copyright © the author(s) vol. 2, no. 1, january 2021 e-issn:2723-4126 1 the use of esa technique on reading comprehension at mtsn ganting padang panjang nanda fidrian1, leli lismay2 1.2 state institute of islamic studies (iain) bukittinggi nandafidrian13@gmail.com abstract the researcher aimed to conduct this research due particular in students reading comprehension at mts n ganting padang panjang. researcher found the problems thatfirst, students interest in reading a text was still lacking. second, students still have difficulty in reading comprehension. third, students had lack of vocabularies in translating meaning of the word. therefore, this research is to know how teacher apply esa technique on reading comprehension. the research aimed to analyze teacher apply esa technique on reading comprehension. this research used a descriptive qualitative research design. object of this research were two english teachers in mts n ganting padang panjang. the instruments of this research were questionnaire and interview.the result of the research showed that esa technique suitable and effectively for reading comprehension that can be seen from teacher apply esa technique on reading comprehension. engage, in this elements the teacher motivate students and active their background knwoledge. study, in this elements teacher focus on topic in the text and guide students to understanding the content of the text. activate, in this elements teacher gives exercises and assignment to students, then concludes the contents of the text that has been learned. key words : esa technique, reading comprehension, teaching reading. introduction reading is considered as the main skill that should be mastered in english learning and has relation to the other language skills. most of the materials given by the teacher (in english or other subjects) are presented in written form, for example in handbook, handout, and etc. it means that to understand the materials and answer the questions, the students must have the ability to look at and get the meaning of the written text. in short, reading is very important to be taught to the students in the language classroom. the main goal of reading is to comprehend the text. according to anderson as quoted by nunan that the goal of reading is comprehension (david nunan,2003). william also states that the overall goal is not to remember most of the specific details, but to havea good graps of the main ideas and supporting ideas, and to relate those main ideas to background knowledge as appropriate( william grabe,2002) . in result, the capacity for mailto:nandafidrian13@gmail.com copyright © the author(s) vol. 2, no. 1, january 2021 e-issn:2723-4126 2 understanding the thought and idea of the written material is called reading comprehension. reading comprehension is not an easy task. the students must consider the extent of information while reading to comprehend the text such as genre, the purpose of the text, and familiar and unfamiliar words. according to nunan, reading comprehension refers to reading for meaning, understanding, and entertainment . it can be concluded that reading comprehension makes the students easier to understand the text that they have read (iksan & duriani, 2015). reading comprehension is very important in learning because it will train the students to the goal of reading (anwar et al., 2020). according to judith, reading comprehension is the process of comprehending the meaning of connected words that is more important in reading the text . it means that students have to comprehend the meaning of the word in the text. in reading comprehension, teachers can implement some approach, models, strategies or technique. one of them is esa (engage, study, activate). harmer states that esa (engage,study,activate) technique is one of teaching techniques to motivate the students to get involved actively in the teaching learning process. esa as teaching technique will help the teachers to teach their students and be able help the teachers in classroom management. while according to tomlinson state that “ esa is a technique how to build students interest about a topic and the teacher identified as being problems in learning and the teacher should know to built and control that”. harmer states that esa has three elements. first is engage: this is the point in teaching sequence where teachers try to arous the students interest, thus involving their emotions. second is study : in study the activities are those where the students asked the focus on language (or information) and how it is constracted. third is activate : this elements describe exercise and activities which are designed to get students using language as freely and communicatively as they can . this research is aimed to find out how the teacher apply esa technique in teaching reading comprehension. methods the design of the research is descriptive qualitative research. according to gay “a descriptive method is a method of research that involves collecting data in order test hypothesis or to answer question concerning correct status of the subject of the study. it means that if the research conduct a descriptive research, the research should collect the data and try to describe it based on the current status found by the researcher. in this research, the observation checklist and questionnaire to analyze how the teacher apply esa technique in teaching reading comprehension. the data analyzed by using some steps, as according to sugiyono, it would be explained as follow: (1) data collection: the researcher collects the data through a questionnaire using give paper questionnaire to the teacher and interview the teacher. (2)data reduction: the researcher resumes the data and focuses on the research aspects and unnecessary aspects are reduced by the researcher. (3)display the data: the researcher made the result of the research that consists of using esa technique in copyright © the author(s) vol. 2, no. 1, january 2021 e-issn:2723-4126 3 reading. (4)conclusion: the researcher concludes the finding based on analysis of using esa technique in reading. results the researcher would like to describe and analyse the findings that were gathered from the research. this research would be divided into two, description and analysis of the data. based on the description of the data above, the researcher would like to elaborate and analyze the responses based on each answer. the more detail analysis described below: 1. engage the first item of the questionnaire is the teacher motivate students to use several activities to make students interested in the topic. and teacher a and b answered yes. this item was supported with the interview answer number 5.the second item of the questionnaire is the teacher activate the background knowledge of students. and teacher a and b answered yes. this item was supported with the interview answer number 6. 2. study the third item of questionnaire is the teacher asks questions regarding the topic of discussion, so students stay focused on the main idea in the text. and teacher a answered yes, teacher b answered no.the fourth item of questionnaire is the teacher focuses students attention on the important parts of the text. teacher a and b answered yes. this item was supported with the interview answer number 9.the fifth item of questionnaire is the teacher asks students to make conclusion. teacher a and b answered no.the sixth item of questionnaire is the teacher matches students answer with the main ideas in the text. teacher a and b answered yes. 3. activate the seventh item of questionnaire is the teacher guides the reading discussion. teacher a and b answered yes. the eight item of questionnaire is the teacher asks students to remember important parts of the text. teacher a and b answered yes. this item was supported with interview answer number 10.the nineth item of questionnaire is the teacher asks students to retell with their own sentences the main idea in the text. teacher a and b answered yes. this item was supported with interview answer number 11. the tenth item of questionnaire is the teacher asks students to respond to the main idea in the text. teacher a and b answered yes. based on the interview, teacher’s response was almost the same with their questionnaire. two teacher used esa technique for each class and used esa technique for 4 skills in learning english. between the 3 esa sequence the two teachers use the straight arrow. the differences between teacher a and teacher b, when explaining the copyright © the author(s) vol. 2, no. 1, january 2021 e-issn:2723-4126 4 purpose of reading. teacher b doesn’t explain the purpose of reading but directly explains the topic of discussion in the text. the first indicator of the interview wastodescribeengage. teacher a said that create a conductive classroom atmosphere and ask questions related to the topic to be discussed. teacher b said creating activities that involve students in class and recognize students interest and care for all of them. based on the answer of the two teachers explained how to motivate students to start learning used esa technique. the second indicator of interview wastodescribestudy. teacher a said give questions to students about matters relating to the topic that will be discussed, so that students stay focused on the contents of the text. teacher b said focus students on important parts relating to the contents of the text to make students more easily understand the text to be discussed. the third indicator of interview was to describe activate. teacher a said give key words related to the content of the text, after students understand the content of the text, then the teacher asks students to tell briefly using their own sentence. teacher b said ask students to respond to the text that has been discussed and ask students to write an outline of the content of the text. discussion based on the findings of this research, the researcher also aimed to present one research question that have been answered due to the result of this research. to answer the research question, the researcher conducted descriptive qualitative research to analyze the phenomena to get the detail information. the informants of this research were two english teachers at mts n ganting padang panjang. on the other side, the instruments to collect data were questionnaire and interview. according to the research question, how the teacher apply esa technique in reading, it can be concluded from the three elements of esa technique (engage, study, activate). in hadishokri journal, harmer states that esa technique has three elements. first, engage, in this phase teacher need to prompt learner’s curiosty, participation, attentiveness, feelings and interest. second, study, study bases its principal objective on language usage. at last, activate is the stage at which learners get involved in more communicative and authentic tasks. based on data from questionnaire and interview, the researcher concluded. first, engage, in this element teacher utilize engagement activities such as game, interesting anecdotes, story telling and picture description. the teacher create a conductive classroom atmosphere and ask questions related to the topic to be discussed. creating activities that involve students in class and recognize students interest and care for all of them. second, study, in this elements the teacher focuses on learner-led grammar discovery that is elicting grammar from learners rather than teacher-led presentations. teacher’s give questions to students about matters relating to the topic that will be discussed, so that students stay focused on the contents of the text. the teacher focuses students on important parts relating to the contents of the text to make students more easily understand the text to be discussed. at last, activate, in these elements at which learners get involved in more communicative and authentic tasks. regarding this element, learners need to use the language communicatively and as free as they can. copyright © the author(s) vol. 2, no. 1, january 2021 e-issn:2723-4126 5 teacher’s give key words related to the content of the text, after students understand the content of the text, then the teacher asks students to tell briefly using their own sentence. teacher ask students to respond to the text that has been discussed and ask students to write an outline of the content of the text. so, the research result showed that the theory proposed by harmer’s about the effect of esa elements on reading comprehension proved that the use of esa technique on reading comprehension can be concluded from three esa elements, engage, study, activate. based on three esa elements, the researcher concluded that esa technique suitable for reading comprehension that can be seen from teacher apply esa technique on reading comprehension. conclussion according to the findings that are investigated by the researcher toward research question, how teacher apply esa technique on reading comprehension. it can be concluded from data questionnaire and interview. based on the theory and analyzed data of the research, the researcher concluded that esa technique suitable and effectively used on reading comprehension. this technique helps the teachers in the learning process. by looking from three elements of esa technique (engage, study,activate), engage, in this elements the teacher motivate students and active their background knowledge. study, in this elements teacher focus on topic in the text and guide students to understanding the content of the text. activate, in this elements teacher gives exercises and assignment to students, then concludes the contents of the text that has been learned.so, from three elements of esa technique can be concluded apply esa technique on reading comprehension. references acklam, robertson. 2000. action for teacher : a guide to teach english. london: bbc world. anwar, l., furwana, d., & iksan, m. (2020). developing reading worksheet for tenth grade students of sma negeri 4 palopo. foster: journal of english language teaching, 1(1), 1–8. https://doi.org/10.24256/foster-jelt.v1i1.2 arikunto, suharsimi. 2013. manajemenpenelitian. jakarta: rinekacipta. ary, donald.1985.introduction to research education third edition. new york bleman, barbara. 2009. studying narrative. london: english and media centre. dallman,maltha. 1964. the teaching of reading. america: holsrenchart and winston. d.danny, steinberg, hiroshi and david p. aline. 2001. psycholinguistic: lanuage, mind, and world. london: pearson longman copyright © the author(s) vol. 2, no. 1, january 2021 e-issn:2723-4126 6 denikngaisyatulmunawarohsuardiono 2014/2015, jurnal “improving students writing skill using esa technique” on the eight grade of smp n 2 gemolong downing, angela rothwell. 1998. patterns in discourse and text. spain: c.i.d.i. gay, l.r. 1990 educational research: competencies from analysis and application third edition. singapore: mncmilln publishing company. harmer, jeremy. 2004. how to teach english. london: pearson longman. harmer, jeremy. 2007. how to teach english. (london: pearson longman). harmer, jeremy. 2007. how to teach english second edition. uk: stenton association. harmer, jeremy. 2007. the practice of english language. new york : longman publishing. iksan, m., & duriani. (2015). a survey of students’ language learning strategies and their english learning achievement in sma negeri 1 palopo. ideas: journal on english language teaching and learning, linguistics and literature, 3(2), 12–27. margono. 2007. metodologipenelitianpendidikan. jakarta: p.t rineka cipta. nunan, david . 2003. practical english language teaching. (new york: mc craw hill) nuttal, cristine. 1985. teaching reading skill in a foreign language. london: heinermann educational books. osamu, judith. 1986. reading comprehension from research to practice. new jersey: lawrence erlbaum associates. penny ur. 1996. a course in english language teaching. united kingdom: cambridge university. reinking, james and andrew w. hart. 1986. strategies for successful writing. new jersey : englewood. sarigih,rahmadayani. 2015/2016, jurnal“ the effect of esa technique the students achievement in writing narrative text” second grade of smp n 1 seirampah shokri, hadi. 2017. investigating the effect of harmer’s esa elements on reading comprehension of iranian efl learners: a task based approach. international journal of english language and translation studies. sugiyono. 2011. metode penelitian kuantitatif, kualitatif dan r&d. bandung: alfabeta. copyright © the author(s) vol. 2, no. 1, january 2021 e-issn:2723-4126 7 sukardi.2014. metodologipenelitianpendidikankompetensidanpraktiknya. jakarta: pt bumi aksara. copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 9 this work is licensed under a creative commons attribution 4.0 international license improving grammar mastery by using scramble method of the eleventh-grade students at senior high school number 2 palopo andi hasriani1, masruddin2 state islamic institute (iain palopo), indonesia masruddin@iainpalopo.ac.id abstract this research focused on using the scrambling method to teach grammar at the eleventh-grade students of senior high school number 2 palopo. the research problem of this research was: “does the scrambling method effectively improve students’ grammar mastery?”. the objective of this research was to find out whether or not the scrambling method effectively improves students’ grammar mastery. in this research, the researcher used pre-experimental design, and the treatments were conducted in six meetings. the population of this research was the eleventh-grade students of senior high school 2 palopo. the researcher used a total sampling technique. there were 26 students from ipa 3 class involved in this research. the instrument used to collect data was a written test. it was divided into pretest and post-test. the data of this research were analyzed quantitatively by using spss program version 20. the result of this research showed that the scrambling method effectively improves students’ grammar mastery. the mean score in the pretest is lower than the mean score in the post-test (63, 85 < 82, 23). the researcher found that the p-value is 0.00, and the alpha is 0.05, therefore p<α (0.00 < 0.05). meanwhile, the mean score of the post-test is better than the mean score of pretest (82,23 > 63,85). keywords: english language teaching, grammar mastery, scramble method. introduction in language learning, grammar is one of the main language aspects, especially in speaking and writing. to get good communication with other people, someone has to make the correct structure or grammar so that people do not misunderstand our speaking and writing (esl, 2009). grammar evolves both the use and the lack of human population. formal grammars are a context of use developed by documentation over and over again, and with rules established and developed, prescriptive concepts of grammatical tenacity could arise. this often creates discrepancies between contemporary use and what has been adopted, over time, as the right thing. grammar is a rule established in the english language itself. formal grammar studies are an important part of education for children from a young age to advanced learning, although the rules taught in schools are not “grammar” in the sense that most linguists use the term, because they are often receptive and not descriptive (esl, 2009). according to rudy haryono, language is a means of communication, to communicate well, we must know about the grammatical language. grammar is one of language learns about the way of arranging the word to become a sentence. so if we want to learn about the english language, also understanding grammar (haryono, 2003). to write a sentence the students have to know about grammar. the common problem of english language grammar has to be overcome by all students, and the difficulties they find are similar in all part of the word. flor and jan aarst says that grammars play an important part in the student’s linguistic education. apart from their role in language acquisition they form the basis on which the student’s further, more theoretical, linguistic training ca n be founded. students who have studied pedagogical grammars may be supposed to know english (flor & aarts, 1982). based on observation, the students in senior high school 2 palopo, especially in the eleventh class, there were still difficult to use the structure of grammar. based on an exercise in http://creativecommons.org/licenses/by/4.0/ mailto:masruddin@iainpalopo.ac.id copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 10 this work is licensed under a creative commons attribution 4.0 international license the problems that have been given, they were having trouble working on that exercise. they had a problem in understanding how to compile words to form good sentences. many students commonly make mistakes in grammar. therefore, students need another method in grammar that can help them formulate good sentences. scramble method would help found some mistake so it was processed to repaired became correct sentences. so the learning process took place in enjoying and interesting way. methods in this research, the researcher used the pre-experimental method. this method was used to know the effectiveness of the scramble method in teaching grammar at eleventh-grade students of senior high school 2 palopo. the researcher took the population from the eleventh-grade students of senior high school 2 palopo in 2019/2020 academic year. because the size of the population was petite so that the taking sample technique was total sampling. the researcher would examine the entire population that have a practical set of characteristics, they still had low achievement in grammar. the researcher took one class of the eleventh grade of senior high school 2 palopo as the sample, class ipa 3 which consisted of 26 students to be respondent in this research. they had the same proficiency level, they still had low achievement in grammar. the procedure of data collection the procedures for collecting data were described as follows: 1. pretest before treatment took place, the class was given a pretest. the aim of pretest was to find out the students’ prior knowledge in grammar. 2. treatment after giving pretest, the researcher treats the treatment through the scramble method, each meeting has different material. the materials were introduced about the scramble method (scramble sentence and scramble discourse), and teach some kinds of tenses (simple past, simple present and simple future). the treatments consisted of four meetings. 3. post-test the post-test was given to the students after being taught and given the treatment. the purpose of post-test was to assess their achievement on grammar mastery. instruments of the research the tests were pretest and post-test. the purpose of the writing test was to know the students’ level in grammar. the form of the test was to complete the paragraph by using the phrasing of words into a sentence. the technique of data analysis in giving scores to the students after following the pretest and post-test, the researcher adopted the scoring classification which is suitable with the grammar testing criteria. those criteria or classification are presented as follows: table 3.2 scoring classification using in grammar no classification score 1 excellent 96-100 2 very good 86-95 3 good 76-85 4 fairly good 66-75 5 fairly 56-65 6 poor 36-55 7 very poor 0-35 http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 11 this work is licensed under a creative commons attribution 4.0 international license results the findings from the research were showed to describe the result based on the analysis of data collected. the researcher got the data by calculating students’ pretest and post-test score. the students’ score of pretest and post-test result table 4.1 the students’ in pretest and post-test result no students score pretest posttest 1 s1 70 91 2 s2 65 91 3 s3 65 96 4 s4 70 75 5 s5 70 86 6 s6 65 84 7 s7 65 75 8 s8 65 75 9 s9 65 80 10 s10 55 75 11 s11 60 75 12 s12 55 83 13 s13 65 80 14 s14 60 75 15 s15 60 93 16 s16 60 80 17 s17 65 89 18 s18 70 82 19 s19 65 80 20 s20 65 80 21 s21 55 75 22 s22 60 85 23 s23 65 80 24 s24 65 80 25 s25 65 80 26 s26 70 93 totally 1.650 2.138 table 4.2 the students’ percentage in pretest and post-test result clarification score frequency percentage pretest posttest pretest posttest excellent 96-100 1 4% very good 86-95 6 23% good 76-85 12 46% fairly good 66-75 7 27% fairly 56-65 19 73% poor 36-55 7 27% very poor 0-35 http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 12 this work is licensed under a creative commons attribution 4.0 international license table 4.2 showed that there were 26 students observed in experimental class before giving treatment and after giving treatment. in the pretest, there were 7 students (27%) who got a poor score, there were 19 students (73%) who got fairly score. there was no student who got the excellent score, very good score, good score, fairly good score and very poor score. in the posttest, there were 7 students (27%) who got a fairly good score, there were 12 students (46%) who got a good score, there were 6 students (23%) who got a very good score, and there was 1 student (4%) who got an excellent score. there was no student who got fairly score, poor score and very poor score. the mean score of students’ in pretest and post-test result table 4.3. mean score of students’ in pretest result descriptive statistics n minimum maximum sum mean std. deviation pretest 26 55 70 1660 63.85 4.540 valid n (listwise) 26 table 4.3 showed that the highest score of students in pretest was 70 and the lowest score was 55. besides, it also indicated that the mean score in pretest was 63.85, and the standard deviation was 4.54. table 4.4 mean score of students’ in posttest result descriptive statistics n minimum maximum sum mean std. deviation posttest 26 75 96 2138 82.23 6.489 valid n (listwise) 26 table 4.4 showed that the highest score from students in post-test was 96 and the lowest score was 75. besides, it also indicated that the mean score in post-test was 82,23, and the standard deviation was 6,48. the t-test pretest and posttest result table 4.5 below shows the possible value is better than alpha (α) (0.000 < 0.05). it means that h1 is accepted and h0 is rejected. it is concluded that there was a significant difference after treatment. it could also be stated the scramble method was effective to improve grammar mastery of the eleventh-grade students at senior high school number 2 palopo. table 4.5 the paired sample test of pretest and post-test paired samples test paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pai r 1 pretest posttest -18.385 6.646 1.303 -21.069 -15.700 14.106 25 .000 http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 13 this work is licensed under a creative commons attribution 4.0 international license discussion in this research, grammar test was given to the students that were still learning basic english, there was the class of ipa 3 at senior high school 2 palopo. based on the result of data analysis of students’ grammatical error in the pretest, the researcher found that students were still lack understanding of the worming structure correctly. the data that can be seen from the one that found the error is last “i not could sleep a night” should be “i could not sleep last night”. of the data, students have many mistakes in worming structure correctly. it means that the students did not remember or still lack of understanding about tenses so that students make mistakes in making a sentence. based on the result of the data analysis shows that the scramble method is effective to improve the students’ grammar mastery, it can be seen on the table before and after giving treatments continually (by using scramble method) the score of students’ in pretest is 70 while the score of students’ in post-test is 96. it means that after giving treatment using scramble method is effective to improve the students’ grammar mastery. in this case, scramble method could attract the students in learning grammar mastery. based on the research that had been conducted, during this research teaching grammar by using scramble method could make the students motivated to learn, they enjoyed and they were enthusiastic in the learning-teaching process. the students felt easier to write sentences or text by using the scramble method. it is evidenced that the scramble method could help the students to learn grammar. it has been discussed in chapter ii that scramble is a rutting method that invites students to find answers and solve problems by handing out problem sheets and answer sheets along with available alternatives. besides that, this research also in line with according to robert b. taylor scramble is one of the learning methods that can improve students’ concentration and speed of thought. this method requires students to combine the right brain and the left brain. in this method, they not only asked to answer the questions but also to guess quickly answer questions that are available but still in random conditions (huda, 2014). so that students can improve their grammar skill because students are trained to answer questions even in random form. in fact, teaching grammar by using the scramble method at senior high school number 2 palopo, the students got better score grammar mastery. therefore, it could be started that scramble method in teaching-learning of grammar has solved the students’ grammar problem and increase the students’ grammar skill for the eleventh-grade students of senior high school number 2 palopo. so, the hypothesis proposed in this research which says “the use of the scramble method is effective to improve students grammar mastery” is accepted. the similarities in the research of previous study and the researcher, they have used scramble method, they want to found out whether or not the scramble method was effective to improve students’ skill in learning english. as for differences in the previous study and the researcher are in the previous study, they did research in smp and mi, and they taught about writing skill. while the researcher did research in senior high school and taught about grammar mastery, focus on form/structure and meaning/semantics. the component of form/structure covers about an agreement with the genre of the text, and how it appears in certain literature, and pinning down the framework of a text, including the sequence of events, how they were told, and how they all fit together. the component of meaning/semantics covers of constructs a relation between adjoining words and clarifies the sense of a sentence, and literal or figurative. conclusion the researcher concluded that the use of the scramble method is effective to improve grammar mastery of the eleventh-grade students at senior high school number 2 palopo. based on the result from pretest and post-test, the maximum score in pretest is 70, and the maximum score in post-test is 96. the mean score pretest is 63,85 and the mean score post-test is 82,23. it concluded that there was a significant difference in teaching grammar mastery before and after using the scramble method. http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 14 this work is licensed under a creative commons attribution 4.0 international license suggestions from the conclusion above, there were some suggestions proposed by the researcher: 1. the teachers should be more creative in teaching and learning process to increase students’ motivation in learning english. 2. the students have to be more active or have better motivation in teaching and learning process. the students have to pay attention to the teacher so that they can improve their grammar mastery. 3. the researcher appreciates that this thesis is still far from perfect words and because of that; upbuilding comments and advice are really expected for the perfection of this thesis. the researcher hopes that the result of this research can be useful for the readers. it is expected to the readers will get more information about interactive technical activities. 4. the researcher suggests the next researcher choose sentences or texts that can be easier to understand by students and give students more new vocabulary so as to increase students’ knowledge. bibliography afrizal, m. 2016 “improving students’ writing skill by using scramble sentence method to the second years students of smp negeri 3 bireuen”. bireuen. agraini, dewi oktavia, 2017. penerapan metode pembelajaran scramble untuk meningkatkan hasil belajar bajasa inggris peserta didik kelas iii mi thoriqul huda kromasan ngunut tulungagung. brown, douglas, teaching by principles an interactive approach to language pedagogy, (san francisco state university, 2001). esl.2009. “teaching grammar”, online: www.wikipedia.com. accesses on october 10th, 2009. flor and jan aarts, english syntactic structures. (pergamon press 1982). huda, miftahul, model-model pengajaran dan pembelajaran (yogyakarta: pustaka belajar, 2014). komalasari, kokom. 2010. pembelajaran kontekstual: konsep dan aplikasi. pt refika aditama. bandung. kurniawan, bella aditya, 2016. “the effectiveness of scramble method in teaching writing procedure text to the seventh grade students at smp muhammadiyah 1 purworejo in the academic year 2015/2016” purworejo. muhajirah, m. (2020). basic of learning theory: (behaviorism, cognitivism, constructivism, and humanism). international journal of asian education, 1(1), 37-42. https://doi.org/10.46966/ijae.v1i1.23 nisak, rohmalia dita khoirun, “pengaruh mode scramble didukung media bagan terhadap kemampuan memahami kegiatan jual beli di lingkungan rumah dan sekolah siswa kelas iii sd mojoroto 1 kota kediri tahun pelajaran 2016/2017”, (artikel skripsi universitas nusantara pgri kediri, 2017). nordquist, richard, what is grammar? (http://grammar.about.com) accessed on 30th october 2011 radford, andrew. transformational grammar, (new york: cambridge university press, 1998). shoimin, aris, 2013. 68 model pembelajaran inovatif dalam kurikulum, (yogyakarta: ar-ruzz media, 2014). http://creativecommons.org/licenses/by/4.0/ http://www.wikipedia.com/ http://grammar.about.com/ copyright © the author(s) vol. 1, no. 2, october 2020 e-issn: 2723-4126 114 using story mapping technique in teaching writing skills at sman 1 palopo 1ashar daung allo, 2wahibah, and 3magfirah thayyib 1,2.3institut agama islam negeri palopo (iain palopo), palopo, indonesia asharplp22@gmail.com1 *wahibah@iainpalopo.ac.id2 magfirah_thayyib@iainpalopo.ac.id3 abstract the purpose of this research was to find out whether the use of story mapping technique effective to improve students’ writing recount text at the first grade of sman 1 palopo. this research applied quasi experimental. the research was carried out in two classes, experimental and control classes. the population of this research was the first grade students of sman 1 palopo. the samples of this research were class x mipa 2 as a control class and class x ipa 3 as experimental class. the sampling technique in this research was random sampling. the instrument of this research was writing test. the writer gave pretest and posttest to the students. the data was analyzed by using spss 20.the result of this research showed that the use of story mapping technique in teaching writing recount text is effective. it could be seen from the result of calculation that the students’ score in experimental class which was higher than students’ score in control class. the mean score of posttest in experimental class was higher than the mean score of pretest (76.7667>61.6667). while in control class the mean score of posttest was also higher than the mean score of pretest (71.0667>67.8000). it means that there was significant difference between the students’ score in teaching writing recount text by using story mapping technique and students’ score in teaching writing recount text without using story mapping technique at the first grade of sman 1 palopo. key words: writing, technique, recount text. introduction english is very important in daily life. as an international language, it plays an important role in communication which many people are involved in. english has many connections with various aspects of human being. there are four skills that have to be mastered. they are speaking, writing, reading and listening. listening and reading are receptive skills, because student just receive and understand language without producing it. these skills are known as passive skills. on the other hand, speaking and writing are productive skills because students are producing a language. they are also known as active skills (irvy, 2020). writing is a skill that must be improved by the students. in the process of teaching and learning writing, some teachers do not know how to teach writing appropriately (yahya et al., 2020). the teacher usually only asks the students to write as much as possible without knowing how to make the students do the instruction. this fact motivated the researchers to focus on encouraging the students to write recount text or to tell stories of their past experience in the written form (anwar et al., 2020). however not all students can adopt the methods used by the teacher. learning with the same technique make students bored and have no idea to write. that is why teachers must master various methods and creativity in teaching in order to assist student in learning process. there are many factors affecting the students in writing. the difficulty http://u.lipi.go.id/1593190689 mailto:asharplp22@gmail.com1 mailto:wahibah@iainpalopo.ac.id mailto:magfirah_thayyib@iainpalopo.ac.id3 copyright © the author(s) vol. 1, no. 2, october 2020 e-issn: 2723-4126 115 to get ideas, low in grammar skills, lacked of vocabulary are the problem in the classroom. these problems are the causes of students’ poor writing ability. the activities done by the teacher did not encourage the students to learn and write more. the teacher usually just asks the students to write based on the instruction, but it is very difficult for them to write directly in an empty paper. asking the students to rearrange words into sentences or sentences into paragraphs cannot stimulate their willingness to write (anggraeni et al., 2020). based on the observation in sman 1 palopo that had been done and had been explained above, the low writing ability was affected by some factors and that would be impossible to analyze all of them one by one in this research. story mapping is the best solution to solve students 'problems in writing recount text, because it greatly facilitates students in organizing students' stories into a mapping. methods the research applied a quasi-experimental design. the research involved in two groups, experimental and control group. the experimental group received treatment by using story mapping technique, the control group received treatment by using conventional method. group pre treatment post treatment class control class o1 o2 x o3 o4 where: treatment class : experimental method control class : conventional method o1 : result of pre-test (in experimental method) o2 : result of pre-test (in conventional method) x : treatment (story mapping technique for treatment class) o3 : result of post-test (in experimental method) o4 : result of post-test (in conventional method). variable this research consists of two variables. dependent variable is ability of the student in writing recount text. independent variable is story mapping technique population and sample the writer took the first grade students of sman 1 palopo as a population. the writer took two classes as sample, x mia 2 and x mia 3 of sman 1 palopo academic year 2019/2020. there were 60 students (30 students of control class and 30 students of experimental class). random sampling was used to take a sample of this research research instrument the data collected by using writing test. the writer used writing recount text to know ability of the students in english before and after giving treatment. the writing test is about their experiences in the most memorable experience. technique of data analysis the data were analyzed by using statistical produce and service solution (spss) ver. http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 1, no. 2, october 2020 e-issn: 2723-4126 116 20 for windows. it would be tabulated into independent sample test, mean score, standard deviation, and standard error deviation. results the students score of experimental class table 1. the students’ pre-test result in experimental class classification score frequency percentage excellent 90-100 0 0% good 80-89 0 0% adequate 70-79 8 26.66% inadequate 60-69 12 40% unacceptable below 60 10 33.33% table 1 shows that there are 30 students observed in experimental class before giving treatment. there are eight students (26.66%) who get adequate score, twelve students (40%) who get inadequate score, ten students (33.33%) who get unacceptable score. table 2. the students’ post-test result in experimental class classification score frequency percentage excellent 90-100 6 20% good 80-89 5 16.66% adequate 70-79 12 40 % inadequate 60-69 7 23.33% unacceptable below 60 0 0% the table shows that there are 30 students observed in experimental class after giving treatment. there are six students (20%) who get excellent score, five students (16.66%) who get good score, twelve students (40%) who get adequate score, seven students (23.33%) who get inadequate score. the students score in control class table 3. the students’ pre-test result in control class classification score frequency percentage excellent 90-100 0 0% good 80-89 1 3.33% adequate 70-79 13 43.33% inadequate 60-69 12 40% unacceptable below 60 4 13.33% table 3 shows that there are 30 students observed in control class before teaching without using story mapping technique. there is one student (3.33%) who got good score, thirteen students (43.33%) who get adequate score, twelve students (40%) who get inadequate score, five students (13.33%) who get unacceptable score. table 4. the students’ post-test result in control class classification score frequency percentage excellent 90-100 1 3.33% good 80-89 3 10% adequate 70-79 13 43.33% http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 1, no. 2, october 2020 e-issn: 2723-4126 117 inadequate 60-69 11 36.66% unacceptable below 60 2 6.66% table 4 shows that there are 30 students observed in control class after teaching using conventional method. there is one student (3.33%) who get excellent score, three students (10%) who get good score, thirteen students (43.33%) who get adequate score, eleven students (36.66%) who get inadequate score, two students (6.66%) who get unacceptable score. the students’ mean score in pre-test and post-test and post-test in experimental class and control class table 5. the mean score and standard deviation of students’ pre-test and post-test in control class descriptive statistics n minimum maximum sum mean std. deviation statistic statistic statistic statistic statistic std. error statistic pretest 30 48.00 82.00 2034.00 67.8000 1.47967 8.10449 posttest 30 55.00 90.00 2132.00 71.0667 1.60955 8.81587 valid n (listwise) 30 table 6. the mean score and standard deviation of students’ pre-test and post-test in experimental class descriptive statistics n min. max. sum mean std. deviation statistic statistic statistic statistic statistic std. error statistic pretest 30 42.00 78.00 1850.00 61.6667 1.72162 9.42972 posttest 30 61.00 93.00 2303.00 76.7667 1.64190 8.99304 valid n (listwise) 30 table 5 and table 6 show that the distinction between the pre-test and post-test mean score and standard deviation. the scores of control class after teaching using conventional method show good progress from 82 becomes 90 and the scores of experimental class after giving treatment (using story mapping) show very good progress from 78 becomes 93. the standard deviation of control class in pre-test and post-test is 8.81 and the standard deviation of experimental class in pre-test and post-test is 8.99. to know whether the control class and experimental class are significantly different, and also to know acceptability of hypothesis of this research, the researcher use test analysis and calculate it by using spss 20. the result could be shown in the table of group statistic and independent sample test. http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 1, no. 2, october 2020 e-issn: 2723-4126 118 the calculation of t-test pre-test and post-test in experimental and control class table 7. the probability value of t-test of pre-test in experimental and control classes independent samples test levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper score equal variances assumed .966 .330 2.702 58 .009 6.13333 2.27011 1.58921 10.67746 equal variances not assumed 2.702 56.719 .009 6.13333 2.27011 1.58702 10.67964 table 7 show that the mean score of difference between control class and experimental class did not have significant difference table 8. the probability value of t-test of post-test in experimental and control class independent samples test levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper score equal variances assumed .026 .872 3.185 58 .002 -7.30000 2.29212 11.88818 2.71182 equal variances not assumed 3.185 57.989 .002 -7.30000 2.29212 11.88820 2.71180 the table 8 show that the probability value was lower than alpha (α) (0.002 < 0.05) which means that there is significant difference in post-test. it indicated that the alternative hypothesis (h1) is accept and the null hypothesis (h0) is reject it show that the use of story mapping strategy effective to improve the students’ writing and give significantly contribution the students’ writing skill. http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 1, no. 2, october 2020 e-issn: 2723-4126 119 discussion there are five items of writing assessment that is used by the researcher to analyze the data namely content, organization, vocabulary, language use and mechanics. based on the students’ score in pretest, for both experimental and control class had a little different significant before giving treatment. students’ score of both classes in post test had significantly difference. in experimental class, there is item had significant result in writing between pre-test and post-test. organization criteria in pre-test, the data shows that most of students got good to average score. there are thirteen students who got good to average score, eleven students who got fair to poor score, six students who got very poor score. organization criteria in post-test, the data shows that most of students got good to average score. there are seven students who got excellent to very good score, nineteen students who got good to average score, four students who got fair to poor score. this is because students found it easier to group storyline from the beginning, the middle, and ending, because they had already been made their own storyline in the story mapping technique. based on result of the data analysis above shows that use story mapping technique effective to improve students’ writing skill, it can be seen on the table before after giving treatments continually (by using story mapping technique) the mean score students’ experimental class is 77.90 while students’ control class is treat by conventional teaching or teaching without using story mapping technique is 71.06. besides that, the students score in post test of experimental class is higher than the students score in post test of control class that is 96>90. it means that after giving treatment using story mapping technique is better than teaching without using story mapping technique. pertaining to the result of the research, it is consisted with the theory proposed by li (2007) who says story mapping is used to help the students to plan their writing because a story map contains the components of a story such as settings, events, and re-orientation. this practically can be their guidance to process their ideas before writing a well-organized text. ( li, 2007) in fact, teaching writing recount text by using story mapping technique at sman 1 palopo, the students got significant improvement in their score writing recount text. therefore, it could be stated that story mapping technique in teaching learning of writing have solved the students’ writing problem and increase the students’ writing skill for the first grade of the students at sman 1 palopo. so, the hypothesis proposed in this research which says ‘’story mapping technique effective to improve the student ability to write recount text’’ is accepted. conclusion based on the findings and discussion that had been presented in the previous chapter, it can be concluded that there is significant differences in learning result of the students who learned writing through story mapping technique with the students who took the learning with conventional method. based on the data analysis the probability value was lower than alpha (α) (0.002 < 0.05) which means that there is significant difference in post-test. it indicated that the alternative hypothesis (h1) is accept and the null hypothesis (h0) is reject it show that the use of story mapping strategy effective to improve the students’ writing and give significantly contribution the students’ writing skill. the mean score of post-test was higher than the mean score of pre-test (76.7667>61.6667). while in control class, the mean score of post test was also higher than the mean score of pretest that (71.0667>67.8000). based on data analysis it can concluded that teaching writing recount text by using story mapping technique is http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 1, no. 2, october 2020 e-issn: 2723-4126 120 effective to improve the students’ ability. it can be proved that the students score in experimental class higher than students in control class. references anderson, a, & anderson, k. (2002). text types in english 3. south yara: macmillan education australia pty ltd anggraeni, w., wahibah, & assafari, a. f. (2020). teachers’ strategies in teaching speaking skills at sman 1 palopo. foster: journal of english language teaching, 1(1), 83–97. https://doi.org/10.24256/foster-jelt.v1i1.9 anwar, l., furwana, d., & iksan, m. (2020). developing reading worksheet for tenth grade students of sma negeri 4 palopo. foster: journal of english language teaching, 1(1), 1–8. https://doi.org/10.24256/foster-jelt.v1i1.2 akbar, muhammad, 2008, improving studentss writing skill through pair interview at the eleventh year students of sman 2 palopo, a thesis stain palopo 2008 byrne, donn. 1984. teaching writing skills-new edition. london: longman bram, barly. 1995. write well .yogyakarta: kanisius brown, h. douglas. 1994. teaching by principles: an interactive approach to language pedagogy. englewood cliff: prentice hall. chen s, zhou j. 2010. creative writing strategies of young children: evidence from a study of chinese emergent writing. amsterdam: elseiver. fromkin, victoria and robert rodman, 1993, an introduction to language, fifth edition, harcourt brace jovanovich college publisher flynn, naomi & rhona stainthorp. the learning and teaching of reading and writing. west sussex: whurr publisher, 2006. hartono, r. (2005). genre of texts. semarang: english department faculty of language and art semarang state university. hedge, tricia. resource books for teachers. hong kong: oxford university press, 1988. heaton j.b, writing english language test (new edition). (longman inc. new york, 1988), p.135 harmer, jeremy. 2001. how to teach english: an introduction to the practice of english language teaching. malaysia: longman. irvy, i. i. (2020). understanding the learning models design for indonesian teacher. international journal of asian education, 1(2), 95–106. https://doi.org/10.46966/ijae.v1i2.40 leo sutanto, english for academic purpose, essay writing, penerbit andi, p.1 li, d. (2007). story mapping and its effect on the writing fluency and word diversity of students with learning disabilities, learning disabilities: a contemporary journal, 5(1), 42-50. nilmah, 2009, contribution of parallel writing technique to develop student’s writing skill http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 1, no. 2, october 2020 e-issn: 2723-4126 121 at the eleventh year students of sman bupon, a thesis stain palopo oshima & hogue. 1997. introduction to academic writing-second edition. new york: longman raimes, ann. techniques in teaching writing. new york: oxford university press, 1983. rahmat idul, 2011, improving students’ writing at the third year students of smpn 8 palopo through describing picture in pairs, a thesis stain palopo. richards, jack c. & renandya, willy a. 2002. methodology in language teaching. new york: cambridge university press. wahyuni dini, 2015, using peer teaching strategy to improve the students ability to write recount text at the tenth year students of smkn 1 mappadeceng, iain palopo. wardiman anton, dkk, 2008, english in focus for grade viii junior high school (smp/mts), jakarta: pusat perbukuan, weigle, sara cushing. 2002. assessing writing. cambridge: cambridge university press. yunda riska, (2017), improving students’ ability in writing recount using anecdote technique, syiah kuala university, banda aceh. zygouris, coe v & glass, 2004. story mapping. for-pd’s reading strategy of the month. yahya, a., jaya, f. a. i., & jufriadi. (2020). national examination in smpn 2 palopo: a case study on students’ readiness in english test. international journal of asian education, 1(2), 107–116. https://doi.org/10.46966/ijae.v1i2.38 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 1 this work is licensed under a creative commons attribution 4.0 international license developing reading worksheet for tenth grade students of sma negeri 4 palopo 1lestari, 2dewi furwana, 3muhammad iksan 1,2,3state islamic institute (iain palopo), indonesia dewifurwana@yahoo.com abstract this research about developing students' reading worksheet of tenth grade at sma negeri 4 palopo, the researcher formulated the research question as follow: what kind of reading worksheet are suitable for tenth students'. the objective of this research is to create and develop reading worksheets for tenth-grade students' by using the addie design model. in this research and development from the addie model, this consists of analyzing, designing, implementation, and evaluating. there are 14 students and two experts' validation. the instrument of the data collection is a questioner. the result of the research shows that the researcher develops and make a product based on the students' need. and the development of this product is also carried out based on the syllabus and curriculum that apply in the school itself. based on the worksheet, have a development already appropriate necessity and lack of the students, and with the development worksheet would students' reading ability. keyword: developing, reading, worksheet. introduction the use of students' worksheets or speak bahasa lks in teaching reading comprehension is importantly needed because it covers many kinds of exercises, reading, and activity. it will make students more active in learning reading. the use of worksheets in the teaching and learning process is really helpful for both teachers and students. besides that, the worksheet created for a tenth grade should be based on the curriculum, which is implemented in sma negeri 4 palopo. the base of observation the researcher found out the weakness of the study, including unsystematic and inappropriate reading learning media, which were taught by the study without considering the learner's need bases on their english competency levels (enever, 2014). hence in this study, the researcher focused on developing materials to make worksheet media. the researcher found many kinds of problems that we never found before, usually composed of how to solve them or what to do about them. in this case, students problem in doing the reading is that he does not know the language all enough or chunk effectively. based on the problem statement above, the researcher formulates the research question as follows: "what kind of reading worksheets is appropriate for tenth-grade students at sman 4 palopo?" the objective of this research is to create and develop reading worksheet for the tenth-grade students by using the addie design model (wang & hsu, 2008)that the students become more accustomed to the exercises and types of reading this worksheet will drive the students to improve their comprehension in reading for tenth grade and the other side, to help the teacher to teach and as a reference into the teaching of sma negeri 4 palopo. methods procedures of development the research analyzed the syllabus used to gain information about the objective of the course and the materials needed by students. after analyzed the objective and material, research would consult them to the two experts and the lectures to decide whether the objective should be revised or not. the researcher also got information about students' compounds in reading ability http://creativecommons.org/licenses/by/4.0/ mailto:dewifurwana@yahoo.com copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 2 this work is licensed under a creative commons attribution 4.0 international license from the observation. the research would researcher the objective of the course and selected the delivery materials. after that, research sequences the materials from the easiest to most difficult. also, the researcher designed the selected materials in the form of worksheet and audio learning materials that appropriate and qualify learning materials (iksan & dirham, 2018). it is for increasing students' skills in reading. the researchers develop and make a product according to need. shortcoming of students', and the development of this product is also carried out based on syllabus and curricula that apply in the school itself. before the researcher asks the teacher to use research, researchers in the researcher product in class validating by using small forum group discussion (fgd) is the earlier action that research did. in other words, the worksheet would develop by applying this product to the students. the product to the tenth grade at sma negeri 4 palopo and this step finally until the first and fourth steps. the researcher try-out the worksheet reading for students design of the material try-out before making a worksheet for use in reading in the tenth grade, the researcher will interview and give the questionnaire to the students who become samples from each class. so, the researcher can know their need to increase their reading skill. after knowing students' needs, the researcher will design worksheets that suitable and appropriate for applying in their class. then, the worksheet that already made by the researcher will be given to the teacher to use in the class for teaching the object of this study. this aims to get information (feedback) from the student about the worksheet. after the end of the class, the researcher will give the second questionnaire to the students and also the teacher for qualifying the worksheet that they used and also enactive the worksheet. is that suitable or not. the population in this researcher is all students at tenth grade, sma negeri 4 of palopo. and the sample of this researcher is one class (1 class). this research will be conducted at agustus 2018 until the end of tenth grade sma negeri 4 palopo. this research would be conducted at the sma negeri 4 of palopo, south sulawesi, especially for students oft tenth grade. the population in this research is all students ips in tenth grade. the sample of this research is 14 students in each class. the research was conducted in agustus 12th 2018. procedure for collecting data the researcher would be given some questionnaires to the students, and collecting information about lacks, wants, and necessities from those questionnaires. the researcher would be observed the condition of students, the class, materials, and the level of the students . the researcher would be used documents and data records to the students and lesson plan, and syllabi. data analysis technique data technique analysis of this research used qualitative and descriptive because the data collected is qualitative data. the researcher gets the data from the questionnaires given to the students and also from the interview to some students and teachers, and it is for the qualitative data. the researcher would be trying to describe and give an explanation of the data taken from the questionnaires and worksheet validity. results based on the questionnaire given to the teacher, the researcher get information about the problem in the student class x what is still need and the lack of students lies in the lack o f vocabulary mastery, and from the data that researcher can see that students' prefer in worksheet reading. in this need analysis, the populations consist of 150 students, and the sample consists of of14 students of tenth grade. http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 3 this work is licensed under a creative commons attribution 4.0 international license tabel 4.1 analyze the result of the questionnaire no questions a b c d e 1 1 10 1 2 1 2 2 4 3 6 2 3 3 7 2 1 4 4 4 6 3 4 1 5 5 7 3 4 6 6 7 3 3 1 7 7 7 4 2 1 8 8 4 6 4 9 9 3 3 7 1 10 10 4 6 4 11 11 3 10 1 12 12 2 2 3 5 2 average 64 42 31 28 4 1. result of the question 1. what is your current level of reading mastery? a. basic (lower): knowing a little vocabulary and limited grammar mastery. b. intermediate (upper): although they still have difficulties in vocabulary and grammar, they can engage in writing c. advance: able to read smoothly on most topics, and has only a few obstacles. d. intermedial (lower): knowing a little vocabulary and limited grammar mastery. e. intermediate (upper): although still has difficulties in vocabulary and grammar, but can engage in writing f. advance: able to read smoothly on most topics, and has only a few obstacles. g. others (specify if any) …………………………………………… diagram 4.1 the percentage of the question shows that grade tenth level in ips 2 is still in the basic (lower) level. it shows the percentage of students are choosing option a = 10 students. it means that 85% of students are in the basic (lower) level. 10 1 2 1 a b c d e http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 4 this work is licensed under a creative commons attribution 4.0 international license 2. the course grid according to the syllabus and curriculum in the school, and this school uses the k 13 curriculum, from this syllabus and curriculum researcher made the material that was used by each school and the creation of this worksheet itself was inseparable from the data and information that had been obtaining from class x in the odd semester. the worksheet made consisted of two-unit, the first unit contains recount text and the second unit contains material about the descriptive text. 3. result of expert validation in this expert validation, the researcher validated the material by giving questionnaires to content and layout experts that contains questions about the product. there are 20 questions in the questions asking about all aspects of the product. those aspects are content and layout, which were assessed by two experts. below are the results from those three experts. a. content validation lecture i question number score question number score 1 2 11 2 2 2 12 3 3 3 13 2 4 3 14 2 5 3 15 3 6 3 16 2 7 2 17 2 8 3 9 1 10 2 total score 40 table 4.2 mean = 40 17 = 2 based on the table above the content validation lecture i the researcher find the question number 1), the expert gave two scores, the question number 2), the expert gave two scores, the question number 3), the expert gave three scores, the question number 4), the expert gave three scores, the question number 5), the expert gave three scores, the question number 6) the expert gave three scores, the question number 7) the expert gave two scores, the question number 8) the expert gave three scores, the question number 9) the expert gave one score, the question number 10) the expert gave two scores, the question number 11) the expert gave two scores, the question number 12) the expert gave three scores, the question number 13) the expert gave two scores, the question number 14) the expert gave two scores, the question number 15) gave three scores, the question number 16) the expert gave two scores. the question number 17) the expert gave two scores. b. content validation lecture ii question number score question number score 1 4 11 4 2 4 12 4 3 4 13 4 4 4 14 4 5 4 15 4 6 4 16 4 http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 5 this work is licensed under a creative commons attribution 4.0 international license 7 4 17 4 8 4 9 4 10 4 total score 68 table 4.3 mean= 68 17 =4 based on the table above the content validation lecture ii the researcher found the in question number 1), the expert gave four scores, in question number 2), the expert gave four scores, the question number 3), the expert gave four scores, in question number 4), the expert gave four scores, in question number 5), the expert gave four scores, in question number 6), the expert gave four scores, in question number 7), the expert gave four scores, in question number 8), the expert gave four scores, in question number 9), the expert gave four scores, in question number 10), the expert gave four scores, the question number 11), the expert gave four scores, in question number 12), the expert gave four scores, in question number 13), the expert gave four scores, the question number 14), the expert gave four scores, the question number 15), the expert gave four scores, in question number 16), the expert gave four scores and in question number 17), the expert gave four scores. from those two tables of experts' validity lecture i, the data show that the reading worksheet designed by the researcher is already qualified to apply in the class. 4. result question for students' conducted to done interview with some student's, the researcher found that: 1. some students like to work in pairs to finish the assignment, and some of them like to work individually to finish the assignment. 2. most of the students are difficult to understand the reading because they are lack vocabulary, and they are difficult to find the main topic of the text. 3. this school does not have a worksheet to students 4. some students like to read because they are think reading makes bored. students need fun activities in these materials. but, some of them also think that reading comprehension materials can help them to increase their ability, especially in reading english. 5. result of the try-out worksheet after researcher try-out, the worksheet in some students, the researcher found that almost students say in terms of the material it's very good and perfect and some students say in terms of design had interested the students in teaching and reading, but one student would the researcher add the games into the worksheet. and conduct try-out the worksheet the students enthusiastic in done the worksheet and students very enjoy and according to the students the worksheet it's very easy. from this result, we could say that the worksheet already in accordance with what in need, desirable, and lack of students. discussion this research has covered all material and the indicator of material. this research can develop many fixtures of text, questions, and exercises. the researchers need to focus on each material. arrange of the material needs need some revision to make students easier to understand reading comprehension. (iksan & palangngan, 2018) the researcher used the long exercises will be difficult for students to understand. the researcher needs to give the vocabulary list in the read of reading text. it would be made students easy to understand the material. add http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 6 this work is licensed under a creative commons attribution 4.0 international license the vocabulary list also would increase the students' knowledge about the new vocabulary that they never read before. the materials consist of two units. the topics are recount text, write text declarative, interrogative, and text descriptive. the researcher gets information about the problem in the student class x what is still need, and the lack of students lies in the lack of vocabulary mastery. from the data, that researcher can see that students prefer in worksheet reading. and this researcher had five steps: analysis. the research analyzed the syllabus used to gain information about the objective of the course and the materials needed by students. after analyzed the objective and material, research consults them to the two experts and the lectures to decide whether the objective should be revised or not. the researcher also got information about students' competence in reading ability from the observation. design the research designed the objective of the course and selected the delivery materials. after that, research sequences the materials from the easiest to most difficult. also, the researcher designed the selected materials in the form of worksheet and audio learning materials that appropriate and qualify learning materials. it is for increasing students' skills in reading. development in this step, the researcher develops the material design of the media. the designed what the component of the worksheet, what kinds in the worksheet, how to design material from the syllabus and curriculum implementation. before the researcher asks the teacher to use research, researchers in the researcher product in class validating by using small forum group discussion (fgd) is the earlier action that research did. in other words, the worksheet would develop by applying this product to the students—the product to the tenth grade at sma negeri 4 palopo. the researcher evaluated the worksheet that has been developed, and the evaluation is done to the 10grade students to find out how the students respond to the worksheet presented by the researcher. the researchers develop and make a product in according with need and shortcomings of students', and the development of this product is also carried out on based on syllabus and curricula that apply in the school itself. before the researcher ask the teacher to use research researchers in the researcher product in class validating by using small forum group d iscussion (fgd) is the earlier action that research did. in other words, the worksheet w ould develop by applying this product to the students—the product to the tenth grade at sma negeri 4 palopo. after all the step of analyzed, designed, development, implementation, evaluate had been done, the researchers concluded that students use in sman 4 palopo. the researcher try-out the worksheet to the students. this research with the research by is this research made a worksheet as a media and research by the siti munirah made an article as media. this research used 14 students, and the research by the nurul halima used 20 students. and the similarity of this research from previous research is that both want to make a media to facilitate students in learning and to improve students' reading skills. conclusion a worksheet that is suitable for palopo 10th grade students is a worksheet that matches the worksheet class that matches the needs, disadvantages, of the students, and in accordance with the syllabus and curriculum that applies and is used in the school. the primary purpose of the research is to develop reading worksheet material for tenth-grade students in an odd semester. this worksheet developed to help students and teachers in the teaching and learning process. this worksheet will help students to understand and improve their reading ability because the worksheet includes many kinds of readings, questions, activities, and games. based on the student's need analysis, the researcher concluded that most students' abilities in reading still on the basic (lower) level. besides that, most of the student necessity in learning reading is they need to improve their ability in vocabulary section and comprehend, in the other point of view, students lack in mastering vocabulary, the researcher wants to improve the reading by the read many kinds of text such as recount text, and descriptive text. on the other side, the researcher also concluded that the worksheet that the researcher developed already qualified to http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 7 this work is licensed under a creative commons attribution 4.0 international license apply in the class. it is proven by the expert validation, which shows the interval of the score is "appropriate." references abdullah idi. pengembangan kurikulum teori dan praktik. 2007. yogyakarta: ar ruzz media. bachtiar. 2007. implementasi pengembangan content curriculum dalam proses perencanaanpembelajaran. google scholar. surabaya: universitas negeri surabaya. borg and gall (1983).educational research, an introduction. new york and london. longman inc. bambang sutedjo,pengembangan bahan salinan bambang sutedjo pengembangan bahan ajar.http:id.wikipedia.org/wiki/wikipedia: hak_cipta,diakses tgl 8 mei 2017 pkl 22.00 wita.salinan danielle s mcnamara. 2006. reading comprehension strategy. ( new year). p. 3 emzir. 2011. metodologi penelitian pendidikan. jakarta: raja grafindopersada. enever, j. (2014). primary english teacher education in europe. elt journal, 68(3), 231–242. https://doi.org/10.1093/elt/cct079 grellet, f.i(developing reading skill, cambridge university press 1982 hasanah, uswatun. 2015. penerapan bahan ajar worksheet dalam mencaapai ketuntasan belajar siswa. google scholar. blitar indonesia: state islamic institute of tulungagung. iksan, m., & dirham, d. (2018). the influence of the economic students' motivations and language learning strategies towards their english achievement in stie muhammadiyah palopo. ethical lingua: journal of language teaching and literature, 5(1), 110–121. https://doi.org/10.30605/ethicallingua.v5i1.737 iksan, m., & palangngan, s. t. (2018). pemberdayaan remaja masjid sebagai fasilitator pembelajaran bahasa inggris di desa lestari kecamatan tomoni kabupaten luwu timur. prosiding, 3(1), article 1. http://journal.uncp.ac.id/index.php/proceding/article/view/819 kelly, a.v. (1999). the curriculum: theory and practice (4th ed.). london, uk: paul chapman publishing ltd. marsudi.2014. hakekat kurikulum dan prinsip-prinsip pengembangan kurikulum. google scholar. yogyakarta: pppptk seni dan budaya. metode penelitian research and developing ( r&d) | belajarbahasadansastra http:// berbahasabersastra.blogspot. com /2011/10metode-penelitian –research-and. html morris, p., and adamson, p. (2010). curriculum, schooling, and society in hong kong. hong kong, hksar:hong kong university press. shobirinma’as, subyantoro and rusilowatiani.2013. pengembangan lembar kerja siswa bahasa inggris bermuatan nilai pendidikan karaterkelas v madrasah ibtidaiyah semarang.google schoolar. semarang: journal of primary educational. sukirman. 2008. designing worksheet of english academic word for english education department student at iain palopo.research article.palopo indonesia: islamic institut of palopo. sukirman. 2011. developing language learning materials for undergraduate students. research article.palopo indonesia: american scientific. http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 8 this work is licensed under a creative commons attribution 4.0 international license teori, penelitian dan pengembangan volume 1nomor 7 bulanjulitahun 2016 halaman 1224-1228 wang, s.-k., & hsu, h.-y. (2008). using addie model to design second life activities for online learners. 2045–2050. https://www.learntechlib.org/primary/p/29946/ wayan, santyasa. (2009). metode penelitian pengembangan & teori pengembangan modul. makalah disajikan dalam pelatihan bagi para guru tk, sd, smp, sma, dan smk tanggal 12-14 januari 2009, di kecamatan nusa penida kabupaten klungkung. http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 15 this work is licensed under a creative commons attribution 4.0 international license designing english syllabus for islamic education study program at iain palopo reski jayanti sagita1, sahraini2, andi tenrisanna syam3 state islamic institute (iain palopo), indonesia sahraini@iainpalopo.ac.id abstract this research aimed to design the english syllabus for first semester students of the islamic education study program at iain palopo. based on the observation in june 2019, the researcher found several problems from the previous syllabus, such as the syllabus used general english, not specific english; the syllabus served a little portion of the discussion on topics of students’ needs and interests of islamic education. the research design used in this research was research and development (r&d) utilized the 4d model. it consists of defining, designing, developing, and disseminating. the procedures included analyzing english materials needed by the students of the islamic education study program then design the syllabus. the designed english syllabus for students of the islamic education study program at iain palopo includes learning goals, learning material, learning methodology, learning indicators, and learning media. the product was tried out to the second semester of students of the islamic education study program at iain palopo. the instruments were used in this research were questionnaires for need analysis and observation sheets for three expert validators and students’ perception. in this research, three experts were involved in order to validate the product. there were five systematic aspects that they validate of the product: format syllabus, syllabus content, language and writing, and time allocation. therefore, the result indicated that based on the experts’ validation as well as try-out design result, the product of this research was appropriate to be applied for students of the islamic study program in the first semester as the primary syllabus for the english course. keywords: design, syllabus, english for islamic education. introduction english as a foreign language (efl) teaching is considered to be a compulsory subject at iain palopo where the students have to pass four until six credits of english courses before graduation especially for non-english department. efl consists of two categories, including english for general purposes (egp) and english for specific purposes (esp). egpdefined as an english teaching that teaches overall english competence to the students where needs cannot be readily specified. whereas esp refers to an english teaching in which all the content and the method are given based on the students’ needs. based on the observation by the researcher, islamic education study program is one of the non-english departments at iain (institut agama islam negeri) palopo which learn english for three semester or six credits. this study program changed over from applying egp to esp for english course named english for islamic education. it is especially intend to meet particular instructional objectives such as to enable students reading english text, writing an english paper, listening an english speech, making presentation end etc. that is relevant with the students’ field of study i.e islamic education. however, the http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 16 this work is licensed under a creative commons attribution 4.0 international license existing syllabus mostly deals with the general english that gives a little portion of the discussion on topics of students’ need and interest about islamic education. it can be inferred that islamic education study program at iain palopo did not have a suitable syllabus for this course yet. an appropriate syllabus is an important item in teaching and learning considering syllabus consists of learning activities and objectives. according to cooper and cuseo (1989) “a good syllabus has been cited in a survey of 200, administrators, and students as the element most often contributing to successful college teaching”. in that way, syllabus can be defined as a list of plan that is arranged before initiating a course. related to the delimitation of the problem, the researcher formulated the research question as follows: what is the appropriate syllabus for islamic education study program students of iain palopo? based on the formulation of the problem, the researcher determined the objective of the research was to design an appropriate english syllabus for islamic education study program students of iain palopo. methods research design this research is categorized as research and development (r & d) method. r & d is a research method which can be used to produce a particular product and test the effectiveness of the product. in producing the product, the researcher firstly identified the needs (using survey which is qualitative in nature), develops a product, and then tests the effectiveness of the product (using an experiment). the product can be in the form of a syllabus, a model, a pattern, a procedure, a book, a module, a package, or a program. it is also be able to be used to develop the existing product. in this research method, the researcher would identify the learners’ needs, design a product, try-outs the effectiveness of the instructional materials, and disseminates the product. in this study, the researcher will design a syllabus by utilizing 4-d model which is developed by s. thiagarajan, dorothy s. semmel, and melvyn i. semmel. research procedure in this study, 4-d model has four main phases such as: 1. defining in this phase,the researcher collected the information about the learners’ needs for learning english. the information was about target needs (needs, lacks, and wants) and learning needs (activities and setting). the researcher also did interview with the english lecturer, islamic lecturers’ and the alumnus of islamic education study program for additional information about the learners’ needs. this analysis was used by the researcher to determine the suitable english syllabus for the islamic education study program students of iain palopo. 2. designing in this phase,the researcher designedthe product based on the result of learners’ need analyses. the researcher designed a product which refers to an english syllabus based on defining phase previously. 3. developing in this phase, the researcher developed the english syllabus based on the experts ‘and users’ validity as well as the result of try-out. in this step, the researcher developed the product with good validities from three experts’ judgments (curriculum developer, islamic education lecturer/islamic material expert, english lecturer/english material expert) and the users (learners). it purposed to get some feedback which revises the syllabus based on them. in this phase, the materials that had been designed and developed will be revised again as a final draft of the product. http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 17 this work is licensed under a creative commons attribution 4.0 international license 4. disseminating the product that had been developed and revised based on the judgments previously would be disseminated in this phase. it would be published trough seminar, social media, journal, etc. for supporting disseminating. location and time of the research this research was conducted at state islamic institute of palopo, south sulawesi especially for students of islamic education study program. it was conducted on june 2019june 2020. subject and object of the research the population in this research was all the students at the first semester, islamic education study program, tarbiyah and teacher training faculty, they are five classes in the class of 2018 with amount of students is 181. the sample of this research was 70 students that had been conducted by using random sampling technique. technique and data collection instrument 1. interview, the researcher did some interviews with islamic students and islamic education teachers. the interviews are used to collect the information about target need (goal in learning english). 2. questionnaires, the questionnaires items consists of some target needs (necessity, wants, lacks)and target needs that was spreaded through google form. data analysis techniques 1. interview, the result of interview had been analyzed by using descriptive qualitative method. 2. questionnaire, the conducted data from the needs analysis questionnaire, which are distributed to the learners in need assessment phase, is described based on the answers that the learners choose to represent their needs. the result of this need assessment questionnaire will be calculated using the following formula. 𝑋 = ∑𝑥 𝑁 x 100% x = the mean ∑𝑥 = the number of the students who have the same answer 𝑁 = the total number of the students after calculating the mean score of each material topic, the researcher would define them as an appropriate english syllabus for islamic education table 3.1: classification students’ perception about the syllabus materials score percentage qualification classification 3,6 – 4 90% 100% excellent can be used without revision 2,6 3,5 65% 89% good can be used with a little bit revision 1,6 2,5 40% 64% fairly can be used with much revision http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 18 this work is licensed under a creative commons attribution 4.0 international license 0 1,5 0% 39% poor cannot be used yet results 1. the result of interview there were two items of the questions used as interview guide: (1) in your opinion, how important is english for islamic education? and (2) explain your reason of the answer of the first question. there were several statements about these questions as representative answered of islamic students: “i think english is very important to learn because it is an international language because if we want to continue our study abroad, we will need english for study and communication” “english is very important to us because it will help us to delivered islamic speech around the world. without knowing english, it is impossible to do it considering english is a worldwide language” 2. the result of need analysis questionnaire a. target need 1) need the first question of needs was about the islamic students’ goal in learning english. the results were 25% of students chose to use english for teaching islamic education, 48% of students chose to use english for helping them to understand islamic education material references (oral and written) that served in english, 13% of students chose to use english for delivering islamic speech, and 29% of students chose to use english for assisting them in further education. figure 4.1: the islamic students’ goal in learning english b. lacks for the question number 3, it was about islamic students toefl scores. based on the answer, 93% of students had not ever taken a test at all. the rest, 1% of students 25% 48% 13% 29% 0% 10% 20% 30% 40% 50% 60% a b c d http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 19 this work is licensed under a creative commons attribution 4.0 international license obtained >500 of toefl scores; 1% of students again obtained 451-499 of toefl scores; and 4% students obtained < 424 of toefl scores. figure 4.2: islamic students toefl score c. wants the following question is about aqidah/islamic belief topic that is interesting for the students to study in the english for islamic education course. there were 80% of students chose ilahiah, namely discussion of something related to ilah (god) such as the form of allah, the names of allah, and the attributes of allah, and others; 38% of students chose nubuwah, which is a discussion of everything related to prophets and messengers including talk about the books of allah, miracles and so on; 20% of students chose ruhaniah, namely the discussion of everything related to the metaphysical realm, such as angels, jinn, devils, demons and spirits; and 25% of students chose sam'iyah, which is a discussion of everything that can only be known through sam'i namely the proof of naqli in the formof the koran and as-sunnah, such as the realms of barzakh, afterlife, grave doom, and so on. figure 4.3 :students preferred islamic topic 1% 1% 0% 4% 94% 0% 20% 40% 60% 80% 100% a b c d e 80% 38% 20% 25% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% a b c d http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 20 this work is licensed under a creative commons attribution 4.0 international license b. learning needs 1) activities the next question was about the right sequence for learning english in students’ opinion. there were 48% of stduents chose the sequence of listening, speaking, reading, writing; 36% of students chose the sequence of listening, reading, speaking, writing; 9% of students chose the sequence of speaking, listening, reading, writing; and 10% of students chose the sequence of speaking, reading, writing, listening. figure 4.3 :sequence english activities 2) setting the next question was about preferred english task activities by the islamic students.there were 29% of students chose individual task, 29% chose pairing task, and 62% chose grouping of 3-5 task. figure 4.4 : students’ preferred task activities figure 4.4: students preferred task activities 3) additional information the last question again was not a multiple choice questions. it was about the required things by islamic students in order to improve their english skills. most of the students answered that they need more vocabulary and how to pronounce it. c. the result of designed syllabus based on the result of need analysis above and refers to indonesian national qualification framework, the result of the designed syllabus as follows: 48% 36% 9% 10% 0% 10% 20% 30% 40% 50% 60% a b c d 29% 29% 62% 0% 10% 20% 30% 40% 50% 60% 70% a b c http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 21 this work is licensed under a creative commons attribution 4.0 international license http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 22 this work is licensed under a creative commons attribution 4.0 international license http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 23 this work is licensed under a creative commons attribution 4.0 international license http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 24 this work is licensed under a creative commons attribution 4.0 international license http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 25 this work is licensed under a creative commons attribution 4.0 international license http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 26 this work is licensed under a creative commons attribution 4.0 international license discussion the designed syllabus as the product of this research was designed by using 4d (defining, designing, developing, and disseminating) models research method. it also utilized esp (english for specific purposes) approach in designing the syllabus. the procedures in designing an esp syllabus are related to 4d models procedures, it is conducting students’ needs before designing a syllabus. however, in designing syllabus, the researcher related needs’ analysis result with the valid curriculum in islamic education study program i.e. inqf (indonesian national qualification framework). finally, as the result of experts’ validation and students’ perception in try-out, the designed syllabus of english for islamic education are appropriate with the students. conclusion the english syllabus that is appropriate with the students includes several components: a. learning goal of english for islamic education is to communicate both oral and written using english in as islamic students and islamic education teacher, http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 27 this work is licensed under a creative commons attribution 4.0 international license b. learning materials: english material is basic english and vocabulary including part of speech, auxiliary verb (to be, to do, to have, and modals), question words, active and passive voice, asking and giving advice, showing prohibition, and asking and giving opinion. islamic material including the five pillars of islam, the six pillars of faith, how to perform thaharah and islamic prayer, inspirational islamic figure, ulul azm prophet, amar ma’ruf nahi mungkar, haram and halal, and islamic education in indonesia, c. learning methodology is task-based learning, d. learning media are picture, video, and social media. the expert validation for the designed syllabus and students’ perception about the material are excellent means can be used in learning english for islamic education for the first semester students. references al-manduriy, shohibul muttaqien. “the need to use contrastive analysis for elt in islamic higher education institutions.” okara: jurnal bahasa dan sastra 12, no. 1 (2018): 87. doi:10.19105/ojbs.v12i1.1764. amin, kamarudin. “standar kompetensi lulusan (skl) dan capaian pembelajaran lulusan (cpl) program studi jenjang sarjana pada perguruan tinggi keagamaan islam dan fakultas agama islam (fai) pada perguruan tinggi,” 2018. http://diktis.kemenag.go.id/new/file/dokumen/2815324462893280lfull.pdf. arifin, zainal. evaluasi pembelajaran. bandung: pt. remaja rosda karya, 2013. badruddin, dahniar. “developing a task-based syllabus based on needs analysis for midwifery at uin alauddin makassar.” eternal (english, teaching, learning and research journal) 1, no. 1 (2016): 112–30. doi:10.24252/eternal.v11.2015.a4. barathayomi, wieka, dina rachmawati, and rita handayani. “designing english for specific purpose syllabus for editing course.” the journal of english language studies 01, no. 02 (2016): 2527–7022. basturkmen, helen. developing course in english for specific purposes. new york: palgrave macmillan, 2010. borg, and gall. education research: an introduction. london: longman, 1983. carver, d. “some prepositions about esp.” the esp journal 2, no. 2 (1983): 131–37. darajat, zakiah. materi pokok pendidikan agama islam. jakarta: proyek pembinaan pendidikan agama islam pada perguruan tinggi depag dan universitas terbuka depdikbud, 1993. ———. metodik khusus pengajaran agama islam. jakarta: bumi aksara, 2004. dick, walter, and lou carey. the systematic design of instruction. addison-wesley educational publisher inc, 2001. douglas l., susan, and munir a. shaikh. “defining islamic education.” current issues in comparative education 7, no. 1 (2004): 5–18. doi:10.1109/pdp.2007.55. dudley-evans, t, and mj st. john. development in english for specific purposes. cambridge: cambridge university press, 1998. gerlach, v.s., and d.p. ely. teaching and media: a systematic approach. new jersey: http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 28 this work is licensed under a creative commons attribution 4.0 international license prentice-hall, inc, 1980. habanakah, abdurrahman. pokok-pokok akidah islam. jakarta: gema insani, 1998. hall, stephen, and david crabbe. english for business and technology course design. singapore: seameo relc, 1994. hutchinson, tom, and alan waters. english for specific purposes. 1st ed. cambridge: cambridge university press, 1987. ibrahim, adzikra. “pengertian pendidikan agama islam.” accessed june 30, 2020. https://pengertiandefinisi.com/pengertian-pendidikan-agama-islam/. idham, khalid. “akar-akar dakwah islamiyah (akidah, ibadah, dan syariah).” orasi jurnal dakwah dan komunikasi 8, no. 1 (2017): 68–85. ilham, d. (2020). the challenge of islamic education and how to change. international journal of asian education, 1(1), 15-20. https://doi.org/10.46966/ijae.v1i1.16 johns, a.m. english for specific purposes (esp): its history and contributions. boston: heinle & heinle, 1991. jono, ali akbar (fakultas tarbiyah dan tadris iain bengkulu). “studi implementasi kurikulum berbasis kkni pada program studi pendidikan bahasa inggris di lptk sekota bengkulu.” manhaj 4, no. 1 (2017). doi:http://dx.doi.org/10.1161/mhj.v4i1.148. krahnke, k.j. approaches to syllabus for foreign language teaching. new jersey: prenticehall inc, 1987. long, michael h. “overview: a rationale for needs analysis and needs analysis research.” second language needs analysis, 2010, 1–16. doi:10.1017/cbo9780511667299.001. majid, abdul, and dian andayani. pendidikan agama islam berbasis kompetensi konsep dan implementasi kurikulum 2004. bandung: pt. remaja rosda karya, 2004. mataram, iain. “developing english for islamic studies for students of islamic education department mataram state institute for islamic studies (iain mataram) muhsinin.” prosiding seminar nasional isbn (2013): 978–602. matejka, ken, and lance b. kurke. “designing a great syllabus.” college teaching 42, no. 3 (1994). doi:10.1080/87567555.1994.9926838. mckey, s. “syllabus: structural, situational, and notional.” tesol newsletter 12, no. 5 (1978). nunan, d. syllabus design. oxford: oxford university press, 1988. nurwandani, paristiyani, ridwan roy tutupoho, and edy mulyono. “panduan penyusunan kurikulum. kementrian riset, teknologi dan pendidikan tinggi direktorat jenderal pembelajaran dan kemahasiswaan direktorat pembelajaran.,” 2016, 79. print. curriculum development and design. 