahar’s sigh. (page 265) silly is the dysphemism for stupid. chapter 30  dr. zulfikar was clearly being a smart aleck, and with his big mouth he was trying to bully everyone by giving the impression that he was the most knowledgeable about color theory. (page 312) big mouth is the dysphemism for liar. bully is the dysphemism for intimidate. chapter 37  syahdan reported that the head miner had a dull brain and thuggish nature – a dangerous combination. (page 363) dull brain is the dysphemism for stupid. chapter 42  “we sold our valuables, took the risk of being banished from the face of the earth by tuk bayan tula, but in the end, we proved that societeit de limpai is not a bunch of morons!” (page 401) morons is the dysphemism for stupid. chapter 43  sahara glared at us with disgust, “all boys are cowards!” she said sassily. (page 407) sassily is the dysphemism for rudely. chapter 44  “if you’re going to get angry, ma’am, pour it out on this messy man,” dahrodji snapped. (page 417) messy is the dysphemism for dirty and disorderly. 3.2. discussions the finding revealed that there are several data that use euphemism or dysphemism expression. there are three characteristic of literature. the writer used those expression as a strategy to show the reader cultural phenomenon in their language. there are several example of the use euphemism. for example, the writer used ‘behind mentally’ in place of ‘idiot’. because using ‘behind mentally’ is more inoffensive than using ‘idiot’ that may offend or suggest unpleasant. and by using ‘behind mentally’ also more agreeable. another example is the use of word ‘hard-headed’ instead of ‘stubborn’. by using ‘hard-headed’ the writer tries to express mannered than using ‘stubborn’ to hide the truth by employing different expression. next is, the use of ‘straight-shooter’ as expressing someone who speak without decency. because using ‘straight-shooter’ is more inoffensive. in term of the used of dysphemism, there are several example. the use of ‘frenzied’ as opposed to ‘crazy’. even ‘frenzied’ is more offend and unpleasant, but by using ‘frenzied’ is more effective for the context above. next is, the use of ‘grizzly bear’ to express someone with a big body. by using ‘grizzly bear’ is more violate and unpleasant than using ‘big body’. but by using ‘grizzly bear’ is nearly always a humorous or affectionate term. another example is the use of ‘foolishness’ instead of ‘stupidity’. even ‘foolishness’ is more impolite and unpleasant than using ‘stupidity’ which more polite, but by using ‘foolishness’ is nearly always a humorous or affectionate term in which more suitable for that term. those expression in euphemism and dysphemism used by the writer is the proof of that euphemism and dysphemism is naturally used in daily communication. there are several factors for the writer to use that expression, such as the purpose of the conversation, the speaker and the hearer, and the situation of the conversation. to sum up, the use of euphemism in the conversation in this novel used to avoid harsh words. while the use of dysphemism which is sometimes using taboo words use as the expression to emphasize on their targeted message. it is sometimes only for merely humorously deprecating. lailiyah, malikhatul & yustisia, karina karadila / enjourme vol. 3 no. 2(2018) 67 74 74 4. conclusion and suggestions sociolinguistics is a term including the aspects of linguistics applied toward the connections between language and society, and the way we use it in different social situations. sociolinguistic is concerned with the relationship between language and social context in which it used. therefore, sociolinguistics st udies the relationship between languages in society. it is explaining why people speech differently in different social context and by identifying the social function of social language and the way it is used to carry social meaning. and also, we can conclude that the study of language cannot be separated from studying the society as a place where language is use. language and society affect one another, it means that social situation determines the kind of language or speech to be used and how it develops to meet this social situation. dealing with the further suggestion, since this novel is analyzed only on sociolinguistic aspect, there are so many possibilities and changes to conduct further analysis either from the sociolinguistic or other aspect to get insight about this novel. 5. references al-khasawneh, f. (2018). an intercultural study of euphemistic strategies used in saudi arabic and american english. indonesian journal of applied linguistics, 8(1), 217–225. https://doi.org/10.17509/ijal.v8i1.11466 hirata, andrea. 2005. the rainbow troops. novel. jakarta klerk, v. a. de. (2011). a nigger in the woodpile ? a racist incident on a south african university campus, 2(march), 39–49. rababah, h. a. (2014). the translatability and use of x-phemism expressions (x-phemization): euphemisms, dysphemisms and orthophemisms in the medical discourse. cs canada journals, 9(3), 229–240. https://doi.org/10.3968/6042 putranti, s., nababan, m. r., & tarjana, s. (2017). euphemism, orthophemism, and dysphemism in the translation of sexual languages. advances in social science, education and humanities research (assehr), 158, 709–717. https://doi.org/10.2991/ictte-17.2017.106 wang, m. (2013). corpus analysis of english euphemism in college english (3). english language teaching, 6(8), 156–161. https://doi.org/10.5539/elt.v6n8p156 https://doi.org/10.3968/6042 online issn 2502-5740/© 2018 enjourme. all rights reserved. enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 3 no. 2 december (2018) 35 – 45 enjourme (english journal of merdeka) : culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index uploading speaking assignment to youtube channel as an effort in increasing student’s pronunciation skill 1 setya putri rahayu, 2 widyarini susilo putri 1 universitas aisyiyah yogyakarta, jl. siliwangi no 63, 55292, yogyakarta, indonesia 2 universitas merdeka malang, jalan terusan dieng no. 62-64, 65146, malang, indonesia 1 setyaputri20@unisayogya.ac.id, 2 widyarini@unmer.ac.id a r t i c l e i n f o a b s t r a c t article history: received 18 february 2019 received in revised form 25 february 2019 accepted 25 february 2019 available online 04 march 2019 youtube is an internet channel in which people can freely find, watch, and upload any videos without any particular regulation. learning motivation can be achieved in many ways. one of those is by uploading speaking assignment to youtube channel,and a lot of people can watch it. this can be a strong motivation of the students to practice their pronunciation as well as possible. the objective of this study was to investigate student’s motivation in learning pronunciation by uploading their speaking assignment to youtube. the study employed qualitative study with descriptive analytical approach. qualitative study was chosen to dig deeper information related to the focus of the study. the instrument of the study was an open questioner with 5 questions related to student’s motivation in learning pronunciation. the study applied random sampling technique with 10 informants who had submitted their speaking assignment to youtube. the study showed that uploading speaking videos in youtube could increase student’s motivation. 80 percent of the respondents revealed that before they made their videos, they prepared and rehearsed to have correct pronunciation. in conclusion, uploading video in you tube channel had increased student’s motivation in mastering english pronunciation. © 2019 enjourme. all rights reserved. keywords: pronunciation, speaking assignment, youtube. doi: 10.26905/enjourme.v2i2.2741 1. introduction learning english as a foreign language requires a lot of practice since language can be acquired when people use it as often as possible. people will not be able to master any language if they never use the language in their daily practice. using a mixed method approach including classroom observation, self-observation, and interviews may help people to achieve better english fluency (nguyen & terry, 2017). it is impossible to master any language with a very limited exposure since mastering language can only be achieved by repetitively use it to obtain maximum result. teaching english as a foreign language becomes both english practice and language exposure for students. teachers may develop various ways to maximize their teaching method and exercise to students in learning english. one of the ways is by giving individual assignment to enhance speaking, listening, writing, and reading skill. one of the examples of individual speaking assignment is in the form of video which record student’s speaking activity. speaking assignment given by teachers have to improve student’s ability in learning english and to trigger student’s creative thinking. sometimes, teachers simply ask the students to perform their speaking skill in front of the classroom in the form of telling stories related to any particular topics. indeed, it is a good way for both teachers and students since teachers are able to assess the student’s skill directly and, students do not need to have long preparation for that. nowadays, technology, information, and knowledge explosion have led to the increase of teaching and learning english as an international language (khajloo, 2013). teachers and students may take a lot of benefit by using internet as the media to learn english since it provides any teaching materials, reading sources, mailto:1setyaputri20@unisayogya.ac.id mailto:widyarini@unmer.ac.id rahayu, setya p.,& putri, widyarini s/ enjourme vol. 3 no. 2(2018) 35 – 45 36 speaking models, listening channels, etc. students in this era are digital natives who are familiar to use internet for their daily use. teachers may give a more challenging speaking assignment for students as digital natives. young people tend to prefer doing more challenging activity since they have high curiosity. it is natural that young age is the time to explore something new. more challenging assignment in the form of speaking video that should be uploaded in youtube channel may become an alternative to trigger student’s creativity and to practice their english. uploading student’s speaking assignment gives a lot of benefit both for teachers and for students. teachers may have some particular benefits to ask the students uploading their video to youtube channels. teachers will have better documentation of students’ speaking assignment if they require their students to upload the assignment via youtube channel. by having direct presentation teachers will have no rigid documentation since the speaking activity is directly performed by the students in the class rooms. if the students upload their speaking assignment in youtube channel, teachers only need to ask the url of each video then able to check the videos anytime they need them. teachers will never be afraid of losing any files since the videos have been automatically saved in the internet. actually teachers can ask their students to record the videos and submit them in flask disks or teacher’s computers, but if the flask disk or computers are broken or lost, the files will also disappear. furthermore, saving videos in flask disks or computers requires certain large data saving space that somehow become a problem of computer users. besides, by uploading the assignment in youtube channel students can show their creative and critical thinking since they can choose the setting (place and situation) of the video, widely explore the topic of the speaking material, develop the organization of the speaking video, and edit the their performance in the video as well as add more effect to make the video more interesting. one most important benefit is that students will be more eager to learn pronunciation to gain excellent performance in the video. students may cut the parts that they think improper to show or to have incorrect english pronunciation. in addition, they have more chance to rehearse and find out correct pronunciation by using internet help before taking the video. furthermore, students are able to check the result of their video and to personally assess their english speaking capability by repetitively replay their videos. in addition, if the videos are shown in front of the class, their friends are capable to give feedback and comment. by considering the benefits of uploading student’s assignment in the form of speaking video, the study about the importance of uploading speaking assignment in youtube channel especially in the focus of pronunciation learning strategy was investigated in the study. pronunciation becomes a significant aspect of learning any foreign language since all languages always have distinctive pronunciation that differs one language and the other ones. hence, the strategy of enhancing pronunciation capability should be developed to give broader steps and senses in student’s teaching methods. the objective of the study was to investigate the student’s motivation in learning pronunciation since they were obliged to upload their speaking assignment to you tube channel. the development of technology in the digital era has changed people’s way of life. technology has brought massive difference on how people communicate, how people purchase their money, how children play, how teachers perform in the class rooms, and how students learn new things and materials. people have to aware on the changes on lifestyle and people’s communication as a consequence of technological development. one of important aspects of life in education. it plays a very significant impact in changing people’s life and future. as the development of technology, education has to change as well. teachers as the main agent of education should have broader knowledge and creativity to develop their performance to gain the best knowledgably output. they have to be able to enhance their teaching methods altogether with the development of digital technology, so more variation in teaching and learning can be significantly achieved. the use of internet as teaching and learning material should become a significant consideration to adjust the development of digital technology and the change of educational process (terantino, 2011). there are various benefits that teachers can get from using internet as teaching and learning processes. internet has offered everything that english learners and teachers need from reading, listening, speaking, as well as writing skills. internet offers the opportunities to spread messages with a variety resources including pictures, fact sheets, videos, news, events, and blog postings (bonk, 2009). these unlimited forms of items provided by internet have transformed the education of all nations, from face to face and text book into limitless activities. teaching and learning english can be improved by using you tube as a media since in you tube people can find various videos to improve their english proficiency. the main aims of the channel are to upload, view, rahayu, setya p.,& putri, widyarini s/ enjourme vol. 3 no. 2(2018) 35 – 45 37 and share videos. rapidly, the channel has gained the popularity and many people subscribe it (alhamami, 2015) because it is simple to use. people just need to type the keywords in the searching engine, and let it find the videos that they expect to watch. due to the popularity of the website, its free-of-charge availability and easiness of use, many language teachers have started to use the website to teach different languages (alhamami, 2015). teachers can adjust and find various videos based on what they need to teach to students. the videos can be about language focus (grammar), speaking, ielts, cross cultural understanding, and many more. recently, you tube is considered as a source of online material that can play a vital role in teaching and learning field (almurashi, 2016) because it has been broadly used as materials in english classes both as additional or complementary materials and as main material. furthermore, teachers can help to boost student’s creativity and freedom of expression as well as encouraging them to use the target language (alimemaj, 2010). almost all researches focused on the youtube channel as one of material sources focused on the use of youtube videos and their effectiveness in increasing student’s capability in speaking skill (gunada, 2017; riswandi, 2016; watkins & wilkins, 2011), listening skill (ayu, 2016; alqahtani, 2014), vocabulary enrichment (kabooha & elyas , 2018; abidin , pour-mohammadi, singh, azman, & souriyavongsa, 2011), and writing skill (styati, 2016). all those researches took particular videos from youtube channel as the material sources in their efl class. however, none of the researchers analyzed the benefit of uploading student’s assignment video to youtube channel as one alternative of submitting student’s assignment. in fact, the way students submit their assignment (uploading in youtube channels or submitting directly to the lecturers) would contribute significant impacts on student’s motivation in creating their videos. moreover, to whom the video addressed would also influence student’s creativity and seriousness in making the video. it will be different if students knew that their videos would be watched by more people. they would have better motivation to create videos as great as possible to show that they were capable to do so. hence, analyzing the use of youtube as the channel to submit any student’s assignments in the form of video was a significant thing to do. using you tube channel as a platform to submit student’s assignments brings some benefits such as accessible anytime and anywhere, life time to watch since it will be permanently kept in the platform, and easier to share without using any storage devices. a lot of foreign learners are eager to learn english as well as they can; if people only think about reading and writing they found that it is difficult to achieve that goal (o'connor, 1998). learning pronunciation requires more effort since pronunciation will only be produced once the students are willing to speak up loudly. acceptable english pronunciation that foreigners have to master is known as received pronunciation. it is the pronunciation that all kinds of english may accept (o'connor, 1998). digital natives are more interested to learn things online. the enjoyable and entertaining atmosphere created by using youtube motivate the students to learn (alwehaibi, 2015). the benefits of submitting assignment videos in youtube channel are not only for teachers but also for students. by submitting their video assignments in youtube platform, students will have higher motivation to make better videos. they realize if english has been spoken widely all over the world (crystal, 2003), and youtube is accessible for all people, so it is possible if their videos are viewed by a lot of people worldwide (alhamami, 2015). thus, they have to work harder to create their best videos. moreover, students can have opportunity to create presentation via youtube since it is a simple tool for creating and editing videos (terantino, 2011). it is generally agreed that classroom language activities should integrate more desirable, useful and fun activities (parker, 2000). thus, creating assignments in the form of video presentation and uploading their videos in youtube channel may become a novel thing for students and bring a more fun atmosphere to them. uploading assignment video in you tube channel can increase student’s motivation in having better pronunciation. by creating video, students got chance to think creatively, reproduce on their learning, cooperate with their peers, and learn by contributing actively (aksel & gurman-kahraman, 2014). 2. method 2.1. research method the study applied qualitative study with descriptive analysis approach. qualitative study was employed in the study since the study focused on the depth of analysis rather than the quantity of the data obtained. the study used quotes and themes in the form of words rather than numbers to provide evidence of rahayu, setya p.,& putri, widyarini s/ enjourme vol. 3 no. 2(2018) 35 – 45 38 different perspectives (creswell, 2007). 2.2. instrument the study used open questionnaires with 5 items questions to reveal student’s opinion and idea based on the focus of the study. the questionnaires were distributed in the class rooms and submitted directly right after the students finished to answer their questions. open questionnaires were chosen to get deeper understanding of respondent’s responds on the focus of the study. 2.3. subjects the subjects of the study were 10 students who had to submit their speaking videos through you tube channel. the students were from various semesters and subjects of study. three students were in the first semester with english for daily usage as the subject of the study, and 4 students were in the 2nd semester and 3 others from 3rd semester with english for academic conversation as the subject of the study. 3. results and discussion 3.1 results a. characteristics of respondents random sampling was applied in the study, and the informants of the study were students who had to submit their video assignment through you tube channel. the informants were from several semesters (first, second, and third semesters) and two english subjects (english for daily usage and english for academic conversation). the characteristic of informants is presented in the following table: table 1characteristic of informants no characteristic number percentage 1. semester first 3 30% second 4 40% third 3 30% 2. english subject english for daily usage 3 30% english for academic conversation 7 70% 3. gender male 4 40% female 6 60% source: primary source b. about the english subjects and topics of the assessment videos informants of the study were from two different english subjects namely english for daily usage and english for academic conversation. academic usage was the first english subject given to students in universitas aisyiyah yogyakarta. it focused on the materials about general english including describing people, describing places, telling families, telling daily activities and hobbies, and past experience. class activities covered all english skills namely speaking, listening, reading, writing, and pronunciation. meanwhile, english for academic conversation was given to the students after they took english for daily usage. it focused on giving more speaking activities correlated to several academic purposes. both subjects required two video assignments as the replacement of mid-term examination and final examination. student’s value was determined by three (3) daily assessments in a semester with 80% as the value and two video assignments (20%) to complete 100% total value. video assignments for english for daily usage included describing family picture as the first individual video assignment and fable story telling as the rahayu, setya p.,& putri, widyarini s/ enjourme vol. 3 no. 2(2018) 35 – 45 39 second group video assignment. differently, in the subject of english for academic conversation, cross cultural understanding video was used as the first video assignment and ambassador of universitas aisyiyah as second video assignment. students had to submit all their video assignment in you tube channel as the requirement of obtaining their final score. 3.2 discussion the researcher gave 5 open questions related to the focus of the study which emphasized on the impact of uploading video assignments on student’s pronunciation improvement. the first question was about student’s preference between two choices namely submitting the video manually by using flash disk or uploading the videos in you tube channel. then, the second question was asking about students’ preparation before making their videos. the third question given by the researcher was to analyze the most significant aspect that the students considered in their videos. next, question four was addressed to reveal how deep students considered their pronunciation in the video. next, the fifth question was about student’s difficulty and obstacle related to their pronunciation problem when they created their video. lastly, the last question was their effort to overcome the problems.  student’s preference in submitting their videos majority students as many as 60% preferred to submit their videos in youtube channel. student a and d said that uploading video assignment in youtube channel was easier to do since they could do that online in their house, and they did not need to meet the lecturer face to face. student e told the researcher that she wanted to be famous, so by uploading her video in you tube she wished that it could be a way for her to be more popular. in addition, student c mentioned that he had more motivation to create better video since a lot of people might watch his online. students will be strongly motivated to learn english because they know it will put them in touch with more people (crystal, 2003). i more like to submit my task in youtube because it is easier to do, and i can do and submit the video from my boarding house. (student a and d) submitting my video in youtube is a new thing for me. it is interesting because a lot of people can see me and motivating me to make a good video. i hope i can be a famous youtuber and get money from it. (student c) however, student b said that she was not confident to submit her video in youtube platform because she was afraid that a lot of people would watch her video. similarly, student j also stated that he prefer to submit the video to the lecturer directly because he could not access internet in his boarding house. by analyzing the student’s reason why they prefer to submit their video directly without uploading it to youtube, the research found two major aspects why uploading video to youtube was not the students’ choice. one of those was students’ personal perception about their english capability. they were ashamed to use youtube to submit their video assignment because they were afraid that a lot of people would watch them. one other reason why students preferred to submit their video offline was the accessibility of internet connection in their location especially in their house or boarding house. not all students had easy access of internet connection, so they have to go to campus or public places which offered free wi-fi service to submit their videos. this activity took their time since they had to spend a particular time to prepare themselves to go to those places. the following table will present student’s preference in submitting their assignment videos. rahayu, setya p.,& putri, widyarini s/ enjourme vol. 3 no. 2(2018) 35 – 45 40 table 2 student’s preference in submitting their assignment videos and their reasons no informants preference and reasons uploading in youtube submitting manually 1 student a easier to do anywhere and anytime 2 student b unconfident with the english capability 3 student c motivating to make better video 4 student d easier to do anywhere and anytime 5 student e the student wanted to be famous. 6 student f limited access on internet service 7 student g unconfident with the english capability 8 student h easier to do anywhere and anytime 9 student i motivating to make better video 10 student j limited access on internet service source: primary source based on open questionnaire result  student’s preparation before creating their videos the second question was about the preparation of making the videos. it focused on how long the students prepared to make their videos and what they had to prepare to make their video. majority of the students (70%) said that they wrote the script before making the video and rehearsed to have better pronunciation. some of them (30%) browsed how to pronounce the words online via google translate engine, and some others (40%) asked their peers who had better english to check the pronunciation. younger group prefer the materials with gadget (online) related audio features to enhance their english capacity (jaganathan , hamzah, & ilangko, 2014). also, peer correction leads to more improvement in the pronunciation of the subjects of the study (ahangari, 2014). i prepared story to make my video, so i can practice and read it many times. i also try to speak the words before taking the video. (student b) i check how to say the words by looking in google translate as my lecturer said. i type my script in google translate and press the pronunciation button. (student g) i asked my friend to help me taking the video and to help me checking my pronunciation because my friend is smarter than me. (student f) however, most of them revealed that they only had 1 day preparation. they argued that they had to do a lot of assignments from other subjects. even, 30% of them confessed that they did not have some preparation in making the video. they did not rehearse at all since they did not have some time to do so. the following table will show whole aspects that students prepared before making their assignment videos. rahayu, setya p.,& putri, widyarini s/ enjourme vol. 3 no. 2(2018) 35 – 45 41 table 3 student preparation before making their assignment videos no informants preparations 1 student a preparing the script of the video 2 student b preparing the script of the video, reading the script many times 3 student c preparing the script of the video 4 student d no preparation 5 student e watching other friend’s video to be the example 6 student f finding partner to have video shooting 7 student g translating the script in google translate and checking the pronunciation to google translate 8 student h no preparation 9 student i installing video editor in the laptop 10 student j no preparation source: main source  significant aspects to consider in the student’s videos in addition, the researcher also asked the student about the most significant aspect that the students consider in their videos. half of students (50%) said that they focused on their english presentation including the pronunciation and grammatical order. it means that students realized that pronunciation became a significant aspect in having presentation in english. understandable pronunciation is one of the basic necessities of learners’ competence and the most important features of language instruction (gilakjani , 2016). they also focused on the volume of their voice since most of them made the video outdoor, in front of the campus buildings. however, half others concentrated more on the video editing including back sounds, additional clips, and video effect. the component of their videos consisted of more music and university picture than english presentation. my lecturer told us to have more speaking part than any video effect so i remember that english presentation is the highest score. so, i practice how to say words in english and check my script to her before taking the video. (student a) i think that grammar is important thing in english. i asked my lecturer to check my script related to the grammar of my sentences (student g). on the other hand, some students did not really focus on their language performance. some of them focused more on the quality of their video as well as the sound effect they used although they knew that the most important in determining students’ videos was their language performance. however, some students still thought that musical affect and clarity of the picture were the things that they had to consider because they forgot the essence of making the video assignments. i like my video because the picture is good. i also asked my friend from other program to edit my video (student d). when i watched my video again, i think that my appearance was not that good. when taking the video i did not take a bath hehehe…. (student j) all aspects that students considered most in their assignment videos can be seen in table 4. rahayu, setya p.,& putri, widyarini s/ enjourme vol. 3 no. 2(2018) 35 – 45 42 table 4. aspects to consider in their assignment videos no informants aspect to consider 1 student a speaking performance 2 student b english performance and pronunciation 3 student c picture quality and balanced composition of back sound and speaking performance 4 student d sound clarity and picture quality 5 student e clipped video about the university and self-performance 6 student f self-performance on english presentation 7 student g english performance on grammatical order 8 student h picture quality and back sound 9 student i musical effect and back sound of the video 10 student j self-performance on personal appearance source: primary source  student’s difficulty and obstacle on their pronunciation the last question given by the researcher wanted to reveal what students difficulties when they made their video related to their pronunciation problem. some of the informants (30%) stated that they did not really have major problem related to pronunciation accuracy since they asked their peer to warn them if they mispronounced the words. moreover, the topic of their video did not have a lot of difficult vocabularies, and most of their vocabularies had been used in classroom activities. in this case, they had to make assignment videos about describing family picture. on the other hand, students (30%) who took english for academic conversation tended to have some pronunciation problem due to newer vocabularies that they had to present in creating assignment videos about cross cultural understanding. english acquisition may become more challenging if the language usages express the tertiary level (nguyen & terry, 2017). my problem is i can’t speak english well, but my friends and my lecturer helped me to find some vocabularies related to my video. the topic about culture is quite difficult because i don’t use it in daily life. (student d and student a) i don’t really have problem with pronunciation because some of the words have been practiced in the classroom with the lecturer, but sometimes i’m not confident to speak english (student c) although the question from the researcher was quite clear since it stated student’s problem related pronunciation, some students answered the question with irrelevant expression. they simply said that their problem on pronunciation was their low english capability (student e and student j). the following table explains the pronunciation problems faced by the students. table 5. student’s obstacle on their pronunciation no informants pronunciation problem 1 student a difficult vocabularies regarding new topic of video presentation 2 student b never practice english 3 student c having no pronunciation problem 4 student d difficult vocabularies regarding new topic of video presentation 5 student e having bad english capability 6 student f difficult to determine correct or wrong english pronunciation 7 student g having no pronunciation problem 8 student h difficult vocabularies regarding new topic of video presentation 9 student i having no pronunciation problem 10 student j not able to speak english rahayu, setya p.,& putri, widyarini s/ enjourme vol. 3 no. 2(2018) 35 – 45 43  student’s solution on their pronunciation problem in the end of the open questionnaire, the researcher asked the students on how they overcame their pronunciation problem during making their video assignments since students were required to create videos that would be watched by a lot of people not only their classmates but also any people who deliberately or incidentally found the student’s videos. some of the students (60%) realized that their videos could be accessed by people around the world, so they did more effort to have better english performance and pronunciation. the efforts done by the students varied namely asking friends to check the pronunciation, checking the pronunciation from online translation engine, watching other videos, and consulting the script to the teacher before making the video. i ask my friend to teach me the words that i cannot pronounce because i know that my friend is good at english (student e). i came to my lecturer and ask her to teach me about the pronunciation that i cannot say correctly (student a). however, some students (30%) did not have any effort to perform great english in their videos. they argued that they did not have some time to prepare since they had a lot of assignment from other subjects too (student d, student h, and student j). the table below presents all student’s solution regarding their pronunciation problems. table 6. student’s solution on their pronunciation problem no informants solution on pronunciation problem 1 student a consulting to the teacher before making the video 2 student b reading the script many times and asking friends to check the pronunciation 3 student c watching other videos before making videos 4 student d doing nothing to improve the english performance 5 student e asking a friend if the english performance in the video was good or not 6 student f asking a friend to teach and make correction on the wrong pronunciation 7 student g using online translation engine to check the pronunciation 8 student h doing nothing to improve the english performance 9 student i using online translation engine to check the pronunciation 10 student j doing nothing to improve the english performance source: main source 4. conclusion and suggestions uploading student’s video assignment in youtube channel was able to improve student’s effort in learning pronunciation since they had bigger motivation to have better english performance. other than getting good score from the lecturer, students were also better motivated since they realized that more people might watch their video in you tube channel. they improved their pronunciation capability by checking the words online and asking their peer to check their pronunciation. however, some students did not prepare anything to make videos since they admitted that they had no time to do so. it is expected that teachers can maximally use you tube service to boost student’s motivation in improving pronunciation skill and learning english in general. 5. references abidin , m. j., pour-mohammadi, m., singh, k. k., azman, r., & souriyavongsa, t. 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(2011). emerging technologies youtube for foreign languages: you have to see this video. language learning & technology, volume 15, number 1. watkins, j., & wilkins, m. (2011). using youtube in the efl classroom. language education in asia, volume 2, issue 1. 1. 7506-24989-1-ce.pmd enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index considering dark tourism as an opportunity to reflect onconsidering dark tourism as an opportunity to reflect onconsidering dark tourism as an opportunity to reflect onconsidering dark tourism as an opportunity to reflect onconsidering dark tourism as an opportunity to reflect on unsettling historical events. english for tourism universityunsettling historical events. english for tourism universityunsettling historical events. english for tourism universityunsettling historical events. english for tourism universityunsettling historical events. english for tourism university students research on ethical dark tourism sites and toursstudents research on ethical dark tourism sites and toursstudents research on ethical dark tourism sites and toursstudents research on ethical dark tourism sites and toursstudents research on ethical dark tourism sites and tours alessandra ficarra alessandra ficarra alessandra ficarra alessandra ficarra alessandra ficarra department of culture, education and society of the university of calabria, via pietro bucci, 87036 arcavacata, rende cs, italy corresponding author: alessandra.ficarra@unical.it article info received 25 february 2022 accepted 16 march 2022 available online 15 july 2022 keywords: cooperative learning; english learning; english teaching; high education; group-projects; dark tourism. doi: 10.26905/enjourme.v7i1.7506 how to cite this article (apa style): ficarra, a. (2022). considering dark tourism as an opportunity to reflect on unsettling historical events. english for tourism university students research on ethical dark tourism sites and tours. enjourme (english journal of merdeka): culture, language, and teaching of english, 7(1) 1-19, doi: https://doi.org/ 10.26905/enjourme.v7i1.7506 abstract english for tourism (eft) university courses offer students the opportunities to enhance their english language learning specific skills to be used in the tourism industry. communicative approach and authentic material contextualized to the professional field are the leading practices in eft courses. however, not only is eft a multi-subject field covering geography, history and economics: it may also be considered as a powerful means of meeting, exchange and education at international level. this article is a report of a teaching experience, where eft course students have been invited to research on international dark tourism sites and to elaborate presentations to be given in class. the dark tourism debated in the class represented for the students a precious educational opportunity to hear about unsung heroes, develop meaningful connections with contemporary socio-economic dynamics and experience tourism, exceptionally, as an ethical act of unearthing pieces of unwritten history. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no, 1, july 2022, page 1–19 1. introduction english for tourism and its underestimated complexity the recognised global power of english has led educational institutions –especially universities – to pay more attention to developing curricula and training their teaching staff in order to improve students’ international work-related skills. ‘employability’ has become a priority and key-concept in european universities, where the word itself has been embedded in their modern language curricula ©2022 the authors. published by university of merdeka malang this is an open access article distributed under the cc by-nc-nd 4.0 (https://creativecommons.org/licenses/by-nc-nd/4.0/) enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 1–19 | 2 | (fung, 2017). universities are now reshaping their curricula to ensure that students acquire the practical, interpersonal and communication skills required in the world of work. among these, international abilities such as the knowledge of modern language, intercultural skills and aptitude at addressing international audiences are being increasingly required by employers. indeed, in this demand for languages and communication skills at the workplace, universities are again called into action as keyfacilitators (lehtonen & sinikka, 2009). an occupational area that in the last decades has increased the need for language and intercultural skills is tourism. the phenomena of international mobility, mass tourism and its equally worldwide counterpart niche tourism – together with the spread of international degree programmes– have contributed to the contemporary widespread perception that tourism is a multicultural event, where english rules as ‘lingua franca’. moreover, more and more universities are now offering english for specific purposes (esp) programmes and courses. esp can be defined as the teaching of english as a second or additional language, applying a syllabus, tasks and methodology tailored to a specific field (garcia laborda, 2011). according to recent research, esp courses are usually designed for adult learners, and, more specifically, for adults who are experts in their own field in their mother tongue, but have weaknesses in english (harding, 2007; sifakis, 2003). being adults the main addressees of esp courses, and being these courses usually designed for work place situations, esp teaching should not be restricted to an instructional setting, but rather delivered through modern and interactive teaching/learning methods, such as project work, cooperative learning, and self-study (dudley-evans & st. john, 1998;ellis & whalen, 1990). despite eft (english for tourism, i.e.the teaching of english to future potential professionals in the field of tourism) constitutes a form of esp itself, it continues to be neglected within the field of esp, suffering from a weak presence in the research landscape on english language teaching (elt) (carbonell, 2000). during his studies, ennis and petrie have found the absence of a universally recognised discourse on eft between institutions, regions and nations themselves, which has left teachers of the field without a common practice to follow (2020). today, more and more eft university courses are widening and enhancing their academic programmes, offering students the opportunities to improve their english language learning specific skills through a communicative approach and authentic material contextualized to their professional field. however, scholars continue to note that social sciences and humanities have largely ignored tourism as a serious – and extremely fertile – field of study (jaworski & pritchard, 2005). the language used in tourism is specific, rich, persuasive; people, cultures and traditions can interact thanks to tourism, and tourism itself has become one of the most important businesses throughout the world (dann, 1996). however, it remains a subject well represented only in anthropology, ethnography, and geography, without its language and discourse having received the same much-deserved attention and in-depth analysis (jaworski & pritchard, 2005). what if we stop thinking of eft exclusively as a functional area of competence, and start considering it as a powerful means of meeting, exchange and education at an international level? eft can create a myriad of communicative situations, enriched by historical knowledge, geographical diversity, and cultural uniqueness. this paper intends to answer this question by narrating the case study of a university teaching experience, where eft students have been encouraged to explore the world around them and to make meaningful connections considering dark tourism as an opportunity to reflect on unsettling historical events alessandra ficarra between past and present, experiencing tourism as an opportunity not only for employment – but also for growth, dialogue, and encounter. 2. dark tourism – an opportunity to unearth pieces of unwritten history the tourism experience can be very varied: from domestic tourism, which is usually budgetfriendly, to recreational tourism, which is ready to accommodate travellers’ most demanding desires. for those who love to know the traditions of other peoples, there is cultural tourism, while more and more travellers today – especially young people – are opting for a form of sustainable tourism, whether it be the community, the voluntary or the ecological one (fletcher et al., 2018). another form of tourism is dark tourism, i.e. travelling to sites and places connected to death, disaster and suffering. the term ‘dark tourism’ was first coined by foley and lennon (1996a, b) and is today a widespread phenomenon – yet its literature remains scattered and theoretically weak (stone & sharpley, 2008, p. 576). stone identified the early examples of dark tourism in the arenas of the roman gladiatorial games, and in the public executions of the medieval period. other early forms of dark tourism are the morgue tours of the victorian period or the visits to the 19th century correction houses, where flogging could be seen by paying a fee (2006, p. 147). today, dark tourism still exists, and it has become more widespread and varied: from graveyards to celebrity death sites; from holocaust places to abandoned prisons; from battlefields of past bloody wars to lands that have witnessed genocides, dark tourism is a multifaceted phenomenon, of which many scholars have identified different sub-categories (dann, 1998; seaton, 1996). seaton, for instance, suggested five categories of dark tourism by looking at the behavioural attitude of the traveller, who can be attracted by: 1) the public enactment of death – fortunately a practice that occurs in only few countries, which are difficult to access; 2) past individual or mass deaths – this category includes a large variety of places, from battlegrounds, to death camps, to genocide sites; 3) memorials, crypts, or graveyards; 4) the symbolic representation of death – e.g. through exhibitions representing specific events, or showcasing weapons; 5) the re-enactment or simulation of death itself – e.g. during traditional or religious festivals (seaton, 1996, pp. 240-42). taking into account the classification proposed by seaton, we cannot fail to notice a deep split in content between the first three categories and the last two: while the first three categories are mostly related to real events, and therefore more inclined to embrace historical accuracy and consequently likely to stimulate a more involved and conscious participation on the part of the visitor, the last two categories are more inclined towards the ‘morbid fascination of death’, and therefore towards a shading of dark tourism that ignores historical accuracy, and simply enjoys the voyeuristic pleasure of visiting sceneries of death and the adrenaline they trigger. supporting this perception of different ‘shades of darkness’ in the various categories of dark tourism, miles pointed out that there is a deep difference between places associated with death and suffering, and places that have been the direct location of death and suffering (2002, p. 1175). similarly, sharpley recognised the existence of different shades of darkness by considering the purpose of the dark tourism site itself: a place which is intended to attract tourists only to satisfy their fascination with death is less dark than a site that was once the scene of real atrocities, and that has | 3 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 1–19 | 4 | today neither infrastructure nor the purpose of attracting tourists (2005). sharpley’s “dark tourism spectrum” offers a comprehensive, visual representation of the possible shades of darkness: on a scale of six gradations – darkest, darker, dark, light, lighter, lightest – one can identify the darkest places as the “sites of death and suffering”, which are education-oriented, history-centred, authentic in location and artefacts, and offer poor tourism infrastructures but have a high political influence and ideology. the lightest places, on the contrary, are the “sites associated with death and suffering”, which are entertainment-oriented, commercial-centred, fictional in location and artefacts, and offer high tourism infrastructures but have a low political influence and ideology (stone, 2006, p. 151). hence the crucial dichotomy of the dark tourism experience, that can be aimed at commercialization, or at education: depending upon the social, cultural and political context of the dark tourism site, the experience on the part of the visitor can be voyeuristic and humorous, or deeply fascinating and profoundly educational (stone & sharpley, 2008, p. 585). the literature exploring dark tourism consumption within a sociological framework is unfortunately still undeveloped, and it is beyond the scope of this paper. the aspect this paper wants to focus on instead, is the educational component of the dark tourism experience, i.e., the visiting of places of death and suffering, also identified by stone as “dark conflict sites” (2006, p. 156) – historically authentic and originally not aimed at attracting tourists – and the visiting of commemoration sites, created with the aim of narrating, making visible and keeping alive the memory of a page of history that would otherwise be forgotten. having essentially an educational, commemorative, and ideological focus, these places are free from the morbid fascination of death and the voyeuristic component typical of ‘light dark tourism’. furthermore, having been the scenes of atrocities that really happened in the past, these places have witnessed serious violations of human rights – hence the visitors’ experience as profound, involved and conscious, and the importance of the sites themselves as reminders not to repeat such atrocities. a great number of commemoration sites, in fact, exist because human rights violations occurred: the 1980s witnessed a boom in the construction of war memorials throughout europe and north america. in the same period, renewed controversies over a number of aspects of world war ii emerged, including calls for apologies for japanese treatment of prisoners of war, and for the american use of nuclear weapons; holocaust memorials and museums were constructed too, forging, thus, collective memories around national identities based on ideas of hegemony, technological supremacy, or victimhood (beier-de haan, 2006, p. 105). since both world wars and civil conflicts are associated with imperialism, nationalism, ethnicity – i.e., morally ambiguous concepts, which are correlated to the issues of racism, poverty, and inequality – dark conflict sites are far from being mere, disengaged tourist destinations. furthermore, in present-day commemoration sites, a new conceptual approach is reflected in the display of individual experiences and memories: history is narrated through individual’s recollections of traumatic events, pictures portraying the human body and autobiographical documents and videos reconstructed to testify personal experiences. all these new practices are most likely to be identified in contemporary commemoration sites, aiming at stimulating multiple interpretations, instead of a single imperative account of the past (beier-de haan, 2006, p. 106). this new process of ‘rewriting history’ depending on individual memories, multiple meanings and manifold points of view has been inspired by important questions such as: who owns the past? who has considering dark tourism as an opportunity to reflect on unsettling historical events alessandra ficarra the authority to speak for a group’s identity or authenticity? who is included, and who is excluded? which memories are privileged over others? and: how can one mediate between individual memory and the general interpretation of history? dark conflict sites, in fact, find themselves in a delicate process of narrative production where facts and events are to be extrapolated both from individual memories and from a shared reminiscence of the past, i.e., history. the mechanisms of ‘rewriting history’ and ‘silencing the past’ – the omission of specific events in order to reduce their relevance –are found to be at work, even today, and even in influential institutions like museums and commemoration sites. trouillot reflected on the notion of history, developing a comprehensive frame on how history can be produced, and perceived. in his words, human beings participate in history both as actors and as narrators, and this dual participation is suggested also by the “inherent ambivalence” of the word itself (1995, p. 2): trouillot illustrated how the word history, in many modern languages – including english – means both the facts themselves and the narrative of those facts, both what happened and what is said to have happened. the controversy of this issue occurs when the distinction between what happened and what is said to have happened is not clear: if history is merely the story told by those who won, how can it be believed as irrefutably plausible? hence the history we know as a bundle of truths that are far from being incontrovertible: the winners chose what had to be written, and what had to be silenced, while the losers – penalized by their subordinate position, and by the material impossibility of leaving a trace – fell into the oblivion of unwritten history. furthermore, what in the past was seen as a country’s achievement and a sign of national triumph, today may be seen as a reason for regret – this is what macdonald called “mortifying memories” (macdonald, 2009, p. 3). let us consider colonialism: once the sign of national pride and domination, today it is a problematic and shameful heritage, with which national agendas have to come to terms. over the second half of the 20th century and into the 21st, many nations have started to unearth the past, exhuming difficult heritages, i.e., a past that is recognised to be meaningful in the present, but contested for its shameful content. plaques, information boards, monuments and museums are populating more and more cities, witnessing the darkness of an unsettling past, and many minority cultural groups once ignored or discriminated are now raising their voices to ensure that their identity and history are publicly and officially recognised. in remembering such a guilty and mortifying past, the social mission of the education-oriented dark tourism is ambitious and honourable: not only does it aim at the individualization of the perpetrators, the commemoration of the victims, and the creation of self-reflective visitors – it also has to generate a new “historical awareness, that might form the basis for a movement towards social justice” (wallace, 2006, p. 65). all these facts and considerations have been successfully included and discussed in an eft course, as narrated in the following case study. 3. including dark tourism in eft teaching – a case study 3.1. context and methodology since 2017, i have been employed as contract professor of a forty-two-hour english for tourism course for students enrolled in the bachelor’s degree programme in tourism at the university of | 5 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 1–19 | 6 | calabria (unical), italy. the course aims to improve students’ ability to read, write and communicate in english on tourism topics: the world of marketing and promotion, tour operators and travel agencies, the origins and the different types of tourism are studied and analysed, together with the specific vocabulary related to transport and accommodation, restaurant and food, heritage, nature and entertainment, and the airline industry. text analysis, note-taking and synonyms practice are studied too, in order to improve students’ writing and reading skills. graphs are analysed and commented, trends are described, and students are invited to work individually on their curriculum vitae in english, in order to face mock job interviews in class, with their peers. to enhance their oral interaction skills, role-plays are constantly used, reproducing a variety of tourism-related situations. at the end of the course, students will be able to understand and interpret texts and graphs of touristic, historical and geographical nature. they can recognize and deal with situations typical of the manager-client interaction and will be able to deal with recurring tourism-related circumstances using specific vocabulary in a formal and semi-formal english. as final assessment, a written test measures the achievement of the specific skills required by the course. once passed the written test, an oral test verifies students’ speaking interaction and production skills, assessed on the basis of accuracy, consistency and fluency. to pass the final exam, students must confirm at least a b1 level (council of europe, 2001) already achieved during the general academic english language training course offered in their first year of degree in tourism. when i started teaching the course in 2017, i soon realized that most of the students were extremely motivated and interested in learning about the dynamics of the world of tourism – especially about marketing – but they had a limited knowledge of history and geography. moreover, when we came across tourism-related written texts and videos which dealt – even indirectly – with specific cultures, human rights issues, or economic and social inequality matters, i could confirm their weak awareness of the world around them. for the following academic years, i therefore decided to include an optional activity on dark tourism to be undertaken in groups. my intention was to provoke important reflections on the role of tourism while acquiring a critical knowledge of unsettling historical events developing meaningful connections with contemporary social and economic dynamics. when i first launched the project in 2018, i organized an in-course interactive seminar, where i used videos, slides and pictures to approach students to the dark tourism origins, definitions and purposes. when we analysed stone’s scale of darkness gradations and talked about the education-oriented dark tourism as a neglected, but extremely significant aspect of the tourism profession, the response of the students was so enthusiastic, that they themselves proposed to call this type of tourism “ethical dark tourism”, to differentiate it from the voyeuristic and entertainment-oriented one. from that moment onwards, each academic year, i have proposed to the students the optional research activity on ethical dark tourism. the in-course launching seminar usually takes place when half of the course programme has already been completed. the activity is proposed as optional and team-based (each research team must consist of a minimum of two and a maximum of four students – normally, unical eft attendees per academic year range between fifty and seventy students). students are encouraged to carry out a real research project, using reliable sources. considering dark tourism as an opportunity to reflect on unsettling historical events alessandra ficarra during the launching seminar, the topics of historical silences and colonization of resources are addressed too: these crucial issues affect the students so much, that they often choose to research on unknown or less-known dark conflict places and commemoration sites. the main objective of the project, in fact, is to analyse well-known or unknown dark conflict sites as opportunities to unearth a piece of unwritten history, hear about unsung heroes and experience tourism as an ethical act of “transforming sites of human wrongs into centres for human rights” (robinson, 2012, p.193). before the launching seminar, and on the last day of the course, two short questionnaires are administered to the eft class, in order to monitor any change in knowledge, expectation and perception towards the topic of dark tourism. the group-projects are presented in class during the last two weeks of the course. the teams can use whatever tool or application they whish (power point, prezi, video editing, short films, etc.). each group has twelve minutes for the presentation, plus three or more minutes to answer the audience’s questions. the work is then assessed, according to the criteria below: 1) consistency with the objective of the project, i.e. demonstrating how can tourism contributing to transform “places of human wrongs into places of human rights”. 2) content cohesion (the threefold component history-tourism-legacy must be present). 3) language accuracy. 4) readiness in answering the audience’s questions. an overall mark (from one to three points) is given to the project, and an individual mark (again from one to three points) is given to each student: the average is then added to the student’s final exam mark. 3.2. the choice of cooperative learning this team-work project on ethical dark tourism fits perfectly within the esp teaching methods, which should privilege authentic material, project work and cooperative learning (dudley-evans & st. john, 1998; ellis & whalen, 1990). cooperative learning, in particular, is a teaching strategy where students are invited to work in small teams in order to participate in a variety of learning activities (johnson & johnson, 1998). over the last decades, a new paradigm of teaching has positioned the learners at the centre of the teaching and learning process: the students, once considered as “passive vessels to be filled by faculty’s knowledge”, are now recognized as “active constructors, discoverers and transformers of their own knowledge” (johnson et al., 1998, p. 5). cooperative learning emphasizes the opportunity for students to learn by themselves and from their peers: inside the same team, different talents, various intellectual competencies, and diverse strategies of learning and problem-solving can converge. moreover, by working in teams, students are more likely to share their own personal experiences and justify their beliefs and opinions (lotan, 2003, pp. 72-73). the effectiveness of cooperative learning can also be read as being influenced by piaget’s social interaction theory, which is now well-established, and which viewed learning as a social activity in which people learn by listening and talking to others – piaget, in addition, claimed that the most | 7 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 1–19 | 8 | effective interactions are between peers, as they are on equal basis and challenge each other’s thinking skills (piaget, 1979). the cooperative learning strategy adopted during the ethical dark tourism project falls under what johnson and johnson called “formal cooperative learning”, i.e. students work together, for periods which may range from one class period to a series of lessons over several weeks, in order to achieve specific learning goals, such as writing a report, conducting a survey or an experiment, or reading a book and answering questions (johnson & johnson, 1998, p. 99). according to johnson and johnson, the most successful cooperative learning strategies share five essential components: positive interdependence, individual accountability (i.e., personal responsibility), face-to face promotive interaction, interpersonal and social skills (including decision-making, conflict-management and trust-building skills), and group processing (i.e., a specific time the team’s members need to discuss how well they are achieving their goal) (johnson et al., 1998, p. 7). although all these five basic elements were implemented and monitored during the ethical dark tourism project, the aspects of positive interdependence and face-to-face promotive interaction deserve a specific attention. the face-to-face promotive interaction implies that students promote each other’s productivity by helping and encouraging each other through constant dialogue: i was pleasantly surprised to register that, even during the semesters when the eft course was held online because of the covid-19 emergency, this interaction between students did not fail – on the contrary, it appeared to be reinforced, perhaps due to the possibility of meeting the other members of the team remotely, thus facilitating the otherwise demanding necessity to arrange a time and a place suitable for all. with regard to positive interdependence – i.e. the perception that a team’s member is linked with others, so she/he cannot succeed unless the others do and vice versa (johnson et al., 1998) – the teams working on the ethical dark tourism project built this positive interrelationship thanks to the application of one of the methods contemplated by johnson and johnson, i.e. the establishing of a mutual goal and a joint reward (johnson & johnson, 1998, p. 96): as mentioned above, once the team’s members working on ethical dark tourism achieve the project’s goal, they receive bonus points. because the students worked in groups, they were implicitly required to discuss not only the topic of the research, but also their personal opinions, motivating their points of view in order to reach a compromise to complete the task. all these successful interrelational dynamics have been confirmed by many studies conducted on cooperative learning, which demonstrated that this teaching/learning strategy affects positively several important outcomes, such as social skills development and higher academic achievements (cummins, 2000; marzano et al., 2001; slavin, 1996). in particular, kagan noticed how english language learners benefit from cooperative learning since it is able to create an atmosphere of community, dialogue and achievement (2001). within a cooperative learning experience, in fact, students learning english are more likely to acquire new vocabulary from each other, discover new strategies of problem-solving, and observe how their peers deal with and use a second language. the students are actually – and unconsciously – teaching each other, in a relaxed and informal atmosphere which increases motivation, reduces anxiety and promotes self-esteem (crandall, 1999). | 9 | considering dark tourism as an opportunity to reflect on unsettling historical events alessandra ficarra 4. results and discussion – unical eft students research on ethical dark tourism sites 4.1. students present their research projects during the last two weeks of the eft course, unical students presented their research projects – the presentations were shared during lesson times, so that the whole class could listen to the classmates and participate in the final debates. during the academic year 2020-2021, twelve teams took part in the project: their workswere presented remotely – mostly using power point, prezi and videoediting programmes – through the collaboration platform microsoft teams, adopted by unical during the covid-19 emergency. the original titles of the group-assignments submitted by the students, their content, and some of the most significant aspects that emerged during their presentations are listed below. to ensure anonymity, only the initials of the students’ names are given. • the rwandan genocide: 100 days of suffering (presented by a.a., e.d., d.m. and a.r.). the team compared two commemoration sites: the kigali genocide memorial and the nyamata genocide memorial, analysing their differences in objects display, impact, and narrative. the presentation of this team was very emotional, and comprehensive: they managed to bring together the historical, tourist and human rights components. very interesting was also the reference the students made to popular culture, showing the titles and posters of artistic, written and cinematographic works narrating the rwandan genocide. in particular, the group revealed to the class how the origin of the famous song papaoutai, by stromae, was also linked to the rwandan genocide, further capturing the interest, attention, and curiosity of the class. all four students admitted that they had not known anything about the history of the rwandan genocide before starting this project. d.m. wondered why she had not studied this important piece of history at school. the whole team said they watched the famous film hotel rwanda together, for the first time. the group concluded their presentation with a reference to contemporary history, telling the class about the recent arrest of paul rusesabagina, who saved hundreds of rwandans during the genocide and is now accused of rebellion. a.a. shared with the class, more than once, a quote from felicien ntagengwa, which he came across during the research work: “if you knew me, and you really knew yourself, you would not have killed me”. • how the bomb transformed hiroshima (presented by f. c., m. g., r. m. and m. t.). the team recalled the tragedy of hiroshima by presenting the genbaku bungaku, i.e., a japanese literature genre used to describe the narration of the atomic bombing of hiroshima and nagasaki through the techniques of: evoking ruins, reaching a distant perspective and expanding time and space. as reference to the contemporary history, the team projected a short video of obama as the first american president visiting hiroshima. the students ended the presentation by defining dark tourism as an “expression of life itself ”. • guantanamo bay naval base (presented by a. r. c. and d. g.). both team members, of cuban origin, chose to talk about this place to send an urgent message: guantanamo bay naval base is not open to visitors, and it is still one of the bloodiest and most expensive prisons in the world, a place where human rights are continuously – and silently – violated. d. g. recounted how, in italy, she realised that many people are not aware of the existence of the naval base. the students enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 1–19 | 10 | concluded their presentation by justifying their choice: the location they decided to talk about it is not a dark tourism destination, but they hope it will soon be, as a future commemoration site. • the endless tragedy (presented by r. d. b. and i. v.). this group brought to light a historical fact almost unknown to the whole class: the gas tragedy which occurred in bhopal, india, in 1984, when a mic gas (methyl isocyanate) spilt out from union carbide india ltd(ucil), a pesticide factory, turning the city of bhopal into a colossal gas chamber. the gas killed more than 15,000 people, and its effects are still visible today, with more and more second and third generation children being born with severe disabilities. the team explained how the bhopal tragedy remains the world’s worst industrial disaster, while the indian city represents one of the darkest tourist destinations, since tourists can walk in places not yet decontaminated, and listen to the touching testimonies of local people, thus raising their awareness about the importance of industrial safety, which is too often taken for granted in the western world. • ferramonti di tarsia: from pain to hope (presented by m. f. f. and a. r.). this group described a local commemoration site: the formerly ferramonti concentration camp is in fact located in calabria, not so far from unical. it was an internment camp during world war ii, for dissident and ethnic minorities. however, the team explained how, unlike the nazi concentration camps, it was not a forced labour camp: prisoners could have access to a nursery, a library, a school, a theatre, and a synagogue. several couples got married and many children were born. the two students – one italian, one brazilian – explained their choice of talking about the camp as an example of hope. originally conceived as a place of sorrow, in fact, it then became a place of interracial and interreligious respect. • berlin: a trip down memory lane (presented by g. e., f. m. and g. z.). the group retraced the atrocities of the holocaust through a virtual tour of the commemoration sites in the city of berlin. in particular, the students focused on the #weremember campaign, quoting the most famous and touching phrases of elie wiesel (romanian-born american writer, professor, political activist, nobel laureate, and holocaust survivor) and colette avital (romanian-israeli diplomat and politician, chairperson of the centre organizations of holocaust survivors in israel). the team closed the presentation with the wiesel powerful quote: “without memory, there is no culture. without memory, there would be no civilization, no society, no future”. • poveglia, the island of pain: from torture to death and ghosts (presented by a. a., a. g. and f. m. s.). the team presented a potential dark tourism place: visiting the island of poveglia is in fact prohibited. this small italian island, located between venice and lido, was used for a hundred years as a quarantine station for people suffering from plague and other diseases, while in its mental hospital lobotomy was practised on the patients. the island has been uninhabited since 1968, when the mental hospital closed. because of its dark past, it is said that paranormal phenomena occur, and that the screams and moans of psychiatric patients can still be heard. the team motivated their choice to talk about poveglia as a potential dark tourism place to raise awareness about the importance of mental health, and of the right to the inviolability of the body, shedding light on not-so-past inhumane practices such as lobotomy. considering dark tourism as an opportunity to reflect on unsettling historical events alessandra ficarra | 11 | • ellis island, an island of tears (presented by s. f., d. f. and l. l.). the team chose to research an american commemoration site: the island of ellis has welcomed more than twelve million immigrants to the american shore, and now houses the national immigration museum. personal memories of endless journeys, fatigue and sacrifice, humiliating medical inspections, detention and separation from families are narrated through touching written accounts and black and white photographs. a huge collection of arrivals records can be consulted by the visitors, to possibly retrace their family’s origins. l.l. motivated the choice to talk about ellis island as being due to the fact that it is a powerful commemoration site, which can stimulate an important reflection regarding the current situation of innumerable migrants who, from mexico or north africa, face a long and dangerous journey in the hope of landing in a new world. the humiliating conditions to which these people are subjected today are no different from those suffered by the migrants captured in the pictures exhibited on ellis island. • majdanek: from us for you as future reminder (presented by m. g. f., n. a. g., a. m. and s. g. v.). the team chose to talk about a less known concentration camp, the majdanek one, in poland. conceived as an extermination camp, it had seven gas chambers, operating from 1941 to 1944. the team talked about the history of the camp, but also about the tourist facilities and the legacy of this dark conflict site: an important reflection, in fact, was raised about school visits to concentration camps. m. g. f., who is of german origin, recalled how visiting the camp as a german pupil was a strong yet constructive experience for her. on the other hand, as she now lives in italy and has a daughter who attends an italian school, she noticed how italian school teachers talk too little to their students about civic, political and ideological issues. • mandela: a shiny light in a dark world (presented by e. a., v. g., g. m. and s. s.). the team gave a very comprehensive account of the history of apartheid and the figure of nelson mandela, also describing in detail the tour visitors can experience on robben island, once a political prison and now a legally protected and unesco recognised national heritage site. to close the presentation, the team projected a colourful slide reporting all existing film posters, book covers, monuments and celebrative dates commemorating nelson mandela throughout the world. an important debate followed, as to why the figure of nelson mandela who, unlike other equally strong personalities, established himself as an internationally recognised political activist for the defence of civil rights. • the cambodian killing fields (presented by c. c., e. l. p. and c. p.). the team recounted, in detail, the bloody history of the cambodian genocide, explaining pol pot’s political strategy and describing the atrocities committed by the khmer rouge. very strong black and white photographs were projected and commented on by the students, who admitted that they did not know about this genocide before starting their research. a touching part of the project was the description of the use of child soldiers, and of the abominable tortures perpetrated in tuol sleng – a high school transformed by the khmer rouge into the security office s-21 –, today the national genocide museum. c. p., who admitted she had underestimated the ethical dark tourism project, was very impressed by what she discovered about the cambodian genocide, and she left a strong message saying that “no system, no religion, no man is better than the other, yet our faith often depends on the country of our origins”. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 1–19 | 12 | • dark tourism attractions in egypt (presented by b. s., m. k., m. o. and r. a.). the last group, which consisted of students of egyptian origin, chose to talk about unfamiliar destinations in egypt, i.e. places of past civil wars and forgotten battles, and sites of paranormal fame. through a presentation of suggestive images and colourful pictures, the class could hear, for the first time, about evocative destinations such as the mortuary temple of ramesses iii, the zuwayla gate and the al-azab gate – where criminals were executed –, the site haunted by king akhenaton’s ghost and the baron empire palace, claimed to be haunted by ghosts too. at the end of the presentation, the team specified how dark tourism in egypt does not focus on human rights, but mainly on the narration of national history, cultural traditions, and ghostly landscapes. 4.2. before and after the project – reading the change before the launching seminar of the ethical dark tourism project, i administered a short survey to the eft class in order to collect data about the existing knowledge on the subject of dark tourism and to identify students’ expectations about the project. the questionnaire, of only six multiplechoice questions, was developed with google form, and launched to the class through the platform microsoft teams on exactly the same day of the launching seminar, before it started. finally, on the very last day of the course, another questionnaire was administered to the students, in order to measure any change of perception towards dark tourism and to collect their feedback. the whole class was invited to answer both questionnaires, including the students who participated in the project simply as auditors. fifty-four students answered the initial questionnaire. the answers to the first questionnaire, entitled “dark tourism – does it matter?” are graphically listed below. considering dark tourism as an opportunity to reflect on unsettling historical events alessandra ficarra | 13 | the final questionnaire comprised eight multiple-choice questions, and a final open-ended question, to gather students’ comments, impressions and feelings. here below are graphically listed the answers, with their percentages, to the follow-up questionnaire – to which fifty students responded – entitled “dark tourism – what do i think now?”. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 1–19 | 14 | considering dark tourism as an opportunity to reflect on unsettling historical events alessandra ficarra | 15 | at the end of the follow-up questionnaire, a blank space was left, asking the students to freely leave a comment, a quote they remember, or a thought, related to the experience. here are some of the most significant comments, anonymous and non-edited: “for us tourism students, it was really important to learn more about this branch of tourism, which is often little known, yet in my opinion one of the most interesting.” “listening all these stories about these places, made me feel lucky to live in a society where human rights are respected.” “i think the awareness of what humans are capable of is really important, and remembering is the only thing that could save us from repeating our horrible previous mistakes. here’s a quote fromse questo è un uomo by primo levi, that i thinkresumesreallywellwhat i mean:meditate che questo è stato: vi comando queste parole. scolpitele nel vostro cuore, stando in casa andando per via, coricandovi alzandovi; ripetetele ai vostri figli.1” “dark tourism changes people’s world view. it is a great opportunity of knowledge.” “it was a good experience. i learned so many things that will help me in the future.” “i think it was a fantastic project and i was very interested. thank you teacher for this experience.” “without memory, there is no future, elie wiesel.” “i was motivated to undertake a visit by a desire to experience the reality behind the media and improve speaking skills.” 1 translation: “never forget that this has happened: remember these words. engrave them in your hearts, when at home or in the street, when lying down, when getting up; repeat them to your children.” from “shemà” in if this is a man, primo levi, auschwitz survivor. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 1–19 | 16 | “dark tourism is a bridge to understand the pain.” “it’s incredible/touching to visit (even only by surfing the web) places where unjustified crimes against innocent people were committed in the past years. this experience helped me to look at those places with a different eye.” “it was a very moving experience.” “those who do not remember the past are condemned to repeat it, george santayana.” “i didn’t present, but listening to my colleagues and discovering new things was very interesting. i was very impressed by the first group who presented the project on the rwandan genocide, i was not aware that the singer stromae had focused his song on that episode where he lost his father. it was very instructive and moving for me.” “the thing that impressed me the most is how dark tourism can transform sites of human wrongs into centres of human rights.” “a quote i liked was in the presentation about the rwandan genocide: if you knew who you are, and if you knew who i am, you wouldn’t have killed me.” “the dark tourism was a great discovery. i didn’t know it before but i was really glad to have taken part in the research. i think everyone should be aware of this phenomenon.” “it was, against my expectations, one of the most interesting and constructive projects i have done so far in my university career.” 5. conclusion this paper demonstrates how it is possible to reconsider the potential enormous complexity of english for tourism, going beyond its purely technical and professional nature and broadening its sphere of competence to deeper and more constructive issues. the team-projects presented by the eft unical students, together with the double collection of data, before and after the project, stimulated an interesting reflection on the success of the ethical dark tourism activity. in addition to the final comments left by the students, which revealed a very general positive feedback on the experience, by reading the answers of the questionnaires one can clearly see a change of perspective on dark tourism: considered by most of the students before the project as purely “frightening, adrenalinepumping and fascinating”, it then became a “profound, instructive and moving” experience. the same shift in perception can be read by comparing the answers given to questions n. 4 and n. 5 of the first questionnaire to the answers given to questions n. 6 and n. 7 of the final questionnaire, which show a 30% increase in the number of students who consider dark tourism to be interesting and considering dark tourism as an opportunity to reflect on unsettling historical events alessandra ficarra | 17 | important. as regards language skills, it was a pleasure to discover that most of the students appreciated the possibility to present a topic in english. the opportunity to improve their oral interaction was fully achieved, as were all the expected benefits of cooperative learning: students clearly demonstrated, through their answers and comments, to have acquired a higher level of critical thinking, fostered better communication skills, and developed positive social relationships (johnson, johnson, &holubec, 1998).furthermore, the students who took part in the research project were also the students who performed best in the final exam, especially in the oral part – without considering the extra-points they gained– confirming, thus, the opportunity to achieve higher academic standards thanks to cooperative learning (cummins, 2000; marzano et al., 2001; slavin, 1996). the potential of dark tourism as a means of “transforming sites of human wrongs into centres of human rights” (robinson, 2012, p. 193) has been fully considered, analysed and confirmed by the whole class, who maintained a very serious behaviour and respectful attitude during all presentations. the important role of technology has been implicitly and explicitly recognized too, both when it was used for the project presentations held remotely, and when we discussed with the students the enormous potential it can represent today for commemoration places: according to many students who expressed their opinions during the final debates, unknown dark conflict sites should consider virtually delivering their content to physically unreachable visitors, in order to build bridges of knowledge and lay the foundations for an internationally-recognised social justice. the case study, although carried out on a small scale, has now been proposed for four years, and has always received very positive feedback from students, who have confirmed the acquisition of new socio-historical knowledge as well as the achievement or strengthening of specific linguistic skills. it can therefore be concluded that even the most specific and professionally-oriented subjects – such as english for tourism, or english for specific purposes in general – can become an opportunity for interdisciplinary educational experience: teachers can respond creatively and sensitively to the specific needs of the class, ad ding a strong human approach to their teaching practice. in this way, they will contribute not only to educate tomorrow’s ‘professionals’, but also responsible and aware ‘citizens of the world’. 6. references beier-de haan, r. (2006). re-staging histories and identities. in s. macdonald (ed.), a companion to museum studies (pp. 186-197). oxford: blackwell. carbonell, m. (2000). tourism: the problems of the definition of a new esp: a study of the didactic implications of this characterisation. proceedings from iii congrés international sobrellengües per a finalitats específiques: ease seminar (pp. 11-15). barcelona, spain: university of barcelona. council of europe(2001). common european framework of reference for languages: learning, teaching, assessment. cambridge: cambridge university press. crandall, j. a. (1999). cooperative language learning and affective factors. in j. arnold (ed.), affective factors in language learning (pp. 226-245). cambridge: cambridge university press. cummins, j. (2000). language, power and pedagogy: bilingual children in the crossfire. clevedon: multilingual matters. dann, g. m. s. (1996). the language of tourism: a sociolinguistic perspective. oxon: cab international. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 7, no. 1, july 2022, pp. 1–19 | 18 | dann, g. m. s.(1998) the dark side of tourism. aix-en-provence: international center for research and studies in tourism. dudley-evans, t. & st. john, m. j. (1998). developments in english for specific purposes. cambridge: cambridge university press. ellis, s., & whalen, s. (1990). cooperative learning. new york: scholastic. ennis, m. j. & petrie, g. m. (2020). introduction. a response to disparate/desperate circumstances. in m.j. ennis & g. m. petrie (eds.), teaching english for tourism. bridging research and praxis (pp. 1-6). london: routledge. fletcher, j., fyall, a., gilbert, a., & wanhill s. (2018). tourism: principles and practice. harlow: pearson. foley, m. & lennon, j. (1996a). editorial: heart of darkness. international journal of heritage studies, 2.4, 195-197. foley, m. & lennon, j. (1996b). jfk and dark tourism: a fascination with assassination. international journal of heritage studies, 2.4, 198-211. fung, d. (2017). connecting academic learning with workplace learning. connected curriculum for higher education. london: ucl press, 84-100. garcia laborda, j. (2011). revisiting materials for teaching languages for specific purposes. language, linguistics and literature, 17.1, 102-112. harding, k. (2007). english for specific purposes. oxford: oxford university press. jaworski, a.& pritchard, a. (2005). discourse, communication and tourism. buffalo and toronto: channel view publications. johnson, d. w. & johnson, r. t. (1998). learning together and alone: cooperative, competitive, and individualistic learning (5th ed.). boston, ma: allyn and bacon. johnson, d. w., johnson, r. t, &holubec, e. j. (1998). cooperation in the classroom (7th edition). edina, mn: interaction book company. johnson, d. w., johnson, r. t. & smith, k. a. (1998). active learning: cooperation in the college classroom. edina, mn: interaction book company. kagan, m. (2001). logic line-ups. higher-level thinking activities. san clemente, ca: kagan publishing. lehtonen, t.& sinikka, k. (2009). workplace language needs and university language education – do they meet? european journal of education, 44.3, 411-420. lotan, r. a. (2003). group-worthy tasks. educational leadership, 60.6, 72-75. macdonald, s. (2009). difficult heritage: negotiating the nazi past in nuremberg and beyond. london: routledge. marzano, r. j., pickering, d. j., & pollock, j. e. (2001). classroom instruction that works: research-based strategies for increasing student achievement. alexandria, va: association for supervision and curriculum development (ascd). miles, w. f. s. (2002). auschwitz: museum interpretation and darker tourism. annals of tourism research, 29.4, 1175-1178. piaget, j. (1979). science of education and the psychology of the child. new york: penguin books. considering dark tourism as an opportunity to reflect on unsettling historical events alessandra ficarra | 19 | robinson, a. (2012). transforming sites of human wrongs into centres for human rights: the birth of the campaigning museum. in f. dellarosa, slavery: history, fictions, memory 1760-2007, (pp. 193-222). naples: liguori. seaton, a. v. (1996). guided by the dark: from thanatopsis to thana tourism. journal of heritage studies, 2.4,234-244. sharpley, r. (2005). travels to the edge of darkness: towards a typology of dark tourism. in c. ryan, s. page & m. aicken (eds.).taking tourism to the limits: issues, concepts and managerial perspectives(pp. 215-226). amsterdam: elsevier. sifakis, n. c. (2003). applying the adult education framework to esp curriculum development: an integrative model. science direct, english for specific purposes, 22.2, 195-211. slavin, r. e. (1996). research on cooperative learning and achievement: what we know, what we need to know. contemporary educational psychology, 21.1, 43-69. stone, p. (2006). a dark tourism spectrum: towards a typology of death and macabre related tourist sites, attractions and exhibitions. tourism: an interdisciplinary international journal, 54.2, 145160. stone, p.& sharpley, r. (2008). consuming dark tourism: a thanatological perspective. annals of tourism research, 35.2, 574-595. trouillot, m.r. (1995). silencing the past: power and the production of history. boston: beacon press. wallace, e. k. (2006). the british slave trade and public memory. new york: columbia university press. enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 4, no. 1 (2019) page 18 – 24 enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme increasing mechanical engineering students’ speaking skills using guided conversation 1 syaefani arif romadhon, 2 m. taufik qurohman 1,2 diii teknik mesin, politeknik harapan bersama, jl. dewi sartika no.71, 52117, tegal, indonesia corresponding author: syaefani1984@gmail.com a r t i c l e i n f o a b s t r a c t article history: reviewed 28 may 2019 received in revised form 07 june 2019 accepted 20 july 2019 available online 30 july 2019 the study aimed at describing the implementation of guided conversation at harapan bersama tegal polytechnic. the method used was a classroom action research in two cycles. the participant of the study was 30 mechanical engineering students who took english courses 2. the improvement of students’ speaking fluency was 65% in the first cycle. however, it was categorised as failed because only 13 students got a minimum score of 74 or above 74. thus, the second cycle needs to be done. in the second cycle of learning there has been a percentage increase in the results of fluency speak 20% of the average value of 65% to 85%. all in all, students’ speaking fluency has been improved by the using guided conversationes. © 2019 enjourme. all rights reserved. keywords: speaking, guided conversation, fluency doi: 10.26905/enjourme.v2i2.3252 how to cite this article: romadhon, s., & qurohman, m. (2019). increasing mechanical engineering students’ speaking skills using guided conversation. enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(1), 17 22. doi:10.26905/enjourme.v4i1.3252 1. introduction there are four skills that should be mastered in learning english. there are listening, speaking, reading, writing. those four skills typically come up in every english class, including english as a foreign language class (khameis, 2007). the ability to speak english in mechanical engineering students at harapan bersama tegal polytechnic is generally lacking due to the diverse backgrounds of students’ previous high school or vocational school. the english language study program also includes general courses so that students' interest in language is less. the material taught is also about esp mailto:syaefani1984@gmail.com romadhon, s., & qurohman, m. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(1) 18 – 24 19 (english for spesific purpose). the lecture time in english was also felt to be inappropriate because it was conducted in semesters 5 and 6. unlike the other study programs, the average lecture was conducted at the beginning of the semester with the duration of 4 semesters of english so that students' english skills could develop well. because english is not their first language, students experience limitations in terms of grammar and vocabulary. the limitation of vocabulary mastery results in the difficulty to express ideas and intentions of expressions towards certain goals. the limitation of grammar causes students to have difficulty compiling sentences to be delivered so that students are worried about making mistakes. the learning process is the core of the formal and informal education process, in which interactions occur between various components of learning. these components are teachers, content or subject matters, and students. in order to transfer the knowledge, it is necessary to employ convenient teaching methods which has specific learning objectives and outcomes (ganyaupfu, 2016). thus, to improve students’ learning outcomes, it is necessary to have an appropriate teaching method. guided conversation known by several names, they are: focused conversation method, art form method, discussion method, and basic conversation method (stanfield, 1997). guided conversation defined as a method that apply guided interaction to a certain subject matter. the purpose is to enhance learners’ communication skills, critical thinking skills, and so forth (omwirhiren, 2015). based on stanfield (1997) the questions used in this method is through a series of questions at four levels, namely: 1) the objective level, 2) the reflective level, 3) the interpretative level, 4) the decisional level. table 1 gives brief description and example of the level of questions in guided conversation method. table 1. the level of questions used at guided conversation method level of questions aims questions asked objective presents data, facts, and external reality what is your opinion about our campus? reflective to elicit direct personal reactions to data, internal responses, emotions or feelings, hidden images and associations with facts what is your favorite subject (mk)? why do you like it most? interpretative draw out meaning, values, significance, insights, learnings and implications could you explain to me the meaning of “witing tresno jalaran soko kulino”? decisional bring the conversation to a close, eliciting resolution and enabling the group to make a decision about the future what is your plan after completing your study? based on preliminary observations carried out in the english language courses, the sixth semester students of mechanical engineering study program encountered several things including; 1) lecturers are less skilled in teaching english because they are esp-based. thus, they tend to teach more emphasis on theory and memorization. 2) the teaching method used by lecturers in teaching english is monotonous so that students get bored easily. 3) there are a lot of students who being passive in class. 4) teaching centre. the lecturer dominate the romadhon, s., & qurohman, m. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(1) 18 – 24 20 teaching and learning process. 5) students still lack confidence, less fluent and do not use the correct language structure in speaking english. some studies have been done to investigate the effectiveness of guided conversation to improve students’ achievement in learning english. herlina & holandyah (2016) conducted experimental study to investigate whether or not there are significantly difference students’ speaking ability who are taught using guided conversation technique through pair taping compared to those who are taught using conventional teaching strategy in smp pti palembang. the result showed that guided conversation technique through pair taping has improved students’ speaking ability. there was significant improvement as indication on students pretest to posttest scores. according to the writers, through this method, the students started to speak english in real situation not only in theory but also practical or communication. this strategy can make students more active in learning speaking. hence, it can improve students speaking achievement. based on that, the researchers are interested and have the notion that the guided conversation is an alternative solution to the problems in the english in mechanical engineering class.therefore researchers are interested in conducting research with the title "the increasing of speaking using guided conversation for mechanical engineering student at politeknik harapan bersama tegal". based on the background above, the formulation of the problem in this study is: how the application of the guided conversation can improve english speaking skills in the sixth semester students of mechanical engineering study program and whether the application of communicative methods can improve speaking skills of mechanical engineering students? 2. method this study employed classroom action research in which consist of 2 cycle. the technique of collecting data used was using instruments research that can be used to obtain information and data needed include: observation, questionnaires, documentation and test. the research conducted is one of the efforts made to see the effect of using guided conversation on student learning outcomes. the basic competencies conveyed to students in this study are material taken based on the syllabus in class vi semester and adjusted to the time of the research in mechanical engineering. the steps in learning are as follows: 1) the lecturer distributes question sheets to students to be chosen randomly by students. 2) students take the question sheet 3) the lecturer gives students 10-15 minutes to answer the questions correctly 4) students discuss with their group friends the questions they get 5) students appear in front of the class to discuss answers from each student 6) lecturers as facilitators give responses to the answers of each participant, but still provide opportunities for other groups or students to provide additional other answers. 7) the lecturer gives conclusions on the activities carried out the subject of this research is mechanical engineering students in the sixth semester of politeknik harapan bersama tegal in academic year 2018/2019 which consists of 30 students. table 2 gives the details of a list of questions about everyday and phenomenal things. romadhon, s., & qurohman, m. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(1) 18 – 24 21 table 2. list of questions no questions 1 what is your opinion about our campus? 2 what do you prefer, hot tea or ice tea? why? 3 do you agree if we speak english every day?why? 4 could you tell me where is transmart from our campus? 5 do you know mecca? please tell me about it! 6 do you like english? why? 7 what is your favorite song? why do you like it? 8 could you explain to me the meaning of “witing tresno jalaran soko kulino”? 9 what is your favorite artist? why do you like him/her? 10 what is favorite food in your town/city? could you tell me about it? 11 do you like sport? what sport do you like most? why? 12 we must bring dictionary in our class, do you agree? why? 13 have you ever gone to prambanan temple? please tell me about this temple? 14 many people from other country said that bali is the beautiful island. could you tell me the reason? 15 do you know about the story of sumanto? please tell me about him! 16 have you watched the opening of asian games? what is your opinion about it? 17 please explain about tegal city? 18 could you help me to explain about brebes city? 19 what is your plan after completing your study? 20 what is your favorite subject (mk)? why do you like it most? 21 some people said that love is blind, could you tell us about it? 22 which one do you choose love or money? why? 23 what do you prefer visit usa or japan? why? 24 could you tell me why we should clean our hand before we eat something? 25 which one do you choose; shopping at traditional market or mall? why? 26 have you ever watched “dilan”? what is your opinion about this character? 27 what is the most interesting destination in your town? 28 do you like watching tv? why? 29 if you were a businessman, what business you will run for? why? 30 what is your opinion about mr prof bj habibie? 31 have you ever done self hipnotherapy? please give comment! 32 do you know mama lauren? please tell us about her! 33 have you ever known about toefl? what is it? 34 do you have horror story? please tell us 35 what is your favorite animal? why do you like it most? romadhon, s., & qurohman, m. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(1) 18 – 24 22 3. results and discussion fluency results of student speaking using guided conversation. based on the results of the action research conducted on 30 students of mechanical engineering study program in speaking learning through a guided conversation, it can be seen that the student's speaking fluency improvement results in each cycle. in the first cycle the percentage of students' speaking fluency value was 65% with student learning completeness reaching 50% or 13 students declared complete learning. but learning in the first cycle has not achieved classical mastery learning even though learning runs smoothly and without significant obstacles. it is said that it has not been completed in a classical manner because students who get a minimum score of 74 or above 74 are only 13 students. so that, that the second cycle needs to be done. in the second cycle of learning there has been a percentage increase in the results of fluency speak 20% of the average value of 65% to 85%. classically, students of mechanical engineering have achieved 100% learning completeness with an average score of 85.90% of students' speaking ability. this shows that english language learning especially in speaking with guided conversationes can improve the fluency of speaking by 30 students. results of speech loudness of students with guided conversation the guided conversation that has been implemented in speaking learning students of the english language study program at mechanical engineering students have shown an increase in speaking skills in the loudness aspect of speech. in the first cycle the percentage of the average student speaking loudness was 68% with student learning completeness 50% or 13 students from 26 students were declared complete learning. but classically learning in the first cycle has not achieved learning completeness because the percentage of students who get a score of 74 or above 74 is still 50 percent. in the second cycle of learning, there was a percentage increase in the results of loudness talking by 20% from an average value of 68% to 88%. classically learning in cycle ii has achieved mastery learning that is reaching 100% with an average speaking ability of 85.90% students. this shows that learning to speak english using a guided conversation can increase the loudness of speech by 26 students of mechanical engineering. results of prosecution talking to students with a guided conversation based on the results of research conducted by researchers in learning to speak english by using a guided conversation can be seen an increase in the results of student suicide in each cycle. in the first cycle, the percentage of students' speaking speaking average score was 70% with the completeness of students 50% or 13 students from 26 students were declared complete learning. the average speaking wrestling reaches 70% but classically has not achieved mastery learning because students who complete only 50%, so learning is carried out in the second cycle so that students' speaking skills can be improved. in the second cycle the percentage of students' mastery learning outcomes in terms of suitability spoke of experiencing a 16% increase from the average value of 70% to 86%. 26 1st semester students in the 2018/2019 academic year of mechanical engineering students have achieved 100% learning completeness with an average score of 85.90. improved learning outcomes in the assessment of speaking skills with the guided conversation in each action can not be separated from the interesting way of learning lecturers and the selection of appropriate and varied methods to improve student speaking skills, learning that is designed with good preparation, with suitable media will make students more interested and motivated so that learning outcomes increase. romadhon, s., & qurohman, m. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(1) 18 – 24 23 to sums up, the application of guided conversation method can improve students' speaking skills. the improvement in these skills occurred both in terms of fluency in student speaking, student loudness, and student speech. likewise with learning english, especially in learning speaking, in this case students are also required to be able to communicate in everyday life not only by learning the theory of language itself but using it will be more meaningful and useful for achieving maximum learning outcomes. 4. conclusion and suggestions based on the results of research improvements that have been made, it can be concluded that the results of speaking using guided conversation in cycle i percentage of speaking fluency of students of cycle i is 65%. in cycle ii learning there has been an increase in the percentage of speaking fluency results by 20% from an average value of 65% to 85%. classically the students of engineering study program have achieved 100% mastery learning with an average score of 85.90% students' speaking ability. in terms of the results of loudness speaking using guided conversation in cycle i the percentage of students' average loudness value was 68% with student learning completeness of 50%. while in cycle ii learning, an increase in percentage of loudness results in 88%. hence, the result of speech speaking complications using guided conversation in cycle i the percentage of students speaking speech average was 70%. in cycle ii so that students' speaking skills could be improved. in the second cycle, the percentage of students' mastery learning outcomes in terms of speaking disorder was 86%. based on the research that has been carried out, there are a number of things that need attention: 1) lecturers are expected to be able to use appropriate learning media in order to anticipate all the deficiencies that exist so that the material can be conveyed properly; 2) lecturers in delivering learning material are expected not to use just one learning method. by using a variety of learning methods that are expected to create a good learning atmosphere, fun, and able to improve student learning outcomes; 3) this research is only limited to one learning material using the guided conversation method, therefore it is expected that other researchers will be able to try different learning media to be able to improve student learning outcomes. (4) researchers also suggest further researchers to conduct research with different designs, for example, to determine the effectiveness of the guided conversation method on the ability to speak english in the same study program or different study programs, for example, to examine the effectiveness of the guided conversation method on the ability of accounting, midwifery, computer, informatics, electrical, dkv, etc. -other. 5. references ganyaupfu, e. m. (2013). teaching methods and students’ academic performance. international journal of humanities and social science invention, 2(9), 29-35. herlina, h., & holandiyah, m. (2015). teaching speaking skill by using guided conversation technique through pair taping to the seventh grade students of smp pti palembang. edukasi: jurnal pendidikan dan pengajaran, 2(2), 107-120. khameis, m. (2007). using creative strategies to promote students’ speaking skills. romadhon, s., & qurohman, m. / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(1) 18 – 24 24 omwirhiren, e. m. (2015). enhancing academic achievement and retention in senior secondary school chemistry through discussion and lecture methods: a case study of some selected secondary schools in gboko, benue state, nigeria. journal of education and practice, 6(21), 155-161. stanfield, r. (1997). the art of focused conversation. toronto: canadian institute of cultural affairs. retrieved from http://www.theshoopgroup.ca/articles-of-interest/the art of focused conversation.pdf enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 3 no. 2 december (2018) 61 – 66 enjourme (english journal of merdeka) : culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index star trek and utopian future: race, gender and the cultural imagination analysis 1 ika destina puspita, 2 widyarini susilo putri 1 universitas teknologi surabaya, jalan balongsari praja v no 1, 60186, surabaya, indonesia 2 university of merdeka malang, jalan terusan halimun 11b malang, 65146, , indonesia corresponding email: ika@ypps-uts.ac.id a r t i c l e i n f o a b s t r a c t article history: received 11 april 2019 received in revised form 22 april 2019 accepted 22 april 2019 available online 03 may 2019 science fiction as one of the popular culture genre, usually take theme about the future and utopias world. one of the popular sci-fi movies serial are star trek. the movies have so many issue talks about american dream, the dream of american’s utopia world as the better world for human being. the image of future society represented detail and well in these movies. how star trek give new perspective of future technology and how the american society in the future depicted in the movies will be discussed using american study theories, semiotic, and socio-cultural approach. the success of the movies brings the viewers to new world of star trek utopia. the world where human lived in peace and prosperity supported with high advance technology. © 2019 enjourme. all rights reserved. keywords: future, science fiction, start trek, technology, utopia. doi: 10.26905/enjourme.v2i2.2956 1. introduction one of the genre in popular literature is science fiction or popular with term sci-fi. sci-fi is a genre of fiction in which the stories often tell about modern science and technology of the future world. it is important to note that sci-fi has adopted the principles of science; these stories involve partially true, partially fictitious laws or theories of science. it should not be completely believable as the reality, because then it ventures into the fantasy. (scifidefinition, n.d.) the sci-fi plot story creates situations which is different from both of the present day and the known past as the result of the advance in technology. sci-fi texts not only about the advance technology but also include a human being element, explaining what effect of new discoveries, happenings and scientific developments will have on human and society in the future. since sci-fi is about incredible technology, it’s often set in the future, in space, on a different world, or in a different universe or dimension. based on the set of the movies, the science fiction movies can generally be separated into three basic categories: 1. space flight 2. alien’s invaders 3. futuristic societies (utopia world), in every categories usually have sophisticated creatures that totally different with the shape of normal human being. one of the popular science fiction movies and television serial is star trek. at the beginning star trek was intended by its creator gene roddenberry to address significant social and cultural issues of the 1960s, the years where can be seen as a place to begin looking at human thought between modern and postmodern, as an indicator of the change in the cultural imagination. in star trek the society was depicted as new concepts of unity without see the differences in racial and gender background. the adventures of the multi ethnic crew in star trek’s interstellar vessel the enterprise can be used as portrait the utopian future of human mailto:ika@ypps-uts.ac.id puspita, ika destina & putri, widyarini susilo / enjourme vol. 3 no. 2(2018) 61 66 62 being. the utopian future depicted in star trek succeed attract many people to seen the movies and it became popular as the reference for sci-fi movies. the object analysis is the serial of star trek movies, since its premiere there are actually 13 star trek movies and this analysis only take 3 series: star trek (2009) star trek into darkness (2013) star trek beyond (2016) star trek images the demand for social change and equality, and the desire for a more ethical existence not just between human, but also all universe. the concept of new social may called as “imaginary society”. the ideas that the movies tried to tell about the utopian future and society will be analyzed deeper in this paper. the phenomena of utopian future is interesting to be analysis, it could be a new form of american dream of the author and can be accepted by many people as social dream. 2. method as product of the society, movie has closed relationship with the culture of the people or country that produces it. since star trek movies was produced by hollywood mean that the movies also depicted the american culture. spiller in his article unity and diversity in the study of american culture: the american studies association in perspective has stated: the role of america world power have adapted in field of academic disciplines especially in socio science. the cultural nationalism of the united states spread around the world through technology and gave the scientific disciplines something of nationalistic flavor. it was the time where america takes action to give deeper knowledge about american itself using any resources that be used to tell the world how important the role of america for the world.(1973, p. 611) the culture of the country itself is somehow complex. american culture “has been characteristically heterogeneous rather than homogeneous” (spiller, 1973, p. 613). its people come from various ethnics, religion, social and cultural background, etc. and the culture certainly does not develop in short time. america builds its identity throughout the history of from the past until present. the result is american culture that can be understood as complex culture as it is multifaceted and encompasses a vast range of time. because of its complexity of the culture, the study of the country and its society needs more than one discipline and approach. neil campbell and alasdair kean have stead in their book entitled american cultural studies: an introduction to american culture. an american study is interdisciplinary methodology, cooperation between different disciplines but still in its own distinctive working practices. american studies try to explore any possibility to develop the method and mix it in order to boarder the research. (campbell, 1997, p. 2) hence, american studies “encompasses a vast range of disciplines (which are intermingled and interrelated), all of which, in one way or another, are trying to describe the cultures of united states” (“what is american studies”, n. d.). the studies involves history, literature, art, economics, cultural studies, ethnic studies, women studies, media studies, film studies, among other fields. one issue which becomes important in american studies field present days is the study of popular culture. popular culture has been termed as everything from common culture, to folk culture to mass culture (pop culture, n. d.). john storey stresses that popular culture comes from the urbanization of the industrial revolution (mass culture, n.d.). thus, it can be understood that pop culture comes from low class society. in the modern era, the social signification of popular culture can be mapped based on how the culture identified with mass culture. it can be said that mass culture is popular culture which is produced through industrial technique of mass production and marked to mass consumers to get profits (strinati, 2003, p. 2). macdonald has stated (as cited in strinati, 2003) that mass culture is created by expert who are recruited by capitalists. these experts adopt the dominant culture of society, mold it with certain techniques, then produce it in large quantity and finally bring the new culture to mass consumers. the new culture is created in such a manner so it can be accepted by high and low class society so it can collapse the gap between high and low culture. movie is a product of popular culture which has been processed to be mass culture. john belton in his book entitled movies and mass culture has stated: the movies are integral part and have very close relationship with mass culture. it’s affecting each other, each interacts with, and they mutually determine one puspita, ika destina & putri, widyarini susilo / enjourme vol. 3 no. 2(2018) 61 66 63 another. from the film making, if films and filmmaker produce culture, they also produced by culture itself. that’s way it is impossible to separate between films and filmmakers from the society within which they lived. since the real society not always good enough for some people, they then try to create an imaginary society that fulfill their needs and aims. this imaginary societ y is created based on their dream. it may seem a utopia for other people, but for those who believe in it, it’s the escape place. the ‘social imaginary,’ according to taylor the social imaginary ‘is not a set of “ideas”; rather it is what enables, through making sense of, the practices of a society.’ (taylor 2003) it is quite obvious that movie is closely related to society. it usually conveys many ideas and meaning and represents what happen in reality as well as beliefs and values embraced by society. in building and transferring its meaning, movies uses its particular way, in this case using signs and codes which often have deeper meaning and idea of the movie completely, these signs and codes have to be analyzed further. therefore, semiotic film theory is applied in the research. monaco has given a further explanation about semiotic film theory in his book how to read a film: film can be treated as language like language, and since it is can be seen as language, some of the methods that we use to study language might suitable be applied to study a film. but, since film is not a language using pure linguistic concepts can be misleading the research. for the fifties and early sixties, it stated that between written and spoken language can be analyzed as a sign. sign in study of language inclusive category is known as semiotics. ever since the beginning of film history, theorists have been fond of comparing film with verbal language as one of the way communication. based on what is explained by monaco, it can be understood that semiotic film theory is applied in the research to analyze the system of signs in the movie analyzed. in this analysis, what is applied is the theory of the prominent figure in semiotics, roland barthes. roland barthes based his theory on semiology of ferdinand de saussure who is often claimed as a source thinker of contemporary semiotics beside charles sanders peirce, as they found this science in around the same time without knowing of the researches of the other. it can be said that barthes’ theory is the development of saussure’s theory. saussure defined ‘sign’ as the union of the ‘signifier’, a form which signifies, and the ‘signified’, an idea signified (stam, 1992 p. 18). according to saussure, sign the relation between signifier and signified, is arbitrary (storey, 1996, p. 55). the relation between the signifier and the signified is not constructed naturally but rather conventionally. a signifier opens many chances for various signified or meaning. roland barthes then developed saussure’s scheme that signifier+ signified= sign and added to it a second level of signification which he called ‘two semiological systems’ (barthes, 1999). in barthes’ system, there are two stages of signification which are denotation stage and connotation stage. the sign produced in the connotation stage is interpretative and depends upon one’s social and cultural experience (turner, 1993). in accordance with this, to interpret the signs in the movie analyzed, socio-cultural approach is needed in the study. it has been stated that: a socio-cultural approach needs for induvial to know about the cognitive process. this approach is based on the concept of society and culture shape. the elements of social culture such as social customs, beliefs, values, and language affected the personal identity and reality. according to this approach, what a person idea and the way of thinking are based on his or her socio-cultural background. (psychology glossary, n.d.) from the explanation, it is clear that the way people behave, think, and interpreting something is influenced by their social and cultural background. thus, to understand the meaning of the movie completely, socio-cultural approach is applied. besides, the movie analyzed deals with social and cultural conditions, thoughts and behaviours of america society. it means that the movie represents social and cultural phenomenon which exist in reality. that is why socio-cultural approach is significant in the analysis. 3. results and discussion star trek and the social imaginary as taylor’s insistence on the social imaginary practices and actions as opposed to abstract ideas and theories of the pragmatist tradition. taylor (2003) argues for the inclusion of ‘moral order’ as an integral component of the social imaginary. a moral order may be understood as a normative standard that underlies and helps us to legitimize our present institutions and practices, but it can also be understood prescriptively: ‘a moral order can stand in another relation to reality, as one not yet realized, but demanding to be integrally puspita, ika destina & putri, widyarini susilo / enjourme vol. 3 no. 2(2018) 61 66 64 carried out.’ the term ‘social imaginary’ mean that societies develop as a result of imagined futures. in star trek the concept social imaginary concept in the future is pictured in uss enterprises, the crews of the vessel are come from various race, gender and origin. the mission of uss enterprises: "space: the final frontier. these are the voyages of the starship enterprise, its five-year mission: to explore strange new worlds, to seek out new life and new civilizations, to boldly go where no man has gone before" (roddenberry & coon, star trek 1966-69). in star trek the author use the concept of blonde man as hero, captain james t. kirk. kirk was the portrait of human being that have superior ability than the other creature, he was able to lead and solve the problem that faced by uss enterprises .in one of the scene captain kirk faces a member of the alien species, gorn, a bipedal reptilian humanoid from a technologically advanced race. in the end, kirk is victorious after fashioning a rudimentary cannon and gunpowder from the resources made available to him on the planet's surface and his use of modern natural science. similarly, though ultimately defeated (but not killed), the gorn manages to create an oldowan-like axe made of stone. in this respect, kirk is portrayed as superior due to his use of modern science by creating a projectile weapon as opposed to the gorn who is placed in a more primitive state by his use of a stone axe, a symbol of the pre modern human state of evolution. in a battle to the death, the struggle to kill the opponent and it was concept of survival. from the mission of the uss enterprises that to builds new civilizations in which everyone is life in peace. this kind of society that can be life in peaceful, respect each other and equal is the utopia of the american society in the future. but star trek portrays many of the predominantly modern fears of humanity: computer run societies, the replacing of man by machine, the loss of self, and, above all, the loss of control. these fears, however, prove not simply to be manifestations of the modern era, but in their own way depict. when humanity is losing the utopian future no longer exist. this serves to remind people that the very technology that has supposedly placed humanity at the ‘top of the food chain’ in many ways proves to be our greatest vulnerability. furthermore, the superiority of the machine as the future of mankind, but in many ways also questions the ethnographic superiority of man over the ‘other’ (in this case the alien). the diversity that the author tries to markup using the movie can be seen when the space station is populated by a wide variety of alien races portrayed by a remarkably diverse cast including not only blacks and whites, but actors of asian and middle eastern heritage. another example is benjamin sisko, the africanamerican that become captain of the space station. in star trek, it also can be found the critics about superior and inferior society class toward characters of spock and khan. spock is son of a human mother and a vulcan father. he is a child of two worlds and is therefore often said to have "no true place in this universe." spock’s hybridity becomes a reason for prejudice and racism as is evident through his childhood bullying problems and his strained relationship with his father. khan is a product of the eugenics war, the last world war before earth was unified without true borders or states. the eugenics war, much like the name suggests, was a battle between humans attempting to create a genetically superior race, which led to the creation of khan. gender in star trek also become big issue, women is portrait as incapable creature. it can be in lieutenant mcgivers character. lieutenant mcgivers helps dualistic portrayal of women as week and quick to change. the author portrayal of women seems to follow the madonna/whore concept: women are either glorified or detested. in both scenarios, women are objectified. the first concept of glorification is most evident with the creation of lt. uhura (nichelle nichols), yeoman janice rand (grace lee whitney), and nurse chapel (majel barrett). uhura, rand, and chapel are all objectifications insofar as the concept of femininity and sexuality is concerned. their depiction is often shown as oversexed and seductive, vulnerable and emotional. this is evident in the second pilot when spock calls dr. elizabeth dehner "emotional" by stating "she is illogical and emotional, i am not. i am purely logical." (peeples & goldstone, 1966). it seems that a main contributing factor towards the objectification of women throughout the series as secondary characters can be attributed to the cultural imagination and perception of the roles women at the time of the creation of star trek in the 1960s. some view into the cultural imagination of that era can be seen from material of the actual production of the movie, which was not made available to the viewing audience. the original star trek pilot the first officer "number one," was a woman, a concept that author was forced to change due to the social pressures and expectations of the time: to have a woman play such an important role on movie was inappropriate because at the time a woman could not have held a high rank. star trek is critic to a reflection on the cultural imagination of the 1960s, not only addressing the issues of race but also gender in the case of become number one (pilot). the 1960s, the birth of star trek, brings to mind a call for social change as in social movements, such as the civil rights movements, and to an extent even in the space race between the united states and the soviet union. these cultural sentiments are reflected throughout star trek "we must learn to live together or most certainly we will soon all die together" (roddenberry as quoted in bernardi, 1997). the machine, a symbol of modernity and progress is ever present, puspita, ika destina & putri, widyarini susilo / enjourme vol. 3 no. 2(2018) 61 66 65 teaching a lesson on humanity can be seen through uhura’s ever-present technological ear piece which brings bridge between technology, the alien and the female. another different future concept that star trek try to build for example: general order number one, or the prime directive of the united federation of planets was designed to comment on and critique aspects of contemporary north american culture that conflicted with author secular humanist ideology. 4. conclusion and suggestions star trek offers a vision of the future that has effected change in society toward utopian ideals. star trek’s message succeeded because working within, and working to transform, the social imaginary of the united states in the 1960s, star trek had to present a world in which its audience could imagine them participating, and thus could not venture too far ahead. its audience moved beyond the world that star trek actually presented to start building the world that star trek claimed to present. it is a measure of the success of star trek’s message that contemporary viewers now recognize the limitations of its presentation. 5. references barthes, r. (1999). mythologies. (a. lewis, trans). new york: hill and wang. belton, j. (1996). movie and mass culture. london: athlone press. campbell, n., & kean, a. (1997) american cultural studies: an introduction to american culture. london: routledge. from http://books.google.co.id/books/id=5p29emxnu0qc&dq=american+cultural+studies:+an+introduct ion+to+american+culture cinematic term: a film-making glossary. (n. d.). film terms glossary dictionary. from http://www.filmsite.org/filmterms.html duchesne, scott k. (2001).play vs. presence in star trek. university of guelph, sduchesn@uoguelph.ca giannetti, l. (1987). understanding movies. fourth edition. englewood cliffs, new jersey: prentice hall, inc. gene roddenberry the star trek philosophy (pdf) from: https://www.google.com/www.niatu.net%2ftransfictiontrek%2fdownload%2fgene-roddenberry-stphilosophy.pdf http://www.startrek.com/database_article_navigator gun, james. (2010). science fiction around the world. world literature today. accessed 11 january 2016 from http://www.jstor.org/stable/27871077 kozinets, robert v. (2001). utopian enterprise: articulating the meanings of star trek ’s culture of consumption. the university of chicago press. accessed on 16 august 2014 from http://www.jstor.org/stable/10.1086/321948 mass culture. (n.d.) from http://www.artandpopularculture.com/mass_culture monaco, j. (2000). how to read a film: the world of movies, media, and multimedia. new york: oxford university press. psychology glossary: socio-culture approach. (n.d.) from http://www.alleydog.com/glossary/definition.php?term+socio-cultural%20approach spiller, r. (1973). unity and diversity in the study of american culture: the american studies association in perspective. american quarterly, 25(5), 611-618. from http://links.jstor.org/sici?sici=00030678%28197312%2925%3a5%3c611%3auadits%3e2.0.co%3b2-1 muller, peter. star trek the american dream continued? from: pmueller.de/blog/startrek.html?file.../pdf/peter...startrek...pdf http://books.google.co.id/books/id=5p29emxnu0qc&dq=american+cultural+studies:+an+introduction+to+american+culture&printsec=frontcover&source=bn&hl=id&ei+fcucs5hnmyb2sgoe25x9aw&sa=x&oi=book_result&ct=result&resnum=4&ved=0ccyq6aewaw#v=onepage&q=&f+false http://books.google.co.id/books/id=5p29emxnu0qc&dq=american+cultural+studies:+an+introduction+to+american+culture&printsec=frontcover&source=bn&hl=id&ei+fcucs5hnmyb2sgoe25x9aw&sa=x&oi=book_result&ct=result&resnum=4&ved=0ccyq6aewaw#v=onepage&q=&f+false http://www.filmsite.org/filmterms.html mailto:sduchesn@uoguelph.ca https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=23&cad=rja&ved=0ceaqfjacobq&url=http%3a%2f%2fwww.niatu.net%2ftransfictiontrek%2fdownload%2fgene-roddenberry-st-philosophy.pdf&ei=2nt1uzaeky7kraehpogqaw&usg=afqjcneiy7omuuwgbyfmarkzqwaqjxmwjw&sig2=mtxphcxyoqq1lyc2q50vkq&bvm=bv.45512109,d.bmk http://www.startrek.com/database_article_navigator http://www.artandpopularculture.com/mass_culture http://www.alleydog.com/glossary/definition.php?term+socio-cultural%20approach http://links.jstor.org/sici?sici=0003-0678(197312)25%3a5%3c611%3auadits%3e2.0.co%3b2-1 http://links.jstor.org/sici?sici=0003-0678(197312)25%3a5%3c611%3auadits%3e2.0.co%3b2-1 puspita, ika destina & putri, widyarini susilo / enjourme vol. 3 no. 2(2018) 61 66 66 murphy, graham j.(2015). archivization and the archive-as-utopia in h.g. wells’s the first men in the moon and “the empire of the ants”. jstor. accesed on 28 march 2016 from http://www.jstor.org/stable/10.5621/sciefictstud.42.1.0001 storey, j. (1996). cultural studies and the study of popular culture: theories and method. edinburg: edinburg university press. strinati, d. (2003). popular culture: pengantar menuju budaya popular. (a. mukhid. trans). yogyakarta: bentang budaya. the history of star trek study guide.pdf film education from www.filmeducation.org/pdf/film/historyofstartrek.pdf turner, g. (1993). film as social practice. second edition. new yok: routledge. yasin, bugra. (2018). utopia as ‘genuine progress’: adorno and the historicity of utopia. sage. retrieved on 12 december 2018, from https://journals.sagepub.com/home/the what is american studies?. (n.d.). encyclopedia of american studies. from the john hopkins university press website: http://eas-ref.press.jhu.edu/ https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=6&cad=rja&ved=0cfyqfjaf&url=http%3a%2f%2fwww.filmeducation.org%2fpdf%2ffilm%2fhistoryofstartrek.pdf&ei=snd1uzsriikuraehxygwda&usg=afqjcnheeidfyoyzvyaexghwdvxmog0b7q&sig2=vccgtkuygi0zggga1p7r2q&bvm=bv.45512109,d.bmk http://eas-ref.press.jhu.edu/ enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no, 1, july 2020, page 102–107 enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index developing a teaching supplementary worksheet for morphology class 1 hanifah, 2 widyarini susilo putri 1 pendidikan bahasa inggris, fakultas ilmu pendidikan, universitas wahab hasbullah, jl. garuda no. 9, 61413, jombang, indonesia 2 diii english program, faculty of politics and social sciences, universitas merdeka malang, jl. terusan dieng no. 62-64, 65146, malang, indonesia corresponding author: hanifah@unwaha.ac.id a r t i c l e i n f o a b s t r a c t article history: received 29 april 2020 revised 01 july 2020 accepted 07 july 2020 available online 31 july 2020 morphology is one of the classes that should be joined by english department students. however, the conventional way to measure the students’ understanding seems unsuccessful. a lecturer of morphology class claimed that written exam in every material given in the classroom was less successful and students tend to be extremely bored when they faced the exam. based on this phenomenon, the researcher and the lecturer came to the idea that students need to have a new method to measure their understanding. in addition, game is used because it is believed that game is an interesting tool to make students more excited so that they will give much attention on the exam. research and development design was used to produce the worksheet product. to finish this product, researcher adopted some steps invented by borg and gall which covered need analysis, product development, expert validation, revision, try out and revision. there are 11 games compiled in this worksheet product. each game provides instructions to play the game and material needed. as the result, students stated that this method, using games, met their need in morphology class. © 2020 enjourme. all rights reserved. keywords: morphology worksheet games research and development doi: 10.26905/enjourme.v4i2.4148 how to cite this article: hanifah, h., & putri, w. (2020). developing a teaching supplementary worksheet for morphology class. enjourme (english journal of merdeka) : culture, language, and teaching of english, 5(1), 102–107. doi:10.26905/enjourme.v5i1.4148 1. introduction according to godby, jean, wallace, and jolley (1982) morphology is the study of the way when words are constructed out of smaller meaningful unit. in addition, halawa, raflis & reni (2017) stated that this smallest unit was called morpheme having the uniqueness caused by derivation and morpheme inflection when combined with other morphemes. if the morpheme derivation is compared with the free morpheme, it will have a different meaning and sometimes even change the word class. while morpheme inflection is compared with free morpheme, it will have a grammatical function. the most enjoyable study for the learners is through games. arifin and purwanti (2016) stated that games effected students on their creativity, activeness, and interest on learning process in the class. another idea was given by caganaga (2016) saying that games should be applied in mailto:hanifah@unwaha.ac.id enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 102–107 hanifah, h., & putri, w. (developing a teaching supplementary worksheet for morphology class) 103 the second language learning classrooms in terms of providing an atmosphere for english as a foreign language (efl) learners in which there are fun, motivation and high learning performance. an interview was done before the researcher decided to make this book. this interview was given to a lecturer who has tough morphology for two semesters in a university in jombang, unwaha. the lecturer stated that the learning process in the classroom ran quite well but learners did not look interested in the subject when attending the class. this influenced their academic achievement because it was easy for them to forget the materials given in the class. consequently, the lecturer thinks that it is needed to add a media to support the learning process. based on this need, the researcher feels that an additional reference as the source of study is needed to support learners to follow the learning process well in morphology class. this media is a game book to make them enjoy joining the class so that it will make them easier to understand the theory by playing games related to the topic. this game book becomes the researcher’s choice because it is believed that games can be use for learners’ different levels of ages, and when they are used with other teaching methods, they create diversity which is ideal for school work (ingvar sigurgeirsson. 1999. p. 80). this research aims at developing a supplementary material for morphology class. this research is expected to be useful for not only lecturers but also learners. for lecturers, it will help them to create a more interesting and interactive class through some games and they will have some guidance in how to do the games written in the book in their classroom activity while for learners, it will meet their target to understand the materials given better through the more interesting way given by their lecturer. by developing the book using research and development method, it is hoped that the book produced can facilitate the language learning of the learners (tomlinson, 2012). based on the previous statements, the researcher sums up that both lecturers and learners need an additional learning media to face the class target. this material development is focused on games which can support the teaching and learning process in morphology class. in other words, material development becomes the main thing to produce the product. based on tomlinson (2011), material development is both a field study and a practical undertaking. the field study covers the principles and procedures to design, implement, and evaluate the language teaching materials while the practical undertaking plays in everything done by the teachers, writers, or learners to provide sources of language input. material developers may create textbook, tell stories, give advertisements in the classroom, provide samples of language use, or read a poem aloud. learning media is another aspect that is extremely important because it is everything that can help teacher to deliver the lesson (message) to the students (receivers) to make the lesson clearer and easier to understand and absorb by the students (baidawi, 2016). this media is expected to make students enjoy more in learning process so that they can understand better the materials delivered by the lecturer and meet the target. previous study relating to the research and development (r&d) of teaching media was found. pradipta & sadiq (2016) created student vocabulary worksheet by using affixes. it was made for students of grammar for english teacher class. the result revealed that the aspect of validity has met the criteria development of students’ vocabulary to learn the material additive that has been prepared to have a very good quality. another study found is riyadi, degeng, & junining (2019) who developed an instructional game “adventure of word” to improve morphological awareness on vocational higher students, and it was stated that their product was pretty good and was suited to be applied in morphology class. hence, sukirman (2018) designed a worksheet of english academic words for english students. this worksheet used forms of word search, puzzle, jumbled letters, and word formation, and everything was in applied in written exam. differently, this study is aiming in developing worksheet book. however, this current study is trying to developing worksheet book for morphology class. enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 102–107 hanifah, h., & putri, w. (developing a teaching supplementary worksheet for morphology class) 104 2. method the research design used by researcher in this research is research and development (r&d). then, the researcher adapted some steps of research and development of addie standing for analysis, design, develop, implement and evaluate that was invented by (borg & gall, 2003). the first step is analysis. in this step, the researcher interviewed both the lecturer and the learners to know what is needed in morphology class to reach their target and whether they need additional references to make the class more effective. basically, this phase is similar to need analysis where need analysis is a set of procedures used to collect information about learners’ needs (richards, 2003). the second step is designing. after doing the analysis, the researcher started to design the game book as the additional source for the classroom activity. this design was based on the goals or objective of the learning process. the researcher made a blueprint of material framework and selected some games suiting the learning target. the next step is product development. this process was done by consulting the product that the researcher made to some experts get suggestions and critics related to the feasibility of the product. there were two experts that got involved in this research; material expert and media expert. after getting some comments and suggestion, the researcher did the product revision. the fourth step is implementation. this phase deals with the trying-out the product. in this case, the product is tried out to the learners in morphology class. after learners had got the material from the lecturer, the researcher did the games based on the game book. the researcher used questionnaire to obtain some suggestions from the user and to analyze whether games given were suitable with the learning target. the last step is evaluation. in this part, the researcher evaluated the product based on the suggestion from the experts and the users. this phase is designed to measure the quality rate of the materials after being implemented. it measures the content of the developed materials. some instruments used in this study were interview and questionnaire. interview was used to obtain the data from the lecturer to know what was needed in the classroom activity to support students to reach their goal while questionnaire was given to students to attain the data about what learners needed and some problems they faced in morphology class. in addition, validation sheet from the experts played an important role in designing the game book for the learners. after having some data, the researcher started to develop the game book which could be used by the lecture to create a more interesting and attractive class for the learners so that it could help learners to understand the material well through games given. 3. results and discussion the research finding was gotten from questionnaire, interview and validation from experts. the questionnaire, which is given to 25 learners who joined morphology class, showed that the learners thought that morphology class should have been fun because it needed deep understanding. when the class was too serious and was only done by lecturing and discussion method, it would not help them to understand the material easily. they said that game involving some materials they learnt were needed. table 1 shows the result on students’ questionnaires. the developed product was consulted to the experts several times. some aspects were evaluated; content appropriateness, presentation appropriateness, language appropriateness, and lay-out appropriateness. after getting evaluation, the product was tried out in a class. these learners were given questionnaire to give some suggestions or criticize the games given in the class. after this product was consulted to the expert, she recommended to give more order sentences so that the instruction in the worksheet book would have clearer instruction. then, this book was revised after getting suggestion from expert and being tried out to the class. the suggestion and critics from both expert and students can be seen in table 2. finally, this worksheet book has 11 games that can be applied in morphology class. each game has some components such as objectives of the study after doing games, instruction, instruction, game board, answer key of the games played, and how to choose the winner of the games. the book map of game book can be described in table 3. enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 102–107 hanifah, h., & putri, w. (developing a teaching supplementary worksheet for morphology class) 105 table 1 – students’ questionnaire question percentage of “yes” percentage of “no” percentage of “middle” do you enjoy your morphology class? 75% 8% 17% are you bored of written exam in morphology class? 92% 4% 4% do you think that games will make your class more interesting? 100% do you need a more modern way in your exam? 96% 4% table 2 – expert’s and students’ suggestions and critics expert students pictures are needed to make it more interesting. instructions given in games should be clear. the component in each unit should be consistent. the game board in lexical and derivational games should be printed out in bigger or larger paper additional morphemes for some games. some games take too much time. grammatical errors were found in some instructions given in the book. the instruction must be in detail. some errors in defining inflectional and derivational finally, this worksheet book, definitely, has strength and weakness. the strength of this product is that this game book has many varieties of games so that the lecturer can easily choose which games are suitable for his class and this product mentions games which are attractive for the learners so that they can enjoy studying morpheme while the weakness of this product is that this provides games focusing on morpheme only so that other subjects cannot use this product. enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 102–107 hanifah, h., & putri, w. (developing a teaching supplementary worksheet for morphology class) 106 table 3 – book map of worksheet book games theme objectives find word lexical morpheme learners are able to identify some words having lexical morphemes correctly. derivational morpheme learners are able to identify some words having derivational morphemes correctly. snakes and ladders kinds of morpheme learners are able to mention how many morphemes are, what kinds of morphemes are based on the phrases given. inflectional and derivational morpheme learners are able to identify whether a word given has inflectional or derivational morpheme well. change question inflectional and derivational morpheme learners are able to identify whether a word given has inflectional or derivational morpheme correctly. build a pyramid free morpheme learners are able to implement free morpheme well based on the number of alphabets given. my reading derivational morpheme learners are able to find some derivational in the reading text showed correctly. crossword derivational morpheme learners are able to identify the word class of derivational morphemes from the original meaning well inflectional morpheme learners are able to identify suffix or affix without changing the word class of inflectional morphemes well find your couple bound morpheme learners are able to identify inflectional and derivational morphemes correctly. matching word derivational morpheme learners are able to combine and identify the derivational morpheme by adding affix or suffix in words given. moving place bound morpheme learners are able to categorize inflectional and derivational morpheme well free morpheme learners are able to identify free and bound morphemes of words given correctly (lexical or functional). yes no question free morpheme learners are able to categorize lexical morpheme and functional morpheme well. bound morpheme learners are able to categorize inflectional and functional morpheme correctly. alphabet finger kinds of morpheme learners are able to mentioning some words based on the kinds of morpheme stated by the lecturers. enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 102–107 hanifah, h., & putri, w. (developing a teaching supplementary worksheet for morphology class) 107 4. conclusion and suggestions this worksheet book based on games is highly needed so that the evaluation section can run much more effectively and enjoyably than using conventional way, written exam. this product is considered as a good book because it faces some aspects studied in morphology class. besides, some suggestions can be given for those who want to develop this kind of worksheet in morphology class; giving more varied games and adding some other materials that are needed in morphology class, not only focusing on morpheme. 5. references arifin, s., & purwanti, n. t. (2016). teaching speaking by using communication games for junior high school students. english teaching journal: a journal of english literature, language and education, 4(1), 54-63. baidawi, a. (2016). using visual media in teaching speaking. okara: jurnal bahasa dan sastra, 10(1), 54-65. borg, w. r., gall, j. p. &, & gall, m. d. (2003). educational research: an introduction. seventh edition. united states: pearson education, inc gozcu, e., & caganaga, c. k. (2016). the importance of using games in efl classrooms. cypriot journal of educational sciences, 11(3), 126-135. godby, et all. (1982). language files. ohio: advocate publishing group halawa, a., raflis., & reno, f. (2017). an analysis of derivational and inflectional english morphemes. jurnal ilmiah langue and parole, 1 (1), 132 – 144. ingvar sigurgeirsson. (1999). að mörgu er að hyggja. reykjavík: æskan ehf. pradita, i., & sadiq, n. (2016). developing student vocabulary worksheet by using affixes. ahmad dahlan journal of english studies, 3(1), 1. https://doi.org/10.26555/adjes.v3i1.3621 richards, k. (2003). qualitative inquiry in tesol. springer. riyadi, d. k., degeng, p. d. d., & junining, e. (2019). developing instructional game" adventure of word" to improve morphological awareness on vocational higher students. edcomtech jurnal kajian teknologi pendidikan, 4(2), 153-162. sukirman. (2018). designing worksheets of english academic word for english education department students at iain palopo, the asian efl journal, 20 (7), 221 227 tomlinson, b. (2012). materials development for language learning and teaching. language teaching, 45(2), 143. tomlinson, b. (2011). materials development in language teaching. united kingdom: cambridge university press enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no, 1, july 2020, page 1–15 enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index understanding the reading process: insights from a second grade english language learner 1 firman parlindungan, 2 irfan rifai, 3 fadillah sandy 1 curriculum and language development center, universitas teuku umar, jl. alue peunyareng, 23615, aceh barat, indonesia 2 english department, faculty of humanities, universitas bina nusantara, jl. k. h. syahdan no. 9, 11480, jakarta, indonesia 3 communication science, faculty of psychology and humaniora, universitas muhammadiyah magelang, jl. tidar no. 21, 59214, kota magelang, indonesia corresponding author: firman@utu.ac.id a r t i c l e i n f o a b s t r a c t article history: received 07 march 2020 revised 06 april 2020 accepted 08 april 2020 available online 23 july 2020 the objective of this paper is to make a theoretically informed judgement about how a child processes a text in a reading activity. a second-grade english language learner participated as the subject of this study and was observed for five times of one-on-one guided reading condition (30 minutes each). the observation focused on what happened when the child read, how and what changes occurred over time. we also focused on the individual differences and the role of knowledgeable others in helping the child processed the texts. we took notes on observable behaviors in reading processing, including monitoring activities, self-correction behaviors, and problem-solving strategies. the findings suggest some critical arguments, including (1) reading is a problem-solving activity involving multiple knowledge sources, (2) self-correction in reading is as a sign of progress, and (3) reading progress from novice to expert occurs in different path system. © 2020 enjourme. all rights reserved. keywords: reading process reading activity reading theory literacy english language learner doi: 10.26905/enjourme.v4i2.4036 how to cite this article: parlindungan, f., rifai, i., & sandy, f. (2020). understanding the reading process: insights from a second grade english language learner. enjourme (english journal of merdeka): culture, language, and teaching of english, 5(1), 1–15. doi:10.26905/enjourme.v5i1.4036 1. introduction many experts in the field of reading have conducted studies to construct theories of reading that follow particular paradigm such as cognitive, (see e.g. chall, 1983; rumelhart, 1994; samuels, 1994) or sociocultural perspective (see e.g. rudell & unrau, 2013). some may also exhaustedly study reading in the account of language socialization and literacy practices that consider diverse settings, parents’ role, and various available texts (see e.g. heath, 1983; ochs & schieffelin, 1984). different epistemological stances of understanding reading influence reading researchers in many ways, including in their definition of reading. mailto:firman@utu.ac.id enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 1–15 parlindungan, f., rifai, i., & sandy, f. (understanding the reading process: insights from a second grade english language learner) 2 for instance, with the emphasis of context or a larger social and political dimension, reading is defined as an event or a transaction involving particular reader and text, which occur at a particular time in a particular context (rosenblatt, 2013). reading is not only an accumulation of skills necessary to comprehend texts and to be success in school, but also a situated practice that emphasizes the role of language in positioning speakers and their texts within the heterogeneity of social positions and worldviews that operate in any culture, including issues of race, gender, class, and power (grant, wong, & osterling, 2007). however, a good theory of reading should be able to explain change over time, how a reader goes from novice to an expert, what propels change, individual differences or variation in progress, and role of the knowledgeable others. the objective of this paper is not to argue that particular line of research, whether cognitive or sociocultural paradigm, is more superior to the other. instead, we would like to highlight theoretical frame, especially that focuses on how young readers process text in their head to account progress during literacy acquisition. that being said, it is important to consider a definition of reading by clay (2001): reading is a message-getting, problem solving activity, which increases in power and flexibility the more it is practiced and it is complex because 1) within the directional constraint of written language attention to 2) verbal and 3) perceptual behaviors is 4) purposely directed 5) in some integrated way 6) to the problem of extracting a sequence of cues from a text 7) yield a meaningful and specific communication. (p. 102) the aforementioned definition emphasizes problem-solving and decision-making elements, and that reading is a complex process that might require abundant of efforts involving perceptual knowledge, prior knowledge, and motivation of the readers. when young readers first encounter print, they must be able to integrate word and letter perception simultaneously to make meaning of what the print says (rumelhart, 1994). it challenges bottom-up view of reading to which the processing of word is delayed until further processing of letters has been accomplished. in the remainder of this article, we describe how a second-grade student, under the pseudonym daniel, progresses over time in his learning to read. first, we explain the research method on how the data was collected and analyzed. then, we present the findings and discussion that are divided into three themes; (1) reading as a problem-solving activity involving multiple knowledge sources, (2) self-correction in reading as a sign of progress, and (3) reading progress from novice to expert in different path system. finally, we conclude the paper with some suggestions for future researchers and for practitioners. 2. method this study employed qualitative research method. we used observation, field note, and documentation as tools for data collection. the instrument for observation was based on clay’s (2013) observation survey of literacy achievement (see appendix 1). the subject was a second-grade student who was learning english as a second language. he enrolled in an elementary school situated in the suburb midwestern area of the united states. his name is called pseudonym in this study as daniel. according to his classroom teacher, daniel was a developing reader in his class compared to his peers, but was not a struggling reader. his instructional reading level was at level f, meaning that he could read independently by his own. he was beginning to understand and notice the differences between different types of books. he could read dialogue between characters (when characters talk) and could automatically recognize a large number of sight words. we drew upon five times of one-on-one observation data (30 minutes each) of daniel’s reading to explain what happened when he read, how and what change occurred over time, the characteristics of individual difference and the role of knowledgeable others in helping him read the text. during the observation, we focused on the observable behaviors in reading enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 1–15 parlindungan, f., rifai, i., & sandy, f. (understanding the reading process: insights from a second grade english language learner) 3 processing, including monitoring or noticing and searching while reading, self-correction behavior, and problem-solving activities. the gathered data were then analyzed qualitatively by grouping similar data into the same categories and reducing all irrelevant data out of the categories (negative case analysis). 3. results and discussion 3.1. reading as a problem-solving activity involving multiple knowledge sources reading activity entails a complex process requiring control of various skills. according to clay (2001), when children read texts, they link everything they know from different knowledge sources (visual, auditory/phonological, movement, speaking/articulating, and knowledge of the language). this act of reading involves problem-solving activity, which uses different knowledge sources and makes different decision to respond to the text. it is in line with rumelhart (1994) who argued that reading is not simply bottom-up process, from decoding-to-meaning, it involves “simultaneous joint application of all the knowledge sources” (p. 732). the knowledge sources that a child needs to be able to read a text are: (1) symbols and their features, (2) letter knowledge, (3) letter cluster knowledge, (4) word knowledge, (5) syntactic knowledge, and (6) semantic and discourse knowledge. with supports from the knowledgeable others, readers might be able to know how and when each kind of information can help with the decisions to read the text. clay (2001) also noted that “children make the print-to-language link only when they work from visual features in the print in reading text” (p. 174). as they search many inputs from the print, they rely on what is stored in the various knowledge sources, and then linked up those sources for making decision. young readers accumulate implicit awareness of what kinds of words or letter sequences tend to occur in print, and then they string words together trying to find the acceptable phrasing. consider the following excerpts from daniel’s reading, “eat like a pig”. daniel : pig sipped. text : pig sipped. daniel : poodle slur((stretching out)) slurp. slurped. ((looking at the picture)) text : poodle slurped. daniel : pig and poodle talk ((pointing)) talked? ((pause)) poodle talked. text : pig and poodle talked. daniel : pig chewed before he talked. ((looking at the above line)). talked. text : pig chewed before he talked. daniel successfully read suffix –ed together in the word ‘sipped’ /sip/, but then he encountered difficulty to pronounce ‘slurped’ /slərp/ and ‘talked’ /tɔk/. however, for the word ‘slurped’/slərp/ he used visual information and segmented the sounds to help him problem solved the difficulty, and he also segmented the sound in ‘talked’/tɔk/. he knew what to do when he found difficulty. in fact, clay (2001) also argued that “young children who learn a few past tense verbs ending in ‘ed’ – ‘played’, ‘mowed’, ‘tipped’, ‘stopped’ – can be hard taking the risk of adding similar endings to novel words” (p. 127). daniel, in this sense, used strategic activity to pick up information, works on it, make a decision, and evaluate the response. gough (1984), on the other hand, might explain that daniel’s word recognition is mediated by his letter recognition. as he got the –ed in ‘sipped’, he could have applied the same sound to ‘slurped’ and ‘talked’. however, the data showed otherwise. daniel’s word enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 1–15 parlindungan, f., rifai, i., & sandy, f. (understanding the reading process: insights from a second grade english language learner) 4 recognition is not dependable on his letter recognition. he evaluated the word ‘slurped’ and ‘talked’ by searching for visual information that gave him access to all other sources of information and the alternative predictions from which his decision was made. other data from daniel’s reading “a tree full of life” below confirmed similar argument. daniel : this gain ((pointing)) gi-ant ((stretching out) giant. this giant tree has a strong trunk. text : this giant tree has a strong trunk. kid reads : ko-ala ((stretching out)) koala? ((look at the picture)) koala bear lives in this tree. text : koala bear lives in this tree. considering an explanation from adam’s (2013) theory of word recognition is that reading process occurs through simultaneously active and interactive coordination of four processors: phonological, orthographical, meaning, and context. she argued that “rather than diverting efforts in search of meaning, the reader’s letterand word-wise processes supply the text-based information on which comprehension depends” (p. 803). however, adam did not provide comprehensive explanation about readers’ decision making. it provides ground breaking insights on practice though, based on eye movement research, that speed and fluency of word recognition are important. moreover, based on chall’s universal stages of reading scheme (1983), daniel’s reading explained previously might fall in stage 2 (grade 2-3, ages 7-8) or confirmation, fluency, ungluing from print. children in stage typically concentrate on high frequency words, learn more complex phonic elements and generalizations. they also use context in reading and gain fluency and speed. children in this stage need an environment that allows them having more opportunities to read as many as familiar books. however, chall’s scheme of reading is not comprehensive enough to explain children’s revision during reading, particularly their autonomous efforts to become more attentive to different kinds of information in print as they confirm their decisions. 3.2. self-correction in reading as a sign of progress novice readers often self-correct themselves while reading, particularly in reading unfamiliar words or phrases. according to clay (2001), self-correction can be used as an indicator to evaluate students’ progress in reading. self-correction is when a reader misreads a text and stops and corrects the error without prompts or signals from others. a closer look at self-correcting behaviors can provide evidence that a child develops executive control over time. daniel’s behaviors like stretching out the sound, pointing, pause, reformulation, and repetition are evidences that he knew he needed to achieve coherent, intelligible texts without the help of other persons. again, clay (2001) highlighted that “self-monitoring and selfcorrecting behaviors appear early, in the first attempts at text reading, and they persist as good indicators of changes in inner control of in oral reading for two or three years” (p. 126). goodman and goodman (2013), in addition, consider self-correction as “unexpected responses cued by readers’ linguistic or conceptual cognitive structures” (p. 525). they proposed the term “miscue” to replace the term “error” because error contains negative connotation. a reader’s predicting and confirming strategies are evident in miscues. miscues that result in semantically acceptable structures are confirmed as acceptable to readers and, therefore, are less likely to be corrected than those that are not acceptable or acceptable only with the immediately preceding text. this statement is quite in line with clay (2001) in the sense that young readers move from print to meaning recursively at each decision point, and that when a word requires problem-solving young readers will shift among meaning, letters, sound, and structure. for example, daniel’s substitution of ‘tree’s branches’ with ‘tree’s bark’ in the following excerpts, might be considered as semantically acceptable although the enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 1–15 parlindungan, f., rifai, i., & sandy, f. (understanding the reading process: insights from a second grade english language learner) 5 author’s intended meaning is changed. however, this finding needs further investigation to ensure daniel’s construction of meaning and process of comprehending. questions, such as why did he make this miscue? does it make sense in the context of this story or article? are worth confirming. since self-correction behavior is dependent on many things, such as text difficulty and type of text, it might be challenging to inform progress. through careful and continuous observations though, teachers can understand, notice, and supportively respond to children reading progress (clay, 2001). the following excerpts illustrate how different types of text, i.e informative and narrative text, shape self-correction behaviors of daniel. however, given limited times of observation that we conducted, it might be inconclusive to argue that daniel’s self-correction behavior in this particular context were determined by those conditions, but it might inform what teachers can do in this situation. i asked daniel to read “a tree full of life”. daniel : ko-ala ((stretching out)) koala? ((look at the picture)) koala bear lives in this tree text : koala bear lives in this tree daniel : it lies between the tree’s bark ((pause)). text : it lies between the tree’s branches in his first attempt, daniel stretched out the sound and used visual information to make sense of the word ‘koala’. he then repeated the whole sentence as correctly appeared in the text. however, he did not self-correct the word ‘branches’ in the next line although it did make sense. clay (2001) argue that children gradually attend to more than on kind of information to solve words and phrases, and then select a response to a particular word and seems to take visual, phonological and structural information and meaning into account, even when the solving fails. now consider the excerpts below when he reads “amira’s petting zoo”. daniel : animal’s petting zoo text : amira’s petting zoo daniel : amir was at the zoo ((checking the front page)) text : amira was at the zoo daniel : amir paint – pass. “piglets” ((looking at the picture)) she said. text : amira pointed. “piglets!” she said. daniel : i’ll never pet an animal,” amir mo-aned ((stretching out)) moaned. text : “i’ll never pet an animal,” amira moaned. daniel : he loves it, she exclaimed – explained, she explained. text : “he loves it!” she exclaimed. daniel was confused by the word ‘amira’ and ‘animal’ when he first read the book. he did not get ‘amira’ though for the rest of the book. he substituted it with ‘amir’ although he did check for visual information. he also substituted ‘exclaimed’ with ‘explained’ although he already got ‘exclaimed’ in his first attempt. both of the examples above which are from two different reading events with two different types of text showed how self-correction is sometimes increased and decreased. it also showed how the problem solving and decisionmaking revolve around knowledge sources, which related to how fast the knowledge sources can identify information before pulling all the information into decision. to this end, clay (2001) suggest that in order to develop self-regulation of the students, teachers should teach students to learn how to pick up information, link them, and enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 1–15 parlindungan, f., rifai, i., & sandy, f. (understanding the reading process: insights from a second grade english language learner) 6 check a decision. teachers’ language, such as “have a go”, “you try it”, “does it make sense?”, “does it look right?” might invite students to process the text and check their decision. it will help students establish strategic behaviors needed to do all correct readings. for more perspective, anderson and kaye (2017) argued that observing allows teachers to think of their teaching decision and give the students more time for critical independent decision-making. for instance, when teachers combine finding the error for the child with fixing it, learning may be difficult. young readers sometimes need to read the whole sentence before realizing that their initial attempt was incorrect as seen in daniel ‘amira’ vs. ‘animal’. if we distracted daniel’s first attempt by fixing the error, we might have avoided him to self-monitor his reading. teachers’ appropriate response to the errors is more important in learning to read, especially when it deals with directional rules or some sense of position and movement on the page (clay, 2001). additionally, clay (2001) contended that the working system and knowledge source of young readers develop over time with appropriate instruction. teachers need to provide texts in the child’s working system and at the same time challenge him or her to progress. it means that instruction can lift children up by providing materials that are slightly challenging and suitable language of instruction, i.e. prompts. in contrast to this notion, chall (1983) mentioned that instruction is matched by the stages of children reading development. this view of development puts instruction in limited access to foster learning, that teaching children above their stage level cannot facilitate learning. if daniel were in stage 2 and he still needed more works to do to achieve qualitative change in this stage, instruction that lifts him into stage 3, i.e. reading for learning the new might be impractical. in stage 3 he might find more difficulty because in this stage children are expected to acquire critical reading skills; abilities to analyze different ideas in reading and respond critically to those ideas. to this end, let us consider the provision of how young readers change from novice to expert. 3.3. reading progress from novice to expert in different path system development of children reading can be described at micro level, micro-development. it is based on the underpinning theory of dynamic system in which the processes of change is investigated in moment-by-moment, not only the endpoints. thelen and corbetta (2002) argued that micro-development is a study of processes of change and, in particular, the changes on behavior that can be documented over relatively small-time scales” (p. 60). one of the major tenets of dynamic system theory is that there is relative stability of change. “for dynamic systems to change, they must become unstable” (p. 62). the unstable point of development is the heart of micro-development study as it to push the system into new types of behavior. additionally, “behavior, at any level of analysis, is the cooperative assembly of multiple, contributing components, including both those that are part of the organism and those that constitute the environment in which the organism resides” (p. 61). it explains how components or human behaviors is constructed into variables that make an individual unique. behavioral configuration can be seen in a system that exist continually in time, and that small changes can occur in one or more elements. it indicates that prediction to change in human development is nonlinear. micro-development studies then focus on short time scales as a window to predict development into actual mechanism of change. in line with the theory above, clay (2001) argued that children take different path systems in their progress from novice to proficient. change might occur with the increase of exposures to literacy activity, reading continuous texts, and appropriate instruction (parlindungan, 2017). clay (2001) underlined that the processing system of young readers is under construction with characteristics of slow working, linking, and deciding, but it is already available. this condition can change into rapid parallel processing by the help of knowledgeable others, particularly the teachers. teachers need to provide opportunities for students to problem-solve text by building the working system. teachers can recognize the change by looking at a word read by the students that are typically new, only just known, successfully problem-solved, easily produced, or known in many variant forms. from the example of daniel’s reading below (the big red sled), it can be seen that the processing of enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 1–15 parlindungan, f., rifai, i., & sandy, f. (understanding the reading process: insights from a second grade english language learner) 7 familiar words becomes rapid and yielded simultaneous different features at once. however, when he encountered harder words, the process became sequential. daniel : the big red slid --sled. ((holding the book)) text : the big red sled daniel : fred loves his sled. text : fred loves his sled. daniel : he wants to take his sled to bed. text : he wants to take his sled to bed. text : “i’m sorry, fred. the sled stays there” kid reads : “i’m sorry, fred. the sled stay ((stretching out)) stays there. text : fred is mad. he stomps upstairs kid reads : fred is mad. he stomps up ((pointing)) upstairs. ((looking at the picture)) text : fred’s dad snores while fred’s mom sleeps. kid reads : fred’s dad snores ((stretching out)) while fred’s mom sleeps. other examples of slow processing can also be seen in the examples mentioned in previous sections. clay (2001) suggested that teachers help the students on strategic behaviors to problem-solve difficulty, particularly in dealing with new texts. novice readers can benefit through “contact with new items in print, new link to known features, new features of grammar, new vocabulary, or new ways of expressing things, grist for the mill of knowledge sources” (p. 129). unlike clay (2001), chall (1983) hypothesized that “individual’s progress through the stages by interacting with their environment – the home, school, larger community, and culture” (p. 11). it indicates that if a child is stuck in stage 1, initial reading, due to lack of exposure and experience gained from stage 0, he or she might not be able to cope with stage 2 or 3. however, if the act of reading is conceptualized as readers’ response to the text, what they do during reading can be varied, even when they are at the same stage. what students bring to the text then are also varied if we consider together individual difference in knowledge about literacy and knowledge about the world, especially in early stage of reading. if the students’ problem is lack of experiences and exposures to literacy, what we need to do is give them broad opportunities to read and write stories at an appropriate difficulty level, which then will broaden their ways of making decisions in each knowledge source (clay, 2001; parlindungan, 2019). learning itself is transformed by gaining children’ attention and effort, and by providing helpful information in response to what they are able to do. teachers can teach children to attend to visible items of reading (e.g. printed letters, words) by asking them to read in isolation. teachers can also prompt children to attend to invisible items (e.g. phonological, structural, semantic) by asking questions, such as ‘would that make sense?’ for meaning, or ‘can we say it that way?’ for structure. development in this view does not solely drive instruction. instead, instruction is the heart of development, which is in line with vygotskian perspective of development as cited in wood (1998) that intelligence itself is the capacity to learn through instruction. to this end, it seems that language used in instruction for clay (2001) is crucial as it might solidify learning and thought. language is not only a tool for instruction, but also as a mean by which self-regulation comes about (wood, 1998). the interaction during reading as mentioned earlier, for example, serves as an instrument for teachers to understand what is happening in the head of the children when reading the text. teachers’ language guide students to attend to various knowledge sources and problem-solve the text they are reading. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 1–15 parlindungan, f., rifai, i., & sandy, f. (understanding the reading process: insights from a second grade english language learner) 8 in addition, language also plays a role as a medium of learning that reflects what is happening between the heads (the child and the teacher) which then form thinking. for instance, a child might not have the language and strategy of rereading if the teacher does not prompt him or her to do so as a strategy to self-monitor. again, language and its influence in thinking, which then in development, is the basis for understanding concept during instruction which might become thought. in the paradigm of sociocognitive model of reading, there is also emphasis that the role of the teacher is critical in negotiating and facilitating meaning construction in the text and social context of the classroom (rifai & sandy, 2019; rudell & unrau, 2013). one of the major differences of this notion compared to clay’s literacy processing theory (2001) is in the negotiated understanding of where and in whom authority for constructed meanings resides. according to sociocognitive model, the legitimacy of an interpretation can be solely in the text, in the reader, in the teacher, or in the interaction between text, students’ meaning, and teacher’s interpretation. this notion provides insights on who or what are invested for reading and how reading is examined within the social interaction. however, it might not be able to explain the process of text in the head, what happens when young readers read written texts, and especially in the constellation that reading is problem-solving and decision-making activity involving perceptual knowledge, prior knowledge, and motivation of the readers. an overarching question at this point would be how would sociocognitive model of reading explain the strategic activity a young reader used when find difficulty during independent reading? consider the excerpts below when daniel read a book “eat like a pig”. daniel : they talked about man-((stretching out))-ner. manners. they talked about manners. text : they talked about manners. daniel : this time, poodle used good table man-((stretching out))-ners. manners. text : this time, poodle used good table manners. daniel : “look, i’m eating like a pig!” poodle said. text : “look, i’m eating like a pig!” poodle said. the above transcript showed how daniel used strategic activity like stretching out and rereading to problem solve the word ‘manner’. in the first attempt, he stretched out the word by segmenting the sound, and then produced it in whole word before then reread the whole sentence to confirm his meaning. in the second encounter, he did not reread the whole sentence, but still stretched out the word, which might indicate he had already grasped the meaning of ‘manners.” this is the evidence that we observed to explain why observing children’ reading is critical during reading aloud continuous text. we can observe change of their reading proficiency by looking at how they go back and alter their decisions and correct themselves. we can also see how they are using syntactic, semantic, visual, and phonological information in monitoring their own reading. this is the evidence that we observed to explain why observing children’ reading is critical during reading aloud continuous text. we can observe change of their reading proficiency by looking at how they go back and alter their decisions and correct themselves. we can also see how they are using syntactic, semantic, visual, and phonological information in monitoring their own reading. 4. conclusion and suggestions we have discussed in this paper the theoretical frame of how a child processes a text in a reading activity. we draw from observational data of one-on-one observation with a child’s reading to explain what happens when a young reader reads, what changes and how enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 1–15 parlindungan, f., rifai, i., & sandy, f. (understanding the reading process: insights from a second grade english language learner) 9 changes occur, individual difference, and the role of knowledgeable others. we considered those elements as what a good theory of reading should explain. in discussing those elements, we first discussed the definition of reading by considering different epistemological stances affecting the definition. we then discussed those elements in three major themes rooted in one of the definitions: (1) reading is a problem-solving activity involving multiple knowledge sources, (2) self-correction as a sign of progress, and (3) change from novice to expert. in each theme, we provided examples of the case derived from the observational data and referred to various theorists to support the argument we made. through one-on-one observation of a child’s reading, we have been able to examine reading process and its gradual change over time at a micro level. since each child takes different path to develop reading skills, it is important to consider individual differences, including different opportunities and experience to literacy a child may have. how much exposures and experience, and what instruction is needed then are also varied. it would be more helpful for students if the teachers focus their instruction on developing working system and strategic activity upon which students can use during independent reading. additionally, instruction should be broadened to allow children to have massive opportunities to literacy. providing texts that are slightly challenging and using proper prompts can also benefit young readers to develop. finally, the findings of this study suggest some inputs for future researchers. more research is needed to investigate how readers use problem solving activities in different contexts and text types. would those strategies be the same in the first language and second language contexts? can readers be trained to use problem solving activities as strategies to improve reading comprehension? future researchers might also be interested to look at second language readers’ progress through a developmental study. if self-correction is a sign of progress, to what extent do readers make self-correction across ages? 5. references anderson, n. l., & kaye, e. l. (2017). finding versus fixing: self‐monitoring for readers who struggle. the reading teacher, 70(5), 543-550. https://doi.org/10.1002/trtr.1552 chall, j. (1983). stages of reading development. ny: mcgraw-hill. clay, m. (2001). change over time in children’s literacy development. north shore, nz: heinemann education. clay, m. (2013). an observation survey of early literacy achievement. north shore, nz: heinemann education. goodman, y. m., & goodman, k. s. (1994). to err is human: learning about language processes by analyzing miscues. in r. b. ruddell, m. r. ruddell, & h. singer (eds.), theoretical models and processes of reading, (4th ed.). (pp.104-123). gough, p. (1984). word recognition. in barr, r., kamil., m., & mosenthal, p. (eds), handbook of reading research. (pp. 225-253). ny: longman. grant, r. a., wong, s. d., & osterling, j. p. (2007). developing literacy in second‐language learners: critique from a heteroglossic, sociocultural, and multidimensional framework. reading research quarterly, 42(4), 598-609. https://doi.org/10.1598/rrq.42.4.8 heath, s. (1983). ways with words: language, life, and work in communities and classrooms. cambridge, uk: cambridge univ. press ochs, e., & schieffelin, b. (1984). language acquisition and socialization: three developmental stories and their implication. in r. a. shweder, & r. a. levine (eds.) culture theory: essays in mind, self and emotion (pp. 276-320). new york: cambridge univ. press. https://doi.org/10.1002/trtr.1552 https://doi.org/10.1598/rrq.42.4.8 enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 1–15 parlindungan, f., rifai, i., & sandy, f. (understanding the reading process: insights from a second grade english language learner) 10 parlindungan, f. (2017). exploring literacy practices in a second language. teflin journal 28(1), 115-132. http://dx.doi.org/10.15639/teflinjournal.v28i1/115-132 parlindungan, f. (2019, november). understanding children development from literacy perspectives: critique of competing theories. paper presented at the 1st international conference on public health, aceh barat, indonesia. rifai, i., & sandy, f. (2019). faith, love, and literacy practices: the teaching and learning of qur’an and arabic language of multicultural muslims in a single sex class. ijelr: international journal of education, language, and religion, 1(1), 32-42. ruddell, r. & unrau, n. (2013). reading as motivated meaning-construction process: the reader, the text and the teacher. in d. e. alvermann, n. j. unrau, & r. b. ruddell (eds.), theoretical models and processes of reading (6th ed.). (pp. 1015-1068). newark, de: international reading association. rumelhart, d. e. (1994). toward an interactive model of reading. in d. e. alvermann, n. j. unrau, & r. b. rudell (eds.), theoretical models and process of reading (6th ed.). (pp. 719-747). newark, de: international reading association. rosenblatt, l. (2013). the transactional theory of reading and writing. in d. e. alvermann, n. j. unrau, & r. b. rudell (eds.), theoritical models and processes of reading (6th ed.). (pp. 923-956). newark, de: international reading association. samuels, s.j. (1994). toward a theory of automatic information processing in reading. in d.e. alvermann, n.j. unrau & r.e. ruddell (eds.), theoretical models and processes of reading (6th ed.). (pp. 698-718). newark, de: international reading association. doi:10.1598/0872075028.40 thelen, e., & corbetta, d. (2002). microdevelopment and dynamic systems: applications to infant motor development. in n. garnott & j. parziale (eds.), microdevelopment: transition processes in development and learning (pp. 59-79). new york, ny: cambridge university press. https://psycnet.apa.org/doi/10.1017/cbo9780511489709.003 wood, d. (1998). how children think and learn: the social context of cognitive development. oxford: blackwell. http://dx.doi.org/10.15639/teflinjournal.v28i1/115-132 https://psycnet.apa.org/doi/10.1017/cbo9780511489709.003 enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 1–15 parlindungan, f., rifai, i., & sandy, f. (understanding the reading process: insights from a second grade english language learner) 11 appendix 1. observation guide sheet based on clay’s observation survey of literacy achievement (2013) letter identification administration say score to introduce the task  “what do you call these?”  “can you find some that you know?” score as correct:  either an alphabet name  or a sound that is acceptable for that letter  or a response which says ‘…it begins like…’ giving a word for which that letter is the initial letter or sound  total the child’s score adding all three types of responses together. during task point to each letter in a horizontal line.  “what is this one?” if the child does not respond use one or more of these questions try to avoid bias toward any one of these.  “do you know its name?”  “what sound does it make?”  “do you know a word that starts like that?” then move on to other letters  “what is this? and this? hearing and recording sounds in words administration say score to introduce the task  “i am going to read you a story. when i have read it through once i will read it again very slowly so that you can write down the words in the story.” write the text below the child’s version after the task is finished. score as correct:  substitute letters are acceptable if, in english, the sound is sometimes recorded in that way ( ex. s/c, c/k, u/o – cum/come).  take away 1 pt when a child makes a change in letter order (example: ma/am).  reversed letters are not correct if they could represent another letter. during task read the sentence to the child at normal speed.  “some of the words are hard. say them slowly and think how you can write them. start writing the words now.” dictate slowly word by word. make notes on the following:  any sequencing errors  the omission of sounds  unusual use of space on the page  unusual placement of letters within words  partially correct attempts  “good” confusions when the child comes to a problem word  “you say it slowly. how would you start to write it?  “what can you hear?”  “what else can you hear?” if the child cannot complete the word  “we’ll leave that word. the next one is…” enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 1–15 parlindungan, f., rifai, i., & sandy, f. (understanding the reading process: insights from a second grade english language learner) 12 running records  find three levels of text difficulty: -an easy text (95%-100%) -an instructional level (90%-94%) -a hard level (80%-89%) concept about print observation guide sheet page test say score cover 1. for orientation of book *avoid adding extra comments when reading the story. pass the book to the child, holding it vertically by outside edge, spine towards the child. “show me the front of this book.” 1 pt. for the correct response. 2/3 2. print, not picture, carries the message “i’ll read this story. you help me. show me where to start reading. where do i begin to read?” read the text on page 2. 1 pt. for the print. 0 pt. for the picture. writing vocabulary administration say score to introduce the task the child is allowed 10 minutes to complete this task.  “i want to see how many words you can write.”  “can you write your name?” score as correct:  1 pt. if correctly spelled.  0 pt. if it is correctly spelled, but he spontaneously tells you that it is another word.  the formation of individual letters does not influence the scoring except when the letter form represents a different letter.  0 pt. if the intended letters are not clear (eg ‘run’ that looks like ‘nun’.  1pt. for words written right to left if actually written from right to left. may include letter reversals.  capital letters are acceptable substitutions for lower case letters. if the child says, “no” ask him if he knows any single-letter or two-letter words.  “do you know how to write ‘is’(pause), ‘to’ (pause), i?” if the child says, “yes” say:  “write your name for me.” when the child finishes say:  “good. now think of all of the words you know how to write and write them all down.” give the child up to 10 minutes to write the word he knows. when he stops writing or when he needs prompting, suggest words that he knows how to write.  “do you know how to write ‘go’ or ‘me’? “  “do you know how to write ‘look’ or ‘come’?”  the child should not be asked to read the words he has written.  do not prompt for words in series, or in a rhyming set or a spelling pattern group. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 1–15 parlindungan, f., rifai, i., & sandy, f. (understanding the reading process: insights from a second grade english language learner) 13 4/5 3. for directional rules 4. moves left to right 5. return sweep 6. word-by-word pointing “show me where to start.” “which way do i go?” “where do i go after that?” “point to it while i read it.” read the text on page 4 slowly but fluently. 1 pt. for top left. 1 pt. for left to right. 1 pt. for return sweep to left or for moving down the page. (score items 3-5 if all movements are demonstrated in one response) 1 pt. for exact matching. 6 7. concept of first and last read the text on page 6. the child must not continue word by word pointing. “show me the first part of the story.” “show me the last part.” 1 pt. if both are correct in any sense, that is, applied to the whole text or to a line, or to a word, or to a letter. 7 8. inversion of picture slowly and deliberately “show me the bottom of the picture.” do not mention upside down. 1 pt. for verbal explanation, or for pointing to top of page, or for turning the book around and pointing appropriately. 8/9 9. response to inverted print “where do i begin?” “which way do i go?” “where do i go after that?” read the text on page 8. 1 pt. for beginning with ‘leaves’ in shoes and moving right to left across the lower and then the upper line or for turning book around and moving in conventional manner. 10/11 10. line sequence observer’s position and movements most ensure that the child is attending to the print. “what’s wrong with this?” read immediately the bottom line first, then the top line. do not point. if the child misses item 10 skip 1 pt. for comment on line order. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 1–15 parlindungan, f., rifai, i., & sandy, f. (understanding the reading process: insights from a second grade english language learner) 14 questions for items 12, 13, and 14. 12/13 11. a left page is read before a right page 12. word sequence 13. letter order where do i start reading? “what’s wrong on this page?” point to the page number 12, not the text. read the text on page 12 slowly as if it were correctly printed. “what’s wrong on this page?” point to the page number 13, not the text. read the text on page 13 slowly as if it were correctly printed. 1 pt. for indicating the left page. 1pt. for comment on either error. 1 pt. for any one re-ordering of letters that is noticed and explained. 14/15 14. re-ordering of letters within a word 15. meaning of a question mark “what’s wrong with the writing on this page?” read the text on page 14 slowly as if it were correctly printed. “what’s this for?” point or trace the question mark with a finger or a pencil. 1 pt. for one error noticed. 1 pt. for explanation of function or name. 16/17 16. period 17. comma 18. quotation marks 19. capital and lower case letters read the text on page 16. for each item: “what’s this for?” point to or trace each mark with pencil. “find a little letter like this.” point to the capital w and demonstrate by pointing to a lower case w if the child does not succeed. “find a little letter like this.” shoes: m, i 1 pt. for explanation of function. 1 pt. if both m, i are both located. 18/19 20. words that contain the same letters in a different order read the text on page 18. “show me ‘was’.” “show me ‘no’.” 1 pt. for both correct. 20 21. letter concepts 22. word concept read the text on page 20. “i want you to push the cards across the story like this until all you can see is just one letter.” demonstrate the movement of the cards, but not the task. “now show me 2 letters.” “show me just one word.” 1 pt. if both are correct. 1 pt. if both are correct. 1 pt. if both are correct. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 1–15 parlindungan, f., rifai, i., & sandy, f. (understanding the reading process: insights from a second grade english language learner) 15 23. first and last concepts 24. capital letter concepts “now show me two words.” “show me the first letter of a word.” “show me the last letter of a word.” “show me a capital letter.” 1 pt. if correct. enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 4, no. 1 (2019) page 1 – 10 enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme language change and linguistic etiquette portrayed in the characters of the novel and movie “memoirs of a geisha” 1 atik ulinuha, 2 tantry ajeng parnawati 1 program studi d3 farmasi, fakultas farmasi, institut ilmu kesehatan bhakti wiyata kediri, jl. kh wachid hasyim no. 65, 64114, kediri, indonesia 2 program studi ilmu keperawatan, fakultas ilmu kesehatan, universitas tribhuwana tunggadewi malang, jl. telaga warna, 65144, malang, indonesia corresponding author: atik.ulinuha@iik.ac.id a r t i c l e i n f o a b s t r a c t article history: reviewed 11 april 2019 received in revised form 14 april 2019 accepted 12 may 2019 available online 30 july2019 despite the popularity of memoirs of a geisha around the world, both the novel and movie go along with controversy. thus, japanese culture presented in memoirs of a geisha naturally faced some adjustment especially in the way the characters communicate. this study aims to describe the intercultural communication portrayed by the characters of memoirs of a geisha. to deal with, a descriptive qualitative method using sociolinguistic approach was employed. the objects were a movie with a duration of 145 minutes and the novel with 448 pages. the intercultural communication portrayed by the characters was categorized into language change and linguistic etiquette. there were 45 language change and 31 linguistic etiquettes portrayed. the language changes found were in the form of both external and internal changes. meanwhile, the linguistic etiquettes found were in the form of honorifics such as address terms, professional address terms, inferiority, and in-group honorific. © 2019 enjourme. all rights reserved. keywords: intercultural communication, memoirs of a geisha, language change, linguistic etiquette doi: 10.26905/enjourme.v2i2.3111 how to cite this article: ulinuha, a., & parnawati, t. (2019). language change and linguistic etiquette portrayed in the characters of the novel and movie “memoirs of a geisha”.enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(1), 1 9. doi:10.26905/enjourme.v4i1.3111 1. introduction nowadays, there are a lot of movies made based on novels. one of which is memoirs of a geisha written by arthur golden in 1997. since the novel was adapted into a movie in december 2005, both the novel and the movie has had its popularity around the world. ulinuha, a., & parnawatri, t / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(1) 110 2 moreover, the novel became a big hit which is available in around thirty languages. certainly, a lot of movie producers have been able to digitize moving pictures into an outstanding visualization that can assembly the plot very well. however, the semantic gap always exists due to misinterpretation during the watching process when the visual data collected into the watchers' thoughts (vassiliou in ismail & moriyanti, 2019). both the novel and the movie of memoirs of a geisha go along with the controversy. usually, a story is influenced by the author such as educational background, cultural background, and author's association with his/her community (shalihah, 2019). it can also be closely related to society since it usually conveys ideas, beliefs, values, and meaning that embraced by society (puspita & putri, 2019). before he wrote memoirs of a geisha, arthur golden had studied japanese language and culture in graduate school and had worked in japan. even though arthur golden had studied japanese and had conducted a lot of investigations to finish the story, he was in deep thought on how to deliver the story. in his interview for his biography, he admitted that he had been thinking a lot on how to tell a japanese story to non-japanese audiences until he came up with a preface which tells that sayuri, the main character, come to live in new york. besides, instead of using a japanese actor, the main lead, as well as most of the actors in the movie, was chinese. thus, some cultural platform was negotiated especially in the way the characters communicate to satisfy all parties involved (guilherme, 2000) such as the audiences, critics, and many others. hence, it is interesting to analyze the intercultural communication in both the novel and movie "memoirs of a geisha" because intercultural awareness and intercultural competence will eventually make the memoirs of a geisha enthusiast be more able to integrate cultural practices in the novel and movie with real -life (cetinavci, 2012). the story took place before, during, and after world war ii where the unparalleled look and unprecedented cultural change happens due to the great depression and the war. furthermore, it talks about sayuri, the main lead, and her vastly changing circumstance. since the language used to send social messages about personal identity, characters, and background (shalihah, 2018), thus there must be some changes in the language used in this story. according to croft (2003), language change is the ability of states to bring together sufficient force to conquer and incorporate other societies, leading to multiethnic, and multilingual societies. luraghi (2010) also stated that since 1965, generative linguistics has tried to come to terms with the undeniable fact that languages do change, and has focused on inter-generational language transmission as the focus for change. luraghi’s statement is in line with the theory of language change, internal change, where the change caused by history (wardaugh, 2006). memoirs of a geisha not only contains internal change but also external change. the external change was portrayed both in the novel and movie because the story was written by a western writer in the english language. in writing the story, the writer tried to keep the spirit of the japanese language by using some terms in japanese to describe exotic objects (wardaugh, 2006). given that the story involves japanese culture, it is also interesting to analyze it from a linguistic etiquette point of view. coulmas (2005) stated that japanese linguistics etiquette is an affair with some consequences. linguistic etiquette, especially honorific, used in japanese society plays an important role in speech. honorific can be easily portrayed in the form of address terms because the use of address terms reflects sociocultural change over time. in addition, shalihah also (2018) defines address terms as a word, phrase, name, or title (or combination of them) used in addressing someone in writing or speech. the use of address terms indicates the relationship between language and society. it also signals the ulinuha, a., & parnawatri, t / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(1) 110 3 relationship between the speaker and the addressee in society. in the japanese language, using the wrong address terms can lead to a big issue. according to kasper (2007), japanese linguistic etiquette emphasizes ‘discernment' more than strategic politeness. consequently, it is good to understand more about why and how linguistic etiquette is used by the characters both in the novel and movie. besides, a more critical look in the background of moviemaking and media science might be a result of a mind-boggling development process which is interesting to learn (ismail & moriyanti, 2019). in all part of the story, pre-climax, climax, and post-climax, those points of sociolinguistics were portrayed. therefore, an analysis attempts to tell the language change and linguistics etiquette seen in the characters of the novel and movie memoirs of a geisha. 2. method this study was conducted to describe the language change and linguistic etiquette seen in the characters of the novel and movie memoirs of a geisha. accordingly, to gain an insight into arthur golden’s intercultural communication skill in writing memoirs of a geisha, a descriptive qualitative method was employed. according to latief (2010), the method or the research design of descriptive qualitative research requires authentic data as the results of the study. hence, the content data analysis was employed which focused on language change and linguistic etiquette as the variables. the data was taken from the movie with a duration of 145 minutes and the novel with 448 pages. to make it easier in analyzing the data, the 145 minutes movie was turned into a transcript. the researchers themselves as the main instruments of this study then carefully read the novel and transcript. the researchers also made some notes related to the study from the reading. shalihah (2018) stated that basically, comprehensive reading and collecting the data by taking notes are needed to be done to get detail information from literature. in short, the analysis steps that the writers took: 1. obtaining the data by reading both the novel and movie scripts 2. identifying the data in notes. 