2nd ed. australia: allenand uuwin, 1993. http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 197 oral feedback for english language learners development vindy nita yusovi1*, siti asmiyah 2, & muhtarom 3 1,2,3 universitas islam negeri sunan ampel surabaya, surabaya, indonesia vindy.yusovi123@gmail.com abstract in elt there are many types of oral feedback that can be used by teachers to respond and correct the mistakes of language learners. however, there are still many teachers who have difficulty or less reflection in choosing the appropriate feedback for students. therefore, this study aimed to identify the important role of the types and ways in giving oral feedback by an english teacher in language learner development. this study uses a content analysis method using secondary data taken from the previous study in the form of journal articles and thesis published in indonesian and international journal sites in the past two decades. the result of this study revealed that from 2009 to 2021 there were many changes regarding the application of oral feedback. however, it was found that corrective feedback always be used continuously from year to year, while one of the most dominant types of oral feedback used was explicit feedback. keywords: english language learner, language development, oral feedback introduction feedback plays an important role in language development. this is because through feedback, learners can understand how well they are doing. feedback can also help either improve learner specific points or help to make a plan for their learning. in english language teaching context, feedback is also a consideration used by teachers to manage learners' mistakes when using english as a target language. this is because learners may not have a complete knowledge, skills and a context on how the language is used. harmer (2003) states that in the learning process, the teacher needs to manage the learners' mistakes and give appropriate and relevant feedback in teaching and learning. therefore, feedback plays a strong role in elt especially in language development. this important role of feedback has been highlighted by previous research findings (see hattie & timperley, 2007; herra & kulińska, 2018; klimova, 2015; obilor, 2019). among the roles of feedback signified by previous findings are facilitating students' understanding in learning english as a foreign language (see ha et al., 2021; lochtman, 2002; merry & orsmond, 2008; rudzewitz et al., 2018). another role is the use of oral feedback for mediating language development (see bitchener & knoch, 2010; hoff, 2009; mashrah, 2017; owens, 1989) . there is also another important benefit students get from feedback as explained from the previous study by (bajaj http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 mailto:vindy.yusovi123@gmail.com copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 198 et al., 2018; mamoon-al-bashir, 2016; race, n.d. 2022). in language development, feedback is widely used as an evaluative approach that indicates the effectiveness of teaching strategies as well as the level of learners' understanding. this has been confirmed by findings in the previous study from k. hyland & f. hyland (2006) which discussed feedback on second language students. it is stated that giving feedback will facilitate a learner's better understanding of the meaning, the context, the language construction itself and the learner’s self-confidence. lewis states that feedback is one of the best ways of telling the students or language learner mistakes, then it can show the learning progress and facilitate them in improvement. several studies have discussed oral feedback in the classroom context, both oral feedbacks given by the teacher or by peers. the results of several studies revealed that teacher's oral feedback facilitate classroom interaction (irawan & salija, 2017; sahyoni, 2018; smith & higgins, 2006) in the classroom. based on those previous studies, there are a lot of types of oral feedback that is used to correct students' errors. however, only a certain type of oral feedback is used by the teacher. in addition, those studies also discussed the response of the students when the teacher applied oral feedback, mostly students perceived positively because the students realize that oral feedback gives positive effects to improve their achievement in learning language. other research from lee & leong (2017) and hernandez & reyes (2012)discussed teachers' perspectives in giving oral feedback. from that study, it is stated that there is a significant difference in the students either in writing or speaking skills between after and before the teacher provides oral feedback. meaning that oral feedback can give a direct impact to the teaching result as it can improve the student's skills. the researchers collected findings from previous studies that are relevant to this topic which contain how teachers give oral feedback for their students or language learner development. based on the previous study by lyster and ranta (1997) there are six types of oral feedback; those are recast, clarification request, metalinguistic feedback, elicitation, repetition of error and explicit correction. another perception from tunstall & gipps (1996) noted that there are 5 types of oral feedback, those are evaluative feedback, descriptive feedback, corrective feedback, interactional feedback and motivational feedback. therefore, from those previous studies, the researcher found 11 types of oral feedback which means that oral feedback can take several forms. in addition, there are many studies who discuss feedback, especially in the context of oral feedback. however, based on black & wiliam (1998c) it is noted that teachers still have less reflection on how to assess or correct the learners' errors. therefore, this study focuses on identifying the important role of the types and ways of oral feedback used by the english teachers in giving oral feedback for the students in the context of developing students in learning english as a foreign language. the researchers will get the results by analyzing the data taken from the previous study of the past two decades. thus, the findings in this study are valuable to be considered by not only teachers but also for practitioners and experts in education as a model in providing effective oral feedback in the classroom. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 199 methods this study used a content analysis method using secondary data from previous studies in the form of written document. the materials analyzed in this research were journal articles and these taking the topic of oral feedback in elt context. the researchers collected 30 documents from previous studies that consist of journal articles and thesis published in indonesian and international journal sites in the past two decades. each document consists of several categories such as oral feedback for elt, oral feedback for young learners, students or teacher perspective about the oral feedback used, and correlation between oral feedback and language development. the data of this study were interpreted descriptively to describe the differences and the similarity among the types, the preferences and to elaborate the importance of selecting and applying oral feedback for language learner development. results findings by analyzing and categorizing oral feedback used by the teachers in teaching english as a foreign language in the language learner development. the content of some previous studies, it highlights the following findings on the important role of the types of oral feedback used by the teacher in developing students' skill in learning english as a foreign language. the data gathered from the analysis in the articles of oral feedback given by the teacher in elt from the past two decades. table 1 shows the types of oral feedback from the previous studies published articles between 2009 and 2022. table 1. types of oral feedback types of oral feedback year and frequency 2009 2013 2014 2015 2017 2018 2019 2020 2021 explicit 1 1 2 1 2 4 2 1 metalinguistic 1 1 1 2 2 1 1 recasts 2 1 2 2 1 repetition 1 1 2 2 1 1 elicitation 1 1 2 3 1 1 correction 1 clarification requests 1 2 2 1 1 http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 200 paralinguistic signal 1 1 1 1 evaluative feedback 1 immediate 1 descriptive feedback 1 interactional feedback 1 motivational feedback 1 body language 1 combined strategies 1 praise maker 1 1 from the table above, there are some significant differences between the selection of types of oral feedback from year to year. from 2009 to 2013, the oral feedback that was mostly used found by the researcher was corrective feedback. however, it is only explicit feedback and praise makers, some of them also used metalinguistic and paralinguistic signals. it is supported by the reason from the previous study conducted by z. amalia, e. fauziati, s. marmanto (2009) in the speaking class at the student level, regarding student preferences, it is explained that explicit feedback and metalinguistic feedback are the easiest types of oral corrective feedback, because it can make students quickly recognize their mistakes in speaking practice, while clarification request is the most ambiguous way. then moving on to 2014 to 2015, the use of oral feedback became larger by using all types of corrective feedback ranging from explicit, metalinguistic, recasts, repetition, elicitation, etc. it is shown by the previous study conducted by rieny. a, josefa. j (2014) found that five out of seven types of oral corrective feedback were used by the teacher, which are recast, metalinguistic feedback, elicitation, explicit correction, and repetition. furthermore, types of learners' uptake following the teacher's corrective feedback were self repair, peer repair, repetition, same error, different error, partial repair and hesitation. from that previous study it can be concluded that oral corrective feedback may lead the students to show signs of learning or understanding implied in the students' reaction to the teacher's oral feedback. then continued from 2017 to 2019 the use of oral feedback was increasingly varied, not only focusing on corrective feedback but also evaluative, descriptive, interactional and motivational feedback. proven by the previous study conducted by erfiani. i and salija. k (2017) there were two new ways of oral feedback found in that research. they were praise http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 201 and correction in corrective feedback and giving help in motivational feedback. there is oral feedback that was already found by that study which hasn't been discussed yet in the theory from another previous study, those are questioning and giving help in interactional feedback as well as expectancy in motivational feedback. the teachers give that feedback because it is their responsibility and obligation to provide it to students. this shows that in this era, english teachers are starting to realize how important oral feedback is in language learning. however, when it moves to the range of 2020 to 2021, the use of oral feedback begins to change slightly, meaning that it is not as varied as it used to be. this indicates that the english teacher is starting to choose and sort out which oral feedback can be used and appropriate to the needs and characteristics of students. discussions as an educator, it is suggested that foreign language teachers should expect their students to make a lot of mistakes, because this can be used as part of the language learning process. even most students agree if they get feedback and if their mistakes are corrected. however, some students do not want to be given explicit feedback, this is because they feel afraid, embarrassed and depressed. then, by looking at the previous studies that have been collected by the researcher regarding oral feedback, there are many types used by every teacher. however, there is a change in the use of feedback almost every year, even though there is one type of oral feedback that is still used from time to time, namely explicit feedback. from the past two decades it is shown that corrective feedback with an explicit type of feedback which is highly implemented for language learners at the young learner, secondary to college level. this is supported by a previous study by elis homsini (2013) regarding the use of explicit feedback as negative feedback which not only serves to justify student mistakes but also expands conversations, scaffold learning and negotiating meaning and form. this is also supported by research from yustika nur fajriah (2018) which states that in the past, many teachers failed to develop language learning because they did not find the right type of corrective feedback, and from this problem, it was found that explicit feedback was given after students finished speaking is one of the most effective ways to be used in correcting errors made by students. also supported from the previous study conducted by z. amalia, e. fauziati, s. marmanto (2009) about the preferences for the types of oral feedback in the speaking classroom, there are two types, the first one is explicit feedback because the students wanted the teacher to correct their error immediately as well as correct it clearly so it doesn’t need much time to think about the error part and it is easy to be understood, comprehended and recognized. another type is metalinguistic feedback, where the teacher gives a clue then the students recall what their mistakes were. this may take a longer time because students have to do self-correction. however, it can be shown that learning is more meaningful. the results of this study was also analyzed based on the theory of elis (2009) which states that there are seven kinds of oral feedback, namely positive feedback, metalinguistic feedback, recast, repetition, elicitation, paralinguistic signals and requests for clarification. furthermore, there is also a theory from lyster and ranta (1997) which states that there are http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 202 six types of oral feedback, including recasts, elicitation, requests for clarification, metalinguistic feedback, explicit correction. meanwhile, based on the results of collecting data from previous research on the types of oral feedback used by teachers in the last few decades as shown in the table above, the researchers found that in total there were 16 types of oral feedback. from the several types found, the oral corrective feedback was mostly used by the teacher. however, there were also types that were rarely used, including: immediate, descriptive feedback, evaluative feedback, interactional feedback, motivational feedback, body language, and combined strategies. meanwhile, from previous studies which can be seen in the table above, it has been found that most of them use corrective feedback and it shows that explicit feedback is the most frequently used. however, this finding is different from previous study conducted by lyster & ranta (1997) which stated that recast is the type of corrective feedback that is most often used in second language teaching. meanwhile, only a few studies have addressed the effectiveness of recast oral feedback used in second language teaching especially in the indonesian context. this is because most of the research conducted internationally uses an interactional approach, which in indonesia mostly focuses on corrective feedback in general. therefore by looking at the previous studies that have been collected by the researchers regarding the oral feedback and also the findings. then, it means that there are many types of oral feedback used by every teacher. still, the results from the data collected by the researchers certainly cannot be generalized as a whole. since the researchers only took a few samples from several journals and articles. although, this research is sufficient to provide an overview related to the frequency of the use of oral feedback from year to year, and what are the considerations of the way in applying the correct oral feedback to learning english. with many oral feedbacks, every teacher has different preferences. however, the effective strategies undertaken by teachers to provide corrective feedback for students are the correct forms obtained and greatly affect student learning outcomes. it can be said that feedback is not only an answer, as the power of feedback is greater than just an answer. on the use of oral feedback in language learner development, its better if the teacher provides elaboration through clear instructions rather than just giving feedback that poorly understand concepts, if feedback is applied at the correct level then it will lead language learners to engage, comprehend and develop effective strategies to process the information intended that is learned. not only that, providing feedback can also help language learners to develop their own linguistic accuracy. therefore, strategy in the selection of corrective feedback chosen by the teacher found in this study was to facilitate students through the process of language development. conclusion from the findings above it can be revealed that in the articles published regarding oral feedback between 2009 and 2022 it can be said that the types of oral feedback are not too different from year to year. in this case, the teacher still uses corrective feedback in elt, and the types of oral feedback that are often used are elicit, explicit, repetition, metalinguistic, recasts and clarifications. while, the explicit types are the most dominant. however, to make http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 203 the teaching and learning process can be carried out meaningfully, teachers should consider student preferences, especially in providing corrective feedback on student errors, as it can minimize the discrepancy between student perceptions and teacher perceptions in the teaching and learning process. besides that, student knowledge also needs to be taken into consideration. hopefully with these considerations in implementing feedback, it can help students to make corrections for their mistakes and have meaningful learning that can be very useful for language learner development. the researchers hope that in the future, there will be a further research that can explore in depth about the impact of oral feedback on language learning from time to time. acknowledgment the researcher would like to express many thanks to previous studies related to the topic of feedback, as the result can help the researcher to elaborate the use of oral feeback for language learner development from time to time. references amalia, zaky dzulhiza hawin, endang fauziati, and sri marmanto. “preferences for the oral corrective feedback types in speaking classroom : voices from male and female university students.” proceeding of 3rd international conference of arts language and culture, no. 1997 (2009): 109–116. bajaj, j. k., kaur, k., arora, r., & singh, s. j. (2018). introduction of feedback for better learning. journal of clinical and diagnostic research, 12(12), fc11–fc16. https://doi.org/10.7860/jcdr/2018/36744.12402 bitchener, j., & knoch, u. (2010). the contribution of written corrective feedback to language development: a ten month investigation. applied linguistics, 31(2), 193–214. https://doi.org/10.1093/applin/amp016 black, p., and d. wiliam. 1998c. assessment and classroom learning. assessment in education: principles, policy & practice 5, no. 1: 7–74 ellis, r. (2009). corrective feedback and lecturer development. l2 journal , 1 (1), 3. ha, x. van, nguyen, l. t., & hung, b. p. (2021). oral corrective feedback in english as a foreign language classrooms: a teaching and learning perspective. heliyon, 7(7), e07550. https://doi.org/10.1016/j.heliyon.2021.e07550 hattie, j., & timperley, h. (2007). the power of feedback the meaning of feedback. 77(1), 81– 112. https://doi.org/10.3102/003465430298487 hernandez, e., & reyes, r. (2012). teachers ’ perceptions about oral corrective feedback and their practice in efl teachers ’ perceptions about oral corrective feedback and their practice in efl classrooms percepciones de los docentes acerca de la retroalimentación correctiva. december. herra, a., & kulińska, a. (2018). the role of feedback in the process of learning english as a http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 204 foreign language. forum filologiczne ateneum, 1(1(6)2018), 127–143. https://doi.org/10.36575/2353-2912/1(6)2018.127 hoff, e. (2009). erika hoff language development. hyland, ken, and fiona hyland. “feedback on second language students’ writing.” language teaching 39, no. 2 (2006): 83–101. irawan, e., & salija, k. (2017). teachers’ oral feedback in efl classroom interaction (a descriptive study of senior high school in indonesia). elt worldwide: journal of english language teaching, vol 4, iss 2, pp 138-152 (2017). https://doi.org/10.26858/eltww.v4i2.4496 j. harmer. the practice of english language teaching (3rd ed.), 2003. edinburg: longman klimova, b. (2015). the role of feedback in efl classes. procedia social and behavioral sciences, 199, 172–177. https://doi.org/10.1016/j.sbspro.2015.07.502 lochtman, k. (2002). oral corrective feedback in the foreign language classroom: how it affects interaction in analytic foreign language teaching. international journal of educational research, 37(3–4), 271–283. https://doi.org/10.1016/s0883-0355(03)00005-3 lyster, roy, and leila ranta. “corrective feedback and learner uptake.” studies in second language acquisition 19, no. 1 (1997): 37–66. lyster, roy, and leila ranta. “corrective feedback and negotiation of form in communicative classrooms.” studies in second language acquisition 19, no. 01 (1997): 37–66. http://journals.cambridge.org/abstract_s0272263197001034. lee, hwee hoon, alvin ping leong, and geraldine song. “investigating teacher perceptions of feedback.” elt journal 71, no. 1 (2017): 60–68. mamoon-al-bashir, m. (2016). journal of education and practice www.iiste.org issn. 7(16). www.iiste.org mashrah, h. t. (2017). the role of implicit negative feedback in language development-some reflections. international journal of english language & translation studies, 1–7. merry, s., & orsmond, p. (2008). students’ attitudes to and usage of academic feedback provided via audio files. bioscience education, 11(1), 1–11. https://doi.org/10.3108/beej.11.3 maolida, elis homsini. “relating teachers oral corrective feedback to young learners uptake: a case study in a young learner efl classroom.” indonesian efl journal 3, no. 2 (2017): 181–192. nur fajriah, yustika. “corrective feedback as perceived by an efl teacher and students in speaking classroom.” english education and applied linguistics journal 1, no. 1 (2018): 1– 9. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 205 obilor, e. i. (2019). feedback and students’ learning. in article in international journal of innovative research in education. www.seahipaj.org owens, r. e. (n.d.). language development. race, p. (n.d.). using feedback to help students to learn feedback and learning. retrieved june 12, 2022, from www.seda.demon.co.uk. rudzewitz, b., ziai, r., de kuthy, k., möller, v., nuxoll, f., & meurers, d. (2018). generating feedback for english foreign language exercises. 127–136. http://grammarly.com sahyoni, s. (2018). corrective feedback and classroom interaction at sma 1 payakumbuh sumatera barat. ta’dib, 21(1), 9. https://doi.org/10.31958/jt.v21i1.1027 smith, heather, and steve higgins. “opening classroom interaction: the importance of feedback.” cambridge journal of education 36, no. 4 (2006): 485–502. tunstall, pat, and caroline gipps. “teacher feedback to young children in formative assessment: a typology.” british educational research journal 22, no. 4 (1996): 389–404. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 1, no. 2, october 2020 e-issn: 2723-4126 159 improving vocabulary mastery of the seventh year students using scattergories game in smp negeri 8 palopo institut agama islam negeri palopo (iain palopo), palopo, indonesia123 wirahamsung@gmail.com1 *miksan@iainpalopo.ac.id3 abstract this thesis is about improving vocabulary mastery of the seventh year students using scattergories game in smp negeri 8 palopo. the problem statements of this research are scattergories game effective in improving the students’ vocabulary mastery in smp negeri 8 palopo. the objective of the research to find out whether or not scattergories game effective in improving the students’ vocabulary mastery in smp negeri 8 palopo. the research design used a pre experimental design. the research instrument used a vocabulary test. from the findings, the researcher concluded that the use of the scattergories game was effective in improving the vocabulary of students at smp negeri 8 palopo. the increase in students' vocabulary after treatment, this can be proven by the results of the pre-test students with an average score of 58.8333 and an average post-test score of 85.7000, the value of t0 (tcount) = 21.604 and df (degrees of freedom) based on these results, namely 21.604 ˃ 2.045, from these results the researcher concluded that t0 (tcount) is higher than tt (ttable), t0 ˃ tt. it means that there is a significant difference between vocabulary mastery before and after using the scattergories game. key words: english language teaching, scattergories game, teaching vocabulary. introduction in language learning, the element that needs to be possessed in learning english is vocabulary because vocabulary can connect or organize ideas in sentences, so many students are still confused when they are asked to translate certain words, sentences, and texts. most of them lack vocabulary about the material provided. even though their teacher had given them a stack of vocabulary lists, they were lazy to read them; when the researcher asks them “why don't you open the vocabulary list? they say, “it's boring reading and remembering the whole list, sir”. the experience of the observation program inspired me to think of ways that students would not be bored in learning vocabulary. in learning english, vocabulary is an important part of the language for english learners to learn. good vocabulary mastery can support students in mastering english. in communication, vocabulary is needed to convey what someone wants to say, through vocabulary someone can express his or her feeling, ideas, emotion, and desires. at the school, the english teacher teaching vocabulary is mostly 1wiraldi, 2muhammad iksan mailto:wirahamsung@gmail.com1 copyright © the author(s) vol. 1, no. 2, october 2020 e-issn: 2723-4126 160 done by using traditional techniques, such as giving definitions, doing oral drills, and doing writing practice. traditional techniques in teaching vocabulary made students bored and affected in their academics. as school students, they need to learn english vocabulary that students their needs related to the material that will be able discussed by the teacher. they must understand and be able to use vocabulary especially the material they will learn. when the students know the vocabulary in about certain material, it is showed that the students mastering the material well. allen (1983) said that predicting what is needed by students in vocabulary is important in choosing what to teach; just as important is ‘creating the sense of need for a word’(virginia f allen, 1983) teaching vocabulary through games will be more effective rather than teaching it through repetition and memorization. according to amy, who said that implementing the game is the right choice and is also a fun activity where students can interact, think, learn, and strategize how to solve problems. the researcher thinks the game can create attention and a good link between teacher to students (amy, 2010) and as rohani stated that the esl fun games are a great way to arouse student's interest in the class and often also helps them absorb and store more information than if they only learned to pass an exam or complete an assignment (rohani maryam, 2015) generally, the same as other games, this scattergories game can provide interesting activities and students can be active in the learning process in the classroom; unfortunately with various rules and greater combination of the game, scattergories only match for the adult learners. with a simple alteration, the researcher conducts this scattergories game to be applied at smp negeri 8 palopo. the researcher wants to take the main benefit of this game that is to train the students to think fast and categorize the vocabulary through the material given. also besides, the games scattergories can be adjusted to the needs of the teacher. the researcher wants to confirm in teaching vocabulary is an effective technique by using scattergories games. it helps the students to categorize vocabulary. eg: if they asked about zebra, horse, and cow they can categorize that they are animals, especially mammals. in this game, the teacher can align the content according to the learning objectives. especially in english, this game can also help in teaching vocabulary such as to categorize the vocabulary needed in a particular chapter. after having done an observation in smp negeri 8 palopo, the researcher found that scattergories game has not yet applied in this school in teaching vocabulary. the researcher wants to utilize and promote this game as a teaching technique in my research. from the results of research observations, students are bored and not interested in traditional techniques, the teacher needs to find interesting teaching technique to eliminate students in order boredom to improve their motivation in learning vocabulary. in this case, the researcher assumes that using games as a teaching technique offers the students to explore new vocabulary in a fun, interactive, interesting, and effective way during the learning process methods copyright © the author(s) vol. 1, no. 2, october 2020 e-issn: 2723-4126 161 research design this research design uses a pre-experimental design. in the pre-experimental research, the researcher focuses on one group of students where the researcher conducts pre-test before treatment and post-test after treatment, the aim is to determine the students effectiveness in using scattergories games (sugiyono, 2018) population the research population gave problems to the research results. the population of this research was conducted at smp negeri 8 palopo, especially the seventh year students, which focused on grade vii 3. the total population was 288 students. sample this research sample uses total sampling. there are 30 students as the sample as an ideal teaching-learning process. the procedure for collecting data below is the data collection procedure which is presented in chronological order as follows: 1. pre – test before the treatment was carried out, the researcher gave pre-test questions to test the students' ability to know their vocabulary. the test model in the pre-test is a vocabulary test. 2. treatment after knowing the results in the pretest questions, the researcher then gave treatment to the students, namely the scattergories game. this treatment is expected to affect the result of learning. to find out which treatment affects the variable, the researcher provides treatment material six times and in the learning process it follows according to the lesson plan listed in the attachment. here are the steps: a) at the first meeting. the researcher explained to the students about vocabulary (definition of vocabulary and types of vocabulary) and the scattergories game method (definition and how to play the scattergories game). and the researcher taught the word "home area" to the experimental class by using a scattergories game. as many as 30 students took part in this first round game and the second round was continued at the next meeting. b) second meeting. at this meeting, the researcher taught the words "school area" in the first round and "animals" in the second round to the experimental class using the scattergories game. in each round, as many as 30 students take part in this game c) third meeting. the researcher taught the words "fruits & vegetables" in the first round and "occupations" in the second round to the experimental class by using the scattergories game. in each round, as many as 30 students take part in this game. d) the fourth meeting. the researcher taught the word "parts of body" to the experimental class using scattergories game and as many as 30 students participated in this game. 3. post – test copyright © the author(s) vol. 1, no. 2, october 2020 e-issn: 2723-4126 162 the post-test is given to students in the same number from the pre-test to determine the student's vocabulary achievement after doing the treatment. researchers provide posttest questions to determine the extent to which students' abilities after playing the scattergories game in improving student vocabulary. the instrument of the research the research instrument was a vocabulary test. it means that the researcher gives some commands, consist of six points. they are about home area, school area, animals, fruits & vegetables, occupations and parts of body. each point there are 40 items. each item has 1 score for every correct answer. so, the total of scores is 40 if the students can answer all of the questions correctly. in the text, students instruct to use vocabulary text through matching test and translation test. the text aims to know the improvement of scattergories game in teaching vocabulary in smp negeri 8 palopo. the technique of data analysis the data collected through the test were analyzed quantitatively by using statistical calculations and calculating the hypothesis using the spss 20 program. the procedure undertaken in quantitative analysis used the following formula: 1. calculating the students’ correct answer of pre-test and post-test. score = total correct answer total test item × 100 2. classifying the students’ scores by using a percentage as cities below: 𝑃 = 𝐹 𝑁 × 100% notes : p : percentage f : the cumulative frequency of subjects n : total number of samples 3. to know the level of the students, the researcher score the following classification were use: excellent : 90% 100% good : 80% 89% adequate : 70% 79% inadequate : 60% 69% failing : < 60%. (h. dougls brown, 2003) results to calculate the mean score of students’ correct answers, the researcher calculated it by using spss 20. the result can be presented in the form of a table descriptive statistic, it can be seen in table 1 table 1. the mean score of students’ correct answer in pre – test copyright © the author(s) vol. 1, no. 2, october 2020 e-issn: 2723-4126 163 descriptive statistics n minimum maximum mean std. deviation pretest 30 50.00 70.00 58.8333 6.39010 valid n (listwise) 30 from table 1, it can be seen the highest score of students is 70.0 and the lowest score is 50.0. besides, this shows indicates that the mean score of student’s accuracy in pre test is 58.8333 and the standard deviation error is 6.39010. to calculate the mean score of students’ correct answers, the research calculated it by using spss 20. the results can be presented in the table descriptive statistic it can be seen in table 2 table 2. the mean score of students’ correct answer in post – test descriptive statistics n minimum maximum mean std. deviation posttest 30 75.00 93.00 85.7000 4.69152 valid n (listwise) 30 from table 2, it can be seen that the highest score of students is 93.0 and the lowest score is 75.0. besides, this shows that the mean score of student’s accuracy in post test is 85.7000 and the standard deviation error is 4.69152. after displaying the mean score in the vocabulary subjects of the students, in this study, the researcher will also display the student scores on the pre-test and post-test, the total mean score and standard deviation on the pre-test and post-test, and then compare the two. the results are presented in tabular form and descriptive statistics can be seen in tables 3. table 3. the paired samples test of pre-test and post-test paired samples test paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pre test – post test 26.86667 6.81142 1.24359 -29.41009 -24.32324 -21.604 29 .000 given interpretation based on criteria hypothesis acceptability. df = n – 1 = 30 – 1 = 29 copyright © the author(s) vol. 1, no. 2, october 2020 e-issn: 2723-4126 164 ttest = 2.045 from the table sample test 4.11, the researcher got the data that t0 (tcount) = 21.604 and df (degree of freedom) = 29. according to the gay the value of tt = 2,045, t was the standard of signification 0.05 with a degree of freedom (df) = 29. based on the result, the researcher concluded that t0 (tcount) was higher tt (ttable), t0 ˃ tt, discussion the result of statistical analysis for the level of significance 0.05 with the degree of freedom (df) = n-1, where n = 30, df = 29. the probability value was smaller than tt = 2,045, t0 (tcount) = 21.604. (t0 ˃ tt,). it indicated the alternative hypothesis (ha) was accepted and the null hypothesis (h0) was rejected. it means that the scattergories game is effective in improving the students’ vocabulary. from the research results, the researcher found that using the scattergories game given to students could improve their vocabulary. this is evidenced by the mean score between the students pre-test and post-test. in this research, the researcher carried out several procedures in collecting data, while the following procedure the researcher gave pre-test questions to students to determine their ability to understand vocabulary. then students are given attention as a vocabulary learning process through the scattergories game. in the pre-test, students are asked to answer a vocabulary test. based on the noun thematic question, out of 40 pre-test and posttest questions, respondent 1 answered the pre-test question correctly 23 digits compared to the post-test question, the respondent answered the question correctly by 34 numbers. respondent 7 correctly answered the pre-test question 28 digits compared to the respondent's post-test question correctly answered 35 questions. most students answer questions during the pre-test on the match test and translation test. as for the pre-test questions that most students incorrectly answer this question is in determining the word class and its meaning, matching and choosing words that match the images available. this all happened because of the low student vocabulary. in the post-test, the researcher gives a similar vocabulary test in the pre-test. post-test is done after giving 6 treatments to students whose aim is to find out the score in the post-test can improve student vocabulary. and the results it was found that the results of the post-test students achieved a good classification. this can prove that using the scattergories game is very effective in improving students vocabulary. conclusion based on the findings and discussions of the study, the researcher concluded that the use of the scattergories game was effective to improve students’ vocabulary at smp negeri 8 palopo. the student’s vocabulary after conducting treatment, it could be proven by the students result in pre-test with mean score 58.8333 and post-test of mean score 85.7000, copyright © the author(s) vol. 1, no. 2, october 2020 e-issn: 2723-4126 165 the score of t0 (tcount) = 21.604 and df (degree of freedom) based on the result, namely 21.604 ˃ 2.045 the researchers concluded that t0 (tcount) was higher then tt (ttable), t0 ˃ tt. it means that there was a significant difference between vocabulary ability before and after using the scattergories game. through scattergories game, the students have many to enrich their vocabulary, all activities involve students so that the students also could build up their minds to memorize vocabulary. most of them get honor after answering the question and they enjoy the material. references alqahtani, mofareh, ‘the importance of vocabulary in language learning and how to be taught’, international journal of teaching and education, iii.3 (2015), 21–34 anwar, l., furwana, d., & iksan, m. (2020). developing reading worksheet for tenth grade students of sma negeri 4 palopo. foster: journal of english language teaching, 1(1), 1–8. https://doi.org/10.24256/foster-jelt.v1i1.2 brown, h. douglas, language assessment principles and classroom practice, pearson longman (san fransisco, california, 2003) c. richard, jack, and willy a. renandaya, ‘vocabulary in langage teaching’, cambridge university press, 1, 2002, 255 efendi, erfan, ‘the use of games to improve vocabulary mastery erfan efendi ( mahasiswa jurusan bahasa inggris fkip unisma )’, 1.12 (2013), 1 f allen, virginia, technique and teaching vocabulary, the modern language journal (england: oxford university, 1983) hadfield, jill., ‘elementary vocabulary games : a collection of vocabulary games and activities for elementary students of english’ (longman, 1998), p. 4 hasbro, ‘the game of scattergories’, the emt journal, 2003 [accessed 20 july 2019] herdianti, ‘teaching vocabulary using board games; scattergories game and what someone does game at second grade smp karya bhakti gadingrejo’ (lampung university, 2019) khikmah, nur, ‘the use of scattergories board game to improve students ’ vocabulary mastery and reading comprehension for the eighth year students of smp islam sudirman ambarawa in the academic year of 2016 / 2017’ (iain salatiga, 2016) husain, muhammad afif, ‘the use of scattergories game to improve the vocabulary copyright © the author(s) vol. 1, no. 2, october 2020 e-issn: 2723-4126 166 mastery ( a quasi-experimental research in the eighth grade students of smp n 2 demak in the academic year faculty of languages and arts’ (semarang state university, 2017) iksan, m., & palangngan, s. t. (2018). pemberdayaan remaja masjid sebagai fasilitator pembelajaran bahasa inggris di desa lestari kecamatan tomoni kabupaten luwu timur. prosiding, 3(1). iksan, m. (n.d.). a survey of students’language learning strategies and their english learning achievement in sma negeri 1 palopo. iksan, m. (2017). empowering business group peanut tenteng. proceeding international conference on natural and social science (iconss) 2017, 1(1) indrawati, nani, ‘meningkatkan kosakata siswa kelas vii.3 smp melalui teknik permainan’, lintera, 2016, 2 kim, lee su, ‘creative games for language class, english teaching forum’, 33.1 (1995), 33 klimova, blanka frydrychova, ‘games in the teaching of english’, procedia social and behavioral sciences, 191.june (2015) marulis, loren m., and susan b. neuman, the effects of vocabulary intervention on young children’s word learning: a meta-analysis, review of educational research (university of michigan, 2010), lxxx maryam, rohani, and behzad pourgharib, ‘the effects of using games on english vocabulary learning’, journal of applied linguistics and language research, 2.3 (2015), 39–47 meyer, laura l., and norbert schmitt, vocabulary in language teaching, tesol quarterly (university of nottingham, 2002), xxxvi nugroho, muhammad bagus, when english a bell, edisi revi (jakarta, 2016), liii oxford learner’s pocket dictionary 4th edition (new york: oxford university, 2008) pua, carol, dorothy li, cherie lui, and shirley cheng, ‘using concept-mapping as a tool to teach english vocabulary for the elementary students’, bulletin of chinese, 2019, p. 2 rodgers, theodore, s theodore, maggie jo, and st john, ‘approaches and methods in language teaching’ (new york: cambridge university press, 1987), p. 7 rohmatillah, ‘a study on students’ difficulties in learning vocabulary rohmatillah’, institut agama islam negeri (iain) raden intan lampung (iain raden intan lampung, 2014) sugiyono, metode penelitian kuantitatif, kualitatif dan r & d, xxvi (bandung: alfabeta, 2018) copyright © the author(s) vol. 1, no. 2, october 2020 e-issn: 2723-4126 167 susanto, alpino, ‘the teaching of vocabulary: a perspective’, jurnal kata, 1.2 (2017), 5–7 talak-kiryk, amy, ‘using games in a foreign language classroom’, ma tesol collection., 1.1 (2010), 53 thornbury, scott, how to teach vocabulary.pdf, ed. by harlow (england: bluestone press, 2002) utami, tri, teaching students vocabulary (fkip ump, 2015) asria. (2014). improving students vocabulary through head and tall at the seventh year students of smp pmds putri palopo. palopo: stain palopo. copyright © the author(s) vol. 1, no. 1, january 2021 e-issn: 2723-4126 53 the efficacy of think talk write (ttw) strategy in improving writing skill for teenagers (16th-17th) at batu walenrang palopo masruddin1, dewi furwana2, and abdul jafar h3 1 state islamic institute of palopo, palopo, indonesia jafar011974@gmail.com abstract this research about the efficacy of think talk write strategy in improving writing skill for teenagers at batu walenrang palopo. the purpose of this research is to find out whether or not the use of think talk write strategy is effective in improving writing skill for teenagers (16th-17th) at batu walenrang palopo. this research applied the pre-experimental method, the research is carried out in one class, the population of this research is teenagers at batu walenrang palopo. the sample of this research are nine teenagers (16th-17th) at batu walenrang palopo. the sampling technique in this research is the total sampling technique. the instrument of this research is writing test. the researcher gives pretest and post-test to the teenagers. the data are analyzed using spss 20. the result of this research shows that the use of think talk write strategy is effective in writing. it could be proved from the result of the calculation that students score in the post-test is higher than students score in the pretest. the mean score in post-test is higher than the mean score of the pre-test p=0.003>0.005. it means that is the use of think talk write strategy is effective in improving writing skill for teenagers (16th-17th) at batu walenrang palopo. the implementation of this research as an alternative for educators in developing students' understanding in learning. keywords: descriptive text, think talk write strategy, writing skill. introduction writing is an activity pouring ideas in writing from, should be able to master the skill in writing because helpful for them to interact, as a form of expression (wael et al., 2018). they can present ideas in writing. however, writing was not a simple skill, in writing activity, the teenagers are required to master grammar, vocabulary, and punctuation, so writing needs special training to make the learning process effective. writing is one of the difficult skill among four skills in english writing were not easy for individuals to express their skill, writing was also an activity to requires a language process and understanding such as arranging words and grammar. the writing is very important for every field of education; therefore, teenagers try to improve their writing skill in other to become good. writing was a process that can help teenagers resolve complex things (chen & zhou, 2010). writing in a second language was very difficult compared to the http://u.lipi.go.id/1593190689 mailto:jafar011974@gmail.com copyright © the author(s) vol. 1, no. 1, january 2021 e-issn: 2723-4126 54 first language. the inability of the students to write was due to a lack of understanding of good vocabulary and grammar. however, in order to be understood and adopted in writing, the order must be good, clear, and in agreement with the purpose.teenagers need new methods, so teenagers could understood the lesson well so that they were not bored to learn. the researcher must be creative and able to coordinate what the teenagers need in learning (iksan & duriani, 2015). based on observations on teaching for teenagers observer found teachers were lacking in applying various strategies, so teenagers were bored in learning. and there were still many teenagers who lack basic english and writing. researchers focus on the lack of understanding of teenagers in writing descriptive texts because there were many teenagers participants who found it difficult to express their opinions in write form. the teenagers need new methods, so teenagers can understand lessons well so that they were not bored to learn. teachers must be creative and able to coordinate what teenagers need in the learning process. a method was a program procedure that identifies as part of a class and belongs to any object of that class. there are several strategies in the process of teaching writing. one of them is thinking talk write strategy. in teaching, researchers were interested in using the think talk write strategy because teenagers could improve their skill through this strategy, especially in writing descriptive text. therefore, in the form of descriptive text, think talk write is a learning model that can help teenagers share their opinions. think talk write is a strategy where teenagers learn in groups and teenagerswere being expected to exchange ideas with friends in the group. they can also improve their writing skill individually. in teaching, researchers were interested in using the think talk write strategy because teenagers could improve their skills through this strategy, especially in writing descriptive text. therefore, in the form of descriptive text, think talk write was a learning model that can help teenagers share their opinions. think talk write was a strategy where teenagers learn in groups and teenagers were being expected to exchange ideas with friends in the group. they can also improve their writing skill individually. according to huinker and laughlin, as quoted by the seminar inscription ratna and giska putri, think talk strategy strategies can help teenagers in expressing their ideas to other teenagers before writing (suminar & putri, 2018). it was believed to help teenagers in the writing process because they had told their opinions freely. based on the observation had done, the researcher found that think talk write strategy was the solution to solved teenagers problem specially in writing skill. it can be provided teenagers with many opportunities and help them mastery the material taught through the think talk write learning model so that teenagers were trained to write from the discussion results during the allocated time. they can express their ideas freely because they do activities with their friends. think talk write strategy was also easy to administer and flexible in terms of subject matter and design. from the description above, the researcher concludes that think, talk, write strategy was essential because it could be help teenagers in writing descriptive texts. methods http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 1, no. 1, january 2021 e-issn: 2723-4126 55 in this research, the researcher used a pre-experimental design. the researcher used pre-experimental as a method in this research because it did not allow the researcher to take two classes to compare because of the covid 19 so the researcher chose pre-experimental as an alternative. this design may also present as fallow: class pretest treatment post-test o1 x o2 where : o1 : pretest x : treatment using think talk write strategy o2 : post-test operational definition variable in this research, there are two categories of variables, namely: the dependent variable is the improvement of writing skills for teenagers at batu walenrang palopo. the independent variable is using think talk write strategy for teenagers at batu walenrang palopo. population and sample the population of this research, the researcher, was used total sampling technique. the population in this research was nine teenagers (16th-17th) at batu walenrang palopo. in this research, the researcher had used a total sampling technique. the sample of this research was nine teenagers (16th-17th) at batu walenrang palopo. the reason researchers used the total sampling technique because the population was less than one hundred, and all the population was used as the research sample. the instrument of the research the instrument in this research was a subjective text that is text given to teenagers to described picture or object, the form of writing tests about 60 minutes. this research was used as a writing test in pretest and post-test in. the pretest was used to measure the teenager's writing before treatment, and the post-test used to measure teenagers after treatment. the technique of data analysis the researcher focused on data analysis after collecting data by performing the pretest, treatment, and post-test using some method. the researchers used the program spss (statistic product-service solution) version 20 to analyze the data. the analysis data collected would be tabulated into the mean score, standard deviation, and standard deviation of error. http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 1, no. 1, january 2021 e-issn: 2723-4126 56 results table 1. the students score in the pre-test and post-test classification pre-test post-test score frequency percentage score frequency percentage excellent 90100 0 0% 90100 0 0% good 80-89 0 0% 80-89 1 11.11% adequate 70-79 1 11.11% 70-79 3 33.33% inadequate 60-69 1 11.11% 60-69 3 33.33% unacceptable below 60 7 77.77% below 60 2 22.22% the table shows that there were nine teenagers observed in this class before giving treatment. there is one teenager (11.11%) who got an adequate score, one student (11.11%) who got an inadequate score, seven students (77.77%) who got an unacceptable score. while in post table shows that there were nine teenagers observed in this class after giving treatment. there was one teenager (11.11%) who gets a good score, three teenagers (33.33%) who got an adequate score, three teenagers (33.33%) who got an inadequate score, two teenagers (22.22%) who got the unacceptable score. table 2. the mean score and standard deviation of teenagers pre-test and post-test in this class. class mean std. deviation sum minimum maximum std. error of mean pretest 45.0000 11.65118 405.00 38.00 70.00 3.88373 posttest 64.6667 12.07270 582.00 44.00 83.00 4.02423 total 54.8333 15.32491 987.00 38.00 83.00 3.61212 the table shows that the distinction between the pre-test and post-test mean score and standard deviation. the scores in this class after teaching using think talk strategy show good progress. the standard deviation in this class in pre-test and post-test is 4.02 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 1, no. 1, january 2021 e-issn: 2723-4126 57 to evaluate whether there was a substantial increase before and after treatment, the researcher used the spss 20 analysis to determine the hypothesis of this report. in the statistical group table, the results can be shown, and independent analysis of the sample test. table 3. the probability value of t-test of post-test the table shows that the probability value was lower than p=0.003 < 0.005 it means that there was a significant difference in the post-test. it indicated that the alternative hypothesis (h1) was accepted and the null hypothesis (h0) rejects it shows that think talk write strategy effective to improve teenagers writing and give a contribution to teenagers significantly writing skill. discussion based on the problems that the researchers got in the walenrang, the researchers observed that students at batu walenrang palopo were less enthusiastic in learning, especially english because they thought that english was difficult to understand. teenagers at batu walenrang still lack understanding in writing. so that researchers apply a think talk write a strategy to arouse their enthusiasm in learning. this is supported by the laughlin and huinker in supriyono (2011) stated, "the think-talk-write strategy builds in time for thought and reflection and for the organization of ideas and the testing of those ideas before students are expected to write. the flow of communication progresses from students engaging in thought or reflective dialogue with themselves to talking and sharing ideas, to writing". miftahul huda (2014), ttw was a strategy that facilitates oral language practice and writes the language fluently. this strategy is used to develop writing fluently and practice language before writing (huda & pd, 2014) putri lestari (2018) said that they think talk write strategy gives the student's opportunities to gather ideas, to discuss and develo p the teenager's ideas in a small group team, then to write their opinion after receiving independent samples test levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean differen ce std. error differe nce 95% confidence interval of the difference lower upper score equal variances assumed .007 .933 -3.517 16 .003 19.6666 7 5.5926 5 31.522 56 7.81077 equal variances not assumed -3.517 15. 980 .003 19.6666 7 5.5926 5 31.523 78 7.80955 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 1, no. 1, january 2021 e-issn: 2723-4126 58 feedback from one another (lestari, 2018). so that the researcher is conducted this research focused on strategy think talk write. the researcher formulates this research using five items of writing assessment, the researcher to analyze the data, namely content, organization, vocabulary, language use, and mechanics. before teaching the researcher prepares pictures, list vocabulary, words about the pictures to drawn so that students in the walenrang can easier write a descriptive text. the pre-test and post-test scores of teenagers varied significantly. there was significance in the result in writing between pre-test and post-test. there are so many teenagers with very poor score in pretest content criteria, the data show that there were two teenagers who have a good avarage score, one teenager who got a fair to poor score, six teenagers who have a very poor score. the results on the post-test content criteria indicate that so many teenagers got good to average scores. one teenager got very good score, six teenagers got good to average scores, two teenagers got fair to poor score, because learners fund it easier to explain anything described in the descriptive text from the contents described. and in explaining the plan think, talk, write, teenagers have different opinions. based on results above statistical analysis, it can be seen on table before and after treatment (using think talk write) that now the mean score of students in the posttests is 64.66, while the mean score of students in the pretest is 45.00, in addition, the score of students in the post-test class is better than the score of students in the pretest, which is 83>70. this suggests that there is an improvement after treatment is provided using the think-talk write strategy. harmer (2004) states that writing (alongside listening, speaking, and reading) has always played a significant role in forming parts of the syllabus in english teaching. this means that english learners are supposed to master writing skills as it is one of the productive skills in using a language. furthermore, according to emilia, (2010) given that writing was central to education, governments in many countries, both in developed countries like australia and the us and the developing ones such as indonesia, have been committed to putting more effort into the teaching of writing in schools. for instance, if students cannot express themselves employing writing, i.e. they were not capable of structuring their words into a meaningful form, then they were deemed to be ineligible to pass the course. according to abid choir, fikri from hegarty (2016) said that descriptive text was one of the texts, to describe the object in detail to the reader so that the reader got information about the object being described. furthermore, rega detapratiwi, (2013) text descriptive was used to describe animals, people, and certain objects. in other words, descriptive text is the text that aims to provide detailed descriptions and information about the place or person to be explained. according to huda, ttw was a strategy that facilitates oral language practice and writes the language fluently. this strategy is used to develop writing fluently and practice language before writing. the ttw strategy builds thoughts, reflects, and organizes ideas, then tests these ideas before students are expected to write. starting from the involvement of students in thinking of having a reflective dialogue with themselves, then talking and sharing ideas with friends, ending with presenting the results, and drawing a conclusion with http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 1, no. 1, january 2021 e-issn: 2723-4126 59 the teacher, a lively and fun learning atmosphere will be created. think talk write strategy, which facilitates the practice of oral and written language proficiency. the strategy was focused on learning as a social activity. think talk writes strategy encourages teenagers to think fluently and write down their opinions on some topics critically. futhermore the ttw strategy was a cooperative learning model which was basically a learning strategy through the stages of thinking (think), talk (talk) and write (write). this strategy was first introduced by huinker and laughlin (1996) "the think-talk-write strategy builds in time for thought and reflection and for the organization of ideas and the testing of those ideas before students are expected to write. the flow of communication progresses from student engaging in thought or reflective dialogue with themselves, to talking and sharing ideas with one another, to writing". the ttw strategy generates ideas, reflects, and organizes ideas, then tests these ideas until it is anticipated that students can publish. the ttw learning strategy flow begins from learners' participation in thought or reflective conversation with themselves, then talks with friends and shares ideas before learners write. there are three essential stages in the ttw learning strategy that must be developed and carried out in learning, including the following: 1. think (berpikir atau dialog reflektif) "thinking and talking are important steps in the process of bringing meaning into student's writing". the point is that thinking and speaking /discussing is an important step in the process of bringing understanding into the writing of students. 2. talk (talking or discussing) at the talk stage, students join the group to reflect, organize, and express ideas in discussion activities. 3. write (menulis) "writing can help students make their tacit knowledge and thoughts more explicit so that they can look at, and reflect on their knowledge and thoughts". that is, writing can help students express their knowledge and ideas and reflect on their knowledge and ideas. conclusion based on the results of research, researchers concluded that the use of think talk write strategies is effective in improving teenagers' writing skill. based on the data analysis, it can concluded that teach descriptive text by using the think talk write strategy was effective. it can be proved that the teenagers score of the t-test with p= 0.003, where 0.005 is standard two tailed. acknowledgment praise our gratitude for the presence of allah swt for his blessing and guidance so that researcher can complete this thesis. the researcher never forget to send payers and peace to the prophet muhammad saw, his family, his friends. and all his faithful followers carry out allah's commands and avoid his prohibitions. researcher realized that there are still many shortcomings in this research. researcher expect criticism and suggestions so that this thesis can be useful for readers. the researcher realized that this thesis could not be finished without helping from the others, the researcher also would like to express his deepest thanks to: http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 1, no. 1, january 2021 e-issn: 2723-4126 60 1. prof. abdul pirol, m.ag as the rector of iain palopo 2. dr. nurdin k., m. pd as the dean of tarbiyah and teacher training faculty of iain palopo. 3. amalia yahya, se., m. hum as the head of english study program of tarbiyah and teacher training faculty department of iain palopo who always gives support, and idea to the researcher during studying at iain palopo. 4. dr. masruddin, s.s., m. hum and dewi furwana, s. pd. i., m. pd as the first consultant and second consultant who has taught, advised, delivered guidance, explanation, suggestion, for the improvement of this thesis. 5. dr. jufriadi, s.s., m. pd and dr. magfirah thayyib, s.s., m. hum as the first examiner and the second examiner who have provided many directions in the completion of this thesis. 6. jufriadi, s.s., m. pd as an academic advisor. 7. all the lecturers as well as the staff of iain palopo. a million thanks for guidance, attention, knowledge, and motivation in the learning process 8. madehang, s.ag., m.pd. as the head of the library along with employees and employees within the scope of iain palopo. which has been of great help, especially in gathering literature related to this thesis discussion. 9. english teachers at batu walenrang palopo, which helps gather teenagers and provides opportunities for researchers to conduct this research. 10. students at batu walenrang palopo city who have collaborated with researchers in the process of completing this research. 11. the researcher's parents and family who always motivate, support the researcher in finishing this thesis. 12. to all friends in arms, students of the 2016 iain palopo english study program (especially class d dan ams squad) rosmita, s.pd., ashar daung allo s.pd. nur ahmad hidayat, rosmiati, windayanti, jubeda, andika, s.pd. reski, wiraldi, s.pd. muharram s.pd. who always give the researcher support, help, and motivation. http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 1, no. 1, january 2021 e-issn: 2723-4126 61 references chen, s., & zhou, j. (2010). creative writing strategies of young children: evidence from a study of chinese emergent writing. thinking skills and creativity, 5(3), 138–149. https://doi.org/10.1016/j.tsc.2010.09.002 huda, m., & pd, m. (2014). model-model pengajaran dan pembelajaran, yogyakarta: pustaka pelajar. pustaka pelajar. iksan, m., & duriani. (2015). a survey of students’ language learning strategies and their english learning achievement in sma negeri 1 palopo. ideas: journal on english language teaching and learning, linguistics and literature, 3(2), 12–27. https://doi.org/10.24256/ideas.v3i2.146 lestari, p. (2018). inproving the tenht grade students descriptive text writing achievenent by using “ think talk write” strategy,. universitas jawa barat. suminar, r. p., & putri, g. (2018). the effectiveness of ttw (think-talk-write) strategy in teaching writing descriptive text. academic journal perspective : education, language, and literature, 2(2), 300. https://doi.org/10.33603/perspective.v2i2.1666 supriyono. (2011). developing mathematical learning device using ttw (thinktalk write) strategy assisted by learning cd to foster mathematical communication. international seminar and the fourth national conference on mathematics education 2011, 74–84. wael, a., asnur, m. n. a., & ibrahim, i. (2018). exploring students’ learning strategies in speaking performance. international journal of language education, 2(1), 65. https://doi.org/10.26858/ijole.v2i1.5238 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.4, no. 3, july 2023 e-issn: 2723-4126 p-issn: 2776-8880 119 profiling esp students’ needs as recommendation for designing hospitality syllabus in indonesian vocational schools imroatul ma’fiyah slamet riyadi university, surakarta, indonesia imroatulhardiyanto@gmail.com abstract this descriptive qualitative study examines the needs of esp students’ as a fundamental basis for designing an english for hotel program in the context of vocational secondary school in indonesia. english teachers and students from hospitality program collaborated to investigate learners’ specific needs, which were then used to make recommendations for classroom implementation and instruction. the study aimed to understand how students in the hospitality program perceive their english needs and assess the adequacy of the current syllabus in meeting those needs. the findings revealed that students identified a range of language skills they need to acquire, including speaking, listening, reading and writing skills with particular emphasis on communication in hotel costumer service situations. students expressed their expectations for practical, interactive and industry-relevant language learning experiences. the study emphasizes the importance of incorporating materials and real-world scenarios into syllabus to enhance students’ language proficiency and job readiness. the research findings serve as a valuable contribution to reorganizing the syllabus to better align with the students’ needs. further research is recommended to explore the significance of addressing students’ specific needs as language learners and in relation to their career goals in the hotel industry. keywords: english for specific purposes (esp), english for hotel program, students’ needs, classroom instructions introduction the syllabus serves as a crucial guideline for teachers in conducting lessons and is fundamental part of the curriculum. in english language teaching (elt) programs, the syllabus defines the learning content and their hierarchical organization, enabling more effective teaching process (al-tarawneh & osam, 2019; salimi et al., 2012). it reflects the teacher beliefs, knowledge and attitudes towards the subject matter, outlining what students will learn, why they should learn it, and what they to do to succeed (fornaciari & lund dean, 2014; rodgers, 2012). a relevant syllabus is considered an indicator of a successful elt program. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.4, no. 3, july 2023 e-issn: 2723-4126 p-issn: 2776-8880 120 english instruction in vocational secondary school should align with students’ specific needs within their respective programs. additionally, it should prepare students for the workforce and contribute to their overall readiness for work (michael dunning, 2019; owenjackson, 2013). consequently, the syllabus needs to be differentiated based on the focus of each program. previous research has explored syllabus design in various field (ahmad et al., 2014; lockwood, 2012; tai et al., 2015); teachers’ perception of syllabi (dehnad et al., 2010; tai et al., 2015); and syllabus design in indonesian educational context (bambang, 2016; juliet, 2012; suratni, 2015; tarihoran, 2017). the process of syllabus design involves developing an conceptual teaching framework that specifies the content to be taught and how it should be assessed (passman & green, 2009; rodgers, 2012; salimi et al., 2012; salman sabbah, 2018). prior need analysis and assessment are crucial in selecting the components to be considered in esp syllabus design. esp classes are tailored to meet students’ specific needs and interests, such as english for mechanics, english for arts, and english for hotel management. in the hospitality program, learning outcomes primarily revolve around students’ performance in hotel services, emphasizing their ability to communicate and use language accurately in a hospitality workplace environment (basturkmen, 2010; ghany & latif, 2012). therefore, the topics, tasks, and learning activities in the syllabus must align with the learning objectives. however, several studies (michael dunning, 2019; stevenson, 2020; yusuf et al., 2018) have found that esp classes, particularly those in vocational schools, tend to focus on general english rather than addressing students’ specific target needs. this contradiction arises from the nature of esp, which aims to meet students’ academic or professional goals (dehnad et al., 2010; park et al., 2018). the distinct characteristics and objectives of vocational schools lie in their students’ academic and career goals. understanding how students perceive their english language goals and needs becomes crucial for vocational learning and should be accommodated in the language learning content. considering these factors, this study aims to investigate how students in the hospitality program perceive their english needs and the extent to which the current syllabus adequately addresses their target needs. by exploring students’ perception of priority language skills and their expectations of language teaching, this study seeks to provide a fundamental basis for reorganizing the hospitality esp program. methods a descriptive qualitative design was chosen to present data about student needs in an actual classroom setting. data obtained from observations and surveys. the specific context in this research is vocational high school students; hospitality program. it involves two vocational schools with teachers and students drawn from them as part of the studies. the survey was obtained using a likert scale questionnaire which was analyzed using descriptive statistical analysis, which was listed in percentage and frequency. data triangulation was used to obtain data related to students' perceptions of the target needs, interests, and implementation of their english class. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.4, no. 3, july 2023 e-issn: 2723-4126 p-issn: 2776-8880 121 this research was conducted in a hospitality program, vocational high school in surakarta. three of the six hospitality vocational programs in surakarta were selected purposively; teachers, students and school principals were taken as research participants. students and teachers from grades x and xi participated in obtaining data through observation, interviews and questionnaires. all participant data was collected between april and august 2021. the data collection method used is a mix-method approach through interviews and surveys. semi-structured interviews were conducted with a group of eleventh and twelfth graders from both vocational schools, specifically from the hospitality program. to obtain data related to student perceptions, questionnaires were distributed specifically to answer students' language needs. it is done to provide more reliable information. students are faced with several questions related to their language skill requirements in terms of content; or their need and interest in learning english in a hotel program. likert scale questionnaires (15) on survey instruments from "strongly agree" to "strongly disagree" are used as construct items. the data were analyzed through spss descriptive statistics. then, the data were analyzed using spss for descriptive and inferential statistics. a document review has been carried out to gather information related with the sufficiency syllabus document. syllabus reviewed based on several aspects such as, teaching methodology, the materials used, evaluation and testing. results hospitality students’ perception about english the students' perception of english and their language needs for the hospitality program is crucial information that should guide the design of the syllabus and teaching materials. as mentioned, the majority of students (73.34%) expressed their primary target for learning english as workplace needs, specifically related to their future careers in the hotel service industry. this indicates that the focus of the english curriculum should be on developing communicative competence that is directly applicable to their work environment. however, the syllabus document analysis revealed a misalignment between the students' language needs and the instructional objectives outlined in the syllabus. the syllabus appeared to be more text-based, grammarstructure-oriented, and focused on general scope english topics and vocabularies. this approach may not adequately address the specific language skills required for success in the hospitality industry. as a result, teachers have been providing supplementary materials to address the students' competence in the hospitality program. while this is commendable, it highlights the limitations of the existing syllabus, which should ideally be designed to accommodate the specific language needs of the hospitality program. by doing so, teachers can better prepare their students to excel in their future careers by providing them with the language skills necessary for effective communication in hotel services. the challenge faced by teachers in aligning the syllabus with students' needs stems from the fact that the graduates' competence indicator relies heavily on the results of the national examination. consequently, the syllabus is often based on the target syllabus for the national http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.4, no. 3, july 2023 e-issn: 2723-4126 p-issn: 2776-8880 122 examination, which may not be tailored to the specific needs of the hospitality students. this highlights the need for a more flexible approach to syllabus design, one that considers the unique language needs of esp (english for specific purposes) learners, such as those studying hospitality. to address these issues, teachers should consider incorporating esp principles and methodologies into their teaching practices. this involves aligning the syllabus with the specific language needs of the hospitality industry, including vocabulary related to hotel services, situational communication, and language functions that are essential for effective workplace communication. by adopting a more student-centered and needs-based approach to syllabus design and teaching materials, teachers can create a classroom environment that is engaging, interesting, and directly relevant to the students' future career goals. this will not only improve their language competencies but also enhance their overall learning experience, leading to greater motivation and success in their studies. in conclusion, the students' perception of english and their specific language needs for the hospitality program should be a guiding factor in syllabus design and teaching materials. by addressing these needs directly, teachers can better prepare their students for success in the hospitality industry and create a more effective and engaging learning environment. the students’ choice of teaching methodology the students' choice of teaching methodology and their perception of english language learning needs within the context of the hospitality program is a critical aspect that should guide instructional planning and syllabus design. the study highlights that the majority of hospitality vocational school students view vocabulary mastery as the most important language component to be learned. given the nature of work-related services in the hotel industry, effective english communication revolves around situational conversations and language functions such as handling reservations, receiving calls, providing information, addressing complaints, and offering apologies. therefore, focusing on vocabulary acquisition that is directly relevant to their future career needs is crucial for these students. however, the study also reveals that 67% of students feel that they lack sufficient vocabularies, and they often depend on their teachers' translations to overcome vocabulary challenges. this indicates a need for more targeted vocabulary-building exercises and activities that cater to the specific language requirements of the hospitality industry. regarding the most effective learning sources, students believe that the internet is the most beneficial resource (45%), followed by english textbooks (21%), teacher materials (20%), and other sources (14%). these preferences suggest that students’ value online resources and technology-driven learning, which can offer them access to authentic language materials and interactive learning opportunities. english textbooks and teacher materials are also considered important, as they provide structured and organized content specifically tailored to the students' language learning needs. one noteworthy concern raised by the study is the lack of explicit explanation in the syllabus based on the students' perceived needs and preferences. the syllabus, as viewed from the teachers' perspective, appears to serve as a guideline for classroom implementation but may not be sufficiently tailored to meet the target needs of the students in the hospitality program. this discrepancy underscores the importance of incorporating the http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.4, no. 3, july 2023 e-issn: 2723-4126 p-issn: 2776-8880 123 students' language learning needs and preferences into the syllabus design to enhance the overall effectiveness of the curriculum. students perception about english teaching materials from the result of interview, students perceive that learning materials should reflects the use of language in real context. it covers both language that is used among hotel staff and also interactional language between staff and guests. it is obtained from the result of interview that students are well motivated in teacher’s way of teaching: playing role very well as a facilitator by providing clear explanation of materials and ability to share tricks how to answer questions easily. the students said, “yes,… the teacher's explanation is easier to understand”. other students’ statements also prove that teacher always have clear presentation and do a lot of strategy handle grammatical task. besides teachers’ teaching methodology, students mostly are feeling happy when teacher focus more on practicing the language use related to hotel service. english learning difficulties students’ difficulties in learning english categorized into three areas: limitations, grammatical items, and pronunciation problems. below is a summary of each difficulty: vocabulary limitation approximately 53.3% of students face difficulties in expressing themselves properly in english due to limited vocabulary. some students struggle to find the right words when responding to guests or communicating in english. they feel challenged when encountering unfamiliar vocabulary related to specific topics or services. the students believe that building related vocabulary is crucial to improving their expression in english. grammatical items about 26.7% of students encounter difficulties with grammatical items. during role play sessions, students attempted to express how to handle guests' complaints but faced problems with using the past tense verb form appropriately. the teacher acknowledged the challenges and recommended providing guidance to students by introducing relevant topics, listing verbs and their changing forms related to the topic, and facilitating opportunities for students to construct sentences actively using the grammatical items. pronunciation problems around 20% of students struggle with pronunciation in english. they find it difficult to understand native speakers' speedy speech, different vocabulary, and pronunciation. to cope with this, students realize the importance of first understanding what native speakers are saying before formulating an appropriate response. overall, these english learning difficulties may hinder students' ability to communicate effectively in english. addressing these challenges through targeted vocabulary building, focused grammar instruction, and pronunciation practice can help students improve their language skills and proficiency. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.4, no. 3, july 2023 e-issn: 2723-4126 p-issn: 2776-8880 124 overview-syllabus recommendation from the findings, it can be stated that existing syllabus not yet reflecting awareness of students’ needs. the goals and objective of english lesson in hospitality program tend to be general english. it is out of the esp characteristics which should represent students’ needs on specific purposes. hence, the materials and teaching methodology used by teachers do not lead students’ to be ready in work field. whereas, they are taught solely most on reading comprehension, then about language function and situational conversation related to hotel service. as a guidance for classroom implementation, it is problematic when syllabus document does not represent the language skills and service related to hotel needs. to be implemented in hospitality program, syllabus designed as a framework for the content materials, the teaching procedure, and how it is elaborated to achieve targeted learning outcomes. as from syllabus framework; the content materials are provided, the procedure of how it is taught and in what way it is elaborated in order to achieve targeted learning outcomes. if it is not representing the real condition of students’ specific needs, then how can english classroom best prepare hospitality vocational program graduate’s quality. consequently, hospitality syllabus document have to cover specific topic and activities addressing students’ needs related with the english function, skills and situational conversation at hotel. from its guidance, teachers’ design the materials and methodology that is relevant with its specific context. regarding of the students’ perception of the english skills they need, of reading comprehension, they tend to read text books (62,2%), and the rest 37,8% are reading magazines, newspaper and digital messages reading. students feel that they need to be able to write of informal letter (56,4%) and write a description report (43,6%). in addition, using appropriate vocabulary practice (66,67%) and grammar (33,34%) of written text. towards listening skills, 50,6% students believe that it is important of comprehending an english presentations, seminars and recorded materials. however, it certainly needs to be planned and considered by policy makers in smk such as school principals, school committees, community teachers and stakeholders to use situational reasons and needs analysis to design a syllabus which is then used as a guide for teachers to determine learning materials and methods to be implemented in hotel program. as a key point, the teacher should construct the classroom instruction based on this statement: "tell me what your english is for and i will tell you the english you need". in the end, class interactions that are relevant to students' needs and learning objectives will provide appropriate english for hospitality students. discussion the findings presented highlight significant gaps in the current english hospitality program syllabus and learning objectives. these findings reveal that some of the competencies listed as the basis for establishing the hospitality program do not adequately address the specific needs of hospitality students. the existing objectives focus primarily on reading skills with a heavy emphasis on grammatical descriptions, neglecting the essential link between students' english competence and hotel services. as a result, the current syllabus lacks relevance and fails to align with the characteristics of esp learning. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.4, no. 3, july 2023 e-issn: 2723-4126 p-issn: 2776-8880 125 esp, or english for specific purposes, is a language teaching approach that aims to tailor language learning to the specific needs and goals of the learners in a particular field or context. in the case of the hospitality program, the english instruction should encompass all language components, such as grammar, vocabulary, and pronunciation, closely related to hotel services and work requirements. this approach ensures that students are better prepared to communicate effectively in real-world scenarios they are likely to encounter in their hospitality careers. to address these shortcomings and improve the effectiveness of the english hospitality program, it is crucial to use the research findings as the basis for setting clear learning objectives. the objectives should be designed within the framework of esp, considering the specific language needs of students in the context of hotel services. by doing so, the syllabus can be revamped to be more relevant and practical, offering targeted language instruction that prepares students for success in the hotel industry. it is essential to design specific instructions and materials that align with the esp-based syllabus. teachers can incorporate relevant hotel-related scenarios, situational conversations, and practical vocabulary and grammar exercises into their lessons. this approach will not only enhance students' language proficiency but also motivate them to be job-ready and competitive in the hospitality sector. overall, by implementing an esp-based syllabus and teaching approach, the english hospitality program can better equip students with the language skills they need to succeed in their future careers. it ensures that the classroom instruction is closely aligned with the real-world demands of the hospitality industry, resulting in more confident and competent graduates who are ready to contribute to the workforce effectively.. conclusion there are several findings related to the needs of students in english hospitality program which should be used as the basis for setting learning objectives, designing a syllabus, and using teacher teaching materials and methods in class. this is due to several findings that: some of competencies mentioned as the basis for establishing a hospitality program do not at all provide a clear picture of the needs of hospitality students. the objectives emphasize on reading skills with grammatical descriptions as the language focus. there is no basic competence that shows the relationship between students' english competence and hotel services. this is less relevant, considering that the characteristics of esp learning include all language components such as structure, grammar, vocabulary and pronunciation that are tailored to the needs and specific learning objectives of students, in this case it must be closed to hotel service and work. this study reveals the needs of students in the context of hotel services; which can then be used as a recommendation for esp-based syllabus design. as a first step, it is necessary to prepare targets and objectives for teaching english based on the esp framework and design specific instructions to be implemented in class. as a learning implementation framework, the accuracy of esp-based syllabus will provide english classrooms that are suitable for hospitality program students. this facilitates students to master certain academic, specific language needs and motivates them to be ready to compete and enter the world of work in hotel industry. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.4, no. 3, july 2023 e-issn: 2723-4126 p-issn: 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(2018). toward a framework for an undergraduate academic tourism curriculum in indonesian universities: some perspectives from stakeholders. journal of hospitality, leisure, sport and tourism education, 22(november 2016), 63–74. https://doi.org/10.1016/j.jhlste.2018.02.003 http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 1, janaury 2021 e-issn: 2723-4126 65 the correlation between students’ critical thinking and argumentative writing skills at the fifth semester in iain bukittinggi lia aulia suryani1*, hilma pami putri2, & hafizul khair3 1,2faculty of tarbiyah and teacher training iain bukittinggi,indonesia 3faculty of engineering universitas sumatera utara, indonesia *liaauliasuryani9@gmail.com abstract this research was directed to find out whether there any significant correlation between students critical thinking and argumentative writing skill at the fifth in iain bukittinggi. the researcher found several problems at the field, the problems were students got difficulties in starting and developing their ideas into writing a paragraph, they have limited vocabulary in english language, and some of students don’t use transition signals. this research employed correlation design. the population of this research was the students of fifth semester in iain bukittinggi. the researcher used random sampling were the students of class 5a, class 5b, and 5c to get the sample of the research. in collecting the data, the researcher used reading test to know of students of critical thinking and the researcher used of writing test to know of argumentative writing essay. the data were processed and analyzed by spss 22.0 statistic technique of product moment t-test formula and consulted the result into t-table with level of significant α = 0.05.the result of this study by the correlation coefficient (rxy) 0,787. it show that there was high correlation between students critical thinking and argumentative writing, it included the scale of r interpretation score between 0,600,79. futhermore, with df =25. and the level of significance 0,05 (α= 5%) obtained 0,396. so , rxy = 0,787 > t table 0,396. so, ha was accepted and ho was rejected. it means that there was correlation between students critical thinking and argumentative writing skill. keywords : correlation, critical thinking, argumentative writing introduction writing is the process to obtain information through the message which is conveyed by writer. as brown (2000) mentioned that writing is a thinking process. in writing, the students should have ability to construct of the idea in written. the writer should be deliver their idea into good sentence, so the reader will understand easier. as the word of allah in surah qs. alalaq 1-5 which recites: ِي َعلذَم بِٱلَۡقلَ ۡكَرُم ٱَّلذ َ َوَربَُّك ٱۡۡل ۡ نَسََٰن مِۡن َعلٍَق ٱقَۡرأ َق ٱۡۡلِ ِي َخلََق َخلَ بِٱۡسِم َرب َِك ٱَّلذ ۡ نَسََٰن َما لَۡم َيۡعلَۡم ٱقَۡرأ َم ٱۡۡلِ ِم َعلذ http://u.lipi.go.id/1593190689 mailto:liaauliasuryani9@gmail.com copyright © the author(s) vol. 2, no. 1, janaury 2021 e-issn: 2723-4126 66 recite in the name of your lord who created. created man from a clinging substance. recite, and your lord is the most generous. who taught by the pen. taught man that which he knew not. (al alaq/96:1-5) writing is an activity which convey the message by the writer. writing is skill that can express the feeling, idea, the argument, opinion, and give the information through of written (iksan & duriani, 2015). in writing english, there are some of kinds of the essay which is learnt by the students, such as: descriptive, narrative, expository, persuasive, and argumentative essay. writing is more useful for students, and the essential one is argumentative writing. in this research the researcher focused on argumentative. argumentative writing is necessary in the field of education. it is used for writing essay, journal, article, conducting research, and applying scholarship. therefore, argumentative writing skill is also regarded as the most difficult skill than writing skill other. it is because composing argumentative essay requires students to have critical thinking, scientific ideas, and argumentative expression. richard and schmidt (2010) stated that argumentative writing is the ability to construct their idea to give their opinion or arguments which is supported by the evidence to become a strong reason. critical thinking is an important element of all field. critical thinking means good thinking which is against irrational thinking (reza zabihi, 2011). that’s mean critical thinking is rationally thinking. moreover, critical thinking and argumentative skill have influence of process of thinking which is involve of the idea arguments, and opinion toward of issue related of the topic. critical thinking is cognitive activity, associated with using the mind (stella cottrell, 2005). that’s mean critical thinking involved of mind to arguments though of message which is being conveyed through whether of speech or written (richard and carolyn,2005). similarly, critical thinking relates to the activity to criticize people or things both in terms of the negative side and the positive side of them that may lead to the comprehension and best judgment about them (washburn, 2010). thus, critical thinking referred to analyze and giving arguments. if the students can investigate about the writers ideas then form a conclusion based on the evidence you find, you will be thinking critically (reza zabihi, 2011). moreover, ability to write argumentative depends on students critical thinking. (m.fahim & m.mirzaii, 2014). ability of critical thinking will influence to write argumentative skill of students. the researcher found some problems of writing english language. first, some of students got difficulties in starting and developing their ideas into writing paragraph. the students are difficult to develop ideas into writing paragraph, especially the students make the main idea and give supporting detail related with the topic. second, students have limited vocabulary in english language. some of students are difficult of using vocabulary, choosing of the word which is appropriate. then, it will be influence of their thinking skills in writing paragraph, the students were difficult to write their opinion, and that will spend their time in writing. third, some of students don’t use transition signals. transition signals are used to signal relationship between ideas, and transitional signal is the main ways to achieve good cohesion and coherence in writing. eg ; furthermore, however, nevertheless, etc. in addition, the researcher found of problem critical thinking while students cannot http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 1, janaury 2021 e-issn: 2723-4126 67 identify, analyze and giving argument by their writing. it necessary of cognitive skill. it maintained that instead of approaching of level thinking. from the problems occurred above, the researcher need to do research of the correlation between critical thinking and argumentative writing. thinking is necessary in writing. and argumentative needs critical thinking, since writer need to analyze, evaluate and arguments to convince the reader. therefore, in this research, the researcher intends to do research whether there is correlation between critical thinking and student writing skill. the formulation of the problem is : 1. is there any significant correlation between students critical thinking and argumentative writing ? 