3. classifying the data into the types of language change and linguistic etiquette 4. classifying the language change data into external change and internal change 5. comparing the data obtained from the novel and the movie 6. identifying the purpose and meaning behind the language change and linguistic etiquette 7. analyzing and describing the data by conceptualizing them in the theoretical framework. 3. results and discussion from the novel and movie, the data obtained were 45 language changes and 31 linguistic etiquettes portrayed by the characters of movie and novel memoirs of a geisha. the distribution of language change and linguistic etiquette were visualized in figure 1. additionally, to get clear ideas on how the language change and linguistic etiquette seen in the characters, the researcher divided the discussion into two parts: internal change and external change. ulinuha, a., & parnawatri, t / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(1) 110 4 figure 1. the distribution of language change and linguistic etiquette in the story language change in both movie and novel memoirs of a geisha, the data revealed 45 language changes. in general, 19 data (9 from novel and 10 from the movie) were found in the pre-climax; 17 data ( 6 from novel and 11 from the movie) were found in the climax; 9 data (4 from novel and 9 from the movie) were found in the post-climax. from the data above, the changes were specified into two types of internal change and two types of external change. internal change from the total of 45 language changes both in the novel and movie, only three of them were in the form of internal change. internal changes made in the story were caused by accent change and spontaneous act. internal changes were only found in the pre-climax part to describe the background of the story well. the data and description of the changes were described below. the most common internal change occurred in both novel and movie was caused by the characters' accent. one of the data, in the novel page 32, a dialog between chiyo and pumpkin took place. there, they talked about pumpkin's accent who was sound like a native of kyoto whereas actually, she was from sapporo (see figure 2). this connotes that a language change was made by pumpkin. this is in line with the theory of language change by mcmahon (1994) who stated that we should be careful not to see languages as single entities because language is rather amorphous masses consists of accents, dialects, and ultimately individual idiolects. after all, certain changes must ultimately affect the speaker. another theory of accent or dialect also stated that starting from the 1960s, sociolinguistics have shown what dialectologist had known for almost a century, that is, that variation cannot be described by drawing precise boundaries (luraghi, 2010). the change of accent can also be called an innovation made by the characters since it was caused by the change of circumstance. luraghi (2010) stated that factors that influence the spread of innovation among social groups are connected with identity. through the use of accent, the readers and audiences are able to identify the character’s status within a community. sadly, this kind of change only found in the novel and cannot be found in the movie. this might happen due to the writer and the actors came from western and china. thus, they cannot differentiate japanese accent since they mostly talked in standard english only. another internal change made was due to a spontaneous act. for example, in the scene 13 line 4-5, young pumpkin said ‘mitte, mitte!' to chiyo when she suddenly found a 0 5 10 15 20 preclimax climax post climax language change linguistic etiquette ulinuha, a., & parnawatri, t / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(1) 110 5 skewer food fallen from a vendor's cart and hurriedly took a bite. this language change shown by pumpkin when she said ‘wait' in japanese was to show her astonishment of the skewered food. she used japanese to show the exotic of japan's world. it is also caused by the fact that the world mitte was used to show her spontaneous act. this is in line with the theory of lüdke and keller (in luraghi, 2010) which is stated that in a border frame, their hand theory explains language change as due to the sum of unconscious actions by speakers converging in the collective effort implied in the communication, which is a goal of oriented activity. however, the script was written differently in the novel. the novel just described the situation visualized in scene 13 vividly and longer. as a written source, a vivid situation description leads to a better understanding of the novel. on the other way around, the movie can be direct as it seems to be easier for the audiences to escalate their understanding (bao, 2008). figure 2. one of the internal language changes portrayed in the story external change the story presented both in the novel and movie mostly contained external changes. the external changes made in the story were caused by convergence and the act of describing something exotic. there were 9 convergences occurred and 14 attempts to describing something exotic in the story. the data and description of the changes were described below. among the other types of external changes, convergence was the most common one. according to croft (2003), convergence is an adoption of a grammatical pattern of either form or meaning happens. even though memoirs of a geisha, was delivered in english, some change of forms or structures of the sentences were made to be more like the japanese language. convergence is also called as ‘structural borrowing' or ‘interference through the shift.' this change was made to suit with the background of the story which was japan. the change was in line with the theory of external language change by yang (2000). he stated that sociological external forces clearly affect the composition of linguistic evidence and grammar competition. the data which contained convergence made in the story was shown in scene 31 line 2-5 when bekku said "sisters, yes, from yoroido" and auntie said "this one may be. the other one, no." the structure of those sentences did not meet the standard grammar of english. the sentences were made simple to meet the structure of the japanese language. another example was shown in the scene 35 line 24 when chairman said, “next time you take a tumble, no frown” and in the scene 62 line 4-8 when hatsumoto said, "she is not ready?" their lines were grammatically incorrect. however, according to shoebottom (2017), those sentences are acceptable in japanese language form because, in the japanese language, the verb always comes last. on the other hand, although those dialogues are acceptable in the japanese language, the novel tends to follow english grammatical rule. differently, a language change in scene 79 line 16-18 was the same as the novel page 79. in ulinuha, a., & parnawatri, t / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(1) 110 6 both novel and movie, chiyo said: "release the tiger from its cage." it shows that she had a gift of expression since she said things differently as others who were blunt. since she was a famous geisha, she should know the art of conversation. the use of the expression in a conversation was considered as an art by japanese people. therefore, it connotes a language change in the form of convergence. beside of the grammar competition, another form of external changes in the story was caused by the act of describing something exotic. something exotic in this case is culturally exotic. for example, in scene 20 line 3-6, pumpkin mentioned the word futon for japanese bed; in scene 14, pumpkin mentioned the word obi for kimono’s belt (see figure 3); and in scene 34 line 1-2, mother mentioned the word kimono for japanese traditional cloth. both novel and movie presented many other examples of external changes to show something exotic from japan such as shamisen, maiko, hayaku, okasan, shiomaki, hataki komi, ekubo, mizuage, geesha girls, gion, and zaibatsu. all in all, the changes were made in line with the theory of external language change by wardaugh. wardaugh (2006) explained that a change of language is external in nature to describe ‘exotic’ objects. those words mentioned above are only used in the japanese language and it strengthens the description of a geisha and the culture. figure 3. one of the external language changes portrayed in the story linguistic etiquette in both movie and novel memoirs of a geisha, there were 31 linguistic etiquettes portrayed by the characters both in the novel and movie. the linguistic etiquette mostly discussed the address term and how it was related to the honorific term. it can be seen from the use of the suffix –san and –sama to after someone's name connotes linguistic etiquette in the form of the honorific term. coulmas (2005) stated that –san, is a standard form of the honorific title used in japan. this kind of honorific term was used to honor people who were more superior to the speaker. moreover, according to kasper (2007), the unmarked ulinuha, a., & parnawatri, t / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(1) 110 7 used of honorific simply reflects the speaker's adherence to accept politeness norms. in one scene of the movie, instead of using the suffix –sama, the character was addressed as the great mameha (scene 76 line 8-9). however, the use of ‘the great’ in this case was the same as the use of –sama in the japanese language. this connotes linguistic etiquette was changed into a more familiar address term for western people. figure 4 depicts the example of linguistic etiquette in the form of honorific terms. figure 4. one of linguistic etiquette in the form of honorific terms the suffix –san also followed someone's relationship status such as okasan in scene 34 line 1-2 and oneisan in scene 92 line 1-2. okasan stands for okaa (mother and suffix – san while oneisan stands for onee (sister) –san. in this case, it can be inferred that the sister was older than the speaker since the address term used was –san. thus, in scene 101 line 1923 when sayuri addressed mameha as mamehaneisan means that mameha was her older sister. to give clear ideas, figure 5 shows the linguistic etiquette in the form of honorifics attached in relationship status. figure 5. one of linguistic etiquette in the form of honorifics attached in relationship status ulinuha, a., & parnawatri, t / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(1) 110 8 however, the suffix –san or -sama did not follow someone’s title. for example, to honor mr. chairman, the suffix –san or –sama was not attached to him, the suffix –san should not be attached to professional titles such ash sachō (chairman of the company). in addition, a doctor was called dr. crab without any honorific term because sensei (professor, teacher, or doctor) is a professional title who does not need any honorific address (coulmas 2005). figure 6 presents the example of linguistic etiquette in the form of professional title. figure 6. one of linguistic etiquette in the form of professional title another kind of suffix used in both novel and movie was –chan. this suffix can also be indicated as an address term used for people who were younger or more inferior to the speaker. coulmas (2005) stated that one of the parameters on which the norms for proper honorific speech is inferior (i.e., relative status). in both novel and movie, the characters' sometimes did not use any suffix after one's name. addressing someone by name only indicates intimacy. kasper (2007) stated that linguistic etiquette is both a highly contextsensitive aspect of human communication and one that shapes context and participants’ relationship. this linguistic etiquette can also be categorized right as kasper’s theory of politeness. furthermore, politeness is not only determined by the current state of the conversational contract but also a context-creating and modifying force in its own right. in other words, addressing someone by name only can be considered as a close relationship between speakers. also, honorifics are inappropriate when referring to in-group members toward outsiders (coulmas, 2005). thus, when the character addressed another character using the name only, it can be considered that she or he knew the other speaker very well. 4. conclusion and suggestions in all part of the story, pre-climax, climax, and post-climax, there were 45 language changes and 31 linguistic etiquettes found. the language changes found were in the form of 5 internal language change and 40 external language change. external change dominates the finding of language changes. however, not all language changes were found in the novel. 26 out of 45 data of language changes were found in the movie since the language changes can be identified clearly in spoken language. meanwhile, the linguistic etiquettes found were in the form of address term, professional address term, and in-group honorific. different from the language changes, all the linguistic etiquettes found in the movie were in line with the finding in the novel which can be meant that the words cannot be transferred to other languages. delivering a cultural related story to readers from the different story is a ulinuha, a., & parnawatri, t / enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(1) 110 9 challenge for writers. although the languages can be translated into other languages, it might differ in meaning or lose the essence of the word itself. additionally, some specific term of language such as the linguistic etiquettes of japanese might not be used in other languages. thus, the linguistic etiquettes in the movie conform the novel. in conclusion, the internal language changes found in this analysis supports the theory of luraghi (2010), wardaugh (2006), and mcmahon (1994). the external language changes found in this analysis also in line with the theory of luraghi (2010), wardaugh (2006), and croft (2003). at last, linguistic etiquette in the form of honorific found in this analysis supports the theory of kasper (2007) and coulmas (2005). consequently, future researchers are suggested to conduct a deeper investigation of the use of language change and linguistic etiquette in other literature work. future researchers are also suggested to conduct an advanced study on language change and linguistic etiquette practiced in certain communities. a deep study on the implementation of language change and linguistic etiquette in certain communities will give a deeper understanding of the use of 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(2000). internal and external forces in language change. language variation and change, 12(3), 231–250. https://doi.org/10.1017/s0954394500123014 http://esl.fis.edu/grammar/langdiff/japanese.htm enjourme vol. 1, no. 1, july 2016 1 improving the speaking ability of the students at public vocational school 6 malang, indonesia, using animation movies as teaching media prilla lukis wediyantoro university of merdeka malang prillawediyantoro@gmail.com abstract this study was a classroom action research which was aimed at improving the speaking ability, particularly in expressing ideas and feelings in english, of the students at public vocational school 6 malang, indonesia, using animation movies as teaching media. the subjects of this study were thirty five students of the eleventh grade at public vocational school 6 in indonesia. performance test was employed to measure the students’ speaking ability. to be successful in using animation movies as media in teaching speaking, the writer used a strategy that involved the following steps: 1) building up the students’ confidence in speaking english without provided texts, 2) encouraging the students to produce vocabulary orally and vocabulary drilling through picture description activity, 3) enhancing the students’ grammar mastery as well as fluency in speaking through story completion activity. 4) testing the students’ speaking performance comprising four aspects: fluency, vocabulary, pronunciation, and structure trough role-play activity. in addition, the subtitle of the animation movies used was indonesian subtitle and students were allowed to take brief notes during the teaching and learning process. key words: speaking ability, teaching media, animation movies according ktsp (school-level curriculum), the objective of teaching english at vocational schools in indonesia is to empower the students with basic skills of english in the level of novice, elementary, and intermediate. generally, vocational schools in indonesia are divided into three grades: tenth grade, mailto:prillawediyantoro@gmail.com enjourme vol. 1, no. 1, july 2016 2 eleventh grade, and twelfth grade. it its relations with the ktsp (school-level curriculum), the novice level of english is taught for the tenth grade students, the elementary level is taught for the eleventh grade students, and the intermediate level is taught for the twelfth grade students. in public vocational school 6 malang – the vocational school where the research was carried out – the teaching of english was done as instructed in the curriculum in which the four skills of english, listening, speaking, reading, and writing was taught integrated. in public vocational school 6 malang, a classroom was taught by an english teaching team consisting of two english teachers who taught in different day – the writer was one of the english teaching team members. based on the observation during the teaching and learning process it was found out that a class of eleven grade students had problems in speaking practices. to be specific, students were not active during the teaching and learning process, moreover, students had no interest in speaking practices even though they performed well in reading, listening and even writing; the assignments and tests given to the students indicated that their scored were mostly above the minimum passing grade (kkm); the kkm set by public vocational school 6 malang was 76. moreover, the students also tended to use indonesian language or javanese the local language the students used for daily communication instead of english in the teaching and learning process. what the students did in the class brought a direct effect that in speaking assessments only around 40% of the students scored above the minimum passing grade. enjourme vol. 1, no. 1, july 2016 3 facing such problems, the writer tried to find out the possible causes. he conducted a preliminary study in the form of an observation on his own class while teaching using the regular techniques and materials he used for teaching speaking. in this process, he observed what students did in the classroom, how they did it, and what extent they achieved in learning english. besides, he also observed how his teaching team partner taught in her class including what materials she usually used in teaching speaking. in addition, the writer also asked the students to write comments on what they thought about their english teachers in teaching speaking, what they liked and disliked about speaking in english, as well as what kind of situations they expected to encourage them to speak in english. this observation was done to get more authentic data about the teaching and learning english in general and the teaching and learning speaking in particular. based on the observation, the writer could draw four conclusions. first, students were passive and unmotivated during speaking practices because they were bored with technique used by the teachers to teach speaking. in the teaching and learning process, english teachers usually asked the students to memorise dialogues provided in the workbook and practice the in front of the class in pairs or in groups. by using this teaching technique, students did not have a lot of opportunities to express their own ideas; they just spoke english based on the existing conversation written on their workbook. nunan (1991, p. 39) suggests that the success of speaking is measured in terms of the ability to carry out a enjourme vol. 1, no. 1, july 2016 4 conversation in the target language. in other words, not giving students chances to speak will lead them to lose their motivation and interest towards the language. second, some students thought that memorising a dialogue was too difficult because not only they were forced to memorise every single word in the dialogue which sometimes they did not really understand, therefore, they prefer talking something else with their friends using javanese to memorising the dialogue given by the teacher. ur (1996, p. 121) states that there are four points that impede the students in speaking. the first is ‘inhibition’. learners are often inhibited about trying to say things in a foreign language classroom. the second is ‘nothing to say’. even though they are not inhibited, it is often heard students complain that they have nothing in mind to say. the third is ‘low participation’. there is only one person can talk in a particular time if he or she wants to be heard by others. it means that in a large group, someone’s chance to speak is relatively low. moreover, the problem can be more complicated if the class is dominated only by some particular learners or students, while other students speak little or none. the last is ‘mother tongue use’. within classes in which all or a number of students share the same mother tongue, they may tend to use the mother tongue because it is easier and more natural rather than use a foreign language, and because they feel less ‘exposed’ if they are communicating using their mother tongue. third, students needed a more fun way in learning speaking. they thought that memorising dialogue was somehow frustrating because besides they had to memorise many words as stated previously, they had to do it so quickly because enjourme vol. 1, no. 1, july 2016 5 after they practiced with their friends they had to perform it in front of the class in the same meeting. fourth, when students were tested in speaking using the teacher’s regular technique, memorising a dialogue and presenting it in front of the class, the students could perform quite well in terms of fluency and pronunciation. nevertheless, when they were tested to speak without the memorised dialogue; in this case students were asked to tell any fictional story or narrative story they really knew, their fluency and pronunciation degraded. in addition, many of the students had problems in expressing their thoughts because they seemed to understand the plot of the story but they did not quite know the proper english words to express it. moreover, some students also performed inconsistent structure or grammar while speaking. in this preliminary study, students were assessed using a scoring rubric comprising fluency, vocabulary, pronunciation, and structure. knowing the problems, the writer thought that it had to be solved immediately, otherwise, it could lead to the students’ failure at the end of the semester or after they graduate from school considering how important speaking is. ball (1960, p. 33) states that people are considered that they understand a language only if they are able to speak it. kayi (2006) also claims that the ability to communicate in a second language obviously and efficiently promotes to the learners’ success both in school and later in every phase of life. therefore, it was very important for language teachers to empower the students with rich environment where meaningful communication took place was desired rather than enjourme vol. 1, no. 1, july 2016 6 guide the students to memorise materials. with this objective, various speaking activities could contribute a great deal to students in developing basic interactive skills necessary for life. these activities made students more active in the learning process and at the same time made their learning more meaningful and fun for them. thus, the writer was challenged to improve the students’ speaking ability and referring to the problems found in the classroom, he intended to use a more refreshing technique that was expected to solve the problems. harmer (1998, p. 52) states that a good context of learning ought to be interesting for students although it does not have to be very funny and incredibly inventive, yet the students should at least want to see or hear the information. in line with that statement, the writer chose animation movies as media in teaching speaking for four specific reasons. first, writer as a teacher at public vocational school 6 usually played movies in the class to avoid the students’ boredom during teaching and learning process and the students loved it very much especially when he played animation movies. so, he thought that it should be a lot easier to use animation movies for media in practicing speaking because the students were already familiar with movies in the class and it would be a new way for them to practice speaking without having them read dialogues provided in the book used for teaching and learning process, memorise the dialogues in a short time, and practice them in an old-fashioned way. in other words, students would get the lesson as well as the fun at the same time. second, using animation movies for learning english was a new strategy in the school, so it was expected that it could enjourme vol. 1, no. 1, july 2016 7 encourage students to speak in english. johnson (2006) states that young people like cartoons (animation movies), therefore, it is very reasonable if they are used in educational context because they might also create an interest in learning. furthermore, johnson (2006) also states that it is also known that visuals, including cartoons or animation movies, are employed to aid someone to see an immediate meaning in the language and to enhance language point. third, animation movies gave a visual context. donaghy (2014) states that the ‘visuality‘ of animation movies can be an invaluable language teaching tool which enables learners to understand more by interpreting the language in a full visual context, assists the learners’ comprehension by enabling them to listen to language exchanges as well as to see visual such visual supports like facial expressions and gestures which help verbal message and a focus of attention. fourth, the choice of animation movies was to avoid possible inappropriate scenes such as erotic acts, physical and mental violence, etc. research method classroom action research (car) design was used in this study since the writer was a teacher at public vocational school 6 malang and this study was intended to improve the speaking ability of the students using animation movies as the teaching media. this classroom action research (car) comprises planning, implementation, observation, and reflection. enjourme vol. 1, no. 1, july 2016 8 planning in this step, the writer designed the lesson plan, prepared the instructional media, prepared the procedure of the strategy, set the criteria of success, and prepared the instruments. besides, the writer decided that there were three meetings in a cycle due to the time limitation given by the school for this research and the research subjects were thirty five students from the eleventh grade who had problems in speaking. lesson plan. the lesson plan in this research contained the essential information about the teaching and learning administration including time allocation, indicators, objectives, teaching medium and equipments, as well as teaching and learning procedure for the implementation of the classroom action research. instructional media. the main media in this research were animation movies. in cycle one the animation movie used was ‘madagascar: europe’s most wanted’ with english subtitle. this movie was chosen because it was a newreleased movie whose genre was comedy, so it was expected that students could be more excited to speak up in english while in cycle two the movie used was ‘despicable me’ whose genre was also comedy with indonesian subtitle. indonesian subtitle was used in cycle two for it seemed that students were not so familiar with movies with english subtitle and some students found it too difficult to understand the story. the next were thirty five different screenshots taken randomly from each movie. these screenshots were used mainly to help the students enrich their vocabulary mastery. the last were the equipments used for enjourme vol. 1, no. 1, july 2016 9 playing the movies such as a unit of lcd projector which was already available in the classroom, a unit of laptop, and a unit of speaker to make the students hear the dialogues in the movie better. procedure of the strategy. as stated previously, this research consisted of three meetings in one cycle. in meeting one, the students watched a movie for ten minutes and followed by picture description activity. prior to the activity, the teacher, in this case he was the writer, first showed the students a screenshot taken from the movie and the students were asked to mention any vocabulary related to the picture. later, the teacher performed pronunciation drilling using ‘listen and repeat’ technique. next, each student was given different a picture and they were to describe the picture based on what they saw in the picture and they were also permitted to relate the description with the movie scene they watched. in meeting two, students watched a movie for ten minutes followed by a group discussion about the continuation and the ending of the movie scene they watched. having finished with the discussion, the teacher explained how to formulate proper sentences using a proper structure in telling a story. besides, he also trained the students’ fluency in expressing ideas. when it was done, one representative from each group was pointed in turn to report the result of their discussion in front of the class. in meeting three, the students watched a movie for ten minutes and followed by group discussion. this time, the students were to create a role play based on the movie scene they watched. having finished with the discussion, each group performed the role play in front of the class in turn. in this activity every member of the group had to take part as a character in the enjourme vol. 1, no. 1, july 2016 10 movie. meeting one and meeting two were meant for practice, while in meeting three the students were assessed using research instruments which were explained in the next point. research instrument. the research instrument employed in this study was performance test. performance test was a role-play speaking test. it means that students were assessed while performing a role-play. in this test, the assessment comprised four aspects: fluency, vocabulary, pronunciation, and structure. criteria of success. referring to the results in the preliminary study, the writer decided that this research was successful if ≥ 70% of the students (25 out of 35 students) got ≥ 76 in 0 – 100 scale for assessment on students’ speaking ability. the reason why 76 was determined to be the passing grade in this research because it was the minimum passing grade set by public vocational school 6 malang. implementation having finished with the preparations, the writer implemented the teaching scenario exactly like what had been planned. there were three meetings in one cycle and the detail of the steps in implementing the teaching scenario has been explained in the procedure section. in the implementation, the writer taught the class and was accompanied by two collaborators third meeting of a cycle. the collaborators were english teachers one of whom was the writer’s teaching team partner in teaching the class which became the subject of this study. those enjourme vol. 1, no. 1, july 2016 11 collaborators assisted the writer to assess the students using a scoring sheet comprising four aspects: fluency, vocabulary, pronunciation, and structure. observation observation was done to collect the data about how far the strategy solved the students’ problems. the observation in this research was done along the implementation of the action using the prepared instrument. the instrument was performance test which was used to measure the students’ ability in speaking. it comprised four aspects: fluency, vocabulary, pronunciation, and structure. as explained in the previous point, in observation phase the writer collaborated with two other english teachers in which each collaborator assessed the students using the same instrument which was the assessment sheet on students’ performance. the reason why there were two collaborators who assessed the students using the same instrument was to see the quality of the score they gave to the students. the process of scoring was done while students performed role plays – the class was grouped into seven groups consisting of five students – based on the animation movie used in the cycle. and to determine the students’ score, rating score with descriptions was used. the rating ranged from one to five. and then the score of all aspects of the assessments were added to find the total score. next, the total score was divided by 20 – the total of the highest score from all aspects of the assessment – times 100 to find the students’ score in 1 – 100 scale. enjourme vol. 1, no. 1, july 2016 12 reflection having finished with the observation, the writer along with the collaborators discussed the result of the observation in the cycle. it included the discussion about how far animation movies could be used as teaching media to solve the students’ speaking problems as well as what factors that might cause the action research unsuccessful. the scores from the two collaborators were computed using the determined formula as explained in the previous point and then the result was compared with the criteria of success. the result of reflection of cycle one indicated that students’ speaking ability improved quite significantly in terms of vocabulary, pronunciation, and structure. however, in terms of fluency, the improvement was not so significant and still below the expectation. after all, the overall result of cycle one indicated that it had not passed the criteria of success yet. therefore, the writer had to continue the action into cycle two and revise the teaching scenario which mainly attempted to improve the students’ fluency in speaking english for it was the weakest aspect achieved by the students compared to the three other aspects being tested. findings and discussion findings the results of this study dealt with the students’ speaking ability. and the success or failure of this study is determined by whether or not the criteria of enjourme vol. 1, no. 1, july 2016 13 success ≥ 70% of the students (25 out of 35 students) got ≥ 76 in 0 – 100 scale for assessment on students’ speaking ability– is achieved. students’ speaking ability. cycle one. before the implementation of the action, most of the students scored below the minimum passing grade (kkm) for speaking test. among thirty five students, there were only fifteen students or 42.86 % of the total students got ≥ 76. students’ speaking performance was considered poor in terms of fluency, vocabulary, pronunciation, as well as structure. the majority of the students spoke english influently with a lot of hesitations, used very limited english vocabulary and major usage of non-english vocabulary usage, pronounced english sentences incorrectly most of the time, and demonstrated major grammatical errors. after the implementation of the action, students’ speaking performance quite improved. most students produced limited english vocabulary but less usage of non-english vocabulary, pronounced english sentences with frequent errors, and demonstrated frequent grammatical errors. on the contrary, the students’ performance in terms of fluency was still below the expectation. students still spoke english influently. in addition, although the students became quite enthusiastic during the teaching and learning process, unfortunately, some students were not familiar with a movie with english subtitle, so they had a problem in understanding the story in detail. in terms of score, in cycle one the percentage of the students who got ≥ 76 increased. collaborator one recorded that there were 60% of the total students (twenty one out of thirty five students) passed while collaborator two noted that enjourme vol. 1, no. 1, july 2016 14 57% of the total students (twenty out of thirty five students) passed. to conclude, after comparing the result of the action in cycle one to the criteria of success, it turned out that it was still below the target. therefore, the writer had to continue the action to cycle two with some revisions in the teaching scenario. among the four aspects of language being tested, students’ achievements in fluency was the lowest compared to other aspects. thus, the writer had to enhance it in cycle two. in this case, the writer taught the students mind mapping of ideas as well as allowed them to take brief notes to help them become more fluent in speaking. besides, english subtitle was no longer used in cycle two to help the students easier in grasping the story and messages in the animation movie they watched. cycle two. after the cycle two was implemented, the progress of the students’ speaking performance was much better. the students’ achievement on the four aspects being tested increased. in this cycle, the majority of the students were able to speak english using adequate vocabulary and only occasional usage of non-english vocabulary. students were able to pronounce sentences with only occasional errors. students also demonstrated occasional grammatical errors while speaking. moreover, students were able to speak english quite fluently with occasional hesitation. compared to the preliminary study and cycle one, the data indicated that the students also performed better in terms of score. collaborator 1 noted that 77.14 % of the total students (27 out of 35 students) passed the minimum passing enjourme vol. 1, no. 1, july 2016 15 grade (kkm) and the record of collaborator 2 indicated the same progress; there were 82.87 % of the total students (29 out of 35 students) passed. table 1. the summary of progress on students’ speaking ability. seeing the results of the action in cycle two, it can be seen that the students’ scores for the assessment surpassed the criteria of success. in other words, it indicated that animation movies can be used as teaching media to improve the students’ ability in speaking, particularly in expressing ideas and feelings in english, therefore, the action could be stopped. discussion based on the findings in the previous point, it can be inferred that in order to create a good teaching and learning process to improve the students’ speaking ability it demands the writer to follow a particular procedure. there are preparations to be made prior to teaching speaking using animation movies as media. the first, the writer has to determine the objective of the teaching and learning process. since activities deal with speaking, the objective should reflect the ability of speaking considering the need, interest, and the level of the students. 42.86 60 77.14 57.14 82.86 0 10 20 30 40 50 60 70 80 90 100 be fore c ycl e 1 c ycl e 2 c ol l aborator 1 c ol l aborator 2 enjourme vol. 1, no. 1, july 2016 16 the second, the writer has to prepare the instructional media to support the strategy or technique as we know that media are important for teaching and learning process. gerlach and elly in ibrahim (1981: 7) states that instructional media play a key role in the design and use of systematic instruction. thus, the media have to be relevant for the level of the students as well as go along with the objective. besides, it is also important to pay attention about the level of difficulty of the media for the level of the students. ibrahim (1981: 29) proposes some considerations in choosing media: the appropriateness with the instructional objectives, the appropriateness with the level of the students, availability, and quality. it means that in choosing media, teachers should consider whether or not the media can be used effectively to accomplish the instructional objectives, whether or not the media is interesting for the students and appropriate with the capability and the learning pattern of the students, whether or not the media is easy to get and or it is possible to produce, and whether or not the quality of the media used is still good and possible to deliver information better, for bad quality media may lead to misunderstanding. in line with ibrahim, sudrajat (2008), states that the most important criterion to consider in choosing media is that media should be in line with the objective of the study that is going to be reached. if the objective is about repetition of words, audio media would be appropriate. if the objective is about comprehending text, printed media should be chosen. and if the objective is more about motoric (movements and activities), film and video media would be appropriate. therefore, considering the problems found in public vocational enjourme vol. 1, no. 1, july 2016 17 school 6 malang as explained in the introduction section, the writer decided that animation movies were appropriate media to be used to teach speaking in order to solve the students’ problem. brown, lewis, & harcleroad, in wediyantoro (2010: 20), states that in instruction and training, motion picture (movie) fulfills a variety of purposes. they communicate information, change or strengthen attitudes, help to develop skills, whet interest, raise problems, invoke moods, and emotionalise learning. there are many advantages of using movie (video) in general animation movie in particular in teaching and learning efl: (1) the students will not get bored during the process of teaching and learning and they can learn to concentrate more, (2) the students can improve their oral english because they must express their opinion about the movie itself, (3) there is a lot of information in the movie so that the students will enrich their knowledge about english, etc. moreover, febrian in wediyantoro (2010: 21) states that animation movies would be easier to remember for the viewers because it has unique picture characteristics that cannot be found in other kinds of movies. the third, the writer or teacher ought to design an appropriate setting to conduct the activities, to decide the time allotment, and necessary assessments as well. kayi (2006) says that in teaching speaking teachers should create a classroom environment in which students have real-life communication, authentic activities, and meaningful tasks that promote oral language. it occurs if students collaborate in groups to achieve a goal or to complete a task. enjourme vol. 1, no. 1, july 2016 18 there are some activities to promote speaking such as discussion, role play, simulation, information gap, brain storming, storytelling, interviews, story completion, reporting, and playing cards. furthermore, klippel (1984: 5) says that learning is more effective if the learners are actively involved in the process. referring to those theories, the writer decided that picture description, story completion, and role play were appropriate activities for the students. among those three activities, story completion and role play were group work activities involving group discussion and performance. brown (2007: 225-226), states that group work has many advantages such as it generates interactive language, offers an embracing effective climate, promotes learner responsibility and autonomy, and is a step toward individualising instruction. in picture description, the students were encouraged to produce as much vocabulary as possible based on the movie they watched. besides, pronunciation drilling was also done during this activity. in story completion activity the students were to create an ending for the animation movie they watched based on their creativities. in addition, students were also trained about using appropriate grammar while speaking as well as fluency enhancement. in role play activity the students were to create a role play based on the animation movie scene they watched. this activity was mainly to test the students’ fluency, vocabulary, pronunciation, and structure in speaking english. as other studies, study also had some strengths and weaknesses. it can be seen from the media used as well as the research administration. ibrahim (1981: 29) states that there is no the best media for all objectives. media have their own enjourme vol. 1, no. 1, july 2016 19 strengths and weaknesses. the strength that the writer first figured out that the media used in this research were quite easy to find since animation movies are available almost anywhere and less costly; ones can buy the dvd/vcd in a very affordable price, rent it from dvd/vcd rentals, or just download it from the internet. moreover, students are already familiar with movies because many teachers at public vocational school 6 malang tend to use movies for refreshing. therefore, the teaching technique using animation movies did not stress the students. the most important thing was that the media can also be used not only to teach speaking, but also listening and writing. aside from the presented strengths above, this research had some weaknesses as follows. the time given by the school to administer this research was relatively short since the research was conducted close to the semester test. otherwise, the writer was sure that he could do more to improve the students’ performance in speaking. next, the research is probably quite ineffective for a classroom with too many students such as 40 students or more because it would be very difficult to control and to give every student close attention. besides, if the time allocation for the research is plainly short, it seems that it will not give very satisfactory results when applied in a classroom with students who do not have adequate basic of english. ehrenberg, brewer, gamoran, and willms (2001), state that the number of students in a class has the potential to affect how much is learned in at least three different ways. it could affect how students interact with each other, how much time the teacher is able to focus on individual students and enjourme vol. 1, no. 1, july 2016 20 their specific needs rather than on the group as a whole, and the teacher’s allocation of time and, hence, effectiveness, in other ways, too. in addition, since the media used were movies, it needed another means to display the movies so that all students could watch the movie clearly. therefore, it needed an lcd projector while not all schools provide an lcd projector in every classroom. in addition, the research highly depended on electricity; had the electricity been off at the time of the research, the research the movies could not have been played, and the research could have been delayed. conclusion and suggestion conclusion referring to the results of the research, it can be inferred that animation movies are applicable to be used as teaching media to improve the students’ speaking ability, particularly in expressing ideas and feelings at public vocational school 6 malang, indonesia using an appropriate strategy. the strategy involved the following steps. first, the writer built up the students’ confidence in speaking english without provided texts or conversations from the book. second, the writer encouraged the students to produce as much vocabulary as they could as orally well as conducted pronunciation drilling. this process was done through picture description activity. third, the writer enhanced the students’ grammar mastery as well as students’ fluency in speaking. this process was done through story completion activity. fourth, the writer tested the students’ speaking performance comprising four aspects: fluency, vocabulary, enjourme vol. 1, no. 1, july 2016 21 pronunciation, and structure trough role-play activity. in addition, the subtitle of the animation movies used was indonesian subtitle and students were allowed to take brief notes during the teaching and learning process. suggestions based on the above presented conclusion as well as weaknesses found in the implementation of the action, the writer addresses some suggestions for english teachers of public vocational school 6 malang, english teachers in general as well as future writers who conduct the similar study. this classroom action research was done in a limited time, so that the writer did not enough time to boost the students’ speaking ability more. therefore, it is advisable for future writers to allocate more time to gain a better result. next, it is also advisable for the future writers to conduct the study in a smaller classroom about twenty to twenty five students to make the writers easier in monitoring the students’ performance progress, controlling the classroom, and giving every student close attention. besides, since the administration of this classroom action research is related to electricity, for watching movies, the future writers should make additional plans as anticipation if there are problems dealing with it. this classroom action research only focused on one of the english skills, which was speaking. thus, the writer suggests the future writers to use animation movies as media to improve or solve students’ problems dealing with listening and writing. enjourme vol. 1, no. 1, july 2016 22 references brown, h. d. (2007). teaching by principles an interactive approach to language pedagogy second edition. ny: adison wesley longman inc. donaghy, k.(2014). how can film help you teach or learn english? retrieved from https://www.britishcouncil.org/voices-magazine/how-can-film-helpyou-teach-or-learn-english. accessed on 24 june 2015 ehrenberg, r.g. et al. (2001). class size and students achievement. psychological science in the public interest, (online), 2, (11). retrieved from http://www.psychologicalscience.org/journals/pspi/pdf/pspi2_1.pdf?origin= publication_detail harmer, j. (1998). the practice of english language teaching. ny: longman inc. ibrahim. (1981). media instruksional. malang: sub proyek penulisan buku pelajaran proyek peningkatan perguruan tinggi ikip malang. johnson, d. (2006). using video cartoon to encourage efl practice. retrieved from http://donjohnson.wordpress.com/academic-writing/using-videocartoons-to-encourage-efl-practice/. accessed on 15 december 2015 kayi, h. (2006). teaching speaking: activities to promote speaking in a second language. the internet tesl journal, (online), 12(11). retrieved from http://iteslj.org/techniques/kayi-teachingspeaking.html klippel, f. (1984). keep talking: communicative fluency activities for language teaching. cambridge: cambridge university press. nunan, d. (1991). language teaching methodology a textbook for teachers. uk: prentice hall international. sudrajat, a. (2008). media pembelajaran. retrieved from http://akhmadsudrajat.wordpress.com/2008/01/12/media-pembelajaran/, accessed on 15 december 2015 ur, p. (1996). a course in language teaching: practice and theory. cambridge: cambridge university press. wediyantoro, p.l. (2010). using 3-d animation movies as media to improve the speaking ability of the students at yaspa english training (yet) course, https://www.britishcouncil.org/voices-magazine/how-can-film-help-you-teach-or-learn-english https://www.britishcouncil.org/voices-magazine/how-can-film-help-you-teach-or-learn-english http://www.psychologicalscience.org/journals/pspi/pdf/pspi2_1.pdf?origin=publication_detail http://www.psychologicalscience.org/journals/pspi/pdf/pspi2_1.pdf?origin=publication_detail http://donjohnson.wordpress.com/academic-writing/using-video-cartoons-to-encourage-efl-practice/ http://donjohnson.wordpress.com/academic-writing/using-video-cartoons-to-encourage-efl-practice/ http://iteslj.org/techniques/kayi-teachingspeaking.html http://akhmadsudrajat.wordpress.com/2008/01/12/media-pembelajaran/ enjourme vol. 1, no. 1, july 2016 23 trenggalek. unpublished thesis. malang: faculty of letters state university of malang. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no, 1, july 2020, page 84–91 enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index a study of students’ perceptions of english teacher pedagogical competence elfirahmi thamrin d3 english program, faculty of social and politics science, universitas merdeka malang, jl. terusan raya dieng no. 62-64, 65149, malang, indonesia corresponding author: elfirahmi.thamrin@unmer.ac.id a r t i c l e i n f o a b s t r a c t article history: received 11 april 2020 revised 18 july 2020 accepted 19 july 2020 available online 31 july 2020 this study attempts to identify students’ perception of english teacher pedagogical competence at man 1 malang, indonesia. it can be categorized into qualitative research design since this study try to find out english teacher pedagogical competence based on students point of view. eighty-seven students from five classes were involved in this study. the data were collected using questionnaires to know students’ perception on their teacher pedagogical competence. the questionnaire adopted from brown (2007), kourieous and evripidou (2013), and akhyak, idrus, bakar (2013) will be used in this study. the result of study showed that students’ perception of teacher pedagogical are higher in two variables; providing classroom activity and assessment. meanwhile, teacher needs to increase four others variable of pedagogical competence because teacher pedagogical competence is the most importance competence than the other competence. by improving quality continuously, teacher will mold students to get success and increase quality of education in indonesia thoroughly. © 2020 enjourme. all rights reserved. keywords: students’ perception characteristic of good teacher teacher competence doi: 10.26905/enjourme.v4i2.4104 how to cite this article: thamrin, e. (2020). a study of students’ perceptions of english teacher pedagogical competence. enjourme (english journal of merdeka) : culture, language, and teaching of english, 5(1), 84–91. doi:10.26905/enjourme.v5i1.4104 1. introduction several studies were conducted to investigate factors influencing students’ academic success. lim & morris (2009) found that learner, instructional, and motivational variables correlated on students’ learning outcomes. meanwhile, hattie (2012) identified six areas that assist to learning: students, school, curricula, teacher, home, and approaches in teaching and learning. learners variable is chosen as the focus of the study because hattie (2003) states that students are the greatest source of variance (50 %) which influences the students’ achievement, then it is followed by teachers’ variance (30 %). no doubt, one of the factors that determine students’ successfulness in learning is influenced by the teacher. many researchers regard that the teacher as a dominant and key factor to optimize education processes (adegbola & depar, 2019; hakim, 2015; marinković, bjekić, & zlatić, 2012). it means that the teacher plays decisive roles whether education mailto:elfirahmi.thamrin@unmer.ac.id enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 84–91 thamrin, e. (a study of students’ perceptions of english teacher pedagogical competence) 85 succeed or not. teacher’s quality depends on teacher’s knowledge about his field and its implementation in the classroom and how to transform knowledge to students. the teacher not only transfers the knowledge to students but also becomes the educator that guides students to be competent, active, creative and independent by giving them instruction. hence becoming a teacher is not easy. the teachers should have competencies as a teacher. in indonesia, the law no 19/2005 regulates that, a teacher should have four competencies: professional, personality, pedagogical, and social competence. by having those competences, it is hoped increasing the quality of education. among those competencies, pedagogical competency is important components to run teachers’ work effectively. it is supported by fauth et al., (2019) who found that by having competence especially pedagogical competence, it greatly influence students interest in learning and culminate with increasing students achievement. pedagogical competence means as teaching and learning management competency which cover discerning the students, making teaching planning and implementing it in the classroom, doing evaluation, and developing students’ potential. this competence constitutes the key to efficient education because it is close connection with three essential education factors: efficiency and achievement, teachers’ professional development and societal change (irina, 2011). haenilah (2013) adds that in pedagogical competence there are three important points; first, it is the gist among the others competences of teachers; then, it results in an attempt to set up suitable condition for students to actualize themselves in knowledge comprehension, skills, or behavioral building; finally, its value is highly effected by academic, social, and personal skills as the requisite for constructing pedagogical competence. therefore, pedagogical competence is necessary to be possessed by teachers so that they can help the students to achieve the aim of education. teacher has a big responsibility in learning process. teachers' pedagogical competence includes knowing the learners, designing instruction and then implementing it, evaluating learning outcomes, and developing learners to embrace their potential (national standards of education in the law no. 19/2005). pedagogical competence is explained more detail in national education ministry regulation no 16, 2007, which is stated that pedagogical competence covers: first, understanding students characteristics, involving recognition on students’ biological, social, psychological and cognitive development, such as students interaction either among them or with teachers, motivation learning, students problems on behavior, motivation and difficulties of learning; second, understanding learning concept and learning principles; third, developing curriculum related with the course, which is a path chosen by the teacher to lead the whole semester. in addition, panda (2012) insists pedagogical competency as teachers’ competence to powerfully implement their knowledge, skills, attitude by selecting appropriate strategy for students’ need. this competence will direct teachers to apply everything what he/she know related to his/her field. related to teacher’s preparation, teacher should well prepare and well organize in class. prior studies explained task-based language teaching methods (prasetyaningrum, 2018) and pre-reading strategies (lailiyah, wediyantoro, & yustisia, 2019) successfully increased students’ contribution in teaching and learning. other, the use of teaching media, such as animation movie (as in wediyantoro, 2016), big books (as in febrianti, 2019) and video (as in lutviana & mafulah, 2018), are successfully grab students’ attention. in addition, one study argues that engaging students in literary might encourage students’ interaction (putra, 2016). furthermore, akhyak, idrus, & abu bakar (2013) comprise pedagogical competence into three competences: competency in teaching plan, teaching and learning process, and competency in assessment and evaluation. having competence in planning and designing teaching reinforce teacher competence dealing with ability of explaining objective, choosing and arranging materials, deciding methods and strategies of learning, deciding source of learning, media, tools, and time allocation. meanwhile, competence in teaching and learning process comprises teachers’ ability in opening lesson, conveying materials, using teaching method and media, using communicative language, encouraging students, having well activities preparation in the classroom, interactive by concluding lessons, providing feedback, enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 84–91 thamrin, e. (a study of students’ perceptions of english teacher pedagogical competence) 86 conducting assessment and evaluation, and using time effectively. the last is learning and teaching assessment and evaluation competency. the teacher empowerment in terms of this competency turned out to directed to the ability of: choosing questions based on the level of difficulty; selecting questions based on the level of differentiation; repairing the problem is not valid; checking the answer; classifying the results of the assessment; processing and analyzing assessment results; making interpretation of the trend assessment results; determining the correlation problem based on the assessment results; assessing to determine variation result level; inferring from assessment results clearly and logically; arranging the next program should be done from assessment results; classifying students; identifying the need for follow-up assessment results; carrying out follow-up; evaluating the results of follow-up; and analyzing the results of evaluation. mâţă, cmeciu, & ghiaţău (2013) divide the component of cognitive knowledge in three components; cognitive (apprehension and interpretation); behavior (strategies and expertness); attitude (value). dealing with the first and second components, techniques and methods of teaching is the most crucial to be concerned by the teacher from students’ perspective. meanwhile, the third component, evaluation is the most regarded as part of attitude component. from the statement above, the indicators that will be used to assess teachers’ pedagogical competence is adopted from brown (2007), kourieos & evripidou (2013), and akhyak et al. (2013) because their statement is in accordance with the law and easy to be understood. the variable of this study is students’ perception toward teachers’ competency. students’ perception toward their teachers’ competence affect students’ achievement (hallinan, 2008). he asserts that students who have positive perception toward their teacher (realize teachers careness, respect and praise on them) perform more success in academic achievement. in addition, montalvo, mansfield, & miller (2007) found that the students’ like and dislike for a teacher is not only related to students’ academic achievement but also students’ motivation. the good teacher is focus on learning in constructing a classroom, providing effective feedback, and stimulating perseverance in challenging work; these characteristics will raise student achievement. it deals with zimmerman, khoury, vega, gil, & warheit (1995) finding that students’ learning motivation, endeavour, and performance depend much on students’ belief on teacher’s support, interest, and teacher’s respect. the previous studies indicate that if the students have positive perception toward teachers’ competence, they will have enthusiasm and focus in learning activities. on the other hand, if the students have negative perception toward teachers’ competence, they will not study seriously because they do not have interest, motivation and loss teacher role as role model. besides, probably negative attitudes will arise such as rambunctious and truant from the school. the worrying condition is that students will not respect their teacher. if this condition happens, it is impossible improving education quality and most of the students will fail in their study. there are many research done related with the importance of pedagogical competence. a study differ senior and junior teacher in term of pedagogical competence (emiliasari, 2018). in its finding, it reveals that junior teacher is better in utilizing information and communication technology (ict) and envolving teaching media in teaching and learning process. senior teacher is better in understanding learners, developing curriculum, planning the lesson, and using the languange in the classroom or teacher talk. unhappily, both of junior and senior teacher is still lack in comprehending basic principle theory of teaching and envolving potential of students. yilmaz & tinmaz (2016) in their study also discuss about students’ perception on pedagogical competence at universtiy level in various subject. the result of the study revealed that in students’ view their teachers have good attitude. meanwhile in other aspects of pedagogy such as teaching and learning process, grading and assessment, they need to be improved. arisman & supardi (2019) revealed in their study that the most dominant of lecturer competence on english listening subject in dayanu ikhsanuddin university is pedagogic competence. previous studies have been discussed about the significance of teachers especially teacher pedagogical competence and correlate it with students’ success. even there was a enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 84–91 thamrin, e. (a study of students’ perceptions of english teacher pedagogical competence) 87 study discussing about the students’ belief about teacher pedagogical competence at university level (yilmaz & tinmaz, 2016). however, that study evaluated teachers in various majors. meanwhile in this study, the researcher will evaluate engish teacher in application of pedagogical competence at senior high school level. it needs to be done, since teachers need to get contribution from students about their application in this competence. 2. method this study aims to investigate students’ perception toward english teacher pedagogical competence at man 1 malang, indonesia. therefore, this study can be categorized into qualitative research. furthermore, the accessible population in this study was the second year of man 1 malang which is consisted of five classes. meanwhile, the sample of the study was eighty-seven students. the main instrument used in this study is questionnaire. the questionnaire contains 60 statements. the questionnaire specifically describes students’ view on english teacher competency in understanding the learners, teaching preparation, conducting teaching and learning activities, using approach/method of language teaching, encouraging the student to actualize their potential and teaching learning evaluation and assessment. the questionnaire was distributed among the students and their responses will be collected. to find students perception on english teacher pedagogical competence, questionnaire adopted from brown (2007), kourieous and evripidou (2013), and akhyak et al., (2013) will be used in this study. the questionnaire contains 60-items using indonesia language to avoid misunderstanding. it was arranged based on five-point likert scale. after the questionnaires were made, the next step was consulted the questionnaires to the expert in order to get judgment and comment about the content of the questionnaires. based on the expert’s comment, there was no revision needed, however, the questionnaire needed to be tried out. by conducting pilot questionnaire, the researcher knew the students’ response whether the questionnaires were understandable or not. besides, through pilot questionnaires, the validity and reliability of this instrument were found out. consequently, the invalid items are excluded from the analysis of the data. the prerequisite of validity item is r computation > r table. from the pilot questionnaires, the reliability of students’ perception on english teacher pedagogical competence was 0.705. the reliability is between 0.70 and 0.89, and it is assumed to be good. this value implied that the questionnaire was reliable and can be used as the instrument to gather the data. in responding to the questionnaires, the respondents have to check the best preference which represented how they felt about the topics included in the scale. 3. results and discussion 3.1. result the questionnaire that has been distributed to the students contains some statements that indicate teachers’ pedagogical competency. the maximum score resulted from the second questionnaire is 199, while the minimum score is 100. from the interval, the classification of the questionnaire score is indicated in the table 1. as shown in table 1, the most students agree that their english teacher has good pedagogical competence (78 %). it is drawn by calculated number of students in moderate and high category. from general depiction, it will be elaborated into sub-variable of pedagogical competence. there are six sub-variables to describe this competence. from the questionnaire of first sub-variable result, it was showed that 50% of students respond assess that their teacher understand themselves, 34 % of students respond did not give any assessment for their teacher, otherwise 16 % respond negatively. therefore, students’ perception for the first sub-variable was fifty-fifty. a half of the students believe that their teacher understands themselves and a half another believes inversely. moreover, for the second sub variable, there were two sides in describing teachers’ preparation in teaching; whether the teacher explains the aim and the goal, and the previous of enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 84–91 thamrin, e. (a study of students’ perceptions of english teacher pedagogical competence) 88 the material or not. however, the students’ response was likewise the first variable. a half of the students (49 %) regarded that their teacher had well preparation in teaching, 34 % students did not any comment, and 17 % students regarded that their teacher did not have well preparation in teaching. table 1 classification of students’ response on english teacher pedagogical competence interval category frequency % 170 204 high 11 12.6 137 169 moderate 57 65.5 103 136 low 19 21.8 87 100 the third sub-variable of the second questionnaire, 66 % students responded positively teacher competence in conducting teaching learning activity. there were eight statements that were asked to be responded by the students. among those statements, two points were the highest rank; when the students got the problems, the teachers gave the solution and help them, besides explaining the material were in accordance with the students’ level of speed. otherwise, 27 % students did not give any comments to their teachers. to sum up, teachers competence related to conduct teaching learning activity could be assumed good because the numbers of the students who responded positively were higher than the students who did not any respond or give low response. next, to dig information from the students related to teachers’ approach/method of language teaching fifteen questions were arisen. fifty-two of eighty-seven students gave a good response and agree with the statements, twenty-six students did not give certain answer, and 9 students gave negative response for the fourth sub-variable. among those statements, the highest responses were that the teacher used several of methods in teaching, and inclined to ask the students to study in pairs or group. next, to dig information from the students related to teachers’ approach/method of language teaching fifteen questions were arisen. fifty-two of eighty-seven students gave a good response and agree with the statements, twenty-six students did not give certain answer, and 9 students gave negative response for the fourth sub-variable. among those statements, the highest responses were that the teacher used several of methods in teaching, and inclined to ask the students to study in pairs or group. lastly, students’ responses on teachers teaching evaluation and assessment were good enough. sixty-nine percent of the students’ response positive, twenty-six percent of the students did not give any comments, and only seven percent of the students responded negatively. among the statement, there were two statements that got significant response that other statements. first, the students agree that the teacher often give exercises and give questions due to check students understanding. the lowest response was given by the students dealing with feedback or correction from the teachers. in this study, there are six sub variables that are measured, namely: understanding the learner, teaching preparation, conducting teaching learning activity, using approach/method of language teaching, encourage their students to utilize students’ potential, and conducting assessment related with pedagogical competence owned by teacher. from six variables almost the whole indicate that their teachers have good enough competency in pedagogy. among six sub-variables, the highest respond is given for two variables; conducting teaching and learning activity and conducting assessment. the two sub-variable conducting teaching learning activity and assessment get the highest percentage 66 % and 69 %. surprisingly, one-fourth percent students did not give any comment about their teachers’ competency and the safe line by answer neither agree nor disagree. enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 84–91 thamrin, e. (a study of students’ perceptions of english teacher pedagogical competence) 89 3.2. discussion the result indicates that their english teachers have mastery the english subject and capable to integrate their knowledge and competency with other field of knowledge. in addition, their english teachers also have mastery competence standard and basic competence beside developing the material creatively. it deals with national education ministry regulation no17, 2007 about competences that should be possessed by a teacher; understanding the material, understanding standard competence and basic competence, and developing material continuously. by improving competence continously, it absolutely contribute to students themselves (adegbola & depar, 2019; hakim, 2015; marinković et al., 2012). arisman & supardi (2019) highlight urgency of having lecturer competence since the successful learning process is depend on that. further, they claim that by having those competences, lecturer tends to be more creative in creating the learning environment, thus it can improve students’ motivation in learning process. however, studies proof that there is positive correlation between motivation and academic success, such as rachmawati & putri, (2018). in addition to this, the use of ict is one solution to increase students’ motivation in a class (lailiyah, 2016). eventhough total students who respond toward their teacher competence in pedagogic showed high scale competence but only one-third variable is valued good. meanwhile, twothirds variable of pedagogical competence is still in moderate or low level. this finding indicates that the application of teacher pedagogical competence need to be improved. 4. conclusion and suggestions based on the previous discussion, it is found that most of the students have positive perception on english teacher pedagogical competences. in pedagogical aspect, two subvariables (conducting teaching learning activity and conducting assessment) got the highest score than four other. it proves that english teachers who teach at grade xi were understood their students need, conducting well preparation therefore the study were ready to follow the study by concerning student’s level and give help to the students to actualize their self and implement approach/method of language teaching and giving evaluation and assessment. this finding has become reflection on the teachers to always pay attention and improve their pedagogical competence in all sub-variables; understanding the learners, teaching preparation, conducting teaching and learning activities, using approach/method of language teaching, encouraging the student to actualize their potential and teaching learning evaluation and assessment. further studies should be done related to the role of institution and government to improve teacher competencies. 5. references adegbola, f. f., & depar. 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(2016). students’ views about pedagogical competence of lecturers. journal of higher education and science. https://doi.org/10.5961/jhes.2016.157 zimmerman, r. s., khoury, e. l., vega, w. a., gil, a. g., & warheit, g. j. (1995). teacher and parent perceptions of behavior problems among a sample of african american, hispanic, and non-hispanic white studients. american journal of community psychology. https://doi.org/10.1007/bf02506935 enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no, 1, july 2020, page 65–74 enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index learning journal strategy to enhance students’ writing ability shaumiwaty tadris bahasa inggris, fakultas tarbiyah, iain takengon, jalan yos sudarso/a. dimot no. 10, aceh, indonesia corresponding author: shaumiwaty26@gmail.com a r t i c l e i n f o a b s t r a c t article history: received 02 june 2020 revised 16 july 2020 accepted 19 july 2020 available online 31 july 2020 this research aims to find out the students’ writing ability by using learning journal strategy. to do that, the experimental design with one group pretest and posttest design was used. the population in this research was 218 students of eight grade (viii) of secondary students on mtsn takengon i. as the research sample, it was chosen two classes, i.e. viii1 as the experiment class and viii2 as the control class. the pre-test was given and it was followed by treatments in four meetings to the control class students. the data were analyzed using t-test to reveal whether there was a significant difference in the students’ writing ability of descriptive text among the eight grade students of mtsn takengon i. the results of this study indicate that the t-test was 2.10 and t-table was 1.07. therefore, ho is rejected and ha is accepted because the t-test is higher than the t-table. © 2020 enjourme. all rights reserved. keywords: learning journal strategy writing skills descriptive text doi: 10.26905/enjourme.v4i2.4238 how to cite this article: shaumiwaty, s. (2020). learning journal strategy to enhance students’ writing ability. enjourme (english journal of merdeka): culture, language, and teaching of english, 5(1), 65–74. doi:10.26905/enjourme.v5i1.4238 1. introduction the learning activities can be considered successful if it promotes positive interaction between students and teachers as facilitators. writing skill is considered as the most difficult skill to master for second language learners. in fact, most teachers still perform monotonous model, teacher-centered learning, which may hinder the learning process, and it raises the difficulty among students to understand the subject matter. thus, teacher should consider the use of effective strategies and tools (nosratinia & adibifar, 2014). in addition to this, writing is of the most difficulties ability for students to master. at advanced level, writing involves more than just a system of language; it also challenges our cognitive for memory and thinking (kellogg, 2008). research also reports that successful learner are those who more frequently apply learning strategies (mistar, zuhairi, & parlindungan, 2014) moreover, research studies on second language writing have proposed many teaching approaches for teaching writing, such as the use of feedback to encourage students in second language writing (hyland & hyland, 2006; kuntariati & lailiyah, 2016), that focuses on proses mailto:shaumiwaty26@gmail.com enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 65–74 shaumiwaty, s. (learning journal strategy to enhance students’ writing ability) 66 based writing. also, the use of self-regulated strategy that promotes students’ confidence in writing through the model based on their need and character is an effective teaching strategy for intermediate level students (liberty & conderman, 2018). in addition, with the development of technology, teachers might apply internet-based teaching writing (cahyono & mutiaraningrum, 2015), or use social media (sabaruddin, 2019) in teaching second language writing. needless to say, teachers’ support is playing a vital role in developing students’ ability in writing. however, many teachers or instructors still apply conventional teaching approach (ka-kandee & kaur, 2015). in indonesia, the teaching of writing is challenged. this is due to teachers’ limited understanding of writing approach; thus teachers tend to use limited strategies (suriyanti & yaacob, 2016). besides, the cultural difference is influenced the writing product that sounds less english, and the number of students in a class also affected the effectiveness of teaching process (ariyanti, 2016). many students admit that they experience constrains to write and they think that writing as a complicated process. actually, some students know what to write, but they find it difficult on how to start and express their ideas. it appears that it is a problem for both teachers and students when they are asked about how to learn writing. there are many perceptions that writing will be through complicated process. therefore, the teacher should know the proper techniques and strategies in teaching and learning writing skills. the students of junior high at mtsn takengon i also share a similar feeling on their difficulty in writing. the observation results in this school showed that the teaching used teachercentered learning in which the teacher dominated the learning process. the students only listened and recorded the material delivered by the teacher. when the teacher invited students to ask questions about the material that might not be understood, the students looked quiet and did not give any responses. in another class, the teacher taught using the discussion method, but it seemed ineffective since the grouping was done by the students themselves. it made the groups homogeneous and the low ability students found it hard to complete the assignments when they gather with other low students in a group. gebhard (2006) stated that in learning writing process the teachers’ part is to give time for students to use workable strategies for getting started to rise writing ideas. to do so, the teacher can start the writing process with prewriting. prewriting phase is to motivate ideas (brown, 2001). in addition, as said by graves in widiati & widayati (1997), students can construct creative and adsorbing texts when teachers permit them time and opportunity for generating ideas. regarding to learning journal strategy, moon (1999) stated that learning journal is a kind of communication that accepts students to put down and arranged their knowledge by writing. it motivates them to learn how to combine and review, to performance asses, and target for future learning based on their past knowledge. thus, students are able to manage to learn and, of course, expand themselves as self-supporting learners. moreover, she mentioned that journals are collections of material that emphasize the writer's reflection process. the journal is written in a certain time, or era, not in “one way”. the writer is placing the learning journal that there is an overall intention (or who have given particular duty) to improve the learning. the aim is to enhance the students to write their ideas logically based on their previous learning knowledge. learning journal is basically a means for reflection. for teachers, it has been be an important aspect of learning that involves a deep orientation for the students’ progress. this process seems to only occur when students’ environment is conducive for reflection, especially when there is an incentive for reflection with some guidances or special emphasis on those conditions. thus, learning journal represents the emphasis on the right conditions. it is expected that journal writing can have valuable impacts, either during or at the end of the process, or as a result of both (moon, jennifer: 2006). in view of this explanation, learning journal is a strategy that helps them to reflect on their learning. it means that their journal should not only present descriptively as an account of what they are doing, but also provide changes to transfer their knowledge processes, especially why and how they do, what they do, and they know and their perception about what they do. previous studies related to this is found. chamisah (2013) studied the benefit of using enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 65–74 shaumiwaty, s. (learning journal strategy to enhance students’ writing ability) 67 cooperative learning approach for teaching writing at university level. the result revealed that the student became easier to develop ideas to write by using cooperative learning. this occurs because students are able to work together. thus, they might transfer information and knowledge to others, and they receive the ideas each other to build in write down their communication. another study was conducted by (shirotha, 2016) about the use of corrective feedback on students’ writing. the result indicated that 35 students have significant progress in their writing accuracy. in addition, the corrective feedback strategy in writing also elicits the autonomous learning writing process. besides, this study investigated differences in teaching writing strategy. 2. method the study can be categorized as an experimental research. the writer used one group pretest and post-test design. the research population was the eighth-grade students totaling around 218 students. the sample in this study consisted of 2 classes. the experimental class viii1with 30 students and the control class viii2with 30 students. to take the first data, the writer gave pretest. only in one group were treated. furthermore, it was to know the students’ ability to write after being taught using learning journal strategy. to collect the data, the writer used a test as instrument to measure students’ achievement in writing by giving written test, pretest and posttest. the students wrote text individually. the writer used some criteria to analyze the tests using the weagle’s scoring rubric from effendi & riyono (2017). the scoring rubric is presented in table 1. table 1. waegle’s scoring rubric in effendi & riyono (2017) component indicators score grammar a few grammatical inaccurate some grammar inaccurate numerous grammatical inaccurate frequent grammatical inaccurate 4 3 2 1 organization most of the sentences are related to main idea some sentences are related to main idea few sentences are related to main idea the sentences are not related to each other 4 3 2 1 content relevant to the topic and easy to understand rather relevant to the topic and easy to understand relevant to the topic but not quite easy to understand quite relevant but it not easy to understand 4 3 2 1 vocabulary and mechanic a few errors in choice of words, spelling, and punctuation some errors in choice of words, spelling, and punctuation occasional errors in choice words, spelling, and punctuation frequent errors in choice of words, spelling, and punctuation 4 3 2 1 to collect the data the writer used observation and achievement test by giving a written test. two kinds of tests used pretest and posttest. pretest was given before the implementation of learning journal strategy to know the score of writing. the students wrote one paragraph about their experiences. posttest was used to know how learning journal strategy was effective to teach writing. the post test was given after the implementation of learning journal to estimate enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 65–74 shaumiwaty, s. (learning journal strategy to enhance students’ writing ability) 68 the students’ writing ability after being taught by using learning journal strategy. the test consisted of one paragraph from students’ experiences, and the test used was same as in the pretest. data analysis technique employed was t-test referring, to arikunto (2006) with the following formula: 𝑡 = 𝑀𝑥 − 𝑀𝑦 √[ 𝑥2 + 𝑥 𝑦 𝑛𝑥 + 𝑛𝑦 − 2 ] [ 1 𝑛𝑥 + 1 𝑛𝑦 ] where: t = t-test x = experiment class y s = control class mx = mean of the experiment class x2 = deviation score from the experiment class nx = sample of the experimental class my = mean of the control class y2 = deviation score of the the control class ny = sample of the control class 3. results and discussion 3.1. result those are the results of the pretest and post-test. both the experimental and the control class were given a score which was then accumulated in the form of grades as presented in tables 2 and 3. table 1 and 2 explain that the pretest score for the experimental class where: the posttest was 2330, the hence deviation was 775, and the squares deviation was 1800. from the conclusion above, the scores were calculated as follows: 𝑀 𝑋 = ∑𝑋 𝑁𝑋 = 775 30 = 25,8 x2 = d2− (𝑑)2 𝑁𝑋 = 19800− (775)2 30 = 19800− 6006 30 = 19800–200,2 = 19599 𝑀 𝑌 = ∑𝑌 𝑁𝑌 = 445 30 = 14,8 y2 = d2− (𝑑)2 𝑁𝑌 = 6921− (445)2 30 = 6921− 1980 30 =6921–66 = 6855 based on the above calculations it can be concluded that: mx = 25.8 (mean of the experimental class) x2 = 19599 (score of the experimental class) nx = 30 (number of experimental classes) my = 14.8 (mean of the control class) y2 = 6855 (deviation of the control class) ny = 30 (number of the control classes) enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 65–74 shaumiwaty, s. (learning journal strategy to enhance students’ writing ability) 69 table 2. the result of experimental class pre-test (x1) posttest (x2) deviation (d) squared deviation (d2) no name 1 am 50 80 30 900 2 a ma 50 75 25 400 3 a f 60 80 20 400 4 d g 40 70 30 900 5 ga 50 75 25 625 6 hm 60 80 20 400 7 l 50 75 25 625 8 m k 45 70 25 625 9 r p m 60 85 25 625 10 a p 40 75 35 1225 11 e m 50 75 25 625 12 f i a 40 70 30 900 13 f f 50 80 30 900 14 h p 60 85 25 625 15 i l 50 85 35 1225 16 i s s 45 75 30 900 17 i j 55 80 25 625 18 i k t 60 85 25 625 19 m a 60 80 20 400 20 md 45 75 30 900 21 nd 60 80 20 400 22 n r f 50 75 25 625 23 n m 60 80 20 400 24 r r 40 75 35 625 25 r m 60 80 20 400 26 sak 45 70 25 625 27 s a 50 75 25 625 28 s w 50 75 25 625 29 y 60 85 25 625 30 w r 60 80 20 400 total 1555 2330 775 19800 average 51,8 77,6 min 45 70 max 60 85 enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 65–74 shaumiwaty, s. (learning journal strategy to enhance students’ writing ability) 70 table 3. the result of control class no name pre-test (x1) posttest (x2) deviation (d) squared deviation (d2) 1 a 55 70 15 225 2 a y 50 65 15 225 3 a a 50 70 20 400 4 f p 50 70 20 400 5 m p 60 75 15 225 6 m a 55 70 15 225 7 m d 57 70 13 169 8 m t 50 70 20 400 9 m k 50 70 20 400 10 rf 45 60 15 225 11 sz 60 70 10 100 12 s a 70 80 10 100 13 t ip 50 65 20 400 14 t y r 55 70 15 225 15 a s 50 65 15 225 16 d p s 60 75 15 225 17 d i 50 70 20 400 18 h 50 60 10 100 19 i m 70 80 10 100 20 k a 50 65 15 225 21 kr 45 60 15 225 22 l a 55 70 15 225 23 l r 45 60 15 225 24 m n 50 65 15 225 25 m 48 60 12 144 26 ra 50 65 15 225 27 ry 60 75 15 225 28 r 50 65 15 225 29 rs 52 60 8 64 30 rr 58 70 12 144 total 1600 2040 445 6921 average 53,4 68 min 45 60 max 70 80 enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 65–74 shaumiwaty, s. (learning journal strategy to enhance students’ writing ability) 71 the following is the formula of t-test. t = 𝑀𝑋−𝑀𝑌 √( ∑𝑋2+∑𝑌 2 𝑁𝑋+𝑁𝑌−2 )( 1 𝑁𝑋 + 1 𝑁𝑌 ) t = 25,8 −14,8 √( 19559+6855 30+30 −2 )( 1 30 + 1 30 ) t = 11 √( 26414 58 )( 2 30 ) t = 11 √(455)(0,06) t = 11 √27,3 t = 11 5,22 = 2,10 the t-score obtained from both the pretest and posttest in the experimental class was 2.10. in the hypothesis, the basic theory that is indicates that the hypothesis will be accepted ifttest>ttable. to prove this hypothesis, it is important to catch out the distribution of frequency (df) based on the formula: df = n1 + n2– 2 df = 30 + 30−2 df = 58 so, t-test > t-table (significant) with the distribution of degree (df), i.e. t-test was2, 10> 1,07 (0, 05) with df 58. t-test score of is higher than t-table at a notable level of 0.05 which indicates that the hypothesis (ha) is receive and the hypothesis (ho) is rejected. it means that the learning journal strategies are effective to enhance the students' writing skills. 3.2. discussion based on the findings from this study, it revealed that using learning journal strategies can stimulate and facilitate students in realizing their ideas. it can be seen from the escalation of students’ scores. the results of the experimental class indicate that the learning journal strategies can provide students with a lot of ideas and enhance the students' writing skills. referring to the analysis results of the t-test, it can be seen that the learning journal has given positive contributions to the students in the experimental class in mtsn takengon i. this result is in line with a study conducted by glogger, schwonke, holzäpfel, nückles, & renkl (2012) that claimed learning journal is potential method in assessing students writing ability. the process learning writing, an english teacher usually explained to the students about some kinds of texts and give some the examples of those texts. the teacher gives some topics to discuss. at the end of the learning process the teacher corrected the students’ writing. however, the teacher always used various strategies and techniques; some students still have problem in writing. to help the students the writer used learning journal strategy as a technique to encourages students’ ability in writing. the students can think and show their analysis based on the experiences that might be seen or observed during the learning process with the learning journal strategies. they do not enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 65–74 shaumiwaty, s. (learning journal strategy to enhance students’ writing ability) 72 only get the ideas from reality, but also from their fantasy, and imagination. the results of learning journals showed that it has developed the students’ creativity. this strategy provides opportunities for students to write texts and to express ideas in organized topics. the process of writing texts can be facilitated with the learning journal strategies that can make students directly feel what they observe from the teacher when the they follow the learning process in the classrooms. therefore, it can be concluded that the learning journals can enhance students’ abilities based on the score escalation after the teaching and learning process had finished, (the pretest and posttest results). also, the learning journal has improved the students' interest in writing. this study is also in line with the idea that teachers’ support is the important factor to the development of students’ ability (coelho, 2020), thus teachers should apply teaching strategies that engage students’ motivation (wediyantoro, 2016; rachmajanti & musthofiyah, 2017; lailiyah, wediyantoro, & yustisia, 2019; ) . in addition, teachers also expected to be creative in using media to teach (lutviana & mafulah, 2018). 4. conclusion and suggestions this study investigates students’ writing ability using learning journal strategy. the results of this study revealed that there are differences in students’ writing outcomes in the classes which applied the journal strategy learning. thus, the learning journal strategy gives a positive effect on the students' writing ability especially descriptive text based on their experiences. hence, this study proposes two recommendation for further study. first, it is expected that teacher can apply this learning strategy as one of teaching approach to teach writing skills. second, further research related to this strategy with another level of education as the subject of research might broaden the evidence of the effectiveness of this strategy. 5. references arikunto. 2006. prosedur penelitian suatu pendekatan praktek. jakarta: pt. rineka cipta. ariyanti, a. 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(1999). learning journals: a handbook for academics, students and professional development. routledge. moon, j. a. (2006). learning journals: a handbook for reflective practice and professional development. routledge. nosratinia, m., & adibifar, s. (2014). the effect of teaching metacognitive strategies on field-dependent and independent learners’ writing. procedia social and behavioral sciences, 98, 1390–1399. https://doi.org/10.1016/j.sbspro.2014.03.557 rachmajanti, s., & musthofiyah, u. (2017). the relationship between reading self-efficacy, reading attitude and efl reading comprehension based on gender difference. j-ellit (journal of english language, literature, and teaching), 1(1), 20-26. sabaruddin, . (2019). facebook utilisation to enhance english writing skill. english language teaching, 12(8), 37. https://doi.org/10.5539/elt.v12n8p37 shirotha, f. b. (2016). the effect of indirect written corrective feedback on students’ writing accuracy. journal on english as a foreign language, 6(2), 101. https://doi.org/10.23971/jefl.v6i2.401 enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 65–74 shaumiwaty, s. (learning journal strategy to enhance students’ writing ability) 74 suriyanti, s., & yaacob, a. (2016). exploring teacher strategies in teaching descriptive writing in indonesia. malaysian journal of learning and instruction, 13(2), 71–95. https://doi.org/10.32890/mjli2016.13.2.3 wediyantoro, p. l. (2016). improving the speaking ability of the students at public vocational school 6 malang, indonesia, using animation movies as teaching media. enjourme (english journal of merdeka) : culture, language, and teaching of english, 1(1), 1–23. https://doi.org/10.26905/enjourme.v1i1.276 widiati, u., & widayati, s. (1997). out of a writing conference: speaking-writing connection. teflin journal, 8(1), 68-78. 52 enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 3 no. 2 december (2018) 52 – 60 enjourme (english journal of merdeka) : culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index a pragmatic analysis on the types and the purposes of address terms used by the main character in jane austen’s “emma” miftahush shalihah universitas ‘aisyiyah yogyakarta, jalan jalan ringroad barat no.63, 55592, yogyakarta, indonesia email: miftadialaula@unisayogya.ac.id a r t i c l e i n f o a b s t r a c t article history: received 19 february 2019 received in revised form 22 april 2019 accepted 22 april 2019 available online 03 may 2019 this research aims to describe the types of address terms used by the main character in jane austen’s emma and to reveal the main character’s purposes in using types of address terms. further, this study employs descriptivequalitative method. the result of the research can be concluded as follows. first, there are 8 types of address terms. they are (a) title plus last name, (b) first name, (c) full name, (d) pet name, (e) kinship terms, (f) title plus full name, (g) occupational terms, and (h) title alone. the most frequent use of address terms is title plus last name since it is used to respect the addressees. second, there are 6 purposes of address terms. they are (a) to show politeness, (b) to show intimacy, (c) to show social status, (d) to keep inferiority, (e) to show friendship, and (f) to show solidarity. from the study, the writer found that the address terms are mostly used in purpose to be polite to the addressees. © 2019 enjourme. all rights reserved. keywords: address terms, function of address terms, purpose of address terms, types of address terms. doi: 10.26905/enjourme.v2i2.2747 1. introduction when we communicate with others, we use language as a means of communication. we use language to express our idea to another. we use language in our daily activities wherever and whenever we go. we use language to send social messages about our personal identity, our characters, and our background. our speech also provides clues to other about who we are, and perhaps what kinds of social experiences we have (holmes, 2001). people communicate to each other not only by uttering what they want to say. they also communicate with each other by using written language such as newspaper, magazine, letter, poem, short story, comic, and novel. when people communicate by using written language, they can communicate with more people outside. he/she can communicate not only with people who are present in front of him/her but also with them who are not present there. novel is one kind of written languages which is used as a tool of communication. usually, a novel contains some aspects influenced by the author such as educational background, cultural background, and the author’s association with his/her community. those aspects will affect the story and even the language used in the novel. if the readers have different culture from the culture in the novel, it is difficult for them to understand it. if they want to understand the novel, they have to know more about the cultural setting in the novel. address terms, greeting, summon, and jargon are some kinds of speech style which become the part of culture. every culture will have different address terms, different ways to greeting others, summon, and jargon. address terms is a word, phrase, name, or title (or some combination of these) used in addressing someone in writing or in speech. the choice in using address term signals the relationship between language and society. it also shows how a person imagines his/her relationship with the addressee within this society. the use of address forms also reflects sociocultural change over time. mailto:miftadialaula@unisayogya.ac.id shalihah, miftahush/ enjourme vol. 3 no. 2(2018) 52 60 53 in 1815, jane austen wrote a novel entitled emma. jane austen used some address terms in the novel. the use of address term in the novel reflects the condition of the society at the second half of 18th century and the beginning of 19th century. the use of address terms will mark the social status of the addressee. people outside the community in the novel, will be difficult to understand this cultural content since one person can be addressed by more than one address terms. the study of address terms meaning is observed in pragmatic context. in this paper, the writer will discuss the types and the purpose of address terms used by the main character in jane austen’s ‘emma’. trudgill (1992) defines address terms as words and phrases used to address other people in conversation, meetings, letters, etc. address form may include pronouns such as you, titles such as sir and madam, names such as john and mr. smith, and endearment and expressions such as mate, buddy, dear, honey. in all communities, there are norms concerning who uses which form to whom, what the social implications are of using one form or another, and on which occasions particular forms may be used. furthermore, chaika (1982) states that the rules of addressing in a society are as complex as the society itself. address is used almost for power and solidarity. it is also used to reinforce the relative intimacy and power between people. addressing person as ‘mr’, ‘mrs’, and ‘miss’ or by a first name is not about simple vocabulary choice, but about the relationship and social position of the speaker and the addressee. the choice involves cultural valves and norms of politeness, deference, and status. (http://www.pbs.org/speak/speech/sociolinguistics-/socialbehavior). there are many types of address terms we can choose to address others. according to chaika (1982), the types of address terms are first name (fn), title plus last name (tln), kinship term (kt), and respectful term. special nicknames are also often used among close friends. according to holmes (2001), the types of address terms are first name (fn), title plus last name (tln), and occupational title. in addition, between some people, mainly male, mutual last name (ln) is the norm and there is also a non-reciprocal pattern involving madam/sir upwards and last name (ln) downwards to subordinate. meanwhile, wardhaugh (1986) mentioned the types of address terms are first name (fn), title plus last name (tln), pet name (pn), title alone (t), kinship term, and last name alone (ln). we should note that in such a classification, titles like sir or madam are generalized variants of the title category, i.e. generic title. in this paper, the writer tends to mix the theories of address terms types from chaika (1982), holmes (2001) and wardaugh (1998) for better information and enrich our knowledge. then, the writer classifies the types of address terms into eight. they are first name (fn), title plus last name (tln), full name alone (fln), title plus full name (tfn), pet name (pn), occupational title (ot), kinship term (kt) and title alone (t). as mentioned above, most people address their friends and family differently from those they do not know well, and from those who are in superior relationship to them. according to chaika (1982) most studies of addressee concentrate on whether or not first name (fn) is used or title like ‘mr’, ‘mrs’, ‘miss’, dr., prof. etc. plus last name (tln). title plus last name (tln) generally indicates social distance. superiors to those they outrank but who are, nevertheless, of relatively high status may also use it. in general, people use title plus last name (tln) upwards to superior, and first name (fn) downwards to subordinate. when people want to keep someone inferior, they insist their subordinate to address them with a title and they addressed their subordinate by their first name. according to holmes (2001), address terms can be used to show politeness. there are two kinds of politeness, positive politeness and negative politeness. positive politeness is solidarity oriented. when the superior suggests that a subordinate should use first name (fn), this shows positive politeness. this is positive politeness move, expressing solidarity and minimizing status differences. according to wardhaugh (1998), the asymmetric use of title plus last name (tln) and first name (fn), indicates inequality in power. however, mutual title plus last name (tln) indicates inequality and unfamiliarity, while mutual first name (fn), indicates equality and familiarity. address by title alone (t) is the least intimate form of address which designate ranks or occupation. meanwhile, address by first name (fn) is, of course, a sign of considerable intimacy or at least of a desire for such intimacy. when someone uses your first name fn) alone in addressing you, you may feel an occasion that the person is presuming an intimacy you do not recognize or, alternatively, is trying to assert some power over you. from the explanation of some theories above, we can see that according to chaika (1982), the purposes of address terms are to show formality, politeness, status social, solidarity, power and to keep someone inferior. according to holmes (2001), the purposes of address terms are to show politeness, formality, power, solidarity, and social status. and the last, according to wardhaugh (1998), the purpose of address terms are to show intimacy, social status, and power differential. shalihah, miftahush/ enjourme vol. 3 no. 2(2018) 52 60 54 in this paper, the writer also tends to mix the theory about the purposes of address terms from chaika (1982), holmes (2001) and wardaugh (1998). the writer divided the purposes of address terms into six categories. they are to show intimacy, politeness, to keep someone inferior, solidarity, formality, and to maintain social status. based in the explanation of the theories above, there are two research questions as follows: 1. what types of address terms does the main character in jane austen’s ‘emma’ use? 2. what are the purposes of the terms used by the main character in jane austen’s ‘emma’? 