2. what is the correlation direction between students critical thinking and argumentative writing? 3. what is the correlation magnitude between students critical thinking and argumentative writing ? methods the design of this research was correlation. the correlation was a quantitative research between two variables. gay stated that a correlational research involves collecting data in order to determine whether, and what degree, a relationship between two or more variables. the researcher identify whether there is a significant correlation between students critical thinking and argumentative writing. besides, this research conduct to know the direction of correlation between students critical thinking and argumentative writing. this research used quantitative research because it is focus on the product (result of the test) to look learning process of students. the objectives of study to find out correlation between students critical thinking and argumentative writing. the researcher analyzed the data by using correlation in spss (statistical program for social science) 22.0. the researcher collected the data by looking at the result of argumentative writing . table 1. total population class number of students a 38 b 37 c 36 sum 111 source : administration staff of iain bukittinggi in this research, researcher took 25 % sample from total population. this is inline with sugiyono (2008) who suggested that if the research more than 100 respondents, took 10 % to 25 %. http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 1, janaury 2021 e-issn: 2723-4126 68 technique of data collection in this research, researcher use two instruments to get the data. the critical thinking was measured by reading test, and the argumentative writing measured by essay test. this test of critical thinking used watsonglaser critical thinking appraisal (w-cgta) that used measure test of cognitive ability. the test will given to english department students at the fifth semester of iain bukittinggi. technique of data analysis correlation the researcher will use the formulate correlation to analyze the data. the formula used based on correlation in spss (statistical program for social science) 22.0 as follows: 𝑟𝑥𝑦= 𝑁 ∑𝑋𝑌−(∑𝑋)∙(∑𝑌) √⌊𝑁 ∑ 2−(∑ 2𝑋)𝑋 ⌋⌊𝑁 ∑ 2−(∑ )2𝑌𝑌 ⌋ note: ʃxy : the sum of multiplication between x and y n : number of students ʃx2 : the sum of standard deviations from variable x y2 : the sum of standard deviations from variable x rxy : the coefficient correlation between x and y table 2. the magnitude of correlation the correlation coefficient interpretation 0,000,19 very low correlation 0,20-0,39 low correlation 0,400,59 moderate correlation 0,600,79 high correlation 0.80-1,00 very high correlation results the result of this research was calculated by using formulated correlation. the formula used based on correlation in spss. variable x is critical thinking measured by reading test, and y which is argumentative writing measured by essay test. to identify whether there is correlation or not between two variables. the researcher used the calculation the product smoment formula. there are some steps that used in getting the correlation between critical thinking of students and argumentative writing. in helpin g the researcher to analyze the data after each score was ranked the data was tabulated a product moment table as follows: http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 1, janaury 2021 e-issn: 2723-4126 69 table 3. the score of critical thinking by reading test no students name of class a score no students name of class b score no students name of class c score 1 ao 74 10. rn 70 19. dh 80 2 nm 80 11. ey 82 20. es 78 3 x 57 12. f 80 21. dok 80 4 rsp 70 13. ij 74 22. y 62 5 sa 78 14. ag 78 23. rer 80 6 la 60 15. ha 58 24. rw 78 7 sd 80 16. ca 74 25. sr 78 8 on 78 17. vs 82 26. da 76 9 oar 82 18. pfs 72 27. x 72 ∑ 73,22 75,33 76 based on the table i. it can be concluded that the score of students critical thinking based on the data indicators of student critical thinking which collected from distributing critical thinking by reading test which is contained as much 27 respondents. it showed that average of class a was 73,22 ,the average of class b was 75,33, and the average of class c was 76. table 4. table ii. score of argumentative writing no students name of class a score no students name of class b score no students name of class c score 1 ao 70 10. rn 90 19. dh 95 2 nm 95 11. ey 90 20. es 90 3 x 30 12. f 95 21. dok 90 4 rsp 80 13. ij 80 22. y 75 5 sa 90 14. ag 75 23. rer 85 6 la 70 15. ha 50 24. rw 65 7 sd 95 16. ca 85 25. sr 85 8 on 85 17. vs 100 26. da 70 9 oar 100 18. pfs 80 27. x 75 ∑ 79,44 82,78 81,11 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 1, janaury 2021 e-issn: 2723-4126 70 based on the table ii, researcher found of average each of class, included class a, class b , and class c. it showed that average of class in was 79,44. the average of class b was 82,77. and the average of class c was 81,11. that’s mean the high average of the class was b class. table 5. the result of coefficient correlation no name x y x2 y2 xy 1 ao 74 70 5476 4900 5180 2 nm 80 95 6400 9025 7600 3 x 57 30 3249 900 1710 4 rsp 70 80 4900 6400 5600 5 sa 78 90 6084 8100 7020 6 la 60 70 3600 4900 4200 7 sd 80 95 6400 9025 7600 8 on 78 85 6084 7225 6630 9 oar 82 100 6724 10000 8200 10 rn 70 90 4900 8100 6300 11 ey 82 90 6724 8100 7380 12 f 80 95 6400 9025 7600 13 ij 74 80 5476 6400 5920 14 ag 78 75 6084 5625 5850 15 ha 58 50 3364 2500 2900 16 ca 74 85 5476 7225 6290 17 vs 82 100 6724 10000 8200 18 pfs 72 80 5184 6400 5760 19 dh 80 95 6400 9025 7600 20 es 78 90 6084 8100 7020 21 dok 80 90 6400 8100 7200 22 y 62 75 3844 5625 4650 23 rer 80 85 6400 7225 6800 24 rw 78 65 6084 4225 5070 25 sr 78 85 6084 7225 6630 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 1, janaury 2021 e-issn: 2723-4126 71 table 6. the magnitude of correlation the correlation coefficient interpretation 0,000,19 very low correlation 0,20-0,39 low correlation 0,400,59 moderate correlation 0,600,79 high correlation 0.80-1,00 very high correlation from table v, it can be seen of rxy= 0,787. it displaying there are on interval 0,600,79. it can be concluded that the magnitude both of variables which is mean that there is high correlation. it is analyzed based on magnitude of correlation of x variable and y variable. discussion hypothesis testing in testing researcher hypothesis ,ha: there is a magnitude between critical thinking of students and argumentative writing. ho : there is no magnitude correlation between critical thinking of students and argumentative writing. the researcher regard the index (p) to the r –table. to regard with the r-table. to regard with the r-table, the researcher decided the degree of freedom (df) and also the significant level (α). the degree of freedom in this research of freedom, in this research was n-2 = 27-2 = 25. then the researcher used α = 0,05, to know the critical value of this df. to measure whether the researcher will accept or reject the hypothesis, the researcher used this formulation:1 rhit ≥ r table, it means ha is accepted and ho is rejected rhit81.2000). it means that there was an improvement after giving the treatment by using magic box game. the standard deviation of posttest was lower than the standard deviation of pretest (2.77592<10.00138). it means that the score range of posttest was closer than the score range of pretest to the mean score. students’ score of control group the following table is the data obtained from the control group before and after treatment by using cooperative strategy. descriptive statistics n minimum maximum mean std. deviation pretest 30 62,00 98,00 81,2000 10,00138 posttest 30 92,00 100,00 97,8667 2,77592 valid n (listwise) 30 copyright © the author(s) vol. 1, no. 2, october 2020 e-issn: 2723-4126 103 table 4. the pretest and posttest score of control group pretest frequency percent valid percent cumulative percent valid 24,00 1 3,3 3,3 3,3 32,00 1 3,3 3,3 6,7 34,00 4 13,3 13,3 20,0 42,00 2 6,7 6,7 26,7 44,00 3 10,0 10,0 36,7 46,00 3 10,0 10,0 46,7 48,00 6 20,0 20,0 66,7 50,00 9 30,0 30,0 96,7 52,00 1 3,3 3,3 100,0 total 30 100,0 100,0 posttest frequency percent valid percent cumulative percent valid 66,00 1 3,3 3,3 3,3 68,00 1 3,3 3,3 6,7 70,00 1 3,3 3,3 10,0 76,00 1 3,3 3,3 13,3 80,00 1 3,3 3,3 16,7 84,00 4 13,3 13,3 30,0 86,00 8 26,7 26,7 56,7 88,00 1 3,3 3,3 60,0 90,00 6 20,0 20,0 80,0 92,00 4 13,3 13,3 93,3 94,00 1 3,3 3,3 96,7 96,00 1 3,3 3,3 100,0 total 30 100,0 100,0 copyright © the author(s) vol. 1, no. 2, october 2020 e-issn: 2723-4126 104 table 5. the rate percentage of students’ pretest and posttest no. classification score pretest posttest f p f p 1 excellent 90-100 0 0% 12 40% 2 good 80-89 0 0% 14 46,6% 3 adequate 70-79 0 0% 6,6 6,6% 4 inadequate/unsatisfactory 60-69 0 0% 6,6 6,6% 5 failing/unacceptable below 60 30 100% 0 0% total 30 100 30 100% table 4.5 showed that most of students in control group were classified failing/unacceptable before giving treatment there were 30 students or 100% were in failing/unacceptable classification, and none of them were in adequate classifacation, good classification, and inadequate/unsatisfactory. the result posttest showed none failing/unacceptable classification. result of students in control group rise 14 students or 46, 6% were in good classification, 12 students or 40% were in excellent classification, 2 students or 6, 6% were in adequate classiffication, and two students were in inadequate/unsatisfactory classification. however, table 4.2 showed that result students after treatment by using magic box in experimental group far higher than in control group after treatment by using cooperative strategy. table 6. the mean score and standard deviation of students’ pretest and posttest descriptive statistics n minimum maximum mean std. deviation pretest 30 24,00 52,00 44,5333 7,04534 posttest 30 66,00 96,00 85,6667 7,27932 valid n (listwise) 30 table 4.6 showed that mean score of pretest was higher than the mean score of pretest in control group (85.67>44.53) and the standard deviation in pretest lower than the standard deviation of posttest (7.04<7.27). it means that there was improvement of the students’ score in control. the calcualtion of t-test pretest and posttest the data showed in the table 4.7 below indicated the students’ score of experimental group and control group. copyright © the author(s) vol. 1, no. 2, october 2020 e-issn: 2723-4126 105 table 7. the pair samples test the gain group experimental group and control group paired samples test paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 gaingroup -, 69378 ,59179 ,07640 -,84666 ,54090 -9,081 59 .000 table 4.7 indicated that the statistical hypothesis based on statistic test of gain group. in probability value (significant 2-tailed), probability value is lower than alpha (0.00 < 0.05). it means that there was a statistically significant of gain group the result successful. students’ score achievement the tabulated data for the students’ score achievement is seeing as follows: table 8. students’ vocabulary achievement pretest posttest experimental control experimental control respondents 30 30 30 30 mean 81,20 44,53 97,86 85,66 sd 10,00 7,04 2,77 7,27 table 4.8 above showed that the total number of respondents for each group which experimental group were 30 students and control group were 30 students. the mean score and standard deviation showed difference in pretest and posttest to both groups. from the data showed in the table 4.8, the mean score pretest of experimental group and control groups was statistically the same before giving the treatment. after giving the treatment, the posttest score of both groups; experimental and control groups showed a difference mean score. the discussion deals with argument and father interpretation of the research finding in students’ score both pretest and posttest results of experimental and control groups. discussion after the calculation of spss from quantities data obtained when research, the researcher looked a considerable influence from the used of magic box game to develop students vocabulary. thus is show the result of the t-test result of the mean score between pretest and posttest were significant in the experimental group. spss calculations of quantitative data were caries out on the result of the pretest and posttest control group. based on the result of the t-test in appear that there was a significant average difference copyright © the author(s) vol. 1, no. 2, october 2020 e-issn: 2723-4126 106 between the pretest in the control group.based on the result of independent pretest t-test calculations, there were change in the experimental group and the control group. thus, there was no significant score in the pretest experimental group and pretest control group score. this showed that both groups have the same initial ability and there was a significant difference between the result of the posttest experimental group and posttest control group. the used of magic box game to develop students vocabulary was enough to invite students attention, especially in saturated condition in the last hours of learning activities. the response of students to the magic box game was very positive. thus can be seen of the enthusiasm of students during the game, all active learning to compete in a healthy and positive manner so that the learning atmosphere become interactive. this facilitated the achievement of student’s goal without fear, pressure, time, and value. as in this research, it can be concluded from the presentation of the result that the used of magic box game can develop students vocabulary. based on the result of the from the pretest experimental group some students show that before giving treatment r1 students answer 31 questions from the whole problem of part a and b with score of 62, r2 answer 33 questions score of 66, r3 answer 37 questions with score of 74, and r4 answer 30 questions with score of 58. after the treatment, the results of the posttest experimental group of r1 answer 47 questions with score of 94, students r2 answer 50 questions with score of 100, and students r3 answer 48 questions with score of 96, students r4 answer 50 with score of 100.based on the results of the data from the pretest control group several students showed that by using cooperative strategies. r1 answer 33 questions with score of 66, r2 answer 32 questions with score of 64, and r3 answer 34 with score of 68. when giving posttest students r1 answer 33 questions with score of 66, r2 answer 35 questions with score of 70, r3 answer 34 with score of 68. based on explained above, the result of the pretest and posttest the reseacher concluded that magic box game can develop students’ vocabulary about transportations, fruits, animals, things in the home and things in the class. conclusion the reseacher concluded that the using magic box game is effective in teaching vocabulary of the eighth-grade students in smpn 8 palopo. based on the result of pretest and posttest experimental group, the mean score pretest is 81.20 and the mean score of posttest is 97.87, the result of pretest and posttest control group, the mean score pretest is 44.53 and the mean score posttest is 85.67. then, based on the findings and the discussions in previous chapter, it showed the result that t0 (tcount =3.350) is greater than tat (t table = 9.081), t0 >tat, so that the null hypothesis (h0) is rejected and the alternative hypothesis (h1) is accepted. it concluded that the there was significant difference in teaching vocabulary before and after using magic box game. therefore, by using magic box game is effective to develop the students’ vocabulary at the eighth-grade students of smpn 8 palopo. copyright © the author(s) vol. 1, no. 2, october 2020 e-issn: 2723-4126 107 references anwar, l., furwana, d., & iksan, m. (2020). developing reading worksheet for tenth grade students of sma negeri 4 palopo. foster: journal of english language teaching, 1(1), 1–8. https://doi.org/10.24256/foster-jelt.v1i1.2 wiraldi, jufriadi, m. i. (2020). improving vocabulary mastery of the seventh year students using scattergories game in smp negeri 8 palopo. foster: journal of english language teaching, 1(2), 159–167. collie. (1971), the key to english vocabulary. london: macmillan. creswell john w., (1994) “research design qualitative &quantitativeapproaches, landon newdelhi:sage publication internasional educational andprofessional publisher thousand oaks. dibdyaningsih,haris. efffect of magic box innovating interactive media and teachingvocabulary.stkipalhikmahsurabaya.online:journal.ikkippgrimadiun.ac.id /index. echols, jhon m., & hasan shadili. (1995), kamusinggris-indonesia.jakarta : pt. gramedia pustaka. gay l.r and dkk, (1981). education research, tenth edition, us h. brown douglas.(2003), language assesmen: principle and classroom practieces. san fransisco, california: person longman. hornby, a.s. (1995), the advanced learners dictionary of current english. 5th ed; newyork: oxford university press. harmer, jeremy. (1992). the practice of english language teaching. new york: longman publishing. https://opentextbc.ca/researchmethods/chapter/quasi-experimental-research/inesz.pdf. http://jerman.upi.edu/germania/2014/2014.03.1006028. https://www.researchgate.net/publication/320012961_vocabulary_teaching_and_learni ng_principles_in_classroom_practices http://repository.upi.edu/14197/9/s_jrm_1006028_bibliography.pdf. jack, richards., &renandya willy a. (2002) methodology in language teaching an anthology of current practice. new york: cambridge university press. copyright © the author(s) vol. 1, no. 2, october 2020 e-issn: 2723-4126 108 kitao, kenji. & s. kathlen kitao. (2002). testing vocabulary. online: http://www.:mifi.gof/parnershipforreading/publishings/readingfirstvocab.html accessed on september 10th. kramer,wolfgangr,(2017).blog.http://www.thegamesjournal.com/articles/whatisagame.s html.accessed at juni 07th. mansher, martin. (1995). oxford dictionary. new edition; new york: oxford university press. nunan, david. (1991), language teaching methodology, a test book for teacher. new york: percentile hall internasional. rivers, wilga. (1981). teaching foreign language. 2nd: chicago and london: the university of chicago press. rosenthal marilyn s,” the magic boxes: pre-school children’s black and standard english”york college, city univercity of new york. rosenthal, (1974), https://web.stanford.edu/~eckert/pdf/. sardiman,arief. media pendidkan. jakarta: rajawali press. santri4wan’s,(2016).blog.,http://santri4wan.wordpress.com/2009/11/06/defenitiongam e/accessed at january 11th. saricoban.,&metin,(2016).http://www.teachingenglishgames.com/aryicles/htm. accessed at january 11th. schmitt (2000) https://www.iises.net/international-journal-of-teaching-edu. sudijon, anas. (1995). pengantarstatistik pendidikan. jakarta: pt. raja grafindopersada. sugiyono. (2015). metodepenelitian pendidikan. cet.xviii; bandung: alfabeta. teacher and students, (2017). smpn 8 palopo,jl.agatisbalandai palopo.april,3th tarsan, rais. (2013). teaching vocabulary through word association game at the eight grade student of mts al-mawatsir padang kalua. thesis stain palopo. thorndike and woodworth on transfer cronbach, (1957). unesa,(7489).http://jurnalmahasiswa.unesa.ac.id/index.php/paudteratai/article/view/74 89.file://:/users/novia/documents/new%20folder/downloads/quasiexperimenta l_design_and_methods_eng.pdf. ur penny. (1996), a course in language teaching. cet. i; new york: cambridge university press. http://www.mifi.gof/parnershipforreading/publishings/readingfirstvocab.html copyright © the author(s) vol. 1, no. 2, october 2020 e-issn: 2723-4126 109 copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 using mind mapping to teach speaking skill to the tenth grade students of man palopo abstract the purpose of this research is to find out whether the students who are taught by using mind mapping have better achievement than the students who were taught by using a nonmapping strategy. this research used a quasi-experimental method. the population of this research consisted of tenth-grade students of man palopo. the writer used purposive sampling, where there were two classes as the sample. they were; class x mia i and x mia ii. each class consisted of 30 students. the writer gave pretest and posttest to the students— three aspects of speaking skill assessed, namely accuracy, fluency, and comprehensibility. the result of this research shows that the students who were taught by using mind mapping did not have better achievement than the students who were taught by using non-mind mapping. the data showed that t-obtained was higher than t-table (t-o > t-table). the findings of t-obtained were 0.216, whereas the level of significance of 0.05 (5%) was 2.002. it means that 2.002 ≥ 0.216. the orienting number of significances showed that 0.830 > 0.05. therefore, the null hypothesis (h0) accepted, and the alternative hypothesis (h1) rejected. some problems found by the writer namely, the students switch code to speak up because they did not know the english meaning of the words, the students still read the text to speak because they did not memorize the language pattern that had been given. so, they had difficulties in speaking without reading the text. they felt hungry, tired, and bored in the class, and some of the students had meetings’ organization after they were an exam. keywords: english language teaching, mind mapping, teaching speaking skills. introduction estiningrum (2015) states that speaking is a productive skill; it is the two-ways process of social communication which includes the use of verbal and non-verbal language to convey meaning. when people have a conversation with others, they include the process of producing language and receiving the message. speaking is one of the significant elements of means of communication. there are many problems in the process of learning english. one of them is how to make the students interested in the english lesson, especially for speaking so that the situation in the class can make the students enjoy to learn. speaking is an essential part of english to communicate or telling something to other people. when people can communicate riska1*, andi tenrisanna syam2 12state islamic institute of palopo, indonesia andi_tenrisanna_syam@iainpalopo.ac.id http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 with english, they can inform their idea quickly. besides, if students always practice speaking english, they will not be shy or nervous when they are speaking in front of the public. so, they are essential parts to make the students interest to improve their speaking skills. based on the writer’s observation conducted at man palopo, especially in the tenth years. on friday, 22nd september 2018, the writer interviewed one of the english teachers, and there were 30 tenth-graders. the students learned about speaking, but they did not expand their knowledge, they only learned the basics of english, such as vocabulary. besides, they just spoke by reading in front of the class. moreover, some students said that they were difficult to pronounce the word because sometimes they said that the read of the text i n english did not appropriate with the writing of the words. furthermore, the student’s grammar still less so that they were difficult and afraid to speak up. besides, there a few students who were active in the class. also, the teacher asked students to memorize some vocabulary as a strategy to overcome the students who have a low vocabulary to speak. on the other hand, the teacher just used a book as a media to teach so that the process of learning monotonous and it makes the students bored. therefore, the students need to learn by using an interesting technique to make them comfortable and motivated to learn english, especially for speaking. in this case, the writer used mind mapping to make students interest and they understand the materials because in this technique the writer allows the students to inform their idea through the materials that have been prepared by the writer. mind mapping is a strategy to activate the right and left brain balance when the teacher taught english. then, according to knight (2012), mind maps are unique organizational and creativity that can improve memory, concentration, communication , creativity, and time management. disadvantages of using mind mapping are each student have variation mind maps so that the teacher unable to handle the students’ mind mapping, it will be spending the time to write the words that have not connected with the brain, and so on. this research findings are different with the previous research. the writer found that mind mapping does not improve students’ speaking skill while the previous researchers found that mind mapping improves the students’ speaking skills. methods the writer used a quasi-experimental design. the writer gave the pretest and posttest to the students. the pretest was given to both classes to measure students’ speaking skills before giving the treatment. then, posttest was given to measure the students’ speaking skills after giving the treatment. the students in the experimental class would be taught by using the mind mapping technique in teaching describing especially for describing people and thing. the students in the control class would be taught without using the mind mapping technique. the population of this research was tenth-grade students of man palopo in academic year 2018/2019. the total population was 120 students who were distributed in 3 classes. the writer used purposive sampling because the sample was believed to be a representative population. the writer chose x mia i as an experimental class and x mia 2 as http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 a control class. each class consisted of 30 students and the total students were 60 students. there were two instruments of the research, namely speaking test and the video camera. the writer used quantitative analysis by calculating the pretest and posttest score, classifying the score into six levels by using brown’s rubric score, and calculating aveage score, standard deviation, and t-test paired sample using spss 20.0. results the students’ accuracy achievement the frequency score and the percentage of the students’ accuracy in experimental and control classes can be seen in the following tables: table 1. the frequency and percentage of students’ achievement in term of accuracy in pretest classification score experimental group control group f % f % excellent 86 – 100 0 0% 0 0% good 71 – 85 0 0% 0 0% adequate 56 – 70 0 0% 0 0% inadequate/unsatisfactory 41 – 55 2 7% 2 7% failing/unacceptable 26 – 40 28 93% 28 93% total 30 100% 30 100% table 1 above illustrates above illustrates that most of the students in the experimental and control class got a low category. the percentage both of classes, classified as inadequate/unsatisfactory achiever was 7% (2 students) and failing/unacceptable achiever was 93% (28 students). based on the percentage, both experimental and control classes showed that low achievers were bigger than excellent achievers. it indicated that both of the classes still needed to be improved. table 2. the frequency and percentage of students’ achievement in term of accuracy in posttest classification score experimental group control group f % f % excellent 86 – 100 0 0% 0 0% good 71 – 85 0 0% 0 0% http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 adequate 56 – 70 0 0% 0 0% inadequate/unsatisfactory 41 – 55 2 7% 2 7% failing/unacceptable 26 – 40 28 93% 28 93% total 30 100% 30 100% table 2 above illustrates that most of the students in the experimental and control class got a low category. the percentage both of classes, classified as inadequate/unsatisfactory achiever was 7% (2 students) and failing/unacceptable achiever was 93% (28 students). the score distribution for experimental class and control class on accuracy in the posttest showed there were no any difference scores of the pretest. it can be seen that the score of the control class and experimental class still the same. it means that both of them do not reach better score after giving the treatment. students’ fluency achievement the frequency score and the percentage of the students’ fluency in experimental class and control class can be seen in the following tables: table 3. the frequency and percentage of students’ achievement in term of fluency in pretest classification score experimental group control group f % f % excellent 86 – 100 0 0% 0 0% good 71 – 85 0 0% 0 0% adequate 56 – 70 0 0% 0 0% inadequate/unsatisfactory 41 – 55 6 20% 3 10% failing/unacceptable 26 – 40 24 80% 27 90% total 30 100% 30 100% in table 3 above, most of the students in the experimental and control class were in the low achiever category. the score of the experimental class classified as inadequate/unsatisfactory achiever was 20% (6 students) and failing/unacceptable achiever was 80% (24 students). while in the control class, classified as inadequate/unsatisfactory achiever was 10% (3 students), and failing/unacceptable achiever was 90% (27 students). http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 table 4. the frequency and percentage of students’ achievement in term of fluency in posttest classification score experimental group control group f % f % excellent 86 – 100 0 0% 0 0% good 71 – 85 0 0% 0 0% adequate 56 – 70 2 7% 3 10% inadequate/unsatisfactory 41 – 55 28 93% 27 90% failing/unacceptable 26 – 40 0 0% 0 0% total 30 100% 30 100% table 4 above shows that the students’ achievements in the fluency category in experimental and control classes did not improve after the treatment. the value percentage of both students’ class generally tends on the inadequate/ unsatisfactory achiever category. we can see that adequate achiever was 7% (2 students), inadequate/unsatisfactory achiever was 93% (28 students), and excellent, good, and failing/unacceptable achiever was none or 0%. while in the control class, none of them was classified as excellent, good, and failing/unacceptable achiever. next, inadequate/unsatisfactory achiever was 7% (2 students), and adequate achiever was 90% (27 students). students’ comprehensibility achievement the frequency score and the percentage of the students’ comprehensibility in the experimental class and control class can be seen in the following tables. table 5. the frequency and percentage of students’ achievement in term of comprehensibility in pretest classification score experimental group control group f % f % excellent 86 – 100 0 0% 0 0% good 71 – 85 0 0% 0 0% adequate 56 – 70 0 0% 0 0% inadequate/unsatisfactory 41 – 55 11 37% 5 17% failing/unacceptable 26 – 40 19 63% 25 83% total 30 100% 30 100% http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 table 5 shows that most of the students in the experimental and control class were in an inferior achiever category. in experimental class, none of them was classified as an excellent, adequate, and good achiever. furthermore, inadequate/unsatisfactory achiever was 37% (11 students), and failing/unacceptable achiever was 63% (19 students). while in the control class, none of them was classified as excellent, adequate, and good achiever. next, inadequate/unsatisfactory achiever was 17% (5 students), and failing/unacceptable achiever was 83% (25 students). table 6. the frequency and percentage of students’ achievement in term of comprehensibility in posttest classification score experimental group control group f % f % excellent 86 – 100 0 0% 0 0% good 71 – 85 0 0% 0 0% adequate 56 – 70 2 7% 2 7% inadequate/unsatisfactory 41 – 55 28 93% 28 93% failing/unacceptable 26 – 40 0 0% 0 0% total 30 100% 30 100% table 6 shows that the students’ achievements in experimental and control classes in terms of comprehensibility were not improving after the treatment. the students’ percentage of both classes generally tends to be inadequate/unsatisfactory achiever category. the percentage of experimental and control class, where inadequate/unsatisfactory achiever was 7% (2 students) and failing/unacceptable achiever was 93% (28 students). scoring classifications of the students’ pretest in control and experimental classes based on the data in table 7 below, the result of pretest in experimental and control class was no one student got “excellent”, “good”, “adequate”, and “inadequate/unsatisfactory”. then, there were 30 or 100% of students got “failing/unacceptable”. the comparison between pretest and posttest result showed that there was no significant difference in students’ speaking skills of both classes. the writer concluded that most of the students were classified as “failing/unacceptable”. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 table 7. the rate percentage and frequency of students’ pretest scores in experimental and control class classification score experimental group control group f % f % excellent 86 – 100 0 0% 0 0% good 71 – 85 0 0% 0 0% adequate 56 – 70 0 0% 0 0% inadequate/unsatisfactory 41 – 55 0 0% 0 0% failing/unacceptable 26 – 40 30 100% 30 100% total 30 100% 30 100% scoring classifications of the students’ posttest in control and experimental classes the result of posttest of experimental and control classes was none or 0% student got “excellent, good, adequate, and inadequate/unsatisfactory”, and there were 30 or 100% students got “failing/unacceptable” the scores of students’ posttest in the experimental and control class shows that there was no significant difference. it was proved by the result of the posttest in both classes that show most of the students were classified as failing/unacceptable. table 8. the rate percentage and frequency of students’ posttest scores in experimental and control class classification score experimental group control group f % f % excellent 86 – 100 0 0% 0 0% good 71 – 85 0 0% 0 0% adequate 56 – 70 0 0% 0 0% inadequate/unsatisfactory 41 – 55 0 0% 0 0% failing/unacceptable 26 – 40 30 100% 30 100% total 30 100% 30 100% the mean score and standard deviation of students’ pretest and posttest based on the table below, the writer presented the mean score and standard deviation of the students’ pretest and posttest for experimental class and control class. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 table 9. the mean score and standard deviation of students’ pretest and posttest n minimum maximum sum mean std. deviation statistic statistic statistic statistic statistic std. error statistic pretest experiment 30 17 28 601 20.03 .813 4.453 posttest experiment 30 28 44 892 29.73 .688 3.769 pretest control 30 17 33 569 18.97 .873 4.781 posttest control 30 28 44 886 29.53 .621 3.401 valid n (listwise) 30 the table showed that before and after giving the treatment, the main score of the experimental class and control class was mostly in the same score. it means that there is no improvement after giving the treatment. the table showed that there were 30 students as respondents in each class, the symbol is n. next, the high score of experimental class in pretest was 28 and for control class was 33, and then the lowest score for experimental class and control class in pretest was same, they were 17. besides, the mean score of the experimental class was 20.03 with a standard deviation was 4.45 and the mean score for control class was 18.97 with a standard deviation was 4.78. the main score both of classes was not different after giving the treatment. we can see in the table that the high score of the experimental class in the posttest was 44 while the high score of the control class was 44. besides, the lowest score for the experimental class in the posttest was 28 and for control class was 28. furthermore, the mean score for the experimental class in the posttest was 29.73 with the standard deviation was 3.76, and the mean score for control class was 29.53, with a standard deviation of 3.40. it means that the mean score of the experimental class is higher with the control class (29.73 > 29.53). test of significance based on the table below (mean score difference of control and experimental class), we can see that both of them did not have a significant difference. table 10. the t-test of pretest for both classes http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 levene's test for equality of variances t-test for equality of means f sig. t df sig. (2 tailed) mean difference std. error difference 95% confidence interval of the difference lower upper equal variances assumed .586 .447 .894 58 .375 1.067 1.193 -1.321 3.454 result equal variances not assumed .894 57.708 .375 1.067 1.193 -1.321 3.455 from the table 11 below, the output of the independent sample test showed that the t-test result was 0.216 with its df was 58 with the mean score were 0.830 mean difference was 0.200. table 11. the t-test of posttest for both classes levene's test for equality of variances t-test for equality of means f sig. t df sig. (2 tailed) mean difference std. error difference 95% confidence interval of the difference lower upper equal variances assumed .221 .640 .216 58 .830 .200 .927 1.655 2.055 result equal variances not assumed .216 57.400 .830 .200 .927 1.656 2.056 from the table above, the output of the independent sample test showed that the ttest result was 0.21 with its df was 58 with the mean score were 0.830 mean difference was 0.20. thus, in interpreting t-obtained, the writer used two ways: 1. by comparing t-obtained to t-table, from df 58, the level of significance 5% with df = 58, got 2,002 ≥ 0.216. it means that the null hypothesis (h0) was accepted, while the alternative hypothesis (h1) was rejected. 2. by orientation number of significant. if the probability > 0.05, the null hypothesis (h0) is accepted. if probability < 0.05, the alternative hypothesis (h1) is accepted. because the http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 significance was 0.830 > 0.05, thus the null hypothesis was accepted and the alternative hypothesis was rejected. discussion from the data analysis on findings, applying the mind mapping technique was not effective to improve students' speaking skills. we can see on the table before and after giving the treatment where the mean score of students after giving the treatment (apply mind mapping) in the experimental class was 29.73, whereas the mean score of students in the control class (not use mind mapping) was 29.53. it means that after teaching by applying the mind mapping technique in the treatment was not effective to improve students speaking skills. still, the writer found that students' speaking skills in fluency aspects were better after giving the treatment. based on the writer's observation, the students could be motivated and enthusiast in the learning process and also interest to learn because they could create their mind maps. the students felt easy to describe something or someone by using mind mapping. besides, it had been proved that using mind mapping to teach speaking could help students to learn about describing especially for describing things and persons. in this research, the speaking test was given to the students that still have basic for english; they are the classes of x mia 1 and x mia 2 at man palopo. besides opportunity after did this research, the writer also found some problem in their classes, such as: 1. the students switch code to speak up because they did not know the english meaning of the words. 2. the students still read the text to speak because they did not memorize the language pattern that had been given. so, it made them difficult to speak without reading the text. 3. they felt hungry, tired, and bored in the class. 4. some of the students had meetings' organization after they were an exam. this research is in contrast with some scholars' research findings, namely afriansya (2019), alviani (2014), aquariza (2009), mirza (2016), mustajib (2017) who found that using mind mapping as a strategy in teaching english speaking can improve students' speaking ability. conclusion the score of to (t-obtained) that gathered from spss 20 shows that t-obtained was higher than t-table (to > ttable). the findings of t-obtained was 0.216 whereas the level of significance of 0.05 (5%) was 2,002. next, based on the orienting number of significance shows that 0.830 > 0.05. therefore, the null hypothesis (h0) was accepted and the alternative hypothesis (h1) was rejected. so, the writer can be concluded that ho was accepted and ha was rejected. using mind mapping to teach speaking skills was not effective because of only improved students’ fluency aspect. this research is hoped to give meaningful information to the next researchers. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 acknowledgment the writer thanks to the headmaster, english teacher and the students of man palopo who have participated in this research. references alviani, (2014). improving speaking skill through mind mapping technique at the eighth year students of pmds putri palopo. palopo: stain palopo. alviani, r. a. (2014). implementasi model pembelajarankooperative mind mapping terhadap hasil belajar biologi siswa kelas viii smp negeri 2 boyolali tahun pelajaran 2013/2014. surakarta; universitas surakarta. afriansya, i. (2019). the effectiveness of mind mapping technique to teach students’ speaking ability at the tenth-grade students of sman 1 jatiwangi in the academic year 2017/2018. journal of english language learning, 3(1), 25-33. aquariza, n. r. (2009). using mind mapping in teaching speaking skills at rsbi class sma negeri 1 sidoarjo. undergraduate thesis. surabaya: iain sunan ampel surabaya. brown, d. h. (2001). teaching by principle an interactive approach to language pedagogy. new york: longman. brown, d. h. (2004). language assessment: principle and classroom practices . united state of america: pearson education, inc. brown, d. h. (2009). principle of teaching speaking skills . tokyo: gakue university. burns, a. (2013). a holistic approach to teaching speaking in the language classroom . paper presented at symposium in university of stockholm. buzan, t., purwoko, t., & susi. (2007). buku pintar mind map. jakarta: pt. gramedia pustaka utama. edraw. (2018). 3 basic types of mind maps. http://www.edrawsoft.com/3-basic-mindmap-types.php. accessed on 16 september 2018. estiningrum, d. (2015). using talking chips to improve viia students’ speaking skill at smpn 1 trucuk in the academic year of 2013/2014. yogyakarta: yogyakarta state university. frey, c. (2010). power tips and strategies for mind mapping software . innovation tools. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 hui, l. (2011). improving students’ english speaking skill through content based intruction. surakarta: universitas surakarta. knight, k. (2018). mind mapping: improve memory, concentration, organization, creativity, and time management . educational media and technology yearbook. lackman, k. (2010). teaching speaking sub-skills. associates educational consultants. mirza, a. (2016). the use of mind mapping strategy to improve students’ speaking ability. banda aceh: uin ar-raniry darussalam banda aceh. mustajib, a. (2017). improving the students’ speaking ability by using mind mapping and guided questions at fourth semester o f english education study program at islamic university indragiri tembilang. eji (english journal of indragiri) : studies in education, literature and linguistics, 1 (1). https://doi.org/10.32520/eji.v1i1.204 . putri, l. o. l. (2016). mind mapping sebagai model pembelajaran menilai penguasaan konsep dan alat evaluasi menilai kemampuan berfikir kreatif siswa . paper presented at seminar nasional pendidikan dan saintek. rini, a. (2012). excellent english game. jakarta: kesaint blanc. sahrawi. (2013). the effectiveness of mind mapping for teaching vocabulary to the eighth grade students of sma negeri 3 sungai kakap in academic year 2012/2013. jurnal pendidikan bahasa, 2 (2). syam, n., & ramlah. (2015). penerapan model pembelajaran mind mapping da lam meningkatkan hasil belajar pada mata pelajaran ilmu pengetahuan sosial siswa kelas iv sdn 54 kota parepare. publikasi pendidikan, 5(3). https://doi.org/10.26858/publikan.v5i3.1612. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 development of toefl apps in the language laboratory of ma'arif islamic institute (iaim) nu metro -lampung rizky hidayatullah1*, choirudin2, andika ari saputra 3, dian risky amalia 4, faisal rahman 5 1,2,3,4institut agama islam ma’arif nu metro 5university of sari mulia banjarmasin rizkyiaimnu@gmail.com abstract the aims of the research develops toefl apps to change the offline to online system because pandemic era, the online system is not only in toefl test but also in the service of language laboratory of iaimnu metro that change from offline system to online system. the changing the offline system to an online system is certainly not an easy thing for language laboratory officers, because from the registration system to the test system must be held in online form. the use of technological advances needs to be carried out by language laboratory officers from registration, participant data collection, tutorial scheduling, tutorial systems and toefl test. in this study, the authors consider the affective domain phenomenon in language learning. the author uses a qualitative approach to investigate and analyze the results of student interviews which are the influence of two languages on student performance at the islamic institute of islamic studies ma'arif nu metro. in qualitative research, discussion about participation and research location. the research methodology used by the researcher is descriptive qualitative research because this research requires development of english material. the development model can be developed on three models: procedural, conceptual, and theoretical. the result of this research is the result of this research is the convenience for test participants and also the toefl tutorial at iaimnu metro, marked with students can feel fast and also the design of the apps is quite easy to understand. keyword: development system, language laboratory, pandemic era, toefl apps. introduction language is a form of communication, both oral and written. language is also divided into formal and informal languages, which require different places for this reason. language is very important for life because human being needs language in conversing or communicating (r development core team, 2011). now in indonesia, there are many schools or campuses that implement development of language, there are some school develop the language test for the student and also all campus in indonesia require toefl as system language improvement (wait & gressel, 2009). toefl stands for test of english as a foreign language,. this test is for undergraduate (s-1) and graduate (s-2 or s-3) programs. in 1964, ets (educational copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 testing center) in new jersey, united states created the toefl (service, 2011). its purpose is as a tool that filters out students by english. at this time toefl is very developed in indonesia on campuses required to have a language laboratory in language development, for public campuses it is usually only english language development but on islamic-based campuses arabic development is also held (chapelle et al., 2011). language development needs concepts that need to be fulfilled, among others: (a) the ability of students in english and arabic as well as substance in the course must be fulfilled, (b) campuses must be able to create an environment that can support habituation in the use of language, which is not only spoken of course, but it needs written language as well (c) lectures need to emphasize problem solving exercises and and encourage students to work together to solve a problem theme with the habit of using english(hasenstab et al., 2005). the language laboratory is a tool for training studeents to listen and speak in foreign languages by singing the learning material that has been provided previously(scott-phillips & kirby, 2010). by playing recordings containing students' learning to answer questions or repeat sentences or pronounced words. the record of answers can be deleted to repeat lessons that have not been mastered, until they are completely known. thus, students can immediately correct the mistakes made (linshiz et al., 2013). the purpose of using the language laboratory in language teaching in accordance with the objectives and utilization of language laboratories can be used for the benefit of language teaching, namely: a. train skills in speaking and communicating according to the desired language. b. deepening the language with a wider scope with a specific purpose improve student pronunciation based on the objectives of the language lab above, it can be concluded that the laboratory is used to support the fluency of language teaching and learning activities(kirby et al., 2014). benefits and functions of language laboratory in language teaching the purpose of teaching indonesian cannot be separated from carrying out the guidance and development of the indonesian language. coaching & development can be seen from two aspects, namely the status dimension and the corpus dimension. the language laboratory is available in various supporting learning media and as a tool to achieve the goals of language teaching(chen et al., 2016). the benefits and advantages of using a language laboratory in language teaching require full concentration, including: a. providing valuable experiences in a more concrete form, for example experiences in controlling conditions, changing relationships, interpreting data, and drawing conclusions. b. inviting students to actively participate because it emphasizes direct experience, providing a multisensory experience, including one step experience, which is learning motor skills in an academic environment. copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 thus, this method can combine various teaching styles may develop habit, accuracy, and tolerance for ambiquities(vanderplank, 2010). in the concept of education needed in indonesia, this level of ability is supported to be mastered. dominated as bilingual, namely teachers at the level of mastering only one language. where it has not been approved, it is appropriate to become a tutor or teacher on language improvement. lecturers who are specialized in language, can be questioned in english, english courses, and the dominant english language is indonesian(hidayatullah et al., n.d.: 2019). questions about teaching english they will use the language which is more dominant. get introductory assistance with a high level of english that can be applied when teaching semesters. the results showed that language acquisition in general, the level of a person's ability to language can be confirmed because it has been improved or has been used since childhood(amankulova & seisembieva, 2011). after the emergence of the covid-19 outbreak in the world, the education system began looking for an innovation in the teaching and learning process. moreover, the circular no. 4 of 2020 from the minister of education and culture which recommends that all activities in educational institutions must keep their distance and all material delivery will be delivered in their respective homes (tim covid-19 idai, 2020). every institution is also required to provide the latest innovations to shape this highly effective learning process. unfortunately, not all educational institutions seem to fully understand the latest innovations that must be used to carry out learning during a pandemic. most of them are still unable to adjust it because of constraints on facilities and infrastructure(daniel, 2020). based on the above regulations, of course the iaimnu metro language laboratory must have an online system in its operations including the provision of materials and also the toefl tests. but the need for extraordinary readiness considering the whole system must be changed in the online system. habituation also needs to be paid attention to for students and tutors. changing the offline system to an online system is certainly not an easy thing for language laboratory officers, because from the registration system to the test system must be held in online form. the use of technological advances needs to be carried out by language laboratory officers from registration, participant data collection, tutorial scheduling, tutorial systems and toefl tests (rahman & hidayatullah, 2019). methods the types of research carried out in this study are descriptive. descriptive research is generally carried out with the main objective, that is to describe systematically the facts and characteristics of the object or subject researched precisely. in recent developments, research methods . description alternative: many researchers also do descriptive because of two reasons. first, from empirical observations indicate that most of the research reports were carried out in descriptive form. second, descriptive methods are very useful for get a variety of problems related to the field of education and human behavior. for this reason, on this occasion the researchers obtained the data to the maximum extent possible more in-depth observation and analysis was required. these activities were copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 pursued through a qualitative approach, because of the procedure. this research would describe or describe in general about “development of toefl apps in the language laboratory of ma'arif islamic institute (iaim) nu metro –lampung” (hplc, 2014). in this study, the authors consider the affective domain phenomenon in language learning. the author used a qualitative approach to investigate and analyze the results of student interviews which are the influence of two languages on student performance at the islamic institute of islamic studies ma'arif nu metro. in qualitative research, discussion about participation and research location(elo & kyngäs, 2008). the research methodology used by the researcher was descriptive qualitative research because this research requires development of english material. the development model had to be developed on three models: procedural, conceptual, and theoretical (creswell, 2013). 1. research approach the research approach used in this research is a qualitative approach. as for what is meant by qualitative research, namely research that intends to understand the phenomena of what the research subject is experiencing in a holistic manner, and by means of descriptions in the form of words and language, in a special natural context and by utilizing various scientific methods. the type of research approach is descriptive. descriptive research is research that seeks to address existing problem solutions based on data(tracy, 2010). 2. data resource data are raw materials that need to be processed to produce information, both qualitative and quantitative data that show facts. on the other hand, data is material information about the object of learning something. data can be found by observation, interviews, documentation, and so on, data from analyzing supporting factors for development of language laboratory service on online system(flyvbjerg, 2006). 3. object reserch the object of research in this study were several sample stageholders at iaimnu ma'arif metro lampung and students. 4. data analysis techniques data analysis or data processing is a more detailed and in-depth form of analysis that also discusses a theme or subject matter. where in this analysis, the focus of research and discussion, although directed at certain fields or aspects, is the discrepancy of phenomena which is the central theme of the research problem(hinrichs et al., 2017). results there are three (three points used as the key goals in this report, namely: 1) making tofl apps for online toefl tutorials 2) determining the level of student satisfaction with the use of toeflapps 3) to determine the increase in student toefl test results after using toefl apps. copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 make toefl software to enhance and get around the pandemic iaimnu metro language lab facilities so that toefl learning activities can continue to operate. online toefl test i, online test ii, online test iii, all of the content listed is included in the toefl apps that we call el-lab that students can download to support their toefl scores and make it easier for toefl to learn and enhance the results of the toefl test. in order to be easier to open on android or student ios cell phones and of course, student laptops, the questions found in the el-lab application are connected to google form. an example of a product image in the form of a toefl app and the following description is given below: picture 1 : display applications on android copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 picture 2: display when the registration menu is opened picture 3 : display when the toefl test menu is opened and need to complete registration copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 picture 4 : toefl listening, structure, and reading test display copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 knowing the level of student satisfaction in using the toefl apps in achieving the second goal, namely making an online questionnaire to determine the level of student satisfaction in using the toefl apps on the toefl tutorial and the toefl test are as follows: 1) creating a satisfaction questionnaire indicator of 10 indicators 2) using the google application form to get information from students 3) online questionnaires are created on google form which are filled in by students who are taking or have used toefl apps (el-lab) 4) students can fill out the online questionnaire anywhere and anytime. 5) the results of the online questionnaire recapitulation can be directly found on the google form in progress and report.the following are the results of filling out the online student questionnaire with 63 respondents with the following descriptions: picture 5 : questionnaire data were obtained in the questionnaire that out of 63 students who had used toefl apps reported that 68.3 percent were easier to register for toefl 25.4 percent reported that registering for toefl apps (el-lab) was very straightforward, only less than 5 percent said they still had trouble registering via el-lab. 58.7 percent said it was easy to run el-lab apps while running the application, and 10 percent found it easy to run el-lab apps. just 22.2 percent said they were still having trouble running el-lab software. the toefl (el-lab) application is very relevant for the results of the questionnaire to be developed and used in learning during the current pandemic. knowing the success rate of student learning outcomes in online toefl / apps in order to achieve the third goal, namely to perform online tests to assess the success rate of student learning outcomes in the use of online toefl apps tutorials: 1) make toefl trial copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 test questions 2) using the goggle form connect right with toefl apps (el-lab). 3) after knowing the results of the first test, then continue with the second test. 4) wherever and anywhere, students can do this online. 5) the results of the recapitulation of the online post test to see a substantial improvement in the results of using toefl online / apps. 6) then each student will compare the results of the first test, second test and third test of toefl. the results of the online test items are shown as follows: table 1: toefl 1 test results (trial test) laboratorium bahasa institut agama islam ma'aarif nu metro hasil test toefl i tanggal: 13-12-2020 no. keterangan nama lengkap npm prodi score 1 tidak lulus kartika 171130097 pbs 380 2 tidak lulus ricky mei budiarno 171120048 pbs 373 3 tidak lulus yoga adi pratama 171130094 pbs 333 4 tidak lulus dwi nur mey linda 171120013 pbs 393 5 tidak lulus fatimatuz zahra 183130107 pbs 333 6 tidak lulus siti uswatun khasanah 181250031 pmtk 383 7 tidak lulus hidayatul wahidah 181250013 pmtk 355 8 lulus ican 181110060 ahs 400 9 tidak lulus hanin pujiasih 181250012 pmtk 373 10 tidak lulus yessy anytha dahlia 183130108 pbs 355 11 tidak lulus intan erviana 181110019 ahs 373 12 tidak lulus selvia tartini m. 171310019 piaud 375 13 lulus deca amelia 181250009 pmtk 415 14 tidak lulus laily rifki ayu wandari 181250017 pmtk 375 15 tidak lulus khoirun nisa 181250015 pmtk 355 16 tidak lulus nadia istiqomah 181250024 pmtk 345 17 tidak lulus rizki prasanti 171120050 pbs 393 18 tidak lulus tri nur aini 181250036 pmtk 333 on the results of the toefl 1 test on december 13, 2020, it shows that only 2 people reached a value of 400 or more. copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 table 2 : toefl test ii result laboratorium bahasa institut agama islam ma'aarif nu metro hasil test toefl ii tanggal: 14-12-2020 no. keterangan nama lengkap npm prodi score 1 lulus kartika 171130097 pbs 403 2 lulus ricky mei budiarno 171120048 pbs 363 3 tidak lulus yoga adi pratama 171130094 pbs 373 4 tidak lulus dwi nur mey linda 171120013 pbs 333 5 tidak lulus fatimatuz zahra 183130107 pbs 352 6 tidak lulus siti uswatun khasanah 181250031 pmtk 350 7 lulus hidayatul wahidah 181250013 pmtk 450 8 lulus ican 181110060 ahs 400 9 tidak lulus hanin pujiasih 181250012 pmtk 373 10 lulus yessy anytha dahlia 183130108 pbs 400 11 tidak lulus intan erviana 181110019 ahs 393 12 lulus selvia tartini m. 171310019 piaud 400 13 lulus deca amelia 181250009 pmtk 415 14 tidak lulus laily rifki ayu wandari 181250017 pmtk 383 15 lulus khoirun nisa 181250015 pmtk 403 16 lulus nadia istiqomah 181250024 pmtk 470 17 lulus rizki prasanti 171120050 pbs 420 18 tidak lulus tri nur aini 181250036 pmtk 400 the second toefl test results on december 14, 2020 showed significant results, namely 9 people who can score 400 or more, which indicates the effectiveness of toefl apps (el-lab) copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 table 3 : toefl iii test results laboratorium bahasa institut agama islam ma'aarif nu metro hasil test toefl iii tanggal: 16-12-2020 no. keterangan nama lengkap npm prodi score 1 lulus kartika 171130097 pbs 403 2 lulus ricky mei budiarno 171120048 pbs 403 3 lulus yoga adi pratama 171130094 pbs 400 4 lulus dwi nur mey linda 171120013 pbs 420 5 tidak lulus fatimatuz zahra 183130107 pbs 375 6 lulus siti uswatun khasanah 181250031 pmtk 400 7 lulus hidayatul wahidah 181250013 pmtk 400 8 lulus ican 181110060 ahs 425 9 lulus hanin pujiasih 181250012 pmtk 473 10 lulus yessy anytha dahlia 183130108 pbs 455 11 lulus intan erviana 181110019 ahs 416 12 lulus selvia tartini m. 171310019 piaud 400 13 lulus deca amelia 181250009 pmtk 415 14 tidak lulus laily rifki ayu wandari 181250017 pmtk 375 15 tidak lulus khoirun nisa 181250015 pmtk 355 16 lulus nadia istiqomah 181250024 pmtk 400 17 lulus rizki prasanti 171120050 pbs 455 18 lulus tri nur aini 181250036 pmtk 420 from the results of the third toefl test which was held on december 16, it was shown that the increase in student toefl scores increased with more students achieving a score of 400 or more, which indicates that the score when students actively access toefl apps or el-lab accustomed to toefl questions and the activeness of students in following toefl tutorials are also an influence in improving the toefl test results. discussion there are reasons related to the key goals from the three findings above, namely: 1) making toefl apps for toefl tutorials online 2) determining the degree of student satisfaction in using toefl apps 3) determining the increase in student toefl test results after using toefl apps. copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 bringing positive results, namely the toefl apps, can be a student solution during a pandemic to learn toefl and can be easily opened anytime and anywhere since it supports android, ios or student laptops and the size of apps that are not so big can make it possible to develop toefl apps (el-lab) into other lecture materials, of course development needs to be done to make toefl apps the most up-to-date application and can be accessed by anyone, even high school or junior high school students. the level of student satisfaction indicates good results because many agree that toefl online is the correct application to use in a pandemic era and a simple application as well. a student named nurfadhilah said from interviews with students using toefl apps (el-lab) that this application is very good and easy to run in the future, so it can be used in other learning so that all subjects can be easily accessed." by using the toefl apps (el-lab) from pre-test to post-test scores, test results have increased by starting with online tutorials taught by many english lecturers using the el-lab application that is connected to the google meeting to make it easy for the participants to access. however when accessing toefl apps (el-lab), there are many obstacles for toefl students, namely: 1. signal issues that often render the software incapable of running smoothly. 2. student test results are often not reported / submitted so that the results of the test are not received. 3. some students also do not have an optimal understanding of the use of software, which appears to be used when the toefl exam alone is not a prerequisite to learn toefl. 4. it is really important to upgrade the toefl applications because it is not as appealing as the google play developer application and the content of the application also needs to be re-developed. conclusion toefl apps is an online toefl development solution designed to make it easier for students to register, follow tutorials and online toefl tests, especially in this pandemic, since it does not enable students to leave the house and so on with the design of apps that are easy to understand and operate, toefl apps (el-lab) is an online toefl test solution for students as well as the design of apps that are easy to understand and operate, he toefl apps (el-lab) is a solution for students for the online toefl test as well as a language laboratory in organizing registration, tutorials and online tests. the results of the questionnaire indicate that learners are satisfied with the toefl apps given by the language laboratory by demonstrating that learners are satisfied with the toefl apps (el-lab).with the existence of the toefl online (el-lab), the test results have dramatically increased, including the test i, the tutorial followed by the second toefl test, and even the third test, which indicates that the student test results continue to increase. copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 acknowledgment this research takes the title " development of toefl apps (el-lab) during pandemic era in the language laboratory of ma'arif islamic institute (iaim) nu metro -lampung" which is one of the obligations of educators in carrying out the tri dharma of higher education, namely research under the auspices of the research, development and community service institute. (lp3m) agma islam institute ma'arif nu (iaimnu) metro lampung. for the completion of this service program, the service provider would like to thank all parties involved: 1. dr. mispani, m.pd.i., as the chancellor of the islamic institute of religion ma'arif nu (iaimnu) metro lampung. 2. habib sulton a. sh, s.h.i., m.h., as chairman of the institute for research, development and community service (lp2m) agma islam ma'arif nu institute (iaimnu) metro lampung. 3. mrs. dian risky a., m.pd.i as the chairman of language laboratory iaimnu metro. 4. the research subjects of the students iaimnu metro who have followed this program well, hopefully the knowledge gained is beneficial for the advancement of education at iaimnu metro 5. all those who have helped a lot in this research. researchers realize that this dedication is still far from perfect. for this reason, criticism and suggestions that are very constructive in nature, researchers can develop science in the future. references amankulova, z. i., & seisembieva, s. k. (2011). teaching english as a foreign language. analele universitatii din craiova, seria filozofie. https://doi.org/10.2307/811234 chapelle, c. a., enright, m. k., & jamieson, j. m. (2011). building a validity argument for the test of english as a foreign languagetm. in building a validity argument for the test of english as a foreign language. https://doi.org/10.4324/9780203937891 chen, d. l., schonger, m., & wickens, c. (2016). otree-an open-source platform for laboratory, online, and field experiments. journal of behavioral and experimental finance. https://doi.org/10.1016/j.jbef.2015.12.001 creswell, j. (2013). qualitative, quantitative, and mixed methods approaches. in research design. daniel, s. j. (2020). education and the covid-19 pandemic. prospects. https://doi.org/10.1007/s11125-020-09464-3 elo, s., & kyngäs, h. (2008). the qualitative content analysis process. journal of advanced nursing. https://doi.org/10.1111/j.1365-2648.2007.04569.x flyvbjerg, b. (2006). five misunderstandings about case-study research. qualitative inquiry. https://doi.org/10.1177/1077800405284363 copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 hasenstab, s., wetmore, r. f., & eggleston, t. (2005). language development. in complications in pediatric otolaryngology. https://doi.org/10.7810/9780908912964_8 hidayatullah, r., saputra, a. a., amalia, d. r., & hasyim, a. a. (n.d.). schema activation strategy in reading comprehension. hinrichs, u., carpendale, s., knudsen, s., & thudt, a. (2017). analyzing qualitative data. proceedings of the 2017 acm international conference on interactive surfaces and spaces, iss 2017. https://doi.org/10.1145/3132272.3135087 hplc, q. (2014). quantitative & qualitative hplc. www.chromacademy.com. kirby, s., griffiths, t., & smith, k. (2014). iterated learning and the evolution of language. in current opinion in neurobiology. https://doi.org/10.1016/j.conb.2014.07.014 linshiz, g., stawski, n., poust, s., bi, c., keasling, j. d., & hillson, n. j. (2013). par-par laboratory automation platform. acs synthetic biology. https://doi.org/10.1021/sb300075t r development core team, r. (2011). r: a language and environment for statistical computing. in r foundation for statistical computing. https://doi.org/10.1007/978-3540-74686-7 rahman, f., & hidayatullah, r. (2019). gamification of efl classroom in a healthcare education context in indonesia: kahoot! june, 14–16. http://e-proceedings.iainpalangkaraya.ac.id/index.php/inacelt scott-phillips, t. c., & kirby, s. (2010). language evolution in the laboratory. in trends in cognitive sciences. https://doi.org/10.1016/j.tics.2010.06.006 service, e. t. (2011). program history. toefl ibt research. tim covid-19 idai. (2020). protokol tatalaksana covid-19. 1. tracy, s. j. (2010). qualitative quality: eight a"big-tent" criteria for excellent qualitative research. qualitative inquiry. https://doi.org/10.1177/1077800410383121 vanderplank, r. (2010). déj vu a decade of research on language laboratories, television and video in language learning. language teaching. https://doi.org/10.1017/s0261444809990267 wait, i. w., & gressel, j. w. (2009). relationship between toefl score and academic success for international engineering students. journal of engineering education. https://doi.org/10.1002/j.2168-9830.2009.tb01035.x copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 an analysis of students’ speaking fluency at grade xi of ma kmm kauman padang panjang 1annisa aditya & 2 hilma pami putri state islamic collage of bukittinggi, bukittinggi.12 annisaaditya17@gmail.com abstract the purposes of this study were to describe students’ fluency level and to identify students’ disfluency factors at ma kmm kauman padang panjang. it employed quantitative research method with the class of grade xi students as the research population. there were 25 students taken as the research sample selected through purpossive sampling technique. the data were collected through speaking test and a set of questionnaire. in the speaking test, students were allowed to choose one of five topics provided and were asked to deliver short talks for 2 minutes. these short talks were recorded. in addition to the speaking test, there were 20 questions with four options as the answers. these questions represented five main factors of disfluency such as task with task difficulty, meaning focused, time pressure, planning and preparation, and task repetition. the collected data were mainly in the form of transcription texts mined from the recordings of the short talks as well as the answers from the questionnaire. the results of the study show that students’ fluency level at grade xi of ma kmm kauman padang panjang is good (level 3). however, the information on disfluency which prevented them to get a higher score were also identified. most of the main disfluency factors were task with task difficulty, meaningfocused, time pressure, planning and preparation, and task repetition. keywords: disfluency factors, speaking fluency, teaching speaking skills,. introduction speaking is the productive oral skill that consists of producing systematic verbal utterances to convey meaning (nunan, 2003 : 48). on the contrary speaking is oral activities developing sound to express idea and construct the meaning. because of that, students be able to get information and be able to understand the meaning and students be able to share the information to others. speaking is base communication, so it is a skill that most important that people have (fernanda, 2015) . speaking is one of the aspect language skill that are productive, it means a skill that people have to convey ideas, thoughts, and feelings so that ideas that available in the mind of the speaker can be understood by others. speaking also is connected someone with others in sharing information. in the development of skill there are two aspects of oral language will be develop; accuracy and fluency. accuracy is the extent to which students’ speech matches what http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 mailto:annisaaditya17@gmail.com copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 people actually say when they use the target language (nunan, 2003 : 55). thus, accuracy is control activities to give students’ persuasion and encouragement who focus on mastery a language. fluency is the extent to which speakers use the language quickly and confidently, with few hesitations or unnatural pause, false starts, word searches, etc (nunan, 2003 : 55). thus, speaking fluency will give students to more practice and use english as a tool communication. nowadays, students life at the time where speaking english as a second language fluently are important. in the development of speaking fluency, students must be mastered any components of english language. speaking fluency has known as the pure ability to speak spontaneously, fastly and comprehensibly with a number of errors that can divert the speakers attention from the speaker’s message. when the researcher did the obseravation toward grade xi of ma kmm kauman padang panjang. the researcher found several problems related to speaking fluency. first, students often used such hesitation when they feel hesistant about their speech. when students spoke with their friend or in front of the class, they often said hmm, aaaa, and uuuu. it took many times because they difssssficult to express their idea and can not explain well about what are going to say. thus, when the students often said hmm, aaa, and uuu during speaking, it caused they cannot express their idea well. second, student feel-blocked mind because of they were afraid of making mistake. over much focused on the script made students difficult to speak freely. when students spoke in front of class they could not enjoy and they still like remembering something. therefore, they were difficult to speak freely because they only focused on the script. third, students had difficulties in expressing idea spontaneously because had lack of vocabulary. lack of vocabulary made students pauses too long and did not know what they are going to say. it caused they rarely read a book related to english and lack of practice. sometimes, when they difficult to express their ideas and did not know what its vocabulary, they choosed alternative way to use code mixing and code switching. thus, in this case lack of vocabulary was affected students to speak fluently because they difficult to expressing idea spontaneously. the teachers’ suupport is needed in development of students’ speaking fluency (anggraeni et al., 2020). the support was giving like some activities such as; every tuesday morning, the english teacher asked the student to performed their english talent especially on speech. the teacher gave the schedule for every class, the member of the class choosen 5 students to prepare their performanced. the student would speech in the yard of the school and the performance seen by all the students and the teachers. the students were given half an hour to performe their speech and their performance will be assessed by the teacher and will be input into skill scores. this activity was carried out to improve speaking fluency of the students (fitriani et al., 2020; marwati & syamsudarni, 2020). in learning process, the teachers also asked the students should be mastered on these skills especially on speaking. on the other hand, the school also applied a program to improve their speaking ability. its program is english week program students must speak english arround the school whether in the classroom, outside, with their friend, their http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 teacher and the staff. thus, supposed by that program the students have opportunity to fluent in speaking. generally the problem occurs when the students speak to others; the students tried to make the hearers uderstand about what they want to say (salam mairi, 2016) . the students tended to hesitate and fragmentary while speaking. this condition made the students speak hesistantly and fragmented, as mean the frequency of pause filler such as “mmm” and “eee” and also the production of disfluency such as repetition, repair and also restart. based on the problem above the researcher expect to conduct the research to know how are the level of students’ speaking fluency ? and what are factors students’ disfluency in speaking? methods research design research design is the set of methods and procedures used in collecting and analyzing the research. in this research, the researcher use the descriptive quantitative. quantitative as a numerical method of describing information or a result of a study and it deals with a mathematical calculation to analyze the data and to search out for the result (craswell, 2009). the researcher used quantitative research to calculate an ability of students’ speaking fluency and to find out factors influenced students speaking disfluency. the research aims to know the students’ speaking fluency level and factor students’ disfluency at grade xi of ma kmm kauman padang panjang. population and sample the population in this research is all of students at grade xi of ma kmm kauman padang panjang to get more information about the students’ speaking fluency and factors students’ speaking disfluecy. the total populations are 4 classes. table 1. the total of grade xi students no. class total students 1. xi mipa 1 26 students 2. xi mipa 2 25 students 3. xi ips 27 students 4. xi itt 27 students total 105 students source: data siswa 2019 in this research, the researcher used purposive sampling technique. the researcher already choosen xi mipa 2 with total of students are 25 students to be a sample. the researcher choosed xi mipa 2 class because when the researcher did teaching practice in http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 that school class xi mipa 2 is more interested and actived while learning english especially in speaking. instrument of the research the instrument was used in this research were test and questionnaire. test aims to know how students’ speaking fluency level and questionnaire aims to know what are factors students’ speaking disfluency. test requires the students’ short talk to be recorde d. the test was used by researcher to know the students’ level in speaking fluency. second, the instrument is questionnaire. the researcher used close questionnaire to find the data. in this research, the researcher gives questionnare in order to know factors students’ speaking disfluency. technique of collecting data the researcher collected data by using oral test. the researcher explained to the students how to do the test. by doing test, the researcher gave five topics to the students. each students choosed one topic that they wanted and delivered a short talk for 2 minutes long to be record after 20 minutes preparation and not allowed to bring any helping aids like note, picture and so on. questionnaire contain of 20 questions to know factors of disfluency. the questions divided into five indicators; task difficulty, meaning-focused, time pressure, planning and preparation and task repetition. in respond to the questionnaire, students indicate wheteher she or he is strongly agree (sa), agree (a), netral (n), disagree (d) and strongly disagree (sd) about the questions. table2. level of speaking fluency score level description 1-10 0 disfluent 11-30 1 limited fluency. 31-50 2 intermediate fluency. 51-70 3 good fluency 71-90 4 advanced fluency. 91-100 5 native-like fluency. source : mairi et al (2017) tabel 3. likert scale point value explanation average score 5 strongly agree 4,01-5,00 4 agree 3,01-4,00 http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 3 neutral 2,01-3,00 2 disagree 1,01-2,00 1 strongly disagree 0,00-1,00 source : mairi et al (2017) after collected the data, the speaking test recorded analysed by four speaking fluency measurement which are speech rate (sr), pause rate (pr), disfluent syllable (ds) and mean length of run (mlr). the data was calculated by using stockdale’ theory as follow (stockdale, 2009:5): a. speech rate (sr) sr = number of syllable times in second × 60 speech rate score srs= speech rate 230 × 100 b. pause rate (pr) pr = total of pause time the number of total pause × 100 pause rate score prs = 100 − ( total pause time 120 × 100 ) c. disfluent syllable (ds) 𝐷𝑆 = the number of disfluent syllable the total number of syllable × 100 disfluent syllable score dfs= 100 − ( total number of disfluent syllable 230 × 120 ) d. the mean length of run (mlr) 𝑀𝐿𝑅 = total number of syllables total number of runs the data analysed by using computer softwares which are audacity and microsoft excel. then scores of students would categories into 6 level whether disfluent (d),limited fluency (lf), intemediate fluency (if), good fluency (gf), advanced fluency (af) and native-like fluency (nlf). for the questionnare, likert scale used to measure the students’ disfluency in speaking. in order, to get the mean score of data the researcher used the formula that suggested by sudijono as follow (sudijono, 2014:80): m = ∑𝑥 𝑁 m : mean ∑ 𝑥 : total score http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 n : total responden http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 results a. test the data based on the test used to know students’ speaking fluency level. test had given by the students was five topics and they choosed one of the topic to speak. after the researcher collected recording of the students, the researcher got the students’ data to be analysed. to know the students’ speaking fluency level, the researcher used the table as follow: table 4. the students’ speaking fluency level analysis. sample speech rate (sr) pause rate (pr) disfluent syllable (ds) mean length of run (mlr) total score level description 1 134,0 79,12 10,4 11,82 58,29 3 good 2 143,5 81,6 12,9 13,04 55,57 3 good 3 178,0 53,84 7,0 29,50 64,50 3 good 4 160,4 79,07 10,3 16,37 58,55 3 good 5 173,9 73,01 5,6 21,06 64,37 3 good 6 149,0 75,97 7,1 16,55 54,35 3 good 7 106,7 79,46 11,8 10,00 55,95 3 good 8 141,8 60,32 10,9 10,57 57,06 3 good 9 118,3 74,44 10,7 10,75 53,17 3 good 10 126,3 62,96 15,1 13,76 57,78 3 good 11 113,6 62,10 17,2 10,92 53,51 3 good 12 114,1 56,40 17,9 10,17 50,12 3 good 13 129,5 59,29 16,5 10,41 53,75 3 good 14 167,0 47,79 7,2 15,04 59,92 3 good 15 162,0 47,46 10,7 20,68 64,59 3 good 16 121,6 60,09 12,4 11,21 54,11 3 good 17 159,2 54,78 11,5 16,58 59,69 3 good 18 122,7 62,44 15,4 11,37 52,94 3 good 19 155,4 52,42 11,1 12,7 60,06 3 good 20 113,3 45,08 15,1 10,04 53,54 3 good 21 123,0 66,94 12,6 11,18 56,18 3 good http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 22 103,4 52,13 20,8 9,93 49,78 2 intermediate 23 104,6 46,37 26,11 9,17 50,28 2 intermediate 24 116,4 63,76 14,21 12,00 52,70 3 good 25 107,4 62,30 24,84 10,01 50,21 3 good total 3334,2 1563,63 336,53 334,83 1395,68 3 good mean 133,4 62,55 13,46 13,39 55,83 it was found that the answer of the first research question seen that most students had low speaking fluency level. in fact, the average speaking fluency level of the grade xi of ma kmm kauman padang panjang is level 3 or good with the average 55,83 for the 4 measurement. in addition, the table showed that there are exactly 23 students in level 3 (good) and 2 students in level 2 (intermediate) from the total 25 students. b. questionnaire. the researcher collect data based on the questionnaire used to identify factors of students’ disfluency in speaking. questionnaire had given by the students, the questions consist of five indicators and they gave a checklist on colomn wheteher they strongly agree (sa), agree (a), neutral (n), disagree (d) and strongly disagree (sd). after the researcher collectedthe answer of the students, the researcher got the students’ data to be analyze. to identify the students’ factors of students’ disfluency in speaking, the researcher used the table as follow: table 5. the analysis of disfluency factors sample difficult task meaning focused time pressure planning and preparation task repetition s d s d s d s d s d 1 4,25 sa 2,75 n 3,75 a 3,75 a 2,75 n 2 3,5 a 3,25 a 3,25 a 2,25 n 2,75 n 3 3,75 a 3,25 a 3,5 a 3 n 3 a 4 3,5 a 3,5 a 3,25 a 2,5 n 3,25 a 5 4,25 sa 3,75 a 3 n 2,25 n 2,75 n 6 3,75 a 2,75 n 4,75 sa 4 a 2,75 n 7 4 a 3,5 a 4 a 3,5 a 2,50 n 8 3,5 a 4 a 3 n 2,5 n 3 a 9 3,75 a 3,25 a 4 a 3,25 a 3 a 10 3,5 a 2,5 n 3 n 3,5 a 2,50 n http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 11 4,5 sa 3,25 a 4,75 sa 5 sa 2,75 n 12 3,5 a 3,75 a 4 a 4,25 sa 3 a 13 3,75 a 3,5 a 4 a 4 a 4 a 14 4,25 sa 3,25 a 4 a 5 sa 2,75 n 15 3,5 a 2,5 n 4,75 sa 4,5 sa 2,25 n 16 3,75 a 2,75 n 4 a 3,5 a 2,50 n 17 3,75 a 3,5 a 2,75 n 3,5 a 2,75 n 18 3,75 a 3 n 3,75 a 3,25 a 3,25 a 19 4 a 3 n 3 n 3,75 a 2,50 n 20 3,75 a 2,75 n 3,25 a 3,25 a 3,50 a 21 4 a 3,25 a 3 n 2,75 n 2,50 n 22 4,25 sa 3,5 a 4,25 a 5 sa 3 a 23 4 a 3,5 a 3,75 a 3,75 a 3 a 24 4,75 sa 2,5 n 4 a 4,5 sa 3 a 25 3,75 a 3,5 a 3,75 a 3,5 a 2,75 n mean 3,88 a 3,2 a 3,7 a 3,6 a 2,87 n s= score d=description sa : strongly agree a : agree n : neutral d : disagree sd : strongly disagree it was found that the answer of the second research question seen that most students agreed (4) that factors disfluency in speaking are task difficulty, meaning focused, time pressure, planning and preperation. the most students’ answered is neutral (3) it mean task repitition is not an important factor to their disfluency. in fact, the average of disfluency in speaking based on five indicators of the grade xi of ma kmm kauman padang panjang is agree (a), such as task difficulty is 3,88 (a), meaning focused is 3,2 (a), time pressure is 3,7 (a), planning and preparation is 3,6 (a) and task repetition is 2,87 (n) . discussion this research was to complete two research questions. first how are the level of students’ speaking fluency level and second what are factors of students’ disfluency in speaking. the researcher also used two instruments test and questionnaire. test aims to know students’ fluency level and questionnaire aims to know factors students’ disfluency in http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 speaking. based on the data analysis above, the researcher analysed the data used stockdale’s theory to find out students’ speaking fluency level and mean score’ formula to find out factors of students’ disfluency in speaking. a. test in this finding, the measurement of students’ speaking fluency level consist of speech rate, pause rate, disfluent syllable and the mean length of run. it was found that the students’ speaking fluency is level 3 (good). jong and hulstjin in mairi stated “good fluency candidate speech has acceptable speed, but may be somewhat uneven. long utterances may exhibit some hesitations; but most words are spoken in continuous phrases. there are several repetitions or false starts per utterance. speech has not too many long pauses, and does not sound staccato (51-70)” (mairi, 2016 : 164). it will be discussed below: first, speech rate (sr). from the data on table 4.2, the average of syllable found on the research were 133 syllables per minute to the average of normal syllable was 162-230 syllables. it seen that the students could rounded up 58% of the normal average number of the syllable. the students have to cover ground the lack of 42%. thus, the score of 58 means mostly the students had good level of speech rate. second, pause rate (pr). it could be seen on figure 4.1 that the pause rate score of the students was 63. it means the students had lower score on pause rate. it was not to deny the fact that the students who had more pauses and better speaking fluency level. getting score 63 out 100 points is considered not good with more than half of speech was filled pauses, errors and repetitions. it conclude that most students were not really fluent because the highpause rate. third, disfluent syllable. according to the data, it was found that students’ disfluent syllable rate was actually low. it was only 14%. it means that most students did not find so many difficulties in minimizing the difluent syllable involvement when their speech. it is proven by their high disfluent syllable score at 86 points. it is a good accomplishment since the students are efl learner. fourth, mean length of run. the current mean length of run of the students on the speaking showed that the average mean length of runs of those students speech still low. it is 13% of the total short talks delivered. it indicates most of students had lower score. mostly, the average score still shows the unexpected number. b. qustionnaire in this finding, it can be seen the second research question is factors of students’ speaking disfluency. the questionnaire consisted 20 questions which were divided into five indicators task difficulty, meaning focused, time pressure, planning and preparation and task repetition. these five indicators will be discussed below: first, task difficulty. this factor includes several component such as background knowledge, lessons, learned, topics and the familiarity of the task to the students’ background knowledge. the students’ answered based the statement about task difficulty had the result 3,88. most of the students were agreed about the statement that the task was difficult. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 second, meaning focused. speaking test should be meaning focused if it goal to measure the students’ fluency in speaking. when the task is not meaning focused, it will not help the students to increase their good speaking especially in speaking fluency. the students’ answered toward the statement about meaning focused had result 3,2. most of the students were agreed which meant meaning focused as a part of disfluency factors. next, time pressure. in this research, the researcher apllied the time pressure to the students by limiting 20 minutes to preparation and 1-2 minutes to short talk. the time pressure would encourage the students to perform well. in order to know the result, were statement were put in the questionniare. the students answered toward the statement about time pressure had result 3,6. most of the students were agreed which meant the students can not perform well without the existance of time pressure. then, planning and preparation. planning and preparation is very important to the students before performing the task. the students did not get enough time for planning and preparation so that they could perform well. it seem based the result planning and preparation had 3,7 it meant they were agreed planning and preparation is important in students’ speaking fluency. last, task repetition. this factor includes 4 statements were questioning if the students can easier to speak about the task that they had ever done previously. the result of task repetition had 3,39. this answer meant that they agree to put task repetetion as not an important factor to their disfluency. conclusion the purposes of this reseach were to described speking fluency level and to identified disfluency factors in speaking of grade xi of ma kmm kauman padang panjang. this research used two instruments; speaking test and questionnare. based on data analysis of speaking test, it was found that most student achieved level 3 or good fluency level. however, the data also showed two students were at level 2 or intermediate. therefore, it is believed that the students at grade xi of ma kmm kauman padang panjang still needs to be aware and to concern more on how to improve the fluency level of those in level 2 or intermediate. moreover, it is also necessary to concern about the improvement of the students in level 3 or good. in fact, it was found that disfluent syllable and pause rate were highly. the pause rate was the main holders and problems so that the students difficult to achieve a higher level. in addition, based on the questionnaire of factors disfluency. it found that most students agreed (4) that factors disfluency in speaking are task difficulty, meaning focused, time pressure, planning and preperation. the most students’ answer is neutral (3) of task repitition, it means task repitition is not an important factor to their disfluency. thus, implementing the 4 methods which are creating easier task with progressive difficulty, giving appropiate time pressure, planning and preparation well and making meaning focused task to counter those disfluency factors can be helpful in developing a better method of fluency development. based on the findings of the researcher. there are some suggestions given based on this research : http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 1. to the students of grade xi of ma kmm kauman padang panjang the researcher suggests them to practice more so that they could improve their speaking fluency. it is suggested to develop more materials, create more meaning focused activity, progressive task difficluty, and giving more time for the students to plan and prepare themselves. this action will help students achieve higher speaking fluency level and getting better in their speaking ability. 2. for the next researcher, it is expected to include more variable like perceived base test so there will be more comprehensive study of fluency. acknowledgment as a result, the writer want to highly express her sincere gratitude and appreciation to the following person for their valuable contributions. 1. hilma pami putri, m. pd as advisor for her care, time, attention, guidance, valuable advices, suggestion, critics and patience in accomplishing this thesis. her suggestions and contributions are highly appreciated. 2. all of the lectures who have given their knowledge, ideas, and contributions to the completion of this journal and educated his precious things in many fields during his study. 3. the writer also shows thanks to beloved family, especially for my dad and mom (aditya warman and syafrida, se), all of my sisters (fania aditya, afifa aditya and jihan aprilda aditya) who had given their love, pray, and supports to accomplish this thesis soon. 4. the writer also shows thanks to beloved friend annisa rahma nada, asih sari ningrum, nova syafitri, indah paramitha, ari saputra, gebi rahmatia putry, sridewi sartika, serly dwitina, and yolanda putri asyuthi. thanks for them support, motivate, and give suggestion to finish this study. references anggraeni, w., wahibah, & faqihuddin assafari, a. (2020). teachers’ strategies in teaching speaking skills at sman 1 palopo. foster: journal of english language teaching, 1(1), 83-97. https://doi.org/10.24256/foster-jelt.v1i1.9 brown, h. douglas. 