2. method the type of this research is qualitative which employs descriptive methods. a descriptive-qualitative method is similar with qualitative research because it describes particular phenomena or situations that become the focus of the research (selinger and shohamy, 1989). the objectives of this study are to describe the types of address terms, the purposes of address terms, and the factors of address terms. the data will be classified into data sheets which provide the classification of the three objectives stated before. the researcher provides the table in data sheets to show the frequency of the occurring data. the data of this research are taken from jane austen’s ‘emma’. the researcher takes this novel for research since there are several kinds of address terms in this novel such as first name (fn), title plus last name (tln), pet name (pn), and kinship terms (kt). data of this research will be in the written form. it will be in the form of statements or sentences of the main character which contain terms of address which are taken from the novel of ‘emma’. to get a better result, the researcher does not only use the novel as the main source of the data, but she also uses some websites and books about address terms and the novel. according to selinger and shohamy (1989) qualitative data analysis techniques deal with nonnumerical data, usually linguistics units in oral or written form. based on the statement, the data in this research will be in the terms of sentences uttered by emma, the main character in this novel. basically, reading the novel carefully and making notes are significant ways to collect the data in this research. the comprehensive rereading of the novel needs to be done to get detail information relevant to the problems of the study. the researcher reads the novel and while reading the novel, she collects the data by making notes in the data card related to the study. after gaining the data, the researcher analyzes the data in the steps arranged as follows: 1. identifying the data in data sheet – the utterances of the main character in the novel which employs terms of address. 2. classifying the data into the types of address terms. 3. classifying the data into the purpose of address terms. 4. analyzing and describing the data as conceptualized in theoretical framework written in chapter ii. to strengthen the description of the data in this research, this study involves tables showing the frequencies of the occurrence of the data. it is to know how often the phenomena of address terms occur. 3. results and discussion 3.1 result the address terms used by emma as the main character in jane austen’s “emma” are presented in the table 1. table 1. table of findings on the types of address terms types of address forms total fn tln fln tfn pn ot kt t 81 (19.19%) 235 (55.69%) 29 (6.87%) 17 (4.03%) 27 (6.40%) 4 (0.94%) 25 (5.92%) 4 (0.94%) 422 (100%) note: fn : first name tln : title plus last name fln : full name tfn : title plus full name pn : pet name ot : occupational title kt : kinship term t : title alone 55 in this research, the total data of address terms which are used by emma are 422. the data consist of 8 types of address terms in the classification. all of the address terms in the data are used directly and indirectly to address the addressees. the first type of address terms used by emma is first name (fn). it is used in her utterances for 81 times or 19.19%. the use of first name to address someone has a different purpose and different factors. as stated above, it can be used to show intimacy, solidarity, and inferiority (putting someone to be inferior to the speaker). in this research, emma uses fn to address james and harriet and george. the second type of address terms is title plus last name (tln). this type of address terms occurs in 235 utterances (55.69%). tln has purposes to show politeness, as a form of formality in a formal setting or situation and to assure the social status of the speaker. showing the respect of the speaker toward the addressee and showing the social status differences between them are factors which influence the use of this type. the example uses of tln in the novel are mr. weston, miss taylor and mr. knightley. the third type of address terms used by emma is full name (fln). this type occurs for 29 times (6.87%). the purposes and the factors of fln are not far from the use of first name to address someone. they are to show intimacy, solidarity, or inferiority. the example uses of fln in the novel are robert martin and jane fairfax. the next type is title plus full name (tfn) which occurs 17 times (4.03%). the use of tfn is similar with the use of title last name but less formal. the example uses of tfn in the novel are mr. john knightley and mrs. robert martin. pet name (pn) is also used for 27 times (about 6.40% from the total data). it is used to show intimacy between the speaker and the addressee. pn usually employs the words such as dear, sweet, sweetheart, or love. the use of occupational title (ot) by emma occurs fewer. it is only 4 times (0.94%) from the total data. it is used only to address one person that is colonel campbell. the other type of address terms used by emma is kinship terms (kt). kinship term (kt) refers to the use of kin-terms such as father, mother, uncle, aunt, sister, or brother. from the total data, the use of kinship terms (kt) is about 5.92% or 25 data out of the total 422 data. it is used only to address her father. the last type of address terms is title alone (t). it is the use of sir and madam by emma to address other characters, mr elton and miss bates, in the novel. this type is classified into title alone (t). this type occurs 4 times (0.94%) in emma’s utterances. the next category is the purposes of address terms used by emma as the main character in jane austen’s emma which is showed in table 2. table 2. table of findings on the purposes of address terms purposes of address terms total int. p inf. s f ss 135 (19.29%) 288 (41.14%) 104 (14.86%) 6 (0.85%) 59 (8.43%) 108 (15.43%) 700 (100%) note: int. : to show intimacy p : to show politeness inf. : to keep inferiority s : to show solidarity f : to show formality ss : to show social status in this research, it is found that the terms of address to show intimacy (int.) between emma and the addressee are used for 135 times or 19.29% from the total data. there are several types of address terms which are used to show the intimacy between emma and the addressee. to show the intimacy between the speaker and the addressee, it commonly uses pet name (pn), but in this novel, emma also used kinship terms (kt) and first name (fn) to show it. papa (kt) is used to show the intimacy between emma and her father. we know that in familial relationship between parents and children, the parents tend to be superior to their children. long time ago, it was common that children used title plus last name (tln) to address their parents. this phenomenon also occurs in this novel, in the conversation between mr weston and his son, mr frank churchill. mr frank churchill addresses his father and his step mother by tln. however, emma addresses her father by kt of papa. it can be said that emma wants to show the intimacy, not only respect, to her father. the use of first name (fn) also shows the intimacy between emma and the addressee. this type is used to address her friend, harriet. the reason is that a good friend tends to use fn to address his/her friend rather than to use last name without title (ln). however, besides showing the intimacy between them, she also shalihah, miftahush/ enjourme vol. 3 no. 2(2018) 52 60 56 has another purpose that is to maintain the social status between them since harriet is inferior to emma. although they are good friends, it is cannot be neglected that the difference of social status still exists between them. the same with fn which also used to show intimacy between the speaker and the addressee, pet name (pn) also has the same purpose with fn. they show intimacy between the speaker and the addressee. in this novel, pn usually employs the word dear. the second purpose of address terms is politeness (p). in this research, politeness is the most frequent occurrence of address term purposes (288 utterances or about 41.14%). the types of address terms usually used to show politeness are title plus last name (tln), title plus full name (tfn), and kinship terms (kt). the third purpose of address terms is to keep someone, in this case the addressee, inferior (inf.) to the speaker. this case occurs 104 times (14.86%) from the total data. to keep someone inferior, first name (fn) is usually used by the speaker in addressing the addressee. the next purpose of address terms is solidarity (s) of the speaker to the hearer, and vice versa (6 utterances or about 0.85%). this purpose comes when the speaker and the addressee neglects the social status between them. however, the solidarity usually comes from one of the participant of the conversation whose status is superior. one of the speakers whose status is inferior will be addressed by first name (fn) by the other one whose status is superior. while the person whose status is superior also receives the same address, that is fn. another purpose is formality (f). this occurs in 59 data (8.43%). chaika (1982: 49) stated that formality implies social distance. the reason is that when the speaker is addressing a person, he/she depends on the time of speaking and on whom he/she is speaking to. it does not matter whether the addressee’s status is superior or inferior to the speaker. to achieve this purpose, the speaker usually uses title plus last name (tln) to address the addressee. the last purpose of address term is to show the social status (ss) of the speaker and the addressee (108 data or about 15.43%). to achieve this purpose, the speaker usually uses first name (fn) to the addressee whose status is inferior or title plus last name (tln) to the addressee whose status is superior. 3.1 discussion types and purposes of address terms used by emma as the main character in jane austen’s emma  first name (fn) today, the use of first name is common among people. most people in western country address each other by their first name. of course, this phenomenon is different from emma’s society in 18th century. in this time, the use of first name has more than one implication. emma has different purpose and factor when she decided to use this type of address terms. the use of first name (fn) has some purposes. as stated by chika (1982: 49) it is quite usual in many societies to find the same address terms being used both to keep inferiors in their place and as a sign of intimacy. from that statement, first name (fn) can be used such as to show intimacy between the speaker and the addressee; to keep inferiority; to show solidarity; and to maintain social status. in this research, the use of first name (fn) occurs 81 times in the utterances or about 19.19% from the total data. the examples of the use of first name by emma are as the following: a) ‘and as for james, you may be very sure will always like going to randalls, …’ (i/at/004/008) b) ‘i wish you may not get into scrape, harriet, …’ (iv/at/024/036) c) ‘…, while isabella is here.’ (ix/at/069/134) d) ‘i wonder which she will think the handsomest, henry or john?’ (ix/at/070/142) e) ‘…, and thanking him all day long for his great kindness in marrying jane?’ (xxvi/at/197/283) in the first example, first name (fn) is used to address james. he is the coachman who works with woodhouse family. he is addressed indirectly when emma talked to her father about visiting mr and mrs weston’s house. from this little explanation, we can conclude that emma’s purposes in addressing james by first name (fn) are to keep him inferior to her and to maintain her social status since she is his master. one good way to keep someone in an inferior position is by addressing him/her by first name (fn) but asks to be addressed by title plus last name (tln). in the second example, first name (fn) is used to address her friend, harriet. she is a natural girl (a girl who was born from a woman who did not married) of an unknown person. in 18th century, it is clearly known that a natural girl has a low rank in society. in this case, the use of first name (fn) is to show the intimacy between them since they are an intimate friend and very well acquainted. on the other hand, the use of first name (fn) is to keep her inferior to emma and to emphasize that she belongs to a lower social status. harriet is also aware that she is inferior to emma therefore she always addresses her by title plus last name shalihah, miftahush/ enjourme vol. 3 no. 2(2018) 52 60 57 (tln). this indicates that the inequality between them still exists although they are intimate friends. the third and the fourth examples of first name (fn) are to address others who are older and younger. the third example shows the use of first name (fn) to address isabella, emma’s older sister. she is addressed by her younger sister to show the intimacy between them since they are sisters. this is also a kind of solidarity of emma to isabella. brown and gilman stated in fasold (1987) that solidarity implied a sharing between people, a degree of closeness and intimacy. if two people are solidary, both of them would exchange the same pronoun of first name (fn). isabella is addressed by first name (fn) although she is superior or older than emma. on the other hand, isabella addresses emma by first name (fn). it shows the form of solidarity between them. the fourth example shows the use of first name (fn) to address emma’s nephews, henry and john. they are addressed by their first name (fn) because they are younger than emma. first name (fn) is used to show the intimacy between aunt and nephews. this is as stated by brown and gilman in fasold (1987) that the member who is older will call the younger by first name (fn). the last, first name (fn) is used to address jane fairfax. emma does not like her. she herself does not have a specific reason why she has such a feeling. emma and jane fairfax are not well acquainted. jane fairfax is addressed by first name (fn) indirectly when emma has a conversation with mrs weston. since emma and mrs weston have a close relationship, emma can talk and give her opinion freely without being afraid to be criticize by mrs weston. she is addressed by her first name (fn) in terms to show her dislike in a formal occasion or when emma talked to other people who do not have a close relationship with her, jane fairfax will be addressed by title plus last name (tln) to show politeness in terms of formality.  title plus last name title plus last name (tln) is one type of address terms which is also commonly used to address someone else. this type of address term is usually used in terms of politeness whether to be formal or to respect the addressee. this type is employed by emma in her utterances for 235 times or about 55.69% from the total data. the examples of the use of title plus last name (tln) are as follows: a) ‘mr weston is such a good-humoured, pleasant. excellent man, …’ (i/at/004/002) b) ‘what sort of looking man is mr martin?’ (iv/at/023/034) c) ‘pray, miss smith, give me leave to pay my address to you.’ (ix/at/062/117) in the first example, emma uses title plus last name (tln) to address mr weston. he is addressed by title plus last name (tln) since he is older than her. on the other hand, he is mrs weston’s husband. mrs weston was her governess for about 16 years. title plus last name (tln) is still used to address him although he is not present when he is being addressed. she addresses him by title plus last name (tln) in terms of politeness to respect him. in the second example, this type of address term is used to address mr martin. mr martin is a young farmer who rents farm of abbey-mill-farm from mr knightley. he is being addressed by title plus last name (tln) when she is talking to harriet. the reason is that she does not want to be rude in front of her friend since harriet is well acquainted with mr martin before emma and harriet become good friends. she addresses him by title plus last name (tln) in terms of formality. the next example has shown the use of title plus last name (tln) by emma to address her friend, harriet. in informal occasion, it is usual to emma to address harriet by her first name (fn) as being explained before in the example of first name (fn). in this case, harriet is addressed by title plus last name (tln) when they have conversation with mr elton. she is addressed by title plus last name (tln) in terms of formality to respect her in front of mr elton. emma wishes that mr elton will be impressed by harriet since she arranges a match to both of them.  full name (fln) full name (fln) is the generalized variant of first name category. the use of full name (fln) to address someone else has the similar purposes and factors with the use of first name (fn). in some occasion, the use of full name (fn) to address someone else has stronger meaning of purpose than first name (fn). it occurs 29 times (6.87%) in emma’s utterances. the examples of the use of full name (fln) used by emma are as follows: a) ‘but as my letting her marry robert martin, it is impossible;’ (viii/at/055/110) b) ‘one sick of the very name of jane fairfax.’ (x/at/076/154) c) ‘frank churchill comes as regularly into my mind! (xxxii/at/244/322) d) ‘and if poor little anna weston is to be …’ (lii/at/407/414) in the first two examples, emma uses full name (fln) to address robert martin and jane fairfax. both of the examples have similar cases. emma is not well acquainted with both of the addressees that are robert martin and jane fairfax. moreover, emma does not like both of them. she does not like jane but she shalihah, miftahush/ enjourme vol. 3 no. 2(2018) 52 60 58 does not have any specific reason why she does not like her. meanwhile she does not like robert martin because in her opinion he comes from a lower class family and he is not equal with her in social status. in a formal occasion, both of them are addressed by their title plus last name (tln). they are addressed by their full name (fln) to show that emma does not like them and to show that emma’s status is superior to both of them. in the third example, full name (fln) is used to address frank churchill. frank is mr weston’s son. although at first they are not really well acquainted, emma wishes that they can be good friends. she thinks that she is in love with him. emma addressed him by full name (fln) in terms of intimacy because they were making a friend. the last example is the use of full name (fln) used by emma to address mrs weston’s daughter. she addresses her in the terms of intimacy because she is her best friend’s daughter. anna weston is addressed by full name (fln) because she is younger than her  title plus full name (tfn) as stated before, the use of title plus full name (tfn) has a similar purposes and factors with the use of title plus last name (tln). the difference is that the use of title plus full name (tfn) is less formal than title plus last name (tln). the occurrences of this type are 17 times (4.03%) in emma’s utterances. the examples of the use of title plus full name (tfn) are as the following: a) ‘– my brother, mr john knightley.’ (vi/at/037/070) b) ‘she is superior to mr robert martin.’ (viii/at/053/102) c) ‘what has mr frank churchill done, …’ (xviii/at/127/204) in example (1)), title plus full name (tfn) is used to address emma’s brother-in-law that is mr john knightley. he is addressed by title plus full name (tfn) in terms of politeness to respect him since he is older than her and he is her older sister’s husband. it also indicates that emma wishes such intimacy since he is her brother. she does not address him by title plus last name (tln) since she is aware that using title plus last name (tln) will sound too formal. the second example has shown the use of this type to address mr robert martin. robert martin is addressed by title plus last name (tln) in terms of formality to show emma’s dislikeness of him. he is addressed by title plus full name (tfn) when she talked with mr knightley who is a friend of robert martin. she does not address him by his first name (fn) or full name (fln) because she does not want to be rude in front of mr knightley. in this case, she does not address him by title plus last name (tln) because she is aware that he is inferior to her. in the last example, the use of title plus full name (tfn) by emma to address mr frank churchill indicates her wishes to have such an intimacy with him. the reason is that he is mr weston’s son, and this means that he is mrs weston’s step-son. moreover, emma thinks that she is in love with him and she wishes more close relationship.  pet name (pn) pet name (pn) is usually used to show our endearment to others. that is the reason why this type is also called as endearment address terms. the use of this type usually indicates the intimacy between the speaker and the addressee. the words usually used in this type are dear, darling, sweet, sweetheart, love and they are usually combined with a pronoun like my. the use of pet name (pn) occurs for 27 times or about 6.40% from the total data. the examples uses of this type by emma are as follows: a) ‘my dearest papa!’ (i/at/006/016) b) ‘dear mrs weston!’ (vi/at/037/067) c) ‘thank you, thank you, my own sweet little friend.’ (vii/at/046/088) d) ‘my dear isabella, i have not heard you …’ (xii/at/089/176) in the first example, pet name (pn) which is used is the word of dearest to address her father. it is used in terms to show the intimacy between both of them. the second example has shown the use of pet name (pn) to address mrs weston, her former governess. she is addressed by pet name (pn) to show that there is intimacy between them although mrs weston left her to live with her husband. on other hand, emma still shows her respect to her by combining the word of dear with title plus last name (tln). the third example shows the use of pet name (pn) by emma to address her friend, harriet. this indicates the close relationship between them. although harriet’s status is inferior to emma, it does not mean that they cannot become good friends. harriet is often addressed by emma by pet name (pn) when she spent her time together with emma. in the last example, isabella is addressed by pet name (pn) to show the intimacy between sisters. shalihah, miftahush/ enjourme vol. 3 no. 2(2018) 52 60 59 although isabella has married and lives far away from hartfield, intimacy still exist between them.  occupational title (ot) occupational title (oc) is used to show the respect of the speaker to the addressee based on the occupational rank of the addressee. emma used this type to address colonel campbell. he is addressed by his occupational title (ot) in terms of politeness to respect him and because of his occupational hierarchy oh. this type is only used for 4 times in emma’s utterances or about 0.94%. the example as follows: ‘… excused accompanying colonel and mrs campbell.’ (xix/at/138/220) wardaugh (1998) states that address by title alone is the least intimate form of address. that title usually designates ranks or occupation, as colonel, doctor, or waiter. from the statement, it can be concluded that addressing by ‘colonel campbell’ is more intimate than addressing by ‘colonel’ alone.  kinship term (kt) kinship terms (kt) type employs the use of father, mother, mom, dad, uncle, aunt, sister or brother to address someone else who has family relationship with the speaker. in this novel, a kinship term is only used (kt) to address her father. she addresses her father as papa. it occurs for 25 times (5.92%). the example of the use of kinship terms (kt) is as the following: ‘i cannot agree with you, papa;’ (i/at/004/001)  title (t) this type of address term employs the use of sir and madam. this type is categorized as title alone (t). title alone (t) is used for four times in emma’s utterances. this type of title alone (t) can be found in chaika’s book language the social mirror. chaika states that most studies related to address terms concentrate on how to address others, whether to use first name (fn) or title plus last name (tln). the other kinds of address terms are nickname, the use of abbreviated title such as sir, ma’am, man, or boy, as well as your honor, your eminence, aunt or uncle. this type is also stated in wardhaugh’s book an introduction to sociolinguistic. wardaugh states that there are other options to address others by using title alone such as professor or doctor or using last name alone (ln) such as smith, or using multiple naming such as mr. smith and fred. the use of titles like sir and madam are the variants of title alone which is called as generic titles. addressing a person by title alone (t) is less intimate than addressing him/her by title plus last name (tln). brown and gilman in fasold (1987) illustrate that title alone (t) is the most formal address terms. emma uses this type of address 4 times (0.94%) in her utterances. they are as stated bellow: a) ‘believe me, sir, i am far, very far, from being the object of such professions.’ (xv/at/115/198) b) ‘no, sir, ‘ (xv/at/116/199) c) ‘– sir, you have been entirely mistaken …’ (xv/at/116/202) d) ‘ah! madam, …’ (xliv/at/336/374) the three first utterances above are uttered by emma to address mr. elton. he is directly addressed by title alone (t) that is sir. the purpose is to maintain politeness and formality at the same time. while the factor is to respect him since some time ago, there was a little conflict between them. emma feels that the intimacy of friendship between them disappears and changes into a more formal relationship. in the last example, madam is used to address miss bates in terms of politeness and formality to respect her. 4. conclusion and suggestions the address terms used by the main character in this novel are divided into eight types. they are first name (fn), title plus last name (tln), full name (fln), title plus full name (tfn), pet name (pn), occupational title (ot), kinship term (kt), and title alone (t). the type of address terms which is mostly used is title plus last name (tln), while the less frequent used is occupational terms (ot) and title alone (t). title plus last name (tln) is used 23 times in all emma’s utterances. however, an occupational term (ot) and title alone (t) are only used 4 times in emma’s utterances. the other types of address terms are: first name (fn) which is used for 81 times; full name (fln) which is used 29 times; title plus full name (tfn) which is used 17 times; and kinship term (kt) which is used 25 times. the address terms in the novel have 6 purposes. they are to show intimacy (int.); to show politeness (p); to keep someone inferior (inf.); to show solidarity (s); to show formality (f); and to show social st atus (ss). the total data of the purpose of address terms are 700 data. those data consist of 135 data of intimacy shalihah, miftahush/ enjourme vol. 3 no. 2(2018) 52 60 60 (int.); 288 data of politeness (p); 104 data of keeping someone inferior (inf.); 6 data of solidarity (s); 59 data of formality (f); and 108 data of social status (ss). the purpose to show politeness (p) is the most frequent purpose, while the less frequent purpose is to show solidarity (s). it shows that emma uses any type of address terms mostly to show her politeness to the addressee. however, every purpose of address terms can be achieved by using different types of address terms. first name (fn) and pet name (pn) can be use to show the intimacy between the speaker and the addressee. sometimes the use of pet name (pn) is followed by title plus last name (tln). the use of pet name (pn) of dear, dearest, sweetheart, or love before title plus last name (tln) shows the greater intimacy between the speaker and the addressee. it, again, depends on the addressee whom the speaker talking to. the next researchers are suggested to conduct other deeper investigation into the factors which influence the choice of any address terms. the next researchers are also suggested to perform an advance study on the use of address terms in certain communities. a deep research on the implementation of address terms in certain communities, especially to the communities with complex problems, will give a deeper understanding about the use of address terms. 5. references austen, j. (1968). emma. everyman’s library: london. austen, j. (2003). stories to remember. emma. pt gramedia pustaka utama: jakarta. austen-leigh, j. forms of address and titles in jane austen. jane austen society of north america, http://www.jasna.org/html. retrieved on 10 march 2008 chaika, e. (1982). language the social mirror. newburry house publisher inc.: usa. fasold, r. (1990). the sociolinguistics of language. oxford: blackwell publishers ltd. holmes, j. (2001). an introduction to sociolinguistics. second edition. longman: malaysia. selinger, w.h. and shohamy, e. (1989). second language research methods. oxford: oxford university press. trudgill, peter. (1992). introducing language and society. london: penguin books. wardaugh, r. (1998). an introduction to linguistics. third edition. oxford: blackwell publisher ltd. enjourme (english journal of merdeka) : culture, language, and teaching of english jo urna l ho mep age: http: //ju rna l.u nme r.ac .id /in dex. php /en jou rme/ ind ex ignatian based online learning: an alternative to maintain the ‘presence’ in the distance learning anna fitriati the english department of university sanata dharma, mrican, tromol pos 29, 55002, yogyakarta, indonesia corresponding author: fitriati@usd.ac.id article info article history: received 01 december 2020 revised 11 december 2020 accepted 11 december 2020 available online 15 december 2020 keywords: ignatian based online learning, distance learning, classroom action research doi: 10.26905/enjourme.v5i2.5151 how to cite this article: fitriati, a. (2020). ignatian based online learning: an alternative to maintain the ‘presence’ in the distance learning. enjourme (english journal of merdeka) : culture, language, and teaching of english, 5(2), 117-124. doi:10.26905/enjourme.v5i2.5151 abstract the covid-19 pandemic has urged the government to establish a new regulation related to the teaching and learning process in indonesia. based on the joint ministerial decree on learning guidelines during the covid-19 pandemic, academic units in the orange and red zones are prohibited from conducting face-to-face learning. this policy requires academic units to switch the approach used in the teaching and learning process, and distance learning is applied as an effort to maintain the educational services during this covid-19 pandemic. an effective approach should be applied and good preparation must be done to ensure that the teaching and learning process can run smoothly and effectively. considering this situation the writer is interested in conducting classroom action research on the implementation of ignatian based online learning, which is developed based on the experience of ignatius loyola, to maintain the ‘presence’ in distance learning. the writer believes that distance learning should be more than just sending online home paper packets to the students. the teaching and learning process should be interactive to maintain the connection and to help teachers and students feel part of a group. it is expected that by implementing ignatian based online learning, the teacher and the students can feel the presence of each other and can work together to reach the course objectives even though they are separated from each other. © 2020 enjourme. all rights reserved. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no, 2, desember 2020, page 117–124 1. introduction the covid-19 pandemic has been worldwide and affected many aspects of our livelihoods not only public health but also socio-economic condition, culture, politics, and education. this pandemic has urged most governments to implement strategic policies to restrain the spread of the covid19 virus. one of the policies is to close educational institutions temporarily. based on unesco’s data, as can be seen in the following figure, the worldwide school closures have impacted hundreds of millions of students. in indonesia, 57% of students are still in the red zone, and the other 43% are in the green and yellow zones. it means that most of the students in indonesia are also affected by this pandemic. ignatian based online learning: an alternative to maintain the ‘presence’ in the distance learning anna fitriati figure 1. school closures caused by corona virus (source: https://en.unesco.org/covid19/educationresponse) to minimize the impact of the covid-19 pandemic on education and to maintain the educational service in indonesia, the indonesian government has established the joint ministerial decree of four ministers that regulates the learning implementation during the covid-19 pandemic. due to the physical distance policy, educational institutions are required to shift the method of learning from face-to-face learning to distance learning, whereby learning is undertaken remotely and on digital platforms. the sudden implementation of distance learning urges educational institutions to adapt quickly to ensure that the teaching and learning process can be run smoothly and effectively to reach their objectives. choosing the most appropriate approach and method is required since some challenges must be faced in implementing distance learning. the challenges are not only limited to the distance learning management and the difficulty accessing the learning resources due to the electricity, internet connection, and cost; but the challenges may also be related to the psychological impacts of this pandemic to teachers and students. to cope with this situation, universitas sanata dharma also amends the teaching and learning policy. online learning is fully used in the odd semester of the academic year 2020/2021. universitas sanata dharma is the only jesuit university in indonesia, and as one of the jesuit schools, the pedagogy that is implemented at universitas sanata dharma is ignatian pedagogy. ignatian based online learning is online learning which applies the principles of ignatian pedagogy. ignatian pedagogy itself is inspired by the life of ignatius loyola, the founder of the society of jesus. though ignatian pedagogy is a model in jesuit schools, it does not mean that it is limited to those who share the same faith since this pedagogy is universal (institute, 2014). this pedagogy aims to transform young people to be men and women of competence, conscience, and compassion. it means that the goal is not only to develop students’ competence or | 118| enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 117–124 knowledge, but it is also designed to help students capture the meaning and the essential values of what is being studied so that the conscience of the students’ can be formed. having excellent competence and conscience is not enough if it is not applied in real action. therefore, encouraging students to act based on the meaning, attitudes, and values they have learned is another goal of ignatian pedagogy. it is essential to develop students’ compassion so that they can serve others. the implementation of ignatian pedagogy is characterized by a cycle that consists of five stages, as illustrated in figure 2. figure 2. the ignatian pedagogical paradigm ( (institute, 2014) in jesuit education, personal care and concern for the individual is a distinguishing characteristic. to do so, the teacher is required to know the context within which the learning is conducted. it is necessary to understand the students’ background and identify the factors that may influence the process of learning so that the teacher and the students can work together and support each other. the next stage is experience. in this stage, the teacher designs the conditions that will enable the students to collect the materials and information of their own experience to obtain the facts, meanings, values, and insights. experience can be stimulated from direct experience obtained from interpersonal experiences such as discussions, laboratory work, observations, and projects. students can also learn from indirect experiences in which they need to use their imagination (institute, 2014). at this stage, the teacher should find the most appropriate way to involve the students in the teaching and learning process. then, the information, memory, imagination, understandings, and feelings are utilized to grasp the meanings and values. this step is reflection. the reflection should be formative for this stage will help the students and also the teacher to discern the positive values and to take action. taking an action is very important since the goal of jesuit education is to help young people to be men and women who can contribute actively to the welfare of society (yesus, 1987). the last stage is evaluation. periodic evaluation is needed to evaluate not only the students’ progress in academic achievement but also the students’ growth in attitude. as an intrinsic element of teaching and learning evaluation can provide information that will be useful for the future direction of classroom practice, for course planning, and also for the management of learning tasks and students (rea-dickins & germaine, 1993). this paper aims to identify the effectiveness of ignatian based online learning as an alternative to maintain the ‘presence’ in distance learning. smith (2016) stated that a strong presence | 119| ignatian based online learning: an alternative to maintain the ‘presence’ in the distance learning anna fitriati | 120| should be maintained in online learning since engagement is one of the indicators of the success of learning. 2. method this research is a classroom action research. it is conducted in two classes of the introduction to general linguistics at the english department, faculty of letters, universitas sanata dharma, yogyakarta. introduction to general linguistics is a compulsory subject and a prerequisite for the students to take other subjects related to linguistics. the participants of this research are 79 third semester students the instruments used to gather the data needed are questionnaires, evaluation rubrics, and reflection sheets. the questionnaires are distributed to figure out the context of the students: their backgrounds, their opinions toward the class, their preferences, and also their motivation. the evaluation rubric is used to measure the students’ competence in mastering the knowledge. in contrast, the reflection sheet is used to identify the students’ conscience and compassion. 3. results and discussion as stated in the first part of this paper, five stages characterize ignatian-based teaching and learning activities. the first step is identifying the context. the writer tried to figure out the students’ context by gathering the data related to their gpa, socio-economic backgrounds, learning preferences, and motivation to join the class. the data gathered from the questionnaire are summarized in table 1. as shown in table 1, the participants have an excellent academic background. the overall gpa’s average score is 3.23, and 84% of the participants can obtain a higher overall gpa higher than 3. in terms of internet access, most participants do not find any difficulty in accessing online learning. however, 38.2% of them still have some problems in accessing distance learning due to the poor internet connection and lack of internet quota. a positive point that can be identified from the context identification is that 67.3% of the students are interested in joining this class. however, most of them do not have adequate background knowledge of linguistics. table 1. summary of the context no data total number 1 the average score of the overall gpa 3.23 2 the number of students whose overall gpa higher than 3 84% 3 the number of students who do not live in yogyakarta 52.7% 4 the number of students who have some problems with the implementation of distance learning 38.2% 5 the number of students whose poor internet connection 38.2% 6 the number of students who are interested in studying this subject 67.3% 7 average spending for internet data in a month (more than rp50.000,-) 92.8% 8 length of internet access in a day (more than 3 hours) 71.1% enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 117–124 based on the context identification, it can also be seen that the students are longing to have a face-to-face class since they miss their friends and also the situation when they can interact with others directly. they get bored of doing the online class. some of them find it a bit difficult to adapt to the new situation in which they have to manage themselves and be more independent. the data found in the context identification are used to design the materials, the tasks, and the teaching and learning activities, to select the method that will be used to deliver the materials, and also to determine the type of evaluation that will be used to measure the progress of the class. this step is necessary so that the students will be able to experience a fruitful learning process that will develop their competence and form them to be a better person. the materials and the tasks are designed in such a way to help the students understand the materials better and to develop their conscience and compassion. the references and materials used in this class are uploaded to the lms of universitas sanata dharma before the semester begins. the purpose is to enable students to access them before the class so that they will be more prepared when the class is conducted since they can read the references and do the warming up activities before class. the students are also assigned to do some activities and tasks that will help them restore their past life experiences and discover new experiences that will be useful for their self-development. in the learning process, the students are emboldened to optimize their potentialities, be more active, and be more self-independent. the students are given some meaningful activities and inputs such as watching movies, conducting simple observations on language usage, analyzing some cases related to language use, solving some simple linguistic problems, making reports, and presenting their ideas. finding that some of the students have some difficulties to access the internet, the teaching and learning activities are conducted in both synchronous and asynchronous methods so that those who cannot join the class as it is scheduled can access the material and study by themselves. the synchronous learning is done via zoom virtual meeting. in contrast, the learning management system of universitas sanata dharma that is belajar.usd.ac.id is used to facilitate the asynchronous activities. these methods are also used as a means to maintain the feeling of being present and to minimize the ‘distance’ that may occur in online learning. the synchronous session is conducted via the zoom virtual meeting to have simultaneous discussions and allow the students to meet virtually. this session is also used to build the bonding between the teacher and the students and among the students. the ‘presence’ in distance learning is also created through the discussion in the asynchronous session facilitated by the forum in the learning management system. this facility enables students to share their work, to review other friends’ work, and also to give comments. in other words, asynchronous discussions can also create interaction and build a learning community (liu, 2015). | 121| ignatian based online learning: an alternative to maintain the ‘presence’ in the distance learning anna fitriati figure 3. the example of asynchronous discussion via the lms another way to build a feeling of being present is by giving personal care and concerns to every individual in the class. greetings and small talks about the students’ feelings, health, and activities effectively build intimate interaction. the communication among the class members is also done through the whatsapp group and the chat room in the lms. these facilities enable the teacher and the students to communicate quickly at any time. when the students feel that they are involved as members of the class community, it easier to build a positive atmosphere. youtube videos used in the class are modified to build student-lecture engagement and studentmaterial engagement. the lecturer inserts some questions in some parts of the videos so that the students do not only watch the videos as they are but also feel the lecturer’s presence while they are watching it. the lecturer uses edpuzzle to crop and customize the videos. lecturing is conducted by the use of annotated power-point presentations and videos which are uploaded to the lecturer’s youtube channel. the purpose of this action is to give a chance for the students to meet the lecturer asynchronously. by doing so, the students can watch the videos or the presentation repeatedly to help them understand the materials. at the end of the session, conclusions are drawn and reflection is conducted. both the teacher and the students do the reflection to internalize the knowledge and also to reflect the value of life which is learned from the learning process. this opportunity is the time to discern the goodness and rightness of a particular action. there are some values that can be identified from the reflection. the students realize that god loves humans by giving us such a wonderful language. they also realize that there are many languages in this world with their own complexity. this point makes them understand the importance of respecting diversity. when they learn about phonemes, the students said that they can appreciate the value of small things. as a result of the reflection, the students try to implement the values that they have identified into some acts. they start to use language more carefully when they communicate with others. they also stop making jokes on their friend who speaks in different accents. the students also become | 122 | | 123| enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 117–124 meticulous. the actions might be simple and do not directly give an impact on society, but at least the learning process can improve the students’ personality. the evaluation is conducted periodically. the assessment to measure students’ competence is done through the tests and the assignments while questionnaires are used as a tool to evaluate the learning process. the average score of the tests and the assignments which are given until the end of october 2020 is 74. it means that their academic achievement is good. the data which are gathered from the questionnaire show that 94.5% of the students are satisfied with the learning process. 85.5% of the students said that the materials and the activities are given are relevant to achieve the objectives of the class. 96.3% of the students stated that the interaction among the students can be built from the learning activities and the interaction is good and intensive. 96.4% of the students consider the interaction between the teacher and the students are good and intensive. it can also be identified that some students who are introverted when we had face-to-face learning feel that online learning makes them braver to express themselves. based on the results, it can be seen that the learning process can help the learner to develop their competence, conscience, and compassion. at the same time, it can build intensive interaction among the teacher and the students so that the ‘presence’ in the distance learning can be maintained. 4. conclusion and suggestions to be able to reach the objectives successfully, distance learning should be managed carefully. ignatian-based online learning can be used as an alternative to conducting distance learning, especially to maintain the feeling of being present because ignatian-based online learning emphasizes personal care and concern to every individual involved in the learning process. this online learning can also be applied to help students improve their competence and their conscience and compassion so that they can be men and women for others. there must be some obstacles in conducting the distance learning process, such as the internet connection, the cost, and motivation. as a teacher, it is necessary to prepare plan a and plan b so that when a problem occurs, the learning process can still be run. references institute, j. (2014). ignatian pedagogy an abridged version of the document on teaching and learning in a jesuit school. london: jesuit institute london. liu, s. (2015). assessment methods in online graduate courses. in s. koc, & p. w. xiongyi liu, assessment in online and blended learning environment (pp. 77 101). charlotte: information age publishing, inc. mcavoy, maureen. “training faculty to adopt the ignatian pedagogy paradigm, ipp and its influence on teaching and learning: process and outcomes.” jesuit higher education: a journal vol.2 no 2 (2013): 62 -109. electronic. https://core.ac.uk/download/pdf/67757694.pdf ignatian based online learning: an alternative to maintain the ‘presence’ in the distance learning anna fitriati | 124 | rea-dickins, p., & germaine, k. (1993). evaluation. oxford: oxford university press. smith (2016) toward an understanding of training online. pearson https://www.docdroid.com/yu9ijkz/1-toward-an-understanding-of-training-online-pdf yesus, s. (1987). ciri-ciri khas pendidikan pada lembaga pendidikan yesuit. yogyakarta: provinsi indonesia serikat yesus. enjourme (english journal of merdeka) : culture, language, and teaching of english jo urna l ho mep age: http: //ju rna l.u nme r.ac .id /in dex. php /en jou rme/ ind ex figurative language in a translated children’s novel 1lism alinda, 2nyak mutia ism ail 1 english department, iskandarmuda university, jl. kampus unida, surien, meuraxa, kota banda aceh, aceh, 23234, indonesia 2 syiah kuala university, jln. teuku nyak arief darussalam, banda aceh, aceh, 23111, indonesia corresponding email: nyakmutiaismail2010@gmail.com article info article history: received 22 agustus 2020 revised 22 september 2020 accepted 03 december 2020 available online 15 december 2020 keywords: children’s literature, children’s novel, translation, figurative languages, and extensive reading. doi: 10.26905/enjourme.v5i2.4698 how to cite this article lismalinda, l., & ismail, n. (2020). figurative language in a translated children’s novel. enjourme (english journal of merdeka) : culture, language, and teaching of english, 5(2), 125-133. doi:10.26905/ enjourme.v5i2.4698 abstract there are a lot of forms of entertainment sources, one of them is prose or novel. apparently, novels are interesting for children, too; and these days, many of these reading forms have also been translated from other languages. this study aimed at investigating the figurative languages used in a translated children’s novel. a qualitative research approach was employed in carrying out this research. the data were collected through the process of documentation from a novel originally written by birsen ekim ozen and translated by djoko lelono. the original title of this novel was shirin: how i became famous. after the data were collected, a three-steps analysis was used in analyzing the data. from the result, it was obtained that the most common occurrences of figurative language is personification which is 35.5%, then it is hyperbole and simile which both consist of 29.4%, and metaphor happens the least frequently which is only 5.9%. it can be concluded that the minor use of figurative language in children’s literature is seen as a decent choice because children need a context that is easy to interpret. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no, 2, desember 2020, page 125–133 1. introduction a great many people jump at the chance to peruse books for delight, as well as for an instructive reason. a decent novel should give an instructive perspective for the perusers. perusing a novel can be a pleasant action and to get new information. the perusers can likewise take in something from someone else’s experience reflected in the novel. by perusing a novel, they would get numerous advantages. they do not read the scholarly works once, yet ordinarily with the expectation that they can understand the substance well (subhan, 2003). these days, pupils at school read books through the encouragement that is known as the school education with the reason to expand the information © 2020 enjourme. all rights reserved. figurative language in a translated children’s novel lismalinda, nyak mutia ismail of the students. subhan includes that books are additionally perused in the diverse levels since they contain various purposes as well, for example reading for delight, learning, moral esteem, involvement, and so on. there are identic parts that can be found in a novel. a decent novel is constantly upheld by the components of plot, portrayal or perspective, character, setting, image, and topic (beaty et al., 2002). the plot is simply the story that keeps running from the earliest starting point until the finish of the contention and determination (abrams, 2001). perspective is a point of view seen from the author. as indicated by beaty et al. (2002) characters are mental characteristics to recognize one personality from another, for instance, there are characters of individuals, creatures, spirits, machines, furniture, and different articles. portrayal or otherwise called character improvement is the stream of character from the earliest starting point of the story until its finish. setting alludes to the time and place of the story, where and when it happens. image is a sign of something else which implies it can be a man, question, circumstance, or activity that has another importance. for instance, white means sacral, red means courage, hail implies the nationality of a nation, a handshake implies companionship. at last, the subject is the primary thought that ties the story ongoing through the narrative. there are four sorts of non-literal dialect for the most part utilized as a part of books, they are personification, simile, hyperbole, and metaphor (fadaee, 2010). initially, fadaee clarifies that it is exemplification. this sort of metaphorical dialect is utilized when the author tended to non-human items with human attributes. besides, the metaphorical dialect examined in this examination is a likeness. she additionally clarifies that analogy is a metaphorical dialect that looks at least two things that have normal likenesses. thirdly, it is hyperbole. fadaee (2010) further depicts that this figurative language includes the misrepresenting importance connected to a specific word. lastly, it is metaphor. representation is more similar to symbolization. it shrouds the genuine importance behind the word or articulations which are being utilized. concerning the fact that children’s language is mostly explicit and brief as children can hardly understand any hidden connotations in a context, this study would like to shed light on what types of figurative language are majorly used in a translated children’s novel. the significance of this study is seen as an opportunity to learn about the translation adjustment for children’s extensive readings as children’s ability in processing language is different from that of adults; apparently, the process is also different in different languages. prior studies relating to studies on analysis of the sources of entertainment found. such as ulinuha and parnawati (2019) who studied the intercultural communication in the movie of memoirs of geisha; putra (2019) who analyzed on moral values of shakespeare play macbeth; pravitha (2019) who investigated a novel about its translation procedure that used by the author; and shalihah (2018) in her study described the term of address used by the main character of the novel emma. similar study also found in lailiyah and yustisia (2018) that analyzed the euphemism and dysphemism used in indonesian novel that translated into english. differently, this study focusses on the figurative language used in translating children’s novel. | 126 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 125–133 literature review literature is a craft of an inventiveness movement of individuals who can be utilized as a result of works. it is constantly indistinguishable with an ability and specialty of composing with the objectives to convey the data to the perusers. the data that is overseen into the novel shape should make the perusers intriguing, with the goal that the general population name it literature (yelland, jones, & easton, 1950). there are many forms of literature. first, it is poems. specialists see this sort of literature because it is the oldest variety of literature. this is often thus as a result of the way back before folks find out how to write down, no matter is required to be same is remembered and pit into some short lines so it is easier to recollect. however, folks today writes the short lines and name a collection of them as literary work or poetry (lowrey, 2009). usually, we predict that poetry ought to follow an explicit pattern. there are some poetry that has to follow an explicit pattern, however, there also are another that do not follow any actual forms, even transcend its own kinds like prose poetry that mix poetry and prose. poems are works of art that are packed with notional and metaphors and most of the time they are created in incomplete forms. some poetries also are written in sure forms such as within the shape of an issue mark, interjection mark, and then forth to strengthen the symbols that the poetry carries in it. this will build the poetry look uniques on the page. there are 3 forms of poetry that are sometimes instructed in english categories, they are short trendy poems, classical poems, and ancient poems. second, it is prose or novel. the simplest reasonably prose to seek out are novels and short stories, whereas alternative sorts embrace letters, diaries, journals, and non-fiction stories. most of the time, prose is written in sensible paragraphs and complete sentences. prose does not concentrate on sound and rhymes because it is usually in poetry. prose tends to concentrate on plot, setting, and characters. there is a varied example of this type, such as jane eyre, sense and sensibility, a sound of thunder, the crucible. concerning the part of a unique, generally, the elements of the novel are plot, narration or purpose of reading, character, setting, symbol, and theme. plot refers to the arrangement of the story that derives from the action of each event within the pages and chapters that relevant to one another. the arrangement of the action ought to connect from a happening to alternative events similarly as play through the characters. commonly, the plot is categorized into 3 elements they’re starting of the story, the middle of the story, and also the finish of the story (beaty et al., 2002). the structure of the plot is that the technique that incidents area unit organized to the readers. plot concerned conflict, complication, flashback, foreshadowing, and resolution. next, another variety of literature is play or drama. drama or plays area unit text that area unit performed, except poems as a result of sometimes poems area unit browsed with expressions, not performed. dramas area unit is sometimes wrote within a variety of dialogue lines with some breaks between the scenes. since dramas area unit words that ought to be acted out, students in the room sometimes perform. this cut back the meaning of drama and play that they cannot get the essence of the performance (meyer, 1997). thus, it is better to indicate drama in the room through theater or | 127 | figurative language in a translated children’s novel lismalinda, nyak mutia ismail movies in order that the watchers will focus a lot on the plot and characters instead of on some flaws of the performers that they will see directly on stage. there is literature within the class of non-fiction. fictions area unit texts that gift events and characters that are created up and unreal (meyer, 1997). indeed, there are varieties of non-fiction class that represent real characters and true stories. non-fiction embraces personal essay, factual paper like the scientific paper, and chronicle. most of the time, the aim of non-fiction is to tell and educate the reader concerning facts and concepts. another genre of non-fiction are unit histories, textbooks, travel books, newspapers, assistance books, and review. finally, the latest variety of literature is media. this can be the latest variety of literature that has been found. this class was enclosed to classify heaps of recent and essential varieties of texts that area unit consumed in our society today like movies and films, websites, commercials, billboards, and radio programs. media literature gives a broad purpose, besides to tell, it may also be accustomed to educate, entertain, and advertise. since most of our new generation nowadays deal a lot with media, particularly net, it is necessary to teach them on a way to use the media sagely. net accomplishment may be a concern that area unit paid heaps of attention today. teaching media accomplishment is additionally a good means for educators to assist the youth to participate in culture by making lessons on websites or movies (meyer, 1997). regarding to figurative language, there are four sorts of figurative language utilized as proposed by stern (2000) and leezenberg (2001). in this examination, they are as depicted in the accompanying. initially, it is a personification; this non-literal dialect allots the characteristics of a human to something else that is not human (stern, 2000; evans & zinken, 2009; glucksberg & mcglone, 2001). the reason for exemplification can be as a similarity with the goal that the issue is less demanding to understand. it can likewise be utilized to accentuate an issue. in the accompanying are a few cases of exemplification. the examples are “the run down house appeared depressed”, “she did not realize that opportunity was knocking at her door”. second, it is simile. an analogy is a non-literal dialect that looks at two articles, more often than not with the utilization of the word ‘like’ or ‘as’ (fadaee, 2010). for examples: “he is hungry like a wolf ”, “she sings like an angel”, and so on. then, it is metaphor. metaphor is a figurative language that shows an implied comparison which implies that a question is not actually spoken to with its own meanings (leezenberg, 2001). it utilizes implications. the following are a few cases: “ocean of misery” implies that a man is tragic for constantly, “ broken heart” alludes to anguish instead of to a specific sort of a coronary illness. it implies that somebody has recently been harmed and pitiful”. lastly, it is hyperbole. a hyperbole is a non-literal dialect that makes extraordinary misrepresentations for a specific object. there is an over the top significance in this sort of allegorical dialect (araya, 2013). overstatements are generally found in scholarly works and talked dialect and they are never found in scholastic works (yeibo, 2012). here are some basic cases of metaphors: “we are so poor; we don’t have two pennies to rub together”, “they ran like lubed lightning”, “he is as thin as a toothpick”. | 128 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 125–133 | 129 | 2. method this is descriptive qualitative research using discourse analysis. tannen (2002) additionally expresses that discourse analysis is the examination of language about the importance delivered in sentences are mobilised through what appears. moreover, this type of approach has quickly risen and created a grounded discipline in the general public, some discourse analysis considers the bigger setting of discourse occurred with a specific and goal to comprehend the purpose presented by the composition or sentences. the research subject of this study is a novel written by birsen ekim ozen and translated by djoko lelono. this novel was published in its original title called shirin: how i became famous. in regards to the figurative language, there were four sorts of figurative language that were scrutinized during this investigation. they are personification, simile, metaphor, and hyperbole. personification is tending to non-human with human qualities, the likeness is utilized in simile, and overstatement utilizes distortion when using hyperbole. in this study, the researchers employed documentation as the procedure of gathering the information. as bogdan and biklen (1997) suggest, there are the following steps to be carried out. in the system of information accumulation, the information of the examination is gathered by following advances: choosing the novel, perusing the novel carefully and precisely, recognizing to discover the information identified in the research question, arranging the information, choosing the important information, extricating the information, and analyzing the information. the data analysis procedure was a three-step analysis as suggested by miles, hubberman, and saldana (2014), namely data reduction, data display, and data verification. 3. results and discussion figurative language often appears in literary work, including in children’s literature such as poetry, novel, and short story. as it is known, indonesian language tends to employ an inductive style in paragraph development (undayasari & saleh, 2018). thus, some of the figurative languages found in this novel are translated and described in the lengthy. in this research, the authors aimed to analyze figurative language used in the novel entitled sophie ‘gara-gara tv’ written by birsen ekim ozen. the writer found 17 sentences which consist of four types of figurative language (personification, hyperbole, simile, metaphor) in the novel; it contains 94 pages. the figurative language occurred in the novel sophie ‘gara-gara tv’ is shown in the table 1. table 1. figurative language found in “gara-gara tv” novel no figurative language frequency percentage 1 personification 6 35.3% 2 hyperbole 5 29.4% 3 metaphor 1 5.9% 4 simile 5 29.4% total 17 100% based on table 1, it showed that personification is the most common occurring in the novel which is about 35.5%, followed by hyperbole and simile which consist of 29.4%, and metaphor figurative language in a translated children’s novel lismalinda, nyak mutia ismail | 130 | takes a minimum part which is only 5.9%. it is clear that the author used minimum figurative language in this novel regarding children book generate the reader (children) most comfort with their reading; juvenile has a limited vocabulary on their brain, thus, to make them joyful the author should use the common vocabularies and adds some new vocabularies for their new knowledge. personification personification means giving human characteristic or attribute on non-human such as a thing or an idea and animal. the result revealed that 6 or 35.5% data of personification used in the novel. the example of data analysis is as follow: “semua orang tahu, anak-anak harus belajar lebih giat agar mendapatkan angka-angka bodoh yang disebut nilai.” (ozen 8) the sentence above is personification. the sentence describes students score which is called “angka-angka bodoh” or stupid number by sophie because she and her friends refused to study a lot without commission, whereas several children in another part of the world do not need to study,yet they gain money from their work. the word “angka-angka bodoh” explains a thing which is given human characteristic. the non-human object is figured in such a way people feel that ‘angka-angka’ have the ability like a human being such as a brain that could think a lot; without thinking it will be stupid like creatures. hyperbole hyperbole means utilizing exaggeration which evokes strong feeling in the meaning of the sentences such as in the poetry, song lyric and novel. from table 1, there are 5 or 29.4% data of hyperbole used in sophie ‘gara-gara tv’ novel. the example of data analysis is as follow: “ya! ayah tenggelam dalam surat kabarnya dan ibu melekat pada laptopnya.” (ozen 25) the sentence above is hyperbole which describes sophie’s emotion regarding her parents’ behavior at home; sophie’s parents always busy with their work and give little attention to her little girl. in this case, sophie told her mother about obtaining the highest score in the school, yet her mother decided to check some email from her office, then talking about sophie’s score. in the sentence, sophie said “ayah tenggelam dalam surat kabarnya” and “ibu melekat pada laptopnya” because she feels lonely, other person at home only focus on their own activity without paying attention around. the phrase used by the author to dramatize the situation to attract the reader in reading the novel. metaphor metaphor means a sentence that is written implicit or hidden meaning by the writer or author. there are 1 or 5.9% data found in the novel as follow: “harap berhati-hati karena yang berkilau tidak selamanya emas.” (ozen 48) enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 125–133 the sentence above is metaphor which pictured untrue or implied meaning of the sentence. in this matter, sophie explained how the tv reporter ends her speech in front of audiences. the phrase “berkilau tidak selamanya emas” has plural or has no dependent meaning. here, sophie would like to declare the phrase with the reporter last statement which means that a good thing does not always represent goodness. the word ‘berkilau’ or shining has an obscure meaning; it should be a thing or a person, depend on the speech. the meaning of the sentence above should be ambiguous concerning metaphor never extend authentic meaning or never offer singular idea. simile simile has the same meaning as metaphor which means the writer or author write a sentence with implicit or hidden meaning and use connecting word ‘like’ or ‘as’ to compare a thing or an idea. there are 5 or 29.4% data found in the novel. the example of data analysis is as follow: “otak kita bekerja seperti mesin, dan selalu, seperti mesin jam yang selalu tepat waktu.” (ozen 42) based on the data above, the sentence is simile because the author utilizes the connecting word ‘seperti’ in the sentence. this sentence describes how homework burdens sophie’s mind before going to the bed; homework always appears on her mind even she refuses it frequently. she endeavors to stay awake by asking for a glass of milk from her mom, then, she considers thinking another reason. she said that the human brain works as a machine that does the same work continuously. in this case, sophie compares the word ‘otak’ or brain which is the human part of the body with the word ‘mesin’ or engine which is a thing that has been made by humans to indicate a figure of speech. 4. conclusion and suggestions after clarifying, examining, and analyzing all of the data, the researcher found that there are four types of figurative language used in the novel entitled sophie ‘gara-gara tv’ written by birsen ekim ozen, namely, personification, hyperbole, metaphor, and simile. from the data collection, it showed about 6 sentences or 35.5% of personification, 5 sentences 29.4% of hyperbole and simile, and one sentence or 5.9%.of metaphor. the dominant type of figurative language that appeared in sophie ‘gara-gara tv’ novel was personification about 6 sentences. the author used personification in the novel to create an interesting reading or literature for youth; generated them to love reading a novel. nevertheless, the minor types of figurative language found in sophie ‘gara-gara tv’ novel is metaphor which is only one sentence. using less metaphor in children’s literature produces a simple reading and easier to comprehend concerning schoolchild need unambiguous literature and need gladness in reading to entertain themselves. | 131| figurative language in a translated children’s novel lismalinda, nyak mutia ismail | 132 | references araya, k. a. 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(2018). euphemism and dysphemism expression in “the rainbow troops” novel by andrea hirata. enjourme (english journal of merdeka) : culture, language, and teaching of english, 3(2), 67-74. doi:10.26905/enjourme.v3i2.3045 lowrey, b. (2009). the hero as a reflection of culture. sabiduria: the honors college journal, 1(1). leezenberg, m. (2001). contexts of metaphor. brill. meyer, jim. 1997. what is literature?: a definition based on prototypes. work papers of the summer institute of linguistics, university of north dakota session 41. url: http://www.und.edu/dept/linguistics/wp/1997.htm. miles, m. b., huberman, a. m., & saldana, j. (2014). qualitative data analysis: a methods sourcebook. ÿþpravitha, c. (2019). the procedures used by the translator in translating cultural terms in the novel entitled “to all the boys i’ve loved before” by jenny han to its indonesian translation. enjourme (english journal of merdeka) : culture, language, and teaching of english, 4(2). doi:10.26905/enjourme.v4i2.3836 putra, s. (2019). a study on moral values as reflected by two main characters in william shakespeare’s macbeth. enjourme (english journal of merdeka): culture, language, and teaching of english, 4(1). doi:10.26905/enjourme.v4i1.3613 shalihah, m. (2018). a pragmatic analysis on the types and the purposes of address terms used by the main character in jane austen’s “emma”. enjourme (english journal of merdeka): culture, language, and teaching of english, 3(2), 52-60. doi:10.26905/enjourme.v3i2.2747 stern, j. (2000). metaphor in context. mit press. subhan, b. (2003). a guide to literary criticism. yogyakarta: lppdmf. tannen, d. 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(1950). a handbook of literary terms. angus and robertson online publisher enjourme (english journal of merdeka) : culture, language, and teaching of english jo urna l ho mep age: http: //ju rna l.u nme r.ac .id /in dex. php /en jou rme/ ind ex need analysis of english language usage for tourism university students moch. musafaul anam, aprilia rachmadian diploma iii hospitality, diploma in tourism program, university of merdeka malang, jl. bandung no. 1 malang, 65113, indonesia corresponding author: musafaulanam@gmail.com article info article history: received 02 december 2020 revised 10 december 2020 accepted 11 december 2020 available online 17 december 2020 keyword: english skills development, need analysis, tourism university students. doi: 10.26905/enjourme.v5i2.5105 how to cite: anam, m., & rachmadian, a. (2020). need analysis of english language usage for tourism university students. enjourme (english journal of merdeka) : culture, language, and teaching of english, 5(2), 178-187. doi:10.26905/enjourme.v5i2.5105 abstract there are 5 fundamental competencies that need to be acquired by all labors in tourism industry, one of them is communication. as an international language, english is still be chosen as a tool for communicating, negotiating, and interacting between laborers as well as customers or tourists. thus, the development of english communication needs to be seemed as a mandatory thing for any tourism student, just before he/she is being involved in the real tourism sector. need analysis is required. this is a need analysis study that generally employs a quantitative approach. a questionnaire was used to collect data in which the questionnaire was divided into two categories, 8 questions were formed as a checklist where 14 others were formed as 5 rating linkert-scale questions. mean and standard deviation were employed to calculate the need of english skills by tourism students. whereas, standard deviation (sd) was employed to calculate the distribution of the scores gained by the respondents. frequency (f) and percentage (%) were used to calculate the functions and problems of english usage by students in the tourism sector. the result shows that all language skills in english are needed for tourism students. yet, in order to achieve the goal of providing an excellent service to tourists, it will need a well-prepared program and syllabus that may employ the internet as a source of information since the internet was the most popular reading source for tourism students. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no, 2, desember 2020, page 178–187 1. introduction as an international language, english has been used globally by many countries all over the world. babble magazine in 2017 mentioned that more than 5 billion people use english and it increases significantly every year (lyons, 2017). the data also shockingly shows that more than 80% of english users are not native speakers. the data recorded that, totally there were 360 million english native speakers. it makes english as the most studied language in the world by now. not only in the educational sector, as an international language, english should be studied and mastered by laborers who work in the tourism sector as well (prachanant, 2012). prachanant (2012) © 2020 enjourme. all rights reserved. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 178–187 also mentioned that in the tourism sector, english is used as a medium to communicate, negotiate, and interact between laborers as well as customers or tourists. english as a tool of communication becomes an important aspect for gaining customer’s satisfaction, essentially for foreign customers in this global era (kostiæ-bobanoviæ & gržiniæ, 2011). in this global era, the tourism sector becomes a highly promising commodity. in thailand for example, the tourism sector contributed as the second greatest income for the country comparing to other sectors in 2011 by gaining more than 100.000 million baht. moreover, it also could create more than 145.000 jobs in the same year (prachanant, 2012). in indonesia, the tourism sector was also equally developed. the world travel & tourism council (wttc) recorded that indonesia stood as the ninth highest developing country in tourism sector as what has been published in kompas on march 23, 2019 (gewati, 2019). indonesia in 2018 was able to gain 17 billion us dollars or equal to 2.3 trillion rupiah foreign exchange. it was because the number of foreign visitors who came to indonesia was significantly increasing year by year as can be shown in figure 1. 10230775 11519275 14039799 15810305 0 2000000 4000000 6000000 8000000 10000000 12000000 14000000 16000000 18000000 2015 2016 2017 2018 2015 2016 2017 2018 figure 1. number of foreign visitors to indonesia in 2015 – 2018 source of data (statistik, 2019) furthermore, on january – march 2019, bps noted that there have been approximately 3.815.283 foreign visitors who came to indonesia. the data shows that there is a meaningful increasing number of 4.28% comparing to the same period in 2018. in 2020, the government of indonesia targeted to have 20 million foreign visitors (indonesia investments, 2016). the increasing level of tourism sector in indonesia, especially the level of foreign tourists visiting indonesia can be a blessing, but on the other hand, it can also be a disaster if the services provided during their visit and stay are not optimal. at least, there are 5 fundamental competencies that need to be acquired by all laborers in the tourism industry, they are personality, communication, attitude, technical know-how, and to name a few (prabhu & wani, 2015). communication becomes a mandatory skill that needs to be mastered by any tourism labors. thus, of course, english mastery as a tool of communication should be the main focus nowadays. | 179| need analysis of english language usage for tourism university students moch. musafaul anam, aprilia rachmadian in recent 20 years, communication and technology have been evolved and guided the way english is taught, from english for academic purposes to english for specific purposes (one of them is in tourism industry). it is basically aimed to have a focus and applicable english in the real world/ tourism industry. however, in many cases, english teaching in many institutions was not based on the need analysis of english usage in the tourism sector (kostiæ-bobanoviæ & gržiniæ, 2011). thus, again, the goal of english teaching will not right on the target and also applicable. another effect of english teaching which is not based on need analysis is a low level of english proficiency. in 2018, research held by english first showed that indonesia stood on the 51st of english proficiency from 88 countries all over the world. in asia, indonesia stood on the 13th of english proficiency from 21 countries (english first, 2018a). as a comparison, vietnam stood the 41st of 88 countries all over the world. generally, the english proficiency score of asians was 53.6 points. however, the english proficiency score of indonesian was 52.15 points. as what has been explained by the senior director of research and academic partnership of education first that a low score of english proficiency of a country indicates that the country still on the step of “consuming”. it cannot negotiate, mediate, or even compete globally (moriand, 2017). accordingly, this study wants to understand the need of english in tourism industry, especially for tourism students. by finding the need, the researcher wants to help teachers getting insight of how to create a teaching program and syllabus that may later be used to improve their ability in using english as a tool of communication in the tourism industry. 2. method this is a need analysis study which generally employs a quantitative approach. thus, questionnaire was used as a main data collecting instrument. the questionnaire was adopted from prachanant’s (2012) study. totally, there are 22 questions used in this study. the total of questions were divided into two categories, 8 questions were formed as checklist where 14 others were formed as 5 rating linkert-scale questions. the formed of 5 rating linkert-scale questions were based on the criteria as presented in table 1. table 1. linkert scale criterion scale mean range need level 5 4.50 – 5.00 the highest need 4 3.50 – 4.49 high need 3 2.50 – 3.49 moderate need 2 1.50 – 2.49 low need 1 1.00 – 1.49 the lowest need in order to minimize misunderstanding when interpreting the questionnaire, it was delivered using indonesian. then it was distributed to tourism students in malang by using purposive random sampling since october 2020 to november 2020, since the result of this research will not be used as a generalization (latief, 2016). during this pandemic, it was distributed online using google form. | 180| enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 178–187 data gained from this questionnaire were analyzed using statistical package for the social sciences (spss). mean and standard deviation were employed to calculate the need of english skill by tourism students. the higher mean score gained by the students, the higher skill is needed by any students in tourism industry. on the contrary, the lower mean score gained by the students, the lower skill is needed by any students in tourism industry. whereas, standard deviation (sd) was employed to calculate the distribution of the scores gained by the respondents. frequency (f) and percentage (%) were used to calculate the functions and problem of english usage by students in tourism sector. 3. result and discussion english has been used globally by many countries in this world as a bridge language or commonly known as lingua franca (amalia, n.d.). babbel magazine recorded that there were 1.5 million people from all over the world used english in 2017. and, it was significantly increasing year by year (lyons, 2017). 24% 76% english speakers chart native speaker non native speaker figure 2. english speakers chart source: lyons (2017) although, english has many speakers all over the world, yet the data on figure 2 shows that more than 70% of english speakers are not native speakers. the data also reveals that english becomes the most studied language in this world (lyons, 2017). in indonesia for example, lauder (2008) said that english was firstly taught in colonialism era, precisely in 1914 (yusny, 2013). he also mentioned that english was the first language which was used for international communication, information and technology access, indonesian development as well as education. data got from this research shows that there were 47.3% of total respondent has learnt english for more than 9 years as can be seen on figure 3. the total period of learning english for more than 9 years should be an indicator that a person has developed-skills to be applied. on the other word, he/ she should be able to use english for his/her daily conversations for example. | 181| need analysis of english language usage for tourism university students moch. musafaul anam, aprilia rachmadian figure 3. english learning duration source: processed data data gained by english first in 2018 was shocking. in 2018 they found that indonesia stood at the 51st of 88 countries of english proficiency and it was categorized as a “low proficiency” country (english first, 2018b). there were more embarrassing issue that in 2019, indonesia stood as 61st of 100 countries all over the world. it was lower comparing to the previous year (english first, 2019). the low level of proficiency gained by english first in the two previous years must be a trigger to us in terms of developing english skill by now especially for tourism sector. it is because the world travel & tourism council (wttc) noted that indonesia stood as the 9th highest developing country as what have been mention on kompas 23 march 2019 (gewati, 2019). central bureau of statistic in indonesia (badan pusat statistik) recorded that during january – march 2019, there were more than 3 million foreign tourist came to indonesia (statistik, 2019). it was one of the reasons of why indonesia enabled to have more than 17 million dollars or equal to 2.3 trillion rupiahs of foreign exchange. the increasing number of foreign tourist come to indonesia should be followed by the development of human resources in tourism sector. communication is the one of 5 basic skills that need to be mastered by any tourism labor in indonesia (prabhu & wani, 2015). of course, english as a tool of communication should be a main focus. a tourism labor must be able to speak english in order to provide a more satisfying travel experience to foreign tourists who come to visit (erazo et al., 2019). in order to achieve the target, it needs to have a well-prepared program for any tourism student before he/she is involved in the real tourism sector. | 182 | figure 3. english learning duration 17,3% 10,9% 10,9% 13,6% 47,3% english learning duration less than 3 years less than 5 years less than 7 years less than 9 years less than 11 years enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 178–187 | 183| english language skills for tourism students figure 4. english skills needed for tourism students 1,8% 0,9% 23,6% 0,0% 73,6% english skills need listening reading speaking writing all skills are important figure 4. english skills needed for tourism students source: processed data as shown on figure 4, most of the respondents believe that all english skills including: listening, reading, speaking, as well as writing are important to be mastered by 73,6%. the second most needed skills for tourism students are speaking by 23,6%. the third is listening by 1,8%, the fourth is reading by 0,9% and the last is writing by 0%. there are similarities between data gained by the researcher and data found by prachanant (2012) which stood speaking as the second most needed skills in tourism industry. there is one of the best ways in improving speaking skill nowadays such as communication with either business partners or friends from abroad. students can be able to take some exchange programs which may be available to have opportunities in improving their english communication skill (kostiæ-bobanoviæ & gržiniæ, 2011). data gained from this research also found that the most respondents tend to tell their daily activity when they are asked to have public speaking (as shown on figure 5). 66,40%1,80% 6,40% 2,70% 22,70% the desire of speaking english talking daily activity news/politics story/narration education jobs graphic 5. the desire of speaking english source: processed data need analysis of english language usage for tourism university students moch. musafaul anam, aprilia rachmadian | 184| prabhu and wani (2015) suggested that students need to be motivated to improve their communication skill by giving some programmed activities. there are some common mistakes that may be created by most indonesian students when they are speaking such as: mispronunciation, grammatical errors, and vocabularies errors (putra & salikin, 2020) while, we cannot deny the fact that shows all english skills are needed for the development of tourism students. data found from this research shows that 69,1% students used english only for educational purposes such as submitting and sending their works as shown on figure 6. it also reveals that students tend to use english only at school during their studying time. 21,80% 54,50% 9,10%15,50% 69,10% reasons of using english daily conversation independent learning offering helps giving information submitting/sending works if it is well-programmed, the common mistakes that may be created by non-native english users such as using inappropriate words and expressions when speaking, having inadequate vocabularies when reading, as well as lacking grammar knowledge when writing can be minimized (prachanant, 2012). students’ perception of their english when students were asked to rate their english proficiency, they tended to have moderate perception of english skill by 2,78 as shown on table 2. the moderate perception of their english skill may be caused by the time they spend for improve their ability in english. a research conducted by prabhu and wani in 2015 found that students might only spend between 15 – 30 minutes in a day to improve their english ability while only few students that spent 60 minutes more in a day (prabhu & wani, 2015). table 2. students perception of their english figure 6. reasons of using english source: processed data n sum mean std. deviation penialaian bahasa 110 306,75 2,7886 ,64537 valid n (listwise) 110 enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 178–187 students’ desire and anxiety in learning english table 3 presents students’ desire and anxiety in learning english. table 3 shows that high motivation in learning english by 4,4582. they tend to have low level of anxiety to learn english by 1,4018. it is a positive chance that may reflect a possibility to create well-prepared programs. table 3. students perception of their english descriptive statistics n sum mean std. deviation keinginan belajar 110 490,40 4,4582 ,47956 valid n (listwise) 110 ketakutan belajar 110 154,20 1,4018 ,31882 valid n (listwise) 110 an internet-based program may be employed as an effective way in teaching english nowadays. since, internet has been built as a media to communicate especially in english. it also shares an easily accessible information (kostiæ-bobanoviæ & gržiniæ, 2011). data found from this research supports that 58,2% students were preferred to find articles that may be available on the internet rather than other sources as what can be drawn on figure 7. while, books still become the second most interesting sources when they are willing to read by 27,3%. 27,30% 3,60% 2,70% 8,20% 58,20% reading sources books newspapers and magazines advertisements, leaflets manual books figure 7. reading sources source: processed data although, reading is not the skill they want to master (see figure 4), it is complex process that may train various knowledge and skill such as visual, auditory/phonological, movement, and articulating (parlindungan et al., 2020) | 185| need analysis of english language usage for tourism university students moch. musafaul anam, aprilia rachmadian | 186| 4. conclusion and suggestion this study has already revealed that all language skills in english are needed for tourism students. students also need much time and effort in learning english if they want to have a welldeveloped english skill. whereas, as tool of communication, speaking needs to be developed by a purpose of providing an excellent service when they are already entered the real tourism industry. in order to achieve the goal, it needs a well-prepared program and syllabus that may employ internet as a source of information. hopefully, a baseline input of contents, designs, and the involvement of such stakeholders: students, teachers, schools/institutions, and companies will take apart in preparing the program and syllabus. references amalia, s. (n.d.). language in the era of globalization (issue 4). https://docs.google.com/ viewer?url=http%3a%2f%2fsteconomiceuoradea.ro%2fanale%2fvolume%2f2005%2fabordariale-limbajului-economic%2f12.pdf english first. (2018a). ef english proficiency index. https://www.ef.com/wwen/epi/regions/asia/indonesia/ english first. (2018b). ef english proficiency index. english first. (2019). indeks kecakapan bahasa inggris ef. https://www.ef.co.id/epi/regions/asia/indonesia/ erazo, m. a. c., ramírez, s. i. m., encalada, m. a. r., holguin, j. v., & zou, j. h. (2019). english language skills required by the hospitality and tourism sector in el oro, ecuador. theory and practice in language studies, 9(2), 156. https://doi.org/10.17507/tpls.0902.05 gewati, m. (2019, march). bi: industri pariwisata jadi sektor paling hasilkan devisa. kompas. indonesia investments. (2016). industri pariwisata indonesia. https://www.indonesia-investments.com/id/bisnis/industri-sektor/pariwisata/item6051 kostiæ-bobanoviæ, m., & gržiniæ, j. (2011). almatourism the importance of english language skills in the tourism sector/ : a comparative study of students / employees perceptions in croatia. almatourisam-journal of tourism, culture and territorial development, 1(4), 10–23. latief, m. a. (2016). research methods on language learning an introduction. universitas negeri malang. lyons, d. (2017). how many people speak english, and where is it spoken? babbel magazine. www.babbel.com/en/magazine/how-many-people-speak-english-and-where-is-it-spoken/ moriand, a. (2017). menurut riset, kemampuan bahasa inggris orang indonesia masih rendah. kumparan. https://kumparan.com/@millennial/menurut-riset-kemampuan-bahasa-inggrisorang-indonesia-masih-rendah parlindungan, f., rifai, i., & sandy, f. (2020). understanding the reading process: insights from a second grade english language learner. enjourme (english journal of merdeka)/ : culture, language, and teaching of english, 5(1), 1–15. https://doi.org/10.26905/enjourme.v5i1.4036 |187| enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 178–187 prabhu, a., & wani, p. (2015). a study of importance of english language proficiency in hospitality industry and the role of hospitality educators in enhancing the same amongst the students. atithya: a journal of hospitality, 1(1), 6–13. http://www.publishingindia.com prachanant, n. (2012). needs analysis on english language use in tourism industry. procedia social and behavioral sciences, 66, 117–125. https://doi.org/10.1016/j.sbspro.2012.11.253 putra, s. p., & salikin, h. (2020). how indonesian efl learners perceive error corrections. enjourme (english journal of merdeka)/ : culture, language, and teaching of english, 5(1), 92–101. https://doi.org/10.26905/enjourme.v5i1.4274 statistik, b. p. (2019). berita resmi statistik. yusny, r. (2013). elt in indonesian context: issues and challenges. englisia journal, 1(1), 81–98. https://doi.org/10.22373/ej.v1i1.140 enjourme (english journal of merdeka) : culture, language, and teaching of english jo urna l ho mep age: http: //ju rna l.u nme r.ac .id /in dex. php /en jou rme/ ind ex students’ perception of online communication language learning through instagram 1malikhatul lailiyah, 2lian agustina setiyaningsih 1d3 english program, faculty of politics and social science, universitas merdeka malang, jl. terusan raya dieng no. 62-64, 65146, malang, indonesia 2department of communication science, faculty of politics and social science, universitas merdeka malang, jl. terusan raya dieng no. 62-64, 65146, malang, indonesia corresponding author: malikhatul.lailiyah@unmer.ac.id article info article history: received 05 december 2020 revised 15 december 2020 accepted 15 december 2020 available online 28 december 2020 keywords: online communication, mobileassisted language learning, english for specific purposes doi: 10.26905/enjourme.v5i2.5202 how to cite the article: lailiyah, m., & setiyaningsih, l. (2020). students’ perception of online communication language learning through instagram. enjourme (english journal of merdeka) : culture, language, and teaching of english, 5(2), 188-195. doi:10.26905/enjourme.v5i2.5202 abstract the use of social media has become pervasive. as an educator, this might facilitate the learning experiences, especially for second language learning. bring that issues, this study intended to delve into students’ perception regarding their experience in using mobile-assisted language learning (mall) tools especially instagram for speaking activity in english for specific purposes class. besides, this study also explored students’ opinions regarding the use of instagram for language learning purposes. two sets of questionnaires were distributed and analyzed. the result indicated that the participants expressed a positive perception of the use of instagram for learning language purposes. the finding revealed that, among the participants, instagram is the most popular social media. the positive students’ perception is that learning through instagram is effective because it provides a new way of learning language and it accelerates interactive vocabulary enrichment. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no, 2, desember 2020, page 188–195 1. introduction the development of technology brings us to the era of teaching and learning using the innovative application. in language learning, the learning facilitated by the mobile device is called mobileassisted language learning (mall) (chaka in alsharidi, 2018). the benefit of the mobile device is that it is flexible and broadly use (chinnery, 2006). thus, it facilitates the learning experience anytime and anywhere. further, in the distance learning context, the use of communication media is the © 2020 enjourme. all rights reserved. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 188–195 key importance for successful teaching and learning (fahmi, 2020). needless to say, the mobile learning experience offers the convenience of distance or online learning. thompson (2015) mention “social media represents tools that may be used to store and deliver information and content disseminated through social interactions or networks” (p.26). examples of social media are facebook, twitter, instagram, linkedin, and tiktok. however, since the first social media has been launched, social media platforms keep expanding, and they keep improving and surely there will be new platforms in the future. on the contrary, research also mentioned the drawbacks of the use social media. the negative effect of using social media, especially whatsapp, is the time commodification of its users (setiyaningsih & jatmikowati, 2019). while some educators resist that the use of social media would distract students’ focus on teaching-learning, others oppose that using social media as learning tools is beneficial since it can provide an authentic environment for the students (alsharidi, 2018). thus, it can provide opportunities for them to interact using the target language (gonulal, 2019). further, the high popularity of social media leads educators to use social media as a teaching platform. in second and foreign language studies, many studies investigated the use of social media as an instructional strategy in formal education. for example, chawinga (2017) analyzed students’ posts on twitter and blog, and the result revealed that using this strategy increased students’ interaction with their classmates and lecturer. besides, this strategy also beneficial since it tended to students’ center activity. another study conducted by gonulal (2019) observed the use of instagram for informal language learning. the study indicated that using this social media platform was an effective way of improving the vocabulary and communication skills of the students. different from those previous researches, this study focuses on students’ perception of their experience after using instagram for their speaking activity. other than that, this study also tries to explore students’ opinions regarding the use of instagram for language learning purposes. to fill this gap, thus the objectives of the study are addressed to analyze students’ attitudes on: 1) their experiences in using instagram for language learning purposes; and 2) the use of instagram for language learning purposes. 2. methods in this study, the questionnaires were the main instrument used to collect the data. there were two sets of questionnaires used. the first one was a questionnaire to observe students’ perceptions after using instagram to post their speaking videos. given a certain topic, 80 students were asked to post a speaking video on instagram. then, the researchers asked them to fill the online survey consisting of eight likert-scale items. these questions were adapted to a five-point scale ranging from strongly disagree to strongly agree. the second questionnaire was intended to explore students’ attitudes regarding the use of instagram for language learning purposes. for this questionnaire, 148 students, who never received any specific assignment to post their work in their english class, were involved in filling the online survey. the questionnaire, which consists of seven items, was in form of a 5 likert|189| students’ perception of online communication language learning through instagram malikhatul lailiyah, lian agustina setiyaningsih scale from strongly disagree to strongly agree. both of the questionnaires were adapted from erarslan’s (2019) study. to this end, for the study both the questionnaires were delivered using the indonesian language. all the participants from both surveys were english as specific purposes students who study in a private university in malang, indonesia, and their ages ranged from 17 to 33. table 1 presents the participants’ profile. table 1. participants’ profile category no. of participants questionnaire students’ attitudes toward their experience in using instagram for language learning purposes major: business 55 engineering 25 gender: male 49 female 31 questionnaire on opinion on instagram for language learning purposes major: social sciences 148 gender: male 68 female 80 the result of these questionnaires was then analyzed to resolve the participants’ attitudes toward the use of instagram for learning the language in a formal class. the spss software was used to provide a descriptive analysis of the questionnaire. 