2004. language assessment: principles and classroom practices. longman. new york: pearson education. cameron, lynne. 2001 teaching languagt to young learners. cambridge: university press. farahani, a. & kouhpaeenejad, m. (2017). the relationship between temporal measures of oral fluency and ratings of fluency: a case of iranian advanced efl learners. international journal of english language & translation studies. volume: 05 issue: 03 july-september, 2017 http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 1, january 2021 e-issn: 2723-4126 fernanda, yogi. 2014. speaking activity in the english literary classroom. sumatera barat: stkip pgri sumbar. fitriani, a., rustan, & yahya, a. (2020). show and tell technique in teaching speaking skills at sman 2 palopo. foster: journal of english language teaching, 1(2), 98113. https://doi.org/10.24256/foster-jelt.v1i2.12 j., w.,creswell.2009.qualitative, quantitative and mixed methods approach. (universityod nebraska-lincoln: sage. luoma, s. 2004. assessing speaking. (cambridge: cambridge university press. marwati, & syamsudarni. (2020). improving students’ speaking skill through drama at the eighth grade of smpn 9 palopo. foster: journal of english language teaching, 1(1), 41-54. https://doi.org/10.24256/foster-jelt.v1i1.6 nation and newton. 2009. teaching esl/efl listening and speaking. new york: routledge nunan, david. 2003. practical english language teaching. singapore: mcgrawhill. schmidt, r. 1992. psychological mechanism underlying second language fluency. studies in language acquisition. cambridge: cambridge university press. stockdale, d. ashley. 2009. comparing perception of oral fluency to objective measures in the efl classroom (unpublished thesis). birmingham: university of birmingham. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.4, no. 3, july 2023 e-issn: 2723-4126 p-issn: 2776-8880 108 the impact of snake and ladder game to the second grade students' english speaking skills at sman 1 kota tidore adi f. mahmud1*, muhammad saleh khaerullah, jusmin hj wahid 1, 2,3 universitas muhammadiyah maluku utara, ternate, indonesia adifadelmahmud@gmail.com abstract the study aims to obtain empirical data on the effectiveness of using the snake and ladder game in teaching english to second-grade students at sman 1 kota tidore. the study used quantitative approach with experimental and control classes. there were 60 participants involved, and it was administered over three treatments. during the treatments, classes were taught english with the same content in different ways; the experimental class was taught using the snake and ladder game, while the control class was taught using the conventional method. the instrument used in this study was an oral test with a speaking rubric. the results stated that the post-test mean score of the experimental class was 80.43, while the post-test mean score of the control class was 70.73. the result of statistical hypothesis testing by using an independent sample t-test found that at the degree of significance of 5% (α = 0.05), the t-value was 2.247 while the t-table was 2.001, or t-value > ttable. therefore, h0 was rejected and ha was accepted. furthermore, cohen's formulation was used for the effect size of the snake and ladder, and the result was 0.24. therefore, it is concluded that teaching english using the snake and ladder game is effective in teaching english. keywords: snake and ladder game, improving, speaking skill introduction teaching english as a foreign language is a difficult challenge in developing countries such as indonesia. whereas english has been taught from high school up to university level (akbari, 2015). the challenges appear in various ways in the classroom. a lack of effective teachers, teachers' motivation, a lack of proper teaching experience, and a lack of effective teachers are the main issues with teaching and learning english at the secondary level in the absence of elt research and scientific teaching methodology (hossain, 2018). those challenges were also found in teaching english-speaking skills. though speaking is one of the vital skills that should be mastered by efl students, improving their speaking ability is one of the main concerns of the majority of language learners in both efl and esl contexts (bahrani & soltani, 2012). speaking ability is very important in achieving language mastery; the better someone speaks, the more he or she can articulate ideas, influence people, and achieve success. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.4, no. 3, july 2023 e-issn: 2723-4126 p-issn: 2776-8880 109 speaking is the ability to fluently pronounce a language (harmer, 2010). teaching englishspeaking skills is a very important part of english education. unfortunately, the practice of english speaking at schools is alarming. the low level of english-speaking ability of students in schools and the fertile growth of english language courses are indicators. this happens because, first, english is treated the same as other knowledge-based subjects, such as geography, science, and history, at school. whereas language is supposed to be a skill that is mastered through speaking practice. this equation is rooted in misleading practice, which views learning as preparing students for tests or exams. this is exacerbated by the design of the exam as a tool to assess the mastery of knowledge and facts among students. english is studied as a collection of factual information that must be absorbed by students. the subject is caught in the trap of requiring foreign languages to be studied in the same way as knowledge-based subjects. as a result, learning activities are dominated by instructions that ask students to memorize grammatical rules, definitions of phrases, sentences, paragraphs, and tenses. another problem that becomes vital to influencing students' abilities and skills in speaking english is the teaching model, methods, strategies, and media. learning continues to emphasize information memorization and is informative. it hinders the development of students' potential, including communication abilities (mahmud et al., 2023). moreover, the problem of teaching english to speakers of other languages in the twenty-first century the majority of issues about the instructional models, methods, strategies, techniques, and facilities provided by schools. these occurrences occur in countries where english is taught as a foreign or second language at schools. therefore, teachers at high schools should implement accurate and appropriate methods in speaking classes. the snake and ladder game is one of the solutions help teachers teach to improve students speaking skills. the snake and ladder game is played on a square board with numbered cells. the objective of the game is to reach the final cell, typically numbered 100, from the initial cell, typically numbered 1, by rolling a die and moving the commensurate number of cells. recent studies related to the snake and ladder game proved that it enhanced young children's ability to recognize english vocabulary. the results indicated that the snake-and-ladder game media is effective in enhancing young children's ability to recognize english vocabulary (khomsin & rahimmatussalisa, 2021). the study demonstrates that playing snake and ladder helps children feel calm, cheerful, and enjoy themselves. children can learn new words more quickly as a result of these emotions because they willingly give their full concentration to the game (asadi & suryana, 2020). the snake and ladder game is effective in improving students' tense understanding (wardiningtyas, 2016). the preview studies focus mostly on implementing the snake and ladder game in teaching vocabulary and english grammar. therefore, the snake and ladder game implemented in teaching speaking is one of the current issues of this study. it included five components that determine someone's speaking skill, namely: (1) pronunciation, which is how words and sentences should be pronounced (2) grammar, which is the rule of english speaking (3) vocabulary, which means new words with several meanings contained in one word. (4) fluency, which is the flow of someone's thought. (5) comprehension, the http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.4, no. 3, july 2023 e-issn: 2723-4126 p-issn: 2776-8880 110 difference between this study and all the others mentioned is the fact that this study focuses on testing how effective snake and ladder is to teach english as a whole and proves this in different levels of students, places, and schools environments. this study attempts to point out the study with the question does snake and ladder game improve students' speaking skills to the second grade of sma negeri 1 kota tidore? methods research design the research design of this study is a quantitative approach with a quasiexperimental study. it was conducted at sma negeri 1 kota tidore and involved 60 students as samples for the study. the students are separated into experimental and control classes. each class consisted of 30 students who were chosen by cluster random sampling. data collection procedure the data for this study was collected through a speaking test. the researchers tested the speaking skills of each student before and after the experiment to see the change. the speaking tests were done twice: at the beginning of the study as a pre-test and at the end as a post-test. the pre-test was given to the experimental class and the control class before the study was conducted to measure students' speaking ability. after the pre-test, the experimental class was taught using the snake and ladder game, while the control class was taught using the conventional method. both groups received the post-test to know the achievement in experimental and control classes. the researchers then evaluated the speaking tests using speaking rubrics. furthermore, the researchers have divided the oral test scores into five criteria. to determine the assessment or score, which is the score of pronunciation, grammar, vocabulary, fluency, and comprehension. each criterion is rated on five scales based on harris (chaudhary, 2008). table 1. grading speaking table based on harris (chaudhary, 2008) no criteria rating score indicators 1 pronunciation (100-90) few traces of a foreign accent (90-80) always intelligible, though one is conscious of a definite accent (80-70) pronunciation problems necessitate concentrated listening and occasionally lead to misunderstanding (70-60) very hard to understand because of pronunciation problems. must frequently be asked to repeat (60-50) pronunciation problems so severe as to make speech virtually unintelligible 2 grammar (100-90) makes few noticeable errors (90-80) occasionally makes grammatical and/or word-order errors which do not, however, obscure meaning http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.4, no. 3, july 2023 e-issn: 2723-4126 p-issn: 2776-8880 111 (80-70) makes frequent errors of grammar and word order which occasionally obscure meaning (70-60) grammar and word-order errors make comprehension difficult. must often rephrase sentences and/or restrict himself to basic patterns (60-50) errors in grammar and word order so severe as to make speech virtually unintelligible 3 vocabulary (100-90) the use of vocabulary and idioms is virtually that of a native speaker (90-80) sometimes uses inappropriate terms and/or must rephrase ideas because of lexical inadequacies (80-70) frequently uses the wrong words; conversation somewhat limited because of inadequate vocabulary (70-60) misuse of words and very limited vocabulary make comprehension quite difficult (60-50) vocabulary limitations so extreme as to make conversation virtually impossible 4 fluency (100-90) speech as fluent and effortless as that of a native speaker (90-80) speed of speech seems to be slightly affected by language problems (80-70) speed and fluency are rather strongly affected by language problems (70-60) usually hesitant; often forced into silence by language limitations (60-50) speech is so halting and fragmentary as to make conversation virtually impossible 5 comprehension (100-90) appears to understand everything without difficulty (90-80) understands nearly everything at normal speed, although occasional repetition may be necessary (80-70) understands most of what is said at slower-thannormal speed with repetitions (70-60) has great difficulty following what is said. can comprehend only "social conversation" spoken slowly and with frequent repetitions (60-50) cannot be said to understand even simple conversational english data analysis the data gathered from the pre-test and post-test were analyzed through tests of normality, homogeneity, hypotheses, and finally the formulation of the effect size. the test of normality was done using ibm spss (special package for the social sciences) statistics 22. the normality test was applied to the pre-test and post-test of both the experimental class and the control class using kolmogorov-swirnnov that exists in ibm spps. the purpose of the normality test is to determine whether the data collected was distributed http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.4, no. 3, july 2023 e-issn: 2723-4126 p-issn: 2776-8880 112 normally or not. the scores of the pre-test and post-test varied from the lowest to the highest. next was conducting the homogeneity test. this test was done to ensure the equality of experimental and control class speaking skills. the homogeneity test was applied to the data from both classes. the feature used to test the homogeneity was oneway anova, which displays the result in levene-statistics. after testing the normality and homogeneity, researchers used the ibm spss statistics 22 software to analyze the results of the pre-and post-tests in the experimental and control classes. to find out the difference between the samples that got different treatments, the experimental class, which was taught by using the snake and ladder game, and the control class, which was taught by the conventional method, the researchers use an independent-samples t-test to compare them. results pre-test and post-test results the data accumulated from the pre-test and the post-test of the experimental class indicated that students’ achievements in the pre-test and post-test were different. the total score of the post-test is higher than the pre-test. moreover, the mean score of the pre-test and post-test showed a difference. the results of the pre-test and post-test of the experimental class are shown below: table 2. pre-test and post-test of the experimental class experimental class sample pre-test (∑) posttest (∑) gained score mean of pretest mean of pretest 30 2019 2413 330 67.30 80.43 table 2 indicated that students' abilities in experimental classes improved positively. pretest results indicated that students were able to achieve a score of 2019 and a mean score of 67.30. meanwhile, the post-test results showed students’ ability to achieve a score of 2413 with a mean score of 80.43. it was a different result between the pre-test and posttest obtained in the experimental class. however, the results of the pre-test and post-test in the control class showed different results in the experimental class. the pre-test of the control class described students achieving a total score and mean score higher than the post-test results. the results of the control class are preset as follows: table 3. pre-test and post-test of the control class control class sample pre-test (∑) posttest (∑) gained score mean of pretest mean of pretest 30 2122 2260 142 70.73 75.33 students’ abilities in control class classes appeared to be such that pre-test results indicated that students were able to achieve a score of 2122 and a mean score of 70.73. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.4, no. 3, july 2023 e-issn: 2723-4126 p-issn: 2776-8880 113 meanwhile, the posttest results showed students’ ability to achieve a score of 2260 with a mean score of 75.33. it was a different result between the pretest and posttest obtained in the experimental class. however, the results of the pretest and posttest in the control class showed different results in the experimental class. the pretest of the control class described students achieving a total score and mean score higher than the posttest results. the results of the control class the normality and homogeneity of the pre-test the data accumulated from the pre-test and the post-test had undergone two different tests: the normality test with the shapiro-wilk test and the homogeneity test with levene-statistics. the normality test was used to check how normal the students' scores are distributed, while the homogeneity test shows the equality of the student's abilities. below is the result of the shapiro-wilk test, which showed the normality of the experimental and control class pre-tests: table 4. tests of normality the significance or p-value of shapiro-wilk for both experimental and control classes is detailed above. to conclude that the data distribution is normal, both significances should be greater than 0.05 or p > 0.05. since the significance of p-experiment = 0.718 and the significance of p-control = 0.218, the data distribution of experimental and control classes from the pre-test is normal. this is because 0.718 > 0.05 and 0.218 > 0.05. therefore, we can continue to test the homogeneity of the pre-test. table 5. test of homogeneity of variances score levene statistic df1 df2 sig. .435 1 58 .512 the data above shows that the significance of homogeneity test results is 0.512, or p = 0.512. since homogeneous data must have significance greater than 0.05 or p > 0.05, this means that the homogeneous test condition is fulfilled in the pre-test data. this is because 0.512 > 0.05. therefore, the normality and homogeneity data conditions of the pre-test are fulfilled. compare kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. experimental class 100 .071 30 .200* .976 30 .718 control class 100 .096 30 .200* .954 30 .218 *. this is a lower bound of the true significance. a. lilliefors significance correction http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.4, no. 3, july 2023 e-issn: 2723-4126 p-issn: 2776-8880 114 the normality and homogeneity of post-test the result of the shapiro-wilk test, which showed the normality of the experimental and control class post-tests, described the normality tests of the post-tests of the experiment and control class as normal. it indicated the following table: table 6. test of normality compare kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. experimental class 100 .156 30 .061 .927 30 410 control class 100 .102 30 .200* .948 30 .152 *. this is a lower bound of the true significance. a. lilliefors significance correction the normality tests of the experiment and control class in the post-test found that the significance or p-value of shapiro-wilk of both experimental and control classes are detailed. to conclude that the data distribution is normal, both significances should be greater than 0.05 or p > 0.05. since the significance of p-experiment = 0.410 and the significance of p-control = 0.152, the data distribution of experimental and control classes from the post-test is normal. this is because 0.410 > 0.05 and 0.152 > 0.05. therefore, we can continue to test the homogeneity of the pre-test below: table 7. test of homogeneity of variances the data above pointed out that the significance of homogeneity test results is 0.274, or p = 0.274. since homogeneous data must have significance greater than 0.05 or p > 0.05, this means that the homogeneous test condition is fulfilled in post-test data. this is because 0.274 > 0.05. therefore, the normality and homogeneity data conditions of the pre-test are fulfilled. testing of the hypotheses after finishing the normality and homogeneity tests, the researchers started conducting the hypothesis test by using the independent t-test from ibm spss statistics 22. this was done to compare the means or averages of both the experimental and the control classes to figure out whether there was indeed a significant difference in the results of the experimental and control classes after the treatments were given. the results of the t-test of the experimental and control classes are presented as follows: score levene statistic df1 df2 sig. 1.220 1 58 .274 http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.4, no. 3, july 2023 e-issn: 2723-4126 p-issn: 2776-8880 115 table 8. the t-test result of post-test scores group statistic class n mean std deviation std. error mean score experiment 30 80.43 7.637 1.394 control 30 75.33 9.806 1.790 table 9. independent sample test levene’s test for equality of variances t-test for equality of means f sig. t df sig. (2taile d) mean differ ence std. error difference 95% confidence interval difference lower upper equal variances assumed 1.22 0 ,274 2.247 58 0,28 5.100 2.269 558 9.642 equal variances not assumed 2.247 54.717 0,29 5.100 2.269 552 9.648 the above table is detailed to explain that the post-test mean score of the experimental class is 80.43, while the control class is 75.33. the t-test result in the table showed that the t-value was 2.247 with a sig. (2-tailed) of 0.28. to know whether the snake and ladder game has a significant effect on students, the t-value is compared to the t-table. the t-table can be found by using the formula df = (n-1) + (n-1) which results in 58 and comparing it to the significance level of 0.05 in the t-table board, and it got 2.001. the result of the comparison has shown that t-value = 2.247 ≥ t-table = 2.001, which means that there is a significant effect of snake and ladder implementation on improving students’ speaking skills. discussion the effectiveness of efl classroom activities requires appropriate methods to be implemented (mahmud et al., 2022). the study aims to find out the impact of snake and ladder games on improving students’ speaking skills. the research conducted data analysis of the findings through several stages, including the analysis of pre-test and post-test results in the experimental class and control class, homogeneity analysis, normality in the experimental and control classes, and a t-test. results of pre-test and post-test findings in the experimental class showed that there were differences in the results obtained by students in both the acquisition score and the mean value. acquisition scores and average http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.4, no. 3, july 2023 e-issn: 2723-4126 p-issn: 2776-8880 116 values in the post-test are higher than in the pre-test. the same applies to the pre-test and post-test results in the control class. acquisition and mean scores on the post-test are higher than the acquisition and averages on the pre-test. tests of homogeneity and normality. the homogeneity test results in the experimental and control classes revealed that the values assigned to the experimental and control classes occur normally. the homogeneity test results in the experimental and control classes were also well met. next, the test results for the experimental and control classes are compared using the t-test. this calculation shows that using the snake and ladder game as a method to teach english speaking skills is indeed effective. this is because not only the experimental class gained a higher mean score than the control class, but also because the mean score of the experimental class was originally way lower than the control class before the treatment. to help students develop communicative effectiveness in speaking, instructors can use activities that incorporate language input and communicative output (bahrani & soltani, 2012). to teach speaking holistically and thoroughly, it is beneficial for instructors to understand what speaking competence entails and how different aspects of speaking competence relate to one another. (burns, 2012). furthermore, the highest score gained by students in the experimental class was +26, while the highest score gained in the control class was +15. moreover, as revealed by the result, it was obtained that the score of t-value = 2.247 is higher than t-table = 2.001 in the significant degree of 0.05. this means that the h0 (null hypothesis) is rejected and the ha (alternate hypothesis) is accepted. to strengthen this discovery, the researchers have done an independent sample t-test on the total gained score, and the result shows that the t-value = 4.439 of the gained score is higher than the ttable = 2.001. this means that the snake and ladder game has been proven empirically to increase students' speaking skills. snake and ladder games have many benefits for improving speaking skills. students can confidently speak in front of the class. the students dare to speak in front of the class because they view their classmates as a family (ratih & ningsih, 2017). snake and ladder is the appropriate game for instructing young learners to speak (sofyan et al., 2019). a game of snakes and ladders is a suitable method for enhancing the students' communication abilities. in addition, the researcher discovered that almost all of the students gave positive responses, such as that they paid close attention to the learning process, was more active than before, the class made them joyful, and they enjoyed it (taka, 2019). conclusion a statistical analysis of the findings and discussion reveals that the snake and ladder game has a significant impact on students' speaking ability. the outcome of comparing the value of the t-value calculated using the statistical program and the t-table supports this conclusion. 5% is the degree of significance value of the t-table. this indicates that the h0 hypothesis which states that "the snake and ladder board game has no significant effect on the speaking ability of students," is rejected, and alternative hypothesis was accepted. snake and ladder game also pushing students’ enthusiasm in joining english speaking class http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.4, no. 3, july 2023 e-issn: 2723-4126 p-issn: 2776-8880 117 activities. it is an effective tool for teaching english. in addition, the significance level is low since d = 0.24, showed the difference between students’ learning english with and without the "snake and ladder" is considered. it is safe to assert that the snake and ladder game can be used to teach english speaking at sman 1 tidore and others high school level. references akbari, z. (2015). current challenges in teaching/learning english for efl learners: the case of junior high school and high school. procedia social and behavioral sciences, 199, 394–401. https://doi.org/10.1016/j.sbspro.2015.07.524 asadi, h., & suryana, d. (2020). studi deskriptif pengaruh permainan snakes and ladders terhadap perkenalan kosakata bahasa inggris anak usia dini. jurnal pendidikan tambusai, 4(3), 2993–3006. bahrani, t., & soltani, r. (2012). how to teach speaking skills? journal of education and practice, 3(2), 25–29. http://iiste.org/journals/index.php/jep/article/view/1147 burns, a. (2012). a holistic approach to teaching speaking in the language classroom. teaching speaking : a holistic approach, october 2016, 165–178. harmer, j. (2010). the_practice_of_english_language_teachin.pdf (p. 386). https://www.academia.edu/25472823/the_practice_of_english_language_teaching_ 4th_edition_jeremy_harmer. hossain, m. a. (2018). difficulties of learning english language at the secondary level: a case study of thakurgaon district. journal of education and training, 5(2), 165. https://doi.org/10.5296/jet.v5i2.13500 khomsin, k., & rahimmatussalisa, r. (2021). efektivitas media permainan ular tangga untuk meningkatkan kemampuan mengenal kosakata bahasa inggris pada anak usia dini. jurnal pendidikan anak, 10(1), 25–33. https://doi.org/10.21831/jpa.v10i1.37872. mahmud, a. f., masimu, a. o., umasugi, f., muhammadiyah, u., & utara, m. (2022). silent way method : improve students ’ english vocabulary at smk negeri 1 kota ternate. 2(2), 53–61. mahmud, a. f., umahuk, s., fudji, s. r., noh, s. a., soleman, f., & gafar, a. (2023). building students’ communication skills in learning english through lesson study at senior high school. journal of languages and language teaching, 11(1), 72. https://doi.org/10.33394/jollt.v11i1.6540. ratih, f. t., & ningsih, n. a. (2017). using a board game "snake and lader" to teach speaking descriptive text to the eight grade students of smpn 2 wungu. english teaching journal : a journal of english literature, language and education, 5(1), 37. https://doi.org/10.25273/etj.v5i1.4726 sofyan, r., sinar, t. s., tarigan, b., & zein, t. t. (2019). using a “snake and ladder” game in teaching speaking to young learners. abdimas talenta: jurnal pengabdian kepada http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.4, no. 3, july 2023 e-issn: 2723-4126 p-issn: 2776-8880 118 masyarakat, 3(2), 226–231. https://doi.org/10.32734/abdimastalenta.v3i2.4121 taka, s. d. (2019). teaching speaking by using snake and ladder board game. ideas: journal on english language teaching and learning, linguistics and literature, 7(2), 72–87. https://doi.org/10.24256/ideas.v7i2.1021 wardiningtyas. (2016). technique to improve students ’ simple past tense. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 473 the use of google classroom in learning english smkn 1 ampek angkek 1mona anggraini, 2 syahrul 1,2state islamic collage of bukittinggi, bukittinggi. monaaggrayni28@gmail.com abstract the purposes of this study were to find out what were students’ difficulties in using google classroom and how the teacher describe usage google classroom in learning english. in this research, the researcher used a qualitative approach, in the form of descriptive qualitative. the informants of this study were students from grade 11th tb 1. the data was got by online observation and interview. the results of the study showed that students’ difficulties in using google classroom that were the students had difficulty in uploading videos through google classroom, it was caused by the students confused when uploading video through google classroom. then, the students were incorrect in sending assignments in google classroom, because the students are difficult to upload assignments correctly. furthermore, the teacher only usage feature about the assignment in google classroom such as giving assignment, material, direction, and deadline. meanwhile, the teacher didn’t use many features in google classroom based on their function such as announcement, google calendar, question, quizzes, discussion, and grading assessment. thus, the teacher only used feature related assignments and material, while there were many features in google classroom which the teacher did not use based on their function. keywords: english language learning, google classroom, online learning introduction nowadays, the world is shocked by the spread of a disease called the corona virus or by the term covid-19. this virus originated from the hubei province in wuhan, china, which it spread to almost the entire world. there is a higher risk of infection if you are in an area where the virus is spreading, or if you have been in close contact with someone who is infected with the new corona virus. according to abidah, the impact of the corona virus disease 2019 (covid-19) pandemic is now beginning to spread to the world of education. this is done as an effort to prevent the spread of covid 19 transmissions. (abidah et al., 2020) as a result of the rapid spread of the government, the government has taken action to stay at home to maintain social distance, whatever activities outside the home are now carried out at home, one of which is school. moreover, now the students cannot http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 474 go to school as usual; students go to school from home with an online learning system. one of the ways that learning can continue in the pandemic can be called elearning. according to william e-learning is useful information and computer technology to create learning experiences (horton, 2006). in addition, e-learning can be defined as a learning process that is mediated by the use of online technology (hermawan, 2021). pacansky-brock stated e-learning can help students to learn from home amid the current pandemic conditions. and there are several positive effects of online learning, such as teachers being more creative for teaching material, there is a lot of application for learning online, and students does not need transportation fee. pusvyta sari (2015) stated that online learning is an alternative that can be applied in the era of technology and communication that is overgrowing now.(wargadinata et al., 2020) because of the rapid development of the pandemic, on march 17, 2020, the minister of education issued a circular number 36962/mpk.a/ hk/2020 concerning online learning and working from home to prevent the spread of covid-19. the letter is addressed to all heads of elementary, secondary, and tertiary education offices. it conveyed an appeal to follow the covid-19 prevention protocol issued by the presidential staff office above. therefore, learning is carried out online through several applications. there are many media used in learning online. one of there for is google classroom. it is a free web service is developed by google a school that aims to simplify creating, distributing, and grading assignments. google classroom is useful way for teachers to convince students to ask questions online, discuss any topic with the teacher and send homework. according to janzen in shampa ifthikar jurnal, google classroom is easy to use because google classroom design simplifies the interface and instructional options used to convey accepting assignments. communication with the entire course or individuals is also simplified via announcements, email, and push notifications. (iftakhar, 2016) in addition, matt phoenix state is google classroom is google’s continuing advance for academic organizations to provide a blended learning platform to simplify the creation, distribution, and classification (phoniex, 2020) thus, google classroom is a media that can be used through online learning and can be used with the teacher and student to achieve learning. in normal condition, the procedure in teaching english start from introduction, observation, content, evaluation, and closing. meanwhile, in google classroom, the procedures in teaching english consist of opening, content, and submit a task and evaluation. therefore, in the pandemic condition, the teacher uses google classroom in teaching english. in google classroom, teachers freely hand out a scientific assessment and provide an independent assessment for students (wijaya, 2016). teachers can provide materials on the subject being taught. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 475 in online learning, there are many online media to help the learning process, e-learning can be found from various existing learning media, starting from language apps, video conferencing tools, virtual tutoring, online learning software, moodle, and many more (li & lalani, 2020) and one of google classroom. google classroom is one of the instructional media online content with standard classroom technology. according to mike google classroom is a free web service developed by google for schools that aims to simplify creating, distributing, and grading assignments. the primary purpose of google classroom is to streamline the process of sharing files between teachers and students. (okmawati, 2020) thus nicholson state google classroom help teacher and students to communicate and can be used to organize and manage assignments to go paperless for collaboration between students and between teacher(nicholton, 2020) there are many features offered by google classroom so that it can help students and teachers to learn online properly. in addition, the teachers can work better by using google classroom as they can easily manage the class, especially in giving assignments and scores just by using their smart phone. furthermore, by using this application from their own smartphones, the students also get benefits as they can easily do the assignment, check on their score, and keep on track although they are absent. therefore, both teacher and student get benefit by using google classroom in teaching english. based on preliminary research the researcher did on september 9th 2020 at smkn 1 ampek angkek. in learning online, the students had some problems knowing what the student’s problem related to using google classroom, the researcher did interview with four students and an english teacher, the researcher found some conditions. the researcher did an online interview with four students, and chat the teacher the first and then interview directly with the teacher. first, the researcher did interview some students, they were less proficient used google classroom, so that some students still uploaded assignments incorrectly, moreover the students did not upload assignments in the assignment column provided, but the students still upload assignments in the column provided, but the students uploaded assignment in the comments column. the students didn’t submit the assignment based on topic. it was supported by the student’s statement” masih suka bingung menggunakan google classroom,” in addition other students said that “karena terlalu banyak pilihan sehingga kurang mengerti menggunakan yang mana, jadi salah kirim tugas jadinya”. the other statement from another student and then the students said “kurang mengerti fungsi fungsi dari google classroom tersebut.” second, based on an interview with the teacher, the teacher said one of problems in using google classroom is some students are late collected assignments. when the teacher give assignments for the students, the teacher http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 476 always gives deadline for collect the assignments, but the students are late to collect assignments. it was supported by the teacher, the teacher said that” salah satu masalah yang ibu hadapi, siswa jarang mengumpulkan waktu sacara ontime, siswa sering terlambat mengumpulkan tugas melalui google classroom, bahkan ada yang tidak mengumpulkan tugas” the teacher said always gives a deadline for collected the assignments, but the students still late for collected the assignments. it was supported by the teacher “saya selalu memberikan batas waktu untuk mengumpulkan tugas, tapi tetap saja siswa sering terlambat mengumpulkan tugas. the researcher also interview with students, the students said that they are forget to collected the assignment and the students can’t use google classroom, it make the students late to collected assignments. it was supported by the students, the students said” lupa kami untuk kumpul tugas hari itu kak, soalnya tugas ni dak cuma satu” and the students said that “karna kurang pandai make classroom tu kak, makanya kadang terlambat kumpulin tugas” this was one problem by the teacher and students in using google classroom. third, the teacher did not use google classroom maximally, based on the opinion of the students, the teacher only sent assignments via google classroom, and there were no activities were carried out. the teacher didn’t use google classroom for learning or discuss the material through google classroom, the teacher only sent material and assignments for students. the students said”ibuk hanya mengirimkan materi dan tugas melalui google classroom.” the teacher was not maximal in using google classroom, with results was many students being confused or did not understand how to use google classroom based on the function, this statement was supported by the student’s statement which said ”saat pertama menggunakan classroom guru hanya memberikan link atau kode untuk bergabung kedalam classroom” in addition another students said“ guru hanya menjelaskan diawal awal bagaimana penggunaan google classroom, padahal diantara kami ada yang lama mengerti atau susah mengerti” this was one of the problems found based on interviews with students. besides interview with students, the researcher did interview with the teacher to know students problem in using google classroom at learning english, the teacher said that student’s still upload assignment incorrectly, because the students did not submit assignment in column assignment, the students upload in column commend and the teacher said, the teacher can’t give a grade in students assignment if the students submit the task incorrectly. it was supported by the teacher statement “siswa sering mengirimkan tugas tidak pada kolom tugas, oleh karena itu saya tidak bisa memeriksa jika tugas dikumpulkan ditempat yang salah”. and the teacher said the students submit the assignments are late and didn’t submit the task. the teacher said “kebanyakan dari siswa mengumpulkan tugas terlambat bahkan tidak mengumpulkan tugas” in addition the students had problem in connection internet and limit the quota, because not all students had good connection network and had quota internet a lot because had good internet http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 477 is important is learning online. it was supported by the teacher “tidak semua anak memiliki sinyal yang bagus, atau kuota internet yang banyak, banyak juga diatara mereka yang sulit belajar dikarenakan internet dan kuota tadi” method research design the design of this research used descriptive a qualitative. sugiyono stated had qualitative research method that is based on the philosophy of post positivism, it is applied to research natural objects. in qualitative research, the data are collected to understand the phenomenon; data collection is largely determined by the nature of the problem (sugiyono, 2013). furthermore, gay defines qualitative research as will to gain insights into a particular phenomenon by collecting, analyzing, and interpreting the comprehensive narrative and visual data (gay et al., 2012). the researcher described the phenomena of the obtain data naturally and objectively. therefore, by using descriptive research, the researcher knows what students difficulties in using google classroom and how teacher describe use of google classroom in learning english. subject of the research the informant of the person was who gives and explained some information about the situation of the research. the informants in this research were 15 students of xi tb 1 and english teacher. there was the information has taken from the teacher who teaches at xi tb 1. the researcher asked the students to give information about students’ difficulties. the students were key informant of this research. the data was also completed by did interview the teacher used how the teacher describe usage google classroom in learning english. instrument of the research the instruments were used in this research were online observation and interviews. the researcher used documentation from the students’ writing. online observation and interview the teacher to answer the research question about how the teacher describes usage google classroom in learning english. technique of collecting data the researcher did observation online. external or participant observation of online dialogues, behaviors, interactions, events, or activities conducted for the purposes of data collection. according to janet participant of an outside observer of public/ private live or recorded online events or discussions. data: field notes, copied text, picture. (salmons, 2015)the use of google classroom, the researcher joined the google classroom to know how to learn english using google classroom. the researcher did checklist to collect the data through observation sheet. the researcher gave checklist to each item which during the observation. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 478 the researcher interviewed the english teacher to know how to using google classroom in learning english. in this research, the researcher used semi structure interviews. it means the researcher prepared the question interview before doing the interview to the informant of the research. the researcher interviewed with 15 students directly and interview online that is via call phone and interview the teacher is directly. thus, interview was used to find students’ difficulties in using google classroom and about how the teacher describes usage google classroom. technique data analysis in this technique, the data were analyzed by several steps: sugiyono (2009) explained that there were several steps to know the data of observation and interview state that activity in qualitative data analysis done interactively and continuously carry through to completion so that the data is valid. it would be explained as follows: (sugiyono, 2009) a. data collection: the researcher collects the data through observation and interview. b. data reduction: the researcher resumes the data and focus on the research aspects and unnecessary aspects were reduced by researcher. c. display the data: the researchers make the result of the research that consists of the use of google classroom in learning english d. conclusion: the researcher concludes the finding based on the use of google classroom in learning english. results online observation to know how the teacher used google classroom, the researcher made observations online by joining the google classroom. the researcher saw the activities and activities carried out by the teacher in the google classroom. at the first meeting, the teacher sent material and assignments about asking and giving, the teacher started learning without opening, the teacher provided the material and assignments with descriptions, and the teacher did not make assignments collection deadlines. then, the teacher sent absences to students, the teacher made absences by google form. there was no discussion here and there were no students asked questions here, and the teacher took to students send assignment by whatsapp. at the second meeting, the teacher did not opening before starting the class and did not give absences to students, the teacher gave assignments in the google form and the teacher gave directions about student assignments. the teacher also gave deadline to students, there was no discussion or student asking questions in google classroom. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 479 at the third meeting, the teacher sent the assignment in document form, and then the teacher gave assignments and deadlines to students. here the teacher gave less direction about the assignment. at students’ comments column, no one asked questions and there was no discussion. at fourth meeting, the teacher did not open before teaching, the teacher did not given absences, and the teacher gave daily examinations. the teacher gave directions, the teacher gave questions via google form, the teacher gave a time limit for submit at the five meeting, the teacher provided materials and assignments with directions, the teacher provided materials and assignments in the form of documents, audio, and video, videos can be opened via youtube. the teacher gave the title of assignments based the topic. the teacher reminded students to submit assignments through google classroom, not via whatsapp at the sixth meeting, the teacher made opening before starting the class, the teacher says assalammuaikum and great the students. the teacher also gave absences, and the teacher gave same material from last week, still about taking simple. the teacher provided material in google form; the teacher gave game link. the teacher gave announcement with the students, but the teacher did not give announcement at column of announcemnet, but the teacher gave announcement in column comment at the seventh meeting, the teacher didn’t do the opening, the teacher gave absences based the students’ collect assignments, and the material about invitation. the teacher provided directions about the assignment, and the teacher did not provide material, but the teacher gave examples. at the eight meeting, the teacher did not review past material, which can be done in the discussion column. the teacher did not use the discussion column to discuss the past material with students, because the material was still related to the previous material. through this acitivity the student and the teacher can do discussions. but the teacher didn't. at the ninth meeting, the teacher did not open before teaching, the teacher did not give absences. the teacher provided material by sending documents and videos to students. the teacher provided a time limit. there was no discussion via google classroom at this meeting. at the tenth meeting, the teacher only provided material and the topics "procedure texts" with clear directions and also provided a deadline for submitting assignments. the teacher sent the material in form picture. interview this interview aimed to know what students difficulties using google classroom and to know to wether the teacher using google classroom maximally. there are some indicators that involve the research question. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 480 the first was content material (document). related to features in google classroom, the material content is one of the indicators in the google classroom feature. to download the material or assignments can be in the form of documents one of them. the sstudents can submitted assignment in the form documents, some students still have difficulty submit assignments through documents. the second was content material (media). beside content material in form document, media is also part of the material content. media is used by teachers to provide material in the form of photos, videos, power points etc. based on observation the researcher saw the teacher give assignment. one of the tasks given by the teacher to take skill scores, the teacher asked students to make video about procedure text. the researcher wanted to know, has the students experience difficulties to make this video. the third was assignment. one of the problems got by students was that some students were not proficient in using google classrooms, until now there were still students who were wrong in uploading assignments. the teacher told how to upload assignments via google classroom and the teacher asked the students to send the assignment back. the fourth was deadline. when conducted the interview with students, the researcher asked why students were late in submit assignments, most of them said they had, when asked the reasons why they were late in submitting assignments there were many reasons they conveyed, some students said that they did not understand about the material so that, the students were late in submitting assignments, some say internet network problems that make him late in submitting assignments. the fifth quiz, because it can be seen from the results of the students’ quizzes. some students did not complete the quizzes on time because of the time limit provided, and the results of the students' quiz scores were below the average. sixth was grading assessment, the students were confused to find where it. the students only know that the assignment has been sent, the students do not know that the student's assignment can be returned by the teacher, if it has been given a grade. seventh was discuss, the students lazy to ask questions. because if student want to ask the teacher, the teacher must be online first to reply the student questions and this was what causes students to be lazy to discuss through google classroom. besides conducted the interviews with students, the researchers also conducted interviews with the teachers to find out how the teacher describe usage google classroom. the first was content material, the researcher wanted to know what prepare before starting the class. because one of the duties of the teacher to prepare http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 481 materials or teaching materials before they are given to students, even though online learning or offline learning, the teacher continues to do his job as a teacher. the second was assignments, the teacher has been told how to upload assignments via google classroom and the teacher asked students to sent the assignment back. the teacher said “jika siswa mengalami kesalahan dalam mengumpulkan tugas, saya selalu mengingatkan untuk mengirimkan dikolom yang sudah di sediakan, tapi jika siswa masih salah siswa mengirimkn lewat wa saja” the third was deadline, the teacher said that she always reminded students of assignments; the teacher said “saya selalu memberikan batas waktu pengumpulan tugas kepada siswa” the fourth was quiz, not only giving assignments and materials, the teacher also gave quizzes in google classroom. the teacher gave quizzes made using google form, when the teacher made quizzes the teacher also provided a time limit for students to do it. the fifth was grade assignments, the teacher said "saya selalu memberikan nilai dan review terhadap tugas siswa lalu saya mengirimkan kembali tugas itu melalui google classroom” but the teacher didn’t return students assignment; the teacher only gave grade in students assignment. the sixth was discussion, the students can asked the teacher questions, the teacher could answer and other students could add other answers, here can be for discussion. but the teacher did not use this feature to do it all. the teacher can use it but the teacher did not use it. discussion google classroom helps you to communicate more effectively. probably it is more easier and efficient to used google classroom. the communication tools are also very effective. google classroom can help to scarry out this online learning well. matt phoenix (2020) state is google classroom is google’s continuing advance for academic organizations to provide a blended learning platform to simplify the creation, distribution and classification of paper assignment when conducting research, from interview with the students, the researcher found several difficulties for students in using google classroom. there are 7 indicators that can be used by the students in using google classroom. there are students difficulties in using google classroom; content material ( document); content material (media); provide deadlines; submit assignment; return grade based on teacher; and gave comment. of the seventh indicators some of the students found difficulties. the first, when uploading assignments, the students often made mistakes in uploading assignments, the students also confused in using google classroom. secondly, students are confused about submitting videos through google classroom. based on the 10th meeting saw by the researcher, the teacher used google classroom only sent assignments and materials, in teaching there was the http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 482 introduction, material and evaluation. when using google classroom, the teacher only focused on sent materials and assignments. there were many features that have not been used by the teacher. the teacher had notified the deadline for submitting assignments, but there were still many students who do not collect assignments. therefore, it is useful to have a calendar feature for reminding student assignments which is useful for students to remember when the deadline for submitting assignments. notifications are from a calendar that will remind the deadlines for assignments that were set by the teacher. the teacher did not discussions in the google classroom, in the google classroom, the teacher can cause interactions between students and teachers. and if there were other students who want to help to answer the others students’ questions, they can also answer if discussion activities are carried out in google classroom. the teacher does not return student assignments via google classroom, causing students not to know the assignments that have been returned by the teacher. the researcher also conducted interviews with the teacher to support the data above, which one the researcher got that about the students’ difficulty using google classroom as, there are still many students who are late in collecting assignments, most of them are late in collecting assignments. one of reasons is that there were no reminders for the schedule to collecting assignments for students, because when learning online there were many lessons that are given the assignment can cause students to forget their assignments. if the teacher used features such as a calendar feature, this can be very helpful for students to be able to collect assignments on time. when students have errors in uploading assignments, the teacher should give directions to students on how to submit the correct assignments, because not all students' abilities are the same. one of the difficulties of students is that students did not understand how to see assignments that have been returned by the teacher. on the other hand, the teacher never returned the student assignments and make the students didn’t know to saw students assignment. based on same students were interviewed, these students did not understand the usefulness of this feature, furthermore, there is a feature that is useful for students and teachers but that has not been used by the teacher is the comment column. in this feature the teacher can carry out discussions or interactions with the students. thus, the learning process is more effective. if one of the students does not understand the teacher can have discussions with other students and if there are other students who can help answer the learning it will be effective. google classroom help the teachers and students to do learning well because korman also said that “teachers can: simplify the way they handle classes with google classroom. (korman, 2020) the platform is integrated with other tools such as file, drive, and calendar from google, and there are many built-in "shortcuts" for classroom management tasks. google classroom can help teachers and students to facilitate learning based on caterine korman said that, http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 483 google classroom is considered teaching without important papers to help teachers and students collaborate (guide et al., 2020). in addition, nicholson state google classroom help teacher and students to communicate and can be used to organize and manage assignments to go paperless for collaboration between students and between teacher.(nicholton, 2020) conclusion based on the finding and discussion, the students’ have difficulties in using google classroom, that were difficulties in sending the videos and uploading through google classroom. and then how the teacher describes usage of google classroom in learning english. the researcher saw how the teachers using google classroom in learning english. there are many features available in google classroom. the teachers didn’t used all the features based on their function. the teacher only used a few features, namely features that were related to assignments. acknowledgment as a result, the writer wants to highly express her sincere gratitude and appreciation to the following person for their valuable contributions. 1. syahrul, s.s, m.pd as her advisor was highly appreciated for the care, time, attention, guidance, valuable advices, and patience in accomplishing this thesis. 2. all the lecturers of iain bukittinggi who have given their knowledge, ideas and helps. 3. her beloved parents, jhon asri and afriyeni (alm), her brother abil putra , novri anggik, rizal ramdhanu , and her sister switri wulandari for their supports, love, pray and everything. 4. the researcher also shows thanks to my beloved partner willi arfan and dearest friends indah paramitha, mutia rahmi arnelia,afifah mardyah, cici wahyuni, nur aisyah merlin, nofia gadisma chandra, dezy saifatul, femilia putri. and then vigi devana s.pd , yogi seperjuangan . thanks for their support, motivate, and give suggestion to finish their study. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 484 references abidah, h., hidaayatullaah, h. n., fehabutar, d., & mutakinati, l. (2020). the impact of covid-19 to indonesian education and it’s relation to the philospohy of “ merdeka belajar.” studies in philosophy of science and education (sipose), 1(2721–9267), 38–49. gay, l. ., mills, e. g., & airasian, p. w. (2012). educational research competencies for analysis and application. guide, a. c., learn, t. o., you, e., know, t. o., your, f. o. r., management, c., & korman, c. (2020). google classroom for teachers 2020. hermawan, d. (2021). the rise of e-learning in covid-19 pandemic in private university : challenges and opportunities. ijorer: international journal of recent educational research, 2(2721–852), 86–95. horton, w. (2006). e-learning by design. iftakhar, s. (2016). google classroom : what works and how? journal of education and social scienes, 3(2289–9855), 7. korman, c. (2020). google classroom for teacher 2020. nicholton, s. (2020). my google classroom training guide. okmawati, m. (2020). the use of google classroom during pandemic. journal of english language teaching, 9(2302–3198), 6. phoniex, m. (2020). google classroom the 2020 ultimate user guide to master classroom. salmons, j. (2015). qualitative online interviews strategies, design, and skills second edition. sugiyono. (2009). metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan r&d. sugiyono. (2013). 6. sugiyono.pdf. wargadinata, w., iffat, m., eva, d., & rofiq, z. (2020). student’s responses on learning in the early covid-19 pandemic. tadris : journal of education and teacher training, 1(141–153), 13. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 4, october 2022 e-issn: 2723-4126 p-issn: 2776-8880 224 developing junior high students’ writing skills through whatsapp messenger nur hartati1*, andhi dwi nugroho2, nanang bagus subekti3 1,2,3universitas sarjanawiyata tamansiswa yogyakarta, yogyakarta, indonesia *nurhartatii800@gmail.com abstract the objectives of this study are to investigate the use of whatsapp messenger to develop students’ writing skills, and to find out the benefits and challenges of the use of whatsapp messenger to develop students’ writing skills. the design of this study was classroom action research. the researcher used observation, interview, and test to collect the data. in analyzing the data, the researcher followed the procedure of data reduction, data display, and conclusion drawing. the study reports that there was an improvement of the students’ recount text writing skill through scientific approach. in cycle i, the percentage of scores covers steps of rhetorical was (67.50%), grammar (71.25%), vocabulary (66.25%), clarity of meaning (67.50%), and relation between ideas (63.75%). in cycle ii, the percentage of scores covers steps of rhetorical was (78.75%), grammar (78.75%), vocabulary (76.25%), clarity of meaning (87.50%), and relation between ideas (81.25%). this study also reports some benefits of using whatsapp messenger were; the students used their creativity in teaching and learning activity, were interested in teaching and learning processes, and conveyed their assumptions in associating and networking freely. in contrast, it also had challenges in teaching and learning processes. the challenges were; most of students were not enthusiastic to follow teaching and learning of whatsapp messenger. they must be persuaded to ask questions in questioning phase and they must be directed to be disciplined in the classroom. keywords: online language learning, whatsapp messenger, teaching writing skills introduction writing describes activities conducted by students to express something about what they want to write. elizabeth and rao (2014: 4) stated that the general objectives of teaching english are four-fold namely, to develop listening comprehension, english ability, english comprehension, and writing ability. junior high school students still find difficulties to write english sentences. according to bialystok (cited in ellis, 1996), in learning writing, the implicit knowledge is developed through exposure to communicate language use and facilitated by the strategy of functional practicing (attempted by the learner to maximize exposure to language). based on limited observation in writing process, they cannot produce good english sentences because the grammar of english language is different from that of indonesian (sanjaya, 2013). it means that students have to understand and master english grammar well before they write, so the result of writing will be grammatically correct. another problem in learning writing is that they lack preparation before learning to write and do http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 mailto:*nurhartatii800@gmail.com copyright © the author(s) vol.3, no. 4, october 2022 e-issn: 2723-4126 p-issn: 2776-8880 225 not have enough competence to follow the subject. it happens because they rarely practice writing both in the classroom and at home. based on the observation, students still find difficulties in writing text which occur in the forms of errors. one of the causes is the effect of students’ first language. the students often write sentences using the structure of their first language. therefore, the results of their writings are ungrammatical and can be meaningless. in fact, there are differences between english and indonesian structures. it means that in writing english, the students have to understand first the english structure then they start to write some english sentences grammatically without being affected by their first language. the students’ problem in writing is also caused by the development of covid-19 in indonesia that affects the education. the covid-19 epidemic is the first and largest health crisis of this era. many countries have decided to close schools, colleges and universities. education is one of the areas hardest hit by the coronavirus. worse, it happened quickly and on a large scale. students are forced to study at home as face-to-face learning is stopped to prevent the transmission of covid-19. in addition, many teachers are still insufficient in teaching with online learning applications, especially in various areas. some studies have shown that most students have negative attitudes towards online learning. however, they agreed that online learning was a viable solution during the covid-19 epidemic (roman et al., 2020). in indonesia, during online learning, teachers and students communicate a lot through whatsapp messenger, not only used by teachers and students but also students with students or teachers with teachers. zoom, meet, skype and webex are used as video conference platforms as learning management systems (lms) such as canvas, edmodo, schoology, google classroom and the like as online training programs. according to zhao (2003) the current literature review has found that there is a lot of research on technology implementation in online education related to cost savings and efficiency, that improving the quality and effectiveness of online education requires a framework that must be applied in schools. whatsapp is a messaging app that allows you to send text messages and voice calls, as well as video calls, photos, other media, documents, and user locations. it works from a mobile device, but can also be accessed from the desktop. this service uses a standard cell phone number. initially, users could only interact with other users individually or in groups, but in september 2017 whatsapp introduced a new business platform that enables the company to provide customer service to customers. mistar (2016) stated that whatsapp is a smartphone application for instant messaging. it provides faster and easier communication among the users. then jain, luaran, and rahman (2016) also stated that whatsapp is particularly popular because its enhanced capabilities allow users to interact in a variety of ways. there are many things that can affect students’ writing skills, such as through social media or whatsapp. the results of observations indicated that the biggest problem the student faced, besides the language barrier, was brainstorming. in a student chat that only uses english; i find a conversation about everyday activities and write a short conversation. they find information and news and can communicate with their community and community. they can develop their english writing skills. given this http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 4, october 2022 e-issn: 2723-4126 p-issn: 2776-8880 226 situation, the author tries to examine the effectiveness of using whatsapp messenger as one of the online learning techniques for developing students’ writing skills. literature review teaching teaching and learning are important activities conducted together in the classroom. according to kimble and garmezy (cited in brown, 2000: 7), teaching is showing someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand. hornby states that teaching is to show somebody how to do something so that they will be able to do it themselves (1995: 1225). elizabeth and rao (2014: 4) stated that the general objectives of teaching english are four-fold namely, to develop listening comprehension, english ability, english comprehension, and writing ability. elizabeth and rao (2014: 4) state that the objectives of teaching and learning english to children are (a) to understand english with ease when spoken at normal speed, (b) to speak english correctly and fluently with proper stress and intonation, (c) to read english with comprehension and reasonable speed, (d) to write neatly and correctly at reasonable speed, to enjoy simple poems in english, (e) to acquire knowledge of the element of english for practical command of the language, and (f) to translate common english words, phrases and sentences into their functional equivalent in mother tongue. according to nunan (1992: 92), teaching english involves three areas of knowledge. the first is mechanics (pronunciation, grammar, and english): using the right words in the right order with the correct pronunciation, the second is functions: knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required, and the third is social and cultural rules and norms: understanding how to take into account that is english to whom, in what circumstances, about what and for what reason. online learning the teaching and learning process by using electronic media or utilizing technology is called online learning. online learning provides opportunities for students to get to know various kinds of technology to support the learning process. it is in line with hartley (2001) “e-learning is the type of learning and teaching that allows the delivery of teaching materials to students by using the internet media or computer network media” (as cited in sagita & khairunnisa, 2020: 18). according to ally (2008: 7), “online learning as the use of the internet to access learning materials; to interact with the content, instructor, and other learners; and to obtain support during the learning process, in order to acquire knowledge, to construct personal meaning, and to grow from the learning experience”. additionally, campbell (2004) argues, “the emphasis of online learning in higher education settings is on the development of metacognitive as well as reflective and collaborative learning” (as cited in keengwe & kidd, 2010: jainjain534). whatsapp application mistar (2016) stated that whatsapp is a smartphone application for instant http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 4, october 2022 e-issn: 2723-4126 p-issn: 2776-8880 227 messaging. it provides faster and easier communication among the users. then jain, luaran, and rahman (2016) also stated that whatsapp is particularly popular because its enhanced capabilities allow users to interact in a variety of ways. i t can be indicated that whatsapp is an application on smartphone that can make the users can be interaction with other users faster and easier in the form of instant messaging. but, actually whatsapp has some features that mad the users easier to share their opinions, or share what they do. according to jain, luaran, and rahman (2016) whatsapp is a useful learning tool that makes 15 posting, sharing content and it makes the online discussions easy and available anywhere and anytime. as cited in mistar (2016), it is one of the creative teaching media which is used to attract students’ interest, attention and provides funbased learning. whatsapp allows the students to express thoughts and ideas via various features of the whatsapp application platform, such as attaching pictures, sharing videos, sharing web-links, recording videos and many more. it can helps the students to get actively involved in learning activities via various features on this application. it is concluded that the whatsapp features help the students in learning process. the nature of writing writing has close relationship with composition. they both have the same meaning. according to brown (2000: 335), composition is supposed to (a) meet certain standards of prescribed english rhetorical style, (b) reflect accurate grammar, and (c) be organized in conformity with what the audience would consider to be conventional. a good deal of attention is placed on model compositions that students will emulate and on how well a student’s final products measured up against a list of criteria that includes content, organization, vocabulary use, grammatical use, and mechanical considerations such as spelling and punctuation. according to bialystok (cited in ellis, 1996), in learning writing, the implicit knowledge is developed through exposure to communicate language use and facilitated by the strategy of functional practicing (attempted by the learner to maximize exposure to language). explicit knowledge arises when learners focus on the language code, and is facilitated by ‘formal practicing’, which involves either consciousness of the second language or attempting to automatize already learnt explicit knowledge. in this case, the implicit knowledge is the writing skill itself. the writing skill can be developed by doing more writing practices. teaching writing richard and rodgers (cited in brown, 2000) made two principal contributions to our understanding of the concept of teaching writing. the two principle contributions are (a) they specified the necessary elements of language-teaching designs that had heretofore been left somewhat vague. (b) they nudged us into at last relinquishing the notion that separate and discrete methods are the essential building blocks of methodology. according to spratt, pulverness, and williams (2005: 27), key concepts and the language teaching classroom have some principles. they are stated below. a. the sub skill of writing that is taught will vary a lot, depending on the age and needs of our learners. at primary level may be spended a lot of time teaching learners how to form letters and words and write short texts of a few words or sentences, often by http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 4, october 2022 e-issn: 2723-4126 p-issn: 2776-8880 228 copying models. at secondary level may be needed to focus more on the skill required to write longer texts such as letters, emails, or compositions. b. when teaching writing, it is needed to focus on both accuracy and on building up and communicating a message. c. sometimes in the classroom learners write by completing gaps in sentences with correct word, taking notes for listening comprehension, writing one-word answers to writing comprehension questions. d. by encouraging learners to use the writing process in the classroom we help them to be creative and to develop their message, i.e. what they want to say. descriptive text description in writing is the process of create communication image through words. according to oshima and hogue (1999: 48) states that “description is writing about how something or someone looks and uses space order.” moreover, knapp and watkins (2005: 97) states that describing is also a central feature of narrative text providing the means for developing characterization, sense of place, and key themes. in addition, dorothy e zemach (2005: 25) also states that descriptive paragraph explains how someone or something looks or feels. description reproduces the way things look, smell, taste, feel, or sound. it may also evoke moods, such as happiness, loneliness, or fear. it is used to create a visual image of people, places, even of units of time (george e. wishon and james m. burk¸ 2008: 397): method design of the research the type of this study was an action research. according to kemmis and taggart (1988: 10), action research is a way of increasing our knowledge of classroom and as a tool in teaching. the objective of conducting action research is to develop the knowledge of classroom through the teaching and learning process. subject of the study the object of this study was the seventh grade students of smp taman dewasa ibu pawiyatan, especially the 7th grade consisting of 20 students research instruments according to arikunto (1998), there are some ways in collecting data; they are questionnaire, interview, observation, experiment and collecting or combination technique. in this research, the instruments used by the researcher to collect the data are observation, oral interview and test. data collection technique in this technique, the researcher has some steps in collecting the data about the students’ problems in writing descriptive text by using whatsapp messenger. the steps in collecting the data are the researcher prepared the texts for the students as the respondents of the research. the researcher came to the class and then asked the students to prepare a piece of paper. the researcher then asked the students to write http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 4, october 2022 e-issn: 2723-4126 p-issn: 2776-8880 229 descriptive text individually. the researcher collected the descriptive texts that have been done by the students to be analyzed. data analysis technique after collecting the data, the researcher analyzes the data. in analyzing the data, the researcher also requires certain techniques. the techniques used to analyze the data are the researcher classified the activities based on the stages of teaching writing by using whatsapp messenger; pre-teaching, while-teaching and post teaching, and based on the interview and test. finally, the researcher described the stages of teaching writing by using whatsapp messenger in details based on the result of the research. the researcher explained the development of the students’ english mastery after learning writing through the use of whatsapp messenger. results the use of whatsapp messenger to develop students’ writing skills based on the observation, the students still find difficulties to write english sentences. based on limited observation in writing process, they cannot produce good english sentences because the grammar of english language is different from that of indonesian. it means that students have to understand and master english grammar well before they write, so the result of writing will be grammatically correct. another problem in learning writing is that they lack preparation before learning to write and do not have enough competence to follow the subject. it happens because they rarely practice writing both in the classroom and at home. so, they always find some difficulties in learning to write. based on the observation, students still find difficulties in writing text which occur in the forms of errors. one of the causes is the effect of students’ first language. the students often write sentences using the structure of their first language. therefore, the results of their writings are ungrammatical and can be meaningless. in fact, there are differences between english and indonesian structures. it means that in writing english, the students have to understand first the english structure then they start to write some english sentences grammatically without being affected by their first language. the students’ problem in writing is also caused by the development of covid-19 that affects the education. the students are forced to study at home as face-to-face learning is stopped to prevent the transmission of covid-19. in addition, many teachers are still insufficient in teaching with online learning applications, especially in various areas. some studies have shown that most students have negative attitudes towards online learning. however, they agreed that online learning was a viable solution during the covid-19 epidemic. the teacher used five stages in teaching writing through whatsapp messenger namely observing, questioning, associating, and experimenting and networking. the activity was started by introducing the text to the students. the teacher asked the students’ knowledge about the characteristics of the text. after that, the teacher explained about the characteristics of the text. the teacher asked the students to give some examples of the text. in this activity, the teacher asked the students to mention the text http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 4, october 2022 e-issn: 2723-4126 p-issn: 2776-8880 230 or stories had been heard. it was done to know the students’ knowledge about fiction stories. the teacher gave the students five minutes to read the text. the teacher also asked the students to understand the content of the text. having finished writing the text, the teacher asked the students about the content of text to check their understanding. in addition, the teacher asked the students to use the vocabulary lists on the last page if they found difficult words in the texts. the teacher continued to the next activity. in this activity, the teacher explained the generic structures of the text called orientation, event, and resolution. in this activity, the teacher asked the students about the meanings of those generic structures. it was done to know the students’ knowledge about those generic structures. the teacher then explained those generic structures one by one. having explained the definitions of those generic structures, the teacher continued to the next activity. in this activity, the teacher asked the students to read the text carefully to find out its text structure or generic structures of the text. then the teacher asked the students to discuss with a partner to label the part of the text in the spaces provided. in doing this task, the students only labeled the parts of the text in the spaces provided concerning with the generic structures such as orientation, event, and resolution. the teacher continued to the next exercise. the teacher read the text and the students completed the blanks. before completing the blanks, the teacher asked the students to copy the text into their own books. having finished copying the text, the teacher read the text and the students completed the blanks. based on the observation, all students were able to do the tasks. the results of texts written by the students in cycle i and cycle ii are stated below. table 1. the scores of texts written by the students in cycle i and cycle ii no. indicators cycle i cycle ii 1 the steps of rhetorical 67.50% 78.75% 2 grammar 71.25% 78.75% 3 vocabulary 66.25% 76.25% 4 clarity of meaning 67.50% 87.50% 5 relation between ideas 63.75% 81.25% mean 67.25% 80.69% table 1 shows the improvement of the students’ writing skill through whatsapp messenger. in cycle i, the percentage of scores covers steps of rhetorical (67.50%), grammar (71.25%), vocabulary (66.25%), clarity of meaning (67.50%), and relation between ideas (63.75%). in cycle ii, the percentage of scores covers steps of rhetorical (78.75%), grammar (78.75%), vocabulary (76.25%), clarity of meaning (87.50%), and relation between ideas (81.25%). based on this result, it could be stated that the results of students’ writing in cycle ii was better than in cycle i. below is detailed improvement of the students’ score in writing the text. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 4, october 2022 e-issn: 2723-4126 p-issn: 2776-8880 231 figure. 1 the scores of descriptive texts written by the students in cycle i and cycle ii based on the results, it can be stated that the use of whatsapp as a learning medium in students’ writing skills in descriptive by teacher as well as the english teacher about the use of whatsapp carried out by classroom teachers in learning activities which includes opening, core, and closing activities. then the features that frequently used features of photos, videos, documents, whatsapp groups, and calls (phone) directly. ease of feeling with the presence of features whatsapp and also its easy to use and can be used by various circles. where after using the whatsapp application there is an increase in student writing ability of descriptive text according to jain, luaran, and rahman (2016) whatsapp is a useful learning tool that makes posting, sharing content and it makes the online discussions easy and available anywhere and anytime. as cited in mistar (2016), it is one of the creative teaching media which is used to attract students’ interest, attention and provides fun-based learning. whatsapp allows the students to express thoughts and ideas via various features of the whatsapp application platform, such as attaching pictures, sharing videos, sharing weblinks, recording videos and many more. it can helps the students to get actively involved in learning activities via various features on this application. it is concluded that the whatsapp features help the students in learning process. the research conducted by evyta tri handayani and dyah aminatun (2020) shows that teaching writing by using the whatsapp group can bring positive effects and benefit during the teaching and learning writing at the junior high school. besides that, it can also develop students’ writing ability. this result is supported by students’ opinions which state many good responses to this media rather than bad responses. moreover, the result also shows that the whatsapp group is one of the appropriate learning platforms for education in indonesia. hasliani wibowo, andi muhammad yauri, uswatun hasanah (2021) also shows that the teacher implementation used of whatsapp application in teaching writing was carried out by utilizing the features of the application, however the use of the whatsapp 67.50% 71.25% 66.25% 67.50% 63.75% 78.75% 78.75% 76.25% 87.50% 81.25% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% rhetoric grammar vocabulary meaning idea cycle i cycle ii http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 4, october 2022 e-issn: 2723-4126 p-issn: 2776-8880 232 application was not optimal because it was recommended for teacher to make learning variations to attract students’ interest in learning. according to students the used of this application can help in collecting assignments easily. the benefits and challenges of the use of whatsapp messenger to develop students’ writing skills the benefits of using whatsapp messenger were; the students used their creativity in teaching and learning activity, the students were interested in teaching and learning processes, the students conveyed their assumptions in associating and networking freely. in contrast, it also had challenges in teaching and learning process. the benefits were; most of students were not enthusiastic to follow teaching and learning of whatsapp messenger and the class did not have powerpoint. the students must be persuaded to ask questions in questioning phase. the students must be directed to be disciplined in the classroom. according to jain, luaran, and rahman (2016) whatsapp is a useful learning tool that makes posting, sharing content and it makes the online discussions easy and available anywhere and anytime. as cited in mistar (2016), it is one of the creative teaching media which is used to attract students’ interest, attention and provides fun-based learning. whatsapp allows the students to express thoughts and ideas via various features of the whatsapp application platform, such as attaching pictures, sharing videos, sharing weblinks, recording videos and many more. it can help the students to get actively involved in learning activities via various features on this application. two major advantages of this app are its simplicity and low usage cost. it also enables learning beyond the classroom. the availability of teachers to students after school hours has made the learning process easier. accessibility of learning materials, the possibility of learning any time and any place is the other feature of the app that encourages policy makers to use this app for teachers’ development. it is concluded that the whatsapp features help the students in learning process. based on the results of interviews and benefits by the results of the documentation, the use of whatsapp for students’ writing progress in text descriptions turned out to be an increase compared to before using whatsapp. the reason is that they do not get bored easily using whatsapp because teachers use the features provided by whatsapp such as photos, videos, documents, whatsapp groups, and calls (phone). with the features provided, it makes easier for teachers in the process learning. according to barhomi (2015:223) the benefits of whatsapp provides collaborative and collaborative learning facilities online between teachers and students or fellow students both at home and at school, a free application that is easy to use and can be used for sharing comments, posts, images, videos, sounds, and documents. in line with the results of observation, the researcher also found some problems faced by the teacher and students in the teaching and learning processes. the teacher did not give suitable models of text to the students in teaching writing. in teaching writing, the teacher rarely discussed the texts about who wrote the text, why and where they were likely to be found. the teacher also rarely explained the social function and purpose of the text being discussed. in constructing the text, there was no negotiation between teacher and students and among the students about the text. the teacher rarely helped the students in re-drafting and editing the texts. the teacher did not check the students’ http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 4, october 2022 e-issn: 2723-4126 p-issn: 2776-8880 233 text editing. the students did not have enough vocabulary and they did not know the meaning of the words. the students were confused to start writing because they did know how to express their idea, and to use proper words in writings. the students could not spelling, punctuation the word when the teacher asked them to write. conclusion the study reports that (1) there was an improvement of the students’ recount text writing skill through scientific approach. in cycle i, the percentage of scores covers steps of rhetorical was (67.50%), grammar (71.25%), vocabulary (66.25%), clarity of meaning (67.50%), and relation between ideas (63.75%). in cycle ii, the percentage of scores covers steps of rhetorical was (78.75%), grammar (78.75%), vocabulary (76.25%), clarity of meaning (87.50%), and relation between ideas (81.25%). (2) the benefits of using whatsapp messenger were; the students used their creativity in teaching and learning activity, were interested in teaching and learning processes, and conveyed their assumptions in associating and networking freely. in contrast, it also had challenges in teaching and learning processes. the challenges were; most of students were not enthusiastic to follow teaching and learning of whatsapp messenger. they must be persuaded to ask questions in questioning phase and they must be directed to be disciplined in the classroom. after analyzing the data from the research, the researcher found that the use of whatsapp messenger in teaching writing is necessary. therefore, the writer would like to propose some suggestions. it is important to the students to increase their competence through important activities. they should learn writing by their own ways. they should also improve their knowledge in the teaching and learning process through writing activities. the teachers should improve their competence especially the knowledge of whatsapp messenger and the teaching skills. in addition, to improve the knowledge of subject matter and teaching skills, they need to pay attention to their personality. they have to maintain and perform good characters, attitudes, and behaviors in front of the class. references arikunto, s. 2018. prosedur paenelitian suatu pendekatan praktek. jakarta: rineka cipta. artono wardiman, et.al. 2008. english in focus: for grade viii junior high school (smp/mts). jakarta:pusatperbukuan, depdiknas. brown, h. d. 2000. teaching by principle: an interactive approach to language pedagogy. new york: longman. dorothy e zemach and lisa a rumisek. 2005. academic writing from paragraph to essay. oxford:macmillan. elizabeth, m. e. s. and rao, d. b. 2014. acquisition of english vocabulary. new delhi: discovery publishing house. ellis, r. & barkhuzein,g. 2003. analyzing learner language. new york: oxford university press. ellis, r. 1996. task-based language learning and teaching. oxford: oxford university press. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 4, october 2022 e-issn: 2723-4126 p-issn: 2776-8880 234 george e. wishon and james m. burk. 1980. let’s write english. new york: american book company. gerot l, and wignell p. 1995. making sense of functional grammar. australia: gerd stabler antipodean educational enterprises. goldman, b. 1978. reading and writing in the arts. detroit: wayne state university press. hornby, a. s. 1995. oxford advanced learner’s dictionary. oxford: oxford university press. kemis, s. and tagart, 1998. the action research planner. victoria: deakin university. nunan, d. 1992. syllabus design: language teaching: asa scheme for teacher education. london: oxford university press. spratt, m., pulverness, a. and willimas, m. 2005. the tkt; teaching knowledge test course. cambridge: cambridge university press. sudarwati, m., and eudian grace. look ahead; an english course for senior high school student year 1. jakarta: penerbit erlangga. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 372 designing leef application (learning english easy and fun) as learning media at the seventh grade students of junior high school iin baroroh ma’arif 1, yuyun bahtiar 2, & muthoharoh 3* 1,2,3universitas kh. a. wahab hasbullah * iinmaarif@unwaha.ac.id abstract this research aims at designing a learning media which named leef (learning english easy and fun) as english learning media for seventh grade students of junior high school. this learning media consists of some materials and exercises which is appropriate and feasible to be studied for students. all materials in this media are based on junior high school syllabus of k13 curriculum. the research method used in this research is research and development. this development used addie model which have several steps, those are; 1) analysis, 2) design, 3) development, 4) implementation, and 5) evaluation. the result of this research shows that from the media validation result got 4.00 score it was in “fair and worth to use” category, and the material validation got 3.86 score. the students’ responses of try out result score 4.26 were in “fair and worth to use” category. by having those result, this leef (learning english easy and fun) is feasible to be used as a learning media for seventh grade students of junior high school. furthermore, this research can be used as reference to other researchers in developing english learning media in different level of students. keywords: english for junior high school, learning media, learning english easy and fun introduction education has an essential role in the development of a country. because of that, the government improves the quality of education in indonesia. those efforts were such as reform the curriculum, improve teachers' skills, and provide the facilities and media that support the teaching-learning process. the government expects that those efforts can make the teaching-learning process run well and increase students' achievement. english has an essential role as a means of international communication in the global era. as one of the international languages, english is commonly used in public service, mass media, literature, text books, etc. people learn english for several purposes. for example, professional workers know english to make communication with the clients easier, and university students learn english to explore the english literature books to improve their knowledge. furthermore, the school level, at senior high school, junior high school, and elementary school, the students learn english as a compulsory subject/material. (baroroh, 2018) http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 373 teaching is the process of guiding students to achieve their purpose. teaching, also known as "instruction", means the act of helping others understand. teaching i s an interactive activity involving classroom lectures between teachers and students. english is hard to learn because it has different grammatical structures from bahasa indonesia or students' mother tongue. therefore, teachers should make english learning easy and exciting. in this case, the teachers can use information and communication technology (ict), such as interactive learning media, for teaching and learning activities. teaching all subjects needs learning media to make the teaching-learning process accessible and exciting, including teaching english. english is a foreign language that indonesian students should learn. english teaching is emphasized in developing language skills, i.e., reading, listening, speaking, and writing. as a part of the schools' subjects, indonesian students should learn english by mastering the four skills. however, it is not easy to master it since they encounter many difficulties. those difficulties appear because of many causes. (anwar, sos, & si, 2016) media play an essential role in the teaching-learning process. media are needed to reach the objectives of the teaching-learning process. teachers should use various media or teaching aids in giving the material to the students as stated by harmer (2001: 134) that "as a language teacher, we use a variety of teaching aids to explain language meaning and construction, engage students in a topic or as the basis of a whole activity." the definitions above conclude tools, materials, or events that establish conditions used by a teacher to facilitate the instruction to acquire knowledge, skill and attitudes and engage the learners in a topic or as the basis of a whole activity. there are many advantages of interactive learning media in the english teachinglearning process. first, the students will be motivated to learn english because they will not be bored. second, the students can easily comprehend and understand the materials because the english interactive learning media can provide video, animation, graphics, and audio. by using video and audio, they can listen to the dialogues from the native speakers directly. therefore, they can improve their listening, speaking, and pronunciation. graphics and animations can use to catch the students' attention. third, the students can learn independently, whenever and where ever they want. the last is that the english teachers will have variation in teaching to avoid the tedious teaching-learning process. however, two problems are face by most english teachers related to the use of interactive learning media. first, there is no advanced technology provided in the school. it does not have any computers and lcd in the class as facilities in the teaching -learning process. therefore, teachers cannot use english interactive learning media. second, the english teachers have difficulties finding the english interactive learning media appropriate to their needs. even if the teachers find them, the price is too high. that is why most teachers teach english by using textbooks and lks (lembar kerja siswa). therefore, some everyday activities are still listening to the teachers' explanation and reading the materials. these conditions bring effects to the students. for example, the students have low motivation and get bored in learning english. besides, they have low achievement in all english skills, including listening skills. there is no positive effect on the students' listening http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 374 skills, although they often listen to their explanations. it is because the teachers seldom use it in the teaching-learning process. using media in the classroom is very important because it can improve the quality of the teaching-learning process. moreover, students can comprehend the lesson easily. three types of media can be used in the teaching-learning process. they are (1) audio (tape, radio, compact disc, etc); (2) visual (pictures, poster ohp, etc); and (3) audiovisual (television, video, vcd, computer, etc). according to (abercrombie, 1949) media help teachers motivate students by bringing a slice of real-life into the classroom and presenting language in its more communicative context. moreover, sudjana and rivai (2009: 2) state the rationales of the use of media in the teaching-learning process as follows: first, the teaching-learning process will be more attractive so that it can improve the students' motivation, second, the students will quickly understand the materials since the media will enable them to master the teaching objectives well, third, the teaching methods will be various so the students will not get bored during teaching-learning processes and last the students will be more active because they listen to the teacher's explanation and do other activities, such as observation, demonstration, etc. according to sudjana and rivai (2009: 4), there are many things that teachers should consider in using media. first, the teachers should understand learning media, such as the advantages of teaching media and suitable media characteristics. second, teachers should be able to develop teaching media. third, the teachers should have knowledge and skills in seeing the effectiveness of the media. in conclusion, the use of media in the teaching-learning process helps both the teachers and the students. the first is for the teachers. the teachers can avoid the tedious teaching-learning process because they have variation in teaching. besides, the teachinglearning process will be more enjoyable. the second is for the students. media can stimulate the students' motivation and interest. therefore, they will be more active in the classroom. moreover, students can understand the materials easily. by concluding all explanation above, the objective of this research is to design an interactive learning media that can be used by the students in learning english. the learning media named leef (learning english easy and fun). it is an english learning media for seventh grade students of junior high school. the researchers uses the hyperlink powerpoint. the reason is because it is the most simple education media maker without coding skills. then, the researchers converts it from hyperlink powerpoint to android application. it serves colorful, compatible sound effects and exciting animation. since the material is for junior high school grade vii, the researchers gives standard animation to keep the user's concentration. the researchers hoped students could understand well after playing the integrated quiz in each chapter. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 375 methods research design research & development is one research design aimed at developing and validating educational products. the process involves identifying problems that need to be solved by educational products, like textbooks, syllabus, assessment instruments, etc., studying the principles of writing instructional media, developing the media based on the principles, field testing it in the setting where it will be using eventually, and revising it to correct the deficiencies found in the filed-testing stage. in more rigorous programs of r&d, this cycle is repeating until the field-test data indicate that the product meets its behaviorally defined objectives (borg and gall, 1989:772). the background reason for this r&d is the classroom problems related to educational products. the problems might occur because, for example, the existing textbook is not appropriate anymore to the recently growing theory of language learning, it does not accommodate the latest curriculum, or the student's learning achievement is not as high as expected. this problem is observing by the classroom teacher who cares a lot about the students' learning achievement. (taylor, 2004) proposes six instructional design models. they are addie, dick and carey, hannifen and perk, knirk and gustafson, jerrold kemp, and gerlach and ely. the addie instructional design model is the generic process traditionally used by instructional designers and training developers. the five phases are analysis, design, development, implementation, and evaluation. those phases represent a dynamic, flexible guideline for building practical training and performance support tools. based on the explanation above, the researchers adapted the addie as the instructional design model in this research. the addie model is more accessible and less complicated than other instructional design models. moreover, the addie model is the basic model used as a source in developing different models of instructional design models. research procedure the researchers use the addie design model (taylor, 2004) to design english interactive learning media. the phases are describing in the following figure: figure 1. addie model http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 376 analysis in this step, the researchers conduct observation and need analysis. the researchers conduct the need analysis to find information about the students' need in learning english by using the questionnaire. the result of the need analysis is used as guidelines in designing english interactive learning media. design the researchers select the topics and objectives of the materials suitable for the school-based curriculum and the materials taught by the english teacher. then, the researchers design the course grid and materials. the researchers develop media by using hyperlink powerpoint to make the interest of this media. it contains 12 materials. each chapter will contain materials, video materials, exercises, and quiz. materials button to give explanations about that material. video material is a button to provide visual proof. exercises are buttons to provide an activity that students must submit to the teacher. the quiz button is to give a mini-quiz for interest students. after all steps has done, then the researchers convert it from hyperlink powerpoint to android application. it serves colorful, compatible sound effects and exciting animation. the researchers give standard animation to keep the user's concentration. the researchers hope students can understand well after playing the integrated quiz in each chapter. development in this step the researchers design the storyboard before developing the media. the storyboard is made as the design of each scene in the press. after creating the flowchart and the storyboard, the researchers develop the first draft of the media. the researchers validate the multimedia to experts before it is implemented to the students. there are comments and suggestions from experts. they are the english education department lecturer as the content expert and the lecturer of the education technology department as the media expert. both of them are lecturers of unwaha university. then, the researchers revise and develop the second draft of the media. implementation after develop the media and validate it to the experts, finally, the english interactive media are implemented at grade vii of mts nizhamiyah ploso. then, the researchers ask for some feedback from the students and the teachers. the feedbacks are scores and suggestion. the data are collecting by using the second questionnaire. evaluation in this step, the researchers evaluate and revise the media after implementation based on the feedback. then, the researchers develop the final draft of the media. results and discussion results of need analysis http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 377 at this stage, the researchers conducted a need analysis on students. data collection techniques at this stage used questionnaires. the purpose of the need analysis is to obtain data on students’ needs in the english course. the data shown that students need different atmosphere in learning english. they want new teaching models which not only use textbook but another ways of teaching. the data from the results of the need analysis obtained are then used as a reference for designing the product storyboard. results of design from the result of the need analysis carried out at the beginning of the data obtained, it is used as a reference for making product storyboards. the storyboard is an initial description of the product to be developed. the detail of the storyboard is as follow: figure 2. leef storyboard results of development result of product development from the storyboard created by the researchers, the storyboard then began to develop. at the product development stage, the researchers use the hyperlink powerpoint. then the researchers convert it into the android application using ispring suite and web2apk builder. the stages of product development and application of the design according to the storyboard are as follows: 1) intro page the intro page is the initial page before the main menu on the leef app, and this page contains the title of the application and the description of the application. there is only one button on the intro page, namely the start button. this button function is as a button to start the application home page. the visual of the intro page can be seen in the following image: main menu page table of content about this application ki & kd materials first material chapter 1 chapter 2 chapter 3 second material chapter 4 chapter 5 chapter 6 third material chapter 7 chapter 8 chapter 9 fourth material chapter 10 chapter 11 chapter 12 vidio materials vidio 1 vidio 2 vidio 3 vidio 4 exercises exercises 1-12 quiz quiz 1-6 http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 378 figure 3. leef intro page 2) homescreen page the home screen page is the main menu page of the leef app.on this page, there are six material menu buttons: about this application, ki & kd, materials, video materials, also two evaluation menu button exercises and quiz. each button is lead users to a different page when touched. the visual of the home-screen page are as follows: figure 4. leef home screen page 3) about this application page this layout explains about description of the leef application. details of this layout are shown in the figure below: figure 5. leef about this application page http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 379 4) ki & kd page this layout is containing ki and kd for each material, such as the figure below: figure 6. ki & kd page 5) materials page this page contains four materials with twelve sub materials, andthe first materials are about greeting, gratitude and apologizing expression. the second materials are about self introduction, introduction family members, pronoun & spelling alphabet. the third materials are about time, number, and mathematic operation. the fourth materials are about singular and plural, and preposition of place.there are 12 buttons in each slide which each button will lead the user to the sub materials. the layout is shown in the figure below : figure 7. leef materials page 6) video materials page this page contains six videos: greeting part i, greeting part ii, greeting part iii, thanking and apologizing part i, thanking and apologizing for part ii, and self introduction. the layout is shown in the figure below : http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 380 figure 8. leef video materials page 7) exercises page this page is used to evaluate users after taking each course available in this product. there are 12 exercises, and student finishes it in their paper book, and after that, they can submit into the teacher, as the figure is shown below : figure 9. leef exercises page 8) quiz page there is 27 questions multiple choice.evaluation test based on the materials. as the figure is shown below: figure 10. leef quiz page http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 381 result of expert validation two experts has validated the learning media, consisting of a media expert, mrs ulfa wulan agustina, m.pd (lecturer of ict), and material expert, mrs luluk choirun nisak nur, m. pd (lecturer english education department). the result from validation explains the materials and suggestions about video and picture that contained in the media then it will be fixed according to the advice from the experts. the data analysis technique used to calculate the score from the questionnaire used likert's scale technique with five answer choices. furthermore, the score obtained is converted into a value with a likert's scale as shown in the table below: table 1. likert’s scale meaning score score very good 5 good 4 fair 3 low 2 very low 1 the data collected then analyzed by finding the average score or mean as follows: 𝑥𝑖 = ∑𝑥 𝑁 description : xi = average score (mean) ∑x = total score n = number of question result of material validation the material from learning media is tested for its feasibility by material experts,consisting of 1 examiner lecturer of the english education department. this analysis is used to determine the feasibility of the content or material on learning media developed based on four aspects which include, namely: 1) quality of material, 2) qualityof language, 3) quality of evaluation task, 4) suitability of content. the measurement scale used is the likert scale,as explained earlier.after testing, improvements are made according to the advice of the experts. resultassessment from the material are as follows : table 2. assessment result by material expert no aspek penilaian skor kualitas materi 1 tidak ada aspek indikator yang menyimpang 5 2 kejelasan isi materi (termasuk sk,kd, dan indikator 5 3 uraian isi materi 4 http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 382 4 kejelasan contoh yang disertakan 4 5 kecakupan contoh yang disertakan 4 kualitas bahasa 6 kejelasan bahasa yang digunakan 4 7 kesesuaian bahasa dengan sasaran pengguna 3 kualitas soal latihan 8 kesesuaian soal latihan dengan kompetensi 4 9 keseimbangan soal latihan dengan materi 4 10 runtutan soal latihan yang disajikan 4 kesesuaian sajian dengan tuntutan pembelajaran berpusat di peserta didik 11 mendorong rasa keinginan peserta didik 3 12 mendorong terjadinya interaksi peserta didik 4 13 mendorong peserta didik membangun pengetahuanya sendiri 3 14 mendorong peserta didik belajar secara mandiri 3 total 54 based on the assessment result by a material expert, the total score get are 54; the total score then calculate using the formula explained earlier to know the eligibility of the learning media. the calculation is as follows : 𝐴𝑣𝑒𝑟𝑎𝑔𝑒 𝑆𝑐𝑜𝑟𝑒 = 𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑄𝑢𝑒𝑠𝑡𝑖𝑜𝑛 = 54 14 = 𝟑. 𝟖𝟔 so, the result of the due diligence from material experts is 3.86, which is included in the category fair and worth using with revision. based on the questionnaire responses from material experts, the following suggestions for improvements were obtained: table 3. improvement suggestion by material expert no validator saran perbaikan 1 lulukchoirun nisaknur, m. pd • penjelasan kalimat di dalam materi lebih dipermudah. • disertakan gambar di dalam materi (time, preposition) • contoh di materi disesuaikan kesimpulan tidak layak digunakan layak digunakan dengan revisi layak digunakan tanpa revisi √ result of media validation the learning media is tested for its feasibility by media experts, consisting of 1 examiner lecturer of the english education department. this analysis is used to determine the feasibility of the content on learning media developed based on three aspects which http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 383 include, namely: 1) common quality, 2) quality of language, 3) media presentation. the measurement scale used is the likert scale, as explained earlier. after testing, improvements are made according to the advice of the experts. result assessment from the material are as follows : table 4. result of media validation table 4. result of product revision no aspek penilaian skor kualitas umum 1 kesesuaian media dengan materi 4 2 keteraturan dan konsistensi tampilan tombol 4 kualitas bahasa 3 tata letak teks, gambar, dan animasi 4 4 kesesuaian pemilihan ukuran font 4 5 kesesuaian pemilihan background 4 penyajian media 6 tampilan media yang menarik 4 7 sajian media yang menarik 4 8 terdapat judul/keterangan media 4 9 mampu mendorong peserta didik belajar secara mandiri 4 total 36 no page revised before validation after validation 1 video materials page 2 apologizing expression page http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 384 based on the assessment result by media expert, the total score get are 36. the total score then calculates using the formula explained earlier to know the eligibility of the learning media. the calculation is as follows : 𝐴𝑣𝑒𝑟𝑎𝑔𝑒 𝑆𝑐𝑜𝑟𝑒 = 𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑄𝑢𝑒𝑠𝑡𝑖𝑜𝑛 = 36 9 = 𝟒, 𝟎𝟎 so, the result of the due diligence from material experts is 4,00, which is included in the category fair and worth using with revision. based on the questionnaire responses from material experts, the following suggestions for improvements were obtained: table 5. improvement suggestion by media expert no validator saran perbaikan 1 ulfa wulan agustina, m.pd penambahan video pada media agar siswa lebih bisa memahami materi. kesimpulan tidak layak digunakan layak digunakan dengan revisi layak digunakan tanpa revisi √ result of implementation at this stage, the learning media that has been developed then implemented in the students grade vii first semester in mts nizhamiyah ploso. the implementation of this learning media is carried out in the classroom to run the media individually. before starting, the researchers shared a link to download the leef app, uploaded on the google 3 preposition of place page 4 time material page 5 gratitude expression page http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 385 drive site. then students installed the app on each student's smartphone. researchers demonstrate the use of learning media before students begin to try the learning media. after that, students are asked to start using learning media and try to do the evaluation provided. students are then asked to fill out a respondent questionnaire to respond to the learning media. table 6. implementation collected data according to the assessment result by respondents, the total score get are 1.535. the total score then calculates using the formula explained earlier to know the eligibility of the learning media. the calculation is as follows : 𝐴𝑣𝑒𝑟𝑎𝑔𝑒 𝑆𝑐𝑜𝑟𝑒 = 𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑎𝑟𝑡𝑖𝑐𝑖𝑝𝑎𝑛𝑠 = 1535 20 = 𝟕𝟔, 𝟖 the average score gets from the respondents are 76,8. the data then again calculate with the following formula : 𝐴𝑣𝑒𝑟𝑎𝑔𝑒 𝑆𝑐𝑜𝑟𝑒 = 𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑄𝑢𝑒𝑠𝑡𝑖𝑜𝑛 = 76,8 18 = 𝟒, 𝟐𝟔 so, the assessment result by respondents is 4.26, which is included in the category good and worth using. questi on score obtained by students tota l 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 1 5 5 5 5 4 5 4 5 5 4 5 5 5 5 4 5 5 5 4 4 94 2 5 4 4 4 4 4 5 4 4 5 4 4 4 4 5 5 5 4 5 4 87 3 4 5 4 4 4 5 5 5 4 4 5 5 3 4 3 4 3 4 4 3 82 4 5 5 4 5 4 4 4 5 3 4 4 4 4 4 3 4 5 5 4 4 84 5 4 5 4 4 5 4 4 4 4 5 4 4 5 3 4 3 3 4 4 4 81 6 5 5 4 4 5 4 4 5 4 5 5 4 3 4 5 4 4 5 4 4 87 7 4 5 3 5 4 4 4 3 4 5 5 5 4 4 4 4 3 5 3 4 82 8 4 5 4 4 5 4 4 4 5 4 4 4 4 4 4 5 5 4 4 5 86 9 5 4 3 3 4 4 4 5 5 4 4 4 4 4 5 5 4 4 4 5 84 10 4 4 4 5 5 4 5 4 3 5 5 5 5 3 4 4 3 4 4 3 83 11 4 4 4 5 4 4 5 4 4 5 4 5 4 4 3 5 5 4 5 5 87 12 5 5 4 4 5 5 4 5 4 4 4 4 5 5 4 3 4 4 5 4 87 13 3 5 3 5 4 5 4 4 4 4 5 5 5 4 5 5 4 5 5 4 88 14 4 5 4 4 4 4 4 5 4 4 4 4 4 4 4 3 5 5 3 4 82 15 5 5 3 4 5 4 4 5 4 5 3 5 4 4 4 4 5 5 4 4 86 16 4 4 4 5 4 4 4 5 3 4 4 5 4 3 4 5 3 5 4 5 83 17 5 4 3 4 4 4 4 5 4 4 4 4 5 4 5 4 4 4 4 5 84 18 4 5 4 4 5 4 4 5 4 4 4 5 4 4 5 5 5 4 4 5 88 total 1.535 http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 386 conclusion this research was aimed at designing leef (learning english easy and fun) learning media that can be used to support junior high students in learning english. the result of material validation got score 3.86 and the result of media validation was 4.00 which were in “good” category. it meant that this product (leef) was worthy to use. furthermore the data from students responses to this media got score 4.26 which categorized in “good” category. by having those conclusions, this research can give benefits for other people. for junior high students, they can use leef as learning media for supporting them in learning english while for the teachers can use it as a reference in giving their students material and exercise. furthermore for other researchers, this learning media can be a reference to develop a new product in english learning. references abercrombie, d. (1949). teaching pronunciation. elt journal, 3(5), 113–122. https://doi.org/10.1093/elt/iii.5.113 ahmad rivai, nana sudjana. (2009). media pengajaran. bandung: sinar baru algesindo aka, k. a. (2019). integration borg & gall (1983) and lee & owen (2004) models as an alternative model of design-based research of interactive multimedia in elementary school. journal of physics: conference series, 1318(1), 0–8. https://doi.org/10.1088/1742-6596/1318/1/012022 anwar, c. r., sos, s., & si, m. (2016). communication in education : an abandoned research ( phenomenological study of communication of education in makassar ). 1, 350–356. baroroh, i. (2018). improving s tudents ’ reading comprehension by activating their schema ( an action research on viii grade of smp madinatul ulum tembelang jombang ). 1(1), 14–26. dorf, r. c. (1969). educational technology. ieee transactions on education, 12(1), 50–52. https://doi.org/10.1109/te.1969.4320439 taylor, l. (2004). educational theories and instructional design models . their place in simulation . health. retrieved from https://www.researchgate.net/publication/229039487_educational_theories_and_in structional_design_models_their_place_in_simulation http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 358 the correlation between the teacher’s oral feedback and the students’ writing motivation edita dininorani seran1; rifki irawan2* 1,2 universitas pgri yogyakarta rifkizam@upy.ac.id abstract this study aims to determine the correlation between the teacher’s oral feedback and the students’ writing motivation. this study is quantitative research with a correlation method. the researcher conducted this study at smpn 2 kasihan. the population of this study included all of the 8th graders and one teacher. the sample of this study consists of 93 students. to gain the data, the researcher distributed the questionnaires to the students and a teacher. the data analysis technique used in this research used rank spearman correlation, with spss version 23 for the windows program. the result of the research showed that there is a correlation between the teacher’s oral feedback and the students’ writing motivation. it is evidenced by the rank spearman correlation test results with the significance value of 0.000, where it is <0.05. keywords: corrective feedback, writing motivation, teaching writing skills introduction teacher’s role in classroom teaching and learning activities is crucial in achieving the specified learning objectives. mostly the teaching-learning process and the students learning outcomes are determined by the role of a teacher. the teacher’s task is not only to teach but also to motivate the students to be enthusiastic and active in learning, whether they are any subject matter, including english that in indonesia is regarded as a foreign language. there are still many students who do not like english, especially english as foreign language (efl) students because it has many skills that have to be mastered as listening, speaking, reading, and writing skills. it can affect the learning process and learning outcomes. writing is the pretty complex language skills, especially for efl students. the teacher often finds mistakes in students writing assignments. whether it misspelling, punctuation, lost or misuse articles, and others. it can affect the results of students writing. teachers sometimes only give the students writing assignments and scribble the wrong parts of students’ work without telling them why it is wrong. if it is forwarded, it will certainly make the students dislike or have no motivation to write. one way to motivate students in writing is to provide feedback on student writing (ellis, 2009). by giving feedback, the teachers can also correct the students’ work, whether true or false. in this case, the teacher should scribble the students’ answers and inform the students where it goes wrong and the correct answers to the question, so the students can find out their shortcomings and improve them. providing http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 359 feedback helps students to become conscious of the differences between their actual performance and learning objectives. besides, feedback can also be a helpful tool to help recognize and correct errors (van loon & van de pol, 2019). by giving the students feedback, they can know their strengths and shortcomings to improve them for their learning progress. oral feedback is one of the several types of feedback that the teacher can give to the students. it is a form of feedback that involves direct interaction between students and teachers. oral feedback is the teacher’s feedback orally during the learning activities to the learners (nsw education and communities, 2015). for example, a student can answer a question or do it correctly, then the teacher says good, brilliant, or well done, then the student will feel happy and satisfied with his/her work and feels that the teacher appreciates his / her effort. it can make the students motivated to continue to learn. whereas for the students who cannot answer the question or their answers are incorrect or make errors and mistakes in writing, the teacher can say their answer is not entirely correct, the article they use is false, or the spelling is correct others. thus, the students know their errors and mistakes and then improve them. giving feedback to the students’ writing can be provided direct and indirectly, but the researcher focuses on the direct feedback. direct error correction resulted in more accurate revisions than indirect error feedback (jamalinesari, rahimi, gowhary, & azizifar, 2015). however, not all teachers realize that providing feedback can motivate students to write. the teacher focused only on correcting the right or wrong answer or the results of students’ work in doing assignments and giving scores without telling them why it is wrong. besides, the teacher also rarely gives recommendations or praising to the students who answer or do their assignments correctly. finally, the students do not know their writing result progress and do not know or confuse why he/she gets the bad scores in the writing learning. as a result, they make the same mistake repeatedly because the teacher does not provide feedback to the students’ writing. therefore, the researcher is interested in researching the correlation between the teacher’s oral feedbacks with the students’ writing motivation. the research title is “the correlation between the teacher’s oral feedback and the students’ writing motivation”. feedback is an information on aspects of one's performance or knowledge offered by an agent (e.g., teacher, peer, books, parents, self, experience) as a result of performance (hattie ja, 2007). feedback is about presenting knowledge in a way that allows the receiver to consider it, focus on it, learn from it, and hopefully make improvements (deanery, 2019). when teachers share their feedback verbally, students have a positive opinion of it (agricola, prins, & sluijsmans, 2020). moreover, feedback affects students' emotions and learning in a positive and productive way (bajaj, kaur, arora, & singh, 2018). from the above statements, the writer can conclude that feedback refers to the information given to someone related to his/her performance or behavior, whether it is good or not, so he/she can improve that is not good to be better than before. it also helps the students in learning activities, for they are more motivated to study. some recommendations for making feedback more effective and meaningful in terms of student learning have been made. first, make the students comprehend what constitutes http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 360 a good performance or achievement. then, simplify the process of learning improvement through self-assessment or reflections. thirdly students should be provided with accurate information about their studies. moreover, peer dialogue should be allowed in order to better grasp the feedback. the next is providing opportunities to reduce the gap between current and desired performance, and instilling positive motivating attitudes. effective feedback can give teachers with information that can be used to assist shape their instruction. the teacher should provide positive feedback. finally, choose the appropriate time and place and a variety of e-feedback approaches(mamoon-al-bashir, kabir, & rahman, 2016). to give learners feedback, it is essential to pay attention to provide feedback strategies and feedback content to the students to be helpful and valuable for them. there are several dimensions of feedback strategies. they are timing, amount, mode, and audience. on feedback content, choosing feedback requires choices about focus, comparison, function, and valence (arapakis, 2008). the purpose of focus is to describe specific qualities of the work about learning objectives, analyze the learning processes and techniques of the students to help them to find out how to develop and promote the student self-efficacy by creating links between the work of the students and their active, deliberate actions, and avoid personal comments. there are three comparisons in giving feedback to the students: norm-referencing (comparing the performance of the student with the other students); criterion-referencing (comparison of the students’ results to standard) with the test score; and self-referencing (comparing the students’ performance with his or her previous outcomes). the purpose of functions is to describe students’ work and avoid measuring or judging the students’ work to deter the students from attempting to improve. the purpose of valence is to use constructive words to explain what does right and give recommendations about what to develop. clarity is important. the students need to understand the details about feedback as the teacher expects to. the students have different languages, diverse cultures, and diverse experiences. the clarity criterion is whether the writing or expression is transparent to the individual students specificity means to give the students direction but not to do the job. it also means to offer suggestions that are sufficiently clear to encourage the students to take concrete next steps. in this study, the researcher conducted one type of feedback, named oral feedback. oral feedback is given orally as one form and followed by an interaction between feedback giver and recipient. this form of feedback can be provided before, during, and after writing activities to one learner, several learners, and all learners as a whole methods in this study, the researcher uses a quantitative approach. the method used in this research is the correlation method. a correlation study aims to assess if two or more variables are related (marvasti, 2018). the population is all members of the human community, organisms, activities, or objects that exist together in one location and intended to become the final results of a research target conclusion. the population of this research is http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 361 123 of 8th graders at smpn 2 kasihan. to determine the sample size, the researcher uses slovin’s formula. in this study, the researcher uses questionnaires as the data collection technique. the definition of a questionnaire is simply a list of printed questions completed by a respondent to give his/her opinion (roopa & rani, 2012). the researcher uses the questionnaires to measure the teacher’s oral feedback and students’ writing motivation. table 1. the questionnaire grille of the teacher’s oral feedback dimension of giving feedback indicators description number of item sum feedback strategies timing timing refers to when the right time to provide feedback. 11, 12, 13 3 amount to decide how much feedback to give — how many, on how many points. 7, 8 2 audience it refers to whether the feedback is providing individual or groups/classes. 14, 15 2 feedback content focus focus on students’ tasks, processes, and techniques, which part of students’ work should give feedback. 1, 2, 9 3 comparison it refers to compare students’ performance to others and to the past performance of the student itself, compare students’ results to standards for successful work. 3,4,5 3 function it refers to whether the feedback given is a description or evaluation/judgment. 6, 10 2 valence it means using a positive or negative comment to describe what on students’ work. 20 1 clarity use vocabularies and concepts that students will understand. in providing feedback, it is better to consider the amount and content of comments by the developmental stage of the students. 16, 18, 19 3 http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 362 specificity provide feedback clear enough that students know what to do and notice mistakes or types of error, but avoid correcting them. 17 1 total 20 items table 2. the questionnaire grille of the students’ writing motivation research instrument testing validity dimension of students’ writing motivation indicators number of item sum integrative motivation a learner is motivated by integration as he/she wants to know more about the culture and values of the foreign language community, to communicate with the language speakers, or to live in the country concerned. 11 1 instrumental motivation the learner's aim to learn a language to achieve a particular practical objective, such as a better job or a higher salary, or to pass an exam at school. 14, 15, 18 3 intrinsic motivation the eagerness and interest in doing and participating in any other things because an individual think that those things are attractive and fun. 1,2,3,4,5,6, 9 13 8 extrinsic motivation extrinsic motivation is the propensity to participate in the actions for reasons not linked to the purpose of hoping for reward or punishment, such as success at a test or having a high score. 7, 8, 10,12, 16, 17 19, 20 8 total 20 items http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 363 validity refers to the degree to which, in quantitative analysis, a definition is accurately measured (heale & twycross, 2015). here the researcher will use pearson product moment for the validity test. 𝑟𝑥𝑦 = 𝑵 ∑ 𝑿𝒀 − (∑ 𝑿)(∑ 𝒀) √[𝑵∑ 𝑿𝟐__ (∑ 𝑿)𝟐].[∑ 𝒀𝟐 − (∑ 𝒀)𝟐] if the significance <0.05, it means that the instrument or the items of the question correlate significantly towards the score total (totally valid), whereas if the significance value >0.05, it means that the question items are invalid (raharjo, 2014). whereas, reliability refers to an instrument score consistent and stable (creswell, 2012). to measure the reliability of the research instrument, the researcher will use cronbach alpha. reliability measurement can determine by cronbach’s alpha (mohamad, sulaiman, sern, & salleh, 2015). if cronbach’s alpha score is >0.6, then an instrument is reliable. if cronbach’s alpha score is <0.6, then an instrument is not reliable. to test the validity and reliability of the questionnaires, the researcher distributed the questionnaires to 15 respondents. then the researcher used the pearson correlation formula to process the data with the spss 23 program. the validity and reliability tests showed that the questionnaires are proper to use to collect the research data. to analyze the data, the researcher uses the rank spearman correlation. spearman correlation coefficient is a statistical measure of the intensity of a monotonic relationship paired data. monotonic relationships are when one variable increases, one another increases, or one variable decreases one other decreases. the researcher used the rank spearman coefficient of correlation was due to the data from the instrument using the likert scale resulted in ordinal or tiered data. spearman’s formulation (kalra, 2017) 𝑟𝑠 = 1 − 6∑𝑑𝑖² 𝑁(𝑁2 − 1) where: rs=rank spearman correlation di² = total squared differences between the ranks n = number of the research sample the followings are the guidelines to describe the strength of the correlation for the absolute value of rs . table 3. the guidelines to describe the strength of the correlation between the variable size of correlation interpretation .00-.19 very weak .20-.39 weak http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 364 results & discussion the results of validity and reliability test the results of validity test to test the validity of the questionnaires, the researcher distributed the questionnaires to 15 respondents. then the researcher used the pearson correlation formula to process the data with the help of the spss 23 program. table 2 is the results of the questionnaire trials for the teacher’s oral feedback and the students’ writing motivation variables. table 4. the validity test of the teacher’s oral feedback .40-.59 moderate .60-.79 strong .80-1.0 very strong number of items significance value criteria explanation item 1 0.000 0.000<0.05 valid item 2 0.005 0.005<0.05 valid item 3 0.010 0.010<0.05 valid item 4 0.053 0.053>0.05 invalid item 5 0.000 0.00<0.05 valid item 6 1.000 1.000>0.05 invalid item 7 0.030 0.030<0.05 valid item 8 0.000 0.000<0.05 valid item 9 0.000 0.000<0.05 valid item 10 0.076 0.076>0.05 invalid item 11 0.003 0.003<0.05 valid item 12 0.105 0.105>0.05 invalid item 13 0.053 0.053>0.05 invalid item 14 0.010 0.010<0.05 valid item 15 0.008 0.008<0.05 valid item 16 0.024 0.024<0.05 valid item 17 0.000 0.000<0.05 valid item 18 0.029 0.029<0.05 valid item 19 0.001 0.001<0.05 valid item 20 0.065 0.065<0.05 invalid http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 365 based on table 2, we can see that there are six invalid items. it is because the significance value of these items is>0.05. so the researcher repaired the invalid items and redistributed them. then the researcher conducted a validity test on the items. the results are in table 3. table 5. validity test results of redistributed items for the teacher’s oral feedback from the table above, we can see that the significance value of the six items where four items are valid with the significance < 0.05. meanwhile, there are two invalid items because the significance value of the items is >0.05. table 6. the validity test for the students’ writing motivation cronbach’s alpha n of items cronbach’s alpha n of items item 1 0.076 0.076>0.05 invalid item 2 0.018 0.018<0.05 valid item 3 0.001 0.001<0.05 valid item 4 0.003 0.003<0.05 valid item 5 0.002 0.002<0.05 valid item 6 0.002 0.002<0.05 valid item 7 0.007 0.007<0.05 valid item 8 0.096 0.096>0.05 invalid item 9 0.014 0.014<0.05 valid item 10 0.293 0.293>0.05 invalid item 11 0.011 0.011<0.05 valid item 12 0.003 0.003<0.05 valid item 13 0.002 0.002<0.05 valid item 14 0.001 0.001<0.05 valid item 15 0.066 0.066>0.05 invalid item 16 0.057 0.057>0.05 invalid item 17 0.002 0.002<0.05 valid number of items significance value criteria explanation item 4 0.04 0.04<0.05 valid item 6 0.115 0.115>0.05 invalid item 10 0.000 0.000<0.05 valid item 12 0.000 0.000<0.05 valid item 13 0.051 0.051>0.05 invalid item 20 0.006 0.006<0.05 valid http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 366 item 18 0.003 0.003<0.05 valid item 19 0.012 0.012<0.05 valid item 20 0.259 0.259>0.05 invalid based on table 4, we can see that there are six invalid items. it is because the significance value of these items is greater than 0.05. from the six invalid items, the researcher excluded two items. for the four invalid items were repaired and redistributed. then the researcher conducted a validity test of the four redistributed items. from the table 5, we can see that the significance of 4 items is <0.05, which means the items are valid. below are the results: table 7. validity test results of redistributed items for the students’ writing motivation cronbach’s alpha n of items cronbach’s alpha n of items item 8 0.001 0.001<0.05 valid item 10 0.000 0.000<0.05 valid item 15 0.004 0.004<0.05 valid item 16 0.007 0.007<0.05 valid the result of reliability test table 8. reliability test results for the teacher’s oral feedback variable. cronbach’s alpha n of items .907 18 table 9. the reliability test results of students’ writing motivation variable. cronbach’s alpha n of items .900 18 in table 6 and 7, the results or the reliability test analysis on the teacher’s oral feedback variable was 0.907 and on the students’ writing motivation variable was also 0.900. based on the results of the reliability test of the two variables, when compared with the cronbach alpha value of 0.6, the scores of the two variables >0.6. it means that the two variables are reliable. from the results of validity and reliability tests, we can conclude that the questionnaires are proper to use to collect the research data. the analysis of each research variable data from the teacher’ oral feedback for feedback content indicator the researcher made a description of the data to find out the description of the oral http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 367 feedback from the teacher for indicator of feedback content of the viii grade students at smpn 2 kasihan. the data was presented in the form of a frequency distribution table and score categorization. in obtaining the oral feedback content data, the researcher used a questionnaire instrument consisting of twelve statement items. the questionnaires have been tested for validity and reliability. then, the researcher distributed the questionnaire to 93 of class viii students of smpn 2 kasihan. the highest score of the data is 57, the lowest score is 29 and the range is 28. moreover, based on the calculation of the central tendency and variability of the data, it is known that the mean is 41,505 (round up 42), the median is 42.00, the mode is 38, and the standard deviation is 5,633 (roundup 6). the total of the class is 7,539 (roundup 8) and the length of the class is 3,713 (roundup 4). furthermore, the feedback strategies data from the teacher is presented in a frequency distribution table in the following table. then, the data is presented in a categorization table the score of feedback content in table 9. table 10. frequency distribution of the scores of the teacher's oral feedback (indicator of feedback content) table 11. categorization of the teacher's oral feedback (indicator of feedback content) indicator score frequency relative frequency (%) category feedback content x≥48 13 14% high 36≤x˂48 66 71% moderate x˂36 14 15% low total 93 100% based on the table of the score categorization of the indicator of feedback content, it is shown that the students’ responses towards the feedback content given by the teachers at smpn 2 kasihan, the majority are included in the moderate category, namely at the percentage of 71%. no. interval class frequency frequency (%) cumulative frequency 1 29–32 4 0,043 0,043 2 33–36 12 0,129 0,172 3 37–40 25 0,269 0,441 4 41–44 19 0,204 0,645 5 45–48 23 0,247 0,892 6 49–52 8 0,086 0,978 7 53–56 1 0,011 0,989 8 57–60 1 0,011 1,000 total 93 1,000 http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 368 data from the students’ writing motivation in obtaining the students’ writing motivation data, the researcher used a questionnaire instrument consisting of 18 statement items. the questionnaire has been tested for validity and reliability. then, the researcher distributed the questionnaire to 93 class viii students of smpn 2 kasihan. the highest score of the data is 90, the lowest score is 30 and the range is 58. moreover, based on the calculation of the central tendency and variability of the data, it is known that the mean is 59.82 (roundup 60), the median is 59.00, the mode is 54, and the standard deviation is 10.67 (roundup 11). furthermore, the students’ writing motivation data is presented in a frequency distribution table in the following table. table 12. frequency distribution of the scores of the students' writing motivation no. interval class frequency frequency (%) cumulative frequency 1 32–39 1 0,011 0,011 2 40–47 10 0,108 0,119 3 48–55 23 0,247 0,366 4 56–63 29 0,312 0,678 5 64–71 16 0,172 0,850 6 72–79 10 0,108 0,957 7 80–87 3 0,032 0,989 8 88–95 1 0,011 1,000 total 93 1,000 table 13. categorization of the students’ writing motivation variable score frequency relative frequency (%) category the students’ writing motivation x≥60 43 46% high 49≤x˂60 36 39% moderate x˂49 14 15% low total 93 100% based on the score categorization of the students’ writing motivation, it is shown that the students’ writing motivation at smpn 2 kasihan, the majority are included in the high category, namely at the percentage of 46%. the correlation analysis between the research variables the researcher formulated the hypothesis to analyze the correlation between the teacher’s oral feedback and the students’ writing motivation variable, the hypotheses are: http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 369 null hypothesis (ho): the teacher’s oral feedback does not relate to the students’ writing motivation. alternative hypothesis (ha): the teacher’s oral feedback relates to the students’ writing motivation. the hypothetical test criteria are as follows: null hypothesis (ho) is accepted if the significance ˃ 0.05 means the alternative hypothesis (ha) is rejected. alternative hypothesis (ha) is accepted if the significance ˂ 0.05, which means the null hypothesis (ho) is rejected. in analyzing the correlation between the teacher’s oral feedbacks with the students’ writing motivation data, the researcher used the spearman rank correlation test with the help of the spss 23 for the windows program. below are the results of t rank spearman correlation analysis. table 14. the results of rank spearman correlation test the teacher’s oral feedback the students’ writing motivation spearman’s rho the teacher’s oral feedback correlation coefficient sig. (2-tailed) n 1.000 . 93 .426 .000 93 the students’ writing motivation correlation coefficient sig. (2-tailed) n .426 .000 93 1.000 . 93 based on the spearman rank correlation analysis test, the significance value of the two variables is .000. from the result, the significance value of the correlation test results of the two variables is .000. when the result is compared with a significance value of 0.05, both variables’ significance value is <0.05. it means that there is a correlation between the teacher’s oral feedback and students' writing motivation. so the conclusion is the null hypothesis (h0) is rejected, whereas the alternative hypothesis (ha) is accepted. it means that there is a relationship between the teacher’s oral feedback and student writing motivation. the guideline for the strength of the relationship between the two variables when viewed from the 𝑟𝑠 value is .426. the 0.426 in the relationship strength guideline table is at moderate strength (.40-.59). the relationship direction shows that it is unidirectional and positive, which means that the higher/often the teacher provides oral feedback on students’ writing, the higher the students' writing motivation. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 370 conclusion based on the results of the rank spearman correlation analysis, the statement of hypothesis alternative (ha) of this study is that says there is a relationship between the teacher's oral feedback and the students' writing motivation is accepted; whereas the statements of the null hypothesis (h0) that says the teacher's oral feedback does not relate to the students' writing motivation is rejected. it is evidenced by the significance value of the rank spearman correlation test of 0.000 is <0.05. so the conclusion is there is a correlation between the teacher's oral feedback and student motivation in writing. reference agricola, b. t., prins, f. j., & sluijsmans, d. m. a. (2020). impact of feedback request forms and verbal feedback on higher education students’ feedback perception, self-efficacy, and motivation. assessment in education: principles, policy & practice, 27(1), 6–25. https://doi.org/10.1080/0969594x.2019.1688764 arapakis, i. (2008). affective feedback. in proceedings of the 31st annual international acm sigir conference on research and development in information retrieval sigir ’08 (p. 891). new york, new york, usa: acm press. https://doi.org/10.1145/1390334.1390566 bajaj, j. k., kaur, k., arora, r., & singh, s. j. (2018). introduction of feedback for better learning. journal of clinical and diagnostic research. https://doi.org/10.7860/jcdr/2018/36744.12402 creswell, j. (2012). educational research: planning, conducting and evaluating quantitative and qualitative research (fourth edi). boston: pearson education. retrieved from http://www.ghbook.ir/index.php?name= های ف رسانه و رهنگ option=com_dbook&task=readonline&book_id=13650&page=73&chkhashk=ed9c9&نوین 491b4&itemid=218&lang=fa&tmpl=component deanery. (2019). what is feedback and why is it so important ? retrieved from http://www.bradfordvts.co.uk/educational-supervision/feedback/ ellis, r. (2009). corrective feedback and teacher development. l2 journal, 1(1). https://doi.org/10.5070/l2.v1i1.9054 hattie ja, t. h. (2007). the power of feedback. [5];77:81-112. review of educational research., 5, 81–112. heale, r., & twycross, a. (2015). validity and reliability in quantitative studies. evidence based nursing, 18(3), 66–67. https://doi.org/10.1136/eb-2015-102129 jamalinesari, a., rahimi, f., gowhary, h., & azizifar, a. (2015). the effects of teacher-written direct vs. indirect feedback on students’ writing. procedia social and behavioral sciences, 192, 116–123. https://doi.org/10.1016/j.sbspro.2015.06.018 kalra, a. (2017). decoding the bland–altman plot: basic review. journal of the practice of http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 371 cardiovascular sciences, 3(1), 36. https://doi.org/10.4103/jpcs.jpcs_11_17 mamoon-al-bashir, m., kabir, m. r., & rahman, i. (2016). the value and effectiveness of feedback in improving students’ learning and professionalizing teaching in higher education. journal of education and practice, 7(16), 38–41. marvasti, a. (2018). research methods. in the cambridge handbook of social problems (pp. 23– 38). cambridge university press. https://doi.org/10.1017/9781108656184.003 mohamad, m. m., sulaiman, n. l., sern, l. c., & salleh, k. m. (2015). measuring the validity and reliability of research instruments. procedia social and behavioral sciences, 204, 164–171. https://doi.org/10.1016/j.sbspro.2015.08.129 nsw education and communities. (2015). types of feedback oral and written feedback oral feedback. retrieved from http://www.ssgt.nsw.edu.au/documents/1types_feedback.pdf raharjo, s. (2014). cara melakukan uji validitas product moment dengan spss. roopa, s., & rani, m. (2012). questionnaire designing for a survey. journal of indian orthodontic society, 46(4_suppl1), 273–277. https://doi.org/10.1177/0974909820120509s van loon, m., & van de pol, j. (2019). judging own and peer performance when using feedback in elementary school. learning and individual differences, 74, 101754. https://doi.org/10.1016/j.lindif.2019.101754 http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 2, april 2021 e-issn: 2723-4126 309 please strategy for teaching writing viewed from students’ self-esteem arief eko priyo atmojo1* 1 iain surakarta, indonesia arief.atmojo93@iain-surakarta.ac.id abstract this research aims to examine whether: (1) please strategy is more effective than raft strategy for writing; (2) students having high self-esteem are better in writing than those having low self-esteem; and (3) there is an interaction between the strategies and the students’ self-esteem. this research was done at a state secondary school located in sragen, jawa tengah, indonesia. cluster random sampling was employed to get the sample consisting of two classes. please strategy was used in the experimental class meanwhile raft strategy was employed in the control class. the students in each class were categorized into students having high self-esteem and low self-esteem. writing test and self-esteem questionnaire were utilized to gather data. multifactor analysis of variance anova 2 x 2 test and tukey test were employed to analyze the data after normality and homogeneity tests were undergone. the results indicate that: (1) please strategy is more effective than raft strategy for writing; (2) students having high self-esteem are better in writing than those having low self-esteem; and (3) there is an interaction between the strategies and the students’ self-esteem. it suggests that please strategy is an effective strategy for writing compared to raft strategy. further researches comparing please strategy to other strategies, techniques, or methods and collaborating it with media and innovative materials for writing are encouraged. keywords: please strategy, raft strategy, self-esteem, teaching writing skill. introduction writing is needed in classroom activities and tasks (guzel-ozmen, 2009). students’ achievement in writing are important for their lifelong success. in fact, enhancing students’ writing is a challenging task for teachers. many publications related to writing suggest that further researches on instructional methods are still necessary. the existing literature cannot sufficiently provide the best teaching practices (nielsen, 2012). puteh, rahamat, & karim (2010) argue that writing is a fundamental and essential skill to exhibit content knowledge. however, students experience many problems such as lack of ideas, difficulty to seek interesting topic, and inability to find words to use. rijlaarsdam, bergh, & couzijn (2005) state that writing is difficult because it involves many interactive cognitive activities including content generation and organization, text organization and production, and revision. flynn & stainthorp (2006) agree that writing http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 2, april 2021 e-issn: 2723-4126 310 requires simultaneous integration of many activities and gives great demands on the cognitive system. it is a challenging, difficult, complicated, and demanding process (ka-kandee & kaur, 2015). writing is an interactive and complex activity relying on mental process of creating thoughts and considering the best way to put them through symbols which begins with making decisions on the amount and type of information, gradually continues to arrange the information, and ends up with the decisions of how all messages will be linguistically expressed to make an intelligible text aiming to share meanings and make impressions (adler-kassner & o’neill, 2010; browne, 2007; byrne, 1993; hyland, 2009; koutsoubou, 2005). writing consists of five aspects namely mechanics, vocabulary, grammar or language use, content, and organization (adler-kassner & o’neill, 2010; brown, 2001; davison & dowson, 2002; nation, 2009; nik, hamzah, & rafidee, 2010). self-esteem has an important role in writing. positive self-esteem is useful to motivate the students to demonstrate their writing. otherwise, students having low selfesteem experience many problems in writing (khansir & abdolahi, 2014). fahim & rad (2012) assert that some writing problems emerge from psychological aspects, especially self-esteem which has become a concern and had determining effects on language learning. self-esteem is someone’s fundamental self-assessment of his competence in dealing with life challenges based on the incongruity between his self-concept and ideal self and his own worth to be happy which is influenced by some considerations of his aspirations and standards about life as well as the actions and reactions of other persons towards him (branden, 1995; caunt, 2003; lawrence, 2006; mruk, 2006; plummer, 2005). self-esteem consists of four aspects namely competence, confidence, worthiness, and acceptance (branden, 1995; greene, 2003; lawrence, 2006; plummer, 2005). in this research, please strategy is employed in the experimental class. please strategy is a metacognitive strategy to cope with difficulties in writing process including prewriting planning, composition, and paragraph revision. it equips students with a set of behaviors by utilizing a first-letter mnemonic to remind each strategic step and guide them to accomplish a writing task independently (milford & harrison, 2010; welch, 1992). the steps of please strategy are stated as follows: (a) pick a topic to be written; (b) list ideas related to the topic; (c) evaluate the list to obtain relevant ideas; (d) activate with topic sentences; (e) supply supporting details to complement the topic sentences; and (f) end with a conclusion (milford & harrison, 2010). on the other hand, raft strategy is used in the control class. raft strategy is a creative writing strategy helping students through writing experience to understand their role as a writer, their audiences, the format of their writing, and the topic being addressed before they start writing. every raft work is written from a viewpoint except that of the student, to audiences except the teacher, and in a format except the standard theme (santa et al., 1988; sejnost & thiese, 2010; yerger, 2014). the steps of raft strategy are stated as follows: (a) determine important ideas based on reading assignment to determine the topic; (b) brainstorm the possibility of roles which the students can assume to determine their roles; (c) determine the audiences; and (d) decide the format of writing (sejnost & thiese, 2010). http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 2, april 2021 e-issn: 2723-4126 311 some previous researches (akincilar, 2010; fahim & rad, 2012; khansir & abdolahi, 2014; milford & harrison, 2010; welch, 1992; welch & jensen, 1990) have been reviewed to gain deeper insights on the effectiveness of please strategy for writing and the relationship between students’ writing and their self-esteem. this present research differs from the previous researches. the difference is on the strategy used in the control class, the attributive variable employed, and the health condition of the sample. therefore, this research aims to reveal whether: (1) please strategy is more effective than raft strategy for writing; (2) students having high self-esteem are better in writing than those having low self-esteem; and (3) there is an interaction between the strategies and the students’ selfesteem. methods this research was carried out at a state secondary school located in sragen, jawa tengah, indonesia. it employed a quasi-experimental design because the sample was two already existing classes selected by cluster random sampling. it used factorial design 2 x 2 with post-test only design (no pre-test). the sample was classified into an experimental class and a control class. each class consisted of 26 students. please strategy was employed in the experimental class meanwhile raft strategy was used in the control class. a writing test and a self-esteem questionnaire were administered to gather data. the writing test instruction was tried out first to check its readibility. the self-esteem questionnaire was also tried out to get valid items and ensure its reliability. it proved reliable since ro (0.89) was higher than rt (0.388). normality test and homogeneity test had been done before the data were analyzed. the data are considered as in normal distribution if lo is lower than lt at the significance level α = 0.05. moreover, the data are considered as homogeneous if o2 is lower than t2 at the significance level α = 0.05. descriptive and inferential statistics were then employed to analyze the data. descriptive statistics were used to seek mean, median, mode, and standard deviation which ranged from 5.4 to 9.1. further, inferential statistics were employed to test hypotheses. anova 2 x 2 test and tukey test were utilized here. results having had been taught eight meetings each, both control and experimental classes were then given a writing test and requested to fill in a self-esteem questionnaire. the students’ writing and self-esteem scores of both classes can be seen in table 1 and table 2 following sequentially below: http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 2, april 2021 e-issn: 2723-4126 312 table 1. the students’ writing and self-esteem scores of control class no. name writing score self-esteem score 1 student c-a 72 57.5 2 student c-b 66 56.88 3 student c-c 75 60 4 student c-d 72 61.25 5 student c-e 58 61.25 6 student c-f 54 54.38 7 student c-g 70 66.88 8 student c-h 68 57.5 9 student c-i 74 66.88 10 student c-j 55 57.5 11 student c-k 67 65.62 12 student c-l 82 66.25 13 student c-m 68 47.5 14 student c-n 76 63.12 15 student c-o 72 68.12 16 student c-p 66 63.12 17 student c-q 80 67.5 18 student c-r 59 59.38 19 student c-s 62 61.88 20 student c-t 70 56.88 21 student c-u 63 64.38 22 student c-v 73 58.75 23 student c-w 78 59.38 24 student c-x 71 56.88 25 student c-y 63 60.62 26 student c-z 63 57.5 total 1777 1576.90 mean 68.35 60.65 table 2. the students’ writing and self-esteem scores of experimental class no. name writing score self-esteem score 1 student x-a 71 58.12 2 student x-b 86 68.75 3 student x-c 82 62.50 4 student x-d 66 58.75 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 2, april 2021 e-issn: 2723-4126 313 5 student x-e 77 67.50 6 student x-f 93 63.12 7 student x-g 76 60.62 8 student x-h 64 56.25 9 student x-i 67 61.88 10 student x-j 78 71.25 11 student x-k 61 55.00 12 student x-l 90 65.62 13 student x-m 65 60.62 14 student x-n 79 74.38 15 student x-o 72 71.25 16 student x-p 69 62.50 17 student x-q 63 51.25 18 student x-r 64 61.25 19 student x-s 74 60.62 20 student x-t 84 66.25 21 student x-u 75 71.88 22 student x-v 69 55.62 23 student x-w 59 55.62 24 student x-x 74 80.62 25 student x-y 70 59.38 26 student x-z 67 68.75 total 1895 1649.35 mean 72.88 63.44 anova 2 x 2 test was later done to test the hypotheses. h0 is rejected if fo is higher than ft (fo > ft) indicating that there is a significant difference. the computation results of anova 2 x 2 test are shown in table 3. in addition, the results of mean scores are presented in table 4. table 3. the results of anova (multifactor analysis of variance) 2 x 2 test source of variance ss df ms fo ft(0.05) between columns 267.77 1 267.77 5.50 4.04 between rows 694.23 1 694.23 14.26 columns by rows (interaction) 295.69 1 295.69 6.07 between groups 1257.69 3 419.23 within groups 2336.62 48 48.68 total 3594.31 51 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 2, april 2021 e-issn: 2723-4126 314 table 4. the results of mean scores self-esteem (b) strategies (a) total average please strategy (a1) raft strategy (a2) high self-esteem (b1) 78.92 69.62 74.27 low self-esteem (b2) 66.85 67.08 66.96 total average 72.88 68.35 70.62 drawing on the results of anova 2 x 2 test, it can be inferred that: firstly, the score of fo between columns (strategies) is 5.50 while the score of ft at the significance level α = 0.05 is 4.04. the difference between columns is significant since fo is higher than ft or fo > ft. as results, h0 which means there is no difference between please strategy and raft strategy is rejected. it means that please strategy is significantly different from raft strategy. the writing mean score of the students in the experimental class (72.88) is also higher than that of the students in the control class (68.35). it means that please strategy is more effective than raft strategy. secondly, the score of fo between rows (self-esteem) is 14.26 while the score of ft at the significance level α = 0.05 is 4.04. the difference between rows is significant since fo is higher than ft or fo > ft. as results, h0 which means there is no difference between students having high selfesteem and those having low self-esteem is rejected. it means that the students having high selfesteem are significantly different from those having low self-esteem. the writing mean score of the students having high self-esteem (74.27) is also higher than that of the students having low selfesteem (66.96). it means that the students having high self-esteem are better in writing than those having low self-esteem. lastly, he score of finteraction (6.07) is higher than ft (4.04). the difference columns by rows is significant since finteraction is higher than ft or finteraction > ft. as results, h0 which means there is no interaction between employed strategies for writing and students’ self-esteem is rejected. it means that there is an interaction between two variables, namely strategies and self-esteem. in other words, the effect of the strategies depends on the degree of the students’ self-esteem. the results of anova 2 x 2 test indicate that there are effects and interaction between strategies and self-esteem toward writing. as results, it needs to compare the mean of each group to other means using tukey test to find out the means which significantly differ from the others. the results of tukey test are presented in table 5. table 5. the results of tukey test no. data sample qo qt α meaning status 1 a1 and a2 26 3.32 2.91 0.05 qo > qt significant 2 b1 and b2 26 5.34 2.91 0.05 qo > qt significant 3 a1b1 and a2b1 13 4.81 3.06 0.05 qo > qt significant 4 a1b2 and a2b2 13 0.12 3.06 0.05 qo < qt not significant drawing on the results of tukey test, it can be inferred that: firstly, writing using please strategy is significantly different from that of using raft strategy since qo between columns (3.32) is higher than qt at the significance level α = 0.05 (2.91). the writing mean score of the students using please strategy (72.88) is higher than that of the students using http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 2, april 2021 e-issn: 2723-4126 315 raft strategy (68.35). it can be inferred that please strategy is more effective than raft strategy for writing. secondly, the students having high self-esteem are significantly different from those having low self-esteem since qo between rows (5.34) is higher than qt at the significance level α = 0.05 (2.91). the writing mean score of the students having high self-esteem (74.27) is higher than that of the students having low self-esteem (66.96). it can be inferred that the students having high self-esteem are better in writing than those having low self-esteem. thirdly, please strategy is significantly different from raft strategy for the students having high self-esteem since qo between cells a1b1 and a2b1 (4.81) is higher than qt at the significance level α = 0.05 (3.06). the mean score of a1b1 (78.92) is higher than that of a2b1 (69.62). it can be inferred that please strategy is more effective than raft strategy for the students having high self-esteem. lastly, please strategy is not significantly different from raft strategy for the students having low self-esteem since qo between cells a1b2 and a2b2 (0.12) is lower than qt at the significance level α = 0.05 (3.06). the mean score of a1b2 (66.85) is lower than that of a2b2 (67.08). it can be inferred that raft strategy is more effective than please strategy for the students having low selfesteem. discussion the difference between please strategy and raft strategy the results show that there is a significant difference between please strategy and raft strategy. please strategy is found to be more effective than raft strategy for writing since the mean score of the students using please strategy is higher than that of the students using raft strategy. it can be inferred that please strategy is more effective than raft strategy for writing. please strategy is very helpful to deal with particular types of writing problems in prewriting planning, composition, and paragraph revision. it works as a metacognitive problem solver. the students are equipped with a set of behaviors by utilizing a first-letter mnemonic to guide them in accomplishing a writing task independently (welch, 1992). moreover, milford and milford & harrison (2010, pp. 330–332) reveal that please strategy is useful for students to maintain their ideas on a topic sentence. it can be employed to enhance students’ writing and monitor their writing development and writing process. please strategy is also effective to develop students’ metacognitive knowledge in composing paragraphs (welch, 1992). further, it can effectively foster the writing of inefficient learners (welch & jensen, 1990). raft strategy facilitates students through writing experience to understand their role as a writer, their audiences, the format of their writing, and the topic being addressed before they start writing (santa et al., 1988; sejnost & thiese, 2010). moreover, raft strategy demands a teacher to model it first before his students begin to use it independently. it needs long process to make the students familiar with the way to use this strategy. the teacher needs to assign all students the same role, audience, format, and topic for their writing until they are familiar with the way to use this strategy (sejnost & thiese, 2010). it is obvious that please strategy gives more advantages to the students rather than raft strategy. the difference between students having high self-esteem and students having low self-esteem problems and failures are better coped by people having high self-esteem. their equilibrium can be quickly recovered rather than that of people having low self-esteem. people having high selfesteem are good in determining informed decisions. they are eager to try new things, learn from mistakes, and increase their confidence to deal with the next challenges. they are able to develop http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 2, april 2021 e-issn: 2723-4126 316 their particular strengths and encounter changes well. they can enjoy life and build successful relationships than those having low self-esteem (plummer, 2005). people having high self-esteem are firm and supple to manage their lives and learn from mistakes without any fear of rejection. high self-esteem can be recognized from several signs like optimism, good self-care, non-blaming behavior, et cetera (soureshjani & naseri, 2011). people having high self-esteem are confident in society and school environment. they can keep their learning curiosity. they feel happy and enthusiastic to face new challenges (lawrence, 2006). they are also more persistent to cope with challenges. high self-esteem seeks challenging and stimulating events (branden, 1995). people having high self-esteem typically perform a positive degree of competence and worthiness (mruk, 2006). high self-esteem functions as positive feelings which are useful in several situations. it also leads to greater initiatives. people having high self-esteem commonly initiate interactions and relationships. they are brave to speak up in a group (baumeister, campbell, krueger, & vohs, 2003). in addition, they feel appropriate to life, confident, competent, and worth (branden, 1995). in contrast, people having low self-esteem are troublesome to make relationships. low selfesteem causes anxiety and confusion resulting in an impertinent viewpoint of self and others. people having low self-esteem are typically passive. however, they are aggressive to protect themselves from onset or rejection. they are difficult to set goals and solve problems. they are not confident. they are not willing to try new things because of their fear of failures. their abilities are underrated. their achievement is frequently refuted. as results, they cannot do their best in academic and social environments (plummer, 2005). people having low self-esteem do not believe in their abilities to be successful. they probably try to prevent humiliating situations (lawrence, 2006). they require lots of attention (luxmoore, 2008). they also tend to give up or try without doing their best. low self-esteem seeks familiar events for safety (branden, 1995). it leads to lacks of competence and worthiness (mruk, 2006). low self-esteem can be recognized from several syndromes such as negative view of life, fear of being ridiculed, fear of taking any risk, et cetera (soureshjani & naseri, 2011). affective variables or attitudes truly affect students’ writing (alluhaybi, 2015). it has been revealed that there is a positive relationship between students’ self-esteem and their writing (fahim & rad, 2012; khansir & abdolahi, 2014). therefore, the difference between the students having high self-esteem and those having low self-esteem suggests that the students having high self-esteem are better in writing than those having low self-esteem. the interaction between strategies and students’ self-esteem the difference between please strategy and raft strategy for writing has been discussed leading to several insights. please strategy is more effective than raft strategy and gives more advantages to the students rather than raft strategy. however, there are two groups of students namely the students having high self-esteem and the students having low self-esteem. these two groups of students are also different as their difference has also been discussed. this difference affects their learning behaviors and results. it implies that an effective strategy may have different results when it is used by different groups of students. in lights of the characteristics of the students having high self-esteem and the students having low self-esteem as well as their writing mean scores, please strategy is more impactful and effective when it is used by the students having high self-esteem. please strategy is more effective than raft strategy for the students having high self-esteem. in contrast, please strategy is not significantly different from raft strategy when it is used by the students having low self -esteem. http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 2, april 2021 e-issn: 2723-4126 317 raft strategy is even more effective than please strategy for the students having low self-esteem. it can be inferred that there is an interaction between the strategies and the students’ self-esteem. conclusion drawing on the research results, it can be concluded that: (1) please strategy is more effective than raft strategy for writing; (2) students having high self-esteem are better in writing than those having low self-esteem; and (3) there is an interaction between the strategies and the students’ self-esteem. however, this research has some limitations. it does not investigate classroom situations when please strategy is employed. it merely gathers and analyzes quantitative data. moreover, it does not use pre-test on the students’ writing. it also does not utilize media, except powerpoint presentation, white board, and handout. further researches employing qualitative data to investigate classroom situations are encouraged. it is also suggested to seek students’ perceptions on the use of please strategy and teachers’ belief on please strategy. moreover, classroom action research is welcome to discover how much each indicator of students’ writing develop through some cycles. researches incorporating please strategy with innovative media and materials are encouraged too. different attributive variables can also be interesting to be investigated. references adler-kassner, l., & o’neill, p. (2010). reframing writing assessment to improve teaching and learning. utah: utah state university press. akincilar, v. (2010). the effect of “please” strategy training through the self-regulated strategy development (srsd) model on fifth grade efl students’ descriptive writing: strategy training on planning. ankara: unpublished thesis. alluhaybi, m. (2015). psychology and efl writing. procedia-social and behavioral sciences, 192, 371– 378. baumeister, r. f., campbell, j. d., krueger, j. i., & vohs, k. d. (2003). does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? psychological science in the public interest, 4(1), 1–44. branden, n. (1995). the six pillars of self-esteem. new york: bantam books. brown, h. d. (2001). teaching by principles: an interactive approach to language pedagogy (1st ed.). new york: longman. browne, a. (2007). teaching and learning communication, language and literacy. london: paul chapman publishing. byrne, d. (1993). teaching writing skills (new edition). london: longman. caunt, j. (2003). boost your self-esteem. london: kogan page limited. davison, j., & dowson, j. (2002). learning to teach english in the secondary school: a companion to school experience. london: routledge. fahim, m., & rad, s. k. (2012). the relationship between self-esteem and paragraph writing of iranian efl learners. psychology, 3(01), 24. flynn, n., & stainthorp, r. (2006). the learning and teaching of reading and writing. west sussex: john wiley & sons ltd. http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 2, april 2021 e-issn: 2723-4126 318 greene, i. (2003). how to improve self-esteem in the african american child. san diego: p. s. i. publishers. guzel-ozmen, r. (2009). modified cognitive strategy instruction: an expository writing strategy. intervention in school and clinic, 44(4), 216–222. hyland, k. (2009). teaching and researching writing (2nd ed.). harlow: pearson education limited. ka-kan-dee, m., & kaur, s. (2015). teaching strategies used by thai efl lecturers to teach argumentative writing. procedia-social and behavioral sciences, 208, 143–156. khansir, a. a., & abdolahi, z. (2014). self-esteem and writing achievements of iranian efl learners. international journal of english language and literature studies, 3(2), 155–164. koutsoubou, m. (2005). deaf ways of writing narratives: a bilingual approach. in effective learning and teaching of writing (pp. 151–167). springer. lawrence, d. (2006). enhancing self-esteem in the classroom (3rd ed.). london: paul chapman publishing. luxmoore, n. (2008). feeling like crap: young people and the meaning of self-esteem. philadelphia: jessica kingsley publishers. milford, t., & harrison, g. l. (2010). using the please strategy with a struggling middle school writer with a disability. intervention in school and clinic, 45(5), 326–332. mruk, c. j. (2006). self-esteem research, theory, and practice: toward a positive psychology of selfesteem (3rd ed.). new york: springer publishing company, inc. nation, i. s. p. (2009). teaching esl/efl reading and writing. new york: routledge. nielsen, k. (2012). self-assessment methods in writing instruction: a conceptual framework, successful practices and essential strategies. journal of research in reading, 37(1), 1–16. nik, y. a., hamzah, a., & rafidee, h. (2010). a comparative study on the factors affecting the writing performance among bachelor students. international journal of educational research and technology, 1(1), 54–59. plummer, d. (2005). helping adolescents and adults to build self-esteem: a photocopiable resource book. london: jessica kingsley publishers. puteh, s. n., rahamat, r., & karim, a. a. (2010). writing in the second language: support and help needed by the low achievers. procedia-social and behavioral sciences, 7, 580–587. rijlaarsdam, g., bergh, h. van den, & couzijn, m. (2005). effective learning and teaching of writing. in effective learning and teaching of writing (pp. 1–16). springer. santa, c. m., havens, l., nelson, m., danner, m., scalf, l., & scalf, j. (1988). content reading including study systems: reading, writing and studying across the curriculum. iowa: kendall/hunt publishing company. sejnost, r. l., & thiese, s. m. (2010). building content literacy: strategies for the adolescent learner. california: corwin. soureshjani, k. h., & naseri, n. (2011). an investigation into the relationship between self-esteem, proficiency level, and the reading ability of iranian efl language learners. journal of language teaching and research, 2(6), 1312. http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 2, no. 2, april 2021 e-issn: 2723-4126 319 welch, m. (1992). the please strategy: a metacognitive learning strategy for improving the paragraph writing of students with mild learning disabilities. learning disability quarterly, 15(2), 119–128. welch, m., & jensen, j. b. (1990). write, please: a video-assisted strategic intervention to improve written expression of inefficient learners. remedial and special education, 12(1), 37–47. yerger, w. (2014). three dynamic approaches to create successful writers. international journal of languages and literatures, 2(1), 1–19. http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3 , no. 3, juli 2022 e-issn: 2723-4126 160 empowering students’ vocabulary through vocab-o-gram hamid ismail1, rina asrini bakri2, saiful3*, yustina kurnia4 1stkip kie raha ternate, 2,4stkip ypup makassar, 3universitas muhammadiyah makassar hamidismail1061@gmail.com abstract this study aims to determine whether the vocab-o-gram strategy can increase students' vocabulary. this study's methodology is pre-experimental. in this situation, the aforementioned strategy assisted the students in enhancing their motivation to lift new vocabulary. students at class science ii (two) sma bajiminasa makassar as the population in this research. 20 students participated in the study's sample, which was created using a representative sampling technique in which only a small number of students were selected as the study's potential subjects. the data in question was then examined in the percentage format, along with ratio and percentage analysis and t-test. the results of the data analysis show that there are differences between the two tests namely the pre-test and post-test, which are distinguished by the fact that the test taken after the first one is larger than the test taken before it (8.35 > 6.05). the t-test result was more significant than the t-table result (22.11 > 2.039) at the significance level of 0.05 per cent. the data that was obtained by the researchers and entered into the table shows that the ratio of the initial rate to the final rate is larger. it can be inferred that the vocab-o-gram strategy was successful in raising the test scores of the second-grade students at sma bajiminasa makassar. keywords: english teaching strategy, teaching vocabulary, vocab-o-gram. introduction english, as a global language, has a non-obvious dampening effect on daily life worldwide. as an example, in indonesia, where remote dialect is the one required subject in every level of education, it is a crucial component of the curriculum that must be taught to all students in order to develop their proficiency in english. this can also be seen from research (harmer 1987: 17) explains that native speakers and non-native speakers have experienced changes in their implications in the past few years and all need to do further examination. it is hoped that learning english will help students better express their identities and information that is hidden in english. they will carry out this action as soon as possible on the point where they have vocabulary that is clear in their own intelligence. as a result, vocabulary is very important for communicating clearly and concisely, whereas a majority of vocabulary does not have the potential to communicate a message effectivel. http://u.lipi.go.id/1593190689 mailto:hamidismail1061@gmail.com copyright © the author(s) vol.3 , no. 3, juli 2022 e-issn: 2723-4126 161 mastery of vocabulary may be conducted through understanding-based instruction. one way to apply comprehension-based teaching is to find words that are unfamiliar to students, and how to verbalize these words (haerunnufudz : 1998). students may have vocabulary that is permanently embedded, which is more frequently noticed and embraced in daily life. finally, the students cannot devote a lot of time to learning or mastering the dialect moment language. this assumption is really based on the mother tongue reference in the mother tongue where students may not memorize certain vocabulary formally as in the classroom when they learn the language everything that is said can be understood clearly by those learning the fundamentals of dialect, but this cannot happen to those learning the material during the day and outside of the dialect because there is no environment that is conducive to learning the goal. meanwhile, according to postman, gairns and redman (1986:89-90) regarding vocabulary learning time, it is explained that activities carried out before learning english will have a detrimental effect on our ability to absorb new things (vocabulary), while done after learning is complete can interfere with the effective consolidation and retention of novelty. however, a few women are having trouble understanding what is being taught about vocabulary as a long-distance dialect. english language learners must understand this. as of right now, lado has highlighted the importance of vocabulary for dialect learners (1998 : 79) he said that someone who knows all linguistic uses of english will not know many meanings of dialects and he cannot follow discussions using such dialects, in the nation , the person who men articles support the thesis that the best technique must exist to explain vocabulary to women. in every subject, students are required to continuously learn vocabulary while studying structure (allen 1997: 149) at this point, student dominance of the english language is still necessary. additionally, the students felt compelled to provide feedback because of the vocabulary they used (brown, 2004), which was based on my observations at the time of the students of sma bajiminasa makassar's induction into the program. according to (stahl & clark, 1987) explain that with the proliferation of information throughout the world, specifically in the study of the english language, a variety of procedures and procedures for vocabulary instruction, such as equivalent words, modeling words, reference words, and vocab-o-gram, are available. a methodology for assisting students in learning english as a second language. undoubtedly, there are numerous procedures or procedures that can provide assistance to women in order to improve their command of the english language. to help students in developing their vocabulary we should use strategies that include using and knowing an english word (mukoroli, 2011: 14). therefore, one of the most effective strategies is to use the vocab-o-gram strategy. the goal of the strategy vocab-o-gram activity is to build the background knowledge and create predictions about the narrator's text by incorporating words and categorizing them. the format is different from traditional story elements on the one hand, such as setting, characters, conflict, plot, and resolution, as well as additional slots for questions and mystery words (blachowicz, 2002). the vocabulary used in this assignment is from vocabo-gram because it helps students understand how sentence structure relates to narratordriven text. and right away, the student resumed reorganizing the structural elements. http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3 , no. 3, juli 2022 e-issn: 2723-4126 162 based on the previous explanation the researchers intended to answer the research question as follow: does the use of vocab-o-gram imvrove the students vocabulary at the second grade of sman bajiminasa makassar in academic year 2021/2022? methods the research methodology used in this study is the research method for the preexperiment with a single group pre-test, treatment, and post-test. the purpose of this study is to determine the efficacy of using vocab-o-gram in the english language instruction of second-year sma bajiminasa makassar students in 2021–2022. second grade students of sma bajiminasa makassar for the academic year 2021/2022 is the population in this study. the population is made up of 40 people divided into the ipa and ips class. as a sample of their research, the researchers chase specifically xi ipa which consists of 20 students and employed purposive sampling technique because based on the teacher permission that this class is suitable with the level materials given and the class also has the high motivation students in learning english, specifically xi ipa, which consists of 20 students. the researcher's struggle in choosing this particular school is a result of the fact that the majority of the students there are ineffective at the ruler's vocabulary. the current study has two distinct variables, namely the free and bound variables. variables are based on vocab-ogram, and the target language is students' english vocabulary. the researchers used one type of instrument, namely an objective vocabulary test which was used as a pre-test and posttest, to collect data. the test is made up of recognizing and erasing a particular object. due to this, a post-test is recommended to help students understand their vocabulary after receiving treatment using the vocab-o-gram strategy. results using the vocab-o-gram method, the researchers give a pre-test to students who have just started taking the course. in the pre-test, the student is required to respond to questions that have already been given with the goal of understanding the student's vocabulary. authority a post-test is given to students after they receive a grade that is intended to help them understand their level of skill after receiving a passing grade. after completing the investigation, a few results can be considered the investigation's results. t-test self-esteem, speculation testing, student pretest scores, recurrence rate and student scores, student cruelty scores pre-test and post-test, and student cruelty scores pre-test and post-test are all addressed in the questions about the conditions of the test subjects. in this section, the researcher will present the results of the preand post-test students as well as the student data analysis and comparison in order to determine whether there are any significant differences between the preand post-test student results. http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3 , no. 3, juli 2022 e-issn: 2723-4126 163 table 1. the students’ score of pre-test (x1) and post-test (x2) no name of students pre – test (x1) post –test (x2) 1 ab 6,5 8,5 2 ar 4 6,5 3 bu 6 8,5 4 jun 4,5 7,5 5 ke 5,5 8,5 6 mi 6,5 8,5 7 m.i 7,5 9,5 8 nu 5 7,5 9 nur 7,5 9,5 10 res 5,5 8 11 re.a 7 9 12 re.r 6 8 13 ri 6,5 8 14 su 6 8,5 15 sy 6,5 8,5 16 ti.h 8 9,5 17 vi 4,5 7,5 18 wa 6,5 8,5 19 we 6 8,5 20 wi 6 8,5 total σx1=121,5 σx2=167 by looking at the data in the above table, it is clear that the minimum and maximum retest thresholds for each participant are 4 and 8, respectively. in contrast, the minimum score for both the pre-test and the post-test was 6.5. maximum score 95 additionally, it is understood that the total pre-test (x1) students score is 121.5. the total post-test of students is 167. comparing the total scores from the pre-test and post-test reveals that the students' scores were higher on the post-test than they were on the pre-test, which means that 167 > 121.5. the students' pretest (x), posttest (x2) scores (x2) gain/ difference between cooperating pairs (d), and gain percentage (d2) the present article presents the results of the students test from the pretest (x1), posttest (x2 ), gain/selection of the appropriate pair (d), and gain coefficient (d2). table 2. students’ score of pretest (x1), posttest (x2) gain/ difference between the matched pair (d), and the square of the gain (d2). no name pre-test (x1) post –tes (x2) gain (d) (x2-x1) d2 classification 1 ab 6,5 8,5 2 4 good 2 ar 3,5 6,5 3 9 fair 3 bu 6 8,5 2,5 6,25 good http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3 , no. 3, juli 2022 e-issn: 2723-4126 164 4 jun 4,5 7,5 3 9 fairly good 5 ke 6,5 8,5 2 4 good 6 mi 5,5 8,5 3 9 good 7 m.i 7,5 9,5 3 4 very good 8 nu 5 7,5 2,5 6,25 fairly good 9 nur 7,5 9,5 2 4 very good 10 res 5,5 8 2,5 6,25 good 11 re.a 7 9 2 4 very good 12 re.r 6 8 2 4 good 13 ri 6,5 8 1,5 2,25 good 14 su 6 8,5 2,5 6,25 good 15 sy 6,5 8,5 2 4 good 16 ti.h 8 9,5 1,5 2,25 very good 17 vi 4,5 7,5 3 9 fairly good 18 wa 6,5 8,5 2 4 good 19 we 6 8,5 2,5 6,25 good 20 wi 6 8,5 2,5 6,25 good total σx1=121 σx2=167 σd=46 σd2=110 after reading the data in the above table, it is clear that there are 46 students in total gains and 110 student in total gains squared. and the minimum and maximum percentages are 1.5, 2.25, and 9, respectively. the minimum squared gain is 2.25, and the maximum squared gain is 9. classification based on pre-test and post-test scores, the student's classification was changed to "seven levels," and it was done so using a number of criteria. criteria and percentages for the preand post-test are as follows: table 3. the students’ pre-test score classification no name pre –test (x1) classification 1 ab 6,5 fair 2 ar 3,5 very poor 3 bu 6 fair 4 jun 4,5 poor 5 ke 6,5 fair 6 mi 5,5 poor 7 m.i 7,5 fairly good 8 nu 5 poor 9 nur 7,5 fairly good 10 res 5,5 poor 11 re.a 7 fairly poor 12 re.r 6 fair 13 ri 6,5 fair 14 su 6 fair http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3 , no. 3, juli 2022 e-issn: 2723-4126 165 15 sy 6,5 fair 16 ti.h 8 good 17 vi 4,5 poor 18 wa 6,5 fair 19 we 6 fair 20 wi 6 fair total σx1=121 it can be inferred from the data in the above table that the majority of student are currently taking the pre-test. there aren't even one or two out of the 20 employees who are consistently doing well and doing well. the researchers places the student's classification in the range indicated by the following table. table 4. classification, frequency and rate percentage of the students’ pretest no classification range number of students (frequency) percentage 1 excellent 96-100 0 0% 2 very good 86-95 0 0% 3 good 76-85 1 5% 4 fairly good 66-75 3 15% 5 fair 56-65 10 50% 6 poor 36-55 5 25% 7 very poor 0-35 1 5% total 20 100% table 4 above shows the percentage and frequency of pre-test responses from students, showing that 1 (5% of students) received a "very poor," 5 (25%) received a "less," and 10 (50%) received a "enough." there were no students who received a score of 3 (15%), "good enough," or "good," and there were no women who received a score of very good. table 5. the students’ post-test classification no name post-test (x2) classification 1 ab 8,5 good 2 ar 6,5 fair 3 bu 8,5 good 4 jun 7,5 fairly good 5 ke 8,5 good 6 mi 8,5 good 7 m.i 9,5 very good 8 nu 7,5 fairly good 9 nur 9,5 very good 10 res 8 good 11 re.a 9 very good http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3 , no. 3, juli 2022 e-issn: 2723-4126 166 12 re.r 8 good 13 ri 8 good 14 su 8,5 good 15 sy 8,5 good 16 ti.h 9,5 very good 17 vi 7,5 fairly good 18 wa 8,5 good 19 we 8,5 good 20 wi 8,5 good total σx2=167 according to the above table, the majority of women performed significantly better after the test. not one of the 20 employees is consistently sufficient, lacking, and extremely lacking. then the defendant placed the student's classification score on the table of contents. you can see in the following table. table 6. classification, frequency and rate percentage of the students’ posttest no classification score frequency percentage 1 excellent 9,6 -10 0 0 % 2 very good 8,6 -9,5 4 20 % 3 good 7,6 -8,5 12 60% 4 fairly good 6,6 -7,5 3 15% 5 fair 5,6 -6,5 1 5% 6 poor 3,65,5 0 0 % 7 very poor 0 -3,5 0 0 % total 20 100% the results of the posttest for students using vocab-o-gram are shown in table 6 below. of the students, 4 (20%) received a score of "very good," 12 (60%) received a score of "good," 3 (15%) received a score of "pretty good," and 5% received a score of "enough." with other words, it can be said that the post-test percentage was higher than the pre-test percentage. after learning about the sibling classification system, students then compare sibling classifications, whether preor post-test, as shown below: table 7. the comparison of the students’ score no classification range frequency percentage pre-test post-test 1 excellent 9,6-10 0 0% 0% 2 very good 86-9,6 0 0% 20% 3 good 76-8,5 1 5% 60% 4 fairly good 66-6,5 3 15% 15% 5 fair 56-6,5 10 50% 5% 6 poor 36-5,5 5 25% 0% http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3 , no. 3, juli 2022 e-issn: 2723-4126 167 7 very poor 0-3,5 1 5% 0% total 20 100% 100% the above table displays the student number. it can be understood that the student grades is experiencing inflation by looking at the data in the above table. there was only one out of every 20 test takers who performed exceptionally well on the pre-test, but on the posttest, there were 20% of test takers who performed exceptionally well. this indicates that there are differences between the results of teaching students in the pre-test and post-test. tests in classification are extremely good. pre-test students with good behavior accounted for 5%, whereas post-test students with good behavior accounted for 60%. 