3. result and discussion 3.1. result students’ attitudes toward their experience in using instagram for language learning purposes table 2 presents the result demographic part that contains participants’ personal information regarding the use of social media. the data clearly depicts that all of the participants are have social media account and the majority of them (98.8%) have an instagram account. thus, the most popular social media among the participants of this study was instagram followed by facebook (63.7%), youtube (57.5%), tiktok (52.5%). in responding to the time spent on social media used in a day, 25 (31.25%) of the participants were using social media in 3-4 hours. other, 23 students (28.75%) were spent 5-6 hours a day and 18 (22.5%) students were using social media for 7 or more hours in a day. compared to those, the two lowest times spent, less than 1 hour and 1-2 hours, there were only 3 and 11 participants respectively. |190 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 188–195 table 2. the result of the demographic part survey (n=80) no attributes f % 1 do you have any social media account yes 80 100 no 0 0 2 if yes, what kind of social media platform you use? (you can choose more than one) twitter 33 41.3 instagram 79 98.8 facebook 51 63.7 tiktok 42 52.5 youtube 46 57.5 linkedin 4 5 others 15 18.8 3 in a day, how long you spent your time on social media? less than 1 hour 3 3.75 1-2 hours 11 13.75 3-4 hours 25 31.25 5-6 hours 23 28.75 7 hours or more 18 22.5 table 3 depicts the means and standard deviations for the eight items in the questionnaire. the respondents reported their highest positive attitude toward item 7 (mean=3.7625) that examined their perception of “using instagram offers a new way for me to practice my english speaking”. on the other hand, the lowest mean rank was announced as item 6 (3.2875) that examined their opinion of “i believe using instagram helps me speak in english better”. despites that, the responses were found to be heterogeneous in terms of their attitudes toward item 5 (sd=1.08965304) that questioned, “i feel no pressure in making mistakes on instagram”. on the contrary, students were homogenous in responding “i feel comfortable using instagram for speaking in english” or item 1 (sd=.85110223). table 3. item statistics for the questionnaire items (n=80) items mean sd 1. i feel comfortable using instagram for speaking in english 3.525 .85110223 2. using instagram for learning promotes my motivation in learning english 3.4875 .86593519 3. instagram could be an effective way for me to practice my english speaking comfortably 3.3 .9539392 4. i feel no pressure when i practice my english speaking on instagram 3.525 .86566448 5. i feel no pressure in making mistakes on instagram 3.3875 1.08965304 6. i believe using instagram helps me speak in english better 3.2875 .85430893 7. using instagram offers a new way for me to practice my english speaking 3.7625 .86953651 8. i feel good when i practice my speaking on instagram 3.4875 .88025209 students’ attitudes toward the use of instagram for language learning purposes to deal with the second questionnaire that aiming to affirm participants’ attitudes toward instagram for language learning purposes, 148 students responded to the online questionnaire. table 4 shows the result of the demographic part of participants’ information regarding their perception about learning the language on instagram. based on the data, all the participants have social media. in addition, social media that the most chosen by the participants was instagram with 147 (99.3%) |191| students’ perception of online communication language learning through instagram malikhatul lailiyah, lian agustina setiyaningsih | 192 | participants followed by youtube, facebook, tiktok, twitter, and linkedin with 97 (65.5%), 89 (60.1%), 85 (57.4%), 75 (50.7%), and 13 (8.8%) respectively. in responding to the time spent on social media in a day, the highest rank was 3-4 hours with 48 or 32.4% of the participants, while only 2 (1.4%) students were spent less than 1 hour a day on social media. table 4. the result of the demographic part survey (n=148) no attributes f % 1 do you have any social media account yes 148 100 no 0 0 2 if yes, what kind of social media platform you use? (you can choose more than one) twitter 75 50.7 instagram 147 99.3 facebook 89 60.1 tiktok 85 57.4 youtube 97 65.5 linkedin 13 8.8 others 20 13.9 3 in a day, how long you spent your time on social media? less than 1 hour 2 1.4 1-2 hours 29 19.6 3-4 hours 48 32.4 5-6 hours 33 22.3 7 hours or more 36 24.3 table 5 presents the means and standard deviations for the seven items in the questionnaire. the result indicated item 2 that examined participants’ perception of “i feel that when i use instagram, it helps me learn english language structures” as the strongest viewpoints. on the contrary, item 3 that observed participants’ opinion of “i feel no pressure when i make mistakes on instagram” was the weaknesses viewpoints. despite this, the responses were found to be heterogeneous in terms of their attitudes toward item 3 (sd=1,23306646). on the other hand, students were homogenous in responding to item 5 “i think that instagram is a natural place in which to practice english because it provides meaningful interaction” (sd=.85110223). table 5. item statistics for the questionnaire items (n=148) items mean sd 1. i learn new vocabulary when i interact with others using english 3,40540541 1,05162575 2. i feel that when i use instagram, it helps me learn english language structures 3,41891892 1,02676028 3. i feel no pressure when i make mistakes on instagram 2,91891892 1,23306646 4. i prefer instagram (than other social media platforms) because i can interact with other people from all around the world. 3,10135135 1,2233089 5. i think that instagram is a natural place in which to practice english because it provides meaningful interaction 3,00675676 .94079194 6. i think that instagram is the right place to practice my english because no one judges me 2,66891892 1,00933825 7. i follow people with whom i can interact on instagram to practice my english 3,18918919 1,04203122 enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 188–195 3.2. discussion returning to the result of demographics from the responses of the participants, it showed that all of the participants were social media users. besides, from both questionnaires, instagram was the most popular social media platform. in terms of participants’ daily use of social media, the average use was 3 up to 4 hours a day. interestingly, only a few participants claimed that they used social media for less than an hour a day. this indicates that social media is an important aspect of their daily life. as mentioned by alsharidi (2018) e-learning environment, online learning, and social media platforms were a result of the modern invention that create new social interaction-oriented language learning. thus, it can support the idea that using social media is beneficial for teaching and learning since the participant was familiar with this. analysis of the first questionnaire revealed that the mean score of all the items was above the average. this is indicated that participants showed positive responses to the items. the strongest response was in attitudes of their belief that instagram was offering a new way of practicing their english speaking. this result was in line with gonulal (2019) that mentioned the suitability of instagram for continual english language learning. besides, the participants feel comfortable and feel no pressure when using instagram to post their speaking activity. purvis et al. (2020) claimed in their study that the use of social media gains students’ confidence. another positive viewpoint from the first questionnaire was students agree that instagram promotes their motivation in learning english. this inclination among the participants is in line with the other social media studies of english language learning, such as sari and wahyudin (2019) study. relating to motivation, many studies mentioned the importance of motivation in influencing students’ attitudes and learning behaviours (rienties et al., 2009). to bring this issue, increasing students’ motivation in the language classroom is essential. further, many strategies are proposed to improve students’ motivation in the language class, such as using pre-reading activities (lailiyah et al., 2019) in reading class, using guided conversation (romadhon & qurohman, 2019) in speaking class, and using total physical response (lutviana & mafulah, 2018) in vocabulary mastery. to add more, lailiyah (2016) also mentioned the positive effect of content and language integrated learning on the students’ enthusiasm and motivation. in e-learning environment, study by triono and setiyaningsih (2019) stated that learning through website content is an effective method. the result from the second questionnaire showed that students felt that using instagram develop their understanding of language structure and vocabulary. gonulal (2019) discussed that instagram offers a contextual text with visual data, thus it can be a good platform to learn vocabulary. conversely, it is also revealed that participants prefer to use instagram compared to other social media to interact with others. albeit the fact that they comfortable using instagram, they show a negative response in answering that no one judged their mistakes on instagram. purvis et al. (2020) mentioned in their study that through the use of social media, students tend to be a lack empathy for those who face obstacles. | 193 | students’ perception of online communication language learning through instagram malikhatul lailiyah, lian agustina setiyaningsih |194 | 4. conclusion and suggestion the present exploratory study investigated a group of indonesian efl learners’ attitudes on their opinion about their experience of using instagram for learning language purposes. analysis of the result revealed that students showed positive attitudes towards the use of social media especially instagram for language learning. students’ perception about online communication language learning are more dominant in the aspect of the new method that offering simplicity. in addition, the concept of learning through instagram has the advantage of accelerating vocabulary enrichment. future studies may explore the impact of the use of instagram for efl students on their speaking ability. it is suggested that a similar study with a larger sample of participants might give a better perspective. to add more, it is also necessary to broaden the subject of the study, since this study only focuses on higher students majoring in business, engineering, and social sciences. references alsharidi, n. k. m. (2018). the use of twitter amongst female saudi efl learners. international journal of applied linguistics and english literature, 7(4), 198. https://doi.org/10.7575/aiac.ijalel.v.7n.4p.198 chawinga, w. d. (2017). taking social media to a university classroom: teaching and learning using twitter and blogs. international journal of educational technology in higher education, 14(3), 1–19. https://doi.org/10.1186/s41239-017-0041-6 chinnery, g. m. (2006). going to the mall/ : mobile assisted language learning. language learning & technology, 10(1), 9–16. erarslan, a. (2019). instagram as an education platform for efl learners. turkish online journal of educational technology tojet, 18(3), 54–69. fahmi, m. h. (2020). komunikasi synchronous dan asynchronous dalam e-learning pada masa pandemic covid-19. jurnal nomosleca, 6(2), 146–158. gonulal, t. (2019). the use of instagram as a mobile-assisted language learning tool. contemporary educational technology, 10(3), 309–323. https://doi.org/10.30935/cet.590108 lailiyah, m. (2016). content and language integrated learning in teaching english as second language: a systematic review of empirically based articles. enjourme (english journal of merdeka): culture, language, and teaching of english, 1(1), 1–10. https://doi.org/10.26905/enjourme.v1i1.278 lailiyah, m., wediyantoro, p. l., & yustisia, k. k. (2019). pre-reading strategies on reading comprehension of efl students. enjourme (english journal of merdeka)/ : culture, language, and teaching of english, 4(2), 82–87. https://doi.org/10.26905/enjourme.v4i2.3954 lutviana, r., & mafulah, s. (2018). the use of video and tpr to improve students’ vocabulary mastery. enjourme (english journal of merdeka)/ : culture, language, and teaching of english, 2(2), 89– 97. https://doi.org/10.26905/enjourme.v2i2.1970 purvis, a. j., rodger, h. m., & beckingham, s. (2020). experiences and perspectives of social media in learning and teaching in higher education. international journal of educational research open, 1(october), 100018. https://doi.org/10.1016/j.ijedro.2020.100018 |195| enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 188–195 rienties, b., tempelaar, d., van den bossche, p., gijselaers, w., & segers, m. (2009). the role of academic motivation in computer-supported collaborative learning. computers in human behavior, 25(6), 1195–1206. https://doi.org/10.1016/j.chb.2009.05.012 romadhon, s. a., & qurohman, m. t. (2019). increasing mechanical engineering students’ speaking skills using guided conversation. enjourme (english journal of merdeka)/ : culture, language, and teaching of english, 4(1), 18–24. https://doi.org/10.26905/enjourme.v4i1.3252 sari, f. m., & wahyudin, a. y. (2019). undergraduate students’ perceptions toward blended learning through instagram in english for business class. international journal of language education, 1(1), 64. https://doi.org/10.26858/ijole.v1i1.7064 setiyaningsih, lian agustina; jatmikowati, s. h. (2019). new media in commodification. ettisal: journal of communication, 4(1), 25–34. https://doi.org/10.21111/ettisal.v4i1.3069 thompson, m. a. (2015). using social media to learn and communicate: it is not about the tweet. american society of clinical oncology educational book, 35, 206–211. https://doi.org/10.14694/edbook_am.2015.35.206 triono, m. a., & setiyaningsih, l. a. (2017). desain disonansi kognitif sebagai faktor anteseden untuk penguatan kualitas informasi pada website. seminar nasional sistem informasi, 1(1), 71–79. http://eprints.unmer.ac.id enjourme (english journal of merdeka) : culture, language, and teaching of english jo urna l ho mep age: http: //ju rna l.u nme r.ac .id /in dex. php /en jou rme/ ind ex synchronous discussion in online learning: investigating students’ critical thinking prilla lukis wediyantoro, malikhatul lailiyah, karlina kar adila yustisia d3 english program, faculty of social and politics sciences, universitas merdeka malang, jl. terusan raya dieng no. 62-64, 65146, malang, indonesia. corresponding author: malikhatul.lailiyah@unmer.ac.id article info article history: received 01 december 2020 revised 12 december 2020 accepted 13 december 2020 available online 28 december 2020 keywords: critical thinking, synchronous discussion, online learning, high order thinking, socratic questions strategy doi: 10.26905/enjourme.v5i2.5205 how to cite the article: wediyantoro, p., lailiyah, m., & yustisia, k. (2020). synchronous discussion in online learning: investigating students’ critical thinking. enjourme (english journal of merdeka) : culture, language, and teaching of english, 5(2), 196-203. doi:10.26905/enjourme.v5i2.5205 abstract: many studies mentioned the importance of fostering higher education students’ critical thinking skills in order to prepare them for their future career. however, many scholars contend that in online courses, critical thinking is difficult to accomplish. understanding this gap, this paper aims to report the use of socratic questions strategy on synchronous discussion as the bridge to promote students’ critical thinking in online learning environment. twenty two diploma 3 students who enrolled in intermediate reading course participated in this study. due to the spread of covid-19 pandemic, this class was switched into online learning. to gather the data, the content of participants’ individual post will be analysed to know the depth of students’ critical thinking based on yang et al.’s (2005) model. in addition, both quantitative and qualitative analysis of students’ post will be applied to measure ÿþthe effects of socratic questioning on students’ critical thinking in synchronous discussion in online learning. the result revealed that socratic questions strategy were successfully improve students’ depth of critical thinking. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no, 2, desember 2020, page 196–203 1. introduction when the corona pandemic spread, the teaching of all education level in indonesia is switched to online learning. experiencing this situation, the writers had to move their face-to-face foreign language learning into fully online class. thus, the development of suitable online teaching strategies is needed to facilitate the goals of the teaching and learning. the objective of all kinds of education, © 2020 enjourme. all rights reserved. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 196–203 traditional, online, or blended learning, is to achieve specified learning outcomes through systematically educational experiences (garrison & cleveland-innes, 2005). ÿþ although the term of critical thinking (ct) has been widely used by researchers, some prefer using high order thinking skill (hots) (puteh & hamid, 2014). in defining the term of ct, only limited research clearly stated about it, for example, chee et al., (2009) stated that “ct is a complex process that requires higher levels of cognitive skills in the processing of information” (p.198). however, many researchers described the characteristics of critical thinkers. some say that a person with critical thinking skills has the ability to think critically and rationally, addresses questions to infer the information logically, and solves problems effectively (cojocariu & butnaru, 2014; facione, 2000). clearly, a critical thinker tries understanding every situation he face, questions the information when he read or hear, and states solutions when he faces any problems. in educational setting, researches mention the importance of the teaching of ct because critical thinkers are able to interpret better understanding the information, not just merely preserving the knowledge (dwyer et al., 2014). in addition to this, ct skills are essential for students since “students who are able to think critically are able to solve problems effectively” (snyder & snyder, 2008, p.90) for their successfulness in workplace and personal lives. many studies showed that in online courses, it is challenging to obtain students’ high order thinking level. thus, researches advocate that online discussion is an effective activity to promote students’ critical thinking skills (bai, 2009; richardson & ice, 2010), or to build students’ cognitive skills (darabi et al., 2011; sautter, 2007). in addition to this, online discussion is also effective in providing the social interaction which the researchers believe as the deficiency of online learning (darabi et al., 2011; slagter van tryon & bishop, 2009). elder and paul (1998) mention the relevance of socratic question for ct skills as it is influential to the quality of judgement. many studies highlight the influence strategy to enhance ct skills is through oral interaction (lee et al., 2014). thus, socratic questions will be a powerful method because if we intended to enhance students’ thinking, we must trigger their thinking by asking questions that forced them to ask more questions (elder & paul, 1998). this study tried to observe the use of socratic questions as a method to enhance students’ ct skills in synchronous online learning. many previous studies investigate the effect of this method, such as yang et al., (2010) and lee et al., (2014). yang et al., (2010) conducted a mixed-method research to analyze ct in asynchronous online class discussion in computer conferencing. in addition, lee et al., (2014) investigated the impact of socratic questioning on students’ ct skills that was analyzed in two ways – the content analysis of their post and the analysis of their discussion flow. however, both previous research reported that the use of socratic questioning show a positive result. differently, this study only focused on the students’ depth of ct in synchronous class discussion that was posted on group chat application. thus, the specific research objective is to explore how effective socratic questioning is in online learning. | 197 | synchronous discussion in online learning: investigating students’ critical thinking prilla lukis wediyantoro, malikhatul lailiyah, karlina karadila yustisia | 198 | 2. method 2.1. participants twenty two diploma 3 students who enrolled in intermediate reading class at a private university in malang, indonesia, participated in this study. then they were assigned to conventional online discussion with a given topic in the first week. in the second week, they were asked to discuss a certain topic and the lecturer provide socratic questions during their discussion. 2.2. procedures the class session was conducted through synchronous online learning. they were required to discuss the specific topic posted by the lecturer. of this discussion topic, the teacher used case-based discussion. students were required to post one authentic problem solving by analysing the issues given. during the second week discussion, the lecturer provided socratic questioning. otherwise, during the regular group discussion, the lecturer did not give any feedback. the following are the illustration of the lecturer’s questions that adopted from paul, 1990 socratic questioning taxonomy (in lee et al., 2014): 1) questions of clarification students 1: yes, it is an uncommon situation for many couples who change their gender roles, but however, they did it, not only just because women are more diligent than a man, but probably the job description is suitable for women. i can’t say that this uncommon thing is right to do, but i also can’t say that it is wrong tho. why? because in my opinion, exchanging roles in relationships are okay tho, but in a good portion. not all jobs are for men, but also not all jobs are for women. it depends on the couples who did the exchange of roles. in my other perspective, these roles exchange cannot be accepted because i’ve learned our ancestor’s tradition, and there was no reason for doing some kind of “roles exchange” in a relationship. but however, we cannot refuse this “new normal exchange” which is very uncommon for us. then, just try to be consistent with each job-desk which is suitable for each of the couples. by the way, if this was happening in indonesia, maybe it was the side-effect of emancipation, ‘cause since from that era, every woman can do every man’s job, even though not all kinds of jobs they did. lecturer: you mentioned emancipation, what is the correlation to this issues? explain more. 2) questions that probe reasons and evidence students 2: in my opinion, changing gender roles are uncommon today is a prevalent things because people nowadays mind are more advanced, so they will think like “if i can do it for my partner, why not? it’s not about “these are women’s roles, women enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 196–203 | 199 | should do it, woman shouldn’t do it, these are man’s roles, man should do it, man shouldn’t do it” so i will do anything that can relieve my partner in our household” lecturer: could you give any evidence of your perspective? 3) questions that probe assumption students 3: in my opinion, regarding gender are nothing new today. men and women are different in some ways, but women and men are still human. indeed gender is highly considered in this life. if the work of women is done by men or vice versa it is a natural thing. at this time, many companies still prioritize men to hold high positions. not all men’s work can be done by women and vice versa. but today we must think realistically for mutual interests and comfort. in psychology, it is also explained that the relationship between husband and wife has their own right to help one another in all situations of domestic work, as long as both parties are comfortable and do not make a problem of it to cause problems. so, men and women are indeed different but choosing the things done is a free right from each individual. comfort in choosing things to do is very important and if it can complement each other will provide its own benefits for each individual. lecturer: you mentioned that there are many companies that prefer to choose a man to sit in the high position, how would you justify this? 4) questions about viewpoints or perspectives students 4: changing gender roles is not so uncommon nowadays. people are started to think that the role between male and female is also the part of gender equality. i strongly agree to the part of the article that said “it is perfectly fine if each member of a couple is comfortable with such a distribution of roles, temporary or permanent” because it is suitable for the household. i will give an example that the indonesian societies have said a lot that the household chore should be done by the wife such as cooking, cleaning, etc. these stereotypes have been around for so long in the society. what makes me disagree about that is because it is related to patriarchy where the men hold primary power and predominate in roles of political leadership, moral authority, social privilege and control of property, while the women are subjugated. meanwhile the household chore should be done by the wife and the husband. because when it comes to marriage life situation there’s no term where “the husband helps the wife cleaning, taking care of children etc”. the word “help” is not suitable here because it’s their house, their children therefore they should done that together as a partner, not only for the wife.also pew research centre shown that women make up almost half of the u.s. labour force, and in 2012 nearly as many working-aged women (68%) as men (79%) were in the labour force. yes it is a mandatory that the husband should provide to his wife but it is synchronous discussion in online learning: investigating students’ critical thinking prilla lukis wediyantoro, malikhatul lailiyah, karlina karadila yustisia | 200 | okay for women to have a job and not fully doing the household chore. it’s good for them when the wife is divorced from her husband because they are no longer depend on their husband where they already have income for themselves and raise their children. once again, household should be done by the both wife and husband as a partner. if the husband want to be treated as a king, treat the wife as the queen and vice versa. lecturer: what if other see this another way. what would he/she who disagree might say? 5) questions that probe implications and consequences students 5: in my opinion, housework is not an activity which is doing by one gender. but it’s a job that everyone can do from children to adults. what makes cooking, washing dishes and cleaning the house become women’s work, as perceptions shared by some people? there is no specific reason. such division is only made by a group of people. so, it depends on every perception.in terms of education or employment, at this time women’s opportunitiesget high access like men the greater it is. if the couple doesn’t mind it, it will be fine. but if for the social status, it might be affect. it depends on every culture too. but, in indonesia most emphasize that men must work, and women are more patient in doing homework and caring for children. lecturer: what did you imply by mentioning ‘social status’? 2.3. data analysis to analyse the depth of ct on students’ individual post, a model based on yang et al. (2005) was used. the content analysis was students’ post on the group chat. table 1 presents the tag codes and its description to analyse the depth of ct based on yang et al. (2005) model. table 1. yang et al. (2005) analysis model for analysing the depth of ct tag codes descriptions relevance r+ relevant statements to the issue discussed rtotally irrelevant statements to the issue discussed importance/ significance i+ important/significant points/issues itotally unimportant, trivial points/issues novety n+ provide new information, ideas or solutions that have never been mentioned (even if they are not important or useful). nrepeat what has already been said without any further exploration. accuracy a+ the references/literature used or information/data collected to support the participant’s position are accurate and true athe references/literature used or information/data collected to support the participant’s position are clearly false enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 196–203 | 201| 3. result and discussion 3.1. result table 2 presents the depth of students’ ct that was analysed to see the difference between the students’ posts in which the lecturer applied socratic questions and those in which the lecturer did not. there were 240 students’ messages. all the messages were analysed using yang et al. (2005) critical thinking indicators: relevance, importance, novelty, accuracy, justification, and critical assessment. in the first category, relevance, the difference between the messages posted with the use of socratic questions was 13.6%. in addition to this, 100% of the postings were related to the topic given. meanwhile, in socratic questions posting, almost 94.4% of students’ messages told about significant issues compared to the conventional strategy messages that were only 63.6% post were important. surprisingly, in the third category, novelty, students post in socratic questions were lower than in the other group. even it was not significance difference, however, students performed better in the first discussion in which the lecture did not apply socratic question. in term of the accuracy, there is no significant difference. on the other hand, there were significant improvement with or without the use if socratic strategy on justification and critical assessment category. while 100% of students’ post with the use of socratic questions provided supporting reason, only 63.6% of students’ messages on conventional discussion with proof statements. in the case of critical assessment, 83.3% posts were showed critical thinking process, while without the use of socratic questions, only 45.5% of the post were critical. table 2. the depth of students’ critical thinking the participant’s position are clearly false justification j+ provide a statement of opinion, agreement or disagreement with supporting reasons/examples/justifications/proof statement jstatement with simple agreement, disagreement or alternative opinions without elaboration critical assessment c+ critical assessment/evaluation of one’s own previous statements/reflection or others’ contributions towards the issue discussed cuncritical or unreasoned acceptance/rejection tag codes frequency depth of ct ratio without socratic questions (n=22 messages) relevance r+ 19 86.4 r3 13.6 importance i+ 14 63.6 i8 36.4 novelty n+ 20 90.9 n2 9.1 accuracy a+ 10 45.5 a12 54.5 justification j+ 14 63.6 j8 36.4 critical assessment c+ 10 45.5 c12 54.5 total 132 using socratic questions (n=18 relevance r+ 18 100 synchronous discussion in online learning: investigating students’ critical thinking prilla lukis wediyantoro, malikhatul lailiyah, karlina karadila yustisia total 132 using socratic questions (n=18 messages) relevance r+ 18 100 r0 0 importance i+ 17 94.4 i1 5.6 novelty n+ 15 83.3 n3 16.7 accuracy a+ 8 44.4 a10 55.6 justification j+ 18 100 j0 0 critical assessment c+ 15 83.3 c3 16.7 total 108 3.2. discussion this study intended to investigate the effectiveness of socratic questions in improve students’ ct skill. bringing the difficulty to improve students’ ct especially on online learning as an issue that need to be solved, the result was quite satisfactory. the current study revealed that socratic questions was effective in promoting students’ post in term of its relevance, importance, justification, and critical assessment. in line to this finding, lee et al. (2014) also found that students’ post on socratic group were better on the term of its novelty, justified, and critical assessment compared to those who did not received this strategy. on the contrary, there were no improvement on the accuracy of students’ post. the result implied that there were not significant effect whether or not students’ support their idea using accurate references. in addition to this, the result did not reveal any improvements in terms of the novelty of their post. moreover, in the use of socratic questions discussion, the new information given by the students was lower than the discussion without the existence of this strategy. there might be assumption from the absence of the novelty on students’ post. it might be the result of the use the same subject for the research so that students felt uncomfortable to have another discussion. 4. conclusion researches argue that ct is an important issue that needs to be solved. as educators, the improvement of students’ ct skill should be taken into account. bringing this issue, the current study tried to investigate students’ depth of ct using socratic questions on online learning environment. the result showed that there were significant improvement by using socratic questions on students synchronous discussion. this study also have some limitations. first, the subject of the study were only a small number of students. thus, future studies are expected to have a larger number of subject. second, the subjects of this study were the same students for both control and experimental class. | 202 | | 203 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 196–203 references bai, h. 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(2005). american journal of distance using socratic questioning to promote critical thinking skills through asynchronous discussion forums in distance learning environments. 19(3), 163–181. https://doi.org/10.1207/s15389286ajde1903 enjourme (english journal of merdeka) : culture, language, and teaching of english jo urna l ho mep age: http: //ju rna l.u nme r.ac .id /in dex. php /en jou rme/ ind ex bingo games in students’ vocabulary and reading comprehension siti syafi’atul qomariyah, i made permadi utama faculty of culture, management, and business, mandalika university of education, pemuda street no 59 a, 83125, mataram, indonesia corresponding author: sitisyafiatulqomariyah@ikipmataram.ac.id article info article history: received 23 november 2020 revised 03 december 2020 accepted 03 december 2020 available online 18 december 2020 keywords: bingo games, vocabulary, reading comprehension doi: 10.26905/enjourme.v5i2.5056 how to cite this article: qomariyah, s., & utama, i. (2020).  bingo games in students’  vocabulary and reading  comprehension. enjourme (english journal of merdeka): culture, language, and teaching of english, 5(2), 170-177. doi:10.26905/ enjourme.v5i2.5056 abstract the aim of the present study is to explore the effect of using bingo games on students’ vocabulary and reading comprehension. the subjects of the study were tenth-grade students of sman 8 mataram. the researchers used experimental design by applying random sampling technique. the researchers used two group classes, namely x mia 1 as experimental and x mia ii as control class. in collecting the data, vocabulary and reading test were used as an instrument. the data was analyzed used descriptive and inferential statistics. the result revealed that there were significant improvement on the students’ posttest. it proves that bingo games was one of alternative strategy that can be applying in teaching vocabulary and reading comprehension. © 2020 enjourme. all rights reserved. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no, 2, desember 2020, page 170–177 1. introduction some problem that students have is less vocabulary, less understand of the passage, and less interest in reading. vocabulary is one component and reading is one of skills in english. according to hiebert and kamil (2005: 3) vocabulary is a collection of words that have meaning when conveyed orally or read by someone. in additional, it is very important because it is one of the language elements should be mastered for communicate. when we express and understand ideas as central of english, we need vocabulary. students learn about english need vocabulary as the first step. harmer (2007: 35) stated that what a word means is a relationship between word to other words. every people needs to learn what enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 170–177 words mean and how it used. cameron (2001) also said the words of a language split roughly into two groups according to how they are used to construct sentences. the first group, words that must be studied in connecting with sentence is called function word. there are some types of words that we learn in vocabulary, they are noun, auxiliaries, determiners, qualifiers, preposition, sentence liners, interrogators, and coordinators. besides, the meaning of words that recorded in dictionaries and often states by means of definitions, synonyms, antonyms, and contextual explanation are lexical or content words. students need five essential step when they learned vocabulary as proposed by hatch and brown (1995) (1). reading a book, watching the television, listening the radio, talking with native speakers, textbooks, word list, dictionary are sources of encountering new words (2). visual and auditory (creating mental picture) of word form. dealing with a new word with l1 wordsor another l2 with similarly., (3). ask the native speaker how creating a mental image of the meaning, guessing from context are example of learning the words meaning., (4). creating a link between word form and meaning in the memory., (5). using words (e.g. sentences, collocations, various contexts, conversation, etc). according to thornburry (2002) four factors that make words seem difficult than others are the pronunciation, spelling, meaning, length and complexity, grammar, and range, connotation and idiomaticity. the words that are difficult to pronounce seem difficult to learn. many students find problem with consonants’ words, like island, snack, and lunch. difficult word contain sound which is unfamiliar with some students. further, errors can be causing mismatches sound-spelling and can contribute difficulty words. there are some flashy deviation. words which have problematic are silent letter. in addition, learners are likely to confuse them, when two words overlap in meaning. words with multiple meanings, can also be troublesome for students. students learned one meaning of the word, they didn’t accept different meaning. the new concepts make a word difficult to be learned. specific items such as word and expressions associated with the baseball, such as batter, bunt, clutch hitter, not to be easily studied. relating to the length and complexity, short words are more easy to study than long one. besides, grammar also problematic. besides, range, connotation and idiomaticity; synonyms with a narrow range as difficult with words that can be used based on context. according to hughes (1989) when teachers check the students’ progress, to see what they have mastered, and it is used as information to modify their future teaching plans to measure what has been achieved is formative assessment. a vocabulary test is used to measure word used in english skills (speaking, listening, reading and writing). the kinds of vocabulary test namely: (1) limited responses; “yes” or “no” used as a simple physical action for beginners to test vocabulary, (2) multiple-choice completion; students choose the best answer to complete the sentences, (3) multiple-choice paraphrase; a vocabulary test in which students choose the closest in meaning to the underlined item., (4) simple completion (words); students write in missing word that appears in sentences. reading is a process of how to look for requiring and developing knowledge from a message or a text given. understanding the meaning of a text is affected by many factors such as vocabulary, word identification, general knowledge, identify main ideas, how to appreciate text structure, motivation, and interest (torgesen 2000). students have low order reading when they feel that process of reading is poor comprehend. carver & scheier (2000) stated that when students slow reading because | 171| bingo games in students’ vocabulary and reading comprehension siti syafi’atul qomariyah, i made permadi utama it influenced by very seriously inefficiend code, it impairs text understanding. as good reader, automaticity in word recognition working memory to be devoted to comprehend. in word recognition to be overload when readers search contextual to identify words. there is some difficulties face by students in vocabulary, first, to obvious reasons, difficult to know the meaning of many word. reading comprehension is deals with child’s oral and vocabulary (birsh 1999). children need to learn two things when they want to be competent readers: strategies for identification the word and strategies to comprehend. its strategies are iterrelated to comprehension to be dependent reader’s identification of the words (pressley, 1998). identification and comprehension of the word share a reciprocal relationship. identification obviously facilities the understanding, and reading with understanding facilities speed and fluency (rayner, rayner & pollatsek 1995). torgesen (2000) argue that to be able to read fluently, enjoyment and understanding, learn about identification and comprehension are needed. according to lyon (1998) the most difficulty learned by children especially is word identification. brown (2003) stated that, there are eight indicators of reading, namely; (a). finding general idea; the general subject of a written passage is called the general idea. the point author, general idea in a piece of writing is making a topic. in here, the reader must provide the general idea with considering all supports the examples, details, facts, etc, and discussion about the topic provided by the writer. the general idea will be a general statement which incorporates the information presented by all of the sentences in the paragraph., (b). finding main idea; when reading process, the important thing is finding main idea because it will help readers remember important information. the topic of the paragraph on main idea of a paragraph. the topic tells what all or most of the sentences are about., (c). finding detail information; there are some techniques to find detail information. the purpose for reading depend on what technique that will be chosen. skimming and scanning techniques are better than reading strategies. when reading large volumes of information, skimming and scanning may be more practical than only reading. such as, you may be searching for specific information, clues, or reviewing important information., (d). finding explicit information; during the act of reading found the explicit information that express on the text. we can find the information directly when we read the text., (e). finding implicit information; in the process of reading is not only to obtain explicit information but also implicit implicit information. implicit information is not expressed in a passage. to find the implicit information how the reader should be able to read all the information and be able to analyze the imformation implied by the information obtained., (f). identifying word references; textual reference allows the reader to establish relationships distinguish between both of linguistic expressions a sentence or text. certaion expressions do not have meaning out of the immediate context, they refer to some other words or phrases in the text. writers use reference to avoid repetition., (g). identifying specific information; scanning technique (looking for specific information) is very benefit when you directly find where or what is text. you should focused on relevant partand ignor irrelevant when you have specific goal on your mind, (h). making inference; a conclusion or judgment inference is called inference. according to brown (2003) the nature of the assesment of reading in classroom contexts is or should be directly and intimately related to nature of the instruction. these includes: (1). reading aloud; in this test words and sentences to be read aloud,(2). written response; the probem in writing | 172| enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 170–177 is reproduced by presented the same stimule., (3). multiple choice; multiple choice responses are determine good choice., (4). picture-cued items; test-takers are shown a picture and along with a written text. levels of complexity in reading comprehension is considered occur when reading process. smith (1969) state that levels are (a). literal level; the understanding of fact., (b). inferential level; the reader is able to understand beyond the meaning or conclusion., (c). critical level; the reader have a good sense of what he or she read., (d). creative level; the reader can create ideas from the information. the researchers tried to use bingo games as one strategy that applied in teaching vocabulary and reading. richardson et al (2009) stated bingo game can be applied for many students, it could encourage for learn and review the students’ vocabulary. halls is a media that is used when played bingo. rules is determine of playing have many variation. each country have different brochures detailing particular games and rules. however, basically players get cards in a 5x5, each card has a number and letters in the word b-i-n-g-g-o. a completly ‘bingo’ pattern is arranged randomly by one player, a line with five numbers in a horizontal, vertical or diagonal row. however, there is rules of bingo game: the numbers in the b column consists of 1 to 15, in the i column consists of 16 to 30, in the n column consists of 31 to 45. in the g column consists of 46 to 60, and in the o column consists of 61 to 75. the caller will announced the number after equipment is completed, so the players must pay attention to the caller what number he or she said and they must mark it quickly by accurately on their cards. the caller keeps saying the numbers until one or more players claim “bingo”, and then the game will stops and the numbers are verivied, the prize is a awarded and new bingo game begins with new cards if there is a winner. previous research related to the use of game in teaching second language was found. rahmah and astutik (2020) investigated the effect of the use charades games on english vocabulary of elementary school students. the result indicated that this game was effective in improving students’ vocabulary achievement. differently, this study applied bingo games of secondary level students on their vocabulary and reading comprehension. 2. method the researchers used multivariate analysis of variance (manova). harris (2001) a linear combination of dependent variables to maximize group differences and tests weather those differences are statistically significant is called manova. the researchers used the different treatment for both of groups experimental and control class. experimental class treated by bingo game and control class treated by board game. lodico et al (2006) described that population is the largest of group which the writer will like the results of a study to be generalizable. this study used the tenth grade students of sman 8 mataram as a population, those were 10 classes consisted of 35 students every class. so, the total number of populations were 350 students. | 173| bingo games in students’ vocabulary and reading comprehension siti syafi’atul qomariyah, i made permadi utama sample referred to the part of the universe which is selected for the purpose of investigation (kothari, 2004: 158). cluster random sampling was used to determine the sample. grouping the population and then selecting the groups or the clusters rather than individual elements for inclusion in the sample is definition of cluster random sampling (kothari, 2004). to select these groups, a cluster random sampling is choosen. from 350 populations, the researcher would take 2 classes as sample, those are x mia 2 as experimental class consisted of 35 students and x mia 1 as control class consisted of 35 students. so, the total sample was 70 students. to measure the achievement based on the data, this study used instrument. the instrument was used which is gotten from students. this research used vocabulary and reading test. that tests were distributed for both groups experimental and control class data analysis used spss-16 to continue process from data processing to observe how to interpret the data, and analyzed descriptive and inferential data. descriptive analyse was analyse the basic score from pre-test and post-test both of experiment and control class. inferential analyse used for finding hypothesis. 3. results and discussion 3.1. results the result of pretest and posttest showed that students’ vocabulary and reading increased after being taught by bingo game. the pretest score of student’s vocabulay was 58,83 and posttest was 77,00 (experiment group), the pretest score of student’s vocabulay was 53,53 and posttest was 64,40 (control group). the pretest score of student’s reading was 60,93 and posttest was 73,07 (experiment group), the pretest score of student’s reading was 54,23 and posttest was 66,20 (control group). the analyzed of manova can be seen as follows: table 1. multivariate test effect value f hypothesis df error df sig. intercept pillai's trace .996 4.012e3a 1.000 18.000 .000 wilks' lambda .004 4.012e3a 1.000 18.000 .000 hotelling's trace roy's largest root 222.900 222.900 4.012e3a 4.012e3a 1.000 1.000 18.000 18.000 .000 .000 treatment pillai's trace wilks' lambda .934 .066 23.195a 23.195a 11.000 11.000 18.000 18.000 .000 .000 hotelling's trace roy's largest root 14.175 14.175 23.195a 23.195a 11.000 11.000 18.000 18.000 .000 .000 a. exact statistic b. design: intercept + treatment in the table above presents a multivariate significance test. the difference of the four-centroid categories in terms of pillai’s trace coefficients, wilk’s lambda, hotelling’s trace, roy’s largest root. the hypothesis tested in multivariate test are as follow: h o : data is normal multivariate distribution h 1 : data is not normal multivariate distribution |174 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 170–177 the four-coefficients of the test above if transformed into fisher or f distribution are all significant at p-value = 0.05. which pillai’s trace = 0.934 with “sig.” is 0.000, wilks lambda = 0.066 with “sig.” is 0.000, hotelling’s trace = 14.175 with “sig.” 0.000, and roy’s largest root = 14.175 with “sig.” 0.000. if all of the statistical tests show a significant is less than 0.05, it can be concluded that dual coding it has an effect for two dependent variables that is vocabulary and reading comprehension. after finding the hypothesis above, the researchers also found some data when teaching learning process, such as some students looked outstanding, relied on other friends, and difficult analyse or arrange the words. some students felt anthusiasm, high motivate in learning, and easy in memorizing or analyzing word in text. the teacher also found difficult to control the students. 3.2. discussion this research aims to find the effect of bingo game in vocabulary and reading comprehension. qomariyah & nafisah (2020) said that there is no language without vocabulary mastery, people can combain many words become wonderful language. it was also line with read (2000) vocabulary is knowledge of knowing the meaning of words they are elements that are combined to make accurate choice, so it will effectively convey thought and ideas. kind of words can be find easily in reading text. from the research finding, bingo game is one of the strategy used in teaching vocabulary and reading whether is applying one class or groups. according to finch (2006) bingo game is a game which involves the whole class or small group. it is concluded that bingo game is a game can played with small or large groups and the winner say yell “bingo!” after completed. based on teaching learning process, bingo game give some benefits to all students to increase the way to learn. according to finch (2006) some advantages that gotten when played bingo game. first, students have a chance to learn the new vocabulary and keep remember it during the game. second, the students are trained to solve the motivation problem. for the teacher, bingo game as one media can make enthusiastic class especially in teaching vocabulary and reading. in addition teaching vocabulary and reading by using bingo game gave some positive impact to the students, the first was the student be enthusiasm when they tried to make bingo and say “bingo”, they felt comfortable in learning vocabulary. second, students be active in the class and had good communication when they tried to make sentence in bingo game, and did some communication with the teacher. the third, student be easier to memorize and understand the new word of vocabulary and find main idea example when they wrote a word for the game they knew category of word, and also they knew how to make a sentence in bingo game. it was in line with previous of the study, the first study come from ningtias et al (2020) entitle “the effect of bingo game in teaching vocabulary”. the result showed there is an improvement of the students’ score after being taught vocabulary through bingo game. moreover, there is main problem faced by the teacher and students: it was too difficult to control the class, and almost all of the students in the class could not catch the game when it was explained in english. the second study is from puspita & losari (2016) with the tittle “the influence of using bingo game towards students’ | 175| bingo games in students’ vocabulary and reading comprehension siti syafi’atul qomariyah, i made permadi utama |176 | vocabulary mastery at the first semester of the seventh grade of mts n 2 bandar lampung”. the result of mann whitney test was 0.000. it means the students’ vocabulary mastery can be influenced by bingo game. based on this research, the value of pre-test and posttest have significant increased. it means that there is significant effect of bingo game towards students’ vocabulary and reading comprehension at the tenth grade students of sman 8 mataram. students can comprehend both vocabulary and reading. 4. conclusion and suggestions the researchers conclude that bingo game has significant effect in vocabulary mastery and reading comprehension dealing with result of hypothesis. the score of pretest and posttest proved that both of groups improved after applied bingo game. when the process of teaching learning process using bingo game, the researchers found positive and negative process both students and teacher. this study can be references for next researcher and the result as alternative media for the teacher in teaching vocabulary and reading. references birsh, j.r. 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(1995). eye movements and discourse processing. in r. f. lorch, jr. & e. j. o’brien (eds.), sources of coherence in reading (p. 9–35). lawrence erlbaum associates, inc. richardson, j, s., morgan, r, f. & fleener, c.e. (2009). reading to learn in the content areas (8th ed.) belmont: cengage learning. read, j. (2000). assesing vocabulary. cambridge: cambridge university press. smith, nila banton. (1969). the many facets of reading comprehension. reading teacher, 257-58. thornbury, s. (2002). how to teach vocabulary. london: longman group torgesen, j. k. (2000). individual differences in response to early interventions in reading: the lingering problem of treatment resisters. learning disabilities research and practice, 15, 55–64. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no, 1, july 2020, page 92–101 enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index how indonesian efl learners perceive error corrections 1 suatmo pantja putra, 2 hairus salikin 1 d3 english program, faculty of social and politics science, universitas merdeka malang, jl. terusan raya dieng no. 62-64, 65149, malang, indonesia 2 english department, faculty of humanities, jember university, jl. kalimantan no.37, 68121, jember, indonesia corresponding author: suatmo.panca@unmer.ac.id a r t i c l e i n f o a b s t r a c t article history: received 10 june 2020 revised 15 june 2020 accepted 09 july 2020 available online 31 july 2020 this study aims to obtain an in-depth understanding of error corrections in speaking from learners’ perspectives due to the fact that error corrections are often provided without considering the learners’ point of view. although the results of the research discussing effectiveness of error corrections in speaking remain unclear, especially in an english as foreign language (efl) setting, they naturally exist particularly in the process of learning and teaching efl. to examine the efl learners’ perceptions on corrections in speaking, nine efl students were interviewed the effect of applying snowball sampling technique. the study meets the characteristics of qualitative research. the focus of the study is spoken error corrections, which naturally exist in an instructed foreign language learning situation and the researcher is the key instrument in that the researcher asks questions and interacts with the research subjects. the results of the interviews, which are audio recorded and transcribed, are analyzed to develop a descriptive model that encompasses all cases of the phenomena. the findings reveal that mispronunciation, grammatical errors, and lexical errors are important to be taken into account. © 2020 enjourme. all rights reserved. keywords: error corrections english as a foreign language spoken error corrections speaking class doi: 10.26905/enjourme.v4i2.4274 how to cite this article: putra, s., & salikin, h. (2020). how indonesian efl learners perceive error corrections. enjourme (english journal of merdeka) : culture, language, and teaching of english, 5(1), 92–101. doi:10.26905/enjourme.v5i1.4274 1. introduction error correction has been one of the core areas in the field of english language teaching. it is “seen as a form of feedback given to learners on their language use” (amara, 2015). as an essential part of foreign language (fl) learning and teaching, it has been an issue for quite some time. however, that corrections actually work is still open to discussion. this means that opinions vary as to whether corrections are effective or not (horner, 1988; mings, 1993; woods, 1989). in countries where english is taught as a foreign language, the problem of error correction, especially on speaking, is challenging since in this instructional setting, error correction is mostly provided by teachers who are not native speakers of the target language mailto:suatmo.panca@unmer.ac.id enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 92–101 putra, s., & salikin, h. (how indonesian efl learners perceive error corrections) 93 (tl). as non-native speakers, they have to be careful about saying that (amara, 2015) a particular form is wrong. this is because a certain expression might be wrong in speech but perfectly acceptable in a society. looking at the fact that defining errors in fl learning is perplexing (allwright, allwright & bailey, 1998; lennon 1991), this study needs to provide a working definition to avoid a misleading discussion. the practice of using a native speaker norm to define errors is not used in this study since most of the english teachers in indonesia are not native speakers. it goes without saying their own utterances might be different from native speaker norms. allwright, allwright & bailey (1991) explain that the teacher's response to the student's utterances could be considered the most important criterion for judging errors in formal classroom instruction of second or foreign languages. from these perspectives it might be beneficial to define errors in this study as: student's utterances that need to be improved by teachers because teachers usually do most of the corrections in instructed foreign language learning. this definition might be more practical for the students as well as for the researcher as a non-native speaker. nowadays, errors are viewed as integral parts of a language learning process and they are very significant. some educators (fauziati, 2003; harsono, 2003) believe that making errors is part of learning and it cannot be avoided since it is natural. the changes in pedagogy have also influenced people’s attitude towards errors and error corrections in fl learning. the recent approaches of fl learning and teaching are less emphasis on formal accuracy. besides, those approaches are focused on fluency, especially in speaking classes (allwright, allwright & bailey, 1991). in additions, learners’ errors are considered important because they shed light on learners’ learning process, that is why people should take more positive attitude towards them. making errors is natural and this happens in native or non-native speakers of a certain language. when the learners are making errors, they might try their hypotheses about their beliefs of the language being learnt. this is one of the characteristics of good language learners (harmer, 2002). since making errors is natural, this also occurs in the speech of adult when they are communicate with others in their mother tongue and “it is interesting to note that these errors are often ignored unless they cause some sort of breakdown in communication” (allwright, allwright & bailey, 1991:88). as far as language is concerned, children also make errors when they are talking in their mother tongue but corrections are very rare and when corrections occur they tend to focus on meaning rather than form (lightbown & spada, 2001). it is very common that english native speakers children would say daddy goed and they comed instead of daddy went and they came (harmer, 2002). this also might happen to adult fl learners indicating that all learners of a language, whether it is a first language (l1) or a foreign language, they all make errors (bartram and walton, 1999). talking about the importance of errors in fl learning and teaching, james (2013) cited corder’s ideas that errors are significant in three respects. errors tell the teacher what needs to be taught; they tell the researchers how learning proceeds and they are a means whereby learners try their hypotheses about the tl. it is worth noting that making errors is an inescapable fact and it is an integral part of language learning and language use. although spoken error corrections can be very helpful during the oral work, teachers should be very careful when dealing with those errors due to the fact that speaking in a foreign language is particularly anxiety-provoking (harmer, 2002). this could be because learners are often expected to perform beyond their acquired competence. consequently, they might not be able to perform what the teachers ask them to do. that is why dealing with errors when the learners are speaking should be taken carefully. when it is not carefully taken care, corrections might not work, or even they might destroy the learners’ efforts in trying to learn the tl. as far as the research on the teachers’ response on learners’ spoken errors is concerned, the results of the study show that teachers do not correct all errors that do occur. the findings also reveal that teachers react to the learners’ spoken errors in a wide variety of techniques. the important issue that should be taken into account when learners are making errors in speaking enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 92–101 putra, s., & salikin, h. (how indonesian efl learners perceive error corrections) 94 is whether teachers are going to correct the errors or let them pass without any comment. this is so essential to consider since as non-native speakers of the tl, teachers may have rather a special problem in terms of their abilities even to notice learners’ errors. non-native teachers cannot be expected to correct errors that they cannot detect because their own target language grammar may not include all the phonological, lexical, syntactic or discourse rules needed to recognize and correct all the errors in the learners’ output. they may ask what their own place is on the interlanguage continuum (allwright, allwright & bailey, 1991). the next issue related to error corrections in speaking classes is that the time of corrections. the teachers may deal with learners’ errors immediately, or delay corrections somewhat, for example, until the learners finish with the message they were trying to convey. the problem with immediate corrections is that these practices might interrupt the learners in their mid-sentence. this could be disruptive and eventually inhibit the learners’ willingness to speak in the tl. inhibition, according to lightbown & spada (2001:55) in language learning could “discourage risk-taking which is necessary for progress in language learning”. alternately, teachers may postpone their corrections until they finish talking. unfortunately the psychology research literature shows that this kind of corrections become less effective (allwright, allwright & bailey, 1991) since it is easy for the teachers to forget what the learners said (harmer, 2002). in addition this practise might result in the confusion of other learners because they might realise that errors have been made but the teachers do not correct them. though there is no single theory describing the whole story of when to correct the learners’ spoken errors, it is still possible to find out some situations where teachers might prefer not to correct learners’ spoken errors. on the contrary, there are other situations when correcting learners’ spoken errors is likely to be helpful e.g. when the errors the learners made destroy or breakdown communication (ur, 1996). the general purpose of this research is to elaborate the spoken error corrections which exist in speaking classes as perceived by the efl learners. in line with this purpose, the study intends to find out: (1) the appropriate time of spoken error corrections, (2) types of learner spoken errors to be prioritized for corrections, (3) the method of spoken error corrections, (4) the appropriate persons to correct learner spoken errors, (5) the effect of spoken error corrections on efl learning. 2. method the study meets the characteristics of qualitative research intended to obtain in-depth understanding of error corrections from the students’ perspectives. the respondents of the study are nine indonesian students studying at tertiary level majoring in english (learner one to learner nine or l1 to l9). the reason of taking nine respondents is that the study applied snow ball sampling technique in collecting the data. the data were considered sufficient on the ninth respondents. this means that there were no more new information found related to the study. the data of the study were obtained by interviewing the research respondents to investigate their experiences about spoken error corrections. to avoid misunderstandings and misinterpretations, the semi-structured interview which was audio-recorded, was conducted in indonesian. the results of the interviews were analyzed to develop a descriptive model that encompasses all cases of the phenomena (bogdan and biklen, 1998). applying seidman’s (1991) model, the interview consists of three series which have different focus. each series last about 20 to 90 minutes and it is conducted on different days. the study applies a semi-structured interview in that the researcher has a general idea of where he wants the interview to go but he does not construct a rigid list of questions. interviewing the subjects in this study is aiming at understanding the experiences of the fl learners and the meaning they make of those experiences about oral error corrections. after the first interview is conducted, the second one is organised in week two. then the third interview is arranged to be done in week three. each subject has to do the same series of interviews, that is three series of in depth interview. the data of the study are analysed on enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 92–101 putra, s., & salikin, h. (how indonesian efl learners perceive error corrections) 95 the basis of the procedures suggested by miles and huberman (1994). the analysis consists of the concurrent flows of activities: data reduction, data display, and conclusion drawing. applying the snow ball sampling technique the data are collected by interviewing the subjects. the learners’ statements are categorised into five points based on the statement of the problems e.g. time of the corrections, errors that should be corrected, the way of correcting errors, persons to correct, and the effects of corrections on fl learning as a part of data reduction. starting from data collection, the researcher is beginning to decide what the data mean. this process results in a tentative conclusion leading to a final one since analysis in a qualitative research is a continuous interactive flows of activities: data reduction, data display, and conclusion drawing. 3. results and discussion 3.1. result based on the results of the interviews, all subjects (l1 to l9) do not want their communication to be interrupted while they are talking. this means that they do not like spoken error corrections to be provided in mid talking. by and large, the findings of the study show that there are three areas of errors which need to be considered in elt, especially in speaking. these three areas of errors are mispronunciation, grammatical errors, and errors in vocabulary (l2,l3, l4, l6, l8, l9). it is worth noting that though the learners need corrections, it is not advisable to correct every error the learners made. this is because, as fl learners, they have their own priorities about which errors should be prioritized to be corrected and which ones should not. method of spoken error corrections is essential to be taken into account since learners might prefer a certain method compared to the others (l1, l2, l4, l5, l7, l8 and l9). the findings of the study indicate that the subjects of the study want their teacher and their friends to provide the right answers when correcting their spoken errors (l1 to l9). for example, when mispronunciation occurs in speaking classes, the teachers or other learners should provide the right pronunciation. this finding is in line with what was found by akemi katayana (2007). she found in her study that the most popular error correction method is providing the right answer. the results of the study also reveal that lecturers and classmates are appropriate persons for correcting learner spoken errors. the findings suggest that lecturers are more popular compared to the learners (l3, l4, l5, l6, l7, l8, l9). some respondents (l1, l3, l4, l5, l7, l8, l9) are convinced that spoken error corrections will affect learning. they could improve their tl by learning error corrections they have received. the findings also show that there are two effects of corrections on learning i.e. negative and positive (l1 to l9). the positive effect of error corrections, is that the learners could be more enthusiastic about learning the tl. however, if error corrections are provided wrongly, this practice could make the learners unmotivated (that is a negative effect). based on those findings there are five substantive propositions that can be generated. they are: 1) error corrections should be provided at the appropriate time, since mis-timed corrections could be harmful not helpful, 2) if error corrections are provided without considering learner preferences on types of errors to be corrected, the learners might not benefit from error corrections, 3) providing the appropriate methods for correcting errors is worth considering due to the fact that inappropriate methods could result in negative effect to the learners being corrected, 4) the learners have their own preferences on the appropriate persons for providing error corrections in order to promote learning, 5) the learners will not improve their proficiency in english, if they are not corrected when they are making errors. 3.2. discussion error corrections in speaking as part of teaching, error corrections always exist in the learning and teaching process (harmer, 2002). this means that it is difficult to avoid error corrections in the classroom. error enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 92–101 putra, s., & salikin, h. (how indonesian efl learners perceive error corrections) 96 corrections in the present study refer to the teachers’ reactions to the learners’ errors in the elt, particularly in speaking classes. the results of the current study suggest that teachers often spontaneously correct learner errors in instructed settings. this means that error corrections, as part of the learning and teaching process, are mostly provided by teachers. however, it is important to create a situation that do not trigger anxiety, thus students are able to talk comfortably in a class (salikin, 2011). the findings suggest that the efl learners like error corrections which are provided by their teachers. the learner strongly favorable attitude toward receiving error corrections in the present study is consistent with the results of previous studies. katayama (2007), for example, who investigated japanese and korean efl learners’ preferences toward corrections of classroom oral errors, found that error corrections cannot be avoided in the process of efl learning and teaching and corrections are usually provided by the efl teachers. the results of her study also reveal that the efl learners with different cultural background such as japanese and korean had positive attitude toward error corrections. this means that the efl learners tend to like error corrections that provided in the process of learning and teaching. this is in line with one of the functions of the teachers in the process of learning and teaching, that is to correct learner errors (ur, 1996; gebhard, 2006). the results of the current study suggest that the learners need error corrections and they believe that the corrections are very useful to improve their proficiency of the tl. the findings of this study confirm those of the previous studies which are focused on the same topic. jeon & kang (2005) investigated error corrections as perceived by the learners of korean as a foreign language in the university of pennsylvania. the subjects of their study are 55 students enrolled in the korean language courses of that university. the focus of the study is to find out the learner preferences of error corrections in spoken korean. the results of their study reveal that teacher’s frequency of error corrections are below what the learners expected. this means that the learners need more error corrections when they are learning the korean language. the appropriate time of spoken error corrections the results of the current study show that the learners are convinced that corrections must be provided after the learners have talked in the tl. this means that they do not want their communication to be interrupted while they are speaking. there are some reasons why they object to be interrupted in the mid talking. the practice of interrupting the learners while they are talking destroys the flow of communication. moreover, this practice discourages the learners of using the tl. when the learners are corrected in mid talking, they cannot focus on what they are going to express. in addition, the learners cannot concentrate on what they are going to say when they are interrupted in mid communication. this is in line with what is argued by hammerly (1991), who claims that the only restriction of immediate corrections is that it should not interrupt learners in mid-sentence. this is due to the fact that this practice often creates lack of confidence in speaking english. it is argued by bartram and walton (1999), that confidence is a key word for fl learners to speak in the tl. it should be noted that speaking in a fl is anxiety provoking, let alone speaking in front of the classmates. in efl settings, anxiety can create so much apprehension that the learners cannot function normally and most of us have experienced this type of anxiety. another bad effect of mistimed corrections is that the learners might feel offended because they are interrupted while they are talking in the tl. harmer (2002) reminds fl teachers not to interrupt the learners in mid-flow to point out a grammatical, lexical, or pronunciation error, because to do so destroys communication. further consequence, fl learners could be unmotivated and they will not benefit from the corrections provided. once the learners are unmotivated because the corrections provided offend their feeling, the learners might stop learning. that is why when spoken error corrections should be provided, they should be given in such a way so that the learners are happy with the method applied for correcting learner errors. enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 92–101 putra, s., & salikin, h. (how indonesian efl learners perceive error corrections) 97 the next effect of interrupting the learners in mid talking is that the learners will feel embarrassed. if this is the case, the learners might not speak in speaking classes because they lose their confidence of using the tl. it should be considered that speaking in front of the class is a source of anxiety (young, 1990), let alone speaking in a fl (jeon & kang, 2005)). that is why, spoken error corrections should be provided carefully so that the learners could accept them. error corrections must be given at the appropriate time as perceived by the learners of the tl. based on the discussion, the results of the present study reveal that the most favorable time to provide spoken error corrections, as perceived by the efl learners, is after the learners have completed what they are going to say. learner spoken errors to be prioritized for corrections the findings of the current study reveal that there are three areas of errors the learners like best to be corrected in speaking classes: (1) mispronunciation, (2) grammatical errors, and (3) errors in vocabulary. if the learners are making errors in these three areas when they are talking in the tl, their errors should be considered for corrections. the findings also reveal that among the three, the subjects assert that mispronunciation should be prioritized. they believed that if people produce mispronunciations when speaking, there will be misunderstanding of what they are talking about. this is because mispronunciations will create misinterpretation and eventually communication does not work well. the second reason is that when the learners can speak with good and clear pronunciation, they might feel confident about using the tl. eventually, they will speak freely and fluently. it should be noted that though they have their own reasons why they believe that mispronunciation should be considered important to be corrected in speaking classes, the subjects in general suggest that corrections must not be given in mid-talking since this practice destroy communication. in addition to pronunciation, grammatical errors and wrong vocabulary are also considered important to be corrected in speaking classes. however it is believed that grammar is not as important as pronunciation. this is in line with what is argued by huang (2006) who found in his study that the learners who value the communication of meaning over grammatical accuracy may bristle when their utterances are corrected constantly. for edge (1989:5) “it is more important to correct mistakes which affect the meaning of several sentences than to correct small grammatical points inside one sentence”. this is due to the fact that people could understand the message though the speakers produce sentences or utterances which consist of some small grammatical errors. in speaking classes, using the appropriate vocabulary is a must since if the learners cannot use the vocabulary appropriately the sentence they use could be clumsy or ridiculous. that is why errors in this area also need some considerations. method of spoken error corrections the third issue which is discussed in the current study is how to correct the learner spoken errors. providing the appropriate methods for correcting errors in speaking classes is so important due to the fact that inappropriate methods result in negative effect to the learners being corrected. that is why, teachers or classmates should be careful when correcting the learner spoken errors. the findings of the current study reveal that providing the right answers is the most popular method the learners like in speaking classes. this method is considered appropriate for correcting learner spoken errors since this way does not confuse the learners. in this case the teachers should provide the right answers directly when correcting learner spoken errors because this method will not offend the learner feeling. similar findings were found by katayama (2007) in her study focused on japanese efl students’ preferences toward corrections of oral errors. the results of her study revealed that the correction method the learners like best is the efl teachers present the correct form when correcting the learner utterances which are considered wrong. for bartram and walton (1999), providing the right answers is called reformulation. enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 92–101 putra, s., & salikin, h. (how indonesian efl learners perceive error corrections) 98 another method which is not popular among the subjects of the current study is that the lecturer hands around small pieces of paper to the learners in the classroom. in this case, the teachers and learners have a chance to provide error corrections by making notes on these pieces of paper and the learners making errors bring the notes home and they study the corrections at home. by this way, it is expected that the learners are not embarrassed and offended about error corrections provided and it is believed that applying this method could make the learners more relaxed. it seems that this way is good but it is not easy for teachers to know that the learners really correct other learners making errors. there is another unpopular method which seems good but difficult to do in efl speaking classes particularly. the method is by providing tape which is recorded from nativespeakers of the tl. this tape is used as an example for the learners in speaking classes. however it is also realized that to do so is not an easy task for the teachers. this is due to the fact that in fl settings most of the learning teaching process is conducted by non-native speakers of english who might produce utterances and sentences which are different from the native speaker norms. that is why, the findings of the study suggest that though there could be other methods of correcting learner spoken errors, the most appropriate method in speaking classes is providing the right answers. the appropriate persons to correct learner spoken errors the fourth consideration to be taken into account is who should correct learner spoken errors in speaking classes. though this question sounds easy to answer, it should be taken carefully in speaking classes. this is because if the persons providing corrections are those the learners do not like, the effect could be more complicated. that is why considering the learner preferences of who should correct their spoken errors in speaking classes is of paramount importance. thus far, the most common source of feedback to language learners in the classroom is corrections provided by teachers (gebhard, 2000; allwright, allwright & bailey, 1991; ur,1996). on the basis of the results of the three series of interview, it is found that lecturers and classmates are considered to be appropriate persons for correcting learner spoken errors. by and large, the subjects of the current study agree that lecturers are the most appropriate persons for correcting learner spoken errors and peer-corrections could also be useful. there are some reasons proposed why lecturers are more popular than classmates. they argue that lectures are more proficient in the tl, so that they are more appropriate for correcting learner spoken errors. it is worth considering, the learners are more nervous if their teachers provide corrections compared to corrections provided by their classmates. this is because fl teachers are considered superior compared to fl learners and this superiority is usually manifested by providing error corrections (bartarm and walton, 1999). conversely if the learners receive corrections provided by other learners they are more relaxed since they can discuss the corrections provided. when talking about the usefulness of the corrections provided, it is found that teacher corrections are more useful than classmate corrections. this is because other classmates might have the same errors since they are the same level. that is why corrections provided by classmates could be acceptable if the classmates providing corrections are more proficient in english compared to the learners making errors. the effect of spoken error corrections on learning error corrections are provided for the sake of the learner improvement of the tl. this is of paramount importance to be taken into account since if the learners do not benefit from error corrections, corrections provided are useless. in general, the subjects claim that error corrections are very useful for their learning process. the learners could improve their tl enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 92–101 putra, s., & salikin, h. (how indonesian efl learners perceive error corrections) 99 proficiency after they have received error corrections provided by both their teachers and classmates. if they do not receive error corrections they will never realize that they have made errors and errors will exist continuously. eventually they will become fossilized, thus they are permanent in the learner tl. it is worth noting, though it is stated previously that learners might benefit from error corrections, they should be provided in an appropriate way. this is because the effect of error corrections could be positive or negative. it will be positive if the learners could receive corrections happily. in this case the learners do not feel embarrassed and offended when they are being corrected. if they feel embarrassed or offended, corrections provided might not work. even they might make fl learners stop talking because they lose their willingness to speak in the tl. however, most of the subjects agree that the learners still benefit from corrections provided. they could improve their tl knowledge by receiving error corrections. this means that there are more advantages rather than disadvantages of error corrections in speaking classes. in addition, it is essential to note that error corrections, as part of fl learning and teaching, will be useful for the learners if they are provided in such a way that they do not make the learners feel embarrassed and offended. wrong techniques of error corrections might be disruptive for the learners and they might not learn further because they might not feel like to be involved in the learning and teaching process. 4. conclusion and suggestions the conclusion is made as the results of the data analysis of the study with reference to the research problems. the findings show that giving a chance to the fl learners to try to speak in the tl is a must due to the fact that the goal of fl learning and teaching is to use the tl for communication. it should be considered that fl learners do not want their communication to be interrupted in mid-talking. however, if error corrections must be provided when the learners are talking, they should be provided in a gentle way so that the learners will not feel offended or embarrassed. it should be remembered that mis-timed corrections could result in negative effects for them; the learners are offended or they do not want to try to speak in the tl. in speaking classes, fl learners have their own priorities about which errors should be considered essential for corrections. the results show that mispronunciation, grammatical errors, and errors in vocabulary are errors that should be taken into account. providing the right answers is the method of correcting spoken errors that the learners like best. they believe that this method is appropriate for speaking classes since this does not make the learners confused when they are corrected. the results of the study also suggest that spoken error corrections in speaking classes could be provided by teachers and other learners. nevertheless, fl teachers are more appropriate for providing corrections compared to fl learners. spoken error corrections which are provided in speaking classes are important for the learners. the results of the study show that the learners really benefit from error corrections provided. they argue that they improve their tl proficiency if they are corrected when they commit errors. in other words, error corrections which are provided in speaking classes are useful for their learning process. if their errors are not corrected they will become fossilized; permanent errors which are difficult, if not impossible, to be corrected. enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 92–101 putra, s., & salikin, h. (how indonesian efl learners perceive error corrections) 100 5. references amara, n. (2015). exploring the use of wordpress in a literature lesson based on assure model. the online journal of new horizons in education, 5(3), 79–90. https://doi.org/10.1117/1.3125802 allwright, r., allwright, d., & bailey, k. m. (1991). focus on the language classroom: an introduction to classroom research for language teachers. cambridge university press. bartram, m. & walton, r. (1999). correction. london: commercial colour press. bogdan r c. & biklen k s (1998). qualitative research in education. needham heights allyn and bacon edge, j. (1989). mistakes and corrections. harlow: longman fauziati, e. (2003). interlanguage errors in english textbooks for junior high school students in surakarta. teflin journal, 14(2). https://doi.org/10.15639/teflinjournal.v14i2/179192 gebhard, j. g. 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(1990). an investigation of students' perspectives on anxiety and speaking. foreign language annals, 23(6), 539-553. https://doi.org/10.1111/j.1944-9720.1990.tb00424.x enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no, 1, july 2020, page 31–40 enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index first experiences in a school-based practicum: pre-service teachers’ emotion and perceived benefits towards the program ika wahyuni lestari english language education department, faculty of language education, universitas muhammadiyah yogyakarta, jl. brawijaya, geblagan, tamantirto, kasihan, bantul, 55183, yogyakarta, indonesia corresponding author: ikawahyuni_11@umy.ac.id a r t i c l e i n f o a b s t r a c t article history: received 30 may 2020 revised 12 june 2020 accepted 25 june 2020 available online 24 july 2020 school-based practicum is an inseparable part of indonesian teacher education. the aim of the present study is to explore initial experiences of pre-service english teachers (psets) on a school-based practicum program. under a qualitative case study, four first-year psets of a private university in yogyakarta, indonesia were purposefully selected as the participants. data were collected through semi-structured interview, the handbook of the program, and the psets’ reflective journals. the results suggested that the psets underwent positive emotion during the practicum. factors contributing to the emotion and benefits the psets perceived were also reported. at last, implications on future implementation of school-based practicum were addressed. © 2020 enjourme. all rights reserved. keywords: practicum school-based practicum pre-service teachers teacher education emotion doi: 10.26905/enjourme.v4i2.4228 how to cite this article: lestari, i. (2020). first experiences in a school-based practicum: pre-service teachers’ emotion and perceived benefits towards the program. enjourme (english journal of merdeka) : culture, language, and teaching of english, 5(1), 31–40. doi:10.26905/enjourme.v5i1.4228 1. introduction teacher education is a fundamental element in shaping the characters of a nation and its future generation. through a good quality of teacher education, qualified and competent future teachers who will shape the face of future education can be generated. this idea can be put into realization by providing appropriate programs and courses in teacher training institutions which instil teacher competencies. one of the programs which is an imperative aspect of teacher education is practicum (tülüce & çeçen, 2016). through practicum, preservice teachers’ professional development can be gained as they can bring theoretical training into practice (hascher & hagenauer, 2016), and obtain real-life experiences as teachers. in indonesia, practicum is regulated in the regulation of minister of research, technology, and higher education no. 55 of 2017 on standard of teacher education paragraph 9. given the regulation, it is mandatory for teacher training institutions to provide practicum programs which are implemented in two main programs: microteaching and mailto:ikawahyuni_11@umy.ac.id enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 31–40 lestari, i. (first experiences in a school-based practicum: pre-service teachers’ emotion and perceived benefits towards the program) 32 school-based practicum. the latter program is known as pengenalan lapangan persekolahan (plp) in which pre-service teachers joining the program will be placed in some school partners. the implementation of the school-based practicum (to refer to indonesian plp program) in general is regulated under the plp guidebook (minister of research, technology, and higher education, 2017). however, each teacher training institution has flexibility to bring the guideline into a more specific program which matches the objective of the program. as the unique case in the present study, since 2017, the english department of sun university (pseudonym, further abbreviated as edsu) has been implementing a schoolbased practicum program to facilitate its pre-service english teachers (psets) to grow their competencies as teacher candidates. the practicum offered in edsu is unique in a way that it offers longer duration of the program compared to other institutions. while the others commonly require their psets to do practicum in their last years of study, that in the edsu expects the psets to gain experiences in a school-based program from their first semester to the sixth one. the practicum ranges from an observation as an introductory program to teaching practicum as the end goal. the early exposure on school-based experiences the edsu applies resonated the findings of tülüce & çeçen (2016) and sulistiyo, mukminin, abdurrahman, & haryanto (2017) which emphasized the needs of earlier and longer practicum program to prepare psts to become efficient teachers. although the program seems promising for the psets’ professional learning, empirical studies on it are necessary to conduct. prior studies on school-based practicum have been conducted in various contexts, such as vietnamese (vo, pang, & lee, 2018), turkish (tülüce & çeçen, 2016), chinese (teng, 2017; zhang, clarke & lee, 2018), austrian (hascher & hagenauer, 2016), and indonesian (sulistiyo, et. al., 2017; kuswandono, 2017) context. by involving different groups of participants, such as the fourth-year students (vo, et. al., 2018; tülüce & çeçen, 2016; teng, 2017; zhang, et. al., 2018; yangin eksi & gungor, 2018), novice teachers (sulistiyo, et., al., 2017), and mentor teachers (kuswandono, 2017), the prior studies have brought deep understanding on school-based practicum programs from different perspectives. nonetheless, the author identified a gap which should be filled with the expectation that it would provide better understanding. while other studies focused on the implementation of teaching practicum (vo, et. al., 2018; tülüce & çeçen, 2016; teng, 2017; yangin eksi & gungor, 2018), explored the process of non-teaching practice, such as school observation psts have gone through is noteworthy. by examining the non-teaching practice, empirical studies on how non-teaching practices contribute to psts’ professional learning can be gained and future actions can be taken. in addition, prior studies mostly involved senior year students even inservice teacher, while other institutions, like edsu, might expose their psts to school-based practicum in earlier year of study. this phenomenon requires investigation as psts in early year can possibly hold different views on school-based practicum which should be taken into account. lawson, çakmak, gündüz & busher (2015) suggested that more attention on psts thoughts and attitudes toward the process of practicum should be given. given the gaps identified above, the present study aims at exploring how the first-year psets experienced school-based practicum, particularly the school observation as their first experiences. 2. method 2.1 design the present study is a qualitative study under a descriptive case study design. the design was selected since it suits the nature of the study which is to explore a program (school-based practicum) which is relatively new in its implementation. merriam (1998) asserted that a descriptive case study is suitable to be used to investigate “innovative programs and practices” (p.38). under a descriptive case study design, the present study can provide thick and descriptive understanding on the school-based practicum implementation. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 31–40 lestari, i. (first experiences in a school-based practicum: pre-service teachers’ emotion and perceived benefits towards the program) 33 a case study is suitably used to describe a case which is bounded by a context. a case can be a person, a group of people, an institution, a policy, a program, and the like (merriam, 1998). in the context of the study, the case is a school-based practicum program offered to the first-year students in an english language teacher training institution in the english department of sun university in yogyakarta, indonesia. the program was implemented in academic year 2019/2020 in two semesters: the first semester focused on exposing students to school environments and school observation, while the second semester emphasized on exposing students to pedagogical knowledge, such as introduction to curriculum and developing teaching instruments (lesson plans, teaching materials, teaching media, and assessment) without teaching practice. the practicum program was conducted in a state elementary school in yogyakarta, indonesia. 2.2 participants the participants of the study were four first-year female students who joined the school-based practicum program. the four participants were purposefully selected due to their satisfactory achievement on the program as seen from the grade given by the mentor teachers and their well-written reflective journals. the consideration behind selecting psets with high achievement was made to ensure that the selected participants were actively engaged and participated in the practicum, so they could describe their experiences during the program clearly. the names of the participants were changed into pseudonyms – ursula, andrea, sandra, and imelda to maintain their privacy. of the four participants who consented to participate in the study, sandra was the only participant who strongly expressed her interest to be a teacher in the future. 2.3 data collection data of the study were collected through a semi-structured interview and documentation. the interview was equipped with an interview protocol which mainly focused on two major question: (1) how the psets felt during their participation in the program, and (2) the benefits they perceived from the program. besides an interview protocol, two documents, i.e. the psets’ reflective journals and the practicum handbook were also used to gather some information on the implementation of the practicum. the one-on-one interview was carried out online through microsoft teams for roughly 30 minutes for each participant and was audio-recorded under the consent of the participants. 2.4 data analysis the obtained data were analyzed through several steps. the interview was transcribed and coded to find themes which emerged regarding the program and the psets’ experiences on the program. the interview excerpts of the coded themes were then translated from indonesian language to english without changing the essence of the meanings shared by the participants. to ensure the credibility of the findings, the author member-checked the findings and triangulated the data from multiple sources. member checking is done by sending the main findings or themes back to the participants of the study (creswell & creswell, 2018). the author sent the themes of the findings to the four participants and asked them to check whether the themes were accurate. the results of the member checking showed that all participants agreed with the findings and no revisions were needed. for the triangulation, data from the interview, students’ reflective journals, and the handbook of the program were used to analyses the findings. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 31–40 lestari, i. (first experiences in a school-based practicum: pre-service teachers’ emotion and perceived benefits towards the program) 34 3. results and discussion the present study was aimed at exploring how the first-year students in a teacher training institution felt when they were experiencing a school-based practicum program and what benefits they perceived from the program. the results are presented as follows. 3.1. psets’ emotion and factors shaping it when the participants were asked to express their emotion towards their first experiences joining the school-based practicum, the positive and negative emotion emerged. positive emotion. for the positive emotion, the keywords such as good, happy, and glad were mentioned. when recalling her experience on the practicum, ursula said “when i was at school, i felt happy because i could meet students. the teachers were also friendly. i was also glad because i could buy things at canteen like i used to do at school.” she further added, “there was time when a teacher had another errand to do, i was asked to supervise a class along with my fellow intern. thank god! the task was successfully accomplished.” besides ursula, sandra also expressed her positive feelings toward her first experience doing a practicum at school. she asserted, the way i see it, [this program] is good. starting from the 2nd semester, students were introduced to lesson planning. it will be very useful for me in the future because i want to be a teacher. from this program, i know how to handle children when i become a teacher. (sandra interview) andrea also positively viewed the program as a “sweet escape” from her busy routine at campus. she stated “i felt happy because with this program, i got a recess from my busy schedule at campus. [i felt happy] seeing children [at school]. it was something new to me.” the presented interview excerpts showed that all participants expressed positive emotion towards their participation in the school-based practicum as their first experiences joining the program. the finding echoed prior studies which reported that the psts showed positive emotions like feeling excited (vo, et. al., 2018), interested and enthusiastic (hascher, et. al, 2016), as well as enjoyable, and grateful (zhang, et. al, 2018) towards the practicum. it is a good start for them when they view school-based practicum as a positive experience as by having positive attitude towards practicum; the possibility to learn more and to succeed tend to get higher. psts who had positive attitude toward practicum in the beginning of the program will find the program rewarding and beneficial (zhang, et. al, 2018). meanwhile, those who are not emotionally involved in the practicum tend to perform less satisfactorily in the practicum (kuswandono, 2017). therefore, it is imperative to help psets create positive emotion during the process of school-based practicum. to be able to help psets feel positive emotion, the factors shaping the emotion should be identified so that the factors stimulating the positive emotion can be maximized. from ursula’s experiences, it suggested that support from people at school, such as teachers, mentor teachers (mena, hennissen, & loughran, 2017), and students can lead to positive feelings. when people around school in which the psets are placed for the practicum program can cooperate and welcome them, they tend to show positive emotion during the practicum. not only from teachers at school, support from students will influence psets’ emotions as well. when they get recognition from students, negative emotion tends to reduce (teng, 2017). contradictory, findings were found from prior studies conducted by teng (2017) and zhang et. al. (2018) who reported that the psts underwent negative emotion during the practicum. teng (2017) found that the participants felt that they were treated like an outsider which eventually created negative emotion. meanwhile, in zhang et. al.’s study, mentor teachers’ lack of support led to psts’ negative emotion. from the two opposing findings, there is a connecting line which should be taken into account, i.e. support from the environment as an influencing factor which shapes psets’ emotion. to have positive enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 31–40 lestari, i. (first experiences in a school-based practicum: pre-service teachers’ emotion and perceived benefits towards the program) 35 emotion, psets should be supported by people in the school environment as well as embraced as a part of the school, not an outsider. besides support from people around psets, the study reported that involvement or contribution the psets can give during the practicum also plays a role in creative positive emotion. with contribution psets can give to school, they may see that their presence at school is important and useful. this finding is different from that of teng (2017) which reported that the psts felt negative emotion due to less contribution they were offered. they felt marginalized at school and their voices were less heard. the discrepancy on the findings of the two studies can possibly appear due to different nature of the program. in the present study, the nature of the practicum was school observation in which the psets were required to experience some non-teaching tasks as a requirement to accomplish the program. meanwhile, in teng’s study, the psts were required to have teaching practicum which might not emphasize non-teaching tasks. it finally reduced the opportunity of involvement they could get as the tasks focused more on teaching. although the nature of the practicum is different, ensuring psts get the opportunity to take parts in plentiful and meaningful tasks and activities in-service teachers are responsible with during their participation in the schoolbased practicum is crucial. another factor which may shape psets’ positive emotion during school-based practicum is awareness on the importance of the program for their future career. psets can see practicum as a positive experience when they realize the importance of the program for their future. as in sandra’s case, she believed that the program will be useful for her future career as a teacher. her awareness on the need of the program leads to positive emotion. this finding resonates those of hascher & hagenauer (2016) and sulistyo, et. al. (2017). in the former study, the student teachers viewed that the practicum was not only practice, but also theoretical training which was imperative for their professional development. in the same vein, the latter study suggested that practicum served as a helpful program to bring theories into practice. the findings of the three studies showed that when psts realize the importance of the program, they will tend to have positive emotion towards the school-based practicum. when psets know the meaning of activities they should involve into, they will be motivated in doing it. lastly, two interesting factors which led to positive emotion also emerged. the study indicated that the program can also help the psets recall her childhood memories when she was an elementary school student. this memory of hers might be so memorable that finally she felt happy to be at school doing her practicum. not only recalling childhood memories, being at school can also be a refreshing experience for the psets as they can find something new among their busy routine at campus. shifted emotion: from negative to positive. besides positive emotion the participants had toward the school-based practicum, they also showed negative feelings at first. the keywords such as nervous, shocked, and less motivated were used when they were asked to express their reaction knowing that they would have a practicum in their first year of study. however, as they experienced more, their negative feelings changed into positive ones. ursula retold her initial response when she heard that she had to do a practicum as follows: the first time i heard that i would have a practicum, i felt nervous, because i was still in the first semester. i was wondering how there would be a practicum for a first semester student, while in other universities, they usually offered a practicum in the last year of the study. i had not got any materials as a basis to teach. however, after i had got explanation from the university supervisor, i knew that it would be a mere school observation. (ursula interview) ursula further added that she felt less motivated to do the practicum when she had other errands to do simultaneously. she stated, “when i had other things to accomplish, i felt less motivated to go to school to do the practicum.” other participants, sandra, andrea, and imelda also showed their negative feelings at first when they knew that they would do a enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 31–40 lestari, i. (first experiences in a school-based practicum: pre-service teachers’ emotion and perceived benefits towards the program) 36 practicum at school. they used the same word which was shocked to express their first reaction. at first, i was shocked. i knew nothing and i would be asked to make a lesson plan. i had just graduated from a high school, so i knew nothing. yet, i finally knew that it would be an observation, so i felt fine. as the time went by, i felt it as a great experience because i knew how to teach children. (sandra interview) at first, i was shocked because i got a practicum in the beginning of my study, but finally i felt excited because i meet children [at school]. (andrea) at first, i was shocked, because it was the second week of my first semester when i got socialization on the practicum. my friends from other departments were also wondering on the program. however, when i joined the program, i felt fine. (imelda interview) the above interview excerpts indicated that at first, the participants had somewhat negative feelings as their reaction knowing that they would be deployed to a school to do a school-based practicum. they were shocked as they realized that they were only freshmen who might not have sufficient knowledge on pedagogy, content (english), and experience. it shows that when the psts have lack of perceived competence or knowledge, they will tend to have negative feelings towards practicum. this shifted feeling was also reported by tülüce & çeçen (2016) in their study with turkish psts. when it came to teaching practicum, at first, they felt nervous, particularly when they were informed that their performance would be recorded. however, when they experienced the practicum, the negative emotion gradually diminished. this feeling might appear as they did not have an idea on what the activity would be or whether they would perform the practicum well. a different finding was reported by yuan (2016) who found that the psts underwent shifted feeling in the opposite direction. at first, they had positive emotion as the psts held positive views towards teachers and teaching; nevertheless, the experience they had during practicum shifted their emotion into negative one. the opposing findings have one aspect in common which is experience. university supervisors and mentor teachers need to ensure that psets experience activities which enrich their knowledge and boost their self-confidence as well as meeting their expectation, so that psts can have positive emotion. the negative emotion the psets initially had was also triggered by the inadequacy of knowledge on the nature of the program. it might be detrimental if further actions are not taken to solve the problems. the excerpts also show the power of socialization on the program which may shift their views from negative to positive. with socialization by the university supervisor who explained the nature of the program, the psets understood the tasks they should accomplish which eventually eased them and shifted the negative feelings to positive ones. prior studies emphasized that lack of guidance from mentor teachers and university supervisors makes practicum less effective (vo, et. al., 2018) and reduce the quality of the practicum program (sulistyo, et. al., 2017). it shows that mentors and supervisors’ role is pivotal during practicum as through their guidance, psets can understand what is expected from and what they should do during the program. lastly, fun experience they have while doing the school-based practicum also play a role in shifting the negative feelings to positive ones. it can be concluded that giving socialization on the program as a form of university supervisors’ guidance and creating fun experiences may help psets avoid having negative feelings towards school-based practicum and shape positive ones. 3.2. the perceived benefits on the school-based practicum program the study has shown that the school-based practicum program for the first-year students is beneficial to build pedagogical knowledge and soft skills. for the pedagogical enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 31–40 lestari, i. (first experiences in a school-based practicum: pre-service teachers’ emotion and perceived benefits towards the program) 37 knowledge, four themes emerged: understanding teaching preparation, understanding students’ different characteristics, and knowing various teaching strategies. meanwhile, for soft skills, the emerged themes were teamwork, punctuality, independence, responsibility, and self-confidence. the results will be discussed as follows. building pedagogical knowledge. from the interview with the participants, it was found that in general, the program can help them build pedagogical knowledge, one of which is understanding teaching preparation a teacher should have before teaching. ursula said, “i know how to analyse a lesson plan and its components. making a lesson plan is not easy; it must suit the class.” in addition, sandra explained, “after doing the practicum, i got an overview on what it is like to be a teacher. it was not easy because a teacher had to prepare materials and other files.” before joining the program, the participants had no idea on the long preparation a teacher should go through before teaching, such as making a lesson plan, taking into account several aspects for the teaching, preparing materials, and the like. after joining the program, they knew what to prepare before teaching. similar findings were found from vo, et. al. (2018) that the psts in their study expected to learn how to be teachers and have experiences in doing teachers’ tasks, such as designing lesson plans. the findings suggested that psets were aware of teaching preparation a teacher should make. this experience can help them build their sense on pedagogical knowledge as it is an important knowledge they should have as a psts. another benefit the participants perceived from the program is understanding students’ different characteristics. ursula asserted, “i knew that a teacher must understand his students, so that they could understand materials [given by the teacher] easily.” similarly, imelda stated, “perhaps i learnt about students’ characteristics. if the student has a specific characteristic, i should know how to deal with him or what approach i should give.” sandra also reported that she learnt how to deal with students from this program. she argued, “dealing with students with different characteristics need to be ‘eyes-to-eyes’.” the interview excerpts indicated that the school-based practicum program contributed to raising the psets’ understanding that students may have different characteristics which require different treatment from the teacher. these results corroborate with one of the aims of the program as written in the handbook of the school-based practicum program which is to introduce the psets to different characteristics of students (2019, p.8). in a prior study, vo et. al. (2018) also found that the psts had expectation that they could obtain an opportunity to solve real problems in the classroom. one of the common issues a teacher deals with in the classroom is managing students with different characteristics. without appropriate treatment, handling students with different characters might lead to a chaos. therefore, having awareness on students’ different characters in initial school-based practicum may help psets prepare and anticipate typical problems they can possibly deal with in their future teaching. the study also showed that by joining the program, the participants are exposed to various teaching strategies and the importance of applying suitable ones. sandra explained, “i knew how a teacher started a lesson, and how to handle students. every teacher has a different style. during the observation i knew how handling the first graders differed from handling the sixth graders.” andrea gave an example on how teaching strategies may differ depending on the grade. she said, “for instance, for the first graders, the teacher applied storytelling to create a fun learning atmosphere, while for the sixth graders, the teacher focused on giving detailed explanation.” the results resonate the objective of the program as written in the handbook of the program (2020, p.4). it is written that through this program, the psts are expected to know how to teach, including what strategies to apply. the excerpts showed that the participants had understanding that a teacher should apply suitable teaching strategies and that some considerations need to be taken into account when selecting ones. although gaining knowledge on various teaching strategies employed by teachers is a good input, yuan (2016) reported a contradictory finding. yuan found that the psts were discouraged during the practicum since their expectation on the ideal teaching strategies they would apply did not align those allowed by the mentor teacher to apply. while the psts preferred a more communicative teaching strategy, the mentor teacher required them to apply a more traditional one. the discrepancy on the teaching strategy to apply finally led to negative enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 31–40 lestari, i. (first experiences in a school-based practicum: pre-service teachers’ emotion and perceived benefits towards the program) 38 emotion. the opposing findings of the two studies can happen due to the existing knowledge the psts have. in the prior study, the participants were senior year students who may have got pedagogical knowledge from the university courses, one of which is teaching strategies. however, their beliefs might not be in line with school practices they found during practicum. the discrepancy finally brings disadvantages to them. on the contrary, the psets in the present study were the first-year students who have not got pedagogical knowledge. they were exposed to various teaching strategies directly from the teachers; therefore, the knowledge they got from the school-based practicum is in line with teachers’ actual practices. the findings indicated the importance of exposure on teaching strategies which represent strategies applied by teachers in real teaching. building soft skills. the results of the interview have shown that besides pedagogical knowledge, the participants also get benefits from the program in terms of soft skills building. sandra reported that she learnt how to work in a team with people whom she did not know before. “in the first semester, we were grouped with students from another class and we did not know each other, but we had to work in a team. so, we learnt to cooperate.” besides teamwork, sandra and andrea also learnt how to be a more punctual person. my house is far from the school, and by 06.30 am i had to be at school to greet students. so, i left for the school before 05.00 am in order not to be late. (sandra interview) the tutoring teacher got used to being punctual, so we also got used to it. (andrea interview) sandra also pointed out that she became more independent during her participation in the program. “when the teacher explained the materials, i did not really understand, so i tried to learn them by myself by browsing on the internet and found some typical lesson plans to learn from.” in addition, andrea felt that this program helped her build responsibility and selfconfidence in public speaking. she stated, “if the supervising teacher gave me an assignment, i did it because i know it was my responsibility. this habit applies until now.” the study showed that the school-based practicum program enables the participants to build their soft skills. as andrea reported that the practicum molded her responsibility; from her reflective journal, ursula also indicated that she became a more responsible person through the program. her responsibility was portrayed from her willingness to come to school in an extreme pouring rain. another experience is when i had to leave for school in an extreme pouring rain. seeing the teachers who went to school although it was pouring, i learnt that i had to be responsible as well. pouring rain or hot weather should not be an excuse to come late or to skip the practicum. (ursula – reflective journal) besides responsibility, andrea further added, “i usually got stage-fright. however, through this program, i got used to explaining things to students in front of the class, so i feel more confident now. now, when i have a presentation before my classmates, i do not feel nervous.” this finding indicated that self-confidence can also be built through school-based practicum. in their study, vo, et. al. also found that soft skills building was one of the benefits the psts obtained from the practicum. through the ample experience of speaking in front of the class, self-confidence in public speaking was gained. 4. conclusion and suggestions the school-based practicum program which is a compulsory one is found to lead to different emotion felt by the participants of the program ranging from negative emotion at first to positive ones. the negative emotion which were triggered by the inadequacy of enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 31–40 lestari, i. (first experiences in a school-based practicum: pre-service teachers’ emotion and perceived benefits towards the program) 39 knowledge on the nature of the program and the psets’ perceived lack of individual competence indicated that socialization of the program done prior to the meeting is imperative to do. by understanding what to expect from the program, it is expected that the participants of the practicum can have positive emotion which may contribute to the success of the program they will experience. the study also showed some factors which lead to positive feelings the psets have during their participation in the program, such as support from people at school and awareness on the importance of the program for their future. therefore, it is recommended that all parties should cooperate to succeed the program. teachers and students should welcome and provide assistance for the psets doing the practicum, while the psets should actively involve in school activities and understand the need of accomplishing this program as a milestone of their journey as teacher candidates. better and effective relationship among parties involved in the school-based practicum program, i.e. psets, mentor teachers, and university supervisors, should be established so that it can facilitate the development of the psets in the practicum program (sulistiyo, et. al, 2017). lastly, the study reported that the school-based practicum program offered in early year of study brings benefits to the practicum participants; therefore, it is noteworthy that the program is continued. this study is a small-scale study which involved few participants; therefore, generalization on the results should not be made. the scope of the studied program is also limited into school observation and do not include teaching practicum, while investigating how psets experience teaching practicum is also worth studying. despite the limitation of the study, the present study has given insights on aspects which need to consider in the implementation of practicum in teacher education program and the benefits of school-based practicum, particularly when it is implemented in early year of study. further studies on practicum in english education context are suggested to seek for deeper investigation by having a larger scale of participants, exploring how teaching practicum is experienced, or how english is explored or studied during the implementation of practicum program. 5. references creswell, j. w., & creswell, j. d. 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(2018). pre-service teachers’ professional identity development within the context of school-based learning to teach: an exploratory study in china. the asia-pacific education researcher, 27(6), 477-486. https://doi.org/10.1007/s40299-018-0408-z https://doi.org/10.14221/ajte.2017v42n11.8 https://doi.org/10.12738/estp.2016.1.0207 http://dx.doi.org/10.24200/jonus.vol3iss2pp32-40 http://dx.doi.org/10.14221/ajte.2018v43n4.9 http://dx.doi.org/10.1016/j.tate.2016.01.012 https://doi.org/10.1007/s40299-018-0408-z enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no, 1, july 2020, page 54–64 enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index english for ielts test preparation: the needs analysis 1 gharizi matiini, 2 annuridya rosyidta pratiwi octasylva 1 automotive engineering program, institut teknologi indonesia, jalan raya puspiptek, 15314, south tangerang, indonesia 2 management progam, institut teknologi indonesia, jalan raya puspiptek, 15314, south tangerang, indonesia corresponding author: gharizi.matiini@iti.ac.id a r t i c l e i n f o a b s t r a c t article history: received 03 may 2020 revised 04 july 2020 accepted 07 july 2020 available online 31 july 2020 the present study tried to modify ielts needs analysis based on the participant’ learning competence. the participant was a student with ielts score 4.5 and he was required to have minimum score 5.5 in order to enroll an overseas university. a skill-based analysis was used in the paper to identify the student. questionnaire along with the placement test was conducted to get the skills that the participant needed to improve. from the analysis, it was seen that the participant needed to improve his productive skills. slow learning competence from the student made the instructor had to change the situation of learning process. the final result of the paper is an ielts course preparation analysis adapted from the participant’s need. materials, practices, assessment and evaluation were also added in this analysis. the writer expected that such needs analysis can be employed to ielts preparation course institution so that better learning outcomes can be achieved. © 2020 enjourme. all rights reserved. keywords: ielts needs analysis skill analysis test preparation assessment doi: 10.26905/enjourme.v4i2.4154 how to cite this article: matiini, g., & octasylva, a. (2020). english for ielts test preparation: the needs analysis. enjourme (english journal of merdeka) : culture, language, and teaching of english, 5(1), 54–64. doi:10.26905/enjourme.v5i1.4154 1. introduction as the growing nation, indonesia is one of the countries that often send its students and workers to study or work overseas. indeed, indonesian people consider studying and working abroad is important to extend their knowledge and experience as well as sharpen their foreign language. however, there are several requirements for those who want to study or work in the english speaking countries, one of them is passing the given score of ielts test. the international english language testing system (ielts) assesses the english language ability of the student or worker candidates based on the four language skills. the test is designed to reflect how the students or workers will use english at school or university, at work, and at home, in their new life abroad. ielts is a standardized test that is considered valid and reliable by the researchers (spolsky, 1995; more & morton, 2005; o’loughlin, 2008; weir et al., 2008). therefore “ielts is the most widely accepted english language test that uses a mailto:gharizi.matiini@iti.ac.id enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 54–64 matiini, g., & octasylva, a. (english for ielts test preparation: the needs analysis) 55 one-on-one speaking test to assess your english communication skills” (british council, 2010). many english speaking countries such as usa, the uk, canada, and new zealand require ielts test for the foreign learners and workers if they want to live there. since each english speaking country has different requirement score of ielts test, it is sometimes not easy for the candidates to pass the given score of ielts test if the countries they want to go need a high score for the candidates. furthermore, ielts is designed to assess the language ability of the candidate in all four skills; the candidates must at least possess the fluency of the four skills at the rate of daily communication. this also becomes one of the difficulties for the candidates to pass the test particularly for indonesian candidates who do not use english as daily communication. in order to help the candidates to get the given score of ielts test, many english courses nowadays provide ielts preparation courses for those who need high score of ielts test. the courses commonly provide both intensive and extensive classes, private and regular classes for the learners based on how fast they have to get the ielts results. the courses also provide up to a hundred hours for the learners who really need english from the very basic level, usually for the lower level learners. during the course, the learners will study english in all four language skills and in the rate of daily communication and academic field. it occurs because the learners are expected to be familiar not only in english daily nature but also in english academic nature as they need to be familiar in both fields when they are in the university or in the work field. however, because ielts preparation learners have different level of english proficiency, it is not easy for ielts preparation instructors to provide the materials and the activities that are really appropriate for the learners, particularly for the instructors with a large number of students. it is even more difficult for the teacher because, with only tens to a hundred hours they get, they have to make the learners master all four language skills of english. it is especially difficult to teach the productive skills, writing and speaking, as the students do not usually produce words in english. therefore, having an appropriate course design for the ielts preparation class is necessary in order to get what the learners really need in mastering all four languages needed for ielts test. in this paper, the ielts preparation course analysis is made for the private class which has students who need to pass a given score of ielts test in order to enroll a university in norway. the student needs to pass at least 5.5 in each band (each language skill score) and he only wants to have a 50 hours class. for that reason, the need analysis is necessary to be conducted so that the learner can get what he really needs and how he can learn it in order to pass the ielts test. literature review it is known that to make ielts test learners achieves a good score, the teachers need to analyze learners’ english competence, ability, and drawbacks before starting the class. one of the way to do it is by doing the diagnostic test and placement test. the placement test is held in order to place the right level of the class and to seek the learners’ competence. however, it is sometime not proficient to only have the placement and diagnostic without having any learning background of the student. it occurs because many of the learners still have difficulty to cope the ielts materials. one of the reasons is they are not familiar with ielts specifically, and english generally. for that reason, learner’s needs analysis is important to be conducted in order to make learners feel comfortable to learn ielts. in defining the needs analysis, graves (2000) stated that needs analysis is a systematic and continuous process of combining information about what students need and identifying the information in order to have an effective course to meet the needs. a systematic and continuous process here means when it needs time and effort to analyze the learner needs. a thorough analysis is necessary to do in order to find a comprehensive result of student needs. therefore, a placement test and diagnostic test are not quite proficient if we want to analyze the ielts learners’ needs. a previous study about students’ needs analysis was conducted by cahyono & widiati (2015). they analyzed students’ vocabulary, grammar, punctuation and correct structure of enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 54–64 matiini, g., & octasylva, a. (english for ielts test preparation: the needs analysis) 56 english before starting an english class. they conducted the study arguing that it was very rare to find those kinds of analysis used as the ground of conducted the class. it came out that the analysis could enhance the students’ motivation to learn based on the competence they need to improve. eshtehardi (2017) also conducted a learner’s need analysis study focusing on vocabulary in reading skills of ielts learner. the results revealed that unknown vocabulary and lack of employing reading skills are their main weaknesses in reading. lastly, daud, daud, & kassim (2016) conducted an analysis study of learners’ writing skill before starting the ielts class. they focused on the writing skill because ielts writing test gave large scale high stake in evaluating the test performance of the test takers. two different kinds of tasks make ielts writing test become a great enemy of the test takers. many of them have failed the test because of the writing task. the results came out that students' writing performance is in accordance to anxiety especially when students do not know what to write and what to do. therefore, they spent a lot of time only doing the brainstorming in writing process. from those previous studies, researcher wanted to seek the chance to analyze her learners’ needs before taking the ielts class. the present case study was conducted in order to find an alternative solution to enhance the student’s ielts score as it is needed for the student to get a good score. 2. method 2.1. needs analysis there were two different kinds of method to analyze the learners need conducted in this study, first, the analysis of the placement test which has done by the learner and second, the questionnaire given for the learner after taking the placement test. as dudley-evans and saint john (1998) stated in their book that there are three different kinds of needs analysis in esp; target situation analysis, present situation analysis, and learning situation analysis (p. 123-125). it is expected that those three kinds of needs can be attained through these two methods. 2.2. placement test done by the learner the placement test is chosen as one of the needs analysis method because the test can be a tool to analyze the learner’s present situation (psa) in learning english as dudley-evans and saint john (1998) claimed that “testing may form part of a pre-course psa” (p. 137). the form of the placement test is similar to the real ilets test which is divided into four parts based on the language skills. because there are four language skills assessed in ielts test, it is important to have the needs analysis based on the four skills. each skill is analyzed through each part of the test. listening skill according to the result of the listening part, the learner seems to have a good command in listening skill as he has a good score in this part. he only made 10 mistakes from 40 questions given to him. however, from this part, it is found that he has a difficulty in answering the summary task. the summary task is in the form of gap filling which there no option is given for the test taker. in the summary task, the learner had to listen to a complete monologue as well as checking the summary of the monologue in the question sheet. because what the speaker talked was not the same with what in the summary, he probably could not get the real message of the monologue and it affected to confusion in answering the summary. beside the summary completion, it is complicated for him to answer the completion task with a complete phrase. there are some questions that require the learners to answer with more than one word to have a clear idea of the answer. yet he seemed could not give the clear answer. next, it seems not easy for him to listen to the singularity and the plurality of the nouns. there are some answers need to have plural nouns whereas he made in singular. indeed, it is important to make him know that some questions require plural nouns for the answer. lastly, similar with the summary enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 54–64 matiini, g., & octasylva, a. (english for ielts test preparation: the needs analysis) 57 completion, he had a hard times listening to the long monologue while checking the answer. he could not get the key words of each question and could not grasp the important message of every utterance in the monologue. therefore, he was not able to answer almost all questions in monologue parts. reading skill unlike the listening skill, the learner did not have a good score in reading skills. from 40 questions given, he only succeeded 20 questions of them in which he only made 50% of questions correct. almost all of types of the questions had got wrong by him; completion, matching, and multiple choices. multiple choices with multiple answers type is one of the question types where he made it all wrong. he also had the difficulty in answering the matching of headings where he had to decide which heading options characterize certain paragraphs. identifying the writer’s views part seems also complex for him where he had to decide whether the statements given in question represent the writer’s views or not. next, not only in the listening part, the learner also could not answer the summary completion in reading section even though he can take a look to the text for several times. indeed, summary completion is very important to be learnt and reviewed by the learner during the course. true, false, and not given is also the part that he could not answer correctly. it seems hard for him to get the information from the statement that is being paraphrased with the text. moreover, another kind of completion, sentence completion frightened the learner the most. all questions in sentence completion are wrong as the questions are being paraphrased. therefore, paraphrasing should be put in the course design as he had the difficulty in understanding it. writing skill there are two parts in ielt writing skill, the first part is about describing the graphs, process, or map and the second part is giving argumentation and reason of a topic given to the learner. from those parts, the learner is generally unfamiliar with the structuring the paragraph in ielts writing parts. he also tended to repeat the same vocabularies and sentence structures in which it shows that he still has a limited number of vocabularies. he also could not be aware of presenting the tenses structure in both writings. regarding with the content of writing, he seemed cannot develop the topic well so that he wrote those part less than the required number of words. lastly, he still had a difficulty in making the correct verb agreement. he mostly wrote an inaccurate auxiliary verb which is not matched with the verb he mentioned. speaking skill unlike the writing part, the learner made a better performance in speaking part in which he could speak fluently and not being nervous in front of the panel. however, his lacks are quite similar with the writing task as both skills are about producing the words and sentences. he could not develop the topic in every question given so that he spoke less than the time provided. it makes his score became not satisfying. he also made the same mistakes with the verb agreement which it is seen as he made the mistake several times. lastly, he seems had the difficulty in pronouncing english word. it is important for him to pronounce the words clearly so that the panels can understand what he said as most of the panels are natives of english. 2.3. questionnaire for the learner a questionnaire is given to the learner after he knew the overall result of his placement test. the questionnaire is contained the questions related with his learning situation (lsa) and target situation (tsa) analysis. the questionnaire is divided into five parts. those questions represent the lsa, tsa, and part of psa of the learner as seen on table 1. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 54–64 matiini, g., & octasylva, a. (english for ielts test preparation: the needs analysis) 58 table 1. questionnaire on learner’s situation 1 ielts a. what ielts score do you need for each skill? b. have you taken ielts before? what were your score? c. why are you taking ielts? when do you expect to get your target score? d. what do you know about ielts? 2 education a. are you a student (or are you working)? b. are you studying anything at the moment? c. what was your favorite subject at school? d. did you enjoy foreign languages at school? e. is there anything you would like to study (full time) in the future? 3 language experience a. do you speak any other languages, if so to what level? b. do you have any other language teachers? c. what course books did you use/have you used d. do you use english for communication at work/school or pleasure (reading and writing and watching movies count)? please explain when and how often you do what. every day? once a month? 4 time of studying english a. are you studying english at the moment? b. how often do you study english? c. how long do you spend studying english every week? d. do you do any english language self-study? e. how long have you been studying english? f. did you like your english lessons at school? g. when did you start studying english? or, when did you last study english? 5 use of english a. do you use english in your school? b. how often do you use english (in your studies/ free time)? c. do you have any foreign friends? d. when did you last use english (outside the classroom)? e. do you think you will need english more in the future? (why/ why not?) from the topic related with ielts, it is known that the learner need the score 5.5 for minimum score in each skill. he needs that kind of score because it is the required score if he wants to continue his study in norway. he need the ielts score in a month as the university enroll time will be started after a month of the study. he never had ielts test before and he is actually unfamiliar with ielts test. in the column of education, he has just graduated from a high school in makassar and wants to spend his holiday to learn ielts in jakarta. he wrote that he likes the physical exercises subject but he is not really keen to any foreign language subject. because he wants to enroll petroleum department, he is interested to study anything about oil industry. therefore, giving him the reading text and the writing topic related with oil industry ma y attract him to learn better. in the section of language experience, the learner does not speak other language beside indonesian. because he has just moved from makassar to jakarta, he currently does not have any teacher to teach him english. he likes to listen to english songs and he often watches english movies even though he uses english only in english class. lastly, during the school he used english textbook from longman publisher. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 54–64 matiini, g., & octasylva, a. (english for ielts test preparation: the needs analysis) 59 the learner generally has little time to study english; he stated that he only learns english in the classroom during english subject. the english subject in his school is three times a week in one and a half hour per meeting. he started to study english since the elementary school and it has been twelve years he studied english. he does not have self-study of english and he is not a person who is really interested in learning english. besides in school, his own time to learn english may be from listening to english songs and watching english movies. he does not have any foreign friend although he has an aunt who lives in norway and eventually asks him to study there to sharpen his english and he actually plans to go there and live with his aunt. from the result of analysis above, it can be inferred that the target situation (tsa) of the learner requires the instructor to make a one scale higher score than his pretest (overall 4.5). moreover, the learner is not familiar with the ielts test since he never took the test before. thus, the course should introduce all elements of ielts test to the learner. meanwhile, lsa of the learner does not really support him to learn english as much as possible and as quick as possible. therefore, the instructor needs to design the instruction that can stimulate and motivate the learner to learn ielts in a practical way and in effective time duration. 3. result and discussion 3.1. result type of the course analysis the type of the syllabus which is used in the course is skill-based syllabus as the materials and activities executed in this course will be based on the four language skills. railey (1988) found that “the content of the skill-based language teaching is a collection of specific abilities that may play a part in using language” (p. 1). it is easier to divide the syllabus based on the language skills since ielts test is also separated into those language skills. moreover, rane (2010) also claimed that skill-based instruction is basically for language for special purpose (lsp). “the example of skill based instruction application is in life skills and immigrants and refugees or language programs preparing students for academic work” (p. 5). there will be several combinations of the skills (integrated skills) when there are some materials of learning have similar strategy of learning for different skills. paraphrasing, for instance, is needed in almost language skills; reading, listening, and writing. the student needs to understand how to get the message from the paraphrase statement in listening and reading part. meanwhile, the learner has to be able to paraphrase his sentences in order to avoid the repetition. therefore, there will be several meetings which join some skills in one material. the skill-need analysis listening skill the materials in listening skills are split up according to the question types in ielts listening part. there are seven different types of listening question, they are, form/notes/table/flow-chart/summary completion, multiple choice, short answer question, sentence completion, labeling the diagram, map, or plan, classification, and matching. each of the questions commonly has its own strategy to answer it. however, due to the limited time and the consideration that the learner has a good proficiency in this skill, there are several types of question which are taught in the same meeting and only some types of it will be taught in separated meeting. summary completion is one of the materials that is taught in one meeting as it will be combined with summary completion in reading task. it occurs because the learner had difficulty to answer the summary completion in both reading and listening skill. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 54–64 matiini, g., & octasylva, a. (english for ielts test preparation: the needs analysis) 60 reading skill reading skill instruction will also be taught based on the question types, however, it has more types than in listening skills. therefore, the number of hours will be more than listening skill. there are eleven types of question in reading skill; some of them are similar with listening part. they are multiple choices, identifying information, identifying writer’s views or claims, matching heading, matching information, matching features, matching sentence ending, sentence completion, form/table/notes/flow-chart completion, labeling the diagram, and short answer question. according to the psa analysis, the learner needs to spend more meetings in reading skill since he had a hard time to answer the reading question. writing skill there are two writing parts in ielts test. the first part is reporting the graphs, process, and maps and the second part is making an essay of the topic given. the course will have both part separated since they are different in genre. writing task one will be divided into six different kinds of figure; line graph, bar graph, pie chart, table chart, process, and map. while writing task two is based on the way of giving argumentation and reasoning; agree/disagree, advantage/disadvantage, discuss two views, cause and effect, two part questions, and giving opinion. since the learner had a difficulty in structuring the paragraph, there will a time in the beginning of the writing session to learn about structuring the paragraphs in both writings. he will also get a session to learn the vocabularies of describing trends and numbers which is related to writing task one. as for his grammar, he will be given some exercises related to the verb agreement before he starts to write. speaking skill speaking test consists of three parts which each of parts contain different topics and different time provided. speaking part one is related to personal life of the learner and the general topic related with daily nature, speaking part two is named the topic card where the learner will be given a topic in a card contained some questions related with the topic, while speaking part three is about the issues-oriented question related with the topic in part two. the learner needs to develop his answer with reason and example so that many practices and feedback is chosen as activities which are mostly used in this session. the future course details the development of course details is presented on table 2. student’s analysis because ielts test is considered as public examination (dudley-evans & saint john, 1998, p. 214) and it has standardized assessing system, it is important for the course to have similar kinds of assessment in order to have the same conclusion of proficiency measurement. ielts test uses band descriptor for each skill and the results are given on a scale number, from 1 to 9. all skills in ielts test have their own system of assessment, the receptive skills assessment are based on the total numbers of correct questions, while the productive skills use four major linguistic criteria of producing text. the four criteria in writing test include task achievement, coherence and cohesion, lexical resource, and grammar range and accuracy. while the speaking test criteria consist of fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation. as the same with the receptive skills, each of the criteria is measured using the scale from 1 to 9. the score from all criteria will be collected and divided by four to make a final score of the skills. the course will execute the same assessing system with the real ielts test using two kinds of final test, mock test and final test. the mock test is enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 54–64 matiini, g., & octasylva, a. (english for ielts test preparation: the needs analysis) 61 table 2. the future course details course level : ielts 5.5 course duration : the form of the course is intensive course with 2 hours per meeting every monday to saturday within a month. the class is held in the morning from 10 am to 12 pm. after the end of the course there are several ielts test practices conducted until the day of the real ielts test comes. course length : the course has 50 hours long. after the course finished, the student will spend three hours for practices every monday to saturday to have the practices of ielts test. student : it is a private class where there is only one student as the participant of the class. his name is erzal prayuda. he was already graduated from high school and plan to get his bachelor degree in norway. objectives : after completing the course, the student is expected to have the following competences: 1. understanding and using a range of around 5,000 general and academic vocabulary 2. understanding and using a range of sentence structures and grammar features. 3. comprehending english in a conversation or monologue and answering questions related to them (listening skill). 4. comprehending reading passages and answering questions about the main ideas or details from the passages (reading skill). 5. describing and/or comparing graphs/tables/diagrams (writing skill task 1) 6. writing essays of presenting and justifying opinions (writing skill task 2) 7. talking about personal details, familiar topics, and offering arguments about abstract issues (speaking skill). resources : the course will use several references related to ielts test such as: 1. focus on academic skills for ielts (course text book) 2. check your vocabulary for english for the ielts exam (homework) 3. kaplan ielts (handouts) 4. cambridge ielts 1-3 (practice) 5. cambridge ielts 4 (exams) 6. macmillan ielts test builder 7. several sources from ielts sites for writing and speaking materials such as: a. ielts.org b. ieltsteacher.com c. ieltsessential.com d. takerielts.britishcouncil.org e. ielts-exam.net, etc. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 54–64 matiini, g., & octasylva, a. (english for ielts test preparation: the needs analysis) 62 done after the instructor gives the review in all parts of ielts test, while the final test is purely done without the interference of the instructor. the instructor even cannot be the panel of the speaking test in order to avoid the subjective judgment of the student’s assessment. the course will only use the final test (summative test) without having any formative test since it is an intensive class which only has a month as the class duration. therefore, instead of having the summative test, the course will have the practices carried out after the student finishes his study of each skill. there will be no formal assessment during the practice time; yet, the instructor will have some final feedback given to the student before starting to learn the new skill. one of the tsa of the students related with the requirement score is that the student needs to have 5.5 for minimum each band (skill) while his psa regarding with his placement test score is 4.5 with the lowest score is in the writing part with 4. it is one of the teacher responsibilities to make the student reach the required tsa in order to make him pass the enrolment requirement. for that reason, the mock test and the final test will be used as the monitor whether the student is ready to join the test or not. if he failed to have the minimum score for each band in his mock and final test, the instructor will give another feedback during the practice time available before the day of the real test. in the case that he still cannot pass the minimum score in the final practice, it is better to recommend the student to not take the real ielts test and to have another session of ielts preparation to avoid wasting money to pay for the test. the skills assessment ielts preparation course is the course where the students mostly expect to pass the ielts test with the score that they intend to have. therefore, the ielts preparation instructors bring a high responsibility to satisfy the students during the course. in this present course, the course evaluation will be based on two methods of evaluation, assessment and the student’s questionnaire. assessment evaluation is based on the formal summative test conducted through the final test, in the case that the student takes the real ielts test; the score of the ielts test is being the assessment of the course evaluation. if the test results to the required score, it can be considered that the materials, activities, and the teaching methods executed in the course can satisfy the learner’s need. if not, the instructor needs to get some changes in some parts of the course and teaching methods in order to reach the satisfaction of the student’s need. the second course evaluation is taken from the student’s questionnaire done after the final test. the questionnaire is collected and modified from imscience.edu.pk and from moore et al. (2009) which provided the questionnaire of the ielts course evaluation for the students in their study of ielts in cambodia. the questionnaire includes the learning activities, materials range based on the language skills, teacher’s performance, and teaching aids. 3.2. discussion from the result, it was found that the learner was lacking in several skill of language which needs to be improved if he wanted to succeed in ielts test. reading skill, for instance, was one of the skills that the student was very lacking. he could not get the matching questions right and he did give a great summary for summary completion. and one of the reasons is the lack of vocabulary knowledge. he seemed confused with what he read and he even did not know what to write in doing the summary. the result corresponded to the previous study from eshtehardi (2017) that the vocabulary building was being a great weakness for the students of ielts reading test. therefore, an additional materials and time consuming for reading skill was needed to improve the learner competence in reading. next is writing skill. it was also found that the student needed more time to improve writing skill since the learner was very new in doing the writing task of ielts. he could not structure the paragraph coherently and he was not able to develop his topic of the paragraph well. the analysis was in one way the same with what daud, daud, & kassim (2016) found that the students not only need more time to learn enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 54–64 matiini, g., & octasylva, a. (english for ielts test preparation: the needs analysis) 63 the grammar of writing task, but also the time to learn the process of brainstorming and make it short so that it did not consume so much time only for brainstorming. in this case, the failure of writing test gave a much lower score for the learner. hence, the teacher needed to add more time to teach writing test to the learner. though the learner was lacking in reading and writing skill, he was better in doing the listening and speaking task so that the learning time for those skill can be reduced in order to improve the skills that he needed to improve more. 4. conclusion and suggestions to be concluded, based on the tsa of the student, the course duration can take only 50 hours, because the student has only a month to prepare before the ielts test and before the enrollment time is closed. for the same reason, the intensive course is decided to make the most of his available time. each meeting holds 2 hours long since the student need to prepare other necessities regarding his enrollment such as making a passport, enrolling the ielts test, etc. skill-based syllabus is chosen as the types of the syllabus since the ielts test examines the student’s proficiency based on the four language skills. this decision is also supported by rane (2010) who stated that skill-based syllabus is suitable for the course which its participants are from foreign language country such as immigrants and refugees. in the skill-based syllabus, the materials and the topics are based on the specific area of language skills such as writing a good introduction, discussion data, etc. (dudley-evans & saint john, 1998, p. 164). in the case of the present course, the materials and the topics are based on the task types and the question types from which commonly exist in the ielts test. the listening and reading skill instruction are based on the question types while writing and speaking skill are taught from the task types. each of the types generally has its own strategy to handle the questions or the tasks. therefore, the strategies used for handling the task and the questions can be practiced and discussed directly through the exercises. this, according to dudley-evans & saint john (1998) can first, be the learning support which makes the pattern of answering the questions and be the stimulation for the learner when they face the certain types of tasks or the questions from the test (dudley-evans & saint john, 1998, p. 171-172). ielts test is considered as the in-house test development since from the result of the test, the student will know whether he passes or fails to enroll the intended university (dudleyevans & saint john, 1998, p. 221). the standardized assessing system of ielts test requires the student to perform as well as possible. therefore, the course implements the same system of assessment in order to raise the responsibility of the student to perform well when they face the real test. feedback is always given to the student after he does both practices of the final test. the present study surely has its benefits and drawbacks for the course. when the benefits are planned carefully, there must be the drawbacks comes at the same time. firstly and mainly, since the intensive class obliges the student to learn english every day, it is already expected that the declining of the motivation to learn will come (dudley-evans & saint john, 1998, p. 147). there will be sometime when the learner feel bored of learning ielts. therefore, the instructor is allowed to exchange the skill instruction or introducing the new skill instead of continuing the same skill in order to recharge the learner’s motivation. secondly, it is seen in the syllabus that the activities are mainly in the form of discussions and practices. it occurs because it is expected that the more practices that the learner does, the more ready the learner to face the real test. it certainly makes the student feel bored of the repeated activities. however, both the learner and the instructor cannot avoid facing it since the course is basically a test-oriented course and the duration of the course is only for a month. lastly, the course does not use the materials and the topics related with the real life because the real life topics are considered less useful for the test-oriented course. however, some terminologies and vocabulary related with the common core of real content will be taught related with the texts, questions, and the topic card (speaking) in the materials. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 54–64 matiini, g., & octasylva, a. (english for ielts test preparation: the needs analysis) 64 5. references cahyono, b. y., & widiati, u. (2015). the teaching of efl vocabulary in the indonesian context: the state of the art. teflin journal, 19(1), 1-17. http://dx.doi.org/10.15639/teflinjournal.v19i1/1-17 case, a. (2007). ielts needs analysis. using english.com. retrieved from: www.usingenglish.com. carrizo, f. (2011). strategies for the listening test of ielts. aippg ielts. retrieved from: http://www/aippg.com/ielts/. daud, n. s. m., daud, n. m., & kassim, n. l. a. (2016). second language writing anxiety: cause or effect?. malaysian journal of elt research, 1(1), 19. dudley-evans, t., & saint john, j. (1998). developments in esp: a multi-disciplinary approach. cambridge: cambridge university press eshtehardi, r. (2017). needs analysis and course design; a framework for designing exam courses. international journal of applied linguistics and english literature, 6(6), 274288. doi:10.7575/aiac.ijalel.v.6n.6p.274 url: http://dx.doi.org/10.7575/aiac.ijalel.v.6n.6p.274 graves, k. (2000). designing language courses: a guide for teachers. boston; heinle & heinle. loo, j. (2010). student course evaluation questionnaire. peshawar: institute of management sciences. retrieved from: www.imsciences.edu.pk mccarter, a. & ash, j. (2003). ielts test builder. oxford: macmillan publisher. moore, s., stroupe, r., & mahony, p. (2011). perceptions of ielts in cambodia: a case study of test impact in a small developing country. ielts research reports,13. rerieved from: www.ielts.org moore, t., & morton, j. (2005). dimensions of difference: a comparison of university writing and ielts writing. journal of english for academic purposes, 4(1), 43-66. o’loughlin, k. (2008). the use of ielts for university selection in australia: a case study british council/ielts australia research reports. 8. canberra: british council/ielts australia. rane, z.a. (2010). a skill-based syllabus. retrieved from: http://rumahanthares.blogspot.com/2011/01/skill-based-syllabus.html. reilly, t. (2005). approaches to language syllabus and design. eric document reproduction service spolsky, b. (1995). measured words. oxford: oxford university press. tahasoni, e. (2012). syllabus for ielts preparation course, cert tesol. retrieved from: www.tahasoni.com. weir, c., hawkey, r., green, a., & devi, s. (2012). the cognitive processes underlying the academic reading construct as measured by ielts. ielts collected papers, 2, 212-269. http://www.usingenglish.com/ http://www/aippg.com/ielts/ http://www.imsciences.edu.pk/ http://www.ielts.org/ http://rumahanthares.blogspot.com/2011/01/skill-based-syllabus.html http://www.tahasoni.com/ enjourme (english journal of merdeka): culture, language, and teaching of english jo urna l ho mep age: http: //ju rna l.u nme r.ac .id /in dex. php /en jou rme/ ind ex online learning drawbacks during the covid-19 pandemic: a psychological perspective veni nella syahputri, endah anisa rahma, rusma setiyana, sari diana, firman parlindungan 1, 2, 3, 5 curriculum and language development center, universitas teuku umar, jl. alue peunyareng, 23615, aceh barat, indonesia 4prodi perbankan syariah, fakultas syariah dan ekonomi islam, stain teungku dirundeng meulaboh, ujong tanoh darat, meureubo, 23681, aceh, indonesia corresponding author: venninellasyahputri@utu.ac.id article info article history: received 09 november 2020 revised 12 november 2020 accepted 03 december 2020 available online 15 december 2020 keywords: psychological effects, mental burdens, online teaching and learning, fatigue, and mental health. doi: 10.26905/enjourme.v5i2.5005 how to cite the article: syahputri, v., rahma, e., setiyana, r., diana, s., & parlindungan, f. (2020). online learning drawbacks during the covid-19 pandemic: a psychological perspective. enjourme (english journal of merdeka) : culture, language, and teaching of english, 5(2), 108-116. doi:10.26905/ enjourme.v5i2.5005 abstract this study aimed at finding out the psychological effects that have been drawn by the implementation of online learning during the covid-19 pandemic on university students. the approach implemented in carrying out this study was a descriptive qualitative approach. there were 140 students involved as respondents. the instrument used was a questionnaire set that was generated from wiles (2020). before proceeding with data collection process, the validity of the instrument was checked, and the items were valid. then, the data were analyzed using interactive analysis as suggested by miles, huberman, and saldana (2014). the result shows that from the seven mental effects raised from increased screen time, the students admit that they most likely feel fatigued (100%), they experience physical pain such as headache, shoulder sore, eyesore, and others (100%), they have bad time management (98.6%), they feel isolation being drawn from their classmates (68.6%), and they experienced uncertainty about the lecturer’s explanation during the online classes. hence, it is suggested that there is a special unit to care about the students’ mental health during online learning in this pandemic. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no, 2, desember 2020, page 108–116 1. introduction toward the beginning of april, the indonesian government set a strict approach through the guidelines of largescale social limitations to lessen the spread of coronavirus. continues advances are taken to restrict the spread of the infection through the limitations on human movement. in education, learn and teach from home method is implemented. in any case, it cannot be denied that although there are various actions taken by the government to diminish transmission of coronavirus, © 2020 enjourme. all rights reserved. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 108–116 the virus will still be there, bringing about sporadic conduct. the fact about stress and anxiety in concern to the virus outbreak was also found. one study by wang et al. (2020) found that 16.5% detailed side effects of moderate to serious sadness; 28.8% said indications of moderate to the extreme level of stress, and 8.1% announced moderate level of anxiety. moreover, wang et al. (2020) also found that in the initial fourteen days after the anxiety and stress, women were announced encountering higher pressure, nervousness, and sadness contrasted with men. in accordance with research that says covid-19 influences a few people inwardly, they experience the dread of getting the infection, feeling defenseless, and high pessimistic situation (kumar & somani, 2020). the pandemic that has lasted for eight months by the time this paper was written and has put the world’s educational system on a maneuver. the teaching and learning situation change at a rapid pace. both teachers and students need to adapt fast to conform to this situation. however, the enormously rapid change leads to a crisis where all teachers and students experience profound burnout and fatigue. this is because the teaching and learning system has changed into online learning at the complete stage. online learning means that there is absolute screen time, more focus and motivation needed, but more procrastinations also happen. this pandemic has additionally severe affected higher education as colleges and universities are closed during the lockdown measures. albeit higher education organizations rushed to carry on online-web-based learning, these terminations influenced learning and assessments for both teachers and students in any country. maybe above all, the emergency brings up issues about the values offered by a university within the educational substance. to remain relevant, universities will need to reinvent their learning environments so that digitalization expands and complements student-teacher and other relationships (schleicher, 2020). this study aimed at finding out the psychological effects that happen as the results of online learning on students. there have been several studies on this topic. first, it is a study by irawan, dwisona, and lestari (2020). they studied the effect of online learning on students’ psyche. the method employed was qualitative phenomenology in where the researchers learn a case as a phenomenon. the data collection was done through phone call interviews with 30 students at mulawarman university. the result showed that the effects of online learning are boredom, anxiety, and mood swings. next, it is a study by moawad (2020) at king saud university. the data were collected by using instruments distributed to the students from various majors at the university. the key stressors found were exams, assignments, lecture time, home settings, online platforms, and uncertainty. and the result shows that the majority of the students were stressed mostly by the uncertainty. this stressor is related to the starting and the ending of the class, the fairness of the evaluation, and the struggle to understand the teacher. the other study mentioned in this section was conducted by alateeq, aljhani, and alesa (2020). the study was a cross-sectional survey carried out in saudi arabia on 367 students living in the country. the sociodemographic characteristics, perceived stress, emotions, and concerns during the pandemic were set as the criteria for facing the changing learning system. the result unveils that the students show a moderate level of stress and there is a significant correlation between high level of stress and female. from the elaboration above, it was found that the study about the use of digital learning during the pandemic has gone sporadic. however, there are still limited studies looking at the mental effects that digital learning brings on students. thus, this study focused on finding out the effects of | 109| online learning drawbacks during the covid-19 pandemic: a psychological perspective veni nella syahputri, endah anisa rahma, rusma setiyana, sari diana, firman parlindungan mental related to online learning in a university in aceh, teuku umar university. this is set as the novelty of this study as there has not been any research on it at the teuku umar university, aceh. the research question formulated in this study is “what are the psychological effects of increased screen time faced by students at teuku umar university?”. literature review psychological effects of lockdown and social distancing for humans, isolation plays a significant effect on the human’s psyche. a study examined about 10 million google surveys in relation to the progressions in psychological wellness search a while after the lockdown. subjects are more accentuated with tension, negative musings, the state of being restless, and self-destructive ideation expanded significantly before the lockdown (jacobson et al., 2020). then, a study in british involving 27 members surveyed five the group focuses during the lockdown and social distancing. the social separation brought about critical negative effects on emotional well-being and prosperity within a short timeframe of such implementation strategy, primarily for those with economic issues. diminished social association, financial misfortunes, and routine changes prompted toward the mental effect, loss of motivation, loss of significance, and diminished self-esteem (williams et al., 2020). another study involved 683 young people in the us which was carried out fourteen days after the lockdown. the result indicated that commitment to social detaching was not absolutely connected with their emotional wellness. notwithstanding, explicit inspirations for social separating were identified with various mental issues. youth were reported to face greater anxiety and more prominent tension manifestations in daily life. the individuals who occupied social distancing because they are told to do so revealed more burdensome indications (oosterhoff et al., 2020). regarding the mental effect of this social seclusion, it is essential to be further discussed. since this is phenomenal and unpredicted for human experiences so that there is practically no record of its outcomes. social detachment will likely expand dread, nervousness side effects, dejection, and discouraged mind-set. human beings are social creatures, free of identity or social foundation, and keeping up segregation for an extensive stretch may make critical mental trouble. the financial burdens of the pandemic, with a huge number of positions lost, increment in neediness and imbalance may highlight these sentiments. this effect might be ever more grounded in developing nations such as indonesia, for patients or the individuals who live in nursing centers, the destitute, individuals with mental problems, as well as for those in the educational domain. the pandemic has a tremendous effect on monetary especially for students in low-class families. financial strain, while not related to social distancing, has been found to introduce a critical danger to mental prosperity. students in low-class families need to work to support their needs in online classes. online classes need internet data that they need to buy. besides, they mostly do not have any device such as mobile phones, laptops, or other devices that help online learning. as a matter of fact, the government has moved the learning system onto a digital platform. these are not accessible to the students, especially the individuals who are destitute and live in a lot of economic inconveniences. for students in families facing various financial issues, online schooling seems to be a | 110| enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 108–116 struggle. even if they can survive it, they will likely have mental tension from achieving it because there are other staple necessities that they need to fulfill (joseph, 2020). as cited in wiles (2020), students who are carrying out online classes face profound increased screen time. this leads to an abnormality in their routine that can manifest holistically in their mental well-being. there are seven challenges that are possibly faced by students during online classes. first, they experienced fatigue. fatigue is more common than we can imagine. it happens without any symptoms and leads to mental health issues. second, they tend to have headaches or other kinds of physical pain. third, they demotivate from doing tasks that are given by their teachers. fourth, they tend to experience avoidance and procrastinate their tasks. fifth, they become careless in time management including other routine activities such as eating, sleeping, doing household chores. sixth, they generate a feeling of isolated because they do not meet other friends or people. last, they barely understand what the lecturer or friends said during online classes. this is because the situation is completely different from person-to-person dialogue where they can read the gestures, voice pitch and intonation, facial expressions, and other features that can be used to help them in comprehending the learning materials. online learning information communication technology or ict underpins the learning process by the utilization of text, pictures, and sound and so that, every individual can make their story and take part in an inside and outside learning (pounsford, 2007). for example, lesson explanation through digital learning remains as one innovation that is situated to exploit students to focus on the learning substance and to assist teachers to employ ict beneficially in their classes (robin, 2008). regardless, the utilization of digital learning does not ensure that powerful learning cycles happen in a class (lowenthal & dunlap, 2007). there is proof to support that digital lesson explanation is more successful than a virtual face-to-face-talk-based learning in ict instructional system (yang & wu, 2012). this is because students can access and initiate toward learning exercises, content survey, picture browsing, and so on. besides, this learning system also allows high level of privacy (nam, 2016). in concern to learning autonomy, students are given full control and self-governance to uphold a more prominent feeling of independence and the individuals in managing the orders, expectations, and direction in contributing toward the teaching and learning process. the supports in learning autonomy and lesson structure are key factors in emerging intrinsic motivation in the digital learning system. however, when these two factors are left alone, the intrinsic motivation is low. indeed, the learning outcomes with the use of online learning can be achieved, but in achieving the learning autonomy, the autonomy support and lesson structure are important. so that, it is a good postulation to combine these elements so that greater learning outcomes are possible to achieve (van loon, ros, & martens, 2012). teaching methodologies that are commonly used in online learning are task-based learning, problem-based learning, web-based learning conditions, educational games, authentic learning, and so on. in addition, the online learning context supporting factors are collaboration, cooperation, digital combination, open educational practice, and internet participation. as syahputri and idami | 111 | online learning drawbacks during the covid-19 pandemic: a psychological perspective veni nella syahputri, endah anisa rahma, rusma setiyana, sari diana, firman parlindungan (2019) added that even textbooks for students in this era should be embedded with digital audio and pictures. 2. methods this study was conducted by implementing the descriptive qualitative approach. this approach should be implemented when a straightforward portrayal of a situation is wanted. it is a methodology that is extremely helpful when researchers need to know, with respect to functions, who were included, what was included, as well as where and how things occurred (creswell, 2013). the study involved 140 respondents who are students at teuku umar university, meulaboh, aceh, indonesia. the respondents voluntarily answered a close-ended questionnaire set that was developed based on the increased-screen shortcomings criteria by wiles (2020). the questionnaire set was distributed using google form in the indonesian language to ease the responding process and to avoid misinterpretation, then the respondents were supposed to answer ‘yes’ or ‘no’. later, the data were analyzed using interactive analysis as suggested by miles, huberman, & saldana (2014). the steps are data condensation, data display, and conclusion drawing. data condensation refers to the process of selecting, focusing, simplifying, abstracting, and transforming the raw data that appear in the data set. data display which contains the data analysis that is happening in the natural setting to enable the researchers to draw a conclusion. last, it is the data verification where the researchers use the result from the previous steps as well as other theories to ground conclusions. table 1 shows the questionnaire items. there are seven items in the questionnaire set. these items were checked for their validity using pearson product moment (r) and all of them are valid (=0.05, r xy =0.926>r table = 0.754). and for the reliability, alpha cronbach’s test was utilized, and the value was r= 0.811. table 1. questionnaire set no effect of increased screen time for me response yes no 1 fatigue 2 headaches and other physical pain 3 demotivation 4 withdrawal and procrastination 5 bad time management 6 feeling isolated 7 uncertainty to what the lecturer/friends explain during the class 3. results and discussion after the data collection was done, the data has undergone the condensation process. what was condensed in the data set were the information about the respondent’s gender, academic year, and average screen time. these variables are not specifically included in this study. so that, the data that were included were only the ones related to the mental effects on increased screen time during the online learning in the covid-19 pandemic. as a result, the data display is depicted in figure 1. | 112| enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 108–116 figure 1. result on the effects of increased screen time from figure 1, it can be seen that the first item asking about whether the students experience fatigue or not. the whole respondents (140 respondents) answered yes. they felt fatigued as the effect of the increased screen time. this is as urged by stilic & viner (2018) that increased screen time on a daily basis is related to higher energy intake that can lead to fatigue, poor dietary habits, and obesity. next, the second item was asking about whether they feel physical pain such as headaches, eyesore, and shoulder sore. as supported by mathers, et.al (2009) that excessive use of electronic media can manifest in health complaints. their study found out that 925 adolescents who have excessive screen time (3 hours 16 minutes on average daily) are associated with psychological distress, poor health status, poor behavior, and anxiety. all of them (140 respondents) chose the answer yes. this means that the increased screen time can lead to physical disease too when it is carried out in the long run. later, the third item was asking about whether they lose their motivation, which means they have no motivation in finishing the assignments from their lecturer. the majority of the respondents answered no for this item (128 respondents), whereas there are only 22 respondents who answered yes. in this case, it is as suggested by van loon, ros, and martens (2012) that instead of getting demotivated, students can feel more motivated when they realize the autonomous learning that now lays in their hand. as autonomous learning awareness emerges, intrinsic motivation will also raise. then, on the item asking about withdrawal and procrastination, most of the respondents also answered no. this means that the majority of the students do not commit any social withdrawals and they do not procrastinate the tasks given by their lecturers. there are 18 students who greed that they procrastinate while the other 114 students do not agree on this premise. this is also supported by van loon, ros, and martens (2012) that when the students possess autonomous learning, they tend to develop their own motivation that let alone the withdrawals and procrastination. next, the fifth premise was about whether the respondents experience ruin in time management. they lose track of time because of the increased screen time. the effect also goes upon other routines such as bedtime, mealtime, and house chore time. hence, 138 respondents admitted that they experience collapses in time management as the effect of the increased screen time. however, | 113| online learning drawbacks during the covid-19 pandemic: a psychological perspective veni nella syahputri, endah anisa rahma, rusma setiyana, sari diana, firman parlindungan there are 2 respondents who did not experience such a collapse. wu et al. (2017) reported that more than 2-2.5 hours of screen time on a daily basis can lead to low life quality including sleep deprivation. so that, other than sleep time management such as daily time tracking can also be considered as the effect of daily high screen time. the sixth item in the questionnaire was asking about whether they feel isolated because they have not met their classmates. besides, the interaction with strangers also decreased as they spend more time learning at home. 96 respondents said that they felt isolated because of the social distancing and learn from a home model but 44 respondents admitted that they do not feel isolated. this is in line with jacobson et al. (2020) that isolation for human beings can lead to stressful situations, bad thoughts, and anxiety. this happens because human beings are social beings who need to make interactions with one another. lastly, the item is asking about communication uncertainty. there are 133 respondents who answered yes that they have a problem in understanding the lecturer’s explanation during the online class. they are not sure whether what they understand is the points that the lecturer tries to deliver. additionally, if there are some friends asking questions or responding to the lecturer’s questions, the feeling of uncertainty also appears as the bulking problem. however, there are 7 respondents who did not experience uncertainty in communication during the online classes. additionally, as stated by sundarasen, et al. (2020) that uncertain communication during the online class can lead to a lack of confidence in doing their exams, semester completion, and graduation. besides, the students also need to complete house chores and take care of their siblings in the middle of the online classes. this situation even adds more anxiety levels to the students. 4. conclusion and suggestions as the research question which is stated in the earliest section has been answered by the result so that the conclusion can be drawn. it can be concluded that from seven effects that are drawn from increased screen time as adapted from wiles (2020), there are five major effects that are confirmed by the students at teuku umar university, meulaboh, aceh, indonesia. the effects are fatigue, headaches, and other physical pain, bad time management, the feeling of isolation, and uncertainty about what the lecturer or friends explain during the class. the other two factors which are demotivation and procrastination are not the effects of excessive screen time experienced by the respondents. they can still control their motivation in learning, and they do not procrastinate the assignments given by the lecturer. the implication of this study is that the idea of providing a mental health unit in every educational center to help students with some mentioned psychological burdens. it is seen as a necessity because the online learning model is still likely to go on longer progress. besides students’ mental and physical health, it also affects students’ future career and motivation that, of course, will bring greater impact to our society. henceforth, this study is not without limitation. it only involved a small number sample (140 respondents). this means that the result is narrowly contextualized in implication. a deeper discussion involving a larger number of samples are cordially suggested for future research. | 114| | 115| enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 108–116 references alateeq, d. a., aljhani, s., & aleesa, d. 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(2012). digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: a year-long experimental study. computers & education, 59(2), 339-352. enjourme vol. 2, no. 1, 2017 1 21st century learning: is ict really integrated in efl classrooms or merely segregated outside the classroom? ririn ovilia, risda asfina universitas negeri malang oviliaririn@gmail.com, risda.asfina@gmail.com abstract in 21st century, along with the rapid development of technology, the teachers begin to involve information and communication technology (ict) in efl learning. however, the question is, “is the use of ict really integrated or merely segregated outside the classroom?” this study was intended to answer that question. it was a case study which attempted to see the practice of integrating ict in efl classroom, particularly at charis national academy ―a private junior high school in malang, and to investigate the teacher’s perceptions toward the integration of ict in the learning process. charis national academy was selected as the research setting since it met the criteria regarding the integration of ict in efl classroom: the ict accessibility, teacher’s ict competence and institutional supports. the instruments used were interview guide and observation sheet. the results of this study showed that the teacher was aware of the integration of ict in efl classroom and she integrated it in the instruction and activities in the learning process. keywords: ict, efl classroom, integration, and teacher’s perceptions nowadays, there have been several changes in the education field regarding the growth of the new generation of students in the digital world. in the past, teachers and students utilized technology to find and to obtain the information since, at that time, there was only web 1.0 which allowed the users to access the information (brown & heekyeong, 2015). however, from time to time, the advancement of mailto:oviliaririn@gmail.com mailto:risda.asfina@gmail.com enjourme vol. 2, no. 1, 2017 2 technology keeps growing and leads to the changes of the use of information and communication technology (ict) in education field. one of definite changes can be seen by the implementation of blended learning (yapici, & akbayin, 2012). blended learning systems, according to graham (2006) is the combination of traditional learning which is face-to-face and online learning with computer mediated instruction in which the students do not need to attend the class. technically speaking, half of learning instruction is done through online/ distant learning. regarding the effectiveness of blended learning, yapici, & akbayin (2012), in their study, reported that blended learning instruction contributed more significantly than the traditional instruction. furthermore, brown & heekyeong, (2015) mention a number of available interactive applications which are applicable to be used in language learning, such as email, blog, wikis, social networking (twitter and facebook) and audio and video conferencing. in the past years, the experts and practitioner have carried out the studies to find out the effect of the implementation of those applications. rodliyah (2016) conducted a case study aiming at finding out how facebook can be cooperated to elt. the participant shared the e-dialogue journal in facebook closed group. the result revealed the improvement in students’ writing, particularly in their vocabulary, grammar and spelling. this activity also provided fun practice and widened their knowledge. besides, the students responded positively towards the activity. another study which investigated the use of mobile device in teaching writing was conducted by noriega (2016). the result showed that mobile technology combined with genre based approached could improve the students’ writing ability. enjourme vol. 2, no. 1, 2017 3 moreover, ict has become an important element in education in order to prepare the students for their future. besides, the students have been familiar with those applications since their early age. in many contexts, the students are exposed to a range of technology from their very early age at home; therefore, when they reach the age, when they are at school, they already have the skill of ict (pim, 2013). due to the rapid advancement of technology, many teachers believe that the use of information communication technology (ict) can support and give positive impacts on the students’ learning (shin and kim, 2014; kozma, 2013). however, the positive impact of using ict in the classroom does not come automatically; it depends on the several factors. there are several studies discussing the factors that influence the successful integration. kopcha (2012) mentioned five factors influencing the integration and also becoming the barrier for the integration. those five factors are access, beliefs, time and professional development. in line with kopcha (2012), andoh (2012) agrees that the integration of technology into teaching and learning process is surely not easy to do. he reviewed literatures in the field of ict integration into language teaching. by reviewing the studies done by other researchers, he reported eleven factors which can influence the integration of ict. among those eleven factors, the highlighted factors are ict competence, teachers’ attitude, institutional characteristic, and accessibility. these factors are similar to the factors mentioned by kopcha (2012). besides, tambunan (2004) pinpoints one of the most important things that should be taken into account that is teachers’ ict competence. the utilization of enjourme vol. 2, no. 1, 2017 4 appropriate technology in the classroom chosen by the teachers who have ict competence will result in good learning outcome. additionally, lawless & pellegrino (2007) identify another important factor which ascertains the success of integrating technology in the classroom that is the availability/access of technology facilities/resources including the computer with specialized software and network system/wifi. the availability of electronic resources in the classroom is very crucial for the teachers in order to prepare their instructional practice. in addition, according to barton, et al (2007), the term “access” can be divided into two: bookable access and reliable access. the bookable access or regular access refers to facilities available in the classroom such as computer, projector, and so on, while the reliable access refers to featured technology available such as network system or wifi. the two aforementioned factors, teachers’ ict competence and resources availability, are inseparable. one condition is that teachers’ competence is interrelated with the accessibility provided. li li & walsh (2010) examined the teachers’ competence when they were equipped with the technological tools. the results showed that with the adequate access provided, the teachers had adequate computer skill to integrate the technology into learning process. besides, this study also reported that the mostly used software was power point. another condition is that when the facilities are available but the teachers are not capable in integrating the technology, the facilities are then useless. on the other hand, if the teachers have the competence to integrate the technology into classroom, but there are no resources available, then the teachers’ competence cannot be applied. this condition meets the findings of the study conducted by enjourme vol. 2, no. 1, 2017 5 barton & slaouti (2007). one of the respondents in their study showed how frustrating she was when she had the ability to use technology in the class, but there were no any facilities she could use. the following is what she stated: “i keep getting course offered to me on how to use the interactive whiteboard and using ict in foreign language and to be honest i have said there is no point in me going on a course on how to use that if i am not going to have access when i come back to school. i am just hoping, just relying on this new school to have ict facilities and then i will sort of develop it at that point. but at the moment there is no point in redeveloping my skills if i am not going to be able to use them in my teaching. as a matter of fact, regarding the important role of those factors to accomplish the success in integrating ict in efl classroom, there have been gaps between the availability of technological tools and application and the use of technology in the classrooms. there are several cases that many schools or teachers fail to integrate ict in efl classroom because of the absence/lack of either teachers’ competence or school’s resources. these lead to the regression of ict utilization in efl learning. moreover, by reviewing several studies, kopcha (2012) concluded ict was used more frequently for administrative tasks such as grading and attendance; teachers more often used technology for non-instructional tasks such as communicating with peers and parents or preparing teaching materials. beside the studies reviewed by kopcha (2012), the other case is that the teachers might use ict for instructional tasks; however, they do not integrate it into the learning process in the classroom. in indonesian context, a study conducted by herendita (2013) involving 801 private and public schools in 17 major cities in indonesia showed that almost all schools had computers and 80% enjourme vol. 2, no. 1, 2017 6 of the schools had access to internet; 79% of the schools required the students to access the internet for their homework; and 0.39% of the schools integrated ict into teaching and learning process. based on the results of her study, it was proved that the integration of ict during the teaching and learning was still low, even when the teacher had access they need. the teachers used computers only for the task and designing material. among a number of factors influencing the integration of ict in efl classroom, the highlighted factors in this study are teacher’s competence, institutional characteristics, ict accessibility and teacher’s perception. the occurrence of these factors then led to the conclusion whether the ict was integrated or segregated in the classroom. the study was carried out at charis national academy, one of private schools in malang. regarding the institutional characteristics and ict accessibility, preliminary data were collected through interviewing the principal of the school. the result of interview revealed that the teachers who are willing to teach in that school must have the ict competence, as one of the requirements. then, the school always encourages the teachers to use technology while teaching. thus, the school provides the hardware, i.e. projector and computer lab, as well as software, i.e. computer programs and web-based applications. the strong network connection is also provided. to sum up, the school provides the full access for the teachers and students to use the technology. beside those factors, there is another factor which highly contributes to the successful implementation of ict. it is the students’ attitude toward ict. the preliminary data were also collected to know the students’ attitude toward ict enjourme vol. 2, no. 1, 2017 7 and to know in what age they knew and could operate it. the data collected were questionnaires using likert-scale. the scale used were strongly agree, agree and disagree. there were five statements in the likert-scale concerning with technology that can ease the students to learn and to do the task. the results showed that they had positive attitude toward ict. besides, based on information provided in the questionnaires, they were categorized into digital native. they knew and learnt how to operate the technological tools in the early age, around 59 years. most of them, 40%, started at the age 7. according to presky (2001), the digital native refers to the people who were born in digital age. they will unconsciously adapt to the technology in their life. big number of the students has already known and has been familiar with technology since they were very young. with regard to the abovementioned gap in the previous studies between the availability of the tools and the teacher’s use of technology in teaching, this study was intended to see the practice of integrating ict in efl classroom whether it is segregated or integrated when the supports from the institution and competence required are available. before finding out the practice in the classroom, firstly the teachers’ perception is elaborated. there are much evidence, showing how the teacher acts, which are highly determined and influenced by their belief on something (william & burden, 1997). futhermore, they elaborate that teachers’ belief on particular subject, english for instance, will impact the way they think, design the lesson and the task, choose the method and strategy to teach and evaluate the students’ work. thus, the teacher’s belief on the use of ict is needed to be uncovered which then enjourme vol. 2, no. 1, 2017 8 leads to the rationales behind the practice done in the classroom (cahyani & cahyono, 2012). the two factors therefore were observed; teacher’s perceptions toward the learning process, which is rooted from belief, and the practice in the classroom. this study involved one english teacher at charis national academy ―a private junior high school in malang. the school was chosen since it met the criteria regarding the institutional characteristics and ict accessibility. the school’s uniqueness made it become the research setting for this study. the objectives of this study are, first, to reveal the teacher’s perceptions toward the learning process regarding the integration of ict at charis national academy’s efl classroom, and second, to see the practice of integrating ict at charis national academy’s efl classroom; whether it is integrated into the instruction or segregated. methods this study was a case study conducted in one of private junior high schools in malang; that is charis national academy. the students mostly come from the middle to upper social economy status families. besides, they have their own gadget and are categorized as digital natives. the students’ attitudes toward ict would not be the hindrance for the teacher to integrate the ict into their instruction. based on the primary data, they responded positively towards the implementation of ict. furthermore, the accessibility was well provided by the institution. these specific criteria of subjects made it worthwhile case to be investigated. thus, this study eventually is aimed to observe the teaching practice while integrating the technology; whether it is integrated or merely segregated enjourme vol. 2, no. 1, 2017 9 outside the classroom or it is used only to do administrative tasks. however, firstly, the teacher’s perception toward the integration of ict was investigated. then, the practice of integration of ict in english classroom was observed. the english teacher who taught english at junior high school level was the subject of the research. for the sake of respecting the subject’s privacy, pseudonym was used. since there was only one english teacher for junior high level in this school, it directly made ms. katrin (pseudonym) as the subject of this study. the data of this case study were elicited through observation and interview. the interview was intended to uncover the teacher’s perception and belief about the use of technology, the advantage of the technology in education field and the integration of technology into teaching and learning process. the semi-structured interview was carried out before observation. additionally, in order to deeply probe the teacher’s practice done in the classroom, whether it matched the teacher’s perception or not, observation was done. this observation was aimed at finding out how the teacher employed technological hardware and software which then led to conclusion whether it was integrated or segregated. in this observation, there was no particular rubric used. everything that happened during the process was fully recorded in the field note. findings and discussion the teacher’s perception practicing something is surely determined by someone’s belief about it. in other words, the rationale behind the act surely lies on the mind. perspective influences how the people act. it happens in the classroom as well. teacher’s enjourme vol. 2, no. 1, 2017 10 belief determines the teacher’s decision using and integrating technological devices in the classroom (william & burden, 1997; andoh, 2012; shin et al, 2014). the ways the teachers act are pretty much influenced by their belief. thus, teacher’s perception is important to be probed. ms. katrin thought that the importance of technology could not be denied; it has grown rapidly in a very short time. it had an impact on learning in which learning became borderless. due to this fact, she brought technology into the classroom as alternative media/ teaching aids or as another resource of learning. she has been aware that most of the students at charis national academy have already been familiar with the technology. hence, it would not be difficult to bring and use it in teaching and learning process. besides, the school has been so supportive in this matter that the school provided the strongest internet connection and provided the device, tablets, for each teacher. such integration, she believed, would ease and motivate students in learning which, later on, could lead to the successful teaching. successful teaching in her perspective was that the learning and the enjoyment were simultaneously involved. besides, abundant language input was available in the internet that the students could use it as helpful resources of learning. the famous input hypothesis by krashen precisely emphasizes the important of language input in successful language learning (saville-troike, 2006). apart from that, abundant apps available in the play store or in the web browser were also helpful in designing the lesson. among all of those apps and features, videos, power point, web browser, social media and google classroom were being used to support the classroom activities. enjourme vol. 2, no. 1, 2017 11 a web-based application used mostly was google classroom. google classroom is a new tool in google apps for education that can help teacher create and organize assignments, provide feedback, and communicate with the class members. the teacher can quickly see who has or has not completed the work and can provide direct feedback to individual student. besides, the teacher can make announcements, ask questions, and give comments to the students in order to improve communication inside and outside the classroom. another feature mostly used was social media. it has been popular in language teaching in which it becomes the media of teaching. traditionally, traits of social media include creating a login on the site, which provides the users with a profile page where they often can add pictures and other contents. the users can, then, connect with other people they know, or may have met through this site, by becoming their “friend”—a designation to the site that both are then connected in some ways. culturally, popular sites like facebook, myspace, and twitter however, have received intense backlash from schools which are fearful for the online safety of students using these sites, as well as the concern that students will misuse them during the learning process time. as a result, teachers tend to be afraid; including not updating their information and ability, in using social media as one of the tools applied in the teaching and learning process. but, it is not the case of this school. since a key characteristic of social networking sites is for each user to have their own profile, they have the ability to create their online identity and connect with anyone from around the globe, which is also profiled on the site. in the age of globalization, this is a huge opportunity to connect students with other enjourme vol. 2, no. 1, 2017 12 students who have similar interests as well as different experiences (brown et al, 2015). she realized many benefits of integrating technology in teaching and learning process. first, the students could be trained to independently study. when there was a project / assignment, the students downloaded the instruction in the google classroom. they did not depend on the teachers too much. the students were actively involved in learning and discussing. they were taught to be creative by assigning them the project which would demand their creativity. project such as making a video like how to do something, for instance, was extremely needed the creativity. the benefits of integrating technology to improve the quality of learning have also been acknowledged by many practitioners and researchers in educational field (fook et al, 2011; muir-herzig, 2004; brown, 2015). fook et al (2011) and brown et al (2015) mention several benefits of integrating such as equipping the students with the creativity, and long life learning. inevitably, the teachers are required to integrate technology in teaching, particularly in this 21th century learning. the success of doing so is pretty much influenced by the teachers’ perception. in this study, the teacher had positive perception toward the technology integration. practice in the classroom there was no particular rubric used in observing the practice of teaching and integrating ict. field note was used and everything that happened in the classroom was surely recorded in the note. the lesson for that day was writing enjourme vol. 2, no. 1, 2017 13 poetry. the students had school visit to orphanage earlier, and they took the pictures as the project to report. they have documented everything they needed. the next project was to write a poetry inspired by the pictures taken in that visit. the poetry could be about everything they saw there. they needed to include the pictures which inspired them to write the poetry. this instruction of the project should be downloaded in google classroom. the students read the instruction and comprehended. they were also allowed to browse whatever they needed to write the poetry. one thing forbidden was cheating from the existing poetry written in the any resources. if it happened, their project would not be scored. additionally, they did their project in their own laptop. once it was finished, it should be submitted to the google classroom. then, the teacher would provide feedback to each student. one thing for sure was that the teacher could not just sit in the chair doing nothing. thus, the teacher needed to be facilitator in the classroom. that was ms. katrin did in the classroom in which she did not sit during the class which lasted for 45 minutes. she kept walking around helping the students in need. in short, the students used application of technology, either web-based and non-web based in the class. to sum up, the teacher used technology in assigning the task, giving instruction as well as evaluating the students’ work. in other words, teacher integrated the technology during the learning and process. the students used the technology to help them to do the task, find the references needed, submit their assignments, and receive the feedback from the teacher. enjourme vol. 2, no. 1, 2017 14 the result of this study is quite contradictory with the result of study carried out by li li & walsh (2012). they also integrated technology, yet the mostly used application was power point. on the other hand, the subject of this study used various applications such as google classroom, email and web browser. additionally, the result of this study was also in contrast to the study carried out by herendita (2013) and kopcha (2012) in which technology mostly was used for administrative tasks. conclusion those days when efl classroom only used blackboards, chalks, diagrams, maps and so on are starting to fade away. now the modern classroom is very much different. today’s classroom is adapting itself with modern digital technology. ict, when integrated into the efl classroom, adds immense value to the quality of teaching, making it a holistic learning experience for the students. it makes the learning more student-centered, visual, and time-saving. it also motivates the students to produce creative assignments. the results of this study showed that the teacher at charis national academy was aware of the integration of ict in efl classroom and she integrated it in the instruction and activities in the learning process. in this point, the ict accessibility, teacher’s ict competence and institutional supports contribute to the success of integration of ict in efl classroom. in addition, in an attempt to dig up this issue more comprehensively, the researchers suggest the future researchers to see whether web-based ict or non web-based ict contributes more on the students’ learning outcome. enjourme vol. 2, no. 1, 2017 15 references andoh, c.b. 