100 percent. this shows that there are differences between the scores of students in classification, both before and after the test. in the pre-test period, 15% of the participants had qualifying scores that were very good, while in the post-test period, 15% of the participants had qualifying scores that were very good. this also indicates that there may be different student quotas for pre and post-tests. it can be inferred that only a small number of nurses received a classification of "very good, good, quite good" on the pre-test, and there are many more nurses who have the same classification. this shows that there are differences between student scores on the pre-test and posttest that are significant. there were 15% of test takers who performed poorly in terms of classification during the pre-test, while the same percentage performed poorly during the post-test. this also indicates that the student quotas for the preand post-tests differ. it can be inferred that only a small number of nurses received a classification of "very good, very good, very good" on the pre-test, and there are many more students who have the same classification. according to comparisons between the results of the pre-test and post-test students, it can be inferred that there are significant differences between the two. after understanding how the scores of the test takers and test takers compare, it is important to understand how the test takers' scores compare. student score situation is related to increase, change, and decrease. the following table summarizes the student situation. table 8. the students’ situation score no name pre-test (x1) post-test (x2) situation increase unchanged decrease 1 ab 6,5 8,5 ✓ 2 ar 3,5 6,5 ✓ 3 bu 6 8,5 ✓ 4 jun 4,5 7,5 ✓ 5 ke 6,5 8,5 ✓ 6 mi 5,5 8,5 ✓ 7 m.i 7,5 9,5 ✓ 8 nu 5 7,5 ✓ 9 nur 7,5 9,5 ✓ 10 res 5,5 8 ✓ 11 re.a 7 9 ✓ http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3 , no. 3, juli 2022 e-issn: 2723-4126 168 12 re.r 6 8 ✓ 13 ri 6,5 8 ✓ 14 su 6 8,5 ✓ 15 sy 6,5 8,5 ✓ 16 ti.h 8 9,5 ✓ 17 vi 4,5 7,5 ✓ 18 wa 6,5 8,5 ✓ 19 we 6 8,5 ✓ 20 wi 6 8,5 ✓ as shown in the above table, every participant in this study experienced a score increase. furthermore, none of the 20 participants experienced score increase, proving that all post-test participant score were higher than pre-test scores. to find out degree of freedom (df), the researcher used the following formula df = n – 1 , where (n = 25), df = 25 – 1 df = 24. for the level of significance (p) = 0,05 and the degree of freedom (df) = 24, than the value of t-table is 22.11. compared with the t-test value, it can be concluded that t-test value (22.11) was higher than the value of t-table (2.039). in other words, it can be said that 22.11> 2.039 t-test value (22.11) was higher than the value of t-table (2.039. based on the data analysis above, it can be concluded that the implementation vocab o gram could improve students’ vocabulary because the t-test value is higher than t-table. discussion in this chapter, the author discusses the effectiveness of the vocab-o-gram application in teaching english language courses, specifically vocabulary courses. vocabulary course is one of the basic courses in learning english because when students want to know how to speak english, they have to learn vocabulary first. students who are lacking in english vocabulary will find it difficult to understand english texts, cannot speak english, and cannot share ideas using english. according to (nirwati : 1996) found that students have positive attitudes through discovery in class so that students' vocabulary can increase. in addition, (ramadhani, 2020) found that taking notes in a personal of vocabulary to be memorized at any time, is useful for increasing students' vocabulary and can be a good technique in learning vocabulary. therefore, the vocabulary must be studied in class and taking notes in a personal of vocabulary because it will bring students in the english learning process (misrawati et al., 2020). the strategies used in teaching vocabulary is vocab-o-gram strategy by students in grades two and three at sma bajiminasa makassar can increase their capacity for learning vocabulary during the learning process. the authors use vocabulary in the language format to express other ideas, such as feelings, ideas, and other things, either informally or in writing to other people. speaking, reading, and writing about vocabulary are inseparable from the four listening skills. a person's speaking ability is caused by the vocabulary mastery they have according to the evidence, it is believed that students who are proficient in the words they use to predict outcomes using the vocab-o-gram strategy are confident enough to learn new words in their rooms and consider putting many pins as a source of winner. this is in line with aspina's (2009) assertion that during the process of http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3 , no. 3, juli 2022 e-issn: 2723-4126 169 learning vocabulary, the teacher should focus on the students' needs and motivate them to participate actively in the learning process by incorporating technical vocabulary and grammar into english language instruction, particularly when vocabulary teaching. vocabulary instruction using the vocab-o-gram strategy is very effective because it can inspire students to learn while also making it simple for them to understand some new vocabulary (smith, 1969). despite the fact that the researcher has established that the vocab-o-gram strategy can motivate students and increase their performance in written assignments, the researcher also observed some cooperative learning principles. it is difficult to mobilize all employees given that the only active employees are those who are engaged in the learning process. some sympathetic bystanders watched in amazement as the group's leader read from the bible. at the time of the strategy's fight round, some employees are very happy, which causes a lot of noise in the classroom. this problem may cause some employees to lose their patience and speak in vocabulary words. even though there were a few weaknesses that were mentioned, by the end of the study, all of them had changed. as stated above, the vocab-o-gram strategy can make students enthusiastic about learning and less likely to develop vocabulary because they work together on tasks with all of the group members. other words: relaxed but serious. this is supported by the student achievement t-test scores, where the t-test scores are larger than the t-table scores and the students' post-test average scores are higher than their pre-test scores. when using the vocab-o-gram strategy, english language instruction has the goal of increasing student proficiency in speaking and writing. this technique can improve and increase the student's vocabulary, making it more beneficial than it was previously. overview of data that was collected through test (pre-test and post-test), as previously stated, confirms that student performance in vocabulary before giving out a deadline that was too close to completion. pre-test results showed that 1 (5% of 20 students) received a score of "very bad," 5 (25%) received a score of "poor," 10 (50%) received a score of "grade," 3 (15%) reached a score of "adequate value," 1 (5%) reached a score of "good value," and there were zero (%) students who received a score of "very good score." after the test was completed, it was discovered that out of 20 participants, four met the criteria for "very good," twelve met the criteria for "good," three met the criteria for "quite good," one met the criteria for " sufficient," and there were no participants who met the criteria for "poor" or "very poor." unbiased students performance there were no subjects with significantly better performance on the pre-test than on the post-test, one subject (5%) with better performance, three subjects (15%) with better performance, six subjects (50%) with better performance, four subjects (25%) with worse performance, and one subject (5% with worse performance). on the other hand, in the post-test, 4 (20%) of the 20 students received a rating of "very good", and 12 (60%) out of 20. the researchers explained the situation of the students' vocabulary scores on the pre-test and post-test, there are 20 students whose grades increase, 0 students whose grades do not change and none of the 20 students who have a lover score means that 100% of students get an increase in their scores and 0% do not experience an increase and 0% of students get lower scores . based on the explanation of the students' vocabulary situation scores above, the researcher concludes http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3 , no. 3, juli 2022 e-issn: 2723-4126 170 that, there is a significant difference in students' scores after taking a vocabulary test using the vocab-o-gram strategy. according to the content of this article, it can be inferred that learning english, specifically teaching students' vocabulary, will be more effective if vocab-o-gram is used. this is because the strategy has already been tested using statistical analysis of t-test data, and the results show that student performance has improved from before. this indicates that the effort to use the vocab-o-gram strategy in vocabulary to increase the grade ii students of sma bajiminasa makassar's students' score was successful. conclusion the researchers insist that the goal is to raise the student's performance in the written word. in order to achieve this goal, the vocab-o-gram strategy was defined in the corresponding project that served as a tool to help and guide the students. based on the results of the data analysis and the earlier analysis, it can be concluded that: the vocab-ogram method, which is the only one used in education, is very important for improving vocabulary. vocab-o-gram methodology can boost students' dynamic learning of vocabulary. the evidence suggests that employing the vocab-o-gram strategy can improve student performance in classes two and three at sma bajiminasa makassar. prior to using vocab-ogram, the performance of the student in the low-achieving class (x,=6, 05) can be seen in table 4, which states that there were no students (0 percent) who received a high score on the pre-test (before teaching using the vocab-o-gram strategy). it is clear that there aren't any employees who are classified particularly well; instead, there are five employees (25 percent) who are classified as poorly and one employee (5 percent) who is extremely poorly. students’ achievement in post-test vocabulary is classified as high score (x= 8.35). it can be seen in table 4.7 that, according to the results of the post-test, 4 (20%) of the students received the rating "very good," 12 (60%) of the students received the rating "very good, " 3 (15%) of the students received the rating "good enough," 1 (5%) of the students received the rating "fair," and there were no students who received the ratings "poor" and "very poor." classified as good completeness based on the results above, it can be inferred that the posttest threshold is higher than the pre-test threshold. the researchers calculated the average score of students both in the pre-test and post-test where, the score of students on the pretest without using the vocab-o-gram strategy was was classified as very bad and the score of students on the post-test by using the vocab o gram strategy, vocabulary performance of the student was improved. references allen,janet.(1999).words, words ,words. portsmouth,nh: heinemman. retrieved september, 2004, from www.ciera . com (web side with many early literacy documents relevant to strategies) allen, david and vallete rebbecca m.1997. classroom foreign language and english as a second language. new york: harcourt brave javanovich. http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3 , no. 3, juli 2022 e-issn: 2723-4126 171 aspina. marma. 2009 improving the vocabulary mastery of the first students of sma negeri 1 bulukumba through word. attack program. a thesis of unm. blachowicz, c.l.z. 2002. “ making connection: alternatives to vocabulary notebook,” journal of reading 29:643.49 brown, h. d. (n.d.). language assessment principles and classroom practices. haerunnufudz, 1998. teaching vocabulary through reading at the second year students of smu irnas ujung pandang (a thesisi). makassar: stkip 0 ypup. harmer, j. (1987). the practice of english language teaching. curriculum inquiry, 17(3), 293–318. https://doi.org/10.1080/03626784.1987.11075294 misrawati, m., nurjannah, s., & mursidin, m. (2020). word-wall technique in improving students’ vocabulary mastery at the first grade of smpn 4 kajuara kabupaten bone. dikdas matappa: jurnal ilmu pendidikan dasar, 3(1), 50. https://doi.org/10.31100/dikdas.v3i1.577 mukoroli, j. (2011). effective vocabulary teaching strategies for the english for academic purposes esl classroom. english, 1(1), 53. nirwati, 1996. improving the vocabulary of the second year students of sltp datuk rimadang through discovering techniques. thesis. faculty of language and arts unm. ramadhani, f. (2020). using personal vocabulary notes (pvn) to improve students‟ vocabulary. https://digilibadmin.unismuh.ac.id/upload/10828-full_text.pdf smith, p. (1969). teaching vocabulary. the modern language journal, 53(8), 531–537. https://doi.org/10.1111/j.1540-4781.1969.tb04998.x stahl, s. a., & clark, c. h. (1987). the effects of participatory expectations in classroom discussion on the learning of science vocabulary. american educational research journal, 24(4), 541–555. https://doi.org/10.3102/00028312024004541 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 136 learning speaking skills from home: the perception of cokroaminoto palopo university students fibri indira lisanty indirafibrie@uncp.ac.id abstract this research aimed to determine what the students’ perception of speaking ability through learning from home at the 5th semester of cokroaminoto palopo university. the researcher used the descriptive qualitative method in this research. the researcher administered the open-ended questionnaire to the 5th semester of cokroaminoto palopo university by using an online questionnaire. the data was analyzed by using qualitative data analysis from miles and huberman. this research indicates that the students had a negative perception of elearning during the covid-19 pandemic. after all, online learning made their speaking ability cine down because online learning was not compelling enough for their speaking abilities. furthermore, some obstacles/problems faced during online learning are unstable networks, hard to understand the material, lack of internet quota, and lack of motivation. keywords: learning from home, speaking skills, students’ perception. introduction education is a process of humanising humans. education is how a group of humans acquires information, skills, and habits passed down from generation to generation through teaching, training, and research. education should be valued since it may help students develop abilities and build their character and personality to become dignified humans. education is also critical in the process of establishing a more just society or world order, qiong (2017) education also plays a critical role in the process of developing human reason and thinking because, as the researcher is aware, the authorities have made far too many attempts to deceive their subjects and enact a variety of conspiracies or measures that lead the lower classes in the wrong direction and tend to afflict the populace for their gain. education and thought are inextricably linked, and it is through education, the thoughts of a person undergoing education are formed. what a person becomes in the future with the thoughts he acquires due to education is entirely up to him, but the most important thing is that he can follow the path he believes is best for his life. the pandemic began in wuhan, hubei province, china, and has created a slew of new public health issues in many countries. global public health catastrophes have occurred in the previous two decades due to novel virus infections such as hiv, influenza a virus subtype h1n1, influenza a virus subtype h5n1, sars-cov1, mers-cov1, and ebola. however, the http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 mailto:indirafibrie@uncp.ac.id copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 137 epidemiological uniqueness of covid-19, which was caused by a coronavirus strain (the sars-cov2), exposed our lack of readiness, given the virus's fast and rapid spread, which caught many governments worldwide off guard. on march 26th, the who released six prioritised policies for states to implement to fight the pandemic. the following tactics were used: 1) expanding, training, and deploying healthcare workers. 2) implementing systems for identifying suspected cases 3) increasing production and availability of tests. 4) identifying facilities that can be converted into coronavirus health centres 5) developing plans for quarantining cases. 6) refocusing government efforts on virus suppression. 7) it is critical to reduce and delay the epidemic's peak. uncontrolled measures will result in a rapid increase in the number of cases, an earlier onset of the peak, and a more significant capacity requirement for healthcare systems to respond, whereas stringent control measures implemented early will help reduce the number of cases, delay the onset of the peak, and require significantly less capacity from healthcare systems to respond. the government's instructions for activities include the directive to learn activities at home. learning should continue even if the government directs schools and campuses in indonesia to take 14 days off. while teaching and learning activities are transferred to the student's home, they must still be monitored and managed by the teacher or lecturer and parents through remote learning. this online learning course lasts approximately 14 days, but it does not preclude the possibility of being added again in light of the situation and conditions surrounding the development of covid-19 (zaharah & kirilova, 2020). according to world health organization (2020) since the covid-19 pandemic struck, the teaching and learning process in educational institutions has undergone significant changes; online classes have become ubiquitous, quota costs have increased, and that is not even taking into account those who live in areas with poor signal, must travel a considerable distance to obtain a network, or struggle to climb as high as possible in order to obtain a stable network. all of this is done to ensure that education does not fall behind and that the teaching and learning process does not become static or cease. thus, the desired knowledge can be gotten at any cost. one technique to increase the effectiveness of knowledge transfer in education is through face-to-face processes or direct engagement. however, since the covid-19 emergency period was enacted on march 16, 2020, practically all educational institutions in indonesia have adopted an online learning strategy, often known as remote learning. through online education, both faculty and students understand how to use technology as a learning medium. by conducting online learning with a variety of limited capabilities, facilities, and infrastructure in the form of cell phones, laptops, and networks for teaching staff and students, as well as limited abilities in the use of technology, online learning must be pursued to ensure that the process of knowledge transformation to students is not disrupted. according to chaeruman (2017), synchronous learning occurs when students and teachers are in the exact location at the same time. this is comparable to face-to-face instruction. synchronous learning is exemplified by students and professors participating in class via a web conference programme. it establishes virtual classrooms in which students can ask questions and receive fast responses from teachers. synchronous learning, in http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 138 general, enables students and teachers to collaborate and learn immediately through handson activities and discussions. meanwhile, asynchronous learning is an approach to learning that promotes independence through asynchronous interactions. asynchronous learning resources include email, online discussion boards, wikipedia, and blogs. interacting with the learning management system (lms), conversing via email, participating in discussion forums, and reading articles are all examples of frequent asynchronous learning activities. additionally, it is critical to provide students with timely feedback and clear communication to engage them in learning. in general, asynchronous learning offers benefits such as convenience, flexibility, increased engagement, and the ability to maintain personal and professional duties. the distinction between synchronous and asynchronous learning is that synchronous learning involves a group of students learning concurrently in a virtual classroom. in contrast, asynchronous learning involves student-centred learning similar to selflearning with the addition of online learning resources, ( mulyani, 2020). speaking is one of the most challenging language components since it requires particular abilities such as proper pronunciation, sentence structure, syntax, and vocabulary. according to widdowson et al., farisha andi baso & reskiwati amelia (1985:17), elements affecting pupils' speaking ability include vocabulary, practice frequency, functional grammar, good themes, motivation, self-confidence, and context. while fernandes arung (2016) noted that speaking, listening, writing, and reading are critical language development skills. speaking is an activity in which two or more people exchange information as if they were conversing. indeed, it cannot be denied that mastering the art of speaking is critical. because when people speak about a subject, they become active learners rather than passive recipients of knowledge, and it also aids in the absorption and processing of information. individuals become entirely immersed in a subject in order to gain a good grasp of it. speaking competence is also referred to as verbal ability, and it is critical for human connection and communication when people express their thoughts and feelings to others. widdowson in saenab (2007:7) states that in order to cope with the concept of oral talents, linguistics provides the following definitions: 1) oral competence refers to what people say, how they say it, and where speakers and listeners are in order to communicate their current feelings, as well as to listen and understand in order to respond. 2) when a teacher delivers a narrative to his or her students during the classroom's learning and teaching process. it is the reality of oral proficiency. in this scenario, they concentrated on what the teacher said and what they were thinking, and the students acted as listeners. 3) oral ability is the ability to communicate verbally. he continues this practice when students or language users engage in informal activities. according to fulcher et al. farisha andi baso & reskiwati amelia (2003:23), speaking is the verbal use of language for interpersonal communication. additionally, teasol says in tahir (2007:13) that verbal ability is the language conveyed through the mouth. he is constant when students or language users are engaged in everyday activities. at the same time, byrne et al. farisha andi baso & reskiwati amelia (1976:8) state that oral communication is a two-way process between the speaker and the listener and values both productive and receptive skills both speaker and listener are active during oral http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 139 communication. it means that a speaker may convey his or her thoughts to a listener, and the listener may then respond to the issue discussed harmer et al. farisha andi baso & reskiwati amelia (1991:46-47) observe that when people converse with one another, it is pretty confident that they are doing so for a reason. 1) the speaker wishes to speak generically to imply that the speaker has made a specific decision to address someone. while speaking may have been pushed upon him somehow, we can still assert that the speaker desired or intended to speak; otherwise, he would remain silent. 2) the speaker has some communication objectives; they say things in order for something to happen due to their words. 3) the speaker chooses his or her language store: if the speaker is a native speaker, the speaker has the infinitive capacity to increase new sentences. based on the explanation above, the researcher formulates this research's problem: what are students' perceptions of speaking ability through learning from home at the 5th semester of cokroaminoto palopo university?. the objective of this research is to determine what the students' perception of speaking ability through learning from home at the 5th semester of cokroaminoto palopo university are. methods research design in this research, the researcher applies the qualitative method to explore the issues related to the students’ perception of speaking ability through learning from home. concerning this research, the researcher chose the qualitative method because the researcher collected the data by google form. in the end, the researcher built a conclusion based on the data that the researcher gained. population and sample of the research the population of this research was the 5th semester of the english education study program at cokroaminoto palopo university. there were two classes and consisted of 52 students. in determining the sample, the researcher used random sampling. the researcher only took 1 class as a sample, and the total number of the sample is 20 students. instrument of the research instruments play a critical role in research. in research, instruments refer to any equipment used to collect, handle, and evaluate data from respondents following the same measuring pattern. according to arikunto (2013), research instruments are tools used by researchers to collect data to make their work easier and their results better, in the sense that they are more efficient, complete, and symmetrical, and hence easier to analyse. following the research problem, the researcher used a google form to create an online questionnaire. to collect data for this study, the researcher employed an instrument in the form of a test consisting of a series of questions to ascertain how students' judgments of speaking ability have changed as a result of learning from home during the fifth semester at cokroaminoto palopo university. the researcher will create one questionnaire distributed to the students who participated in this research. the researcher will employ open-ended questions. the essay question is included in the open-ended question. it enabled people to http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 140 respond freely while expressing their own opinions. this type of questionnaire can assist the researcher in eliciting information regarding students' perceptions of their speaking ability due to learning from home during the fifth semester at cokroaminoto palopo university. technique of collecting data in collecting data, the researcher followed the step below: 1. the researcher asked permission from the head of the english education study program to conduct the research. 2. the researcher asked the respondent to participate as the subject of the research. 3. the researcher made the schedule for the students that participated in this research. 4. the researcher gave the questionnaire via google form to know students’ perception of speaking ability through learning from home. 5. the researcher analyzed the data. 6. the researcher drew a conclusion based on the data. technique of analyzing data to analyzing the data, the researcher used the following procedures: data reduction data reduction is a simplification done through selection, focusing and validity of raw data into meaningful information, making it easier to conclude. so the first step is reducing the data from the questionnaire. in this research, data reduction focuses on necessary information from the questionnaire and removing the unnecessary information and then categorizing the data to facilitate the researcher in presenting the finding of this research. data display the display of data that is often used in qualitative data is a narrative form. data presentations are a collection of information arranged systematically and easy to understand. after reducing the data, the next step researcher will display the data. in displaying the data researcher will use narrative form. displaying data help the researcher to do further analysis on the findings before drawing some conclusions. drawing conclusion the final step is concluding. the researcher looked at the data reduction results still referring to the problem statement and then describe the result of this research. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 141 results research finding after collecting the data and analyzing them, some findings are obtained. the researcher presents the finding of this research obtained by an open-ended questionnaire. in order to strengthen this study, the researcher additionally used a questionnaire with a more apparent result. the following are the results of the questionnaire: question number 1 do you do online learning during the covid-19 pandemic? table 1. students from the 5th semester of english education’s response. respondents responses all students “ yes of course” based on the result answer of question number 1 above, the researcher found that from 20 totals of respondents, all of them said that they did the online learning from home during this covid-19 pandemic. question number 2 based on your opinion, is the learning from home during the covid-19 pandemic has been effective? explain the reason? table 2. students from the 5th semester of english education’s response respondents responses student 1 student 2 student 3 student 4 student 5 student 6 “yes it has been effective this far.” student 7 student 8 student 9 student 10 student 11 student 12 student 13 student 14 student 15 student 16 student 18 student 19 student 20 “not effective, because from my opinion the material i got was not quite enough than face to face learning.” http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 142 student 17 “just normal, it depended to the lecture who gave to material with their media.” based on the resulting answer of question number 2 above, the researcher found that from 20 totals of respondents, six respondents said that online learning during the covid-19 pandemic has been effective, and 13 respondents said that online learning has been effective was not practical. one of the respondents was still confused. the six respondents said that online learning has been effective because the lecture gave the lesson actively. it was just a laptop and smartphone, a stable network and the quota given by kementrian pendidikan dan kebudayaan. it could also reduce coronavirus spread. 13 respondents said that online learning was ineffective because their network was unstable. the explanation from the lecture cannot be understood, lack of communication between the lecture and students, so the material that was given could not be accepted well. many things could disturb their concentration. moreover, 1 of the respondents was still confused because it depended on the lecture which gave the lesson and the media. question number 3 what kind of problems that the students faced while doing the online learning from home during the covid-19 pandemic? table 3. students from the 5th semester of english education’s response respondents responses student 1 student 2 student 3 student 5 student 6 student 7 student 8 student 9 student 10 “the unstable network and it was hard to understand the material that was taught to us.” student 4 “when there was a bad weather sometimes the network was disturbed.” student 11 student 12 student 13 student 14 student 15 student 16 student 17 student 18 student 19 student 20 “the main problem was the network problem and also the condition problem like the noisy sound.” http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 143 based on the resulting answer of question number 3 above, the researcher found that from the 20 total respondents, all of them said that their main problem of online learning was the unstable network that is sometimes caused by the bad weather. hence, while the zoom meeting sometimes their network was down. the respondents would be out from the zoom meeting automatically. furthermore, sometimes the respondents could be disturbed by the noises, so it would be so hard for them to be focused and could not understand the lesson well, the explanation from the lecturer's explanation was not clear. less of quota was also their problem, and they could not manage their time between doing the chore and online learning. question number 4 what kind of application or media did you use during the online learning process? table 4. students from the 5th semester of english education’s response respondents responses all students “zoom, google classroom, whatsapp, google meet, edmodo, etc.” based on the resulting answer to question number 4 above, the researcher found that from the 20 respondents, all of the students have the same answer to this question. all of the students said that the application they used to do the online learning is zoom meeting, google meet, youtube, google, whatsapp. question number 5 do you feel the significance difference between learning from home and face to face learning like usual? explain the reason! table 5. students from the 5th semester of english education’s response respondents responses student 1 student 4 student 5 student 9 student 10 student 17 student 18 student 19 student 20 “of course, when in the face to face learning i could easily to understand the material that was thought to me because i could directly give some questions and got the detail explanation but when learning from home, the explanation by the lecture was so limited because sometimes it was disturbed by the network problem and being limited by the time. beside that when in the face to face learning i could make some discussion with my friends about the assignment and the material that was given, so different with the online learning, it was so hard to discuss with my friends especially when i did the group assignment.” student 2 student 6 student 7 student 8 “really different because in the learning from home we could not meet directly with the lecture and our friends and the understanding of the material in the online learning and offline learning was different.” student 3 student 11 student 12 “clearly it was different, because i felt more relaxed when i learnt from home but the more i felt relaxed i did not understand about the material well. it was different with face to face learning, we kept look in to the front, no one would http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 144 student 13 student 14 student 15 student 16 see us when learning from home except when we did the zoom meeting we had to be on cam and be focused.” based on the result answer of question number 5 above, the researcher found that from the 20 total of respondents, most of them said that the atmosphere is really different, where the respondents could more understand the lesson by face to face learning than online learning, the discussion could be more effective by face to face learning than online learning. sometimes the respondents felt that it was hard for them to finish the assignment because there was no explanation from the lecturer. the unstable network was also their main problem because when there was an explanation from the lecturer the respondents could not get it right, totally different with face to face learning where the respondents could hear the explanation clearly. the difference was also the way the respondents go to study, when face to face learning the respondents usually ride the motorcycle or by walking while in the offline learning the respondents only study by smartphone or laptop with the stable network. discussion this research aimed to determine the students' perception of elearning during this covid-19 pandemic at the fith semester of english program study, cokroaminoto palopo university. to answer that research, the researcher used an online questionnaire that consisted of 10 open-ended questions. after the data were completed, there is some information that can be described in detail as follows: based on the data that the researcher found, all of the respondents did online learning during the covid-19 pandemic, and they did it from home. in addition, the respondents did the online learning with some media like zoom, google classroom, edmodo, google meeting, teams, whatsapp. the online learning during the pandemic was also based on chairuman (2007). the ministry of education and culture has not allowed local governments to open schools other than the yellow and green zones. in order to fulfil the rights of students to get educational services during the emergency spread of corona virus disease (covid-19), the learning process is carried out through the implementation of learning from home. at the same time, the respondents used the zoom application and google meeting to make a video conference. a corporation made the zoom application from the united states of america. it was named zoom video communication, inc. it could be used on smartphones, computers, laptops, or pc. the lecturer used google classroom to distribute and check the assignment simply without using and wasting any papers. the google classroom made the students and the teacher share the files more manageable. the edmodo was used for helping the lesson management, making the communication between the students and the lecture easier and the learning evaluation. regarding the problems and the obstacles, the students faced during learning from home during the covid-19 pandemic virtual learning platforms. from the students' responses to the questionnaire, complete responses said that the network problem was usually disturbed and sometimes got unstable. the condition of their http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 145 location to study that was usually got noise and rarely found the internet network. this lecture gave a little explanation about the material and the assignment, and it made the students hardly to understand about the material or the assignment, when the storm came the internet network was disturbed, less of internet quota made the students did not get the information about the lesson in time. in addition, the students also said that the difficulties that they faced during the online learning from home were hard to manage the time between finishing the homework or joining the online learning. according to darmuh (2016) , the applications sometimes got freeze or logged out automatically, so the online learning process got disturbed. it made the students hardly understand the material. moreover, there were also problems in operating the virtual learning platforms, which stated by some of the students that the application like google meet and zoom are sometimes hard to use and it was because the memory of the students' phone was not enough or less of understanding about the way to use those applications. lack of motivation or the spirit of the students because the online learning was boring and it made the students were not focused on the lesson, and the students did not understand anything about the lesson. furthermore, because of those obstacles, the students felt that the online learning from home was ineffective during the covid-19 pandemic. nevertheless, based on the data, two students said that online learning from home during the covid-19 pandemic was effective enough. however, some of the students said that online learning from home was effective enough because they could study anytime and anywhere.regarding their speaking abilities, while doing the online learning from home amidst the covid-19 pandemic, the researcher found that the respondents' speaking ability could be improved by watching some english movies. in contrast, the respondents listened to the dialogues in the movies. the respondents would try to speak with the same accents in the dialogues. in addition, the respondents also tried to improve their speaking ability by speaking in english with their friends, so the respondents would be trained to speak up, be brave to speak up, and not forget the vocabularies that the respondents said. by speaking up with their friends, the respondents felt safe to make some mistakes because whenever the respondents made some mistakes, their friends would be correcting their mistakes so the respondents could be brave to speak in english. based on harmer (2002), the good memorizing and input vocabulary from the students, they got from the appropriate approches in learning such as practising speaking in classroom. moreover, all of the respondents also explained the differences that the respondents felt while speaking in english during learning from home and face-to-face learning. the respondents said that when in face-to-face learning, the respondents had some motivations to study and speak up because the respondents had people around the students. in the classroom, the respondents would meet each other directly, so there would be some competition. so that, the more the respondents meet each other, the higher motivation to learn the respondents would get. nevertheless, also while in the classroom, the respondents also said that the situation was felt uncomfortable and a bit uptight, the respondents also felt nervous and sometimes when the respondents were about to speak up, the students usually forgot about the sentences that the respondents would say because some of the respondents were not trained and prepared to be speaking in public. very much different from the online http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 146 learning from home where the students could be relaxed to study and did not have to be afraid about got late to the college because even if the respondents had just woken up and only washed their face, the respondents could join the online learning via the media that the lecture asked to use. while in the online learning from home, the respondents were able to speak fluently because they only learn by themselves, where no one would disturb the respondents' concentration, and no one was watching the students. in contrast, in the learning process, the respondents would not be nervous and could speak fluently. based on the data that the researcher found, all of the respondents also said the treatment they needed for improving their speaking ability in learning from home by keeping practising their english even if the pronunciation and grammar were not appropriate. in addition, the students also wanted to make more conversation with the lecture, so by speaking each other, the students could bespeak fluently and speaking english could be their habit. the students also love to practice their speaking ability by singing english songs. according to gilbert (2008), using and saying the same vocabulary on the song, the students hoped that the respondents would speak up like the native speaker whenever the respondents spoke up. in addition, the respondents did need some private courses to improve their speaking ability. the respondents wanted to learn about anything they did not learn at college to improve their speaking ability. the time to learn at the college was limited, so the respondents wanted to learn and practice more about their speaking ability. the respondents' speaking ability could be improved, and their speaking ability was a level above that of their friends. based on the result about the speaking ability, the theory of widdowson (1985) also said that speaking is one of the most challenging aspects of language because the ability to speak involves specific skills such as the use of pronunciation, structure of the sentence, grammar and vocabulary. furthermore, students should improve their speaking ability even though they do online learning from home. conclusion as explained in the previous chapter, this research aims to determine the students’ perception of speaking improvement through learning during the covid-19 pandemic at the 5th semester of cokroaminoto palopo university. based on the questionnaire, this research indicates that the students’ speaking skill while online learning from home was not improved enough. they preferred offline learning to online learning because the respondents enjoyed the direct interaction with the lecture or with the other respondents. even if the respondents spoke up with incorrect grammar or incorrect pronunciation, other respondents would fix it. the respondents also did not enjoy online learning because they would feel so bored by learning from home because the respondents only meet with their friends by social platforms, not by face-to-face directly. the respondents also needed some additional way to improve their speaking ability because the time spent learning with the lecture was limited. after all, the respondents were not satisfied with their current speaking skills, so they wanted to learn more. acknowledgment the researcher wants to highly express her sincere gratitude and appreciation to the http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 147 following parties for their valuable contributions: 1. muhammad naim s.p, m.p as the dean of faperta, cokroaminoto palopo university for giving support in administrating 2. all the lecturers in uncp for giving ideas and helps. 3. her beloved parents, usman ad and nurnaningsih, her husband muhammad nur alam, her brother zulrachmat and her sister nurul maria and novas kawani for their endless love, pray, supports and patiences. 4. the researcher also shows thanks to beloved daughters lubna and shanum references arikunto. (2013). prosedur penelitian suatu pendekatan praktik. jakarta: rineka cipta. baso, f. a., & amelia, r. (2014). using practice posters to improve students’ speaking skill. exposure : jurnal pendidikan bahasa dan sastra inggris, 3(1), 29. https://doi.org/10.26618/ejpbi.v3i1.801. batko, a. 2004. when bad grammar happens to good people: how to avoid common errors in english. franklin lakes, nj: career press. brown, d. (2007). teaching by principles: an interactive approach to language pedagogy. englewood cliffs, nj: pretince-hall regents. chaeruman, u. a. (2017). pengembangan model desain sistem pembelajaran blended. disertasi. jakarta : universitas negeri jakarta. darmuh, m.m. (2016). the students’ perception toward the implementation of peer feedback in debate subject of english education department academic year 2013. unismuh makassar. djalante, r., lassa, j., setiamarga, d., sudjatma, a., indrawan, m., haryanto, b., mahfud, c., sinapoy, m. s., djalante, s., rafliana, i., gunawan, l. a., surtiari, g. a. k., & warsilah, h. (2020). review and analysis of current responses to covid-19 in indonesia: period of january to march 2020. https://doi.org/10.22460/project.v2i6.p871-875 . firmansyah, d., & valatansa vegian, e. e. (2019). improving the students’ speaking skill through debate technique. project (professional journal of english education), 2(6), 891. https://doi.org/10.22460/project.v2i6.p891-895. gilbert, j. b. (2008). teaching pronunciation using the prosody pyramid (1st ed.). new york: cambridge university press. harmer, j. (1991). the practice of english language teaching. london and new ork longman grup. harmer, j. (2002). the practice of english language teaching (3rd edition). london: longman. harmer, jeremy. (2002). the practice of english language teaching, 3rd ed. pearson education limited england. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 148 hidayat, a. (2020). students’ perception of e-learning during covid-19 pandemic. mathema: jurnal pendidikan matematika, 2(2). hthttps://doi.org/10.33365/jm.v2i2.689. kurniasari, a. dkk. (2020). pendidikan guru sekolah dasar fakultas keguruan dan ilmu pendidikan universitas muhammadiyah surakarta 2013. jurnal review pendidikan dasar: jurnal kajian pendidikan dan hasil penelitian, 6(3), 1–8. http://journal.unesa.ac.id/index.php/pd. mulyani, s. (2020). students’ perception and motivation toward english elearning during covid-19 pandemic (a study at the tenth graders at sma n 1 suruh in the academic year of 2019/2020). prasetyaningtyas, s. (2021). pelaksanaan belajar dari rumah (bdr) secara online selama darurat covid-19 di smp n 1 semin. jurnal karya ilmiah guru, 5(1), 86–94. qiong, o. (2017). a brief introduction to perception. studies in literature and language, 19. rachmawaty, noor and instanti hermagustiana. 2010. does retelling technique improve speaking fluency?. teflin journal. volume 21, number 1. (november 16, 2012). richards, jack c and richard schmidt, longman dictionary of language teaching and applied linguistics, 3rd ed., london: pearson education limited, 2002. world health organization. (2020). emergency: coronavirus disease (covid-19) pandemic. zaharah, z., & kirilova, g. i. (2020). impact of corona virus outbreak towards teaching and learning activities in indonesia. salam: jurnal sosial dan budaya syar-i, 7 (3). https://doi.org/10.15408/sjsbs.v7i3.104. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 https://doi.org/10.15408/sjsbs.v7i3.104 copyright © the author(s) vol.3, no. 3, july 2022 e-issn: 2723-4126 p-issn: 2776-8880 172 lexical semantic errors in undergraduate students' academic writing puleng makholu letsoela1*, the second author 2, & the third author 3 1,2,3 university name, city, country pulengmakholu@gmail.com abstract in language teaching and learning, the correct use of vocabulary in the target language is as important as the language's grammar. this study investigates lexical semantic errors in the academic writing of 4th-year undergraduate students at the national university of lesotho. using the random sampling method, ten action research reports were selected. errors were identified and analyzed using hemchua and schmitt's (2006) classification. findings in the study indicate that errors resulting from the confusion of sense relations were most frequent, followed by errors in collocation and translation errors. the study recommends that teaching communication skills courses offered at the year 1 level should include explicit vocabulary teaching to minimize semantic errors, which, as is argued, result in incomprehensible texts. keywords: error analysis, lexical semantic errors, text comprehension introduction success at university is, to a large extent, determined by students' mastery of writing skills. this is because it is through writing that students can demonstrate that they comprehend what they gathered from listening to lectures and other academic talks and reading different texts and can express the information logically. therefore, a successful text submitted for assessment is expected to have relevant content and should not be marred by errors. however, students' written texts have been observed to contain different errors. to understand the causes of students' errors, error analysis, a theory proposed by corder (1967), has been applied. corder (1967) makes a distinction between errors and mistakes. explains that mistakes are performance-related in that a learner knows the rules of the target language, but during the performance, he/she can deviate from those rules. this explanation suggests that he/she can easily recognize and correct mistakes. this is why owu-ewie and williams (2017:464) refer to them as a "slip of a pe." on the contrary, errors reflect a learner's lack of competence in the target language as he/she makes systematic errors and cannot easily correct them. the error analysis approach demonstrates that errors in l2 are due to an array of complex factors, including l1 interference. it can therefore be used to analyze any type of error. many studies have analyzed and categorized student writing errors in different countries. these studies aimed to determine the cases and the frequency of these errors. for example, ander and yildirim (2010) analyzed lexical errors of efl students at anadolu http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 3, july 2022 e-issn: 2723-4126 p-issn: 2776-8880 173 university school of foreign languages. e following categories of errors were observed in the students' compositions: errors of wrong word choice, literal translation, errors of omission or incompletion, errors of misspelling, errors of redundancy, errors of collocation, and errors of word formation. muchemwa (2015) also studied students' errors at solusi university in zimbabwe and observed errors in word inflection, punctuation, incomplete sentence, subject-verb agreement, and word order. orthographic errors are spelling errors stemming from students writing words as they sound, overgeneralizing the rules, and interference with the mother tongue. as regards semantic errors, they mostly used the wrong words. that is, they would write one thing while they meant another thing. another study was conducted by afrin (2016). it focused on language problems in the writing of stamford university bangladesh undergraduate students. the errors are mostly similar to those inmuchemwa's (2015) study. for example, there were fragments, subject verb agreement, punctuation, and spelling errors. her errors concerned organizational problems such as ineffective paragraphing. as regards semantic errors, it was observed that students made errors in word choice. from the foregoing review, it can be observed that students struggle with different aspects as they write in a second or foreign language. although it is important to note that all errors impact negatively on the student's grades, it can be argued that lexical errors, particularly those involving word meanings, are the most serious, as inappropriate choices can result in texts that are difficult to comprehend, even if written in well-constructed sentences. indeed, khalil (1985:346) rightly points out that semantic errors affect text intelligibility, and even native speakers may find them difficult to interpret. below we highlight some recent studies that focussed on lexical errors (formal and semantic), but for our research purposes, we present only findings related to semantic mistakes (i.e., those that involve meaning). shalaby et al. (2009) examined lexical (formal and semantic) errors in 96 writing samples of female saudi students enrolled in a prep-year program at a university in saudi arabia. findings indicate that there are 434 semantic errors (60.45% of the total errors). the most frequent error category was a confusion of sense relations, followed by collocation and stylistic errors, respectively. another study was conducted by mutlu (2016), who conducted a study analyzing 16 turkish-speaking university students' essays. findings on semantic errors reveal that confusion of sense relations, mainly involving the use of near-synonyms, was the most frequent category, accounting for 50% of all errors. these were followed by errors in preposition partners and semantic word selection at 24 and 22%, respectively. the other errors were quite infrequent, making a combined count of 6%. jassim (2016) analyzed 94 paragraphs written by their year students in the department of english at an iraqi university. the researcher observed a total of 434 semantic errors made of 286 sense relation errors, 87 collocation errors, and 61 stylistic errors. the most frequent errors concerned sense relations, accounting for 65.89 % of total errors. these were followed by collocation and stylistic errors at 20 and 14%, respectively. another study relevant to this research was conducted by owu-ewie and williams (2017). the analysis of 150 senior high school students' essays revealed that grammatical errors such as articles, tense, prepositions, and number constituted 61%, while lexical (semantic) errors constituted 39%. they observed that most errors at the lexical level http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 3, july 2022 e-issn: 2723-4126 p-issn: 2776-8880 174 were due to homophone problems. a recent study was carried out by saud (2018). the researcher investigated errors made by 30 third-year english students at king khalid university. the study found that semantic errors constituted 14.6% of all errors. most semantic errors concern confusion about sense relations, particularly near-synonyms. the remaining errors were collocation errors. this brief literature review shows that the emerging pattern in most studies relates to rankings of the categories of errors where the confusion of sense relations (in particular, near-synonyms) dominates in frequency count. the current study is based in lesotho, a former british protectorate. lesotho recognizes sesotho (dominant l1) and english (l2) as official languages, with english being used as a medium of instruction from standard 4 up to the university level. all other subjects, except sesotho, are offered and examined in english. this means that on entering tertiary schooling, students would have received instruction in english for nine years. in the researchers'' experience of teaching at the national university of lesotho [nul] for over 20 years, there has always been a concern about the poor writings skills of the university students. this concern emerges despite the university admitting students who have passed the english language at high school. in addition, all first-year students must take courses in scholarly communication and study skills, as well as remedial grammar. although the names and codes for these courses have changed over the years, the aim is to enhance students'' language skills appropriate for the university level. it could be expected that students, having received instruction in these courses, would produce error free texts. however, complaints about students'' weaknesses in writing, even at senior levels, continue to be raised. there is not much research on nul students' writing errors. available literature includes letsoela (2014) on the inappropriate use of transition markers, letsoela and ntsane (2015) on spelling errors, and ekanjume-ilongo and morato-maleke (2020) on different types of errors in students'' essays. therefore, further research on errors in nul students' academic writing is needed. the current study fills that gap in the existing literature. this study thus examines the lexical semantic errors in writing nul final-year undergraduate studies. specifically, the objectives of the study are to: 1. identify and categorize the lexical semantic errors 2. explain the likely causes of the errors 3. examine the extent to which they affect intelligibility hopefully, this study's findings will contribute to the existing knowledge of the semantic errors students commit when writing in english as a second language. furthermore, upon noticing the types of errors in the students' writing, it is envisaged that lecturers will devise ways of assisting students in avoiding or minimizing them. methods design the current study employed both quantitative and qualitative approaches. since the overall aim of this research was to examine errors in students' academic writing, the quantitative approach, or more precisely, descriptive statistics, was used to calculate http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 3, july 2022 e-issn: 2723-4126 p-issn: 2776-8880 175 frequencies and percentages of the errors and their types. after identifying and counting the errors in the student's texts, the possible causes of the errors and how they affect comprehension were considered. this is a qualitative analysis. combining these two approaches helped to bring about a fuller understanding of the errors committed by the students. data the data for the study were fourth year bachelor of education [b.ed]students' action research reports. the reports were submitted as part of the student-teachers' teaching practice assessment. the projects were written by basotho esl students who majored in the english language and would, therefore, be qualified to teach at senior levels in high schools upon completion of their degrees. ten projects, labeled s1 to s10 to protect the identities of the student writers, were randomly selected. as the research design is partly qualitative and therefore concerned with information richness and not necessarily sample size, the researchers felt that this limited number allowed for an in-depth analysis. in addition, the choice for final year students writing was influenced by the fact that the writers were senior students who had been exposed to different writing tasks in their four years at university. their writing was expected to be advanced and, to a large extent, free from language errors. the reports were personal accounts and reflections on the student's teaching practice sessions. they would include aspects such as background about the schools they were based at, the topics they taught, challenges they faced, and how those challenges were addressed. each report was, therefore, unique. data analysis the researchers made two copies of each report. each researcher read through each set of reports and identified the errors. the researchers also read each other to ensure that no errors went unnoticed. thus, each report was independently analyzed by the two researchers. these researchers have experience teaching writing skills at universities. in addition, they offered courses in introductory semantics. they, therefore, have equal competence in the analysis of semantic errors. after identification, the errors were categorized using hemchua and schmitt (2006) semantic classification, which is itself a modification of james (1998) classification. although hemchua and schmitt (2006) 's complete classification of lexical errors has two major categories, formal lexical errors and semantic lexical errors (p12), the former is outside the scope of this study. below we reproduce the classification of the semantic error, including explanations and examples as provided by the authors: figure 1. lexical semantic error taxonomy 1 confusion of sense relations 1.1 using a superonym for a hyponym. a more general term is used where a specific one is needed. therefore the meaning is underspecified (for example, we have modern equipment in our house). http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 3, july 2022 e-issn: 2723-4126 p-issn: 2776-8880 176 1.2 using a hyponym for a superonym. an overly specific term is used (for example, the colonels live in the castle).* 1.3 using inappropriate co-hyponyms (for example, i think the city has good communication such as a lot of buses). 1.4 using a wrong near synonym (for example, a regretful criminal or sinner).* 2 collocation errors (word combinations that do not sound natural and correct. inappropriate collocation may not be absolutely wrong, but rather infelicitous. 2.1 semantically determined word selection (for example, the city is grown ). 2.2 statistically weighted preferences (for example, an army has suffered big losses ).* 2.3 arbitrary combinations and irreversible binomials (for example, hike-hitch ). 2.4 preposition partners (verb or noun + particular preposition, preposition + noun) (for example, some channels in television, surrounded with nature). 3 connotation errors (for example, there are too other advantages of living in the city) 4 stylistic errors 4.1verbosity (for example, i informed my girlfriend of the party through the medium of telephone).* 4.2 underspecification (meaning is not clear, for example, although cars in the country are lower our analysis retained all subcategories relating to sense relations, collocation, and stylistic errors. the fifth subcategory, under sense relations, was drawn from our data and thus added to the classification. the category included cases where students used antonyms of words in place of the words they intended to use. we also introduced two new categories, namely, translation errors, for those errors that seemed to be caused by literally translating l1 (sesotho) expressions to english and 'othe' to cater to cases where there was no semantic relation between the word used and the one intended or cases where students would just make up words. lastly, during the analysis and classification of errors, it was observed that some sentences contained only one error while others contained two or more errors. therefore, in cases where there were multiple errors in a sentence, these were counted separately. furthermore, regarding cases where the same student repeatedly made the same error, such an error was measured once. this was done to avoid exaggerating the frequency of the errors. the following figure can summarise the analysis: http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 3, july 2022 e-issn: 2723-4126 p-issn: 2776-8880 177 figure 2: semantic errors classification (adapted from hemchua and schmitt (2006:12) semantic errors 1 confusion of sense relations 1.1 general term for specific one 1.2 overly specific term 1.3 inappropriate co-hyponyms 1.4 near synonyms 1.5 antonyms 2 collocation errors 2.1 semantic word selection 2.2 statistically weighted preferences 2.3 arbitrary combinations 2.4 preposition partners 3 stylistic errors 3.1 verbosity 3.2 underspecification 4. translation errors 5.other 5.1 no relation between the word used and the one intended 5.2 nonsensical results as indicated earlier, the paper aims to examine the lexical semantic errors nul students commit. findings suggest that there were 172 semantic errors distributed among the ten students' research reports. this distribution is presented in table 1 below: table 1. distribution of semantic errors errors type frequency percentage 1. confusion of sense relations general term for specific term 14 8 hyponym instead of a superordinate term 4 2 near synonyms 28 16 homonyms 16 9 antonym of intended word 1 1 total 64 37 2. collocation errors semantic word selection 32 19 statistically weighted preference 9 5 arbitrary combinations 4 2 preposition partners 11 6 http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 3, july 2022 e-issn: 2723-4126 p-issn: 2776-8880 178 total 56 33 3. stylistic errors verbosity 11 6 underspecification 4 2 total 15 9 4. translation errors 21 12 total 21 12 5. other no relation between the word used and the word intended 9 5 nonsensical 8 5 total 17 10 grand total 172 100 as seen from table 1 above, most errors concerning sense relations with more than a third of all occurrences can be seen. this category was followed by collocation with a count of a third of all occurrences. errors for other types were fairly few as they together constituted slightly over 20 per cent of the occurrences. discussion categorization of errors it has been observed that confusion of sense relations was the most frequent error type. sense, broadly defined, concerns relationships inside language (hurford and heasley 1983:1) in that it is through the knowledge of the correct meaning of a word that speakers establish the relationships that hold the words themselves (palmer 1981: 29). it therefore, follows that as reimer (2010:136) rightly explains," knowing an expression's meaning does not simply involve knowing its definition or inherent semantic content. as well as knowing a word's definitional meaning, a competent speaker knows how it relates to other words of the language". most errors in sense relations concern near-synonyms. students thus made errors such as the following: 1. the student-teacher resumed teaching on the 17th february-2009, in form d1. [s10] 2. …they responded spontaneously without too much < many > grammar and spelling mistakes. [s5] the student used the word resumed instead of assumed in the first example. while the two are similar in that they refer to the taking on of responsibility (in this case, teaching). the student seems not to be aware that resumed means assume again. for example, a teacher who is reporting on his/her teaching practice experience started the practice on 17th february. therefore, the word assumed should have been used. in the same way, student 5 seemed not to have internalized the rule that english uses different determiners for countable and uncountable nouns to express abundance. much is http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 3, july 2022 e-issn: 2723-4126 p-issn: 2776-8880 179 used to express a great quantity, while many are used to express a great number (countable). since the student was referring to mistakes, many were the correct word. another frequent error in sense relations concerned the relation of hyponymy. students seemed to have problems concerning when to use a superordinate term or a hyponym. the following examples illustrate: 3. during the post-observation conference, the student teacher and the cooperating teacher decided that all new words should be explained. [s1] 4. english is a very ambiguous course. [s5] in example 3, the general term meeting was appropriate. this is because, while conference and meeting share the meaning of gathering people, a conference is used for a large official gathering, not an encounter between the student-teacher and the cooperating teacher, for instance. in example 4, the student used course in reference to english, which was his/her major subject. from a single subject, several courses can be derived. another error in sense relations involved homonymy, particularly homophones (words that sound identical but are written differently). examples in the students' texts include: 5. all these made students loose all hope they had of passing…[s7] 6. students turned not to care. [s9] 7. she came ones< once > or twice when she had a little time to spare. [s5] the error with the least frequency, and one which was not identified in previous studies, involved a case where one student used an antonym of the word he/she intended to use. the student wrote: 8. *it is also seen that leniency of teachers can harm the operation of the teaching and learning activities and so it is important to loosen up but be done with caution. [s2] a close reading of the sentence suggests that the student's intended message was that teachers need to be a little lenient when they deal with students, as their strictness can negatively affect the process of teaching and learning. it could therefore be concluded that the student did not know the meaning of leniency. although this was an isolated case, it is worrying that an aspiring english teacher might not know the meanings of such a common word. collocation was the second most frequent category of semantic errors, with counts of 33%. collocation is largely determined by meaning because it is based on the understanding that part of the knowledge of the meaning of a word involves knowledge of words with which it co-occurs. collocation errors concerned word selection and statistically weighted preferences, as illustrated below: 9. the study has been done by one student teacher autonomously at holy cross high school…[s5] 10. it improves the listening and asking skills of learners. [s9] http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 3, july 2022 e-issn: 2723-4126 p-issn: 2776-8880 180 11. the procedures< steps > in constructing a paragraph should be followed. [s10] another type of error in collocation concerned preposition partners. in this category, it was observed that students used inappropriate prepositions, omitted prepositions where they were not required; or used two prepositions because they could not decide which one was more appropriate. the following examples illustrate these types of errors: 12. the teacher was also familiar to employing the method when teaching. [s4] 13. also it has been observed that the students are fully reliant < on > the teacher. [s1] 14. in the revision session, the student-teacher put up < omit up > emphasis on the error of subject-verb agreement…. [s3] 15. an action research also equips me as the practising teacher with an understanding of about events and things…[s9] the next category of errors involved stylistic errors which concerned redundancy, underspecification and translation. with regards to redundancy, it was observed that students would use two words with the same meaning while only one would have been sufficient. these words were joined with and, suggesting that the students considered them not to mean the same thing. the following examples illustrate: 16. this study has shown that the efficiency and effectiveness of the teaching aids relies much on the commitment and dedication of the teacher. [s2] 17. the main reason and purpose for using these groups of people was finding views, relationships, and concerns with regard to…[s9] it is not clear what the students hoped to achieve by using two words that mean the same thing, but if we consider the use of the conjunction, this might suggest that the students were not aware that they had chosen words that meant the same thing and this had no effect on the meaning of the text. another stylistic error was underspecification; students simply used vague terms instead of precise ones to communicate their intended meaning. they would, for instance, write: 18. the purpose of a paragraph is to separate ideas, and a new paragraph means a new idea is being talked about. [s8] 19. this research will help other student teachers on how to teach paragraphs so that learners write very wonderful paragraphs. [s3] there were also translation errors where students would translate from their l1 (sesotho) into english. some of the translations did not render the sentences incomprehensible, as illustrated in the following sentence: 20. when they got to class, the cooperating teacher introduced the student teacher to the students and told them that the student teacher would take over as their teacher starting from the week to come . [s1] http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 3, july 2022 e-issn: 2723-4126 p-issn: 2776-8880 181 the reader could easily guess that the student meant the following week when he/she used the phrase from the week to come. although errors such as this"may not significantly confuse readers in relation to communicative meaning, they do create a bad impressio" (hemchua and schmitt 2006:16). translations could, however, be interpreted only by the reader who understands the writers' native language. the following examples illustrate: 21. learners can be passive because they hate the teacher or they are bored with subject/topic or they are depressed or even taken off by the previous teacher or a lesson. [s2] 22. most of the slow learners are less attentive in class, being more concerned with the social problems surrounding< affecting > them. [s4] in the first example, the writer translates the sesotho slang expression nkeh' which means to be impressed/captivated. the second example is a sesotho translation of a metaphor of problems as enemies which can surround a person. the last category, which we labelled'othe', included cases where it was impossible to categorize the errors because the sentences were simply incomprehensible. as seen in the following examples, the sentences do not make sense: 23. teaching methods are essential to encourage the mastery of bodies of knowledge, and motivation for learning is supplied by inspiration from the teacher …..[s7] 24. after employing several teaching techniques to teach english in form b3, the student teacher employed several problems in which students could not retain what they have been taught. [s10] other examples involved cases where there was no relation between the words used and what seemed to be the intended meaning, as determined by the context of use. examples include: 25. i feel that i view< prefer > planning and assessment instead of a traditional lecturing style of teaching. [s9] 26. basing myself on self-evaluation andlearners' responses of the questions which were asked to them, i became with the following ideas. [s3] in summary, it has been observed that nul students made errors mostly with sense relations and collocation. these findings are consistent with other studies where these categories were the most frequent (see, for instance, shalaby et al 2009, mutlu 2016, jassim 2016 and saud 2018). likely causes of the errors having identified the types of errors students make, it is also important to consider why such errors occur. firstly, as has been observed that most errors concerned confusion of sense relations where students would confuse words that are somehow similar in meaning, it can be assumed that the students, being english l2 speakers, might not have reached the optimal vocabulary competence to recognize that words may be related in http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 3, july 2022 e-issn: 2723-4126 p-issn: 2776-8880 182 meaning without necessarily being synonymous or interchangeable in all contexts of use (see palmer (1981). looking at the data, it can be concluded that the fact that the majority of sense relation errors concerned near-synonyms suggests that students might not be aware that synonyms differ in several ways. the same argument about students' insufficient competence with regard to word associations can be maintained about errors involving collocation and stylistic choices. his deficiency inhibits students from using precise terms or correct prepositions, as has been seen in the previous section. another cause of the errors is the students' l1 (sesotho) interference. studies that have dealt with l2 writing have noted that many errors are a result of l1 interference. with grammar, for example, learners apply the rules of their l1 to construct sentences in the target language. ekanjume-ilongo and morato-maleke (2020), for instance, observed that nulstudent' texts had english phrases/sentences which were translated from their mother tongue sesotho. lastly, it has been noted that the students' carelessness caused some errors. looking at examples 5-7, it is difficult to conclude that fourth-year english majors do not know the difference between those homonyms. looking at these errors, especially when final-year english language majors make them, they may be a result of students' carelessness and failure to proofread their work. it could be argued that they seem to be mistakes and not errors, but if these are errors where students do not know the difference between loose and loss, tend and turned, once and ones, for example, then there is even more reason for worry as these are the people who are being trained to teach at high schools. it should be noted that in a study of error analysis of second-year english language and linguistics students' essays, there were no errors in the use of homophones. it is quite surprising to find them in the writing of senior students majoring in english language and linguistics. one would have expected to find errors in the use of homonyms in the writing of second-year students and none, if not less, in final-year students writing. effect on text comprehension concerning the effect of these errors on text comprehension, it is realized that most of the errors do not affect text comprehension. this can be seen in confusion of sense relations and collocation errors; the reader can easily and correctly interpret the intended meaning (see examples 2, 3, and 5, for instance). with stylistic errors, however, particularly the errors of underspecification, the lecturer, who is the primary reader and is also testing the students understanding of content, may be left with doubts on whether the student's understanding is adequate. for example, in example 19, it can be argued that while the lecturer would know that ' wonderfu' paragraph is an effective paragraph in terms of structure and content, it will not be clear to him/her if this is what the student means by using the word 'wonderfu' as the term is just too vague. it can also be argued that the errors most likely to affect text comprehension are l1 interference errors, especially to readers who do not share an l1 with the student writers. without knowing the students' l1, expressions such as those in examples 21 and 22 simply render the sentences incomprehensible or nonsensical in the same way as those in examples 25, and 26 hamper communication. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 3, july 2022 e-issn: 2723-4126 p-issn: 2776-8880 183 conclusion to conclude, it is evident that while fourth-year students, particularly english majors, are expected to produce error-free texts, this is not the case with nul students. the results indicate that rigorous teaching must be employed in delivering compulsory first-year academic communication and study skills and remedial grammar courses to set a solid foundation for these students. teaching materials should be designed to address these kinds of cases; students should not only be taught basic grammar, but lexical and semantic knowledge should be included in the curriculum. as pointed out earlier, these errors can lead to text misunderstanding. it is hoped that the results obtained in this study will inform the communication and study skills unit, which is tasked to equip students with effective study, academic reading, and writing skills. it is also hoped to provide appropriate input for university learning that deals with the problems that students face so that these problems may be addressed more rigorously. verhallen and schoonen (1993) rightly point out that analyzing errors in students' writing could be an invaluable source of information for lecturers. it can reveal problem areas and thus help the lecturers design appropriate remedial courses for students. in this regard, it is recommended that the syllabus should include explicit teaching of vocabulary to minimize errors such as the ones observed in this study. furthermore, as the findings suggest references afrin, s. (2016). writing problems of non-english major undergraduate students in bangladesh: an observation. open journal of social sciences, 4, 104-115. ander, s., & yildirim, ö. (2010). lexical errors in elementary level efllearners' compositions. procedia social and behavioral sciences (pp. 5299–5303). elsevier. corder, s.p. (1967). the significance of learner's errors. international review of applied linguistics in language teaching, 5(4), 161-170. ekanjume-ilongo,b and morato-maleke, m. (2020). error analysis in the essays of second year students of the national university of lesotho. journal of african languages and literary studies, 1(1), 71-91. hemchua, s., and schmitt, n. (2006). an analysis of lexical errors in the english compositions of thai learners. prospect, 21(3), 2–24. hurford, j. r. and heasley, b. (1983). semantics: a coursebook. cambridge: cambridge university press. james, c. (1998). errors in language learning and use: exploring error analysis. london: longman. jassim, l.l. (2016). an analysis of semantic errors in iraqi efllearners'writings. journal of thi-qar university,11(4),162-184. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 3, july 2022 e-issn: 2723-4126 p-issn: 2776-8880 184 khalil, a.m. (1985). communicative error evaluation: nativespeakers' evaluation and interpretation of written errors of arab efl learners. tesol quarterly,19,335351. letsoela, p.m. (2014). inappropriate use of transitions by national university of lesotho students. international journal of english language education,2(1), 100-112. letsoela, p.m. & ntsane, m. (2015). analysis of spelling errors among national university of lesotho undergraduate students. annals of modern education, 7(1), 1-9. muchemwa, s. (2015). learning english for an academic purpose: the errors of an english learner. iosr journal of humanities and social science (iosr-jhss), 20 ( 9), 52-58. doi: 10.9790/0837-20925258 mutlu, g. (2016). an analysis of lexical errors of turkish university students learning english. in başaran, b. ç., cengiz, b.h., gümüşok, f. and şafak, d.f. (eds). 9th international metu postgraduate conference on linguistics and language teaching. ankara: gazi kitabevi.189-208. owu-ewie, c. and williams, r. (2017). grammatical and lexical errors in students' english composition writing: the case of three senior high school (shs) in the central region of ghana. sino-us english teaching,14 ( 8), 463-482. doi:10.17265/15398072/2017.08.001 palmer, f.r. (1981). semantics (2nd ed). cambridge: cambridge university press. saud, w.i. (2018). lexical errors of third year undergraduate students. english language teaching,11(11),161-168. shalaby, n.a, yahya, n. and el-komi, m. (2009). analysis of lexical errors in saudi college students' compositions. ayn, journal of the saudi association of language and translation, 2(3), 65-93. university of amsterdam verhallen, m. and schoonen, r. (1993). lexical knowledge of monolingual and bilingual children. applied linguistics, 14(4), 344-363. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 1, no. 2, october 2020 e-issn: 2723-4126 139 developing the content of webtoon comic application as supporting media in learning english grammar at the 2nd semester english students of iain palopo 1muhammad ariel, 2sahraini, 3dewi furwana 1,2.3institut agama islam negeri palopo (iain palopo), palopo, indonesia muhammadariel043@gmail.com1 sahraini@iainpalopo.ac.id2 *dewi_furwana@iainpalopo.ac.id3 abstract this research aims to create a supporting media product in english grammar learning in semester 2 students majoring in english at iain palopo. based on observations in june 2019, the author found a problem in the scale of student use in smartphone use that is increasingly growing. therefore, the author is interested in creating an online comic that can be accessed on the phone by using an application called webtoon. the study design used in this study was research and development (r&d) utilized addie model. it consists of analyze, design, develop, implement, and evaluate. the product is used as a supporting medium in english grammar learning which was once being studied by semester 2 english student iain palopo. the product was tried out to the students of semester 2 of english students at iain palopo. the instruments were used in this study are questionnaire for need analysis and observation sheet for 5 experts and student’s perception. in this study, 5 experts were involved in order to validate the product. the elements of the validation are display, content/materials, language, and the application. the result based from the expert’s validation as well as try-out product result, the product of this study was appropriate to be applied for the students of english department semester 2, as a supporting media in learning english grammar keywords: design, comic, webtoon, supporting media in learning grammar introduction nowadays, many students are very close to the social network or with their smartphone. communication need is the major factor that causes this situation. besides that, entertainment needs becoming super important for teenagers at this age. that is why the students released the study time for interacting on social networks and entertain themselves with their smartphone. the development of smartphones is interactive and sophisticated, so they can access everything on that. even for learning something, they can do that instantly by using applications and network connection. the education life is cannot be released from the technology of media and communication networks. in a good form, the technology of smartphones can be used as supporting media for finding some information, so they will not deny the good usability of smartphones (rifuddin et al., 2020). the media of smart phones will show us the positive effect if the student uses it in a good way as well, as oka's perception. the media for network systems is used for administration or even better for learning and teaching. using media as a complement of learning and teaching is more needed at this time. the media and technology becoming super active to used by any level in learning. to improve the skills in learning english, the students and the teachers need the media http://u.lipi.go.id/1593190689 mailto:muhammadariel043@gmail.com mailto:sahraini@iainpalopo.ac.id copyright © the author(s) vol. 1, no. 2, october 2020 e-issn: 2723-4126 140 and technology as a compliment and it will help them to more understand the material (wahidin & yahya, 2020). it is clearer if use the media as the visual in learning so the students can imagine the topic in a real form the use of technology inside the smartphone is more active than reading a book. the students can find many books on the internet or many articles without paying too much and they can find more information. they used to be more active on social media than in real life. but without a doubt, that there are so many applications that can improve the ability in learning. special for english education, the application that can help them to improve are dictionary offline and online, the bunch of vocabulary, the english games, the english quiz, the chat room for users in the world, and many more. the application that the writer use for this study, is webtoon. webtoon is the most popular app in the play store in the comic reading category. webtoon is officially launched for the first time in south korea as a webtoon portal followed by naver in 2004. the readers can find much tittle free as well and no need to pay any tittle on webtoon. webtoon is an open-source media for all authors in the world to still connect with the reader through their work. fun fact about webtoon is that it has a room comment for the readers and it will make them still know about the reader's opinion about their work. but i will make this room comment as a room class for the students. it is really helpful for them to still update the information about the entire english stuff. finally, they can enjoy reading in this way and not feel boring anymore when they read the text. because it is available with the picture and a constant character for the comic methods development model the writer designed the method that was used to complete the research, which is research and development (r and d). the writer follows the instruction of the study using the addie model. this model stands for the five stages of the development process, namely analysis, design, development, implement, and evaluate. these phases are sequential, each depends upon the successful completion of the preceding phase. the design phase is the main point of action in this model. procedure of development based on the addie model, writer use the procedure below: 1. analysis the gadget of the technology, becoming super active for teenagers or students. the fact that technology is a tool that helps the human to reach their needs. in technology, we already know about smart phone, tablet, or anything we call it, is more like an important human's thing that they never want to forget to bring it wherever they go. they can access many features in a small object that fits their hand easily. it sounds impossible, but it happens in our universe(helma & jufriadi, 2020). the most important usability that the human use for their smart phone is communicating and get some information. as we can see in our environment the people almost seen looking down at their cell phone. and it happens for our young generation, especially for our students. the most worrying thing for this situation is they can access whatever they want with no filter anymore. and we can blame themselves form this situation because it is more like their privacy (irvy, 2020). the benefit of this situation is to make our business is easier to reach by saving our time and our power. from all of the possibilities that may http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 1, no. 2, october 2020 e-issn: 2723-4126 141 happen, the writer will develop the usability from one of the application that the teenagers access frequently, that is webtoon. webtoon is a comic application online based. from the reality of the information about this application, there is no educational language in their product of the title of the comic inside of this application. the writer will develop this situation and publish the educational english language comic. 2. design in this step, the writer designed the product by using several objects and media for designing the product. the writer designed the product with use some objects. 3. develop the writer develops the content of the application to use the application as supporting media in learning grammar. the application has many genres of the comic, but they are lacking of having an educational language inside the comic. the writer will develop the application as a supporting media in learning the english language of grammar. here is the detail of the development. the application just has nine genres of the comic, they are (1) romantic, (2) drama, (3) action, (4) comedy, (5) slice of life, (6) fantasy, (7) thriller, (8) horror, (9) web novel. the writer chose an educational comic in slice of life genre. because "slice of life" genre is closer to humans life because an educational story frequently happens in human life. this genre contains humans activity including education. but there is no english education in this genre. the content of the slice of life is just like humor, the daily life of the people, or random event that happen every day for this genre. but it possible to put an educational comic because education is a part of life. with the light story include in this genre, the educational story has a bit potential to take part in the existing comic series. here is a simple illustration to describe development. 4. implementation the comic will be used as supporting media in learning. the teacher is given the breadth to explore the learning method for students. this comic is need an internet connection for the first access. but when they want to read it offline, it is available to download the comic. the writer will post or publish the comic will be published in 6 episode include the introduction of the comic. 5. evaluate this is the last step for this product. the writer will post or publish the product after comparing the result of revision from expert judgment and the reality in study. location and time of the study the study was conducted at the institute state islamic institute palopo especially in english department in the 2nd semester. it was conducted on june 2019 – august 2020. picture: 5.5 illustration of the development from the application http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 1, no. 2, october 2020 e-issn: 2723-4126 142 subject and object of the study the population in this study was the students of english department of iain palopo. there are 4 classes with amount of students are. the sample of this study was 30 students that had been by using random sampling technique. technique and data collection instrument 1. data collection instrument the instrument of collecting data in this study is questionnaire, the questionnaire items consists of some target needs (necessity, wants, lacks) and target needs that was spread trough google form. 2. data collection instrument for the expert judgment the product judged by the experts in some sectors, they are view, model/design, content, material, language, and application. the questions were shared online. 3. data collection instrument for product try-out the data collection instrument for the product try-out was the observation for finding the students perception about the product. the observation sheet was shared by google form. data analysis techniques 1. data analysis on need analysis the writer using questionnaire as a conducting data from the need analysis questionnaire, which is distributed to the students in need assessment phase, is describe based on the answer that the students chose to show their needs. the result of this questionnaire will be calculated using the following formula. x =σx x 100% x = nilai n σx=the same answer of students n = total number of students students' choices (necessity, lack, want, input, procedure, setting, teachers' role, and students' role) are becoming a study's background in designing the product. 2. expert’s validation the result of data was converted in descriptive analysis. the indicator in measuring the result is the mean (x). the means will be used by using conversion pattern data: mn (x) = σfx n m = mean σ fx = total score n = total items table 1. data conversion table was adapted from (suharto 2006) in alex sander (2018) scales interval of mean descriptive categories 1 1.0 7,5700 is higher than the pre-test average. the average value in the control class is also more significant than the average preliminary value. based on the analysis of the data, the lesson of speech using effective dramatic techniques at 9 palopo can be concluded. it can be concluded. the results of the experimental classes can be shown that they are higher than the control class. keywords: drama technique, english language teaching, speaking skills. introduction speaking skills are language skills developed in a child's life that come from listening to skills are learned. speaking is one way to communicate and communicate ideas orally. that is why speaking was very important. the learner of a language should have good skills in the language (iksan & palangngan, 2018). especially, to avoid a possible misunderstanding in communication. in learning language, the learner of the language may use different ways to develop their speaking ability, for example, debate, speech, and discussion. english teachers should be able to fulfil the role of a professional teacher. a teacher should participate in the teaching-learning process. other ways are having group discussions doing role-play, dramatic techniques, and these games can reduce the' well-being of the student and enable the students to socialize with others certainly and can cause nice competition between them. english teacher smpn 9 palopo should implement appropriate teaching methods and techniques. so to succeed this method teachers need technique and one of them is using drama techniques. why use drama? because they combine verbal and non-verbal elements, so they unite the mind and body and restore the balance between the physical and the intellectual aspects of studying drama. why drama is important because in studying drama students are able to be confident in doing everything. for example, speaking in public. the benefit of learning marwati state islamic institute of palopo (iain palopo), indonesia marwati@iainpalopo.ac.id http://creativecommons.org/licenses/by/4.0/ mailto:syamsudarni@iainpalopo.ac.id copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 42 this work is licensed under a creative commons attribution 4.0 international license drama for students is to improve memory for students, help students with language skill and confidence, support character to give birth to their respective creative powers and eliminate shyness, nervousness, tension and fear. based on the surface survey wants to identify for the problem, is the using for drama is potent in repairing students' speaking skills in smpn 9 palopo? purpose of the survey is to improve college speaking skill to take drama technique at eighth class smp of 9 palopo. methods research design this research applied quasi-experimental research design. quasi-experimental was involved in two groups for college with pre-test and post-test pattern. according to ary et al, quasi-experimental is an experimental research design that has lacks the randomization of the group. quasi-experimental needed two similar groups as the sample of the research. latief states that quasi-experimental research is the research which takes the sample from two different classes in the same grades which has similarity. the classes are an experimental group and a control group. the experimental group was the group who teaches improving speaking skills students through drama. the other hand, the control group was the group who does not teach improving speaking skill students through drama. the researcher was used pre-test and post-test in both experimental and control classes. the aim to find out the using of improving speaking skills students through drama and to get the effectiveness significant by comparing the pre-test and post-test both of the experimental class and control class. the research design in this research could be seen as follows: group pre-test treatment post-test e c o1 o3 x o2 o4 where: e : experimental class c : controlled class o1 : result of pre-test (in experimental class) o3 : result of pre-test (in controlled class) x : treatment that will be given for experimental class o2 : result of post-test (in experimental class) o4 : result of post-test (in controlled class). (sugiyono, 2014) location and time of research the researcher decided to research in smpn 9 palopo, at eighth grade class 1 as control class and eighth grade 6 as an experimental class. the researcher decided to research starting from october 21st to november 7th, 2019. variables http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 43 this work is licensed under a creative commons attribution 4.0 international license in this research, these are two categories of variables, namely the dependent variable is to improve students' speaking skill. the independent variable is drama. population and samples the population of this research was the eighth-grade student's of smpn 9 palopo in the 2019/2020 academic year. the total population of 60 students from 2 classes, there are class viii 1 and viii 6. the samples of the research were chosen purposively. it consisted of 30 students for each class. there are 22 boys and 38 girls. they have the same proficiency level they still have low achievement in speaking. etiquette for trove data pre-test the first thing to do is the researcher applied a pre-test. students in the class join the test. the researcher had given a question to oral questions students about themselves, experiences and desire to be achieved. the researcher had given an example of an unforgettable experience. experimental and control class the english teaching of speaking skills at both classes was conducted for four meetings for each. the teaching in experimental classes was conducted following the procedure of the drama technique, while in control class, the teaching process was following the conventional method. post-test the post-test was conducted to find out the students' achievement and their progress after giving the treatment about improving speaking skills through drama. the researcher gave a drama entitled about asking suggestion and giving suggestion. research of the instrument the instrument of this research was speaking skill through drama at smpn 9 palopo in class viii 1 and viii 6, from that the test the researcher scored the students' accuracy, fluency, and comprehensibility. the researcher was a useful test to measure the students' ability to understand the speaking skill before and after giving treatments. in this case, speaking skill is an objective test. the technique of data analysis the researcher used quantitative analysis to find the default value and deviation of the data and t-test paired sample by used spss 20.0. results students score of experimental class students' pre-test result table 4.1 the score of college pre-test result in experimental class the aspects of the speaking skills http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 44 this work is licensed under a creative commons attribution 4.0 international license respondents exactness smoothness comprehensibility students score r1 4 4 4 12 r2 4 3 4 11 r3 3 2 2 7 r4 3 2 2 7 r5 3 3 2 8 r6 2 2 2 6 r7 3 3 3 9 r8 2 2 2 6 r9 2 2 2 6 r10 3 3 2 9 r11 3 3 2 8 r12 3 3 2 8 r13 3 3 2 8 r14 3 3 3 9 r15 2 3 3 8 r16 2 3 3 8 r17 2 2 3 7 r18 2 2 2 6 r19 2 2 1 5 r20 2 2 2 6 r21 2 1 1 4 r22 2 3 2 6 r23 3 2 3 8 r24 2 2 3 7 r25 2 3 2 7 r26 3 3 2 8 r27 3 3 3 9 r28 3 2 3 8 r29 3 3 3 8 r30 3 3 2 8 table 4.3 the of students' score rate percentage accuracy in pretest result in class experimental method rating frequency percentage excellent 6 0% very good 5 0% good 4 2 7% average 3 15 50% poor 2 13 43% very poor 1 0% total 30 100% table 4.5 the rate percentage of students' score of fluency in pretest result in experimental class http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 45 this work is licensed under a creative commons attribution 4.0 international license classification rating frequency percentage excellent 6 0% very good 5 0% good 4 1 3% average 3 16 54% poor 2 12 40% very poor 1 1 3% total 30 100% table 4.7 the rate percentage score of comprehensibility in pretest result in experimental class classification rating frequency percentage excellent 6 0% very good 5 0% good 4 2 7% average 3 10 33% poor 2 16 53% very poor 1 2 7% total 30 100% students’ posttest result table 4.8 the students' score posttest result in experimental class respondents students score the speaking aspects of skill exactness smoothes comprehensibility r1 5 4 6 15 r2 4 4 4 12 r3 4 3 3 10 r4 4 3 3 10 r5 4 4 3 11 r6 3 3 3 9 r7 4 4 4 12 r8 3 3 3 9 r9 4 4 3 11 r10 4 4 3 11 r11 4 4 3 11 r12 4 4 3 11 r13 4 4 4 12 r14 3 4 2 9 r15 4 3 2 9 r16 3 3 4 10 r17 4 4 4 12 http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 46 this work is licensed under a creative commons attribution 4.0 international license r18 3 3 2 8 r19 3 3 3 9 r20 3 3 3 9 r21 3 4 3 10 r22 3 3 3 9 r23 3 4 3 10 r24 4 4 3 11 r25 4 4 4 12 r26 4 3 4 11 r27 4 4 4 12 r28 4 4 3 11 r29 3 3 4 10 r30 4 3 2 10 table 4.10 the percentage rate score students of accuracy in posttest result in class experimental classification rating frequency percentage excellent 6 0% very good 5 1 3% good 4 18 60% average 3 11 37% poor 2 0% very poor 1 0% total 30 100% table 4.12 the percentage rate value of students' smoothes in posttest result in experimental class classification rating frequency percentage excellent 6 0% very good 5 5% good 4 17 57% average 3 13 43% poor 2 0% very poor 1 0% total 30 100% table 4.14 the rate percentage score of students' comprehensibility in posttest result in experimental class classification rating frequency percentage excellent 6 1 3% very good 5 0% good 4 9 30% http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 47 this work is licensed under a creative commons attribution 4.0 international license average 3 17 57% poor 2 3 10% very poor 1 0% total 30 100% table 4.15 the mean score of students' pretest in experimental class statistic descriptive n minimum maximum sum mean std. deviation pretest exp 30 4 12 227 7.57 1.633 valid n (listwise) 30 table 4.16 the mean score of students' posttest in class experimental statistic descriptive n minimum maximum sum mean std. deviation posttest exp 30 8 15 316 10.53 1.432 valid n (listwise) 30 students score of control class students' pretest result table 4.17 the score of students' pretest result in control class respondents the speaking skills of aspects students score exactness smoothness comprehensibility r1 2 3 3 5 r2 3 2 3 5 r3 3 4 3 8 r4 3 2 2 4 r5 3 3 2 5 r6 3 2 2 4 r7 3 3 2 5 r8 4 4 2 8 r9 3 4 4 8 r10 4 4 3 8 r11 2 3 2 5 r12 3 3 2 5 r13 2 3 3 5 r14 3 2 3 5 r15 3 3 2 6 r16 3 3 3 5 r17 3 3 4 6 r18 3 2 3 5 r19 3 4 4 8 http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 48 this work is licensed under a creative commons attribution 4.0 international license r20 2 3 2 4 r21 4 4 3 9 r22 3 3 3 6 r23 2 3 4 5 r24 3 4 3 8 r25 3 3 2 6 r26 3 2 2 4 r27 2 3 2 4 r28 3 3 2 5 r29 2 3 3 5 r30 2 3 2 4 table 4.18 the percentage rate score of students' accuracy in pretest result in class control classification rating frequency percentage excellent 6 0% very good 5 0% good 4 0% average 3 3 10% poor 2 18 60% very poor 1 9 30% total 30 100% table 4.19 the rate percentage score of students' fluency in pretest result in control class classification rating frequency percentage excellent 6 0% very good 5 0% good 4 0% average 3 7 23% poor 2 17 57% very poor 1 7 20% total 30 100% table 4.20 the rate percentage score of students' comprehensibility in pretest result in control class classification rating frequency percentage excellent 6 0% very good 5 0% good 4 0% average 3 5 17% poor 2 15 50% http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 49 this work is licensed under a creative commons attribution 4.0 international license very poor 1 10 33% total 30 100% students' post-test result table 4.21 the score of students' posttest result in control class respondents the of aspects speaking skills students score exactness smoothness comprehensibility r1 2 3 3 8 r2 3 2 3 8 r3 3 4 3 10 r4 3 2 2 7 r5 3 3 2 8 r6 3 2 2 7 r7 3 3 2 8 r8 4 4 2 10 r9 3 4 4 11 r10 4 4 3 11 r11 2 3 2 7 r12 3 3 2 8 r13 2 3 3 8 r14 3 2 3 8 r15 3 3 2 8 r16 3 3 3 9 r17 3 2 4 10 r18 3 4 3 8 r19 3 3 4 11 r20 2 4 2 7 r21 4 3 3 11 r22 3 3 3 9 r23 2 4 4 9 r24 3 3 3 10 r25 3 2 2 8 r26 3 3 2 7 r27 2 3 2 7 r28 3 3 2 8 r29 2 3 3 8 r30 2 3 2 7 table 4.22 the rate percentage score of students' accuracy in posttest result in control class classification rating frequency percentage excellent 6 0% very good 5 0% good 4 3 10% average 3 19 63% poor 2 8 27% very poor 1 0% http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 50 this work is licensed under a creative commons attribution 4.0 international license total 30 100% table 4.23 the rate percentage score of students' fluency in posttest result in control class classification rating frequency percentage excellent 6 0% very good 5 0% good 4 7 23% average 3 17 57% poor 2 6 20% very poor 1 0% total 30 100% table 4.24 the rate percentage score of students' comprehensibility in posttest result in control class classification rating frequency percentage excellent 6 0% very good 5 0% good 4 4 13% average 3 12 40% poor 2 14 47% very poor 1 0% total 30 100% students' mean score of pretest and posttest in class control table 4.25. mean score pretest of students' in control class statistic descriptive n minimum maximum sum mean std. deviation pretest cont 30 4 9 170 5.67 1.516 valid n (listwise) 30 table 4.26 mean value of posttest students' in control class descriptive statistics n minimum maximum sum mean std. deviation posttest cont 30 7 11 256 8.53 1.358 valid n (listwise) 30 http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 51 this work is licensed under a creative commons attribution 4.0 international license mean value and standard deviation of students' pretest and posttest in experimental class and control class table 4.27 mean score and standard deviation of students' pretest and posttest in experimental class descriptive statistics n minimum maximum mean std. deviation statistic statistic statistic statistic std. error statistic pretestexp 30 4 12 7.57 .298 1.633 post test exp 30 8 15 10.53 .261 1.432 valid n (listwise) 30 the t-test pretest and posttest in experimental and control classes table 4.28 students' result of t-test from pre-test score of experiment and control classes group statistics n mean std. deviation std. error mean experiment class 30 7.57 1.633 .298 control class 30 5.67 1.516 .277 table 4.29 the probability score of t-test of posttest in experimental and control classes samples test paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 post-test exp – post-test cont 2.000 2.051 .374 1.234 2.766 5.341 29 .000 discussion "based on the research findings, the data analysis above shows that using drama techniques is effective in improving students' speaking skill because of drama teachers and students in doing everything". from shy students to quiet students. when researchers use drama strategy that's where students are excited used three studies, namely accuracy, fluency and comprehensibility. the reason why do the comprehensibility value increase because before students display the drama assigned by students, they are required to understand the drama that they performed. while the value of accuracy and fluency increases because students have trained themselves before http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 52 this work is licensed under a creative commons attribution 4.0 international license performing drama. therefore, they are accustomed to saying the word contained in the dialogue. in the posttest, it can be seen in the table before after giving continuous treatment using drama techniques. the averages scores of the experimental class of students while the control class of students taught without using drama techniques. subrabowo said that developing students 'speaking skills through drama parody meant that drama was also effective in improving students' speaking skill. in this section, researchers take 3 students as representations that have different abilities, namely students r1, r2, and r10. from these three students, there are differences in the comparison of speaking skills in drama techniques, namely high, medium and low in the experimental class. the first student is the student (r1), the study found that students could explain the topic in the pretest because he is fluent and comprehensive in explaining the topic. in addition, after researchers provide treatment about drama techniques, students are increasingly eager to put out the words spoken. before the researcher gave treatment, he got a score of 12 in the pretest and after giving treatment, students got 15 scores in the posttest. the second student is a student (r2) students have a moderate ability to describe a topic. after research provides treatment about drama, these students have the motivation to learn to speak, especially in terms of confidence to appear in public. after that, before the researcher gave treatment, he got a score 11 of pretest and after giving treatment the student got 12 scores on the posttest. the third student is a student (r10). this student has a different comparison between the two students above because he has a very low level of student a and student b. after the researcher gives treatment about drama students are lazy to put out words and are ashamed to appear in front. before the researcher gave treatment, he got 9 scores on the pretest and after giving the treatment, students got 10 scores on the posttest. in the control class, researchers found differences from the experimental class. the controlled class has low talk. besides that, after the researcher teaches speaking without drama, students cannot explain the topic well. conclusion "based on the research findings it can be concluded that the use of drama techniques is effective to improve students' speaking abilities at smpn 9 palopo". in other words, it can be proven that there are significant differences in the learning outcomes of students who learn to speak through drama techniques with students who take learning without drama techniques. "based on data analysis in the experimental class, the post-test average score is higher than the pre-test average score (10,5300> 7.5700)". "while in the control class, the posttest average score was also higher than the pretest average score (8.5300> 5.6700)". "based on the analysis of the data it can be concluded that the teaching skills of speaking using effective drama techniques at smpn 9 palopo". it can be proven http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 53 this work is licensed under a creative commons attribution 4.0 international license that the scores of students in the experimental class are higher than students in the control class. references aini, kuratul.2014 "improving speaking ability of the third yeard students at third yeard students at mtsn model makassar through education drama". 2014: makassar. afizaldeni, improving student' speaking through communicative language teaching methode at mtsja-alhaq, sentot ali basa boarding school of bengkulu, indonesia, (state institute of islamic studies (iain) bengkulu, indonesia 2012), p. 127 brown, 2001. teaching by principles: an interactive approach to language pedagogy. new york: pearson education. brown, doglas h. (2004). language assessment: principle and classroom practices. united state of america: pearson education, inc. david, nunan. 2003. interaction speech is more fluid and unpredictable that transactional speech. djumingngin, in rahmanto. 2004: 42. teaching of strategy drama helen, nicholes. 2000. teaching drama 11-18ed. london: continuum. h, m abram. 1971. a glossary of literary terms (3rd ed.). new york: holt, rinehart and winstom, inc. heaton, b. j. "longman handbooks for language teachers". (london and new york, 1990) iksan, m., & palangngan, s. t. (2018). pemberdayaan remaja masjid sebagai fasilitator pembelajaran bahasa inggris di desa lestari kecamatan tomoni kabupaten luwu timur. prosiding, 3(1). inayah, ratih inayah. improving students' speaking skill through story telling technique, (stkip siliwangibandung, eltinjurnal, vol 3/1, april 2015), p. 27-28 jacobs, ary. donald.lc, and razavieh, an introduction to research in education: third edition (new york: cbs college publishing, 1985) 302. j, harmer. 2001. the practise of english language teaching. london: pearson education limited. kayi, 2016. teaching speaking: activities to promote speaking in the second language. http://iteslj.org/articles/kayi-teachingspeaking.html. retrieved on dec 10th, 2009 at 1.22 am http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 54 this work is licensed under a creative commons attribution 4.0 international license lestari, suci. 2018 "developing students speaking through drama performance of smk negeri 1 metro". lampung: education faculty lampung university latief, adnan m. tanya jawab metode penelitian pembelajaran bahasa (malang: unm press, 2010) 120. martin, bygate. 2000. teaching and researching speaking. london: longman. richard, 2002. approachers and methods in language teaching (2nd ed.). cambridge: university press richard,1990: 233. says that there are many reasons causing english learner poor in speaking skill. susilawati, ery rr. "improving students' speaking skill using drama at the eleventh-grade students of language class of man yogyakarta ii in the academic year of. 2012 2013. yogyakarta s, thornbury.2005. how to teach speaking. harlow: pearson education ltd. procharza, anton. 2006. drama in modern language teachingpart 2. frankfurt: wien. http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 55 this work is licensed under a creative commons attribution 4.0 international license english teacher performance in teaching at sman 3 palopo abstract this thesis focused on the research questions is how the english teacher performance in teaching, include: how the planning of the teacher before teaching, how the strategies of the teacher in teaching, and constraints that affect teacher performance in teaching at sman 3 palopo. the data were collected through observation, interviews, and documents, and were analyzed using qualitative descriptive techniques. the object of the research was the teacher of sman 3 palopo who has been certified. the research analyzed the data that has been found by observation and the result was explained in the discussion. the results showed that the performance of english teachers in teaching at sman 3 palopo was quite good. saw from his readiness before teaching, the selection of strategies and methods that were suitable, as well as how to deal with all the obstacles that exist. keywords: english language teaching, teacher performance introduction performance in the teaching of a teacher, in the education world, is important. because teacher performance in class is a dominant factor in determining student learning motivation and quality of learning. it means if the teacher involved in learning activities has a good performance, will be able to improve the quality of learning. this can be understood because teachers who have good performance in the class will be able to explain the lesson well, be able to foster students' learning motivation well, be able to use learning media well, be able to guide and lead students in learning, so that students will have enthusiasm and motivation in learning, happy with the learning activities that are followed, and feel easy to understand the material presented by the teacher. a teacher should optimize his performance in teaching. because of the success or failure of learning depends on the performance of the teacher (alannasir, 2020). all aspects supporting teacher performance in learning need to be carefully considered, starting from the concept of learning, the manner of methods when teaching, material preparation, lesson plans, syllabus, learning media etc, because a wise teacher is a teacher who doesn’t only think about the success of learning but he also thinks about the right way to transfer material, so that learning objectives can be achieved properly. english language teachers must have capable skills in their fields to become professional teachers who are able to design learning as interesting as possible, to motivate students' learning spirit in learning. this is indeed not easy, especially for teachers who do not have much teaching experience. this is where the importance of the experience and insight of english teachers in teaching. achieving a learning goal can be a benchmark for the success of a teacher's performance in teaching. therefore, to improve nina utami state islamic institute of palopo (iain palopo), south sulawesi, indonesia utaminina@iainpalopo.ac.id http://creativecommons.org/licenses/by/4.0/ mailto:madehang@iainpalopo.ac.id copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 56 this work is licensed under a creative commons attribution 4.0 international license teacher performance, teacher performance evaluations will be held annually. according to the source, the georgia department of education has developed assessment instruments that will be used by educational institutions to assess teacher performance. as times progress more rapidly, the world of education has experienced many changes, including teachers. if in the past the english teacher could only teach students in an old-fashioned way, now learning english became increasingly easy and fun. especially with the development of increasingly creative learning media. because english teachers also need to change their mindset about teaching english and must be able to follow the appropriate pattern of age. teachers are not only required to be smart but also must be the best teachers. therefore, professional teachers are indispensable in the developing world of education. the more teaching experience in teaching, the more professional the teacher will be in teaching . professionalism is not only needed in the teaching and learning process but is also needed in the promotion process. when discussing teacher performance, the discussion we get is very broad and diverse. there has been a lot of research that discusses how teachers perform, and there have been many efforts to improve teacher performance, from the government, principals and teachers themselves. especially the english teacher who must have the ability and excellence in the field of mastery of english in supporting the lessons that the english language teacher brings it is to realize quality education. the english language has four sub-abilities, it is speaking, listening, reading, and writing. each capability has its own weaknesses and strengths. it also gives some affect the way the mastery of teacher in every skill for their performance. in place of research, researchers found information about english teacher performance so inspiring that made the senior high school number 3 in palopo become the first favourite school in palopo city. based on several findings and observations from the research place, the researcher felt interested and wanted to dig deeper about “english teachers performance in teaching at sman 3 palopo”. methods this research will apply the descriptive qualitative method. descriptive qualitative is a method of elaboration or depiction of a situation base on what is in the place of research used by researchers. it aims to describe how english teachers' performance in teaching at sman 3 palopo. this method is useful to describe of situation base on the observation place. research is an effort to find and prove the truth scientifically. research to be scientific if in the way it works shows certain scientific traits, namely rational, empirical and systematic. the time and the location of the research • the location of the research: this research was conducted at sman 3 palopo. • the time of research: this research star from january until february 2020. data source the subject and the object of the research the subjects in this study are all four english teachers in sman 3 palopo. but the researchers focused on one teacher who became a favourite teacher at the school. the object of research in this study is the performance of english teachers including teacher planning before teaching, how the teacher's strategy in implementing learning, and the obstacles school history of sman 3 palopo http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 57 this work is licensed under a creative commons attribution 4.0 international license palopo state high school 3 was established in 1975 under the name smpp on an area of 43,288 m2 located on jalan jenderal sudirman no.52 palopo city which is now renamed jalan andi djemma no. 52 palopo city and its geographical location is very strategic because it is on a pivot road between the provinces in palopo city. in 1985 smpp was changed to palopo 3 high school, 1997 became smu and in 2004 returned to sma and 2006/2007 school year was designated as an ict pilot project, and 2007/2008 school year was designated as an international school pilot project ( rsbi) which since its establishment has experienced a change of principal including: • drs. h.ibrahim machmud, the period from 1875 to 1977 • drs. aminuddin r. magi, the period from 1977 to 1982 • zainuddin sandra maula, period 1982 to 1986 • drs. h. jamaluddin wahid, the period from 1986 to 1999 • drs. abdul rahim kuty, period 1999 to 2003 • drs. muh. zainal abidin, the period 2003 to 2006 • drs. muhammad jaya, m.sc, period from 2006 to 2012 • drs. sirajuddin, the period from 2012 to 2015 • muhammad arsyad, s.pd, the period of 2015 until 2017 • hairuddin, s.pd., m.pd. the period of 2017 until now. likewise, in the teaching and learning process, several times the curriculum has changed namely: ➢ 1975 curriculum ➢ 1984 curriculum ➢ 1994 curriculum ➢ 2004 curriculum ➢ 2006 sbc curriculum ➢ 2013 curriculum ➢ return to the 2006 sbc curriculum 2016 national curriculum (2013 curriculum improvement) sma negeri 3 palopo to date has 32 classrooms consisting of 9 x classrooms, 11 regular classrooms for class xi (consisting of 7 science classes and 4 social science classes) and 12 classrooms for class xii (consisting of 8 science classes and 4 ips classes). the number of class students is 32 class people. vision superior in religious quality, bringing on the national culture, environmental and international mission ▪ growing the spirit of excellence in students intensively in accordance with the potential have encouraged and helping students to explore himself potentials that can be developed optimally and able to compete globally / international ▪ growing up on the religion towards the nation culture so become a source of interest in action ▪ apply participative management by involving all school citizens and school stakeholders ▪ implementing optimum learning and guidance, using information and communication technology ▪ developing local culture to grow nation culture http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 58 this work is licensed under a creative commons attribution 4.0 international license ▪ encouraging and maintaining a love of a harmonic environment to all school citizens (http://www.sman3palopo.sch.id/updates) the technique of data collection observation the researcher will use the observation because of the researcher the technique that this research needs it to make sure immediately, how the process teacher teaching writing in sman 3 palopo. in this research, the researcher applied observation to find out of the data. techniques for collecting data through observation are: a. the researcher wrote descriptions • the researcher makes written descriptions of the design data that want to find out. • limitations include 1) the researcher might miss out on observation as they are taking notes 2) the researcher may be focussed on a particular event or situation 3) there is room for subjective interpretation of what is happening b. voice recording to make clear and validity the data of the research, allows the researcher to make a voice recording record. it makes it easy for the researcher to analyze the result of the thesis. interview the interview is a technique of data collection conducted through face-to-face and direct question and answer between data collectors and researchers towards resource persons or data sources. the interview is divided into structured and unstructured interviews. 1. structured interviews mean researchers have known exactly what information they want to extract from respondents so that the list of questions has been systematically made. researchers can also use a tape recorder, photo camera, and other materials that can help smooth the interview. 2. unstructured interviews are free interviews, researchers don’t use interview guidelines that contain questions that will be asked specifically, and only contain important points of the problem that the respondents want to explore. so, to find out and make clear of the data the researcher used the in-depth interview to the object of research. the researcher also used a structured interview in her research to make the interview easy and clearly. the technique of data analysis in this research, the researcher will analyze the data that has been obtained from the research site using analytical methods to study the results of the research. includes strategies used by the teaching teacher, teacher planning before teaching, and the obstacles that teachers commonly encounter when teaching. after that, researchers will summarize the results of research into a conclusion. from that conclusion, the researcher will find out how the results of his research. results based on the results of observations, interviews, and documentation that has been done, as described in the previous chapter that the purpose of this study is to describe how the performance of english teachers in teaching at sman 3 palopo. includes what http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 59 this work is licensed under a creative commons attribution 4.0 international license the english teacher prepares before teaching, what strategies are used in teaching as well as what are the obstacles experienced by the teacher while teaching at school. so there are a number of points discovered by researchers while in the study area, including; 1. teacher planning before teaching making preparation before teaching is very important. preparing everything before teaching will facilitate the teacher in the process of transferring knowledge to students, making it easier in the process of providing grades (evaluation), and making it easier for teachers to achieve learning goals. the things that the teacher prepares before teaching are important aspects that must be prioritized. designing learning preparation must be as detailed and as good as possible. the better the preparation is designed, the easier it is for the teacher to manage the class. every year before starting a new school year, teachers at sman 3 palopo will be asked to make various learning tools. learning tools are a very important supporting component in learning. various types of learning tools include syllabi, lesson plans, annual programs, semester programs, assessment sheets, and most importantly appropriate teaching materials for students. teachers at sman 3 palopo must also prepare learning media in the form of teaching aids and textbooks in accordance with teaching materials and relevant to students' needs. 2. teacher english strategy all educators who are professional and obey the rules must prepare everything before they teach, like also the teacher at sman 3 palopo. in preparation for the delivery of learning material, the teacher at sman 3 palopo reviews or observes the class needs that must be known by the teacher. observing class needs is done at the beginning of the meeting. so at the next meeting, the teacher will determine a strategy or method that is suitable for students in the class to be taught. based on the statements given by the teacher in the interview process, the teacher said that in determining the appropriate strategy for the learning process is optional. this is based on class needs. however, from the teacher's statement, he said that he often uses expository strategies. according to the teacher, this strategy is suitable for the majority of the classes he teaches. in addition to the expository strategy, he also uses strategies to improve thinking skills and demonstrations. because this strategy is considered suitable with the cognitive abilities of students. 3. the obstacles that affect the performance of teachers in carrying out their duties, there are no teachers who do not encounter obstacles and problems. so did the teacher at sman 3 palopo. some of the obstacles experienced by teachers at sman 3 palopo when teaching. • basic skills of students the basic abilities of students in speaking english at sman 3 palopo began to decline dramatically in recent years. because of the basic english skills that students should master when in middle school, in high school students just start studying. this makes it difficult for english teachers to deliver lessons. the teacher must be patient and diligent in teaching because the ability of students in english is very limited. at the high school level, students should have mastered many abilities in english. • zonation system a zoning system is a process of separating zones or areas which are divided into sections according to the function and purpose of the division. like other schools that http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 60 this work is licensed under a creative commons attribution 4.0 international license feel the zoning system, sman 3 palopo is also one of the schools that feel the zoning system. this has a big influence on schools, especially teachers. with the zoning system, teachers must work harder in educating students. that is because the cognitive abilities of students are far below, compared to before when the school had not experienced the zoning system. formerly, sman 3 palopo used to select highachieving students from superior junior high schools to attend sman 3 palopo. automatically the teacher's performance is made easier and lighter because the students of sman 3 palopo used to have high cognitive abilities. in contrast to now, because the school does not have a selection system, finally students who do not have good cognitive abilities can go to school at sman 3 palopo. • facilities and infrastructure it’s a public secret that every school has its own problems and obstacles. as well as facilities and infrastructure issues, each school will experience something that will affect the learning process. even favourite schools like sman 3 palopo are not free from problems. at sman 3 palopo, there are still difficulties with the procurement of textbooks to support the teaching and learning process. this makes the situation of the teaching and learning process isn’t conducive as a whole, even though the teaching and learning process has lasted two months. however, for two months students learn to use makeshift books. the teacher is forced to look for books that can support student learning. and each student has to pay quite expensive. in addition, worship infrastructure is also inadequate. small school prayer rooms make students have to queue to perform worship. the queuing event sometimes makes learning hours begin to be delayed. discussion 1. teacher planning before teaching according to the researcher, the teacher's preparation before teaching was good and organized. this can be seen from the completeness of the teacher administration files shown by the teacher to the researcher during the observation process. however, teachers in this decade have been very busy with the activities of preparing learning tools. such as annual programs, semester programs, syllabi, learning plans and assessment sheets. 2. teacher english strategy talking about strategies and methods, the teacher at sman 3 palopo said that they were conditional. that is because the ability in terms of mastery of basic material from each class is varied, different. then the learning motivation of students from each class also tends to be different. what is clear from the many strategies that are often used in teaching students at sman 3 palopo is expository strategy. where expository is a communicative learning strategy in the process of delivering material verbally. why do the teachers at sman 3 palopo prefer this strategy, because students are more likely to pay attention to the teacher when explaining the material in a thick manner. moreover, the ability of students with respect to the material tends to be lacking too, and when observed students pay more attention to the teacher when the teacher uses an expository strategy. because expository strategy means the method that is relevant to the strategy is the lecture method and sometimes the demonstration method. although sometimes also using other strategies as stated earlier that it is conditional, depending on student http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 61 this work is licensed under a creative commons attribution 4.0 international license motivation, the basic abilities of students and the material to be taught, the level of difficulty and other causes. sometimes teachers in these schools use learning strategies to improve thinking skills. so the method used in this strategy is the method of discussion and question and answer. sometimes also using other strategies, namely cooperative / group learning strategies, of course, it is more prioritizing or more often used the discussion method when the strategy is used. 3. the obstacles that affect the performance of teachers it's not that the teacher doesn't want to be bothered or picky about students, but based on the facts at the research location, the teacher has complained about this. indeed, it has become the responsibility and risk of being a teacher to face all obstacles that arise. but this problem needs serious handling from the government. this is also for the good name of sman 3 palopo. conclusion based on the results of an analysis of the activities carried out by researchers at sman 3 palopo about english teacher performance in teaching, then it can be concluded as follows: 1) the performance of english teachers in teaching at sman 3 palopo is good. this is seen based on direct observations and research that has been done, which shows that in educating and teaching at sman 3 palopo, teachers are in accordance with professional criteria and are highly dedicated to their profession. 2) the use of strategies and methods in learning is good. because the teacher can manage the class and 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(common innovation in e-learning, machine learning and humanoid. rain s. bongolan. 2005. six key strategies for teachers of english-language learners; university of california at santa cruz. spronken-smith, r. 2006. experiencing the process of knowledge creation: the nature and use of inquiry-based learning in higher education. university of otago, new zealand. villegasreimers, e.2003. teacher professional development: an international review of the literature. international institute for educational planning. villegas-reimers, eleonora. 1994. teacher professional development: an international review of the literature. yusrus sana, mohammad. 2006. penilaian kinerja guru mengenai profesionalisme guru di smp nu putri kartika kab.kudus. semarang. zamel, v. 1982. writing: the process of discovering meaning. (tesol quarterly is currently published by teachers of english to speakers of other languages, inc.) http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 90 the implementation of english teachers’ lesson plan in teaching and learning process in ashhabul yamin boarding school amelia arsy1, syahrul2 1,2state islamic university, bukittinggi. ameliaarsy98@gmail.com abstract the purposes of this research were to find out how appropriate the lesson plan designed by the two teachers with the standard of a lesson plan and how appropriate the lesson plan designed by the two teachers with its implementation. the researcher used qualitative approach in the form of descriptive qualitative in this research. the informants of this research were two english teachers in ashhabul yamin boarding school who taught at mts and ma level. the data were obtained by document analyisis, observation sheet and interview. the result of this research showed two findings. first, there was inappropriate between lesson plan designed by the two teachers with a standar of a lesson plan. teacher a missed core competence, subject matter, and attachment. meanwhile, teacher b missed the indicator of competences achievement, the media, the sources, aspect attitude in assessment and attachment. second, there was inappropriate between lesson plan designed by the teacher with its implementation. both teachers did not follow the lesson plan in teaching and learning process, such as the method, the media, the steps of teaching and sometimes they did not assess students based on the aspect that they planned in the lesson plan. keywords: english language teaching, lesson plan, teaching and learning process introduction teaching is an activity in transfering knowledge by a teacher to students. the teacher is a person who guides and provides knowledge. the students are those who receive knowledge tranferred by the teacher. according to raja gopalan, teaching is regarded as both an art or science. as an art, it lays stress on the imaginative and artistic abilities of the teacher in creating a worthwhile situation in the classroom to enable students to learn. as a science, it sheds light on the logical, mechanical, or procedural steps to be followed to attain an effective achievement of goals. now, in teaching and learning process, indonesia uses 2013 curriculum. according to minister of education and culture regulation no. 22 year 2016 about the standard of education process, the important learning principles in the 2013 curriculum is that students find out not to be told. one thing that is emphasized in implementing the 2013 curriculum is the use of scientific approach as an approach in http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 91 teaching and learning process. hence, the teacher must be able to create effective learning in which students are active in the process as the 2013 curriculum expected. one aspect which influences the effectivelly teaching is lesson plan designed by teachers. brown in septi (2014) stated that lesson plan as a set of activities which represent ‘steps’ along a curriculum before which and after which you have a hiatus (a day or more) in which to evaluate and prepare for the next lesson. the importance of designing a lesson has been stated by many experts. yuliana (2019) pointed out that lesson plan is an important aspect in teaching for the teachers and students in learning process. firstly, it helps teachers to convey the learning materials. secondly, arrange the teaching activities systematically. thirdly, expect the effectiveness of teaching. her theory comfirms harmer’s statement in septi, he highlights two important points of why to plan a lesson. firstly, lesson plan is a guidance for teachers to refer to. secondly, it relates to teacher’s relationship with students. based on preliminary research on august 2021 in asshabul yamin boarding school, the researcher did observation to the classroom with two english teachers at that school. the researcher found some problems in implementing the lesson plan. on class observation with first teacher, the teacher opened the class as usual. she was checking student attendance, then directly discussed the material on that day. there were no media and no student-centered activities in the learning process. the teacher just explained the material until the lesson was over. the teacher closed the lesson by asking for students’ homework about material learned in the previous meeting. the teacher did the same thing for the other classes. meanwhile, on the class observation with the second teacher, the teacher opened the class as usual. she was checking student attandance, then dirrectly asked student to did exercise in the book. after that the teacher and students discussed that exercises together while the teacher explained the material related to the exercise. next the teacher asked students to did next exercises in the book until the lesson over. the time allocation that has been arranged by the teacher in the lesson plan was not sufficient for its implementation because the were some students who have not finished doing the exercise but they still have to collect the exercises to the teacher. for the other classes, the teacher also did the same thing. in the next visiting, the researcher interviewed the two english teachers. the first teacher said, sometimes the method which have been set in lesson plan was not applied in the implementation bacause of the level of the students understanding. she also said, there were several materials were not suitable to use scientific method. on the another hand, the second teacher said, it was not easy to formulate what will be done in the learning activity. the teacher found it was difficult to develop interesting learning activities. so that the teacher often used the same pattern in determining the learning activities even though the implementation is often different from what was planned. these phenomenon above finally bring the researcher to describe the implementation of the english lesson plan in teaching and learning process in asshabul yamin boarding school. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 92 method research design creswell (2009) stated that, qualitative research means for exploring and understanding the meaning individuals or groups ascribe to a social human problem. in this research, the researcher uses qualitative approach the design of this research is descriptive. descriptive concerned with the assesment of attitudes, opinion, demographic information, condition, and procesures. therefore, the researcher used descriptive qualitative study to find out and describe the appropriateness of the lesson plan made by the teachers with its implementation in teaching and learning process in ashhabbul yamin boarding school. subject of the research informant is the person who gived and explained the information about phenomena of this research. this research is conducted in ashhabul yamin boarding school. there were 3 english teacher at that school. the researcher choose two english teacher as the informants of this research because the another teacher did not give permission to research her class for some reasons. instrument of the research the instruments that researcher used in this research were document, observation sheet and interview. to answer the first purpose of this research, the data were collected from document in the form of lesson plans. then, to answer the secon purpose, the data were collected from observation by joining in the learning process and using observation sheets. meanwhile, to complete the unanswered data from observation, the researcher did interview. technique of data collection in the first stage of the data collecton, the resercher used document as the instrument. the document was lesson plan made by the teachers. the researcher asked for the lesson plan from the teacher. the second stage, the resercher did observation. the researcher joined the classes and followed the learning process. in the learning process, the researcher paid attention to how the teacher implement that lesson plan. the last stages conducted with interview two english teachers. in this section, the researcher interviewed the two english teachers and asked several questions about their lesson plan and its implementation. the researcher recorded and screenshotted the interview process. technique of data analysis after all the data was collected, the next step was to analyzed the data. as miles and huberman’s stated several steps of data analysis. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 93 a. data collection: the researcher collected the data through document, observation and interview. b. data reduction: the researcher resumed the data to make it focus on the purposes of this research and reducted the unnecessary data in order to decided whether the data is relevant or not with this research. c. data display: the researcher displayed the data in table and narrative form that consist of the appropriateness of the lesson plan designed by the teacher with the theory and its implementation in teaching and learning process. d. conclusion: the conclusion is the result of the finding base on the purpose of this research. the researcher described the conclusion from the datas and informations that have been obtained. results the appropriateness of the lesson plan with the standard of a lesson plan the researcher asked for and analyzed teachers’ lesson plan to know the appropriateness the lesson plan with the standard of a lesson. there were 6 lesson plans which were collected from teacher a and teacher b. 3 lesson plans from teacher a and 3 lesson plans from teacher b. a. analysis of lesson plan from teacher a based on 3 lesson plans tha have been analyzed, the researcher devided it into two classification. first, there were 8 indicators were in accordance with the standard of lesson plan. namely, identity, basic competence, objective, method, media, source, step of teaching and assessment. second, there were 3 indicators which were not appropriate the standard of lesson plan, namely core competence, subject matter, and attachment from the appropriate indicators with the standard of a lesson plan, teacher a filled identity completely from the name of school, subject, calss/semester, subject matter and time allocation. she formulated basic competence and formulated learning objectives reffering to these basic competences. she also provided media as tools to deliver the material and the she wrote the source of the material to be taught. in the step of teaching, she provided the learning acivities with opening, core and closing activities. further, teacher a provided method in the lesson plan. she used discovery learning and lecture method. for assessesment, she evaluated students’ attitude, knowledge and skill. hence, we dont know whether the assessment base on the basic competence and the material have been taught or not. next, the 3 components which were not appropriate with the standard of a lesson plan were core competence, subject matter, method and attachment. from three lesson plans which were collected, the teacher did not formulate the core competence at all. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 94 so, we can not see whether the basic competences were formulated reffering the core competence. she also did not provide the subject matter in the lesson plan. from that, we dont know whether the material contains facts, concept, principle and relevant procedures or not. meanwhile, for attachment she did not provide the instruments to assess students’ attitude, knowledge and skill. b. analysis of lesson plan from teacher b from 3 lesson plans collected, teacher b designed one sheet lesson plan as ordered by the minister of education and culture in december 2019. she combined core competence, basic competence and method used in formulating the learning objective. the table below presented these three lesson plans because the pattern of each lesson plan also was same. based analysis result, there were 8 indicators were in accordance with the standar of lesson plan, such as identity, basic competence, objective, subject matter, method, step of teaching, assessment and attachment. meanwhile there were 3 indicators did not formulate by the teacher, namely core competence, media and source. she did not formulate the core competence. she also did not use media as a tool to help her in the learning prosess. she as well did not provide source of the material. the appropriateness of the lesson plan with the implementation a. observation result of implementation lesson plan from teacher a observation result of topic: offering help there were 4 indicators missed by the teacher, namely method, media, and steps of teaching. the method was teacher-centered. meanwhile, in the lesson plan, she formulated discovery learning and lecture method. hence, there was inappropriateness between the method formulated and the method implemented. next the media, there was no media in the implementation. meanwhile teacher a provided hp, laptop, in focus and computer in the lesson plan. at least, she should use one of these media. so the media in the lesson plan and the implementation was not appropriate. furthermore, in the step of teaching. teacher a only did opening activity as same as with the lesson plan. in the core activity, she followed all the steps, accept the last step. in the last step of the core acitivity, she planned to ask a student to conclude the material. then, in the close activities she did not follow the steps. she planned to ask question about the material being studied and ask students to do exercise. in fact, she dirrectly asked students to do exercise. therefore the steps of teaching in lesson plan were not appropriate with its implementation. last, teacher a assessed two of the aspects of assessment as 2013 curriculum expected, which were knowledge and skill. it means, she did not assess students attitude. she asked students to do exercise base on the material being taught to http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 95 assess students’ knowledge. then, she asked one of the students to speak in every meeting in front of the class to assess students skill. observation result of topic: applying for a job there were 4 of 7 indicators which were not appropriate with the lesson plan. the indicators missed were method, media, steps of teaching and assessment. the method was still teacher-centered. meanwhile in the lesson plan she formulate discovery. the media in the learning process was a laptop, but the teacher did not use it because the battery was low. it means she prepared the media but unexpectedly she forget to charge the battery. so, what was planned in the lesson plan was not impelemented. forward, in the step of teaching, she did the same pattern with the first lesson plan. she only did opening activity as same as with the lesson plan. after that in the core activity, she just explained about the material to the students. meanwhile, in the lesson plan, she provided learning acivities which encouraged students to be active in the learning. hence, the students were not active because the learning process was teacher-centered. last, in the assessment, in this topic the teacher did the same assessment as as the first lesson plan. she only assessed students knowledge and skill. meanwhile, she planned to assess students attititude in lesson plan. observation result of topic: breaking news the researcher found teacher a still misssed 4 indicators which she had written in the lesson plan. they were method, media, the steps of teaching and the assessment. the method was still teacher center. then, there was no media in the learnng process as the teacher designed in the lesson plan. furthermore, in the step of teaching, she also only did opening activity as same as with the lesson plan. after that, in the main activity, she just explained about the material to the students. in the learning, the students were not active because the process was teacher-centered. one more thing, the teacher did not give the students assigment after teaching. she did not provide the instruments of assessment. she also did not ask students to do exercise in the book after teach the material. so the teacher did not make sure wheter the learning objectives have been achieed or not. b. observation result of implementation lesson plan from teacher b the researcher presented the implementation of lesson plan “stating capability and willingness” and “expression suggestion” in one table below because the teacher did the same pattern in the implementations. the observation result of topic: stating capability and willingness and expression suggestion http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 96 there were 5 indicators which were appropriate with the lesson plan. such as the time allocation covered the material be taught. the material based on the basic competencies that will be achieved. the material contained fact, concept, principle and procedure. the teacher used book as a source. furthermore, she also gave assessment as she planned in the lesson plan. she assessed students knowledge by exercise and assessed students skill by asked students to read dialogue. she did not assess students’ attitude because she did not plan it in the lesson plan either. in the another side, there were 2 indicators were not appropriate with the lesson plan. they were method and step of teaching. she did not use the method which she formulated in the lesson plan. meanwhile, she always tried to involve the students be active in the learning activities. the processes were she explained the material first. next, she asked students to do exercise in the book. after that she asked some students to write their answer on the whiteboard based on the number of the question. then, she discussed the exercise with the students while explained the material again.. last, in the step of teaching, she followed the opening activity as she planned. in the main acitvity she explained the material and asked students to do exercise. after that, the teacher and students discussed the exercise together while connecting the questions with the material. in the closing acitvity she asked students to answer the next exercise until the time was over without discusse it. then she asked students to collect their exercise. meanwhile in the lesson plan she provide learning acivities with through literacy, critical thinking, collaboration, communication and creativity. observation result of topic: expression obligation and prohibition the observation result was almost same with the other topics observation result. in the steps of teaching, teacher b also did the same pattern with other observations. such as she explained the material. next, asked students to do exercise. after that she disscused it with the students while she connected the question with the material that has been explained. then in the closing activity she asked students to do next exercise until the time was over. the difference between the first and second lesson with the third lesson was in the aspect of assessment. she gave assessment as she provided in the lesson plan, but she only assessed students knowledge. she did not assess students skill as she did in the others lesson plan. whereas, in the lesson plan she provided assessment base on aspect knowledge and skill. in the fild, she assessed students’ knowledge by asking students to do exercise. in the others obervation she assessed students’ skill by asking students to read the dialogue. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 97 discussion the appropriateness of the lesson plan with the standard of a lesson plan based on document analysis above, there were some components which teachers missed in designing the lesson plan. they were core competence, indicators of competencies achievement, subject matter, media, source, assessment and attachment. the first, is core competence. teacher a did not formulated it in the lesson plan. core competence is on of several componets that should be formulated in the lesson plan. the core competence can quote from minister of education and culture regulation no 21 in 2016. the competence include spritual, social, knowledge and skill. if the teacher did not formulate the core competence in lesson plan, we dont know whether the basic competences which students will be achieved in the lesson plan is reffering to the core competencies or not. the second is the indicators of competencies achievement. teacher a formulate the indicators but teacher b not. 2013 curriculum expected teachers balance 4 aspect that exist in the core competences in formulating the basic competences and indicators of competences achievement. the two english teachers only focused on the students knowledge and skill in formulating basic competence and indicators of competences achievement. if the teachers did not formulate the indicators in the lesson plan we dont know what are specifict things should students achieve in the material being taught. the third is subject matter. teacher a did not attach the material in the lesson plan. teacher should provided the material in the lesson plan. so that, we can see the relationship between the material and the basic competencies/indicators that students will achieve. the fourth is media. media is one of components that should be provided in the lesson plan. media is a tool that help teacher in delivering the material in the learning process. teacher a provided the media in lesson plan but teacher b did not. the media used by teacher a seems to qualify as a tool used to assist in the process of delivering learning material. the fifth is source. teacher a wrote the source of the learning in the lesson plan but teacher b did not. source is also a component which must be stated in the lesson plan. the source can be book, internet and environment. the sixth is assessment. the two teachers provided assessment in their lesson plan. teacher a assessed students in three aspect as 2013 curriculum expected. they are aspect of attitude, knowledge and skill. meawhile teacher b only assessed aspect knowledge and skill. meanwhile, students’ attitude has to be assessed to fullfill ki.1 and ki2. 2013 curriculum expected not only create intellegent students. but also create students with good charracter. the last is attachment. attachment is the last components that should be provided in lesson plan. it serves as a complement in learning. such as materials and instrument of assessment. the two english teachers did not prepare other instrument to assess students http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 98 skill and attitude. meanwhile teacher b attached the learning material in each of her lesson plan. the appropriateness of the lesson plan with its implementation the components which can be observed in the learning activities were identity, subject matter, method, media, steps of teaching and assessment. from these 7 components, there were 4 components which were inappropriate between the lesson plan and the implementation. they were method, media, step of teaching and assessment. the first is method. 2013 curriculum expects students to be active in learning. so, it requires teachers should use scientific method in the learning. the two english teachers stated use discovery learning approach in the lesson plan. meanwhile in implementation they did not apply it. they taught students with lecture method. they explained the material and then asked students to do the exercise. it means, the method were not allowed students be active. the second is media. in several observation teacher a has ever brought a laptop in the learning but she did not use it. in the other side, teacher b did not use media in implementation as she has not not provided it in her lesson plan. the teachers should prepare media before teaching because it can helps teaching in teaching and support the achievement of the learning objectives. the third is step of teaching. base on several observations the two teachers teach with opening, core and closing acitivity but they never follow the step of teaching that they been written in lesson plan. they also always use the same pattern in teaching.beacuse of that, the strudents look bored and not interesting to learn english. the teachers have to designed creative learning activity and follow the steps. so that, students will more interesting in learning. the last is assesment. 2013 curriculum expects students not only gain knowledge but more emphasis moral and make students have good character. teachers have to balance attitude, knowledge and skill. base on several observation, the two english teachers almost always ask students to do exercise after they explain the material. the aspect of assessment only focus on the knowledge and skill. teacher a almost always assesses students’ skill in every meeting by asking them to speaking in front of the class. she also always assessed students knowledge by asking them to did exercise in the book. teacher b did the same assessment. meanwhile based on three lesson plans from teacher a and teacher b. there was each one lesson plan assessment that does not appropriate with its implementation . thus, based on several lesson plan with the implementation there was inapproprite between the two. indeed jensen stated one of three principle in lesson plan is flexiblelity, but it can happen for some reasons. if there is continous discrepancy between lesson plan and its implementation, it means that there is no banefit from designing the lesson plan. hence the teachers should designed lesson plan carrefully as a guide to help them in teaching and learning process. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 99 conclusion according to the finding and discussion above, there was inappropriate between lesson plan with its implementation. the researcher concluded, the teachers had lack information about the standard of a lesson plan such as in formulating core competence and indicator, providing the media, the source and the aspect of assessment. in the implementation, the teachers did not use the media, the method as they stated in the lesson plan. they also did not folow the step of teaching and did assessment based on the lesson plan that has been made. acknowledgment the writter would like to express the deepest gratitude and appreciation to the following people who contributed in completion this thesis: 1. syahrul, m.pd as the advisors and the writter’s academic advisor. thank you so much for the guidance, the time, and the patience. 2. all of the lecturers especially english lecturers who have given their knowledge, ideas, and contributions during this research and helped to the completion the thesis. 3. her beloved family who always support and give motivation. thanks to her parents asrul and arneti (alm), to her sisters popi juliati, pita desmayenti, lisa andina and to her one and only brother rahmat efendy references bpmsdmpk-pmp (badan pengembangan sumber daya manusia pendidikan dan kebudayaan dan penjaminan mutu pendidikan). (2014). materi pelatihan guru implementasi kurikulum 2013. jakarta:kementrian pendidikan dan kebudayaan. brown, h, d. (2001). teaching by principles: an interactive approach to language pedagogy 2nd edition. new york : addison wesley longman, inc. creswell, john w. (2009). research design. sage publication,inc. creswell, john w. (2012). planning, conducting, and evaluating quantitative and qualitative reserach. university of nebrasla-lincoln. crhis, watkins, et. all. (2007). effective learning in classrooms. london:paul chapman publishing. idi h. abdullah. (2014). pengembangan kurikulum. pt raja grafindo persada, jakarta. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 100 intan and didi. (2017). scientific approach : an english learning teaching (elt) approach in the 2013 curriculum. journal of english education, vol. 5 no. 2 isola, rrajagopalan. (2019). concept of teaching. international journal of education, volume: 7, issue: 2 jensen, linda. (2001). the importance of planning. pdf. minister of national education regulation number 41 year 2007 about standar of process sesiorina, septi. (2014). the analysis of teachers’ lesson plan in implementing themebased instruction for teaching english to young learners. journal of english and education, 2(1). tracy, j sarah. (2013). qualitative research methods. a john wiley 7 sons. ltc publication. yuliana, rolanda. (2019). an analysis of students’ problems in designing lesson plans during microteaching class. thesis, aceh : ar-raniry state islamic university. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 101 the effectiveness of inside-outside circle technique in teaching speaking in 10th grade of smkn 1 baso 1 nera wita,2 veni roza 1, 2 state islamic collage of bukittinggi, bukittinggi. nerawita710@gmail.com abstract this research aimed to reveal the effectiveness of using the inside-outside circle technique in teaching speaking. based on the observation in january 2021, the researcher found several problems. first, students lacked vocabulary. second, students were not speaking fluently. and the last, some students speaking skills were still varied. thus, the researcher has done the research in smkn 1 baso to know whether the use inside-outside circle technique is effective or not toward students speaking ability. this research was descriptive-quantitative. the researcher used purposive sampling to determine the sample because the researcher has some consideration to determine the samples. the researcher chose two of six classes as the sample. the sample in this research was 42 students of class x akl and x pkm. the technique of data collection in this research was documentation. the research results show that using the inside-outside circle technique is effective in teaching speaking. the percentage of the students was between 61-80 %, with the mean score calculated as 78,59, with the rating quality being effective. it means the data proved that the inside-outside circle technique is effective in teaching speaking in 10th grade of smkn 1 baso keywords: english language teaching, inside outside circle technique, teaching speaking. introduction in learning english, four basic skills need to be mastered; listening, speaking, reading, and writing. students should be able to use the skills, whether oral or written. one of the four english language skills that students must study is speaking. speaking is very important to help the students to learn english. with the ability to speak well, students can achieve the goal of speaking. it means that students are expected to speak english to be able to communicate with teachers, friends, and other people. penny ur states that of four skills, speaking seems intuitively the most important (ur, 2009). thus, speaking is very important based on the explanation above, especially for students. speaking well and correctly, students can share their opinions or ideas in english. students need to communicate verbally with the teacher and their friends to convey ideas and feelings when doing activities in the classroom. nunan said that speaking is a productive oral skill that produces systematic verbal utterances to convey meaning (nunan, 2003). thus, it can be concluded that speaking is a productive oral skill not only about skills but also about how to produce verbal utterances to convey ideas or meanings to be shared. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 mailto:nerawita710@gmail.com copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 102 learning to speak several techniques can be applied, one of which is the inside-outside circle technique. in the inside outside circle, kagan states that students rotate in concentric circles facing new partners for sharing, quizzes, or problem-solving (kagan, 2009). one of the english teachers at smkn 1 baso also used the inside outside circle technique. at the step stage, the students formed pairs. then, students stand in two concentric circles. students in the inside circle face out, and students in the outside circle face the contrary, so each student faces a partner in the other circle. students who were in the inside circle asked questions in the outside circle. after they finished questioning, the teacher asked them to change roles. next, the students in the inside circle will answer the students in the outside circle who ask questions. after that, the teacher asked for one circle to rotate to the next partner. this activity was carried out until the students met their first partner outside the circle. even though the technique has been implemented according to the procedure, problems are still found in applying the technique. based on the preliminary observation of 10th-grade students in smkn 1 baso on january the 13th, 2021, the students still faced difficulties in speaking even though the teacher had already applied the inside-outside circle technique. students have limited vocabulary to speak english. some students have organized their ideas. however, they have difficulty expressing ideas clearly in speaking english. second, students do not speak fluently. the used inside-outside circle technique, students were not fluent in english. they still had a lot of pauses in speaking english and didn't have fluency in speaking english. even though the students spoke slowly, they still didn't pay attention to the correct grammar of the sentences they were talking about. finally, talking about the scores after using the inside outside circle technique, some students daily speaking scores were still below standard minimum completeness (kkm), and some students' scores were already above standard minimum completeness (kkm). therefore, based on the explanation above, the researchers have researched the effectiveness of the inside-outside circle technique in teaching speaking. 1. concept of teaching speaking teaching has a basic meaning as a process of providing knowledge or information to students. when carrying out teaching activities, the teacher teaches knowledge, messages, or skills to students, and at that time, an interactive process occurs between the teacher and the students. likewise, teaching speaking also teaches knowledge about good speaking procedures. according to nunan in kayi, teaching speaking means teaching listeners to: 1. produce english sounds and sound patterns 2. using words and sentences that emphasize intonation and rhythm 3. choose the right words and sentences according to the situation and conditions 4. organize thinking in terms of meaning and logic 5. using language to express, value, and evaluate 6. use language quickly and confidently or called fluency thus, speaking is teaching given, starting from producing sounds and choosing words and sentences to use the language fluently. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 103 teaching speaking also has a purpose for teaching. according to hughes, the goal of teaching speaking is to develop the ability to interact successfully in language and involve understanding. thus, the goal of teaching speaking is to develop the ability to speak fluently. there are five principles of teaching speaking proposed by nunan, namely: 1. consider the context of learning a second and foreign language. 2. provide students with exercises with fluency and accuracy. accuracy matches the pronunciation with the target language. fluency is where the speaker speaks quickly and confidently without any hesitation. 3. allow students to speak using group or pair work, and limit teacher talk. 4. planning a task that involves negotiating means. this activity is to clarify and confirm whether students have understood each other. this activity can be done by asking for clarification, repetition, or explanation during the conversation to gain understanding. 5. designing class activities involves guidance and practice in transactional and interactional speaking. interactional speaking is communication with someone for a specific purpose. for example, this step includes establishing and interpreting social relationships. in addition, transactional speaking involves communication to get things done, including exchanging goods and services. thus, from the five principles of teaching speaking, it can be concluded that learning to speak must be carefully designed or prepared so that students speak fluently and accurately and practice in pairs or groups. an assessment must be conducted to measure the students' achievement in language learning. assessment can be done at the beginning, through the teaching-learning process, and also at the end of the meeting. according to arthur, the speaking assessment contains five components that describe students' speaking abilities, including their accent, grammar, vocabulary, fluency, and comprehension(hughes, 2003). 2. inside outside circle technique some approaches and methods can be used in teaching speaking, one of which is cooperative learning methods. according to jolliffe, cooperative learning requires students to work together in small groups to support each other and enhance their learning and the learning of others (jolliffe, 2007). based on the explanation above, cooperative learning is students are grouped in small groups to support each other. a cooperative learning method has several types: think pair share, three-step interview, and inside-outside circle. according to kathleen and nunan, an inside-outside circle is a technique that allows students to repeat conversations or interviews with new people to build fluency and confidence. (bailey & nunan, 2004). kagan states that students rotate in the inside outside circle, in concentric circles facing new partners for sharing, quizzes, or problem-solving (kagan, 2009). moreover, wahyuni et al. said this technique places students facing each other in two concentric circles for verbal interaction between students, allowing them to practice more with their partner in turns. (wahyuni et al., 2013). based on the definition above, the researcher states that an inside-outside circle is a http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 104 technique where students form two concentric circles and exchange information with a partner until the teacher signals the outside circle to move in one direction, giving each student a new peer to talk to. students can discuss and share information and ideas with their classmates through the inside-outside circle technique. it encourages students to move and have a conversation. it also helps students share ideas and hear different opinions from different partners. inside outside circle technique has several procedures in the application. the procedures of the inside-outside circle technique according to fitrianingsih & sholihah, the procedure for the inside outside circle technique in learning to speak begins with forming a group. students will be divided into two groups. one group forms an inner circle, and the other forms the contrary while facing each other. one circle rotates to the next partner. indirectly, they will face their new partner. it will stop when students have found their first partner.(fitrianingsih & sholihah, 2017). furthermore, sulung et al. added the steps of the inner-outer circle as follows. first, the teacher divided the class into two groups. second, the students formed two circles facing each other. third, students from inside the circle answer the questions given by their friends by sharing them with their partners. students who form the outer circle give ideas related to questions and ask the inner circle pairs again. fourth, after a few minutes, the teacher instructs the students to turn to the next partner and discuss again with the same topic (sulung et al., 2017). finally, according to kagan, the steps for the inside outside-circle technique are as follows: students form pairs. one student from each pair moves in a large circle in the classroom facing outward. the remaining students find and face their partners so that each student faces the other. students in the inner circle ask questions from their question cards and are answered by the outer circle. partners switch roles: students outside the circle ask questions and the inner circle answers. when finished, the teacher tells them how many to play, and they face the new partner until they meet their first partner. (kagan, 2009) based on the explanations above, the teacher used the inside outside technique based on expert kagan. there are several advantages of the inside-outside circle technique, according to ulfah & pujihartono, i.e., it can help the students obtain different information from the material at the same time. it can also make the learning process easier and more fun, especially in speaking and can make students improve vocabulary and review the vocabulary terms obtained. (ulfah & pujihartono, 2017). furthermore, saputri et al. state that the advantage of the inside-outside circle is that it first allows all students in the class to participate in speaking. they dare to express their ideas, thoughts, and feelings to their classmates. and second, students become more active in the classroom so that the learning process becomes more lively and fun. (saputri et al., 2020). thus, from the explanation above, the insideoutside circle technique makes students able to learn in more fun situations, can participate actively, can obtain different information, can increase their vocabulary, and students will be more confident and courageous. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 105 methods design of the research the researcher used descriptive quantitative research. quantitative research is a kind of research that collects data in numerical the research problems. according to mills and gay, descriptive research collects numerical data to answer questions about the research subject (mills & gay, 2012). furthermore, according to muijs, quantitative research explains phenomena by collecting numerical data analyzed using statistical methods (muijs, 2004). thus, descriptive research is described or explains phenomena by collecting data that was analyzed using statistical methods to answer questions about the current research subject. therefore, this research gathered information to analyze and describe the effectiveness of inside-outside circle in teaching speaking at 10th grade smk n 1 baso. the population and sample of the research the population is part of the research. according to creswell, a population is a group of individuals who have something in common (creswell, 2011). the population in this research were students of class 10th of smkn 1 baso. there were seven classes in the tenth grade. the sample is part of the population. the sample of this research was determined by using purposive sampling. according to sugiyono, purposive sampling is a technique with certain considerations (sugiyono, 2009). there were x akl and x pkm, which consisted of 42 students. the researcher chose x akl class and x pkm as the sample for this research since the teacher who teaches these classes has used the inside outside circle technique which is the variable of this research instrument of the research documentation is a technical data collection by using documents. according to arikunto, the documentation method looks for data about something or variables in notes, transcripts, books, newspapers, magazines, inscriptions, meeting minutes, agendas, etc. (arikunto, 2010). thus, the researcher used the results transcript score of students' daily activities. the teacher takes the assessment through a speaking test carried out after learning or what is called the daily activity score. the researcher took this documentation of daily activity scores from the english teacher. the technique of collecting data documentation the data was collected through daily scores in x pkm and x akl that the teacher gave after using the inside-outside circle technique in teaching speaking. researchers asked for the daily activity scores from the teacher, and the scores were collected through daily scores in speaking after the teacher used the inside-outside circle technique. the technique of analyzing data documentation analysis http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 106 a. the researcher collected the students speaking test scores after scoring by the teacher. b. the researcher analyzed the students' speaking activity scores by arranging scores from the lowest to the highest. c. the researcher found the interval of the data by using formulas (gunawan, 2015): 𝐼 = 𝐵 𝑅 where : i : interval of data r : the highest score the lowest score + 1 b : 1+ 3,3 log n (n= total sample) d. the researcher put the score into the distributional table. e. the researcher determined the mean score median, modus. to find the scores, the writer used the formula as follows: mean 𝑥 = ∑ 𝐹𝑥 𝑛 median 𝑚𝑒 = 𝑙 + ( 1 2 𝑛−𝑓𝑘𝑏 𝑓1 ) 𝑖 modus 𝑚𝑜 = 𝑙 + ( 𝑓𝑎 𝑓𝑎+𝑓𝑏 ) 𝑖 (gunawan, 2015) f. the students' percentage was arranged into the diagram of rating quality percentage g. then, the meaning of the percentage is arranged in the table of the rating scale. as a result, the researchers used a rating scale to arrange the level of effectiveness. the researcher gave an interpretation of the result by using tables, which are described below: table 1: the interpretation of the effectiveness percentage percentage of the rating scale rating quality 81-100 % very effective 61-80 % effective 41-60 % sufficiently effective 21-40 % not effective 0-20 % not very effective source: sari & amrozi, 2020 http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 107 h. the researcher made conclusions based on the percentage of students' scores in using the inside outside circle technique results documentation to collect the data, the researcher used documentation, namely students' daily scores in speaking at class x akl and x pkm, which were obtained from the english teacher. class x akl was 22 students. class x pkm was 20 students. the finding of data about the students' daily scores are described in the table: table 2: the result of the x akl students' daily scores in speaking x akl x pkm no name score 1 ar 77 2 aa 77 3 dy 80 4 fd 83 5 h h.s 80 6 is 77 7 ia h 77 8 j y 73 9 mc 73 10 m r 83 11 m f 77 12 n 80 13 po 87 14 ra 77 15 rs 70 16 ro 73 17 rs 80 18 rm 67 19 sij 90 20 sjs 83 21 spm 77 22 ta 80 table 3: the result of the x akl students' daily scores in speaking x akl x pkm http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 108 no name score 1 ap 77 2 dr 73 3 ef 80 4 ip 83 5 ki 77 6 lf 80 7 ma 73 8 na 87 9 nl 83 10 n 70 11 nao 77 12 na 90 13 o 67 14 ra 80 15 si 83 16 sz 80 17 tpa 87 18 za 77 19 zfs 73 20 zf 77 source: the score from the teacher the researcher collected the data from the english teacher. then, the researcher identified the students' speaking scores by arranging scores from the low to the high as below: table 4: tally of the students' daily score in speaking score tally frequency 67 ii 2 70 ii 2 73 iiii i 6 77 iiiiiiii ii 12 80 iiii iiii 9 83 iiii i 6 87 iii 3 90 ii 2 http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 109 the table shows the score of 42 students in various which the high score was found 90 and the low was 67 r = (h – l) + 1 b = 1 + (3,3). log n r = (90 – 67) + 1 b = 1 + (3,3). log 44 r = 24 b = 1 + (3.3) 1.62 = 6 i = 𝑅 𝐵 = 24 6 = 4 it was calculated into the data interval that has been mentioned previously. it is calculated in the distribution frequency table: table 5: statistical data of the students' speaking ability score f x fx fkb fka 87-90 5 88,5 442,5 42 4 83-86 6 84,5 507 36 9 79-82 9 80,5 724,5 27 15 75-78 12 76,5 918 15 24 71-74 6 72,5 435 9 36 67-70 4 68,5 274 5 42 42 ∑fx= 3301 mean = ∑ 𝑓𝑥 𝑛 = 3301 42 = 78,59 the mean calculated above was 73.95. the mean is average from all of the scores. after that, the researcher determined the medium and mode by using the formula: median 𝑚𝑒 = 𝑙 + ( 1 2 𝑛−𝑓𝑘𝑏 𝑓1 ) 𝑖 = 74,5 + ( 21−15 12 ) 4 = 74,5 + ( 6 12 ) 4 = 74,5 + 2 = 76,5 the result of the median was 76.5. the median is the middle value from the data. modus 𝑚𝑜 = 𝑙 + ( 𝑓𝑎 𝑓𝑎+𝑓𝑏 ) 𝑖 = 74,5 + ( 24 24+15 ) 4 = 74,5 +2,4 = 76,9 modus from the calculated above was 76,9. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 110 the students' percentage in speaking scores was arranged in the graphic, which is described below: graphic 1: student's percentage for speaking score based on the diagram above, five students scored between 87-90. then, six students get a score between 83-86. then nine students get a score between 79-82, twelve students get a score between 75-78, six students get a score between 71-74, and only four students get a score between 67-70. then, the students' mean score of percentage in speaking score was arranged into a rating scale. as a result, the researcher uses a rating scale to arrange the level of effectiveness. finally, the researcher interpreted the result by using the table below. table 6: the result of percentage in speaking score percentage of the rating scale percentage (mean) rating quality 81-100 % very effective 61-80 % 78,59 effective 41-60 % sufficiently effective 21-40 % not effective 0-20 % not very effective the table shows percentage mean score of students was 78,59 (61-80 % ). the score was obtained from the students speaking. it was found that students' ability with a score percentage of 78,59 was effective. to sum up, the ability of the students speaking ability was effective. 