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(2014). factors affecting teachers’ competence in the field of information technology.international education studies, 7(12), 70-76. william, m., & burden, r.l. (1997). psychology for language teachers. cambridge: cambridge university press. yapici. i.umit, & akbayin, h. (2012). the effect of blended learning model on high school students’ biology achievement and on their attitude towards the internet. the turkish online journal of educational technology (tojet). 11 (2), 228-137. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no, 1, july 2020, page 41–53 enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index facilitating student behavioral engagement in esp classroom through teachers’ scaffolding talk afendi, ahmad munir, slamet setiawan pascasarjana, universitas negeri surabaya, jl lidah wetan, 60231, surabaya, indonesia corresponding author: afendi.18042@mhs.unesa.ac.id a r t i c l e i n f o a b s t r a c t article history: received 07 june 2020 revised 29 june 2020 accepted 30 june 2020 available online 24 july 2020 this study aims to describe the language delivered by teachers in the terms of teachers’ scaffolding talk and the behavior engagement responded by the students in esp agriculture classroom. the investigation was conducted at a university in sumbawa besar, west nusa tenggara. field note and video recordings were used to collect the data. during the observation, the data were then transcribed, simplified, displayed, and interpreted. the result shows there are four kinds of scaffolding talks namely prompting, dialoging, extension, and modeling from six kinds of scaffolding talk. those scaffolding talks can facilitate the behavioral engagement of the students in esp classroom namely paying attention or focusing on the lesson, attempting to answer the question from the lecturer, and exerting themselves to actively participating in classroom interaction. these results suggest that lecturers and teachers may consider to apply the scaffolding talk before teaching the students in the classroom because methodology used by the teacher in teaching is as important as a talk in teaching. © 2020 enjourme. all rights reserved. keywords: behavior engagement scaffolding talk esp classroom doi: 10.26905/enjourme.v4i2.4264 how to cite this article: afendi, a., munir, a., & setiawan, s. (2020). facilitating student behavioral engagement in esp classroom through teachers’ scaffolding talk. enjourme (english journal of merdeka): culture, language, and teaching of english, 5(1), 41–53. doi:10.26905/enjourme.v5i1.4264 1. introduction students’ behavioral engagement is very important to reach the goal of teaching process in esp classes. the more engaged students in the classroom or in the academic interaction, the better academic result will be achieved by the students (harbour, evanovich, sweigart, & hughes, 2015). on the other hand, if the students are less engaged in the classroom activity, the students tend to get bored, anxious, angry, depressed, and rebellious (skinner & belmont, 1993). furthermore, the more students engaged in the classroom and practice up to a certain point, it will affect on the quality of their performance in the classroom (bertheussen & myrland, 2016). this shows that actively engaged students in the classroom will help them improve not only their academic and social quality, but also their performance quality. therefore, some studies about student engagement is still needed to solve the problem of lowlevel engagement of students in the class. one of the biggest challenges faced by lecturers or teachers in english as foreign mailto:afendi.18042@mhs.unesa.ac.id enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 41–53 afendi, a., munir, a., & setiawan, s. (facilitating student behavioral engagement in esp classroom through teachers’ scaffolding talk) 42 language classroom is that the students do not get actively involved in the class interaction. they do not focus on the lesson; they prefer to be silent and they do not exert themselves in answering the questions from the teacher. furthermore, in the context of teaching english for specific purposes (esp) the students are not actively engaged in using english as the target language. they often use the first language or mother tongue, being afraid to perform english in the classroom, and being afraid to make mistakes in producing the english. wediyantoro (2016) revealed in his study that his students preferred to speak indonesian and javanese instead of english during the teaching and learning process. those problems are examples of low-level engagement that should be solved by the teacher. in response to the problems, researchers suggest learning strategies that promoting students’ motivation. a prior research describes that uploading speaking assignment to youtube channel increased students’ motivation (rahayu & putri, 2019). in line with that, guided conversation also effectively improve students’ engagement in speaking class (as in romadhon & qurohman, 2019). in addition, to solve the problem of low level engagement, the language delivered by the teachers or teacher talk can be an alternative way. the teachers’ ability in delivering an appropriate language is much needed. the teacher should be able to manage the classroom activity through appropriate and acceptable language. the talk produced by the teachers in classroom interaction is not only the tool to transmit the information, but also a tool to control students’ behavior. as a consequence, the teacher should be trained so that they can deliver more goal-oriented talk in the teaching process. arif, zain, and refnaldi (2018) identified the initiation talk models delivered by english teachers. the teacher talks should be able to stimulate the cognitive challenge and assistance based on the student language level. nazari and allahyar (2012) argued that good talk from the teachers can make the classroom communication run communicatively. furthermore, the teachers are expected to produce the talk that may help and assist the students to be actively participating in the classroom activities (scaffolding talk). the scaffolding talk is an assistance and help used by the teachers for helping the student to acquire language and learn language by rephrasing students’ utterances, relating students’ utterances, giving cues, recalling the students, memories and connecting students future learning (hammond & gibbons, 2005) some studies have been conducted about teacher talk and scaffolding talk. walsh (2002) investigated the construction and obstruction of the teacher talk. it shows that teacher talk in the classroom is as important as the method used by the teachers in the learning activity. a study by panselinas and komis (2009) showed that there are two kinds of scaffolding that can be used by the teacher in group work learning namely scaffolding individual thinking (sit) and scaffolding collective thinking (sct). sit refers to the students’ individual response without peer discussion and sct is students’ response after doing peer discussion. scaffolding talk is also used to motivate students to finish the assignment from the teachers. in addition, szendroi (2010) in his study stated that the ratio of teacher talk in esp classroom is exaggerated. the teachers prefer to used mother tongue rather than target language and they also produce unjustified sentences. as a result, the teachers are expected to make talk planning before teaching in the classroom. further, munir (2012) found three types of scaffolding talk delivered by pre-service english teachers in practicum and micro-teaching namely modeling, prompting and extension. kayi-aydar (2013) also found that intensive communication among the students and teachers plays a vital role to make the scaffolding talk used by the teachers in formal lecture run successfully. sofyan and mahmud (2014) analyzed the teachers talk in the classroom through foreign language interaction analysis. their analysis showed that the teachers were seldom to use encouragement talk and praised talk; the talk is dominated by asking questions. newman (2016) investigated the rule of the teacher in designing the type of their talk to enhance collaborative talk in the classroom. his study suggested that english teachers have to design their model of talk and to consider the interpersonal aspect. heron and webster (2018) claimed that the experience teachers’ scaffolding talk in eap class can scaffold the students’ cognitive and students’ affective. those are referential question, display question, invitation and giving direction, while the follow-up talk model used by the teachers are informing, prompt, criticizing, ignoring, and acknowledgment. mahan (2020) enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 41–53 afendi, a., munir, a., & setiawan, s. (facilitating student behavioral engagement in esp classroom through teachers’ scaffolding talk) 43 suggested that the teacher of social science and natural science used different scaffolding in language integrated learning and the content integrated learning. in natural science teaching the teachers provide more picture but in the social science teaching, the teachers prefer to let the students speak freely in the classroom activity. considering the low-level engagement of the students in the classroom and some studies above, many researches about teacher talk still discuss the ratio of the talk, type of the talk, type of the scaffolding talk, and how the teachers used the talk to achieve the learning goal. however, there is a study investigating the effect of teacher talk toward the engagement of students in the classroom that shows there are nine features of teacher talk that may develop the students’ engagement. they are scaffolding talk, teacher echo, display question, clarification, extended teacher turn, referential question, seeking, direct repair, turn completion, and confirmation check (yoana, purwati, & anam, 2020). therefore, this study has deeper investigation and focus on the scaffolding talk used by the teacher and the engagement responded by the students. furthermore, this study is conducted to answer the questions what are teachers scaffolding talk that can increase student’s behavioral engagement of in the esp agriculture classroom? and what behavioral engagement is performed by the students in esp agriculture classroom? student engagement and behavioral engagement student engagement is important to be investigated because it will influence the success of learning activity in the classroom. therefore, it is necessary to explain the concept of student engagement. in 1980s the terminology of student engagement was used to minimize the students’ boredom, marginalization and alienation (finn & zimmer, 2012). furthermore, reschly and christenson (2012) stated that student engagement refers to the students’ participation in academic environment. it includes the students’ participation in communities, schools, classrooms and peers to reach the goal of academic. most people perceive that student engagement is only emphasized on the students’ behavior participation in the classroom. but, this perception is not completely correct because behaviorally active students do not one hundred percent understand and love the teaching process; the psychological perspective and socio-cultural perspective should also be considered (kahu, 2013). student engagement is also defined as students’ emotion to be actively participated the classroom interaction that can be seen from their effort and persistence in the academic environment (skinner, kindermann, & furrer, 2009). furthermore, student engagement is conceptualized as a combination between the actors of engagement and the indicator of engagement (lam, wong, yang, and liu, 2012). the actors of engagement are students, teachers, and institution. the indicators of students’ engagement are classified into three namely behavioral, emotional and cognitive engagement. the behavior engagement is the reactions and participation of the students in the academic environment. the emotional engagement refers to the emotion of the students in the academic environment such as happiness, enthusiasm, interest, and sadness. cognitive engagement is the students’ activity to search and learn knowledge deeper rather than understanding the general meaning (fredricks, blumenfeld, & paris, 2004). behavior engagement refers to the student’s effort, persistence, and attention of the students in the classroom. according to finn, pannozzo and voelki (1995) students’ behavior engagement is the students’ initiative and students’ effort in academic environment. students’ initiative is classified into actively ask and answer questions to and from the teachers, actively seek the information, attempt to work well, and actively speak with the teacher. students’ effort is classified into paying attention to the lesson and interacting with others. furthermore, student engagement in the classroom is defined as the participations and contributions of the students in classroom interactions, for example, effort, attendance, persistence, determination, concentration, attention, and intensity (patrick, skinner, & connell, 1993; skinner & pitzer, 2012). enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 41–53 afendi, a., munir, a., & setiawan, s. (facilitating student behavioral engagement in esp classroom through teachers’ scaffolding talk) 44 the scaffolding talk the word scaffolding was firstly used in the terminology of building construction known as the temporary structure in the process of build and repair the construction. in academic context, the term of scaffolding was used to identify child-parent talk (wood, bruner, & ross, 1976). scaffolding is used for helping children to acquire and construct the language (gibbons, 2002). scaffolding is also used by teachers in the classroom as a temporary action for helping and giving assistance for the students to finish their assignments (maybin, mercer, & stierer, 1992). furthermore, the use of appropriate language by the teacher in classroom teaching process is also included into scaffolding for achieving the goal of teaching and learning (panselinas & komis, 2009). in the case of teacher scaffolding talk, scaffolding is delivered by the teacher using acceptable and appropriate language to assist and help the students for understanding the lesson easily. according to munir (2012), scaffolding talk is micro level talk for assisting the students to acquire the language that can be divided into scaffolding individual interaction and scaffolding the all class interaction. the scaffolding talk used to assist the individual interaction is classified into extension, reformulation, and modeling (walsh, 2006) and the scaffoldings to assist the whole class interaction are prompting, priming, dialoging (forman, 2008). extension take place while the teachers clarify and extant the students’ language to be more comprehensive by shaping the students’ utterance to be more acceptable and clearer. reformulation takes place when the teacher rephrases and reformulate the students’ language using acceptable and appropriate talk. as a consequence, the students can construct and understand the meaning of the language that they are producing. modeling occurs when the teachers give a model for the students through giving correction toward the students’ answers, giving a good example of pronunciation such as good stress, and appropriate intonation. prompting occurs when the teachers give the clues for the students and lead them to answer the teachers’ cues. prompting aims to stimulate the students’ cognitive to produce the target language using their own words. it places the students as the actor of learning that should follow the teachers’ instruction and direction. priming takes place when the teachers drill the students to pronounce the word or sentences by asking the students to repeat their words or sentences. priming is the narrowest and most directive scaffolding that aims to reduce shyness of the student in classroom and to improve their confidence in using the target language. dialoging occurs when the teachers provide a real dialogue in the classroom activity by asking the students some questions related to their knowledge background and culture background. dialoging aims to lead the students by stimulating their cognitive to have a real discussion by asking an open question, supporting the students’ utterances, and providing photos or pictures of a famous person. 2. method the purpose of this qualitative study is investigating the teachers scaffolding talk produced by the lecturers of esp and behavioral engagement responded by the students. this present study involved two esp teachers who have the different academic background and thirtytwo students with different academic and social backgrounds. this research was conducted in the faculty of agriculture of a university in sumbawa besar west nusa tenggara, indonesia. observation was used as method of collecting the data. during the observation, video recording and field note were used to record and write the classroom interaction. for the analysis, the data was transcribed, analyzed, simplified (coded), displayed and the conclusion was drawn (miles, huberman, & saldana, 2014) as seen in table 1. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 41–53 afendi, a., munir, a., & setiawan, s. (facilitating student behavioral engagement in esp classroom through teachers’ scaffolding talk) 45 table 1. transcription conversion and symbol code/symbol explanation t [ ] ss s sss italic bold face underline word teacher’s utterance for comment a group of students utterance one student’s utterance whole class students’ utterance indonesian language emphasis the scaffolding talk 3. results and discussion 3.1. kinds of teacher scaffolding talk and students’ behavioral engagement there are four features of the scaffolding talk delivered by the teachers in this study namely prompting, dialoging, modeling and reformulation, and the behavioral engagement responded by the students are actively answering the teachers’ questions, paying attention to the lesson, and showing their exertion. table 1 shows the detailed information about the scaffolding talk delivered by the teachers and the behavioral engagement performed by the students in the classroom. table 2. the teachers scaffolding talk and behavioral engagement responded by the students. extract scaffolding teachers’ instructional goal behavioral engagement 1 prompting engaging the students with the topic of the lesson actively answer the question 2 dialoging engaging the students who are not actively participated attention and focus 3 prompting engaging the students with related vocabulary used in daily activity pay attention and attempt to answer the question 4 prompting engaging the students with related vocabulary used in daily activity actively and spontaneously answer the question. 5 prompting engaging the students with the expression used in daily activity attempts to answer the question. 6 dialoging engaging the students who are not actively participated exertion 7 modeling engaging the students with presentation exertion 8 prompting engaging the students with simple present tense focus and attention 9 reformulation and prompting engaging students with simple present tense exertion 10 prompting engaging with non-verb exertion 11 prompting and reformulation engaging the student with past sentence exertion enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 41–53 afendi, a., munir, a., & setiawan, s. (facilitating student behavioral engagement in esp classroom through teachers’ scaffolding talk) 46 3.2. the scaffolding talk examples produced by the teachers extract 1. prompting t wahyu, can you tell me about your daily activity? s editing video, miss. t how about you, ani? apa activity mu sehari hari? s sleeping, miss [other students are laugh] [the other students also have other answers such as studying, cleaning the house, etc]. the goal of the lesson purposed by teachers is how to write an essay about daily activities and how to make sentences using simple present tense. the teacher starts to scaffold the students’ behavioral engagement by asking simple questions to some students in the classroom about what the students usually do every day. the teacher prompts the students by recalling the students’ memory through asking some question such as “wahyu, can you tell me about your daily activity?” “how about you, ani? apa activity mu sehari hari?” this kind of language is called building knowledge of the field (rechard, 2001) namely talk or language produced by the teacher in the classroom to stimulate the students’ metacognitive before going to the main activity of the lesson. the teachers relate the material presented in the classroom with the background knowledge and situation faced by the students in the real life. as a consequence, the students show a behavioral engagement by actively answering the question from the teacher. extract 2. dialoging t yuda. yuda [the teacher calls one of the students does not seem to pay attention to the lesson] s yees. t ohh, yuda, are you ok? s yes. t are you sleepy? s aah…no. t yes, or no? s no. extract two shows how the teacher used scaffolding talk while there is a student who does not pay attention to the lesson. therefore, dialoging is used by the teacher to attract the students to actively involved in the lesson. the teacher asks some simple questions to the student who seem not pay attention to the teacher’s talk. “ohh, yuda. are you ok? are you sleepy?” and then the student answers the question with the short answer, “yes, aah.., no.” after that, the teacher stresses the question by asking, “yes, or no?” as a way to make sure the student pay attention to the lesson. the dialoging emerges when the teacher tries to have a real dialogue with the students by asking students’ condition in english. extract 3. prompting t if you are sleepy, you may go outside to wash your face [the teacher suggests the student politely and comfortably] come on, yuda. talk about our daily activities. s sleeping [other students laugh] t what else? apa lagi yang kamu lakukan tiap hari? s play….. t ok now my question what do you do in weekends? yang kamu lakukan ketika weekend apa? s sleeping, playing football, playing volley ball. t and you supardi. what do you do in weekends? weekend supardi biasanya ngapain aja? kita baru kemarin loh week end. s help parent. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 41–53 afendi, a., munir, a., & setiawan, s. (facilitating student behavioral engagement in esp classroom through teachers’ scaffolding talk) 47 t ok. today, we are going to talk about daily activity. [and then the teacher explains about the main lesson about daily activity.] prompting emerges in extract three. the teacher tries to recall the memory of students who do not seem to pay attention to the classroom activity by asking some questions using bilingual language and giving some clues to stimulate the students to produce the language. “come on, yuda. talk about your daily activities. what else? apa lagi yang kamu lakukan tiap hari?” the student attempts to answer the questions with more than one word such as “sleeping, playing football, playing volley ball”. this indicates that the student behaviorally engaged in responding the teachers scaffolding talk; the student seems to pay attention to the lesson and attempt to answer the question delivered by the teacher. after that, the teacher also prompts another student by giving cues and recalling the student’s memory about what the student usually does in weekends through bilingual prompting “what do you do in weekends? weekend supardi biasanya ngapain aja? kita baru kemarin loh weekends”. and then, after all students look behaviorally engaged in the classroom, the teacher begins the lesson by saying “ok. today, we are going to talk about daily activity.” in the main activity the teacher also delivered a prompting to elicit the students’ vocabulary extract 4. prompting t what is sarapan in english? ss breakfast t makan siang s lunch [the students answer the oral question spontaneously] t makan malam? ss dinner [the students answer the oral question spontaneously] t mandi? ss take a bath the cognitive stimulus used by the teacher to recall the students’ memories about what vocabularies might be used to tell the daily activity. the teacher starts the talk by asking the easiest vocabulary “what is sarapan in english?” as a consequence, the engagement performed by the students is answering the question spontaneously. after that, the teacher gives cues that persuade the students to produce more than one word. that can be seen in extract four. extract 5. prompting t …kemudian membersikan rumah, how to say in english? ss [the students discus for a second] clean the house… t mencuci baju? ss washing cloth. t mononton tv? ss watching tv t washing or watching [repeated twice] ss watching [repeated twice]… in the process of developing students’ vocabulary, the teacher prompts the students by asking the students to guess the simple vocabulary that have been known by the students for example “mencuci baju? mononton tv?”. furthermore, the teacher also helps the students to find the right meaning and make sure that the students understand the meaning of the words and how to pronounce them well. the teacher repeats the familiar sound of the words “watching or washing” she repeated the words twice to make sure that the students are able enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 41–53 afendi, a., munir, a., & setiawan, s. (facilitating student behavioral engagement in esp classroom through teachers’ scaffolding talk) 48 to differentiate the words both the pronunciation and the meaning. the observation notes that the students show attention and focus on the talk produced by the teacher by attempting to answer the question as the behavioral engagement performed. extract 6. prompting s watching [repeated twice]… t iya randi [giving the sign that teacher can control every individual in the class] s ya [low voice] t biasaya kalau jam segini istirahat di rumah ngpain ya? s tidur siang t what is tidur siang in english? [the teacher some stimulus to interact the students] s take a rest the teacher shows her big attention to the student who does not focus on the lesson presented by the teacher. “iya randi!” the teacher points one of the students in the classroom that looks sleepy and does not pay attention to the lesson. it is a sign proposed by the teacher to show that the teacher can control every students’ behavior in the class. the dialoging informs that the teacher pays attention to all students in the class. not only randi, but also other students should pay more attention to the class activity. furthermore, the teacher recalls the students’ memory through relating real situations and the lesson that is learning. “biasaya kalau jam segini istirahat di rumah ngapain ya?” “what is tidur siang in english?” this dialogue can make the students answer the question from the teacher easily. therefore, the students show their exertion in answer the question from the teacher. extract 7. modeling i get up at...[the student tell their daily activity without greeting other students] good afternoon everybody, i am ima, i will tell you about my daily activity. [enthusiastically, the teacher guided the students how to greet and open their speech] good afternoon everybody i will tell you my daily activity [the student open the speech with low voices at the same time the other students discus] while the students are presenting the task in front of the class, the students are directly corrected by the teacher by giving modeling how to start the presentation well. when the students say, “i get up at…” the teacher directly interrupts the students and cuts the students’ utterance, and gives a modeling by saying “good afternoon everybody. i am ima. i will tell you about my daily activities.” and then the students exert themselves to follow the teacher’s advice. extract 8. prompting t do you remember how to make sentences in simple present tense? [the teacher tries to recall students’ understanding about the lesson] ss yes [the students answer the question confidently] t what is the formula? ss s + vi + o [the students discus and deliver their answer] t di simple present itu, ada yang namanya verbal sentence dan nominal sentence..kalau yang verbal subjectnya di ikuti oleh? ss v1 [the student doubt with his answer] t kalo yang nominal, subjectnya diikuti oleh? ss ? [discuss and doubt] t adjective atau noun. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 41–53 afendi, a., munir, a., & setiawan, s. (facilitating student behavioral engagement in esp classroom through teachers’ scaffolding talk) 49 in her lecture, the teacher brainstorms the students’ memory about what they have learned in the last meeting through the talk. the teacher recalls the students’ knowledge by asking simple questions and giving a cue to ease the students in answering the question from the teacher. as a result, the students show their focus and attention behavior toward the lesson delivered by the teacher. extract 9. reformulation and prompting. t …contohnya, for example? [the teacher facilitate the students to speak english in the classroom] i go to campus. s i to the school by bus. t apa? i to? [the teacher persuade the students] ss i go t i go to school by bus. ok [reformulate the students to answer] apa lagi? s we study in unsa. [flat intonation] t apa? we study in unsa, ok good job,again extract nine depicts that the students’ utterances “i go” are reformulated by the teacher to be more specific and acceptable in the form of simple present tense by saying “i go to school by bus.” after that, the teacher prompts the students to speak in the classroom. it is prompted by giving a cue using the word “apa lagi?” therefore, the students are attracted to make complete sentences using simple present tense. extract 10. prompting. t …yang kata sifat seperti apa? [the teacher recalls the students memories about adjective ] ss kind, small, thin...[each student mention the adjectives at the same time enthusiastically] t kind, ok good. angry bisa. [the teacher persuade the student to speak through repeat their correct answer.]… t kalau kata benda? apa aja kata benda ? ss chair, had, students...[each students mention the noun at the same time enthusiastically] to promote students’ willingness to speak, the teacher prompts the student by asking the students to mention the list of adjectives and nouns that they are known orally. as a result, the students show big effort to actively answer the question from the teacher. the students compete to mention the word. they are actively produced the word. they are actively engaged in the classroom because they have known the word in advance. extract 11. prompting and reformulation t …nah kalau simple past tensenya, gimana? [the teacher recall students’ memory about simple past tense] s verb two. t yes we use verb two [reformulate the students’ answer] ss sleep jadi slept, sing jadi sang. t ingat yang disini. [point out to the lesson material in the white boar about past tense] tobe nya jadi was and? [ attract the student to mention the tobe] ss were…. the teacher continues the teaching to the topic to challenge the students to be more engaged in the classroom. the teacher prompts the students by recalling the students’ memory enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 41–53 afendi, a., munir, a., & setiawan, s. (facilitating student behavioral engagement in esp classroom through teachers’ scaffolding talk) 50 about past tense and saying “nah, kalau simple past tensenya gimana?” as consequence, most of the students can answer the question because they have background knowledge about adjectives. therefore, they are not shy when answering the question. furthermore, the teacher facilitated the students’ behavioral engagement through rephrase or reformulate the students’ utterances “ya yang menggunakan verb 2”. as a consequence, the students exert themselves to mention correct words such as “sleep jadi slept, sing jadi sang. 3.2 discussion the teacher scaffolding talk in the classroom is very important to make the students actively engaged in the classroom activity. walsh (2002) claimed that teacher talk in the class is as important as method of teaching in the classroom. the data above shows that the scaffolding talk delivered by the two english teachers of esp are able to increase the engagement of the students in the classroom namely showing exertion, paying attention to the lesson, focusing on the lesson and actively answering the question from the teacher. furthermore, this study reveals four kind of scaffolding talk from six scaffolding talk proposed by (walsh, 2006) and (forman, 2008) namely prompting, dialoging, reformulation, and modeling. the first scaffolding talk emerges in this study is prompting. it is the most frequently used by the teachers to make the students actively engaged in the classroom. the teachers prompt the students using some methods of talk namely: the first method is the teachers’ recall the student’s memories about what they have known in the past and link the lesson with what they are studying in the present. the second method used by the teachers is asking some simple questions for the students, and the third is giving cues for the students by eliciting the students to mention simple vocabularies and utterances. the prompting delivered by the teachers in this study is able to make the students engage with the topic of the lesson namely about “daily activity and tenses”. furthermore, prompting is also able to make the students engage with the related vocabulary about daily activity, engage with the expression usually used in telling daily activity, and engage with simple present tense. on the other hand, the behavioral engagement performed by the students is is seen when the students are actively answer the question from the teachers, pay attention or focus to the lesson, and exert themselves to actively participated in the classroom interaction. dialoging is the second of scaffolding talk emerges in this study. the dialoging is used by the teacher to attract the students who do not seem to pay attention toward the lesson in the process of teaching and learning. the teachers point out and mention the name of the student, and ask some questions for the students to have a real dialogue. the teachers try to understand the social culture and physiology of the students, for example, showing sympathy and care to them by saying “yuda, are you ok?”, “are you sleepy?”, “if you are sleepy, you may go outside and wash your face”. the dialoging in this study can improve the students’ engagement in the classroom that can be seen from the students’ behavior such as pay attention and focus to the lesson delivered by the teacher. reformulation occurs while the teacher rephrases the students’ utterances. in this study, the teacher rephrases the students’ utterances by giving reinforcement for the students. the teacher restates students’ answer with acceptable words. as a consequence, the students are not shy to mention some words orally in the classroom. the engagement of the students is seen when the students shows their exertion to mention the correct verb of past tense or verb two. the forth scaffolding talk reveals in this study is modeling. this kind of scaffolding talk occurs when the teachers provide a good example of using the target language such as the pronunciation, the intonation and the stress of the words, phrase, or sentence. in this study, the teacher uses modeling scaffolding talk to engage the students with an ability to deliver a good presentation in front of the classroom through directly giving a correction to the students while the students make mistakes in pronouncing the words. for example, the teacher directly corrects the student when the student forgets great the audience in starting the presenta tion as shown in extract eight. the four teachers’ scaffolding talk emerges in this study are able to increase the students behavioral engagement in the classroom activity. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 41–53 afendi, a., munir, a., & setiawan, s. (facilitating student behavioral engagement in esp classroom through teachers’ scaffolding talk) 51 4. conclusion and suggestions to sum up, teachers’ scaffolding talk plays a vital role in influencing the behavioral engagement of the students. those talks can make the students actively involved in the classroom if the teachers can transfer an appropriate scaffolding talk. the result of this study has proven that the four kinds of scaffolding talk produced by esp teachers namely prompting, dialoging, extension, and modeling from six scaffolding talk are able to make the student s behaviorally active in the classroom interaction. the prompting delivered by the teachers have made the students actively answer the question from the teachers, pay attention, and exert themselves to be actively participated in the classroom interaction. the dialoging produced by the teachers is able to make the students who do not focus on the classroom activity becomes actively participated and pay attention to the lesson. the reformulation and modeling are able to attract the student attention to be more focus on the lesson. finally, it is suggested that the lecturers or teachers not only plan the teaching methodology but also consider what scaffolding talk that should be used in the classroom interaction. furthermore, the writers also suggest doing further investigation about teachers’ scaffolding talk. 5. references arif, q. n., zain, m., & refnaldi. 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(2020). the use of teacher talk in making students engaged in efl classroom interaction. journal education and development, 8(1), 205– 209. enjourme (english journal of merdeka) : culture, language, and teaching of english jo urna l ho mep age: http: //ju rna l.u nme r.ac .id /in dex. php /en jou rme/ ind ex demands of english teacher competencies: input for curriculum development at the university nur fadillah nur chalis prodi tadris bahasa inggris, jurusan tarbiyah dan keguruan, sekolah tinggi agama islam negeri majene, jl. blk kel. totoli kec. banggae kabupaten majene, 91415, west sulawesi, indonesia corresponding author: nurfadillahnurchalis@stainmajene.ac.id article info article history: received 30 october 2020 revised 12 november 2020 accepted 03 december 2020 available online 15 december 2020 keywords: english teacher, teacher competence, users’ demands doi: 10.26905/enjourme.v5i2.4971 how to cite: nurchalis, n. (2020). demands of english teacher competencies: input for curriculum development at the university. enjourme (english journal of merdeka) : culture, language, and teaching of english, 5(2), 158-169. doi:10.26905/enjourme.v5i2.4971 abstract to guarantee that alumni of a university can be accepted in the market, thus it is necessary to observe the demands of english teacher ’s users. this research is expected to become input for curriculum development at english study program of stain majene. hence, this present study was designed by using descriptive qualitative. the informants of this research were two principals, two english teachers, and two students who represent urban and rural schools in majene, west sulawesi, indonesia. they are users of english teacher candidates. this research used an indepth interview to gain data. the data analyzed using the huberman model, namely data reduction, data display, and conclusion drawing. the results showed that what principals, english teachers and students need regarding the profile of future english teachers based on teaching competence are as follow: 1) talented teachers who have a bunch of teaching experiences in the various situation; 2) english teachers who are able to brand themselves as educators, trainers, coaches, evaluators, etc; 3) english teachers who have good communication competence; 4) english teachers who are fluent in speaking english; and 5) english teachers who have good it literacy in teaching. therefore, credits of teaching practice, teacher professionalism, communication ethics, and speaking skill courses should be maximized. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no, 2, desember 2020, page 158–169 1. introduction in constitution no. 14 of 2005 concerning teachers and lecturers, there are seven main tasks for teachers. they are to educate, to teach, to guide, to direct, to train, to assess, and to evaluate students (republik indonesia, n.d.). running a number of tasks is not an easy matter. it requires a lot of effort. the tasks are carried not only out in the classroom but also outside the classroom. for instance, the teachers must finalize the lesson plan before the class takes place; then they also have to evaluate the learning outcomes after the class is finished. only those who love this profession are ready to carry out those tasks. © 2020 enjourme. all rights reserved. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 158–169 the most affecting factor in students’ achievement is the teacher effect (sanders, wright, & horn., 1997). in addition, the research found that students who had more contact with their teach-ers, tend to have higher achievement (ross, 1992). further, students gain various learning experiences from their teachers. the more learning experience students get, the more skilled they become. not only transferring the knowledge, teachers are also responsible for encouraging students to have posi-tive attitude, to be independent, and to stimulate students to think critically in the classroom. teachers are influencer for their students. qualified teachers are needed for educational institutions, both higher institutions, such as universities or colleges, and other lower level of education, such as schools (hendri, 2010). teachers are expected to have a good performance on pedagogy, professionalism, socialism, and personality. however, low quality of teachers still becomes a concern. for instance, syamsinar and jabu (2015) found in their research that teachers faced some problems regarding professional competence in the teaching english at vocational high schools. teachers are not mastering the materials, curriculum, material development, professional development, the use of it, and classroom management. simi-larly, lestari (2020) in her study mentioned that since good quality of teacher education is essential factor in constructing the future generation, thus it is necessary to provide appropriate programs to increase teacher competencies, such as practicum. another example is regarding students’ learning outcome. ministry of education and culture released the result of the computer based national examination (unbk) 2019. he put west sulawesi in the lowest rank of all provinces in indonesia (nurhadi, 2019). the low student learning outcomes certainly cannot be separated from the role of the teacher. kunter argues that teacher competencies affect students’ learning outcomes (kunter, 2013). it means that if student learning outcomes are good, then teacher competency can be categorized as good. on the contrary, if student learning out-comes are low, then teacher competency can be categorized as poor. in this case, it can be assumed that teacher competency in west sulawesi is quite low. the minister of national education of the republic of indonesia issues regulation of the min-ister of national education of the republic of indonesia number 16 of 2007. it concerns standards of academic qualifications and teacher competencies. this regulation emphasizes that a teacher not only has to have the academic qualification but also has to have competence in teaching. a teacher is a professional like a lawyer, notary, and doctor who has to fulfill some requirements. article 1 point 4 of constitution no. 14 of 2005 explains that professionalism requires exper-tise, skills, or skills that meet certain quality standards or norms and requires professional education. in relation to teacher professionalism, article 8 of constitution no. 14 of 2005 mentions the stan-dards of eligibility that must belong to a professional teacher (ri, n.d.). one of them is that a teacher must have competence. in other words, if the teacher is not able to fulfill competencies, his profes-sionalism will be revoked. competence becomes an essential thing. ex ministry of education, fuad hasan, said: “no matter how good the curriculum is if it is not accompanied by qualified teachers, ever ything is nothing. in contrast, a poor curriculum | 159 | demands of english teacher competencies: input for curriculum development at the university nur fadillah nurchalis can be supported by qualified teachers” (kompas, 2006). it is relevant to an arabic quote which means that the method is more important than الطریقھ أھم من المادة و المدرس أھم من كل شیئ teaching material, and the teacher is more important than everything. it indicates that the teacher is the determinant of learning success. every element of education must be well prepared so that education does not only become a formal activity that only produces a piece of paper in the form of a diploma, but also able to overcome the problems that occur in the community. curricula, teachers, students, teaching materials, learning media, and other learning devices must be constantly updated to meet the demands of current development. the teacher is a professional job that requires special skills. although the learning tools that have been provided are so sophisticated, the teacher who teaches is not professional, learning will not take place well. the teacher has a strategic role in determining the quality of education. its existence in learning cannot be replaced by any sophisticated engine. therefore, to fulfill their professional duties, they must develop their competencies. before someone becomes an official teacher, firstly they take formal education at an institution or faculty of teacher training and education. the institution is responsible for preparing the competencies of pre-service teachers before they carry out their teacher assignments into reality. after graduating, they should not stop learning. when they become a teacher, they must continue to develop their competencies continuously in order to become a professional. demands for competency development happen because “the substance of the study and the context of learning always float and change according to the dimensions of space and time” (saud, 2009). as a basis for teacher competence, teachers need to master teaching materials and ways of teaching as well as have strong personalities. if not, the teacher will experience failure in fulfilling his duties and responsibilities. this competence is essential so that the teacher is able to manage educational activities properly. there are various indicators that people used to judge a teacher as a competent one. a group of teacher educators from nie classifies three main competencies that each teacher should belong to be a competent teacher. they are professional practice, leadership and management, and personal effectiveness (singteach, 2010). competency shows the individual quality possessed by someone which is closely related to the quality of work he does. competence shows the way people think or behave, the way people face challenges, and the way people strive to solve various problems. the quality shown by a person becomes an attribute to judge. quality is produced by a series of efforts that have been taken. the competencies that must be possessed by each teacher based on constitution number 14 of 2005 are “teacher competency as includes pedagogical competence, personality competence, social competence, and professional competence obtained through professional education” (republik indonesia, 2008). it is stated in research in indonesia, the ability of english teachers to teach english is doubtful. they had a lack of competence in delivering materials in english both spoken and written english (soepriyatna, 2012). in addition, lengkenawati (2005) discovered that mostly english teachers only master few of english skills. for instance, they might be good at english grammar, but they are not good at listening and speaking skills. | 160 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 158–169 some research findings above indicate that english teachers have a lack of professional competence since the english teachers have not mastered the linguistic competence that should belong to english teachers. dealing with such reality, then the english teacher needs to improve the competencies through some programs that use like a lesson study and professional development (sulistyo, 2016). in addition, the deficiency of in-service teachers becomes an evaluation tool for curriculum developers in order that, the future alumni of a university will meet the needs. qualified education presents qualified human resources. qualified teachers play roles to achieve qualified education. a teacher is an agent of learning and renewal in realizing educational goals. the essence of the education process is that teachers help the students in the form of guidance, direction, learning, and conscious and planned training (syukur, 2015). the challenges of teaching in the 21st century are increasing. teachers must have good competence to assist students in learning. preparing successful students is begun by preparing qualified and competent teachers. producing institutions plays an important role to create quality or competent teachers. maksum in his research revealed that there were 52.78% teachers admitted that they had lack of professional competence when they were still as pre-service teachers. only 5.56% who felt adequate (maksum, 2008). if a teacher feels that he had insufficient knowledge regarding their field when they still studied at university, then his ability to teach in the classroom is questionable. therefore, maksum recommended producing institutions to improve curriculum and teaching system (maksum, 2008). a study conducted by thamrin (2020) observed secondary level students’ perception regarding their teacher pedagogical competence. the result revealed that although the students’ agree that their teacher has good pedagogy competence, however, there were almost half of the respondent who did not give certain answer whether teacher had a well preparation before teaching. in addition, afendi, munir, and setiawan (2020) in their study mentioned that to obtain an effective learning process, students’ behavioural engagement is meaningful to achieve. to reach this, teacher has to consider to provide teaching strategies in their class, such as using information gap activity for teaching speaking(misianto, 2018), using process-genre based approach for teaching writing (rizkiyah, 2017), and using pre-reading strategies for teaching reading (lailiyah, wediyantoro, & yustisia, 2019). curriculum development at university must be updated referring to users’ needs. the teaching system also has to increase the teaching experiences of pre-service teachers; otherwise, they are no different from their seniors who lack experiences as stated above. to know teachers’ needs in terms of competence development and to determine the most appropriate teaching system at university, there should be a need analysis. through need analysis, curriculum developers at university can find information that will be used as a reference to design steps to prepare pre-service teachers to be competent teachers. muhson et al. (2012) in their research found that 50% of university alumni work in the relevant workforce with their field when they studied at university (muhson et al., 2012). it indicates that the relevancy of type of work of the alumni is enough, but not satisfying. therefore, it is necessary to conduct a need analysis to determine the needs of competency development for a job. the needs from various perspectives drive comprehensive results, like needing analysis from teachers, students, and stakeholders’ perspectives. the result of need analysis can affect policymaking. for in| 161 | demands of english teacher competencies: input for curriculum development at the university nur fadillah nurchalis stance, curriculum developers will examine the relevancy of subjects taught at university and the type of work of the alumni based on the needs when teachers faced the reality of the teaching and learning process at schools. to improve the quality assurance of a study program at a university, conducting a tracer study is necessary. gonzales et al in their research found that alumni of sas were satisfied with the institution where they got their degree since it equipped them with necessary skills that are demanded in the workplace (gonzales et al., 2019). the results of that research give contributions to how producing institution develops itself based on the responses from their alumni. in contrast, the results of this research give contributions to how producing institutions improve themself based on responses from users’ candidates. stain majene, a new state islamic college in west sulawesi, is expected to be a solution to the problems encountered by the community. its presence also is demanded to create qualified alumni through a selective and mature process. as one of the study programs in stain majene, the future alumni of the english education department are expected to be able to compete with other alumni from other colleges and universities to be competent english teachers. as a result, this research aims to investigate what the users’ demands of the development of english teacher competencies are. the results of this research give contributions to curriculum developers at university, so that they are going to reformulate the curriculum which should meet the real demands in the real life. 2. method this research uses descriptive qualitative design. this research describes qualitative data collected through interviews. there are six informants from three user categories. two informants are from principals; two informants are from english teachers and two are informants from students in senior high school of majene. users from these three categories are a representation of urban and rural schools in majene regency, west sulawesi. to collect the data, the researcher uses an in-depth interview as the instrument of the research. in collecting the data, the researcher interviews the informants to find the demands of english teacher competencies from a different point of view of the users. this means to find out the profile of expected future english teachers. the data are analyzed by using the huberman model namely data reduction, data display, and conclusion drawing. 3. results and discussion 3.1. results all the informants believe that to improve teachers’ pedagogical competence, english teacher candidates have to understand the educational foundation insight. as a result, english teacher candidates are expected to be able to manage the learning well, starting from the planning, implementing to evaluating students’ learning outcomes. those skills will be improved not only through learning and discussing the theories in the classrooms but also through teaching practice experiences. ada and azisah (2016) found in their research that a learning process is effective if teachers are able to implement the pedagogical competence indicators. to measure whether they are able to implement it or | 162| enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 158–169 not, english teacher candidates have to conduct a teaching practicum. teaching practices (ppl) become very urgent for the english teacher’s candidates. this is relevant to what mr.x, said in the interview session. he said: “each english teacher candidate has to enrich experiences in teaching. the university has to send teacher candidates to teach in various places, both in remote and urban areas. teaching in different places will inspire them to handle variety of teaching and learning problems at schools. it helps them to reformulate solutions from that. teaching practice (ppl) so far is not really effective yet. there should be a number of similar activities like that for teacher candidate to experience”. his statement emphasizes that more teaching practices are demands. universities as teachers’ producers are responsible to make a policy that supports english teacher candidates to teach in many even and places before they reach their teaching certification. pedagogic courses offered by the university will equip english teacher candidates to take part in the field; therefore, the proportion of the number of credits with other courses must be considered properly. teaching practicum after learning the theories makes the english teacher candidates more skillful to implement pedagogical competence indicators. they become ready to face the real classes at schools. based on the interview results, mr.y said: “schools expect the presence of teachers who are ready to teach, not new ones who still look for teaching experiences”. considering the statements, universities that produce teacher candidates must create as many practical spaces for the candidates as possible. the frequency of teaching practices should be added. the more times for english teacher candidates to practice, the more talented they are in planning, implementing, and evaluating the class. all the informants also assume that mastering knowledge and being responsible for their scientific discipline as the most vital indicators that need to be concerned to develop personality competencies. personality competence is the foundation among four competencies that teachers have to master (khaeruniah, 2013). according to joni in wardoyo (2015), personality competence requires distinctive consideration. to form personality competence, there are various factors that affect it such as formal education, community involvement, and family environment. personality competence is formed from a long process. like supporting factors of pedagogical competence development, teaching experiences also helps teachers to improve their personality competence. personality competence is one of the elements which reflect teacher professionalism. it is demonstrated through teachers’ job satisfaction. teachers who love their profession will brand themselves as the demands of the profession such as being responsible for their scientific discipline to optimize their performance. it leads teachers to be role models. national education standards agency of indonesia explains that teacher personality competence involves a good character, stability, maturity, prudence, self-development, religiosity, and self-evaluation (bsnp, 2006). being responsible for their profession is a part of maturity. this is what english teachers and principals expect for future english teachers. they are expected to show good values in carrying out their responsibilities. | 163| demands of english teacher competencies: input for curriculum development at the university nur fadillah nurchalis one kind of forms of responsibility that english teachers implement is self-development. they keep learning. they are not satisfied with the knowledge they had since they realize that knowledge develops overtimes. they have their own initiatives to develop themselves by reading, discussing, participating in seminars or conferences, etc. that effort shows that the teachers really love their job so that they try their best. they convince that when they improve themselves, at the same time they improve their students. teachers who have good personality competence do not only stand as teachers who transfer knowledge to students. they also reflect them as educators, trainers, and evaluators. they strive to actualize themselves into several roles. based on the interview results with a student, al, he said: “among four competences that a teacher has to belong, personality competence becomes students’ demand”. it is relevant to what ade said in the previous statement, namely professional competencies is the foundation of competences for a teacher. he said that students need teachers who love their job so that they will love their students too. when teachers love their students, they will teach by heart, optimize teaching, and pay attention to students rather than just doing assignments. he added: “teachers who love their profession always keep learning something new and share it with their students, so that students get involved in learning”. they also more likely to motivate students rather than to give punishment. they know their roles that they are teachers, educators, trainers, evaluators, etc. in addition, all users also believe that to meet social competence demands, an english teacher candidate is required to be interactive with colleagues. a man cannot live without others. to survive and develop as an individual, a man communicates with others. the human relationship needs communication ability with various parties. anzenbacher affirms that in order to be able to work together, people have to communicate cooperatively (gedvilienë, 2015). at school, a teacher does not communicate with their students, but also with their principal and colleagues. based on the data from the questionnaire, principals and english teachers in majene assume that an indicator of social competence that is urgent to develop by teacher candidates is being able to interact with colleagues. colleagues are work partners at school. each teacher has to support each other. teachers can share and discuss the learning process in the classroom and create a convenient environment that allows students to feel good to learn. social competence is the ability to create harmony and match flexible responses with the demands. it is a mutual process that encourages social values such as understanding each other, selfcontrol and self-confidence. (dubovicki & nemet, 2015). good relationship among colleagues must be maintained for a teacher. in speaking class, lecturer should not only teach english education department students to speak english, but also communication ethics. it will be a provision for students when they will be a real english teacher. they will be able to interact with their colleagues well, so that they can keep their relationship harmoniously. a harmonious working atmosphere cre| 164 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 158–169 ates a spirit of collaboration and good teamwork for teachers which will have a direct impact on students. at school, a teacher does not work alone to succeed the students. they work in a team. according to mrs. u in the interview session, as a principal, she must ensure the creation of a comfortable work atmosphere at school so that the way of communicating and interacting between and among teachers must be good. school is like a company whose team must be solid to achieve common goals. if there is one whose way of interacting is not good enough, it can create seeds of conflict which will have many negative impacts on the school. therefore, english teacher candidates must be equipped with the science of communication ethics in order that they can be accepted in the workplace, school. they are demanded to socialize not only with people at schools but also with parents and business partners. communication competence becomes a key in social competence, either verbal or non-verbal communication. therefore, the university as a teacher producing institution has to provide a course to train students communicate well. english teacher candidates have to develop their communication competences in both monologue and dialogue session. there are certain events in which a teacher has to stand in front of many people to speak out. this is where a teacher’s monologue is examined. for instance, teaching in the classroom and speaking in a meeting. there are also certain events in which a teacher has dialogue with his or her partner. both dialogue and monologue performances influence social life. besides, all users agree that future english teachers have to be skillful in communicating spoken and written in english. in the world of education, students’ performance has strong a relationship with professional competence (kumar, 2013). if students are expected to perform well in learning, teachers have to develop their professional competence. professionalism shows quality of expertise. kalbers and fogarty in wardoyo emphasize five characteristics of professionalism. they are 1) interested in their profession; 2)committed to providing the best services; 3) match the requirements; 4) self-regulated; and 5) affiliated to professional organizations (wardoyo, 2015). teachers have to own those characteristics. based on the results of the interview, principals and english teachers demand that english teacher candidates have to be skillful in english spoken and written communication. when they will be the real teachers, they have to be english communication partners for students at school. according to mr. b, as a principal he explained: “the school needs english teachers who are able to teach students to speak english, not only to teach students the knowledge of english”. he thinks that one of reasons why students cannot speak english even after learning english for years is that students receive too many knowledge about english rather than receive many opportunities to practice speaking english with their friends. he believes that students need chances to speak up in english and an english teacher has to provide the chances for them. he also believes that students who are fluent in speaking english are the products of english teachers who always stimulate the students to speak up. he adds that unfortunately, mostly english teachers only spend their time explaining knowledge of english. | 165 | demands of english teacher competencies: input for curriculum development at the university nur fadillah nurchalis he added: “english teachers are also demanded to have high quality of it literacy”. he said that english teachers who are blind in it literacy are not able to help future students to learn. he said that future challenges in learning will be many more than today. this covid-19 pandemic pushes all teachers to develop their it literacy. it is not only about using the social media or typing in microsoft. it refers to how the english teachers are able to develop teaching materials which can be accessed by the students from a distance and how they can keep in touch with the students virtually in effective ways. as a result, he recommends maximizing the number of credit of oral skill subjects for english education study program. through the optimization of speaking subject, it is expected to train english teacher candidates to conduct oral communication fluently. the number of credit of speaking subject has to be written in intended curriculum which is designed by university. teachers are expected to be the role models for the student in speaking english and good at it literacy for teaching and learning support. they have to guide students to speak in correct pronunciation, since students imitate the way their model (read: their teachers) to speak. it includes teachers’ vocabulary, expression, and intonation. therefore, speaking ability of english teacher candidates from a university has to be guaranteed by the university as producing institution. if the english teacher candidates from stain majene meet those criteria, they will be easily accepted in the market as english teachers. 3.2. discussion this research has found the detail demands of english teachers from the users, namely principals, english teachers, and students of senior high schools in majene, west sulawesi. considering the previous study conducted by maksum (2018), he explains that alumni feel that they do not have sufficient knowledge which supports their professional competences. he then suggests the university to update the curriculum. updating curriculum according to the market demands is very important. it is not only to improve professional competence of teachers, but also their pedagogic, social and personality competences. stain majene as a new university which has not been producing alumni yet, stain majene particularly english education study program have to prepare their alumni candidates to meet the market demands. the preparation meant here is that a university as producing institution has to design a curriculum based on market demands. therefore it is urgent to hear what the users need in their school regarding the english teacher candidates. through this research, policy makers at campus gain information to consider in curriculum development of english study program of stain majene. the findings of this research emphasizes that english study program stain majene has to be dare to take strategic steps to create talented english teacher candidates as user demand. for instance, to create talented and experienced english teachers, there have to be a number of teaching practicum done by teacher candidates. english teacher candidates have to experience teaching in various situa| 166| enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 158–169 tion so that in the future, they are ready to teach even they face several challenges. university has to design tiered teaching practicum which is contained in the curriculum. research results found previously by metimukarramah point out that there is one of characteristics which is important for an ideal english teacher beside four main competences of teachers. it is physical appearance. students in sidrap assumed that an ideal english teacher has to be good-looking. they believed that english teachers’ appearance impactful to attract their concentration in learning (metimukarrrama, 2018). in comparison to this research, beside the four main competences, there is one additional competence which is urgent for english teacher candidate to master. it is information and communication technology (ict) literacy. in line to this, many studies mentioned the importance of ict in education, such as lailiyah (2016), ovilia and asfina (2017), and emiliasari (2018). to add more, prior research also proposed the use of ict media such as uploading assignment to youtube channel (rahayu & putri, 2019). students of english education study program at stain majene have to learn various instructional technologies to back up their future teaching and to make the learning more effective and efficient. according to the informants of this research, mastering those four main competences is not enough anymore. english teacher candidates cannot deny it. instructional technology grows fast. therefore, they have to develop themselves so as not left behind. if they cannot adapt themselves with future learning technology advances, users will not accept them in their institution. a university as producing institution is responsible for equipping their students with those skills through curriculum development. 4. conclusion and suggestions based on the results of this research, it is found that principals and english teachers have the same demands regarding english teacher candidates in the future. from pedagogical competence, principals and english teachers need the talented english teacher in teaching various types of students. from personality competence, they need english teacher candidates who are able to brand themselves as an english teacher. from social competence, the need english teacher candidates who are able to communicate based on ethics believed in the working place. from professional competence, they need english teacher candidates who are able to teach students to speak english, no to teach students about what english is. for students, from those four competencies above, they put high expectations to personality competence to develop for english teacher candidates. based on the demands stated by principals and english teachers as well as students, it is recommended to english study program stain majene to design a teaching practice course which experiencing students to teach in urban and rural schools. there should be an additional course besides ppl. to meet the expected personality competence, teacher professionalism subject has to be explored more by students of the english study program. in addition, to meet social competence demands, it is highly recommended to put communication ethics in speaking subjects. the last, to meet professional competence demands, the number of credit for speaking and ict subject have to be added. designing a multidiscipline course is also recommended. | 167| demands of english teacher competencies: input for curriculum 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(2015). the measurement of teacher’s personality competence and performance using embedded model. journal of education and practice, 6(26), 18-23. enjourme (english journal of merdeka) : culture, language, and teaching of english jo urna l ho mep age: http: //ju rna l.u nme r.ac .id /in dex. php /en jou rme/ ind ex language politeness in students’ text messages sent to the lecturers through whatsapp application: a sociopragmatic study miftahush shalihah and m. nurdin z uhdi universitas ‘aisyiyah yogyakarta, jl. siliwangi (ring road barat) no. 63, sleman, 55292, yogyakarta, indonesia corresponding authors: miftadialaula@unisayogya.ac.id article info article history: received 12 october 2020 revised 10 november 2020 accepted 03 december 2020 available online 15 december 2020 keywords: politeness, language, whatsapp, students, lecturers doi: 10.26905/enjourme.v5i2.4926 how to cite: shalihah, m., & zuhdi, m. (2020). language politeness in students’ text messages sent to the lecturers through whatsapp application: a sociopragmatic study.enjourme (english journal of merdeka): culture, language, and teaching of en glis h, 5 ( 2) , 1 3 4 1 4 8 . doi:10 .26 9 05 /enjourme.v5i2.4926 abstract students and lecturers often communicate, both in formal and semi-formal situations. good communication between students and lecturers remains within the limits of politeness even though it is not in a formal situation. the existence of social media certainly facilitates communication between students and lecturers. this research aims to describe and analyze the politeness of language in short messages from students to lecturers through the whatsapp application at universitas ‘aisyiyah yogyakarta (unisa). this research employed a qualitative research. the data from this study were 105 conversations between lecturers and students through the whatsapp messaging application. the analysis in this research was carried out to determine 1) obedience and violation to the tact maxim, generosity maxim, approbation maxim, modesty maxim, agreement maxim and sympathy maxim, 2) forms of language politeness, that are positive face and negative face, and 3) function of language politeness that are representative, directives, expressive, commisive and declaratives. the results showed that most of students used polite language in their text messages and used formal language which contained complete politeness expressions such as greetings, self-introductions, apologies at the beginning and/or at the end of text messages, intention in sending messages, thank you –note and closing. most of the text employs positive face. students’ text messages mostly function as representative and directives. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no, 2, desember 2020, page 134–148 1. introduction one of the communication facilities on a smartphone is a text message. at the beginning of its existence, smartphones only had one text message facility that was a short message service (sms). however, nowadays, there are many text message applications that can be downloaded for free. one of the text message applications that is widely used is whatsapp (wa). wa is a message application that can be downloaded from the playstore or the appstore on the smartphone. wa is one of the favorite messaging applications because it is easy to use. © 2020 enjourme. all rights reserved. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 134–148 however, the ease of communicating through wa does not mean that the problems do not exist. one of the issues that need to be taken seriously is the form and style of language used in text messages through smartphones which tend to ignore the aspects of language politeness. even the phenomenon of language politeness violation is now commonly found in text messages sent by students to their lecturers. many students neglect the principle of politeness in sending text messages. in fact, politeness is very necessary to build good relationships and mutual respect. politeness is one of the most important rules in communicating, both verbally and non-verbally. moreover, written language can cause different meanings from the readers. technological development becomes one of the reasons for the loss of politeness in students’ language nowadays. this is because technological developments in the current era can affect the lifestyle of each individual and even change the way a person communicates to each other. the development of technology makes it easier for people to access information. in the end, information that is too much and not filtered properly drives everyone, especially young-adult, immediately adapts it in their daily life. some of them forget that indonesia has different norms and manners from western culture. universitas ‘aisyiyah yogyakarta (unisa) is one of the islamic-based campuses in yogyakarta. currently, unisa has thousands of students from all regions in indonesia. the diversity of cultures brought by each student at unisa, of course, also results in various forms and styles of student language in communicating through text messages. it cannot be denied that there are students who ignore politeness principle in sending text messages to their lecturers. this is, of course, very unfortunate considering that unisa is an islamic-based campus that provides moral and ethical lessons. considering that unisa is an islamic campus that teaches morals and ethics, it is certainly very interesting to know the language the politeness of students at unisa when they send text messages to their lecturers through the whatsapp application. in term of information and communication technology (ict) in education, some studies mention the importance of ict in education to prepare students for their future (olivia & asfina, 2017). other contend that through ict will increase students’ attention lailiyah (2016). despite the fact that using ict in teaching and learning brings benefit, however, there are also drawbacks of it. politeness is an aspect of pragmatics. pragmatics is a relatively new branch of linguistics. in her book, thomas (1995) defines pragmatics as meaning in use or meaning in context. in addition, the use of politeness in language is determined by some external context. the external context of politeness is the context of communication such as the social status of the participants. grundy (1995) states that there are three determiners to use politeness strategies. they are distance, power, and imposition. distance implies the evaluation of the other’s place in the world, degree of familiarity, and solidarity towards the addressee. power is evaluated in terms of numerous factors such as position in society and age. imposition covers every action which threatens the addressee’s autonomy and freedom of action. politeness in how language is used to define interpersonal relationships in terms of formality, intimacy, solidarity, and deference (lakoff in coulmas, 2003). in addition, being polite is a complicated business (holmes, 2001). it is difficult to learn because it involves understanding not just the language, but also the social and cultural values of the community. she also states that a polite person | 135| language politeness in students’ text messages sent to the lecturers through whatsapp application: a sociopragmatic study miftahush shalihah and m. nurdin zuhdi makes other comfortable. being linguistically polite involves speaking to people appropriately in the light of their relationship. in addition to this, politeness concerns a relationship between two participants who called as self and other (leech, 1983). further, he then proposes six maxims in politeness principles. they are: 1) tact maxim (in impositives and commissives) – a) minimize cost to other [b) maximize benefit to other]; 2) generosity maxim – a) minimize benefit to self [b) maximize cost to self]; 3) approbation maxim – a) minimize dispraise to other [b) maximize praise to other]; 4) modesty maxim – a) minimize praise to self [b) maximize dispraise to self]; and 5) agreement maxim – a) minimize disagreement between self and other [b) maximize agreement between self and other]; and 5) sympathy maxim – a) minimize antipathy between self and other [b) maximize sympathy between self and other]. brown and levinson (1987) stated that politeness involves people showing an awareness of other people’s face. face means the public self-image of a person. it refers to that emotional and social sense of self that everyone has and expect everyone else to recognize. brown and levinson (1987) the subdivide face into positive face and negative face. positive face represents the desire for approval and appreciation, the need to connect, to belong, to be accepted as a member of the group. negative face represents the claim to freedom of action and freedom from imposition. other than obedience and violation of politeness principles and the type of face, this research will also analyze the function of the language politeness using the searle’s illocutionary act theory. searle (1969) divided language function in illocutionary acts into 5 criteria that are representative, directive, commissive, expressive and declarative. yule (1996) stated the definition and example of each criteria. representative speech commits the speaker believe about something the truth or not. in directive speech, the speaker gets the hearer to do something. they express about what they want directly to the hearer. expressive speech states what the speaker feels. they express psychological states and can be statements of pleasure, pain, likes, dislikes, joy or sorrow, surprise, apologize and thank. commissive commits the speaker to some future of action. declarative speech is an act that change the world via their utterances. the speaker has to have special institutional role in a specific context such as to pronounce, declare, baptize and sentence. based on the explanation of some theories above, the writer will employ leech’s politeness principle using six maxims, brown and levinson’s face theory, and searle’s speech act theory to analyze students’ text messages sent to the lecturers at universitas ‘aisyiyah yogyakarta. therefore, the research objectives of this study are: 1) to observe the types of politeness principle that are obeyed and violated by student in their text messages sent to their lecturer, 2) to observe the types of face used by students in their text messages sent to the their lecturer, 3) to observe the function of students’ language in their text messages sent to their lecturers. 2. method this research employed descriptive-qualitative method. the data of this research were students’ text messages that were sent to their lecturers. the respondents of this study were lecturers of unisa from 17 departments which consisted of 5 diploma departments, 11 undergraduate departments, | 136| politeness principle obedience politeness principle violation total tm gm apm mm agm sm tm gm apm mm agm sm 51 (48.57%) 0 0 3 (2.8 6%) 8 (7.62 %) 3 (2.8 6%) 26 (24. 76%) 7 (6.67 %) 3 (2.86 %) 0 0 4 (3.80%) 105 (100%) enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 134–148 and 1 postgraduate department. the researcher randomly chose 2 lecturers from each department. in collecting the data, the researcher requested the chosen lecturer to agree to forwarding the text messages sent by their students. in collecting the data, the researcher conducting document collecting by taking notes on all text messages sent by the students to the lecturers. next, the researcher interviewed to the lecturers concerning their opinion on the students’ text messages. after gaining the data, the researcher identified the data in the datasheet. after that, the researcher classified the data into obedience and violation of politeness principles, type of face, and the function of politeness language. the last, the researcher analyzed and describe the data. to strengthen the description of the data in his research, this paper involves tables showing the frequencies of the occurrence of the data. 3. result and discussion 3.1. result the obedience and violation of leech’s politeness principle in students’ text messages sent to the lecturers are presented in the table 1. table 1. table of findings on the obedience and violation of leech’s politeness principles note: tm : tact maxim mm : modesty maxim gm : generosity maxim agm : agreement maxim apm : approbation maxim sm : sympathy maxim in this research, the total data of students’ text messages which are gained from the lecturers are 105 data. after the data were analyzed, it is found that students’ text messages contain obedience and violation of leech’s politeness principles. from the table, it can be seen that 51 students’ text messages (48.57%) obey the tact maxim while 26 students’ text messages (24.76%) violate it. tact maxim is also called as wisdom maxim. this maxim demands that each participant should depend on the principle of “reduce their own profit and maximize the benefit for others”. the person who obeys the tact maxim can avoid envy and jealousy of his/her partner. the second politeness principle’s obedience and the violation is generosity maxim. there are no students’ text messages which obey the generosity maxim. however, there are 7 students’ text messages (6.67%) that violate the generosity maxim. the generosity maxim requires participants to respect other people. this respect occurs if the participants can minimize self-profit and maximize others-profits. | 137| language politeness in students’ text messages sent to the lecturers through whatsapp application: a sociopragmatic study miftahush shalihah and m. nurdin zuhdi the third is the approbation maxim. from the result of the analysis, there is no approbation maxim obedience, but there are 3 students’ text messages (2.86%). in approbation maxim, participants are expected to maximize appreciation/praise of others and to minimize dispraise. this maxim requires to avoid saying unpleasant this about others. the next is the modesty maxim. from the data, it can be seen that there are 3 students’ text messages (2.86%) that obey the modesty maxim and there are no students’ text messages which violate the modesty maxim. modest maxim requires participants to be humble by reducing praise to himself. the obedience of agreement maxim occurs eight times in students’ text messages (7.62%) and there is no violation of agreement maxim in students’ text messages. in agreement maxim, participants are expected to be able to foster mutual compatibility. participants have to maximize agreement between themself and other people and minimize disagreement between self and others. the last is the sympathy maxim. in this research, there are 3 students’ text messages (2.86%) that obey the sympathy maxim and 4 students’ text messages (3.80%) that violate the sympathy maxim. sympathy maxim is politeness principle which requires the participant to maximize sympathy and minimize antipathy between self and other. the next analysis is brown and levinson’s (1987) politeness related to face. the face is divided into a positive face and negative face. the frequency of positive face and negative face in students’ text messages is shown in table 2. table 2. table of findings on the form of language politeness of brown and levinson’s face theory form of language politeness pf nf 63 (60%) 42 (40%) in table 2, it can be seen that there are 63 students’ text messages (60%) that have a positive face. the positive face represents the desire for approval and appreciation, the need to connect, to belong, to be accepted as a member of the group. however, the rest of the data, that are 42 students’ text messages which have a negative face. the negative face represents the claim to freedom of action and freedom from imposition. the last analysis is the function of language politeness based on searle’s speech act theory. the frequency of each speech shown in the table 3. | 138| note: pf: positive face nf: negative face enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 134–148 ibuk, ibu sibuk tidak nggih? lecturer : di letakkan di loker aja mb student : enggih buk the students sent the text message to the lecturer in order to confirm whether the lecturer was available or not if she wants to submit the assignment given. the message sent by the student obeyed the tact maxim. the student asked whether the lecturer was busy or not. it means that the student did not want to disturb or interrupt her lecturer’s activity. in this utterance, the student already uses | 139 | speech act r dr e c dc 52 (49.53%) 51 (48.57%) 2 (1.90%) table 3. table of findings on searle’ speech act theory no te: r: representative dr: directive e: expressive c: commissive dc: declarative the data in table 3 shows that 51 students’ text messages (48.57%) are representative speech, such as state, tell, assert, correct, predict, report, remind, describe, inform, assure, agree, guess, claim, believe, conclude. next, directive speech is used 52 times (49.53%) in students’ text messages. directive speech is usually in the form of requesting, demanding, questioning, asking, proposing, advising, suggesting, interrogating, urging, encouraging, inviting, begging, ordering. last, the use of expressive speech occurs two times (1.90%) in students’ text messages. expressive speech can be noted with some performative verbs such as greet, surprise, like, fear, apology, thank, regret, and praise. while declarative speech occurs only once (0.95%) in students’ text messages. it includes curse, announce declare, define, appoint, call, bless, nominate and authorized. however, there is no occurrence of commissive speech in students’ text messages. commissive includes ask, order, command, request, beg, plead, pray, entreat, invite, permit, advise, dare, defy, and challenge. 3.2. discussion (1) obedience and v iolation of leech’s politeness principle theory tact maxim tact maxim is the maxim that mostly occurs in students’ text messages. based on the analysis of the data, there are 51 students’ text messages (48.57%) which obey tact maxim and 26 students’ text messages which violate tact maxim. as it is stated before that in tact maxim, the speaker has to minimize cost to other and maximize the benefit to other. the example of tact maxim obedience can be seen in the following example: data wa004 student : assalamu’alaikum ibu, ibu maaf mengganggu, ibuk kami mau mengumpulkan tugas ke language politeness in students’ text messages sent to the lecturers through whatsapp application: a sociopragmatic study miftahush shalihah and m. nurdin zuhdi polites expression such as greeting by saying assalamu’alaikum, using title ibu to address the lecturer, asking for apologize in the beginning by saying maaf mengganggu and using the word nggih. the word nggih is polite javanese language which means yes. however, in this utterance, the word nggih has 2 functions. in the first utterance, nggih is used to ask whether the lecturer was busy or not, while in the second utterance, nggih is used to tell the lecturer that she will obey the lecturer’s instruction to put the assignment in the locker. the next following example is the violation of tact maxim. data wa017 student : assalamu’alaikum ibu mohon maaf ibu saya mau minta ttd di lembar kuning, apakah ibu pagi ini di kampus? lecturer : saya ada acara ke ugm student :kembali ke unisa jam berapa nggih bu. the student sent the text message to the lecturer asking whether the lecture will be available or not on the campus this morning since she needed the lecturer’s signature. however, the way she asked to violate the tact maxim. the utterance seems to be polite since it uses greeting assalamu’alaikum, address her lecturer by using the word ibu, asking for apologies in the beginning by saying mohon maaf. yet, the way she asked is very impolite. it can be seen from the utterance saya mau minta ttd di lembar kuning, apakah ibu pagi ini di kampus? this utterance means as if the student is the most important person and the lecturer has to be available at the office in the morning so that she can get the lecturer’s signature. the word pagi ini seems to force the lecturer to be met according to the wishes of the students. if the student wished to meet the lecturer, she should ask first when the right time to meet the lecturer is. it will be better if the student asks the lecturer’s availability first by saying saya mau minta tanda tangan ibu di lembar kuning. kapan saya bisa menemui ibu? generosity maxim generosity maxim refers to minimize benefits to self and maximize cost to self. in this research, there is no obedience in generosity maxim. however, there are 7 students’ text messages (6.67%) that violate generosity maxim. the following example shows the violation of generosity maxim. data wa004 student : assalamu’alaikum bu, mohon maaf mengganggu saya ingin bertanya. untuk logbook nifas itu kan ada anamnesis sendiri, ttv sendiri, pemeriksaan fisik sendiri, involusi sendiri, perawatan luka perineum sendiri. kalau saya buat logbook komprehensif saja bagaimana bu? biar tidak sulit bu. terima kasih. lecturer : (no reply) student’s utterance in the text message violates the generosity maxim. in the utterance, the student stated kalau saya buat logbook komprehensif saja bagaimana bu? biar tidak sulit bu. in generosity maxim, it is required to reduce self-beneficial utterance. however, from the student’s utterance, | 140| enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 134–148 it appears that making her own logbook will certainly be beneficial for her. it is because by having a comprehensive logbook, she only needs one form, but if she does not have a comprehensive logbook, she has to make five logbooks. usually, a comprehensive logbook already has a specific format. if only she makes her own logbook, there is no guarantee that the lecturer will understand her logbook. even if she wishes to use a standard comprehensive logbook format, it is better to meet the lecturer to consult it directly. on the other hand, it seems that the lecturer did not pleased with this request since the lecturer did not give any reply to her text message. approbation maxim in the approbation maxim, the speaker is expected to avoid saying unpleasant things about others, especially to the hearer. in this research, there is no obedience in approbation maxim and there are only 3 students’ text messages (2.86%) that violate the approbation maxim. an example of approbation maxim violation is as follows: data wa059 student : assalamu’alaikum pak, saya mau asistensi jurnal pak, bapak posisi di ruang berapa pak..?? lecturer : wa’alaikumussalam wr. wb. maaf mbak saya baru di luar kampus. diemail saja ya student : baik pak… segera saya kirim. terima kasih pak.. the student’s utterance assalamau’alaikum pak, saya mau asistensi jurnal pak, bapak posisi di ruang berapa pak..?? violate approbation maxim. actually this utterance uses some polite expressions such as assalamu’alaikum, baik, terimakasih and addressing the lecturer by using the word pak. however, in the utterance, there is an unpleasant sentence that is saya mau asistensi jurnal pak, bapak posisi di ruang berapa pak..??. this utterance shows as if the student has a higher position than the lecturer so that she can do whatever she wants and ask the lecturer whatever she wants. the student wanted to consult her journal and the lecturer has to be available to be met at that time. the student also asked where the lecturer is by saying bapak posisi di ruang berapa pak..??. the student should understand that she sent the text message to her lecturer, not to his friend. she should not use the word posisi to her lecturer. the use of two full stops and two question marks also make the utterance more impolite. if the student wants to consult her journal to the lecturer, she should first tell her intention and ask her lecturer’s availability time. it is better to ask saya mau asistensi jurnal pak. kapan dan dimana saya bisa menemui bapak? modesty maxim modesty maxim refers to minimize praise to self and maximize dispraise of self. in this research, it is found that there are 3 students’ text messages (2.86%) that obey the modesty maxim and there is no students’ text messages that violate the modesty maxim. the example of modesty maxim obedience as follows: |141 | language politeness in students’ text messages sent to the lecturers through whatsapp application: a sociopragmatic study miftahush shalihah and m. nurdin zuhdi data wa001 student : assalamu’alaikum wr. wb. mohon maaf bu *****, ijin bertanya terkait look book persalinan itu bagaimana nggih, 1 look book 1 kala atau 1 look book kala 1-4 bu? karena saya lihat punya teman-teman beda bu. terimakasih. lecturer : sesuaikan dengan targetnya. mohon di fotokan buku panduan yang ada targetnya. the student’s utterance in the conversation contains the obedience of modesty maxim principle. the utterance ijin bertanya terkait look book persalinan itu bagaimana nggih, 1 look book 1 kala atau 1 look book kala 1-4 bu? karena saya lihat punya teman-teman beda bu shows that the student was hesitant about the information she has got. the student thought that the lecturer had the correct information she needs and could help her to solve the problem. in her utterance, the student already used politeness expressions such as greeting assalamu’alaikum, asking for apologies by saying mohon maaf, asking for permission by saying ijin bertanya, addressing her lecturer bu, using the word nggih and thanking by saying terimakasih. the word nggih or njih is polite javanese which means yes. this word is usually used to convey a speaker’s consent or confirm the approval of another person. agreement maxim agreement maxim refers to minimize the expression of disagreement between self and other and maximize the expression of the agreement between self and other. in this research, there are 8 students’ text messages that obey the agreement maxim and there is no students’ text message that violates the agreement maxim. here is the example of agreement maxim obedience: data wa007 student : assalamu’alaikum bu.. mohon maaf sebelumnya saya mengganggu ibu. saya ***** dari kelas ***** semester ***** bu, ingin mengkonfirmasi bahwa pagi besok di ruang ***** kita reschedule ya bu, lalu kapan ibu ada waktu untuk mengganti jam tersebut bu? lecturer : wa’alaikumsalam. khusus metab mikro diundur, dek. bisa tanya *****. student : baik bu, terimakasih. mohon maaf bu sebelumnya, ***** pj metab kelas ***** belum aktif bu, sampai sekarang, lalu untuk jadwal metab mikro kelas ***** bagaimana ya bu? lecturer : diundur 1 minggu ya dek. topik darah akan ibu berikan minggu depan. begitu juga praktikumnya akan diberkan hari sabtu. student : baik bu, terimakasih bu. maaf bu, sebelumnya dikarenakan jadwal metab mikro hari ini diuntuk untuk 1 minggu ke depan jadi sudah saya rubah untuk digantikan pada hari selasa 10-03-2020 berada di c 5.07 pada pukul 15.30 nggeh bu. the dialogue above shows the conversation between the student and the lecturer who discuss a reschedule of a class. in the beginning, the student confirmed with the lecturer about a class that is canceled by the lecturer and will be rescheduled. the student asks politely lalu kapan ibu ada waktu untuk mengganti jam tersebut bu?. the lecturer then gives the solution to postpone the class for a week. in the end, the student reconfirms that the class is rescheduled the next week. in her text | 142 | enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 134–148 message, the student already uses politeness expressions such as assalamu’alaikum, mohon maaf bu, baik bu, terimakasih bu, nggeh and addressing her lecturer by using the word bu. sympathy maxim in sympathy maxim, the speaker is expected to minimize antipathy between self and other and maximize sympathy between self and other. after analyzing the data, the researcher found there are 3 students’ text messages that obey the sympathy maxim and 4 students’ text messages that violate the sympathy maxim. the explanation of obedience and violation of sympathy maxim can be seen below: data wa063 student : assalamu’alaikum ibu, saya ***** bermaksud ingin bertanya mengenai teman-teman saya yang terkena musibah ditinggal ayahnya. apakah ada dispensasi untuk tidak mengikuti seminar gadar dihari selasa tgl 4 februari? dikarenakan belum 7 hari meninggalnya ayah mereka buk. maaf mengganggu. terimakasih. wassalam. lecturer : coba wa bu ***** mbak selaku pelaksanan. student : nggih buk. terimakasih arahannya. lecturer : nggih mb the student’s utterance in the conversation shows the obedience of sympathy maxim. the utterance apakah ada dispensasi untuk tidak mengikuti seminar gadar dihari selasa tgl 4 februari? dikarenakan belum 7 hari meninggalnya ayah mereka buk, shows her sympathy to her friend and she tried to communicate it to the lecturer. in her text message, the student already uses politeness expression such as assalamu’alaikum, bermaksud ingin bertanya, maaf mengganggu, terimakasih, nggih buk and wassalam. data wa007 lecturer : *****, nanti setelah kelas bimbingan ya. jangan lupa bawa buku bimbingan. student : baik bu. bimbingan jam berapa bu? lecturer : habis kuliah nanti bagaimana?. student : selesai kuliah bu? ***** selesai jam 5 bu lecturer : ibu baru selesai kelas ini, ***** student : setengah 4 ada kelas sama bu ***** bu lecturer : nanti jam 14.30 sudah selesai student : sekarang ***** baru makan juga bu… the student’s utterances in the conversation above show the violation of the sympathy maxim. the conversation was between the lecturer and the student. they were discussing the perfect time for consultation. the lecturer offered the students to have a consultation after class, that was at 2.30 pm. the lecturer at first stated habis kuliah nanti bagaimana?. the student then replied selesai kuliah bu? ***** selesai jam 5 bu. this reply implied that the student thought she had to meet the lecturer after all of her class has finished. she did not feel happy with the proposed time. she argued it again | 143| |144| language politeness in students’ text messages sent to the lecturers through whatsapp application: a sociopragmatic study miftahush shalihah and m. nurdin zuhdi by saying setengah 4 ada kelas sama bu ***** bu. in unisa, the class which is started at 03.30 p.m. usually finished at 05.00 p.m. by saying this utterance, she wanted to reconfirm the lecturer that her class finished at 05.00 p.m. when the lecturer clarified that the consultation was about at 02.30 p.m., the student objected it by replying sekarang ***** baru makan juga bu. it shows that the student seemed less sympathetic to the lecturer who was willing to take her time to give consultation by giving various reasons. she even preferred to continue her lunch rather than to go to campus immediately to meet the lecturer. (2) form of language politeness of brown and levinson’s face theory positive face a positive face is the desire to be liked, appreciated, approved, etc (http://oregonstate.edu/ instruct/theory/face.html). in this research, there are 63 students’ text messages (60%) that show a positive face. an example of the student’s text message that shows positive face is as follows: data wa039 student : assalamu’alaikum wr. wb. saya ***** dari prodi ***** semester ***** kelas *****. maaf mengganggu waktu ibu. mohon izin untuk melakukan konfirmasi mengenai mata kuliah metodologi penelitian pad hari selasa, 03 maret 2020 pukul 08.00 di ruang b.201. apakah ibu bisa hadir? terima kasih ibu atas waktunya. wassalamu’alaikum wr. wb. lecturer : wassalamu’alaikum wr. wb. insya allah student : baik, terimakasih ibu. in the utterance, the student used some politeness expressions such as greeting by saying assalamu’alaikum, self-introduction by mentioning her name, her department, semester, and her class, addressing the lecturer by calling her ibu, apologizing by saying maaf mengganggu waktu ibu, asking permission by saying mohon izin melakukan konfirmasi, asking for confirmation by saying apakah ibu bisa hadir, thanking by saying terimakasih, accepting the lecturer’s confirmation by saying baik terimakasih ibu, and closing by saying wassalamu’alaikum wr. wb. those politeness expressions show that the student had a desire to be appreciated and accepted by the lecturer. negative face a negative face is the desire not to be imposed upon, intruded upon, or otherwise put upon (http://oregonstate.edu/instruct/theory/face.html). in this research, there are 42 students’ text messages (40%) that show a negative face. here is an example of the student’s text message that shows a negative face: data wa027 student : ibu sekedar mengingatkan pada hari selasa, 10 maret 2020 ada jadwal mengajar di kelas kami pada pukul 08.00 di ruang b 5.03 materi tutorial permasalah seks dan gender. terimakasih bu. (this text message was sent at 06.38 a.m., after that, the student made 4 call which were missed) enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 134–148 lecturer : di jadwal saya sabtu jam 10 ya mbak tutornya, apa ada perubahan ya? student : iya ibu, sebenarnya kita ganti tadi jam 8 ditakutkan ibu sabtu tidak bisa masuk kembali. maaf ibu, jadwal kosong ibu hari apa saja ya? biar bisa di isi dengan tutor di kelas kami. terimakasih. in the utterance, the student reminded the lecturer about a regular class. this utterance shows a negative face. first, the student did not greet the lecturer in her text message. the second, the student changed the regular schedule without confirming it with the lecturer. the lecturer realized that the schedule of the regular class had been changed. the class should be at 10 a.m., but the student moved it to 8 am. from the dialogue, we can imply that in the previous class, the lecturer could not come to the class. the student was afraid if the lecturer could not come again, so she changed the schedule. the student should understand that the lecturer might have another agenda previously that made the lecturer skipped the class last week. if she wanted to change the schedule, she should ask the lecturer first. the other impolite thing is that she gave 4 missed calls to the lecturer early in the morning. the student, again, should understand that in the morning, the lecturer might be very busy at home preparing her family. the student should be patient in waiting for the lecturer’s reply. she even did not apologize when she changed the schedule. the last, conversation which shows a negative face is the student’s utterance saying maaf ibu, jadwal kosong ibu hadi apa saja ya? biar bisa di isi dengan tutor di kelas kami. this utterance implies as if the lecturer does not have any other classes or activities, so the lecturer has to teach in the student’s class. (3) language function of searle’s speech act theory representative representative describes states or events in the world such as an assertion, a description, a claim, a statement of fact, a report, and a conclusion (searle, 1969). to make it simple, the purpose of the representative is to inform. in this research, there are 51 students’ text messages that show representative acts. the example is as follows: data wa010 student : assalamu’alaikum ibu, mau menanyakan untuk surat aktif mahasiswa sekarang dibuat via online. saya sudah ke form formulirnya,tertapi saat saya masukan file nya server tidak mau. ada keterangan boleh di screen di sim. sudah saya screen tetapi tidak bisa terus bu. lalu bagaimana nggih bu? ada keterangan seperti itu, saya masukkan file tapi ditolak server. yang betul seharusnya yang bagaimana ya bu? lecturer : lagi error mungkin *****. coba lagi nanti aja. student : saya coba sebelum uas kemarin seperti itu bu. saya di chat orang tua saya untuk segera ngurus, saya coba lagi tidak bisa bu… lecturer : coba saya tanyakan pdsi… | 145| language politeness in students’ text messages sent to the lecturers through whatsapp application: a sociopragmatic study miftahush shalihah and m. nurdin zuhdi |146| the student’s utterance shows that she gives information to the lecturer about the obstacle when she was managing the student active letter. this utterance is polite since the student already uses polite expressions such as greeting by saying assalamu’alaikum, addressing the lecturer by using the word ibu, asking for the solution by saying lalu bagaimana nggih bu? and asking for correct information by saying yang betul seharusnya yang bagaimana ya bu? directive directive expresses what the speakers want (yule, 1996: 54). it includes some actions such as commanding, requesting, inviting, forbidding, ordering, supplicating, imploring, pleading, permitting, advising, contradicting, challenging, doubting, and suggesting. directive expresses what the speakers want. in this researcher, there are 51 students’ text messages (48.57%) that show directive. here is an example of a directive: data wa005 student : assalamu’alaikum ibu. sebelumnya mohon maaf menggangu waktu ibu. saya ***** dari *****. mohon ijin mengingatkan bahwa hari : senin, 24 februari 2020 waktu : 13.00 wib ruang : sk.lab 1.01/antenatal care 1 (lantai 3) ibu ada kuliah pratikum dengan kelas kami. apakah ibu bisa dan berkenan untuk menyampaikan materi di kelas kami? sebelumnya saya ucapkan terimakasih. wassalamu’alaikum wr. wb. lecturer : mohon maaf mbak… besok saya masih ada penilaian iso universitas. jadi kita reschedule yak. student : baik ibu, terimakasih bu. the student’s utterance in the conversation above is to remind the lecturer about the regular class. the student confirmed whether the lecturer could come to the class or not. this utterance is polite because the student used some politeness expressions such as assalamu’alaikum, mohon maaf menggangu, bisa dan berkenan, terimakasih, baik ibu and wassalamu’alaikum. expressive expressive includes acts in which the words are to express psychological state. it can be a statement of pleasure, pain, like, dislike, joy, and sorrow. in this research, there are 2 students’ text messages (1.90%) that show expressive. an example of expressive text message can be seen below: data wa103 student : assalamualaikum. pak terimakasih banyak yaaa sudah menemani proses penelitianku, sudah melungkan waktu tenaga dan pikirannyaa, maasih buat semua kebaikan bapak, semoga allah membalas semua kebaikanbapak, aamiinyra enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 2, desember 2020, pp. 134–148 lecturer : walaikumsalam. wah tumben student : hahaha lawak mulu pak the student’s utterance above shows an expressive act since she thanked the lecturer since the lecturer had accompanied her in doing her research. commissive commissive points to commit the speaker to some future action such as promising, offering, threatening, refusing, vowing, engaging, undertaking, assuring, reassuring, and volunteering. it expresses what the speaker intends. in this research, there is no students’ text message that shows commissive. declarative declarative can be in the form of baptizing, declaring war, abdicating, resigning, dismissing, naming, and excommunicating. in this research, there is no students’ text message that shows declarative. 4. conclusion and suggestion the students’ text messages sent to the lecturer are not always perfectly polite. some of the students’ text messages obey the politeness principles proposed by leech and some other violate the politeness principles. the politeness principles are divided into six maxims, they are tact maxim, generosity maxim, approbation maxim, modesty maxim, agreement maxim and sympathy maxim. from 105 data, there are 51 students’ text messages (48.57%) which obey the tact maxim and 26 students’ text messages (24.76%) that violate it. there are no students’ text message which obey the generosity maxim, but there are 7 students’ text messages that violate the generosity maxim. violation of approbation maxim occurs 3 times (2.86%) in students’ text message and no obedience in approbation maxim. students’ text messages also obey the agreement maxim. there are 8 students’ text messages (7.62%) that obey the agreement maxim but there is no students’ text message that violate it. obedience in the sympathy maxim occurs 3 times (2.86%) and the violation in the sympathy maxim occurs 4 times (3.80%). in fulfilling politeness face, there are 63 students’ text messages that show a positive face and 42 students’ text messages that show a negative face. every students’ text message also has its own function. from 105 students’ text messages, 52 (49.53%) have representative function, 51 (48.57%) have directive function, 2 (1.90%) have expressive functions. however, there is no students’ text message that have commissive and declarative functions. the future researchers are expected to conduct other deeper investigation into language politeness on students’ text messages by grouping the university students, whether they are new or senior and grouping the lecturer, whether they are young or senior. it is also suggested to perform an ad| 147| language politeness in students’ text messages sent to the lecturers through whatsapp application: a sociopragmatic study miftahush shalihah and m. nurdin zuhdi |148 | vanced study on students’ text messages associated with certain students’ communities by using other politeness indicators. it is because in most universities, the students are coming from different provinces that have different culture. by conducting a deeper research on language politeness on students’ text messages, it will give a better understanding on the reason why the student can produce polite or impolite messages references brown, p. & levinson, s. 1987. politeness: some universal in language usage. cambridge: cambridge university press. coulmas, f. 2003. sociolinguistics. the handbook of linguistics. edited by mark aronoff and janie rees-miller,pp.563-581. oxford: blackwell publisher. grundy, p. (1995). doing pragmatics. new york: routledge. holmes, j. 2001. an introduction to sociolinguistics. 2nd ed. london: longman lailiyah, m. (2016). content and language integrated learning in teaching english as second language: a systematic review of empirically based articles. enjourme (english journal of merdeka)/ : culture, language, and teaching of english, 1(1), 1–10. https://doi.org/10.26905/enjourme.v1i1.278 leech, g. 1983. principles of pragmatics. new york: longman library. ovilia, r., & asfina, r. (2017). 21st century learning: is ict really integrated in efl classroom or merely segregated outside the classroom? enjourme (english journal of merdeka)/ : culture, language, and teaching of english, 2(1), 1–17. https://doi.org/10.26905/enjourme.v2i1.527 searle, j. 1969. speech act. an essay in the philosophy language. cambridge: cambridge university press thomas, j. a. (1995). meaning in interaction: an introduction to pragmatics. new york: routledge. yule, g. 1996. pragmatics. oxford: oxford university press. face. http://oregonstate.edu/instruct/theory/face.html. retrieved on 1 september 2020 enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no, 1, july 2020, page 16–30 enjourme (english journal of merdeka): culture, language, and teaching of english journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index what makes indonesian eastern students struggle on academic performance at urban college: a grounded theory 1 uning musthofiyah , 2 lilik isnainiyah 1 d3 english program, faculty of social and politics science, universitas merdeka malang, jl. raya dieng, 62-64, 65149, malang, indonesia 2 mtss darussalam, jl. kapten tendean 10, 61419, jombang, indonesia corresponding author: uning.musthofiyah@unmer.ac.id a r t i c l e i n f o a b s t r a c t article history: received 20 june 2020 revised 07 july 2020 accepted 09 july 2020 available online 24 july 2020 a grounded theory was employed to design a theoretical model for explaining a phenomenon of low academic performance among a minority group at urban college, henceforth referring to as indonesian eastern students. there are 15 college students were purposively selected to take a semi-structured interview focus group about perspectives, experiences and insights that might hinder minority students in academic performance, putting a limelight on how they constructed self-identity through social interaction on and off campus. through social justice perspective, this research finding offered theoretical framework to improve student performance in academics, to reduce the gap of educational disparity and foster inclusive education in indonesia. © 2020 enjourme. all rights reserved. keywords: inclusive education educational disparity social justice grounded theory higher education doi: 10.26905/enjourme.v4i2.4311 how to cite this article: musthofiyah, u., & isnainiyah, l. (2020). what makes indonesian eastern students struggle on academic performance at urban college: a grounded theory.enjourme (english journal of merdeka): culture, language, and teaching of english, 5(1), 16 31. doi:10.26905/enjourme.v5i1.4311 1. introduction there has been an increasing number of students from eastern indonesian in a pursuit of higher education at urban colleges which subsequently changes the demographics of student population at campus, becoming more diverse with various ethnic groups and languages. however some challenges emerge along with the growth of population, calling attention to academic performance of eastern indonesian students. some prior studies suggested low academic performance among eastern indonesian students i.e, low gpas, drop mailto:uning.musthofiyah@unmer.ac.id enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 16–30 musthofiyah, u & isnainiyah, l. (what makes indonesian eastern students struggle on academic performance at urban college: a grounded theory) 17 out and no disciplinary (bakhtiar, 2015; mayora, nazir, basyir & zuliani, 2016; uriepa, 2019) that consequently make them underachievers in academics. their reluctance to fully engage classroom activities, being inattentive on lecturers, lack of commitment to improve grades, inferiority, and lack of discipline were most of the blame (mayora, et.al, 2016). in addition, the indonesian ministry of research, technology and higher education in 2017 revealed culture shock and lack of college preparation attributed to the failure of study completion and academic achievement among students from rural areas and ethnic minority groups. a variety of studies taking place in some urban areas such as jogjakarta, surabaya, bandung, malang, kendari, and medan revealed several problematic issues among eastern indonesia students i.e., conflict with local people (awe, 2019; renggi, 2014), socio-cultural experiences and challenges (ariyanti, 2013; wijanarko & syafiq, 2013; ariani, 2015; yahya & rahardjo, 2018; situmorang, 2019), social adaptation strategies (rizal, arsyad, & hos, 2019), low academic performance (bakhtiar, 2015; mayora, et.al., 2016), the effect of selfconcept on social adaptability (agustin, 2007), motivation, discipline and academic performance (mangguway, 2018), discrimination and self-esteem (patiraja, 2017), selfconfidence, social adaptation and academic ability (uriepa, 2019). prior studies suggested that students from eastern indonesia encountered difficulties in adjusting with new culture and environment, which was consistent with a study by eri wijanarko and muhammad syafiq (2013) that revealed inferiority and difficulties among papuan students in self adjustment with college as a reason of their social withdrawal and lack of enthusiasm in learning activities. for additional information, the researchers considered two parts of large regions in indonesia based on regional development, i.e., eastern indonesia and western indonesia to set limitation on a realm of investigation. western indonesia includes java, bali, sumatra and kalimantan, whereas eastern indonesia includes sulawesi, nusa tenggara timur, nusa tenggara barat, maluku, and papua. this is in line with a study from suryadama, widyanti, suryahadi, & sumarto (2006) that discussed about different characteristics of both groups of regions, calling for attention to promote actions of closing the disparity of growth between these two large regions. azzizah (2015) stated the difference between eastern indonesia and western indonesia in term of human development index (hdi), referring to jakarta with the highest hdi index and papua province with the lowest hdi index. based on this classification, the researchers developed a study that took participants among indonesian eastern students. this study is intended to gain accurate data from the field which is further can be used as contribution to the policymakers and educators related to reducing educational disparity between urban and rural areas. some interventions and well-adjusted programs based on the empirical evidence will be meaningful and effective. the adjustment to students’ population change should not be solely burdened to students, but also universities. the institution should provide inclusive campus that is ready to accommodate diversity and understand how to effectively produce good outcomes regardless of students’ background. in response to the challenge, the policymakers and any stakeholders should consider learning strategies that encourage enthusiasm and willingness to learn, an encouragement of pre-reading strategies to retention of students to study offers a beautiful idea. a prior study mentions the effectiveness of pre-reading activities to promote learning efficacy (lailiyah, wediyantoro, & yustisia, 2019) and to stimulate writing skill which is required in academics (farani, y., & kurnia, l. i, 2017). significance of contribution in this study is offered to stakeholders in higher education to understand an insight of unheard voices among minority students about their struggles in academics. in order to promote positive climate for an inclusive education and regulating policies that are suitable with current change of demographics in campus, as college students are getting more diverse with a variety of ethnic backgrounds and languages. it is a serious issue that needs to be addressed because psychological well-being of students is an utmost of enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 16–30 musthofiyah, u & isnainiyah, l. (what makes indonesian eastern students struggle on academic performance at urban college: a grounded theory) 18 importance in education. some studies highlighted enormous impact of fostering good psychological well-being to succeed in academics (rüppel, liersch & walter, 2015; merwe, 2005). this phenomenon is like a tip of an iceberg that conceal hidden voices that would be unraveled in order to be aware of real situation happening among minority students in campuses. previous studies have not yet offered an in-depth insight about social justice perspective addressing academic struggles among indonesian eastern students. therefore this study was undertaken to fill out this gap as it is necessary to include social justice perspective and unravel unheard voices that may have been unobserved and go unnoticed. without embracing social justice perspective, the college would be unprepared to deal with diversity and current change of campus demographics which subsequently inflict social conflicts and potential risks of psychological well beings of minority groups. failing to nurture a positive climate for minority students in college will consequently lead to unsuccessful academics. the objective of the study is in line with the ministerial regulation of the republic of indonesia about inclusive education no.70 of 2009 paragraph (ii), that is to implement an education that embraces diversity and non-discriminatory of all participants in education. referring to this regulation, it creates an underlining basis to conduct this study to embrace diversity in campus with social justice perspective. 2. method research method in this study is a grounded theory giving prominence to subjective interpretations of perspectives, experiences, challenges and struggles among indonesian eastern students at college. participants in this study were undergraduate students at one of the universities in malang with several sampling criteria as follows: 1) students from eastern indonesian regions, i.e., sulawesi, nusa tenggara timur, nusa tenggara barat, maluku and papua, 2) age ranging from 19 to 25 years old, 3) living in the city of malang at least 2 years. this study used pseudonyms to protect data and confidentiality of participants. it used focus group to derive thorough information from a targeted group with some justifications: that is to offer better way in acquiring information from certain group, allowing them to listen more into peers’ sayings and to identify whether they have similar experiences or not. this situation encourage them to be more open up and supporting each other while sharing their collective stories. a prior study by mclafferty (2004) used a focus group interview as an effective way in acquiring collective thoughts and perspectives among participants in group, suggesting interaction and dynamics within group as prominent advantage in data collection. it allows exploration of unthinkable ideas which might be kept inside over the years until the participants understand that they are not alone and someone outside also shares similar experiences. feeling not alone will encourage them to speak more. the researchers presented a brief information about confidentiality and a protocol prior focus group interviews. a protocol of semi structured interviews consisted of several guiding interview questions based on several theoretical studies and literature reviews are illustrated in table 1. this study used a theoretical sampling and consisted of two periods: september 2016 and may 2019. each focus group interview took 45 minutes. the interview results were recorded with an audio tape and transcribed verbatim. due to time constraints, the second period of data collection was made in may 2019 in which a point of saturation was eventually reached. the transcript was further analyzed to reveal hidden phenomena drawn from experiences, perspective and insights of the participants. in the first data analysis, a coding process was taken on a basis of an established regulation to reveal a phenomenon in the data. along with data analysis, the researcher regularly carried out constant comparison as enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 16–30 musthofiyah, u & isnainiyah, l. (what makes indonesian eastern students struggle on academic performance at urban college: a grounded theory) 19 suggested by charmaz (2006, p. 165). the comparative constant was carried out in order to compare the findings of the interim with existing data. the transcripts of interviews were coded into three stages: initial coding, focused coding, axial coding. in addition, the conceptual labeling process employed properties and dimensions such as actions and consequences to generate more in-depth understanding on the relationship between subcategories and categories (charmaz, 2006, p. 60). the researcher labelled some conceptual codes based on properties and dimensions to generate any relevant categories and concepts and developed repeated reading process from each line, each paragraph to whole transcripts to ensure no codes and concepts were missed out. in addition, the researchers reflected and revisited a collection of ideas, activities, follow up actions and revisions through a memo while frequently discussing concepts and labels with co-researcher in order to reduce subjectivity and bias to consider different perspectives and valuable concepts that contributed to the depth of insight. five selected categories were constructed and integrated to generate a theory that describes indonesian eastern students in academic performance. table 1. guiding questions for focus group interview 1 what do you feel after leaving hometown and studying at campus? 2 based on your personal experience, what makes the biggest deal on self-adjustment in new environment? why? 3 can you give me an example of when you experienced culture shock? why do you feel so? 4 tell me unforgettable stories that you ever perceived during study in campus 5 what do you think the primary cause of such situation? 6 how do you cope with the issues? 7 how do you learn yourself identity and group identity from social interaction on and off campus? 8 what are challenges and struggles that you perceive during study? 9 what are few examples of which experience that discourage you to engage classroom activities? 10 can you share your thoughts, experiences, and stories that we have not discussed yet today? how do you feel about it? 3. results and discussion this grounded theory constructed several categories to describe factors that hinder academic performance of indonesian eastern students at urban college. at this stage, the results of the analysis data was presented in a theoretical model in figure 1 illustrating five categories that explain struggles in academics such as sense of belonging, stigma consciousness, language, college preparation and social isolation. furthermore, figure 1 clearly illustrates the interconnections between each variable. lack of college preparation and language barrier likely intensify the feeling of inferiority which adds a fuel to social isolation enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 16–30 musthofiyah, u & isnainiyah, l. (what makes indonesian eastern students struggle on academic performance at urban college: a grounded theory) 20 and eventually leads to low sense of belonging. the discomfort becomes worse when the students experience high stigma of consciousness, meaning that everything happen to them is always associated with negative stereotype labelling their groups. if left ignored, it will disrupt the psychological wellbeing of the impacted students. when the psychological wellbeing of students get worse, it will eventually create another conflicts that risk the academics. figure 1. a theoretical model of factors that hinder academic achievement of indonesian eastern students in urban campus 3.1. sense of belonging the results of study revealed an underlying pattern of social withdrawals among eastern indonesian students in classrooms which can be perceived from an unwillingness to engage with peers. the students encounter some challenges so that in coping with it, they prefer to remain less active in learning activities. dara from nusa tenggara timur (ntt) discussed her reluctance to open up with colleagues: i don’t talk a lot in classroom, i often keep everything to myself. i am reluctant to share my views with my classmates. i rarely communicate with the rest of class as a minority students, being aware of their position among majority students accentuate the feeling of different from the rest of groups. as ronnie remarked his experience within classroom: when i was among them, i always feel different...there is a wall standing between us the use of wall as a metaphor to illustrate his inner feeling may reflect a current state of emotional wellbeing. he might feel alone and not well understood by others, which lead to low sense of belongings and fear of rejection. avoiding such a risk of rejection, he socially withdrew from those of outer circle group. in addition, jessica expressed her discomfort with the following statement: enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 16–30 musthofiyah, u & isnainiyah, l. (what makes indonesian eastern students struggle on academic performance at urban college: a grounded theory) 21 i don't really interact with friends in class, during lessons i just stay quiet. i rarely interact with lecturers because i would be embarrassed to give wrong answer. fear of being rejected by other classmates, fear of making fool of themselves, and inferiority were salient. rather than spending time to engage with others, they decided to do their own things which hinder maximum learning experience. the difficulty of making friends becomes unbearable. dessy from nusa tenggara barat (ntb) expressed her feeling through the following remark: in the beginning i felt inferior with my javanese peers. it was difficult to get along and adjust with new situation. she identified herself as an outsider, revealing a challenge to adjust with new place where she was identified as a minority student in a small circle of classroom. she also described her inferiority toward a majority ethnic group in a classroom, i.e., javanese students, which were benefitted from their upbringings in a java island, in which most urban cities and a national capital city are located, allowing them to get more quality education than the rest of islands in indonesia. as a result, they develop low sense of belongings. meeuwisse, severiens, & born (2010) describe this situation as alienation, difficulty to socialize with peers and homesickness. another reason behind poor academics of rural and minority ethnic students is culture shock. a difficulty to cope with an overwhelming new situation in campus may result in social withdrawal from campus society. further it creates a feeling of being alone. sense of belongings refers to the feeling of acceptance, support and inclusive that students feel from the schools (goodenow, 1993) and as predictor of student retention (hausmann, schofield, & woods, 2007). academic performance and engagement into school community (st-amand, girard, & smith, 2017; allen, kern, vella-brodrick, hattie, & waters, 2018). students with lack of school belonging may be at risk of dropout (christenson & thurlow, 2004). drawing from their social interaction, it can be concluded that the low sense of belongings could be the reason why eastern indonesian students are less enthusiastic and involved in campus activities. 3.2. stigma consciousness fear of being judged by fellow classmates due to physical appearance and existing stereotypes labelling their ethnic group were frequently discussed among participants. this category describes a challenge perceived by indonesian eastern students which make them feel anxious about their physical appearance: i.e., dark skin and curly hair which represent characteristics of melanesian race in indonesian eastern regions. john from papua had not been self-conscious with his physical appearance until moving into new town to pursue education, he subsequently felt different. some people stared on me when i walked passing by. it makes me anxious. could it be my skin darker than other fellow indonesians? getting stares from people passing by created a feeling of discomfort. it makes them anxious of what people might think about them which subsequently discourages social engagement with outer circle group and preference to hang out with inner circle group. they construct self-identity by learning from society on how their ethnic group was labelled with certain stereotypes and become conscious on how these might influence their behavior and attitude toward them. ... sometimes even in the classroom the lecturers only pay attention to certain students. so, why do i have to try anyway? enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 16–30 musthofiyah, u & isnainiyah, l. (what makes indonesian eastern students struggle on academic performance at urban college: a grounded theory) 22 as stigma of consciousness of individuals is high, they might relate any circumstances happening around them is due to existing stereotypes labelling their groups. it makes them sensitive and easily get offended whenever encountering mistreatment and discrimination. they become anxious on what people might think and feel powerless on any possible things to deal with. it discouraged them to fully engage in learning activities and feel apathy. in addition, students from rural areas and minority ethnics are often anxious about how they are perceived by faculty staff and/ or peers with regard to any stereotype threats labelling them. they are concerned whether faculty, peers and staff perceive their college admission solely due to their status as minority groups, not academic achievement. things are getting worse when students believe their sole reasons of being treated such a negative way is due to their stigmatized cultural identity and would see it as an evidence that confirms the existing stereotypes (mosley & rosenberg, 2007).this condition creates a preconceived bias of being victimized due to social group discrimination despite of whether or not discrimination might actually happen. meanwhile, another case describes a challenge they had encountered when searching for boarding houses. romy from ntt shared his personal experience about subtle rejection of a boarding house’s owner giving an unusual expensive rental cost. when looking for a boarding house, rent owners gave me very expensive rent cost which are higher than it should be, beyond normal. he probably rejected me by offering such unusual price. this situation creates a subtle message of non-confrontational rejection. the interlocutor simply understands what brings to rejection. when the individual has high stigma of consciousness, they would relate most of accidents due to racial stereotypes, which happened to this example. renny from ntt shared similar experience. she almost made a deal and get cancelled only after the rent owner learnt about her hometown. i almost made a deal of rent contract through down payment, but after the rent owner learnt that i was coming from ntt, he said the room was no longer available, fully booked. renny resonated the image of individual with high stigma of consciousness. she was aware on how people might see her. she constructed new concept of self-identity from new environment in which stereotypes across ethnic group was pervasive. agung from sulawesi island described his experience as an unfair treatment. he felt unjustly treated and blamed existing stereotypes as a source of this injustice. the locals regarded indonesian easterners as rude, loud, and making troubles. i am different. i only want to pursue my education, but the stereotypes hit me anyway. the physical characteristics of indonesian easterners which are dominantly represented by melanesian race are dark skin and curly hair. in college, the physical characteristics make them stand out among the crowds which simultaneously lead to labelling any existing stereotypes inherent to the group. agung from sulawesi shared his remark on this personal experience. ... they assume that indonesian easterners like to drink and bring girls into boarding house. it’s wrong. we cannot label everyone the same. it depends on each individual. henny from ntt expressed her disagreement on certain existing stereotype which bothered her. friendliness, enthusiasm, loud & high-pitched tones characterizing indonesian easterners were perceived differently by a majority people as a sign of rudeness and impoliteness. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 16–30 musthofiyah, u & isnainiyah, l. (what makes indonesian eastern students struggle on academic performance at urban college: a grounded theory) 23 we are considered harsh, impolite, speaking with high-pitched tone. this is us. we often speak loudly but it does not mean we are rude. high intonation does not mean being impolite and rude. according to aronson & inzlicht (2004), stereotype threat can be inflicted by existing negative stereotypes of individual’s social identity. when the negative stereotypes and slight change of environment are salient, the individuals are reminded to their self-identity, which will affect their confidence and performance. the fear of being discriminated and mistreated made them feel anxious. john from papua shared his thoughts on such experience. watching news about protests from fellow papuans and some racist callings, had left deep impression on me. i feel anxious of what people think about me. an example of study conducted by steele (1997) reveals the impact of stereotypes for being blacks and female in the united states, this stereotype triggers consciousness among black and female students about their scholastic skills and intellectual capacity which impacted on the functioning of intellectuality and the identity development of individual as part of the group. however, mosley & rosenberg (2007) mentions the existence of fluctuation in stigma consciousness. it does not always go stagnant in every other situation. it goes ups and downs depending on every situation that individuals might encounter. in the case of african american female students, the stigma consciousness increases when they are entering predominantly white universities. stereotype threat and stigma consciousness may be intertwined and relates to each other even though they literally go with different constructs. pinel (1999) explains how these two constructs are obviously different. the stereotype threat refers to a consciousness of individuals on their own behaviors that confirm the existing stereotype labelling their groups. on the other hand, stigma consciousness makes someone concern whether they are going to be stereotyped or not, regardless the presence or absence of discrimination. according to steele (1997), the stereotype threat is initiated with students’ perception of negative judgment and ill-treatment they perceive due to stereotypes. the fear that students feel anxious with then confirms the negative stereotypes. those with high degree of stigma consciousness perceive more distress and more susceptible to any stereotype threats against them (steele, 1997). mosley & rosenberg (2007) argued that being different from the rest of other groups make ethnic minority students become sole target of intense scrutiny and stereotype labelling, leaving them more vulnerable to any stereotype threats against them. moreover, having solo status intensifies the impacts of stereotype threat, self-conscious thoughts and behavior and stigma consciousness with female students suffer more against negative stereotypes than male students (mosley & rosenberg, 2007). being solo status triggers worries on any stereotype against them. as mosley & rosenberg (2007) stated that solo status creates burden that could be destructive for students, leading to vulnerability against any stereotype threats which further confirms their low academic performance. in addition, mosley & rosenberg (2007) reveals the fluctuation of stigma consciousness on individuals. it does not go stagnant in every situation. meanwhile, it goes up and down depending on every situation that individuals have encountered. in the case of african american female students, the stigma consciousness significantly increases when situated in predominantly white universities. this situation may reflect what is perceived by rural and ethnic minority students in urban college where they have different physical appearance to the rest of other groups. and how they understand life understands the meaning of life from what is experienced by people who share the same characteristics with them they observe the experiences that exist in their environment experiences that occur in people who are in their groups and they take the meaning of the experiences felt together with people who are in their group so that based on this philosophy researchers use grounded theory to produce a theoretical concept that we take from the data we get from. this is in line with mosley & rosenberg (2007) defines high stigma consciousness as individuals’ belief that stereotypes could influence the way they interact with people outside the groups. enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 16–30 musthofiyah, u & isnainiyah, l. (what makes indonesian eastern students struggle on academic performance at urban college: a grounded theory) 24 individuals with low stigma consciousness are not affected with the existing stereotypes labelling their groups. they would resist the impact of stereotype status when interacting with outside groups. in a study conducted by brown & pinel (2003), there is an evidence that high stigma consciousness could affect student’s academic performance, as the higher stigma consciousness the worse the academic performance. brown & pinel (2003) gave some empirical evidences that establish relationship between stigma consciousness and stereotype threat. students who have high level of stigma consciousness perform worse on certain subject tests, compared to the rest of students with lower level of stigma consciousness. in addition, spencer, steele, & quinn (1999) found a relationship between stereotype threat and problem solving skill so that stereotype threat could reduce the efficiency of cognitive processing in dealing with cognitive tasks. a study by ryan & ryan (2005) found another negative impact of stereotype threat toward students as well. they explained that the stereotype threats trigger anxiety, which is a big threat for effective study, as many believe anxiety could hinder cognitive processing (spencer et.al., 1999; ryan et.al., 2005). furthermore, pinel (1999) describes an inevitable impact of stigma consciousness on children as the higher stigma consciousness, the more likely they confirm the stereotypes imposed on them. 3.3. social isolation some participants shared similar experiences about social isolation. transition from secondary to tertiary education might be overwhelming which is even escalated with new environment and different culture. as a minority group in campus, they have less social interaction with peers and limit the interaction only with inner circle group, which aggravates loneliness. to cope with it, they seek a relief in gatherings with inner circle group and religion, as hanna from papua shared her remark: i often spend most of my time in a boarding house. sometimes i join a gathering with fellow papuans and visit church. the feeling of loneliness and isolation emerge from feeling lonely and being different from the rest of other groups in college. jessica from papua shared her limited interaction with the locals and how she dealt with loneliness through singing, an escape from an overwhelming situation in new environment. she had found a source of happiness by spending time with fellow papuans and singing together. the only locals that i frequently interact off-campus are my rent owner and other tenants...in a boarding house, i sing together with other fellow papuans. it is undeniable that college transition and stereotype threat have worrying effects on students' emotional well-being, particularly those of minority groups and the only representatives of their social group (mosley & rosenberg, 2007). even it may get worse when they find themselves as few representative of their social groups which set them apart from others, escalating the feeling of loneliness and isolation. 3.4. college preparation some participants articulated their experiences in adapting with college life. they were underprepared and had no idea which major they would supposedly take in, which were suitable with their interest and aptitude. they had to deal with unfamiliar concepts which subsequently became a source of anxiety and insecurity due to getting overwhelmed with current major they are dwelling in. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 16–30 musthofiyah, u & isnainiyah, l. (what makes indonesian eastern students struggle on academic performance at urban college: a grounded theory) 25 i am not familiar with a major that i am currently in, neither i am interested in. i chose this major simply because i didn’t have any idea which major that i was supposed to take in. turns out... it was way more difficult than what i had expected. college requires more rigid, intense and independent learning that students should deal with. failure to cope with college life would lead to a feeling of ‘getting lost’. it creates a vicious cycle, begun with learning new concepts they are not interested in and even familiar with, failing an exam, getting insecure and anxious, tackling with new concepts, anxiety gets overwhelming which reduces emotional wellbeing and disrupts the optimum of learning. agung, a participant from sulawesi, shared his experience on dealing with the struggle. in the beginning, i was so confident that i could get through academic life. yet it changed after one semester passed, i got bad scores which made me insecure. even though i studied hard, it felt persistent. it made me insecure and inferior to my peers. the struggle likely emerges from lack of college preparation among indonesian eastern students. they are not well-prepared about which college major that suits on their aptitude and interest and what sociocultural challenges they may encounter in the transition from high school to college. students coming from indonesian eastern regions may be overwhelmed with new situation, demanding self-adjustment with new college. some of the students are probably first timers among their families to attend college. they pioneer a step up journey of higher education without getting adequate information about college preparation. they have no one in family to confide in and to ask for advices in coping with issues. meeuwisse et.al., (2010) suggested lack of experiences, lack of supports and lack of guidance from relatives and friends as attributing factors of underprepared students. another thing to consider in the lack of college preparation is an educational disparity between eastern and western indonesia. azzizah (2015) gave some examples of a disparity in education: the teacher shortage, few qualified teachers, the shortage of materials to learn, inadequate school buildings and school facilities. samosir (2008) even reported that many school buildings in eastern indonesia have semi-permanent structure which are below adequate standards, resulting in some damages that could disrupt classroom learning activities such as leaky roofs, broken chairs and tables. in a worst case, due to the shortage of teacher, one teacher could handle two or three classes at once, leading to lower standards of quality teaching. they paid less attention to students and got unattainable learning targets in standardized national curriculum. azzizah (2015) gave some reason on why educational disparity becomes salient. she revealed some factors contributing the educational disparity between western and eastern indonesia, they are inadequate infrastructure and forest typography. these two challenges have resulted in the uneven distribution of material books and school facilities which are supposed to support students in academics. therefore, when indonesian eastern students decided to pursue higher education in urban areas in which better quality teaching, materials and more adequate numbers of teachers are available, it becomes overwhelming to cope with. it imposes a huge challenge for students to adjust with. 3.5. language in some cases, language barrier attributed struggles perceived by indonesian eastern students at college. participants articulated their experiences when confronted with situation that triggers discomfort. there were eight participants who shared similar thoughts about their experiences related to language. upon recollection, john from papua stated: i was once being laughed at by my peers because of my thick accent of indonesian language. they said my accent was funny and too formal. enjourme (english journal of merdeka) : culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 16–30 musthofiyah, u & isnainiyah, l. (what makes indonesian eastern students struggle on academic performance at urban college: a grounded theory) 26 the feeling of discomfort discourage them to have frequent social interaction with outer circle group due to fear of being laughed at. in addition, indonesian language is often influenced by ethnic language, it creates differentiation of regional accent across ethnic groups. indonesian language with a variety of regional accents are pervasive in indonesia which sometimes signify where people come from and which ethnic they might belong. moreover, indonesian language influenced by local accent among indonesian eastern students have different word structures and word selections that sometimes a bit challenging to understand by outer circle groups. on the contrary, they also grasp difficulty in understanding indonesian language which is often switched code with javanese language. it is challenging to understand lessons delivered by lecturers because they often switch code between indonesian language and javanese language which i don't really understand. azzizah (2015) gave a rationale on why such situation might be possible to hinder academic achievement among indonesian eastern students, indicating some regions in eastern indonesia such as papua, maluku, nusa tenggara timur, nusa tenggara barat and sulawesi do not use indonesian language as primary medium of instruction, instead the teachers use local languages to deliver new lessons in classrooms. in addition, the language barrier may come from different accents of indonesian language. since indonesia has many ethnic languages that influence the national language, it further create thick accents which likely impose barriers for outer circle group in grasping the meanings. one participant spoke about her recollection: i have a problem understanding materials delivered by lecturers because their indonesian language is different from one i get used to be. despite thick accent, unfamiliarity with local language, i.e., javanese language creates an invisible distance that makes them lonely and insecure. this stressful condition likely hinders their successful adjustment in new environment and lead to social withdrawal. when i participated in a campus organization, i did not really understand what folks said and what they were talking about as they spoke javanese. i felt alone and wondered – were they gossiping about me? their vulnerability makes them feel powerless. since they have to cope with culture shock due to overwhelmingly new environment and cultural differences, they have to keep balance on their emotional well beings. failing to notice this issue would likely result in underperformance in academics. feeling like an outsider, unable to adjust with new situation, thick accent and language barrier might construct low sense of belonging. as suggested by goodenow (1993), sense of belongings in school likely reduce dropout rates in schools. it is necessary to foster sense of belongings in campus among minority students. they need to feel that they are part of the campus and not regarded as outsiders. the diversity of ethnicity in campus brings attention as the campus structure needs to be adjusted to accommodate the change of students’ population. they should have equal access and treatment with their counterparts that coming from other majority of ethnicity. in some situations where students feel not included in the community, the behaviour tend to be the opposite (meeuwisse et al., 2010). an example of study conducted by steele (1997) reveals the impact of stereotypes about being blacks and being female, this stereotype creates consciousness among black and female students about their scholastic skills and intellectual capacity which impacted on the functioning of intellectuality and the identity development of individual as part of group. in a grounded theory, there is one thing that cannot be ruled out i.e., trustworthiness (marshall & rossman, 1995). there had been many interpretations can be drawn in a data which become appreciated when it was layered with trustworthiness. therefore, to increase enjourme (english journal of merdeka): culture, language, and teaching of english vol. 5, no. 1, july 2020, pp. 16–30 musthofiyah, u & isnainiyah, l. (what makes indonesian eastern students struggle on academic performance at urban college: a grounded theory) 27 trustworthiness we encouraged few participants to re-check the transcripts for verification. for additional information, this study also has some limitations. we admit that in qualitative research, there are several versions of interpretation that could be drawn from a data and we are not subjective and bias free, therefore we acknowledge any possible interpretations that may come in further research which suggest research triangulation. in addition, the researchers acknowledged some limitations in the study, particularly when selecting participants of study. dual positions of researcher and lecturer may ignite biases in which reduce participants to speak up and more honest in sharing their negative experiences and thoughts. this study took a sample which was not representative of the entire target population. the used of focus group in data collection gave an advantage of respondents to listen and share their experiences which have been kept so long and finally found bravery to speak and broke the silence. given such collective experience, they are more willing to speak up. however for some people it may work inversely, as they are more nervous speaking up before others, it may reduce their willingness to share their inner thoughts. this research offers a contribution to the existing literature on factors that likely hinder academic performance of indonesian eastern students in urban college. it contributed as well on inclusive education and social justice that should be present in campus with current demographic change with more diverse ethnic background students. 4. conclusion and suggestions this study reports five categories that describe factors hindering indonesian eastern students in academic achievement. collecting empirical evidence about factors that may hinder the success of rural and ethnic minority students in urban education is prominently important. it is an effort to explore in-depth about the experiences of indonesian eastern students dealing with college life, how it affects the development of self-identity through social interaction on and off campus, what factors that reduce their optimum performance in academics. to understand struggles of indonesian eastern students is an utmost of importance to generate strategies and relevant policies that are ready with the current demographic change and diversity. it would create sense of belonging. fostering positive environments in a campus, as a learning support, can be a significant thing to improve student performance and embrace diversity as well as help government to address issues related to educational disparity in indonesia. 5. references agustin, l. 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(2018). negosiasi identitas mahasiswa papua dengan host culture di kota semarang. inetaksi online, 6(1). https://ejournal3.undip.ac.id/index.php/interaksi-online/article/view/19113 https://lib.unnes.ac.id/33362/1/1301413063__optimized.pdf https://journal.unesa.ac.id/index.php/jptt/article/viewfile/1359/946 3. 5150-19726-1-ce.pdf enjourme (english journal of merdeka): culture, language, and teaching of english jo urna l ho mep age: http: //ju rna l.u nm e r.ac .id /in dex. php /en jo u rme/ ind ex english oral presentation for bachelor of arts of the four year international student at mcu chiang mai campus thailand phr a natthakit kittiyano (thaipattana), winai siabthaisong graduate school mahachulalongkornrajavidyalaya university, 79 m.1, phahon yothin road, kilometer 55 lam sai, wang noi, phra nakhon si ayutthaya, 13170, thailand corresponding author: sktsangha@gmail.com article info article history: received 11 december 2020 revised 24 february 2021 accepted 17 march 2021 available online 15 july 2021 keywords: english, oral presentation, speaking doi: 10.26905/enjourme.v6i1.5150 how to cite the article: k it tiy an o (th aipa t ta na ), p. , & siabthaisong, w. (2021). english oral presentation for bachelor of arts of the four year international student at mcu chiang mai campus thailand. enjourme (english journal of merdeka) : culture, language, and teaching of english, 6(1) 18-35. d o i : h t t p s : / / d o i . o r g / 1 0 . 2 6 9 0 5 / enjourme.v6i1.5150 abstract the paper aimed to uncover the problems underneath english oral presentation of the fourth year students majoring in english at mahachulalongkornrajavidyalaya university, chiang mai campus, thailand in order to come up with the solution to improve it. the issue is the students find difficulty when it comes to deliver oral presentation in english despite the fact that they have learned english for many years and gained many vocabularies. the methods used are mixed quantitative (questionnaires for students) and qualitative (in-depth interview with five lecturers) approach. it is found that anxiety and shyness play the key setback be hide the scene. © 2021 enjourme. all rights reserved. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no, 1, desember 2021, page 18–35 1. introduction oral presentations are one of the most common assignments in college courses, and students in all fields desire to disseminate the new knowledge they produce, and this is often accomplished by delivering oral presentations in class. an effective presentation is more than just standing up and giving information. a presenter must consider the best way to communicate the information to the audience by using techniques to create a presentation that is both informative and interesting. there are three main factors that i am going to show, they are problems, solutions and communication of oral presentation. english oral presentation for bachelor of arts of the four year international student at mcu chiang mai campus thailand phra natthakit kittiyano (thaipattana), winai siabthaisong | 19 | this study focused on the use of student’s oral presentation in english language classrooms and its impact in speaking skill. the use of oral presentations in mcu classroom is important because of its positive impact on students’ proficiency level. some students who do not like to speak in the classroom; do not have the opportunity to speak english outside, too. thus, if the students do not often practice english in the classroom, they may never speak english at all. the students cannot learn to speak any language by observation. therefore, giving an oral presentation improves the students’ oral proficiency. teachers can use oral presentation as many ways to deal, encourage and motivate the students’ speaking problems. oral presentation activities provide an excellent opportunity for the learners to develop their skill. several minutes of speaking, is a structured way to deal, encourage and motivate all skills of giving audiences’ information clearly and understandably. english oral presentation in classroom is beneficial for both side speaker and listener. the speaker has an opportunity to practice to present information by using some techniques. the listener has a chance to learn new knowledge from the speaker. moreover, they can do more studying english at the same time. in addition, among the presentation, they can learn by asking questions and showing ideas. thus, it is a great way of learning in a group. oral presentation skills the ability to give an oral presentation is an important skill in a varied range of careers, and training in public speaking can help develop important linguistic and personal qualities in students. consequently, this activity is a major component of many est and communication studies courses in tertiary institutions. i believe there is also an important place for it in other areas where second language learning takes place. some teachers already include formal presentations in their courses, realizing that students benefit from the attributes that are demanded. training in public speaking not only cultivates confidence and clear articulation, but also develops useful research skills and encourages careful planning and preparation in the use of language. however, many teachers feel they can do little to help students beyond setting a topic, providing class time and offering post-presentation advice. but while this view is understandable, it is also misleading. it is true that the teaching literature offers little assistance on how teachers should either prepare students for public speaking or provide them with worthwhile feedback on their performances. however, detailed help can be offered in the planning and delivery of oral presentations. this skill area can be taught just as systematically as any other in the syllabus if it is treated as a practical step by step process leading to the final presentation. this short article will briefly outline the sequence of stages in developing oral presentations used at the university of technology in papua new guinea. the approach it offers may be of use to other teachers contemplating this area. the oral presentation process the oral presentation is typically a partly spoken, partly visual form of communication which is designed to inform or persuade and occurs in organizational settings. time is normally limited and so the successful presentation must be carefully prepared. the speaker must be sure of her facts and enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 1, juli 2021, pp. 18–35 | 20 | objectives, have a carefully structured outline, support her talk with visual aids, deliver the presentation clearly and confidently and then handle questions from the floor. obviously, this is a fairly demanding exercise but it is achievable with an awareness of oral communication skills and the practical experience of how they might be applied. there are seven general stages in the process of developing oral presentation skills: 1) short talks and awareness of oral communication strategies; 2) deciding objectives and gathering facts; 3) organizing discourse structure & developing an outline; 4) preparing supporting visual material; 5) rehearsals & feedback; 6) delivery of presentation & handling questions; 7) evaluation (hyland, 1991). the problems of oral presentation skills liow (2008), wolfe (2008), and munby (2011) explain that “researchers and educationalists have been preoccupied lately trying to emphasize the role of oral presentation in students’ academic careers, especially at undergraduate and postgraduate levels.” el enein (2011) states that “the majority of those studies were devoted to ways of conducting proper oral presentations. munby (2011) pointed out that “some studies, on the other hand, listed the benefits of oral presentation, such as helping the instructors cater to students’ learning styles, practicing speaking, providing students with a deep understanding of the presentation topic and providing independent, critical learning to facilitate cooperative learning and to introduce students to technology.” chuang (2009), el enein (2011), and alwi and sidhu (2013) explain that yet, other studies were concerned with listing the difficulties that students usually face in oral presentation, such as feeling nervous, one of the main difficulties reported facing students in oral presentation was anxiety or fear of speaking. research has consistently revealed that anxiety can impede the efl students’ production and achievement. al-nouh et al. (2014) in addition, some studies investigated the reasons behind students’ anxiety, such as lack of vocabulary (mazdayasna, 2012; subaþý, 2010) while others proposed ways to overcome these difficulties, such as choosing a familiar topic and practicing a lot e.g. zappa-hollman (2007). turner et al. (2013) in addition, a growing number of studies aimed to investigate the reasons behind students’ low performance in oral presentations. akindele & trennepohl (2008), these studies can be grouped under three categories: the first is the personal traits such as shyness or fear of facing audiences, the second is self-confidence and the third is physical appearance. one study found that students’ personal traits were the reason behind their feelings of anxiety during oral presentation. second, the audiences and the instructors were believed to be main reasons for students’ unwillingness to present, such as negative evaluations, hard questions, humiliating feedback (elliot & chong, 2005). wolfe (2008) finally said that the lack of presentation skills was seen to play a crucial role in students’ feelings of anxiety (e.g., researching, planning, organizing, practicing, and presenting. 2. method the present study is a quantitative and survey research. they are categorized in two parts in this study: 1) finding from the questionnaires research; 2) in-depth interview with five lecturers. method of questionnaires and analyzing its results gathered from the fourth-year students of bachelor’s english oral presentation for bachelor of arts of the four year international student at mcu chiang mai campus thailand phra natthakit kittiyano (thaipattana), winai siabthaisong | 21 | degree of mahachulalongkornrajavidyalaya university. the purpose of this study is to explore the problems of english speaking skills for oral presentation and categorize from informants, general academic textbooks, thesis and academic journal along with solving the problems. a group of the 45 fourth year students of english program of mahachulalongkornrajavidyalaya university, chiang mai campus, thailand, the second semester of 2019-2020 is purposively selected as the respondents in this study. the reason that the researcher has chosen the fourth-year students, who study in english program as the respondents in this study because they are trained to acquire certain english speaking skills. the questionnaires consist with general background, opinions and research suggestions. moreover, the problems of english pronunciation, english vocabulary, english grammar, confidence of presenter and strategy use of oral presentation to improve oral presentation of bachelor’s degree fourth year students of mahachulalongkornrajavidyalaya university chiang mai campus. the data obtained from the questionnaires will be analyzed by using statistics including percentage, frequency, means and standard deviation (sd.) was used via the statistical package for the social science. the nature of the questionnaires in the rating scale used in this study is divided into five levels of orthopaedics scale with the results as presented in table 1. table 1. the rating scale degree of opinion scores excellent 5 very good 4 good 3 fair 2 poor 1 according to the main value of data derived from each statement was interpreted as the level of the problem of public speaking in english as they are mentioned below: very high 4.50 – 5.00 high 3.50 – 4.49 moderately high 2.50 – 3.49 low 1.50 – 2.49 very low 1.00 – 1.49 semi-structured interviews were conducted with the five lecturers; each interview conducted in english and thai depending on the interviewee’s preference, with range in length from approximately 20 minutes. each interviewee was asked to describe their english speaking skills, what is the problem of learners toward oral presentation, what are the factors contributing to problem of oral presentation and what is the effective way of solving the problem of oral presentation. the questions for in-depth interview to five lecturers who teach the international program students at mcu, department of foreign languages, faculty of humanities, muang, chiang mai province, thailand: enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 1, juli 2021, pp. 18–35 | 22 | 1. how is oral presentation important for your students? 2. do you assign your students to present? why? 3. what are your techniques to improve your students for english oral presentation? 4. do you give some comments after your students have presented? why? 5. do you have any suggestions for oral presentation course? 3. results and discussion 3.1. result personal information of the participants the data analysis results of the respondents are the basic of the students in academic year 2017 who are bachelor of arts fourth year students in english of mahachulalongkornrajavidyalaya university chiang mai campus, and the questionnaires are distributed to 45 persons. thereafter, the researcher uses frequency and percentage to analyze the data as shown in the following table. table 2. status of participants status of participants frequency valid percent monk 44 97.8 laity 1 2.2 total 45 100.0 after the distribution of the questionnaires to the participants, there were 45 participants who returned the questionnaires. table 2 shows that the majority of the participants were bachelor of arts fourth year monk students in english, consisting of 44 participants or 97.8%, while the minority was bachelor of arts, the fourth year laity student in english, consisting of 1 participant or 2.2%. table 3. participants’ nationality nationality frequency valid percent thai 5 11.1 myanmar 38 84.4 lao 1 2.2 india 1 2.2 total 45 100.0 table 3 shows that most of participants were bachelor of arts fourth year myanmar students, consisting of 38 participants or 84.4%, while 5 participants or 11.1% were bachelor of arts fourth year thai students, there is only 1 participant or 2.2% of lao student and there is only 1 participant or 2.2% of indian student. english oral presentation for bachelor of arts of the four year international student at mcu chiang mai campus thailand phra natthakit kittiyano (thaipattana), winai siabthaisong | 23 | table 4 shows that average age of participants between 20-30 years, consisting of 32 participants or 71.1%, while 10 participants or 22.2% had the age between 31-40 years, and 3 participants or 6.7% had the age of 40 years up. the problems of english speaking for oral presentation table 5. the analysis of english pronunciation age of participants frequency valid percent between 20-30 years 32 71.1 between 31-40 years 10 22.2 40 years up 3 5.7 total 45 100.0 table 4. participants’ age table 5 presents the analysis the problems of english oral presentation in the level of english pronunciation. the findings revealed that all of students agreed that they have troubles in pronunciation while speaking english ( x =3.33) with a standard deviation of 1.22; they can understand the pronunciation spoken by native english speakers ( x =3.27) with a standard deviation of 1.35; a native speaker of english understands student’s english pronunciation ( x =3.24) with a standard deviation of 1.44; when students communicate with an english native speaker, they have never felt shy about their pronunciation ( x =3.20) with a standard deviation of 1.25; students have never had a pronunciation problems ( x =2.80) with a standard deviation of 1.14. as a result, the overall means score and standard deviation of pronunciation level of english speaking for oral presentation is ( x = 3.16) and a standard deviation of 1.28: so, it can be interpreted that the participants had a moderately high level. no questions x sd interpretation 1 you have troubles in pronunciation while speaking english. 3.33 1.22 medium 2 you have never had a pronunciation problem. 2.80 1.14 medium 3 a native speaker of english understands your english pronunciation. 3.24 1.44 medium 4 when you communicate with an english native speaker, you have never felt shy about your pronunciation. 3.20 1.25 medium 5 you can understand the pronunciation spoken by native english speakers. 3.27 1.35 medium total 3.16 1.28 enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 1, juli 2021, pp. 18–35 | 24 | table 6. the analysis of english vocabulary no questions x sd interpretation 1 you have an adequate english vocabulary for effective speaking. 3.98 0.94 high 2 you have never had any vocabulary problems. 3.58 1.05 high 3 you can guess the meaning of new vocabularies. 3.67 0.87 high 4 when you do oral presentation, you confidently use vocabularies. 3.58 1.05 high 5 when you preparing a speech, you feel anxious about your ability to use english vocabularies. 3.87 1.10 high total 3.73 1.00 table 6 illustrates the vocabulary level of english oral presentation. the study results revealed that all of the participants are good at it. they have an adequate english vocabularies for effective speaking ( x =3.98) with a standard deviation of 0.94, they feel anxious about their ability to use english vocabularies when they preparing a speech ( x = 3.87) with a standard deviation of 1.10, they can guess the meaning of new vocabularies ( x =3.67) with a standard deviation of 0.87, they confidently use vocabularies, when they do oral presentation ( x = 3.58) with a standard deviation of 1.05 and they have never had a vocabulary problems ( x = 3.58) with a standard deviation of 1.05 as well. as a result, the overall means score and standard deviation of vocabulary level of english oral presentation. the participants in this study is ( x = 3.73) and a standard deviation of 1.00 which is interpreted as being at a high level. table 7. the analysis of english grammar no questions x sd interpretation 1 you speak english according to english grammar correctly. 3.98 0.94 high 2 you confused when you are thinking of grammar while speaking. 3.58 1.05 high 3 does english grammar affects your english-speaking skills? 3.67 0.87 high 4 english grammar is not important, you need to understand and communicate well. 3.58 1.05 high 5 you’re not too serious with english grammar, when you are speaking. 3.87 1.10 high total 3.73 1.00 as indicated in table 7 which shows that grammar level of english speaking for oral presentation. they speak english according to english grammar correctly ( x = 3.98) with a standard deviation of 0.94, they are not too serious with english grammar, when they speaking ( x =3.87) with a standard deviation of 1.10, english grammar effect their english speaking skill ( x =3.67) with a standard deviation of 0.87, they confused when they thinking of grammar while they speaking english oral presentation for bachelor of arts of the four year international student at mcu chiang mai campus thailand phra natthakit kittiyano (thaipattana), winai siabthaisong | 25 | ( x =3.58) with a standard deviation of 1.05,a and they need to understand and communicate well, english grammar is not important ( x =3.58) with a standard deviation of 1.05. as a result, the overall means score and standard deviation of grammar level of english speaking for oral presentation. the participants in this study is ( x =3.73) and a standard deviation of 1.00 which is interpreted as being at a high level. table 8. the analysis of lacking of confidence no questions x sd interpretation 1 you feel shy when you are standing in the front of many audience. 3.76 0.93 high 2 you fear to make some speaking mistake. 3.31 1.06 medium 3 you feel nervous when audience looking at you. 3.67 0.87 high 4 you don’t know how to get audience’s attention. 3.38 1.02 medium 5 you feel shaky when you presenting your topic. 3.27 1.26 medium total 3.47 1.02 table 8 shows that lacking of confidence of english speaking for oral presentation. they feel shy when they are standing in the front of many audience ( x = 3.76) with a standard deviation of 0.93, they feel nervous when audience looking at them ( x = 3.67) with a standard deviation of 1.36, they don’t know how to get audience’s attention ( x = 3.38) with a standard deviation of 1.02, they fear to make some speaking mistake ( x = 3.31) with a standard deviation of 1.06 and they feel shaky when they present their topic ( x = 3.27) with a standard deviation of 1.26. as a result, the overall means score and standard deviation of character of speaker level of english speaking for oral presentation. the participants in this study is ( x = 3.47) and a standard deviation of 1.02, which is interpreted as being at a moderately high level. table 9. the analysis of strategy used in solving the problems no questions x sd interpretation 1 how much do you have confidence when you do oral presentation? 3.22 1.25 medium 2 how much are you yourself when you do oral presentation? 3.47 1.27 medium 3 do you smile to your audience in order to gain good relationship with them? 3.49 1.18 medium 4 do you present according to the structure: introduction, body and conclusion? 3.78 0.95 high 5 do you use body language when you do oral presentation? 3.69 1.14 high 6 do you use visual aids when you do oral presentation? 2.98 1.28 medium 7 do you play with voices when you do oral presentation? 3.33 1.39 medium 8 do you have eyes contact with your audience? 3.22 1.12 medium 9 do your present your topic as you are story teller? 2.51 0.96 medium total 3.29 1.17 enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 1, juli 2021, pp. 18–35 | 26 | table 9 explains the strategy use of speaking skill for oral presentation. they present according to the structure: introduction, body and conclusion ( x = 3.78) with a standard deviation of 0.95, they use body language when they do oral presentation ( x = 3.69) with a standard deviation of 1.14, they smile to their audience in order to gain good relationship ( x = 3.49) with a standard deviation of 1.18, they are themselves when they do oral presentation ( x = 3.47) with a standard deviation of 1.27, they play with voices when they do oral presentation ( x = 3.33) with a standard deviation of 1.39, they have confidence when they do oral presentation ( x = 3.22) with a standard deviation of 1.25, they have eyes contact with their audience ( x = 3.22) with a standard deviation of 1.12, they use visual aids when they do oral presentation ( x = 2.98) with a standard deviation of 1.28 and they present their topic as a story teller ( x = 2.51) with a standard deviation of 0.96. total: the overall mean score and standard deviation of the strategy use of speaking skill for oral presentation is ( x = 3.29) with a standard deviation of 1.17, which is interpreted as being at a moderately high level. in-depth interview with five lecturers ass.prof.dr.wisuttichai chaiyasit, instructor of english linguistic subject and english language, department of foreign languages, faculty of humanities, mcu. in conclusion, the performance of sharing information, ideas, thoughts and feeling is called oral presentation. oral presentations are one of the most common assignments in college courses. it is a good opportunity for students to train the communication skills. the more students practice oral presentation, the more confidence they gain. moreover, students will have creative ideas because they have learned by thinking. students need to be organized before they give some speeches. they must know how to plan the presentation. for example, focusing presentation on the audience. how much audience can understand, all the details must be informative delivering to the audiences and so on. assoc. prof. dr. preecha kanetnok, instructor of english linguistic subject and english language, department of foreign languages, faculty of humanities, mcu. to summarize, presentation is a great way to create group study, because, the speaker has the role to share the knowledges and ideas, this is called collaborative learning. speaking skills are very essential for oral presentation. stage is a great place for students to improve presentation skills. pronunciation is communication system that students need to be skillful, because presenter need to have clear pronunciation so that the audiences can understand correctly. finally, students need to be themselves when they are giving some speeches, because, being oneself can make the students show full abilities. dr. sasinun sappakitjamnong, instructor of english linguistic subject and english language, department of foreign languages, faculty of humanities, mcu. in sum up, learning often takes place best when students have opportunities to express ideas and get feedback from their peers. but for feedback to be most helpful to learners, it must consist of more than the provision of correct answers. feedback ought to be analytical, to be suggestive, and to come at a time when students are interested in it. and then there must be time for students to reflect english oral presentation for bachelor of arts of the four year international student at mcu chiang mai campus thailand phra natthakit kittiyano (thaipattana), winai siabthaisong | 27 | on the feedback they receive, to make adjustments and to try again a requirement that is neglected, it is worth noting, by most examinations especially final. presentation is not only standing and giving some speeches, students must know the technique how to use the multimedia and technology such as power point program, video and so on, these tools are going to make the presentation look more colorful dr. william yaryan, instructor of english linguistic subject and english language, department of foreign languages, faculty of humanities, mcu. in conclusion, confidence is very essential for presenter. students need to practice more, because practice will make shyness go away. students should have no fear for making some mistakes, because learning from mistakes they can do it better next time. students should prepare the information first before they give the speeches, moreover, student must know the details of topic that they are going to talk very well in order to make the presentation go smoothly. asst. prof. dr. samran khansamrong, he is an instructor of english linguistic subject and english language, department of foreign languages, faculty of humanities, mcu. to summarize, english speaking skill for oral presentation is very essential nowadays, communication is sending and receiving information between two or more people. the information conveyed can include facts, ideas, concepts, opinions, beliefs, attitudes, instructions and even emotions. it makes people understand more about each other. of course, it takes time and effort to develop these skills and become an effective communicator. the more effort and practice you put it, the more instinctive and spontaneous your communication skills will become. english as an international language, you will have more opportunities than those who can’t speak so that you can develop the qualities of life, institute, society, and even country, for example, i am a monk who can speak english. i can talk to western people about the buddhism and thai’s culture. i do my duty as a monk by preaching dhamma, i have the role in society teaching foreigner, i am the representative of thailand to show how thai’s culture is. 3.2. discussions in terms of international students (buddhist monks and a laity), they are laos, burmese, indian, and thais whose english is a foreign/second language (efl/ esl). the majority is 20-30 years old (few are above 40 yrs old). 38 burmese are majority. the result in terms of the mean scores interpreted is divided into two main groups; “a high level” and “a moderately high level”. only that of the analysis of vocabulary and grammar is in “a high level” group. the rest are in “a moderately high level” group. in regards with the table 6 and 7 analysis of english vocabulary and grammar respectively, the average score interpreted is high for both of them. since they are the students majoring in english, it is quite general that they tend to pay very much attention to their grammar which highly likely happens to efl learners. it is reflected that many efl learners know a lot of vocabularies and grammars, but they cannot speak english well (chamnan, 2017). pronunciation is one of the language elements that should be noticed in learning english. sometimes, learners who are good at grammar enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 1, juli 2021, pp. 18–35 | 28 | and vocabulary have a problem with pronunciation because they do not learn it from the beginning as they start learning grammar and vocabulary (wulandari, 2019). in other words, sometimes esl and efl learners who are good at vocabulary and grammar have some difficulties in pronunciation because they do not learn pronunciation from the early time as they start learning english (kholisoh & farida, 2018). the second language acquirers are often good at vocabulary and grammar. however, they are short of pronunciation (gao, 2013). grammar particularly, many esl students firmly believe that knowledge of grammar is essential to their ability to acquire a new language (savage et al., 2010). it is mentioned that many of us, having learned foreign languages via grammar-based methodologies or as a consequence of our teacher training and education, are more comfortable teaching grammar than other language skills (savage et al., 2010). another example of southeast asian efl learners, vietnamese learners of english are generally passive and dependent and that they are good at grammar, reading and writing, but cannot utter a proper sentence (tran, 2011). thai students, since thais learn english from reading and writing, not listening and speaking, they do not employ natural language learning. they are good at grammar, but they cannot use english for communication (likitrattanaporn, 2014). in addition, predominantly when students develop greater fluency and expression in english, it is necessary for them to gain more helpful vocabulary knowledge and expand their own personal vocabulary learning strategies. it is due to the intrinsic nature of language learning that students often recognize the importance of vocabulary (akkakoson, 2016). moreover, older learners are particularly good at vocabulary learning, and they can make use of different cognitive and learning skills from children, since they make use of more abstract reasoning and thinking and can often learn more analytically and reflectively (richards, 2015). undoubtedly, the target students are highly likely to be good at vocabulary and grammar. however, the outcome of the analysis of lacking confidence; its mean score interpreted is a moderately high level which is lower than that of vocabulary and grammar analysis. interestingly, while vocabulary & grammar analysis are in “high level”, that of confidence & strategy are lower. this is the point. despite the fact that vocabulary and grammar abilities are good, the oral presentation still needs to be improved because the students tend to be facing issues of shyness, anxiety, and lack of confidence. in terms of confidence particularly, there are two main factors namely anxiety and shyness. dr. william yaryan has shared that his students have difficulty speaking because they are shy and because they are afraid of making mistakes. then, they think they have nothing to say. a number of western professors believed esl students need to overcome cultural inhibition or shyness about speaking up in class, to learn to ask and answer questions effectively, and to communicate more with native speakers of english or less with speakers of their own language. cheng has shared that twelve professors specifically mentioned asian students as having cultural differences which inhibited their oral participation in class and their willingness and ability to ask questions (cheng, 2000). what is going on in the english presentation among those students, they have fear of making mistakes, shyness, nothing to say, lack of confidence, less practicing, no idea, english language level related and so on. to clarify, among those target students, they have different ability levels in terms of english oral presentation for bachelor of arts of the four year international student at mcu chiang mai campus thailand phra natthakit kittiyano (thaipattana), winai siabthaisong | 29 | pronunciation, vocabulary, grammar, and strategy used; which are associated with fear, shyness, confidence, and anxiety. for example, on one hand, some students who are good at english tend to have less fear, anxiety, and shyness with more confidence; and are highly likely active students. they like to speak, they enjoy preparing for the presentation, they are active listeners when they are the audience. on the other hand, some students who are not that good english tend to have more fear, anxiety, and shyness with less confidence, and tend to struggle with oral presentation and encounter issues in pronunciation, vocabulary, grammar, and strategy. strategy used for solving the problems, an average score interpreted is a moderately high level, shows that the students understand and are aware of what should be done during the presentation as well as realize what strategy can be used and turned out an effective presentation i.e. body language, eyes contact, storytelling, using visual aids, organize the idea and convey the message structurally. storytelling is created by a shared human experience based on words and imagination which develops communication skills (yazdanpanah, 2012). thus, it is powerful to make use of storytelling to convey the message to hit the attention of the audience and avoid getting them bored. it is significant to deal with anxiety in order to trigger english oral presentation of the target students. in addition, feedback given by teachers is powerful. dr.sasinun mentioned that feedback ought to be analytical, to be suggestive, and to come at a time when students are interested in it. however, it is also undeniable to take time management into consideration. the problems factors in terms of the problems of english speaking in relation to the factors contributing to problems of oral presentation among students in english speaking classes of the target students; it is unquestionable that pronunciation, vocabulary, grammar, confidence, and strategy used are related to english oral presentation of the target students. interestingly, while vocabulary & grammar analysis are in “high level”, that of confidence & strategy are lower. this is the key point. in terms of confidence particularly, there are two main factors namely anxiety and shyness. dr. william yaryan mentioned that his students have difficulty speaking because they are shy and afraid of making mistakes. and finally, they think they have nothing to say. it is shown that students’ anxiety level had a negative relationship to their oral performance (leong & ahmadi, 2017). when anxiety is related to learners’ second or foreign language learning process, it is known as second/foreign language anxiety. the language anxiety involves a complex, multifaceted reality which may affect the learners in terms of their culture, previous language learning process, learners’ characters, and classroom environment. the language anxiety refers to ‘a distinct complex of self-perceptions, beliefs, feelings, and behaviors’ which are connected to learners’ language learning system. a psychological dimension to language anxiety saying that it is a factor that creates a negative effect on learners’ psychology. the anxiety is ‘the feeling of tension and apprehension’ that appear when learners use a language. so, it can be said that language anxiety is a complicated psychological negative feeling, attitude, and belief of human beings that may be aroused in learners based on different issues when they learn or use a language (kalra & siribud, 2020). enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 1, juli 2021, pp. 18–35 | 30 | a number of western professors believed esl students need to overcome cultural inhibition or shyness about speaking up in class, to learn to ask and answer questions effectively, and to communicate more with native speakers of english or less with speakers of their own language. twelve professors specifically mentioned asian students as having cultural differences which inhibited their oral participation in class and their willingness and ability to ask questions (cheng, 2000). however, pronunciation is undeniable to be taken into account of oral presentation ability. as per lintunen and skaffari (2014) giving a presentation in l2 (second language) both presented a challenge and provided a way of alleviating the pressure of the situation. the most typical level of l2 identified as a cause of concern by the students was pronunciation. dr. preechar reflects that even if their vocabulary and english grammar are perfect, it can still be difficult for people to understand them because of your pronunciation. furthermore, it is advised that when learning a language, there are many things to study including vocabulary, grammar, reading, writing and speaking. a key to good speaking is good pronunciation (sahatsathatsana, 2017). ultimately, the components of speaking that might be considered in the assessment scale are grammar, pronunciation, fluency, content, organization and vocabulary (mazdayasna, 2012). however, several factors such as anxiety, fear of being despised, teacher strategy, and culture were found to influence the reluctance problem among speakers (sava_ç1, 2014). oral presentation is an effective communicative activity that has been widely adopted by efl conversation teachers to promote oral proficiency. however, when oral presentations are assigned in class, the teacher will get either complete silence or grumbles from students who find the idea of oral presentations frustrating and intimidating. students are overwhelmed with the research and communication skills that are necessary for a successful presentation. some serious students who invest time and effort into an oral presentation do not always get the intended outcomes. other students try to get through the ordeal as quickly as possible, but do not improve their speaking skills under such stressful situations. thus, oral presentations can be a time-consuming project with no guarantee of a satisfactory performance (king, 2002). solution speaking of solutions or the effective ways of solving the problem in english oral presentation of the target students; it is essential to cope with anxiety and shyness. anxiety and shyness are associated with many possible elements such as the abilities related to pronunciations, vocabularies, grammar, listening skill, speaking skill and so on. dr. william yaryan has shared that his students have difficulty speaking because they are shy and because they are afraid of making mistakes. then, they think they have nothing to say. it is implied by this that it puts them under pressure in a way. he was trying to reassure them that practice will make shyness go away. and they do not have to speak perfectly. then, the students have something to say if they have the vocabulary for it. unquestionably, this is considered as an effective way to trigger right at anxiety and shyness and turn out to get students motivated to speak things out. it is an essential element contributing to improving speaking skill for the students. to clarify, the factors affected the issue of oral presentation of the target students ‘pronunciation, vocabularies, grammar, fluency, thought organized, body language, visual aids, english oral presentation for bachelor of arts of the four year international student at mcu chiang mai campus thailand phra natthakit kittiyano (thaipattana), winai siabthaisong | 31 | preparation, rehearsal, time management, and so on; will be disclosed. once they are disclosed, it is an opportunity for teachers to be “top form” as being teachers to tackle in those details so as to improve the students’ oral presentation performance. once the students are encouraged, they tend to enjoy oral presentations from the preparation phase till the show time or even after the q&a secession. dr. wisuttichai reveals that when the students share ideas the oral presentation as an effective method of and knowledge in group, the atmosphere in class will be filled with fun because they are learning the new things together. they will feel like they have a freedom to study, that’s so called “unlimited learning”. english class as an interesting tool for either students and teachers are undeniable (tsou, 2005). in order to have the method of improving english presentation, it is inevitable to consider it as process as system. in other words, improving english oral presentation needs to be considered as a learning process systematically as shown below. figure 1 feedback control system (http://www.technologystudent.com/elec1/control1.htm) (v.ryan, 2002 ) to apply the system, it will be mapping as in figure 2. figure 2 feedback control system applied to the target students. as a system, when we are talking about the feedback, it is something we have gained from the current situation; and going to be put back into the system in order to leverage or mechanize the current situation to turn out and meet what an objective is. to put it differently, what is going on in the current situation as described in the conclusion mentioned earlier is that; the result is considered as output; which needs to be improved in order to come up with better skills in english oral presentation of the target students. as per the result of the study, alleviating anxiety and shyness could unlock the potential of those students and turn out to be improving their oral presentation as well as speaking skill. enjourme (english journal of merdeka): culture, language, and teaching of english vol. 6, no. 1, juli 2021, pp. 18–35 | 32 | to simplify, anxiety and shyness is taken into consideration of key factors to unlock any blockages of oral presentation skill. once the door is opened, the performance is going to be shown as it is in front of the teachers and audiences. in terms of “as it is”, the ability related to pronunciation, vocabularies, grammar, confidence, strategies used, and so on will be portrayed so that the teachers can find more feedback to be given to the students in order to level up their oral presentation. for example, if the student has a problem with pronunciation, the teacher can come up with the strategy of “practicing makes perfect” to deal with that case. further example, in case the student comes up with an issue of vocabulary, penny ur suggested that another useful strategy to increase impact is to use mnemonic devices, in particular the technique called ‘keywords’: students link the target word with an image involving a similar word in their own language (ur, 2012). in addition, the two-time usa memory champion ron white added that the problem is not with your memory. the problem is with the “filing system” your brain currently uses to store and retrieve memory items. change the filing system and you’ll double and even triple your memory comprehension (white, 2013). dr. sasinun has shared an interesting example that a burmese student has a problem with speaking, she called his burmese friend who is keen on english helps as a translator, three of them worked together. the teacher herself speaks english to communicate, the translator speaks burmese for his friend. then, the student who faces speaking problems gets improved step by step. dr. samran added a further example that he sometimes calls low level speaking skill students in individual to talk. he advised the techniques to fix their weak points. he assumed that encouragement is important to arouse the students to practice as he believes that everyone has great potential, they can be improved as much as possible. speaking about crucial feedback provided, it really helps if the student presentation is a vdo recorded for the teacher and the student to sit together providing feedback individually. the feedback can error correction in terms of pronunciation, vocabularies, grammar, body languages, eye contact, confidence, and so on; of which an optimum effectiveness and efficiency can be achieved to improve the english oral presentation. it’s easier to be said than done but both teachers and students need to mind and care time management wisely. the proper feedback provided in the right time counts. ultimately, it’s the most significant to deal with anxiety and shyness. in order to do so, the ability of teachers really depends upon experiences. nonetheless, mindfulness meditation has been shown to be an effective stress management technique (shearer et al., 2016). mindfulness enhances emotion regulation and cognitive performance (bellinger et al., 2015). in addition, it is revealed that mindfulness-based therapy is a promising intervention for treating anxiety and mood problems in clinical populations (hofmann et al., 2010). moreover, mindfulness has the potential to help individuals achieve more balance in their lives, especially during stressful times or when dealing with overwhelming emotional states (mccloskey, 2015). conclusion and suggestions this study investigates the ability and development in using english oral presentation of the fourth-year students, majoring in english (english program) mahachulalongkornrajavidyalaya unienglish oral presentation for bachelor of arts of the four year international student at mcu chiang mai campus thailand phra natthakit kittiyano (thaipattana), winai siabthaisong | 33 | versity (chiang mai campus). the conclusion relates directly to the research objectives (1) to study english presentation of bachelor of arts of the fourth-year international students in english at mahachulalongkornrajavidyalaya university, chiang mai campus; (2) to study the factors contributing to problems of oral presentation among students in english speaking classes; (3) to study the method in improving english presentation of bachelor arts of the fourth-year students in english at mahachulalongkornrajavidyalaya university, chiang mai campus. they have represented the contribution to knowledge, significance of the study in some other ways, to improve human condition. in this regard, the answer to the problems revealed in chapter 1 and 2. for the discussion, it refers to the objectives, and research questions. the meaning of results was evaluated and interpreted with mean, standard deviation and statistical significance carefully. and the suggestion was conducted with some limitations in the scope and procedure of the research. the first suggestion addressed for students. as the teachers are promptly and help cope with anxiety and shyness, the opportunity to improve speaking skill and fluency by the process of learning english oral presentation classes is provided. students need to pay attention, put effort, and spend time sufficiently since the preparation until the day you give the presentation. in addition, students need to focus on the feedback and see if practicing needed and is assigned, and need to take actions accordingly. further, students need to learn to allocate time wisely from the very beginning. once you are assigned for the oral presentation, they need to pay full attention to the preparation, study and do research on the subject, practice; so that they can be top form when it comes to your show time. next, suggestions for the teachers: (a) time should be allocated sufficiently, (b) promptly available to be consulted or asked for advice by the students, (c) proper feedback provided in the right time, (d) despite the fact that lecturers (as per the depth interview) shows that they have provided technique, comments, feedback, assignment, attention, and so on; the teachers are inevitable to improve themself in terms of updating new knowledge. this is 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