0 2 4 6 8 10 12 14 87-90 83-86 79-82 75-78 71-74 67-70 f http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 111 discussion this research was about the effectiveness of the inside outside circle technique in teaching speaking. this section discussed the research findings based on theories. one of the techniques in teaching speaking is the inside outside circle technique, and this technique is also used by a teacher at smkn 1 baso according to kagan, in the inside outside circle, students rotate in concentric circles facing new partners for sharing, quizzes, or problemsolving (kagan, 2009). thus, the inside-outside circle technique is where students rotate in a circle facing each other to share information, ask questions, and solve problems. students face obstacles or problems when using the inside outside circle technique: first, students have limited vocabulary, and because of the limited vocabulary, students find it difficult to respond to their partner with the inside outside circle technique. second, students are not fluent in speaking. in using the inside outside circle technique, students are not fluent in speaking english. there are still many pauses, and also not fluent in english. even though the students had spoken slowly, they also did not pay attention to how the grammar was correct in the sentences they were talking about. finally, talking about scores after using the inside outside circle technique, some students' daily speaking scores are still below the minimum completeness standard (kkm), and some students' scores are above the minimum completeness standard (kkm). based on the results of data analysis, the researchers found the percentage of the speaking score of the students was in score 78,59, where the score falls within the range between 61%-80%. at the same time, sari and amrozi said that the score range between 61%-80% is effective(sari & amrozi, 2020). therefore, the inside-outside circle technique effectively taught speaking ability in the tenth grade of smkn 1 baso. the explanation above shows that using inside outside circle effectively teaches speaking at x akl and x pkm in smkn 1 baso. conclusion based on findings and discussion, the mean score of the students' speaking score by using the inside outside circle technique was 78,59. the rating scale showed that 78,59 in the 61-80 % range was effective. in conclusion, the use of inside outside circle techniques effectively taught speaking at the 10th grade of smkn 1 baso. references arikunto, s. (2010). prosedur penelitian suatu pendekatan praktik. rineka cipta. bailey, k., & nunan, d. (2004). practical english language teaching speaking. mcgraw-hill. creswell, j. w. (2011). educational research planning, conducting and evaluating quantitative and qualitative research. pearson education, inc. fitrianingsih, s., & sholihah, l. (2017). the influence of using inside-outside circle (ioc) technique toward students' speaking ability at the second year of ma negeri 1 east lampung. universitas muhammadiyah, 5, 143. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 112 gunawan, m. a. (2015). statistik penelitian bidang pendidikan, psikologi dan sosial. parama publishing. hughes, a. (2003). testing for language teachers. cambridge university press. jolliffe, w. (2007). cooperative learning in the classroom putting into practice. paul chapman publishing. kagan, s. (2009). kagan cooperative learning. kagan publishing. mills, g. e., & gay, l. . (2012). educational research competencies for analysis and applications,. pearson education limited. muijs, d. (2004). doing quantitative research in education. sage publications. nunan, d. (2003). practical english language teaching. mcgraw-hill. saputri, d. a., sale, f., & siam. (2020). the effect of inside-outside circle (ioc) technique on students' speaking ability at sma negeri 1 kabangka. halu oleo university, 161. sari, d. r., & amrozi, f. (2020). analisis efektifitas pembelajaran jarak jauh (pjj). jurnal penelitian politeknik penerbangan, 5, 4. sugiyono. (2009). metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan r&d. sulung, s., y, y. g. s., & arifin, z. (2017). technique, encouraging students to speak through inside-outside circle. jurnal pendidikan dan pembelajaran khatulistiwa, 3. ulfah, n., & pujihartono, l. g. (2017). improving the students' speaking ability in conversational activity through inside outside circle technique. jurnal dialektika, 5, 97. ur, p. (2009). a course in language teaching ; practice and theory. cambridge university. wahyuni, d. s., mukhaiya, & kusn. (2013). improving students' speaking skill by using inside-outside circle technique. unp, 21. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 2, april 2022 e-issn: 2723-4126 p-issn: 2776-8880 113 application of reader-response theory in efl teaching and learning in nigeria abraham temitayo adewoye cyprus international university, institute of graduate studies and research, lefkosa, turkey. sholleymatui@gmail.com abstract this research article focuses on the interventions to enhance english language teaching and learning through literature in nigeria's senior secondary school educational system. the research looks at the application of reader-response theory to the teaching of literature to realize its ability to improve students' quantity and consistency of talk in the english language classroom. the underlying ideas were whether the reader-response approach would broaden the reach of communicative language instruction beyond literature-based classrooms and provide the ability to build learner independence outside of the classroom. however, the study would also emphasize the advantages of this technique, such as increasing language competence and abilities and offering more suitable cognitive difficulties to nigerian senior secondary school students enrolled in an english language course. the results suggest that the basis of knowledge-base, in this case, the high school curriculum, did not lay a strong knowledge base framework. keywords: curriculum, english language teaching, literature, reader-response theory introduction in nigeria, english is one of the required subjects in senior high school. listening, speaking, reading, and writing is the four skills that makeup english. reading is one of the skills that contribute significantly to the progress of language learning. we gain knowledge in life primarily by reading, which is why reading is so critical. according to westwood (2016), readers who comprehend what they are reading can better predict, infer, and relate the text or details on the website. the majority of curriculum revisions have aimed to reexamine the purposes, priorities, strategies, processes, and resources used in the successful execution of the english curriculum over the years. in reality, one school of curriculum theory claims that the implemented curriculum is the most successful. however, there are two other viewpoints from which curriculum should be examined before this feat in the curriculum is accomplished: prescription; intended curriculum, and practice; a curriculum that has been implemented according to hendrix & griffin (2016), in ideal conditions, what is recommended, what is practised, and, as a result, what is accomplished, as a result, will be a perfect match. in the nigerian context, one would expect english as a second language (esl) learners to be educationally, grammatically, and cognitively competent in social http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 2, april 2022 e-issn: 2723-4126 p-issn: 2776-8880 114 contexts outside the education system after good ages of knowledge in english and using it for teaching at the prime and secondary stages, which is the end objective. on the other hand, the sociolinguistic facts are distinct in that english in nigeria is essentially a restricted code language. as a result, the challenge raised by this situation has become one of the most pressing concerns in our educational system in recent years, especially in elementary and secondary schools, which have seen a significant decline in english learners' expressive and linguistic competence (mccullough, 2017). the condition at the high school level is one in which the aim is to transfer rather than master english. the situation at the high school level is one in which the objective is to communicate rather than master english. however, in a real-life communicative context, the ability to comprehend a language and generate it in clear communication isn't just about following a descriptive requirement, which is emphasized in examination-oriented english programs. this is because actual language use necessitates a wide range of information that has never been attempted to be crammed into manuals or grammar. the acceptance of english as a means of intra-national and inter-national contact is due to the multilingual and multicultural existence of the nigerian polity on the one hand and the lack of a national unity indigenous language on another. more specifically, english has become the pivot around which nigeria's educational wheel revolves. in addition to being a mandatory school subject that must be adopted at all educational levels in nigeria, the language serves as the medium of instruction for all academic subjects from elementary schools to universities. in recent years, a significant cause of the decrease in educational development and personal standards in nigeria has been attributed to students' mixed attitudes in english language national exams (garzon & castaneda-pena, 2015). one of the most profound issues that efl students face in their specific course of study appears to be having difficulty completely understanding the contents and concepts of the different subjects of the curriculum taught in the target language. this is the same issue that nigerian esl students face in public exams, where they perform poorly in different school subjects. this could be attributable to their shortcomings in the english language, the medium of instruction, which could damage their overall academic performance. when students lack proficiency in learning, they will inevitably struggle in the target language's school subjects. as a result, the overall success of nigerian esl students is heavily reliant on their english language skills. due to the conflicting attitude among students and teachers, this paper examines the views these two categories have on the use of reader-response, particularly in nigeria. the construction of meaning in reader response theory the reader-response theory is founded on the idea that a literary work occurs in a reciprocal partnership between the reader and the text. the reader deconstructs literature and connects it to their personal experience (gibbs et al., 2016). emotional reactions that arise from this mutual bond may help to cement classroom learning. rosenblatt's transactional perspective affirms that readers build their own experiences. the text activates a stimulus that acts as a guide, a regulator, a blueprint, and a means of understanding. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 2, april 2022 e-issn: 2723-4126 p-issn: 2776-8880 115 to put it another way, the text stimulates the reader's early encounters with literature and life; it controls the collection, dismissal, and order of what is presented; and it governs what should be brought to the reader's attention. according to reader-response theory, the reader creates meaning from the text using either an aesthetic or efferent stance. aesthetic reactions provide readers with a range of options for paying attention to the reading experience. the readers are expected to consider a variety of potential interpretations. efferent responses, on the other hand, provide a continuum for readers to create context. the readers are supposed to have a straightforward answer to the text's context. efferent stance is concerned with what readers rely upon in reading, while aesthetic attitude is associated with what readers have encountered. the term efferent refers to a type of reading in which the focus is primarily on the information to be retrieved and maintained after the assignment is completed. the ideas, facts, instructions, or conclusions to be kept, used or acted on after the reading are abstracted out and analytically structured (pope & round, 2016). learners improve their thought skills, gain exposure to other cultures, speculate on concepts and expand their understanding of them, enhance their interpretive skills, and sharpen their creative writing abilities through the process of meaning building. teachers and curriculum, on the other hand, have a significant impact on response. teachers have a substantial effect on whether or not readers react positively to literature in discussions. the level of learner response is influenced by the instructional methods used by teachers and the literature they choose. several factors governed by the instructor in classroom environments, according to hickman (2016), affect learner responses. • emphasizing the quality and relevance of titles for classroom use • choosing literature-related resources based on students’ ability to ensure that they access the text • to recapitulate the stress of discussions and events, offer a gist of literary texts. • to accommodate learners and literature research, provide recommendations, encourage high expectations, claim the importance of literature, acknowledge flexibility in time and space, and cater for materials. • allowing students to ponder literary texts in detail and become sense creators invigorates learning. according to reader-response theory, the reader is an active agent who gives the work "true life" and completes its meaning through interpretation. according to reader-response criticism, literature must be regarded as a performing art in which each reader produces their own, probably exceptional, text-related output. it is opposed to classicism and the based on new theories. the reader-response approach is based on an attempt to illuminate the reader-text relationship. "literary texts often include social dilemmas and conflicts," the underlying concept goes. readers must react personally to such reading." (gibbs et al., 2016). the theory concentrates on various roles readers can adopt while engaging in reading for http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 2, april 2022 e-issn: 2723-4126 p-issn: 2776-8880 116 readers to make sense of these written works. reader response theory is based on the idea that readers and the text play a role in interpreting an overall experience. the attitude of students and teachers on the nature of the english curriculum in nigerian schools in today's learner-centred approaches to teaching in particular and language teaching, learners' needs are potentially fundamental. the preparation of a successful language education program begins with a needs review. although the esl curriculum is chosen and presented for hypothetical and unrestrained purposes, a slight focus is put on communicative aids in social settings both in and outside the although the verbal and straightforward material in the syllabus is expected to encourage communicative abilities, it is firmly found that students still have low abilities in everyday life communication situations. curriculum concerns resulting from the national policy on education (npe) involve, among several other things, escalating vernacular as a way of fostering communal justice. conversations, formal harmony, and cultural safeguarding. as a result, the english syllabus not lone provides material but besides allows esl teachers to apply required linguistic insights and create necessary activities for their students. it is intended to encourage the students to learn the fundamentals of the language and supposed that the linguistic perspectives can assist esl teachers in interpreting and characterizing language learning in terms of efficient and responsive language learning. equally these skills remain required for communicative language capability. when considering the basis of the english curriculum including the aims, priorities, strategies, and resources, it is fair to assume that an over-reliance on textbooks that do not adequately treat lesson contents should be discouraged. as a result, in the classroom teaching and learning phase, communicative engagement can take the form of multiple interactions, including both vocal and non-vocal communication (blentyne & varga, 2016) the communicative methodology aims to provide students of english as an additional language with a normal situation to engage in unrestrained happenings. such will allow students to seek from the outset to comprehend, and there appear to be flaws in the teacher's approach compared to learner-centred approaches. overcrowding in classes, for example, is one of the causes of these shortcomings. lack of teaching materials, pressure to cover the course content in a short amount of time, and a lack of motivation for teachers to do their best; thus, english professors instruct students in the language. mechanically, students learn as well, with little involvement in the creation of their knowledge. as a result, rather than appropriate teaching and linguistic professionalism, teaching and learning activities become teacher-centred, focusing on cognitive, and educational outcomes. most language teachers are wary of communicative methods because they are afraid of incorrect and ill-formed sentences, which communicative practices, whether spontaneous or directed learning, can encourage a desire to learn communicative skills. their fear of the target language being fossilized or pidginized should not be a justification to avoid it (pope & round, 2016). it is critical to encourage students to use the english language for accurate communication rather than with the intent of imposition of grammatical constructs and http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 2, april 2022 e-issn: 2723-4126 p-issn: 2776-8880 117 meanings abstracted from their social contexts or circumstances. this means that english teachers must devise activities that will enable students to participate fully in the educational activities taking place in school. in light of this, a group of language educators argues that task-based learning should not believe that language must be homogenized and exercised in small chunks, but rather that language is learned when learners are forced to use some or all of their linguistic resources to communicate meaningfully. several secondary school teachers are more associated with distributing facts, knowledge, and concepts about how to do this except that in the classroom setting than with teaching communication skills or helping children to do and learn, practice, and participate in language activities aimed at developing communications competence or expertise. literature review reader response theory westwood (2016) has eloquently stated that reading literature is an exploration in which readers use feelings and histories to create meaning. context, according to her, is built by a transaction between the reader and the author. in the trade, learners bridge the differences in the text using their prior experience and disposition and their comprehension of the text (thomas,2020). the transactional view of reaction, which stems from rosenblatt's work, holds that the reader is "not treated as a separate agent acting upon the world, nor the environment acting on the organism, but all parts acting like a complete occurrence" (garzon & castaneda-pena, 2015). after all, the reader's perceptions or definitions "are a product of the reader as well as the text"(ghandehari,2017). this complex reading method would enable the reader to elicit a reaction to a text's events and characters by involving his or her emotions and thoughts. it is essential to keep in mind that active reading, emotional and analytical interest in the text, sense construction, and response elicitation are imperative aspects of literature debates (mart, 2019). according to westwood (2016 ), rrt improves students' reasoning abilities. furthermore, as quoted by garzon & castaneda-pena (2015), contends that the instructor should consider "various definitions" of a text rather than just the "literal understanding" because it allows for innovative and analytical thought in the classroom. in other words, using reader-response theories helps students to understand diverse points of view, encourages them to speak up and participate in discussions, and trains them to be innovative and imaginative thinkers. there are three additional languages during formal education time in nigeria: hausa, yoruba, and igbo (park, 2016). these languages are taught in the junior grades. nigeria stated that the initial three years of essential learning should be taught in the child's native language (kelly et al., 2016). english is the language of contact after the first three years of formal education before completing formal education. this strategy element is not as strictly enforced in private learning institutions. the program's immediate focus on english as a language of teaching and learning was its prominent presence in the world's national languages and as a means of instruction in the nigerian education system (blentyne & varga, 2016). the english language has helped nigeria gain access to foreign communities. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 2, april 2022 e-issn: 2723-4126 p-issn: 2776-8880 118 this demonstrates to esl teachers that what is most important is not the text's referential concepts but what students can make of them. language teachers seem to be particularly interested in teaching both efferent and aesthetic literacy "(ghandehari,2017). this could help to balance language instruction of form and meaning-making. literature: an earlier onset on the use of literature in language teaching the use of literature in esl classes may be a powerful method for working with writing. nonetheless, specific literature experts argue that the use of literature in writing courses is inappropriate because literature "is only suited for the study of literature" ( hendrix & griffin,2016). despite these historical ramifications, it is remarkable to contend that literature has a presence in all modes of esl teaching today. there are several advantages of using literary works in esl instruction. literature texts are inspiring sources for language learning because they involve learners in the lessons suggested in the classroom and enable them to study the language they are learning in a more formal setting. according to raditsebe (2016), esl students may be strengthened in a demanding proposal to meet their learning targets by using everything from reader-response e-journals to literature. literary text critics contend that the vocabulary used in academic texts is complex, artificial, and even grammatically incorrect. students can, however, encounter difficult words and unnatural ways in their everyday lives and use of english. promotion of critical thinking through literature raditsebe (2016) provides a six-level perception hierarchy. in this model, a person starts with the fundamental level, known as the information level, and then progresses to the comprehension level. students must characterize, illustrate, say, classify, mention, call, clarify, discuss, distinguish, and restate these lower-order thought skills ( hendrix & griffin,2016). the thinker advances through the intellect ladder until he or she hits the most complex stage, which is assessment. individuals at this stage appraise, judge, or criticize based on clear expectations and requirements. it may be argued that attention is turned toward what is immediately lived through in the transaction with the paper, toward what is being formed as the plot or the poem concerning rrt (thomas,2020). individuals advance in small measures. this means that one must learn one step before moving on to the next. this does not mean that each move operates independently or that thought is made up of fragments. as a result, human learning is a cyclical phenomenon in which we actively link our convictions and personal ideals to our skills to develop more complex thought processes "(ghandehari,2017) proponents of the communicative approach to language instruction have agreed that using natural resources is a practical initiative for developing language learners' communicative skills. based on the claim that conventional grammar teaching is fragmented and artificial in terms of negotiating significance, the use of literature confirms substantive communication success as a result of contact with genuine content. literature can help language learners develop their speech repertoires. according to mart ( 2019)., the function of literature is not to include details about specific pieces of literature in the syllabus but to get learners to understand how these particular pieces exemplify more general concepts of http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 2, april 2022 e-issn: 2723-4126 p-issn: 2776-8880 119 communication. the presentation of literature to students will help them become more aware of how vocabulary is used to communicate. adapting literature broadens not only communicative skills but also empowers imaginative abilities. theory-literature reading connections what is important to note is how the relation between literature reading and rrt was made. according to (gibbs et al., 2016), reader-response critique focuses on understanding how the reader can collaborate with the author of a text to create context and how nigerian students can benefit from their experiences reading literature and discussing interpretations others. educating student-teachers and developing english curricula must take into account who they are and where they are going. as a result, the approach to reading literature is a way to improve english students’ and teachers' comprehension of the language as a whole and directly links with their lives and the environment. according to yilmaz ( 2018), the teacher's power should value the authentic essence of literature itself. however, it should be noted that rrt was not initially developed as a language learning technique, but it has been modified and accepted by scholars in the applied linguistics domain. assessment although no large-scale comprehensive studies in adult learning have been conducted to establish those ties, the improving formative evaluation initiative is demonstrating the significance of identifying the links between legislation, teachers' and students' attitudes about learning, and the results of assessment practices in adult literacy and numeracy programs (blentyne & varga, 2016); as a result, the analysis is analytical primarily, with only tentative generalizations regarding appropriate practice. nonetheless, it emphasizes preliminary messages on good practice and proposes prospective study issues. texts of various types may be used, including narration, descriptive, description, recount, facts, essay, exposition, and argumentation. according to observations made by the researcher during the teaching practice program, the narrative is the students' preferred text genre. the three facets of substantive, engaging, and inspiring can be compared to each other in the learning process by a narrative (hendrix & griffin,2016). a narrative has many different styles, including passion, humour, science fiction, suspense, and many others. according to blentyne & varga (2016), the narrative has the aim of presenting a story in which it offers either the readers or the viewers a way out of difficulties and also brings the story alive by expressing the three values of social, spiritual, and moral from the story to real life. methods a review of the teachers and students of the english language on the teaching and knowledge of grammar word difficulties in nigerian institutes, especially at the children's level, was investigated in this study. teachers' and students' english ability, schoolroom methods for teaching word difficulties, and scholars' methods of resolving word difficulties were all evaluated in this way. the impact of the treatment on learners' ability to solve algebraic word problems was then studied. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 2, april 2022 e-issn: 2723-4126 p-issn: 2776-8880 120 the methodology for pulling information for the subject is presented in this chapter. secondary data analysis was used to select papers and comprehensive research on the topic for this analysis, and the findings were then examined and the results provided. the information presented in this study was collected from secondary sources of data; secondary research, also known as desk research, is a form of research that uses data that has already been collected. data sources and analysis criteria the information in this article was collected from books, published sources, journals, government records, and websites. secondary data analysis is the method of evaluating data that another researcher has obtained for a different reason. scholars use secondary data to save time and money that would otherwise be spent collecting primary data. the criteria for making the analysis involved: • locating data from different sources; involved how the information was accessible and where it was located • they evaluate the relevance and validity of the information, considering essential points such as when the data was collected and if it relates to the topic under study. • determining the credibility of the data; constructing the initial researchers' credentials, looking for a complete explanation of methodology, including any issues found, determining how compatible the data is now with data from various sources, and evaluating if the information has been used in any reliable published research. results and discussion before they can enjoy literary texts, students must first learn to speak and understand english. since the teaching of literature is rooted in the broader purpose of improving language proficiency, it is vital to consider the spa communicative approach spaces. in the context of this report, i interpreted pck in teaching literature to esl students in nigerian secondary schools to refer to the various ways in-service trainees turn subject matter for teaching. as they read comprehension passages and multiple genres of literature with the students, they will likely use techniques such as discussion of the different aspects of literature, such as symbolic vocabulary, characterization, storylines, stories, and environments. on the one hand, teacher trainees must consider the varied language experiences of their pupils and their various levels of preparation while teaching at the secondary school level. teachers must develop students' prior learning; an example of pck will be guiding students to differentiate between various genres such as fiction, novel, drama, play, and poetry; and teacher trainees with deep content expertise would be able to organize and reflect such subject matter by responding to their students' varied interests and abilities. recommendations the research showed the importance of teachers improving their students' postreading practices. these events mainly consisted of book reviews and narrations of previously read stories. teachers must delegate more complex assignments to their students to teach them to read thoroughly and to foster a literacy community in their classrooms. a http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 2, april 2022 e-issn: 2723-4126 p-issn: 2776-8880 121 school with a better reading community would need to bring systems in place, such as libraries, to provide vigorous and comprehensive reading. the long-term viability of these tools is critical to the survival of the reading world. this will result in students becoming passionate readers. with the help of their teachers, they will also be encouraged to engage in fun and meaningful post-reading experiences such as discussing what they read or dramatizing the material of the books. the post-reading exercises would likely increase students' proficiency as well. conclusion reader response theory is a reader-centered approach to teaching successful literacy. the reader-response approach to improving literacy education engages all learners by emphasizing the value of the transaction between a reader and a book. teachers can use this element of the philosophy to motivate students to become habitual, ardent readers. reader answer provides teachers with the ability to meet the needs of all students and engage them at levels relevant to their progress. teachers can entice more students to explore the field of reading and stay for a lifetime by encouraging them to intersect their previous expertise and diverse, personal encounters with their lessons of literature. the present research investigated the reading perceptions, behaviors, and activities of in-service teacher trainees in nigerian secondary schools to determine the degree to which literature is embedded and valued in the classrooms of their esl students. the theoretical starting point was the idea of pedagogical content awareness, which argues that teachers need pedagogical skills, deep academic rigor, and knowledge of curriculum design objectives and accessible resources. references balentyne, p., & varga, m.a. (2016). the effects of self-paced blended learning of mathematics. journal of computers in mathematics and science teaching, 35(3), 201– 223. garzon, e., & castaneda-pena, h. (2015). applying the reader-response theory to literary texts in efl-pre-service teachers' initial education. english language teaching, 8(8). doi: 10.5539/elt.v8n8p187. ghandehari, s. (2017). definition of the reader, as a relative concept, in the reader-response theories procedia social and behavioral sciences, 70, 1381 – 1388. gibbs, p., cartney, p., wilkinson, k., parkinson, j., cunningham, s., & james-reynolds, c. et al. (2016). literature review on the use of action research in higher education. educational action research, 25(1), 3-22. doi: 10.1080/09650792.2015.1124046. hendrix, r. a., & griffin, r. a. (2017). developing enhanced morphological awareness in texas journal of literacy education | volume 5, issue 2 | winter 2017 adolescent learners. journal of adolescent & adult literacy, 61(1), 55–63. doi:10.1002/jaal.642. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 2, april 2022 e-issn: 2723-4126 p-issn: 2776-8880 122 kelley, h. m., siwatu, k. o., tost, j. r., & martinez, j. (2016). culturally familiar tasks on reading performance and self-efficacy of culturally and linguistically diverse students. educational psychology in practice, 31(3), 293–313. doi:10.1080/02667363.2015.1033616. mccullough, r. g. (2017). the relationship between reader response and prior knowledge on african american students' reading comprehension performance using multicultural literature. reading psychology, 34(5), 397–435. doi:10.1080/02702711.2011.64353. park, j. y. (2016). re-imaging reader-response in middle and secondary schools: early adolescent girls' critical and communal reader responses to the young adult novel speak. children's literature in education, 43(3), 191–212. doi:10.1007/s105830129164-5. pope, j., & round, j. (2016). children's responses to heroism in roald dahl's matilda. children's literature in education, 46(3), 257–277. doi:10.1007/s10583-014-9233z raditsebe, r. 2016. english is an all-important subject. the midweek sun, 11 march. 2016. thomas, a. f. (2020). the effects of implementing a reading workshop in middle school language arts classrooms. journal of instructional pedagogies, 9(1), 1–16. westwood, p. s. (2016). reading and learning difficulties: approaches to teaching and assessment. camberwell: victoria acer press, an imprint of australian council for educational research ltd. yılmaz, c. (2018). literature instruction through readerresponse approach: does it foster reading comprehension? international journal of language learning and applied linguistics world (ijllalw), 3(4). http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 2, april 2022 e-issn: 2723-4126 p-issn: 2776-8880 80 sustainability of e-learning in the undergraduate efl classrooms 1asma-ul-ferdous, 2nazia forhin shifat, & 3mohammad ehsanul islam khan* 1asa university of bangladesh (asaub), dhaka, bangladesh 2notre dame university bangladesh (ndub), dhaka, bangladesh 3manarat international university (miu), dhaka, bangladesh *asad.helloteen@gmail.com abstract the present study investigated the probable sustainability and effectiveness of e-learning in english language teaching (elt) to learners in an english as a foreign language (efl) classroom. since the beginning of technology, it has always influenced our lives, thinking, and learning areas. one significant model in today's world in education is e-learning. today, one aspect of technology that has a considerable impact on our livelihood is english language learning in the efl context. data were collected using a google form questionnaire with 20 close-ended questions on a 5-point likert scale and analyzed in percentage. ninety-two undergraduate efl learners randomly participated in the survey. the quantitative method has been used to analyze the data. the results showed that integrating e-learning is a blessing to language learners though students face some challenges entirely using it. learners have found educational technology effective in developing their fours language skills, including vocabulary problem-solving skills, performance improvement, etc. the study finally recommended increasing e-learning practices alongside the traditional approach in the efl context of bangladesh along with secured and controlled techniques. keywords: blended learning, e-learning, efl, elt, sustainability introduction since the advent of technology, its blessing has been experienced in all domains of daily life. from government bodies to business companies and casual households, e-learning has benefited. although it brought immense advancement in the english language education sector, the stance of people who either got in the vanguard of this advancement or merely have any idea about it is fearsome. in today's world where life is busy and living is competitive, e-learning in learning the english language presents multitudes of options that profit and make teacher-students' life comfortable and serene. e-learning provides organizations with other resources set forth by tech giants to assist learners in gaining additional knowledge, certificates, and degrees in english language learning courses. this helps learners learn regardless of their full-time jobs if they are living in distant countries, as well as mastering skills outside their mainstream course. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 mailto:youremailaddress@emailservprov.domain copyright © the author(s) vol.3, no. 2, april 2022 e-issn: 2723-4126 p-issn: 2776-8880 81 nevertheless, as pupils and adolescents explore aspects that come with the good fortune of accessing the internet, it is overwhelming. they are also recorded to have spent countless hours using various applications and browsing eccentrically on devices. the parents' despair and endless worries reach prodigious levels with time. questions arise about whether their immediate next generation is appropriately raised as complete human beings. e-learning can be found in language apps, video conferencing tools, virtual tutoring, online learning software, moodle, and many more (li & lalani, 2020). however, the timehonored axiom of e-learning brought a new spectrum on how the present generations depict their english language learning grid and pursue their degrees. despite being lauded universally, in bangladesh, virtual learning or online education is passing its early stage, and therefore, it requires providing all technical support to the students for virtual learning (yesmin & khan 2021). to the language teachers, though the uses of mobile phones, computers, projectors, and the internet are not new, the practice of computer-based learning, e-learning, distancelearning, or online learning is very new to many which are regarded as a dynamic, complex, and interdisciplinary enterprise (shifat, khan & chowdhury, 2021). the infrastructure of blended learning lies upon the infusion of web-based technology and mode of convenient learning. this realm of understanding allows english language learners to gain access to a wide range of information to conceptualize their learning object from different angles. from higher education to primary level schemes, all incorporate electronic devices and the internet depending on studies. this lattice of information and communication technologies constructs downhill innovative ways students can interact with tutors online and offline, fellow peers and faculty, and content. as bangladesh has faced several challenges in the education sector during the covid-19 pandemic, to continue the adequate flow of education in the post-pandemic situation, it is essential to utilize the modernization of blended learning (khan, 2021). instead of simply relying on rigid traditional techniques, such as memorizing grammar, vocabulary, re-writing, and re-reading volumized books, students can access authentic and experimented methods of effective english language learning. the web offers multitudes of collaborative materials and ideas, which elevates students' total depth of knowledge that assists them in understanding better. the emerging arrays of multimedia learning improve legitimate learning strategies of english language learners. according to rabbani, raihan and khan (2020), to increase students' more profound knowledge of technology by using internet supported education, it is required to increase the rate of administering tests and homework or assignment through the internet as a means of formative assessment, which can make them more collaborative, cooperative, and communicative. according to zakarneh (2018), e-learning mood is a better mode of enhancing performance and a better tool for testing and evaluation. moreover, recently many universities and colleges proffer longstanding and near-term courses on numerous english courses in parallel with vast fields of interest. the certificate and degrees earned from these programs later help learners of different ages to have supplementary incomes and set ingenious demonstrations for others to follow on the internet. apart from institutes, many organizations offer such english programs at a much lower price through websites for people to join. this way, e-learning based on blending http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 2, april 2022 e-issn: 2723-4126 p-issn: 2776-8880 82 learning is applicable for long-distance classes and could be appropriately used for the conventional education system (kristanto et al., 2017). different industries, agencies, and business associations accept online certificates and accreditations for individuals applying for positions depending on expertise in a particular english language sector. thus, practitioners explore an array of opportunities to enhance their careers further. apart from promising career advancement and raising employee qualifications, english language learners working part or full time can immediately bring new cognizance and competence to their job, increasing profits, including innovations. furthermore, students no longer have to commute to multiple destinations, juggling several tasks within a single day. hence, they get to spend some time on self-enhancement, meditation, or even make a trial run on courses outside their academic program. most students engaged in an e-learning do not have to incur traveling expenses or afford to live in foreign cities, as they get to study from home. the framework of e-learning creates feasible opportunities to help people be trained virtually. however, the integration of media technology assists learners in acquiring four language skills: listening, speaking, reading, and writing (ahmad, 2012). technology-based learning provides flexibility and pacing option. hence students can absorb information with more concentration in a comfortable environment. pupils can practice self-discipline at a young age as no teacher would aggravate the assignment deadlines, nor would a friend call on a monday morning to ensure the group project has reached the end completion. as a result, students build a more robust self-governance and determination. this plays a significant role in other aspects of life such as fitness, work ethics, or even relationships between friends and family. unlike the synchronous learning environments where students have to focus on ongoing lectures despite feeling unmindful, students can now choose to have a very altering study schedule. so, this paper aims to investigate the effectiveness of elearning as a mode of teaching the english language in universities in bangladesh. also, to determine the factors of e-learning that contoured the dogma of the traditional learning environment. since the beginning of the rise of technology, it has always influenced our paths of life, way of thinking, and learning options. in the present day, it shapes our daily life. one aspect of technology that has a massive impact on our livelihood is our english language learning. the time-honored axiom of e-learning brought a new spectrum on how the present generations depict their english language learning education grid and pursue their degrees. even though there are two sides to every story, both sides of this concept are hard to judge, and even if a conclusion is reached, the snowball effect would be hard to amend. several studies have been conducted on e-learning and its feasibility, effectiveness, and challenges in different streams. very few have been on the english language teaching, which made researchers interested in studying its energy and difficulties in teaching english. various literary works revealed that an e-learning platform is an effective platform for teaching the english language. after the pandemic outbreak, google classroom has become popular around the world. google classroom helps carry out this online learning well (anggraini & syahrul, 2021). http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 2, april 2022 e-issn: 2723-4126 p-issn: 2776-8880 83 zakarneh (2018) conducted a study on the effectiveness of e-learning mode in arab universities for teaching the english language. he found e-learning appropriate for acquiring vocabulary, speaking skills, listening skills, reading skills, and writing skills more effective than in the traditional classroom. students can learn better through e-learning. such an elearning platform is considered an appropriate and better means for acquiring vocabulary, developing speaking skills, english language grammar, reading skills, writing skills, listening skills, and a better mode of enhancing performance in english than the traditional classroom model. they find e-learning a better tool for testing and evaluation and prefer it to other conventional methods. sung and yeh (2012) found the perceptions of online technology among taiwanese university students in language education and found students' satisfaction because of its convenience and practicality. ahmad (2012) studied the integration of media technology to english language teaching and found satisfactory results from students' perceptions. cai (2012) found out that with the help of computers and the internet, e-learning can change pedagogical strategies and improve teaching and learning efficiency. mutambik (2018) conducted a study on the role of e-learning on saudi arabia students and found out it is a flexible, interactive way of learning the english language. mohammadi et al. (2011) studied the effects of e-learning on language learning. they found that people can be autonomous by using the internet, and they can be independent of books and teachers. also, internet media like blogs; message boards, podcasts; and video sharing are other faces of e-learning that provide teachers and students with creative and practical ideas. however, the researchers found a considerable gap in the previous related studies for surveying the present research on the efficacy and probable sustainability of e-learning in the bangladesh context. methods data were collected through a structured questionnaire. the questionnaire aimed to discover the opinions of students on the effectiveness of e-learning in developing english language skills and vocabulary in the classroom in comparison with face-to-face instruction and on the implementation of the e-learning course for distance students based on the frequencies of their responses and the qualitative signs (year of study, field of study). the questionnaire was supportive as the research instrument to collect data on phenomena that cannot be observed, such as attitudes, self-concepts, etc. the questionnaire was prepared in google form; it was designed to be automatically scored and summed up. efl students were given the freedom to keep their identities anonymous. the questionnaire consists of 20 close-ended questions. all questions were written in english, as the participants were chosen from the undergraduate level. they have been studying english since their primary education till now. the questions emphasized learners' opinions, views, and attitudes towards e-learning. twenty close-ended questions were written on a 5-point likert scale of always (a), very often (vo), sometimes (s), rare (r), and never (n). the questionnaire is divided into two sections. the first part deals with students' demographic information; the second part deals with whether e-learning in their classroom is practical to their language learning. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 2, april 2022 e-issn: 2723-4126 p-issn: 2776-8880 84 the questionnaire was sent to the undergraduate efl learners of the english departments of three universities. participants and universities were selected randomly, and a total of 20 questionnaires were filled out by the 96 participants and returned. the participants were chosen from the undergraduate level who went through placement tests, assignments, and quizzes were categorized for english language achievements. the researchers used the random sampling technique because it uses randomization to ensure that each population element gets an equal chance to be selected. this nonprobability sampling technique was used for the convenience, availability, accessibility, and proximity of participants from whom data was collected, which is identified as the most appropriate method. the use of this random sampling technique method made it easy for the researchers to sample and collect data from participants. qualitative data were analyzed using microsoft excel. accordingly, participants' responses were analyzed using graphs and tables. results data analysis and findings table 1. participants' responses to the sustainability of e-learning in the efl classrooms sl items a (5) vo (4) s (3) r (2) n (1) percentage (%) 1 our teachers integrate e-learning into our traditional classroom. 41.9 22.6 30.1 33.2 22.2 2 e-learning is an enjoyable and exciting learning tool. 42.1 23.6 26.3 3.2 0 3 i find a wide variety of sites and information to learn. 66.3 15.8 15.8 2.1 00 4 e-learning helps to learn more english vocabulary and grammar. 66.3 15.8 15.8 1.1 1.1 5 i can develop my writing skill through e-learning. 34.4 18.8 33.3 8.3 5.2 6 our linguistic skill is fastened by e-learning. 36.8 24.2 20 13.7 5.3 7 my listening skill is increasing through e-learning. 58.3 11.5 24 4.2 2.1 8 my reading skill is improving through e-learning. 36.8 28.4 23.2 10.5 1.1 9 i perform better in english through e-learning mode than in the traditional classroom environment. 29.5 21.1 30.5 10.5 8.4 10 it is an immense motivation for me to learn using the internet. 57.4 16 20.2 6.4 0 11 integrating e-learning makes me more autonomous and independent. 44.7 20.2 27.7 3.2 4.3 12 elt courses assessment is tested better through the e-learning method. 30.9 22.3 30.9 7.4 8.5 13 it is better to learn through e-learning than traditional learning. 27.1 13.5 34.4 8.3 16.7 14 it is a waste of time to learn through this mode. 7.4 6.3 25.3 15.8 45.3 15 students lose interest in their studies for internet-based learning mode. 16.8 12.6 44.2 10.5 15.8 16 during online classes, students have physical problems (back pain, headache, blurred vision). 30.5 23.2 31.6 10.5 4.2 17 e-learning can be a standard method of teaching besides physical classrooms. 38.9 15.8 26.3 6.3 12.6 18 all english language courses should be taught through the e-learning mode. 21.1 15.8 31.6 5.3 26.3 19 i understand english courses better if e-learning is used. 29.5 27.4 21.1 10.5 11.6 20 e-learning should be incorporated to traditional classrooms. 0 46.3 38.9 3.2 11.6 teachers' integration of e-learning into the traditional classroom when learners were asked whether their teachers integrate e-learning into their traditional classroom majority, 41.9% replied that they always use it. in comparison, 30.1% sometimes said they use it, and 22.6% responded very often. the results indicate that elearning has been one of the integral parts of teaching in the classroom (item-1). all incorporate electronic devices and internet-dependent studies from higher education to http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 2, april 2022 e-issn: 2723-4126 p-issn: 2776-8880 85 primary level schemes. this lattice of information and communication technologies constructs downhill innovative ways students can interact with tutors online and offline, fellow peers and faculty, and content. based on the survey result, 41% of participants consistently demonstrated that integration of e-learning was helpful in the traditional classroom. more than 50% of the students agreed with the teachers' integration of e-learning in the english classes. around 5% of the participants were unaware that e-learning was a valuable teaching model. in the statement, whether it's better to learn through e-learning than traditional learning, the total of 61.5%, the aggregated result of always 27.1% sometimes 34.4% agreed on it. only 13.5% answered 'very often', and 16.7% said 'never' (item-13). also, in the opinion of whether e-learning can be the traditional method besides offline classroom majority of 65.2 %, the total of always 38.9% sometimes 26.3%, agreed on it. only 15.8% said very often, and 12.6% never said (item-17). insights about e-learning as an exciting tool many students (42%) think that a mingling of blended learning lies in the infusion of web-based technology and mode of convenient learning. more than 60% of the students believe this realm of learning allows english language learners to access a wide range of information to conceptualize their learning object from different angles (item 2 and 3). instead of simply relying on rigid traditional techniques, such as memorizing grammar, vocabulary, re-writing, and re-reading volumized books, now can rout out authentic and experimented methods of effective english language learning. the web offers multitudes of collaborative materials and ideas that elevate students' real depth of knowledge that assist them in understanding better. the emerging arrays of multimedia learning improve legitimate learning strategies for english language learners. it enthuses learners to navigate the theoretical and practical complexities of recontextualizing the concepts taught in traditional manners. a relatively large percentage of participants (36.8%) were agreed with the statement that e-learning fastened by e-learning. however, only 13.7%% did not agree strongly with the idea. on the contrary, 24.2% agreed with the information (very often-24.2% and sometimes-20%) that e-learning was a better means of developing language skills (item-6). participants (34.4%) consistently agreed that e-learning was better for learning writing skills, with 18.8% very often and 33.3% sometimes agreeing. however, only 8.3% rarely agreed with the statement that e-learning was better for learning writing skills (item-5). more than 36% of participants (always-36.8% and very often 28.4%) were in agreement with the statement that e-learning was better meant for developing reading skills. 23.2% of participants agreed that sometimes e-learning helped build reading skills, and 10.5% rarely agreed with the statement that e-learning was a better means for developing reading skills (item-8). however, the majority of participants (58.3%) were in agreement with the statement that e-learning was always better meant for developing english listening skills. on the contrary, only 11.5% of participants mentioned it very often, and 24% agreed with the statement that e-learning was a better means of developing listening skills (item-7). http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 2, april 2022 e-issn: 2723-4126 p-issn: 2776-8880 86 challenges in e-learning for efl learners although it has an abundance of bright sides, e-learning has shortcomings too. based on research, studies, and surveys, the students find e-learning, especially the online classes, much more challenging to manage for learning all the english courses (21.1% said always, 15.8% said very often, 31.6% said sometimes, and 26.3% said never) (figure-18). individuals found it challenging to shift pedagogically from age-long in-class practice to mentally and physically electronic learning with fewer materials. thus, students faced several physical problems such as back pain, headache, and blurred vision during online classes (30.5% of the participants suffered all time, 23.2% of learners suffered very often, and 31.6% of the students sometimes suffered during or after the class), (item-16). this led to depression, frustration, and anxiety as well, of which there is no option in traditional inclass learning. although e-learning lays out a diverse array to ensure proper education, teachers and students fail to understand that the effectiveness of e-learning in teaching and learning the english language lies under the strict rote learning system and interactive critical thinking sessions. therefore, 46.3% of the participants thought e-learning could not be the standard teaching method; rather, it would be best for 'sometimes' beside the traditional classroom. 38.9% agreed very often, and 11.6% disagreed with the statement (item-20). 16.8% of students always lose interest in studying for internet-based learning mode because the home is not an ideal study environment. a classroom creates a quiet and actual place to learn, inspiring them and bringing along the vibe to study. 15.8% of students felt the household is chaotic and busy with chores, causing students to lose concentration, even no work to be accomplished. they (12.6%) feel lost hurrying to finish and turn in assignments under pressure. 44.2% of the students often experience the absence of willingness and desire to study (item-15). although 30.9% of the students felt that elt courses evaluation and assessment were tested better through the e-learning method, 22.3% said it was often done better, and 30.9% said sometimes english courses were tested better through the online mode. interestingly, 8.5% of the students usually had a rush to complete their assignments to obtain passing credits without even giving reasonable efforts to learn the course material and disagreed with the statement. they also claimed that authorities at the same time gave relatively easy question papers and designed assessments that could be graded quickly for mass people to pass on their first attempt itself (item-12). discussion although e-learning providers are constantly trying to pave new ways to keep learners engaged in studies in the best effortless way, they still found that people generally fail to culminate and finish their course. with the emerging innovations, although e-learning outlays innumerable opportunities, many learners look for the sustainability of online learning. in parallel with third-world countries, many students, from teenagers to young adults in first-world countries, spend more time browsing the internet in the name of online classes and e-learning. with just a few clicks and taps, pupils can gain entrée to various sites, social media, and games. english language students spend uncountable hours fidgeting http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 2, april 2022 e-issn: 2723-4126 p-issn: 2776-8880 87 through the internet, playing games, and scrolling through social media sites aimlessly. researches show that individuals usually become obsessed with content represented and fall into internet addiction. this leads to detrimental effects on their psychology and mental health. besides inefficacious and out-of-reach internet connections in rural areas, parents are now more concerned about young learners' deprivation of the internet. the results of this study are supported by several comparative studies that have investigated the effectiveness of e-learning or online learning against the traditional forms of learning and found differences in student outcomes. cai (2012) also showed similar results when he found out how students find it interesting to get the reading materials from the internet. zakarneh (2018) showed that an e-learning platform is an appropriate and better means for acquiring vocabulary, developing speaking skills, english language grammar, reading skills, writing skills, and listening skills than the conventional classroom model. they see elearning as a better tool for testing and evaluation and prefer it to other traditional methods. the findings also supported the study of sung & yeh (2012), where the usefulness of computer-based english learning for developing essential skills like listening (gruba, 2004), reading, and writing was encouraged. the increased presence of elt learners has raised serious concerns about the safety of internet and social media use. difficulty in self-regulation, lack of awareness of the repercussions of privacy compromise, and susceptibility to peer pressure are reasons for teenagers' cavalier attitude towards online risks such as cyberbullying and exposure to inappropriate content as they navigate the tricky waters of social media (ramasubbu, 2015). besides the devastating effects on their mental health, it has adverse aftermaths on physical health too, whether by studying or habitually browsing without any useful purpose. keeping eyes fixated on that one bright, many-hued screen for excessive hours disposes of damaging effects on the eye (alavi et al., 2011). according to the findings of ahmad (2012), a large number of students reported that media technology provides students with an exciting experience in the learning process, tremendously increases their motivation level, and improves their performance rate. so, this study recommended expanding the e-learning system for the undergrads but in a controlled use of e-learning with utmost security and safety ensured by the respective institutions. conclusion e-learning has gained a new height in recent days. the study reported that exciting elearning tools, a multidimensional learning environment, distance learning, digital classrooms, and online gadgets have already paved sustainable ways for modern learners to improve their english language skills. the learners have found the e-learning effective and time-saving, which indicates the future sustainability of e-learning in the bangladesh context. however, interventions are brought forth to make academic life facile, pleasant, and comfortable. similarly, the basis of the combination of english language education with technology is to make its branches accessible to the majority of the teachers and students out there. e-learning has its place. it has given opportunities and improved lifestyles, http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 2, april 2022 e-issn: 2723-4126 p-issn: 2776-8880 88 especially for students who would otherwise not attend in-class sessions, especially in the covid-19 pandemic. nevertheless, the jeopardy of the hopeful prospect needs to be given enough attention. however, students and their guardians feel the need to rethink e-learning in english language teaching with proper guidance, practiced discipline, and standardized cutting-edge well-structured courses to eliminate the many concerns and improve effectiveness. moreover, it is time to think about sustainable learning techniques, which are more productive than the traditional, convenient learning system, to brighten a career in english communication. further research can be conducted on the efficacy of e-learning at different levels of education in the efl context. references ahmad, d. j. (2012). english language teaching (elt) and integration of media technology. procediasocial and behavioral sciences, 47, 924–929, https://doi.org/10.1016/j.sbspro.2012.06.758 alavi, s. s., maracy, m. r., jannatifard, f., & eslami, m. (2011). the effect of psychiatric symptoms on the internet addiction disorder in isfahan's university students. journal of research in medical sciences, 16(6), 793-800, retrieved from https://pubmed.ncbi.nlm.nih.gov/22091309/ anggraini, m., & syahrul, s. (2021). the use of google classroom in learning english at the eleventh grade at smkn 1 ampek angkek. foster: journal of english language teaching, 2(4), 473-484. https://doi.org/10.24256/foster-jelt.v2i4.43 ayers, r. (16 november 2018). is elearning the future of education? elearning industry, retrieved from https://elearningindustry.com/is-elearning-the-future-of-education cai, h. (2012). e-learning and english teaching. 2012 international conference on future computer supported education, ieri procedia, 2, 841–846, https://doi.org/10.1016/j.ieri.2012.06.180 gruba, p. (2004). understanding digitized second language videotext. computer assisted language learning, 17(1), 51-82, https://doi.org/10.1076/call.17.1.51.29710 jameel, r., & real, h. r. k. (10 september 2020). the lessons of online learning. the daily star. web. retrieved from https://www.thedailystar.net/shout/news/the-lessonsonline-learning-1958629 khan, m. e. i. (2021). deploying blended learning in the new normal pedagogy: challenges and prospects in bangladesh. international journal of asian education, 2(4), 531-538, https://doi.org/10.46966/ijae.v2i4.215 kristanto. a., mustaji, m. & mariono. a. (2017). the development of instructional materials e-learning based on blended learning. international education studies, 10(7), https://doi.org/10.5539/ies.v10n7p10 http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.3, no. 2, april 2022 e-issn: 2723-4126 p-issn: 2776-8880 89 kuama, s., & intharaksa. u. (2016). is online learning suitable for all english language students? pasaa: journal of language teaching and learning in thailand, 52, 53-82, retrieved from https://files.eric.ed.gov/fulltext/ej1134684.pdf li, c., & lalani, f. (29 april 2020). the covid-19 pandemic has changed education forever. this is how. retrieved from https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19online-digital-learning/ mohammadi. n., ghorbani. v., & hamidi. f. (2010). effects of e-learning on language learning. procedia computer science, 3, 464–468, https://doi.org/10.1016/j.procs.2010.12.078 mutambik. i. (2018). the role of e-learning in studying english as a foreign language in saudi arabia: students' and teachers' perspectives. english language teaching, 11(5), http://doi.org/10.5539/elt.v11n5p74 rabbani, k. m. m. g., raihan, m. a., & khan, m. e. i. (2020). constraints of using internet in technical and vocational education: bangladesh context. journal of elt and education, 3(2), 34-43, retrieved from https://jee-bd.com/journal/3262020/ shifat, n. f., khan, m. e. i., & chowdhury, m. s. a. (2021). learner acumens of online efl classes at the private universities in bangladesh. european journal of open education and e-learning studies, 6(2), http://dx.doi.org/10.46827/ejoe.v6i2.3838 sung. d., & yeh. c. y. (2012). perceptions of using online technology in language education: an interview study with taiwanese university students. procedia social and behavioral sciences, 51, 405–410, https://doi.org/10.1016/j.sbspro.2012.08.180 yesmin, q. f., & khan, m. e. i. (2021). virtual learning of the tribal students in bangladesh: constrictions and propositions. international journal of evaluation and research in education, 10(3), 1038-1046, http://doi.org/10.11591/ijere.v10i3.21315 zakarneh. b. m (2018). effectiveness of e-learning mode for teaching the english language in arab universities. international journal of applied linguistics & english literature, 7(7), 171-181, http://dx.doi.org/10.7575/aiac.ijalel.v.7n.7p.171 http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 3, no. 1, january 2022 e-issn: 2723-4126 p-issn: 2776-8880 1 bilingualism in english as a foreign language (efl) classroom context siti patonah1 & rifki irawan 2* 1,2 universitas pgri yogyakarta, yogyakarta, indonesia *rifkizam@upy.ac.id abstract this study explores the process and obstacles of bilingualism at smp muhammadiyah 3 yogyakarta. the research was descriptive qualitative research. the samples of this research were 20 students. the data used were collected from observation, questionnaires, interviews, and documentation. this data sources were students of grade viii and one english teacher at smp muhammadiyah 3 yogyakarta. data analysis was performed using a linker's scale for questionnaire data, data reduction, data presentation, verification, and conclusions. the results showed that students' interactions with students and students with teachers in the bilingual class of smp muhammadiyah 3 yogyakarta in the learning process were still ineffective and experienced difficulties that hinder the interaction process. the findings were as follows (1) students still felt insecure if they had to use full of english to interact with friends in a bilingual class, they still felt afraid of mispronouncing english correctly and adequately, they did not master vocabulary well, and they used english in bilingual with the teacher only in the classroom. (2) the obstacles that students experienced in the teaching and learning process in a bilingual class as follows: students still felt ashamed to use english to interact in a bilingual class, they still taught that using english was not a necessity in a bilingual class, sometimes, bahasa indonesia was still a language to interact with friends, and they were still afraid of using english by with excellent and correct english in pronunciation. keywords: bilingual class, students' interaction, teacher strategies introduction talking about bilingual cannot be separated from aspects of interaction. interaction is the heart of communication in the era of communicative language instruction (brown, 2001). communication must be included in every language learning activity since it is the most important aspect in communicative language education. in language learning environments, students are expected to be able to speak and communicate with others. through the interaction, they will learn how to communicate and interact. as a result, the interaction among the language classroom participants might reveal the communication in the language teaching and learning classroom . interaction is important because it is claimed that only through interaction can the learner decompose the target language structures and derive meanings from classroom http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 3, no. 1, january 2022 e-issn: 2723-4126 p-issn: 2776-8880 2 events. moreover, interaction allows learners to incorporate the target language structure into their own speech. in addition, any classroom event, whether thought or not, has meaning for learners (chaudron, 1998). moreover, interaction and input is important an needed in second language acquisition. the 'correct size and form' of input, as well as the suitable frequency of engagement, should theoretically lead to more effective second language acquisition (maharsi, 2016). the functions of verbal interaction, which focuses on students' verbal language, the character, and intent of students' utterances in peer group interaction, is the first of three analytical aspects of interaction. the second was cognitive processing, which looked at how students approached and processed learning tasks in social interactions. finally, there's social processing, which looks into the nature of the social bonds formed throughout students' social activities (sembiring, 2018). the existence of an international standard school in indonesia has attracted the attention of researchers. the program that was featured was a breakthrough to improve the competitiveness of human resources. support comes from parents who want their children to be more independent and able to compete. some reasons why the parents want their children choose the bilingual school are first, superior english language skills are expected; second, preparation for foreign schools, abroad schools, and university admission; and third, parental satisfaction (santos, 2019). the mission of organizing an international standard school is to create intelligent and internationally competitive indonesians who can compete and collaborate globally (depdiknas, 2006). however, there has been no reference or school that can be used as a model for an ideal international school according to indonesian standards. one of the fundamental steps that have been used as a marker for international standard schools is still the use of a different language of instruction, namely the international language (english). however, there are some misalignments between the policies and the principles of bilingual education. they were unregulated curriculum creation based on a mix of international and national standards, the government's teacher training program for bilingual school teachers (plpg), and the establishment of standardized tests (surdyanto, 2018). some relevant studies discussed about the use of a second language in learning. first, the use of a second language in learning does not reduce students' interaction . but with the existence of bilingualism can help in the learning process of students in the classroom. in this study using interpretative qualitative research methods. by involving questionnaires, classroom observations, and interviews. the conclusion in this study is the use of bilinguals in efl classes will not reduce student learning intentions to learn english. in each learni ng teacher does not eliminate l1 in explaining what can not be explained by using the l2 language, this is a huge source of motivation for efl students. for the second study, speaking for a purpose: a case study of bilingual immersion pedagogy within the chinese efl context. by david roman potcek (2017) the university of windsor in this study mentioned that the second language or bilingual in learning and the world of work or the world of work is needed, bilingual use can unite cross-cultural learning such as canada and china. in this study, researchers used a qualitative framework http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 3, no. 1, january 2022 e-issn: 2723-4126 p-issn: 2776-8880 3 method that is by applying narrative inquiry, observation, interview, and document analysis methods as primary data collection. the results of this study are that teachers who participate in efl teachers must always try to develop students' intentions in learning english. creating a good atmosphere, so that it will be easier for children to understand the lesson. the third study was "phenomenological study: bilingual teaching classroom of malaysian community colleges" by fandatuljana mohd noor, hairuddin harun (2014) university tun hussein on malaysia. this study uses non-structured interview methods, non-participant observation, and note-taking. the respondents in this study were instructors of course content from several different programs at the community college in malaysia. the results of this study are that most trainers are less interested in using english in the classroom except the trainers from the tourism course. the use of english in classrooms depends on the relevance and needs of the instructor, not on the interests of students. bilingual teaching classes are preferred because they help instructors to develop students' understanding of learning content and english translation. this study is wellproven, proving that bilingual teaching classes are important phenomena that exist in malaysian community colleges and this study hasn't been done before. the first thesis investigates the contribution of english in schools to english learning and the authors use mixed methods to achieve the objectives of this study; qualitative and quantitative methods. from these similarities and differences, researchers are interested in knowing the process of interaction and teaching and learning of students and teachers in bilingual classes, and the technique used in this study is a qualitative approach. this research is different from other researches because it is discussed in detail what students experienced when in a bilingual class, namely how the interactions occured, the obstacles faced by students, and the teacher's strategies in solving these obstacles, of course, the benefits that students get while in the bilingual class. the scope of this study is how the interaction process of students and students, students, and teachers and the implementation of bilingual classes in smp muhammadiyah 3 yogyakarta. our study addresses three research questions how is the process of bilingualism at smp muhammadiyah 3 yogyakarta? what are the obstacles during the implementation of bilingualism at smp muhammadiyah 3 yogyakarta? and what are the teachers’ strategies to overcome the obstacles during the implementation of bilingualism at smp muhammadiyah 3 yogyakarta? methods research setting this research was conducted in smp muhammadiyah 3 yogyakarta. the researcher has selected 20 grade viii students and one english teacher to learn related to the bilingual class. a teacher should know how important it is for a bilingual class to review the quality of learning in the classroom. schools must also know how the effects and benefits of having bilingual classes are in the school. there are many things related to english in today's era, http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 3, no. 1, january 2022 e-issn: 2723-4126 p-issn: 2776-8880 4 and sometimes we are required to use english as a medium for communication with friends, colleagues, and fellow professionals. therefore, the authors wanted to know about the existence of a bilingual class in a school. research method for this purpose, it is not to separate individuals or groups into specific variables or theories. the data collected in this analysis have been collected qualitatively. there are also many types of data, including summaries of what the researcher saw and heard, what participants said and wrote, and what participants used and created. thus the essence of the data is a narrative taken from in-depth interviews and a questionnaire to answer this research question. qualitative research is a form of data to collect data from questionnaires and interviews with junior high school students. the theory above states that there are many ways to collect data when they see and hear something. data and data sources data to be taken from this research are english students, and the location will be taken at smp muhammadiyah 3 yogyakarta. sources of data come from questionnaires and interview data. primary data is data collected in the field from first-hand data sources. the source of this data can be respondent or test subjects from the results of filling out questionnaires, interviews, and findings. the primary data in this research is the correspondence substance analysed. this research was conducted at smp muhammadiyah 3 yogyakarta, one of the international standard islamic schools. the researchers took this school because not all schools had bilingual classes, and not all students at smp muhammadiyah 3 yogyakarta liked, understood, and were interested in learning languages. english, students lack motivation, lack self-confidence; the method used by the teacher is less attractive so that students find it challenging to learn english. learning english, teachers use full english in delivering lessons to students and students who are not native speakers. therefore, the researcher wanted to know how the bilingual class was implemented, the interaction process between students and students, and the teaching and learning process in the bilingual class during the learning process in the classroom at smp muhammadiyah 3 yogyakarta. twenty students will be participants in the questionnaire, and some of them will be interview participants. interviewing students will support the questionnaire. it involves english teachers at smp muhammadiyah 3 yogyakarta middle school. there will be about ten students being interviewed and taking the questionnaire and maintaining confidentiality by ensuring that the test findings, all information, and other issues, remain confidential. researchers will store all information and data collected from respondents in this study. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 3, no. 1, january 2022 e-issn: 2723-4126 p-issn: 2776-8880 5 techniques of collecting data the data collection techniques used in this study were questionnaires and interviews. researchers will obtain direct interview information from respondents when speaking face-to-face via video calls and using cell phones as an instrument to record interview data, and there are ten interview questions. researchers also distributed questionnaires to students to get factual data about their perceptions. the questionnaire contains about ten statements. the author translated it into indonesian to help participants fill out the questionnaire quickly. the data collection instrument used a closed questionnaire. the questionnaire contains ten closed questions. these questions are categorized into the following concerns: students’ preferences, student interaction, significant influence, and the advantages and disadvantages. in this research, the researcher uses the likert scale to analyze the data. the likert scale is used to measure a person or group of individuals' attitudes, wealth, and beliefs about social phenomena (danuri & maisaroh, 2019). the variables to be evaluated are converted into indicator variables using a likert scale. the indicator is then used to compile instrument objects as a starting point, which may be statements or queries. the likert scale is a research scale used to measure attitudes and opinions (miles & huberman, 1994). with this likert scale, respondents are asked to fill out a questionnaire that requires them to indicate their level of conformity with a series of questions. the questions or statements used in this research are usually referred to as research variables and are explicitly determined by researchers. the name of this scale is taken from its creator, rensis likert, a social psychologist from the united states. the level of approval referred to in this likert scale consists of 5 choices of scales passed from strongly agree (sa) to strongly disagree (sda). the five options include strongly agree (sa), agree (a), neutral (n), disagree (da) and strongly disagree (sda). to determine the number of respondents studied, several techniques for determining the number of samples can be used, one of which is the sample determination technique using the slovin formula. mathematically the slovin formula used to determine the number of samples is as follows (creswell, 2012): n = n / ( 1 + n.(e)2) information: n = number of samples n = total population e = error tolerance limit below is how to solve it: n = n / ( 1 + n.(e)2) n= 32 / 1+32 x (0.05) 2 n=32/1+32x0.0025 n=32/1+0.08 n=32/1+0.08 http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 3, no. 1, january 2022 e-issn: 2723-4126 p-issn: 2776-8880 6 n=32/1.08 n=29,629 n=30 for example, in calculating the slovin formula, the results are 100 respondents. we will analyze the answers from 100 respondents by doing calculations like the example below: 30 respondents answered sa(strongly agree) 30 respondents answered a (agree) five respondents answered n (neutral) 20 respondents answered da (disagree) 15 respondents answered sda (strongly disagree) based on these data, 60 respondents or 60% answered agree (30 respondents) and strongly agreed (30 respondents). from these results, it can be concluded that the majority of employees in the company agree with the company regulations. data reduction data reduction in this study aims to facilitate researchers' understanding of the data that has been collected from the research results. researchers will collect data or information through questionnaires and interviews with respondents so that researchers can examine the research in detail. then the data that has been reduced will provide a clearer picture and make it easier for researchers to carry out further data collection and search for it if needed. data display in qualitative research, data can be presented in the form of brief descriptions, charts, category correlations, flowcharts, and the like (sugiyono, 2009). by displaying the data, it will be easier to understand what happened; plan the following work based on what has been understood because the method used in this research is a case study, so the data display that is done is more in the form of a description. the display of facts can enhance accepted interpretations. at this point, the researcher learns comprehensive knowledge based on the problem. verification the final step is the drawing and verification conclusion of the interpretation by the researcher: the drawing of meaning from displayed data. the qualitative analyst begins determining what things mean; nothing is about regularities, trends, explications, potential configurations, casual flows, and prepositions from the start of data collection, miles & huberman (1994). in the analysis of data related to the problem, the researcher made some moves. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 3, no. 1, january 2022 e-issn: 2723-4126 p-issn: 2776-8880 7 data validity there are some ways to check the validity of the data in qualitative analysis, including authenticity, transferability, reliability, and conformability. four triangulation forms are included: process triangulation, inter-researcher triangulation, triangulation of data sources, and triangulation of theory (creswell, 2012). method triangulation is carried out in various directions by comparing the actual results or data. as is established in qualitative research, to obtain reliable data, the researcher obtains data from an interview, observation, questionnaire, and paper. triangulation of data sources sees such data through different approaches and sources of data collection methods. in addition to interviewing and observing, researchers may use participant notes, written records, and pictures or photos. from this statement, the authors decided to use the triangulation method and the triangulation of data sources to check the validity of the data and gain data confidence. results and discussions table 1. statement 1 questionnaire and interview data no statement central tendency interpretation 1 i like that teachers use english while teaching bilingual classes. 66% agree because the index value that the researcher obtained from the calculation result was 66%, it can be concluded that the respondent "agrees" with the statement, namely i like teachers to use english while teaching in bilingual classes. the results of the data value can be supported by several respondents who were interviewed and stated the same thing; the respondent agreed that it was supposed to use english in the bilingual class. transcript 1 students’ responses ns1 p1: 1. yes ……. because i can learn more or be better at using english. ns2 p1: yes ……. because yes have fun ..... not bored. ns7 p1: likes …….. because listening to people speak english is great fun ns3 p1: like ………. because it can increase knowledge, and can practice my ability to use english. ns8 p1: yes, i like it, because since i was in elementary school i was used to using english for explanations from the teacher. from the interview statement, the respondents felt they understood and paid attention when the teacher used english in the bilingual class because the respondents felt challenged to understand what the teacher was talking about so that they could practice how to speak english better according to grammar. this statement was different from the research results on the perception of english in bilingual classes in schools in bali. according to luh putu artini (artini, 2011), students feel confused and unclear about what the teacher says using english in the bilingual class at the rsbi school in bali. if students http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 3, no. 1, january 2022 e-issn: 2723-4126 p-issn: 2776-8880 8 were asked what their opinion was about the teacher who delivers learning material in english, the student feels they do not fully understand what the teacher says, the percentage that gets was only 57.53%. in the bilingual class at smp muhammadiyah yogyakarta, the students believe that they understand what the teacher says in every english lesson using english. because the abilities owned in each school are different, in muhammadiyah 3 junior high school, yogyakarta students have gone through the screening process. to register for the bilingual class, students were selected first. table 2. statement 2 questionnaire and interview data no statement central tendency interpretation 2 i am happy that my english score has improved. 91% strongly agree the second statement from the questionnaire found by the researcher was 91%, so it can be concluded that the respondent "strongly agrees" with the statement that the respondents' english score increased when they were in a bilingual class. the results of the data value can be supported by the results of the interviewee's statement. transcript 2 students’ responses ns1 p3: yes, because the bilingual class teaches english more. ns5 p3: yes, my english score has improved quite a lot. ns2 p3: you could say yes because you understand more about english. ns4 p3: yes, because we are trained in english well so that we can understand better… ns8 p3: yes, increased. from the second questionnaire, most of the respondents experienced an increase in their english scores. even though some of them also tried to understand that their english scores increased, they understood that they felt they paid less attention to the teacher when their scores decreased. there were other studies on the implementation of bilingual classes in schools that were more or less the same as the answers or research results, showing that students in bilingual classes get more grades and progress in better english scores. according to yulianie kasari (kasari, 2013), the results of this research show that students were more enthusiastic in using english, students understand more about vocabulary, students have started to understand when reading stories or watching films in english. it was evident from the evaluation results conveyed by parents. table 3. statement 3 questionnaire and interview data no statement central tendency interpretation 3 my teacher always asks questions in english. 62% agree http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 3, no. 1, january 2022 e-issn: 2723-4126 p-issn: 2776-8880 9 because the index value of the statement that the researcher obtained from the calculation was 62%, it was be concluded that the respondent "agrees" with the statement that a teacher always asks questions in english in the classroom. the results of the data value can be supported by student interview statements. transcript 3. students’ responses ns4 p2: my opinion is good because the teacher trains our knowledge of english ns10 p2: like it, because english classes require practice. ns9 p2: yes, but if possible, someone can use indonesian too, the problem is that i don't understand ns8 p2: in my opinion, it is very good because it can improve the pronunciation of english words ns4 p2: my opinion is good because the teacher trains our knowledge of english most students can understand when the teacher asks questions in english and always uses english throughout the lesson in a bilingual class. however, some of them want the teacher to use indonesian or translate what he was talking about. some students feel less confident, so they feel embarrassed and afraid of misunderstanding what the teacher says. the questionnaire in this section states that the teacher always asks questions in english in bilingual classes, which gets good responses from students. students themselves understand what the teacher says in the bilingual class. however, it was different from the junior high school in klaten, namely the 2 klaten public junior high school. students still feel stiff if the teacher uses english continuously in class vii (istianti, 2009). however, unlike class viii, who had been in the bilingual class a year earlier, they felt no longer stiff to use english. table 4. statement 4 questionnaire and interview data no statement central tendency interpretation 4 i am happy that i interact more smoothly with friends and teachers using english. 77% agree from the results of the questionnaire data that the researcher got from the calculation, namely 77% for the statement, i was happy that i was more fluent in interacting with friends and the teacher using english was conclude that the respondent "agree" with the statement. the results of the interview data supported this value. transcript 4. students’ responses ns1 p7: not bad, during the english lesson. ns8 p7: just sometimes. ns6 p7: not very often ns7 p7: it's rare to friends, it's not bad for teachers ns2 p7: you could say it is rare because it is not obligatory to use english. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 3, no. 1, january 2022 e-issn: 2723-4126 p-issn: 2776-8880 10 the questionnaire statement said that most students could interact with friends and teachers when english lessons take place. a small proportion of students think that they could not interact with teachers and friends because they were accustomed to using english and were not obliged according to them. in this questionnaire, in his statement, students feel happy interacting with the teacher using english only as necessary to use english during class hours. the result of the research was the occurrence of social interaction between teachers and students, namely when the teacher provides material, then students give arguments and ask questions. when outside the classroom or during class hours, they were free to use language for social interaction (yuliani, 2010). table 5. statement 5 questionnaire and interview data no statement central tendency interpretation 5 my teacher always uses english in giving instructions. 71% agree where the fifth statement from the questionnaire found by the researcher was 71%, so it can be said that the respondent "agrees" that the teacher always provides instructions in english in the bilingual class, they also understand that every teacher gives instructions in english. it was also supported by the statements of several answers to the questions i gave in the interview. transcript 5. students’ responses ns2 p4: got it. ns9 p4: god willing, you understand, so far most of you have already understood your sister. ns10 p4: some i understand and some i don't. ns8 p4: yes, i understand and understand the lesson. ns7 p4: understand, if i don't understand i can ask the teacher directly ns5 p4: i understand the material provided by the teacher in english. ns3 p4: i can understand the explanation given by the teacher in english very well ns1 p4: not bad, because i will learn the meaning word by word a little at a time. from the interview statement above the students "agree" with the statement. students feel understanding what the teacher said and if students feel they do not understand what the teacher said, students dare to ask questions. some students feel that instructing english is very important because they were in a bilingual class. some students do not understand a little, students slowly understand and continue to understand what the teacher says. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 3, no. 1, january 2022 e-issn: 2723-4126 p-issn: 2776-8880 11 table 6. statement 6,8 questionnaire and interview data the two statements above, namely the sixth statement from the questionnaire showing 82% presentation, namely "strongly agree," where students strongly agree with the teacher's statement, always justifies when i was wrong in interacting with friends using constructive sentences. then for the eighth statement, the percentage was 82% or "strongly agree" with the questionnaire statement, namely, the english skills of the teachers motivated me to improve my english skills. in this questionnaire, students strongly agree when students were wrong in using good and correct english, the teacher always corrects. the english language skills possessed by the teacher motivate students to learn english to be even more active, to be more fluent in pronunciation and interaction using english. this was the same as the research studied by anak agung putri maharani and ketut sri widhiasih (maharani & widhiasih, 2016). the research results were that students feel happy when learning english because students feel they get positive feedback from the teacher. however, it is not similar with the finding from (purwanti, adiwijaya, & ..., 2020) which bilingual education is not being implemented adequately in the teaching and learning process. table 7. statements 7 questionnaire and interview data no statement central tendency interpretation 7 i am excited to always try to interact using english with friends. 74% agree where from the seventh statement, the percentage was 74%, which means "agree." the respondent agrees with the questionnaire statement. namely, i was always excited to try to interact using english with friends. the questionnaire statement means that by interacting with their friends. students feel their vocabulary increases and become smoother. it was also supported by the question of the answers from the interview. transcript 6. students’ responses ns1 p5: not bad, when english lessons were held. ns2 p5: it's rare because it's better to use indonesian. ns6 p5: sometimes…. yes ns3 p5: sometimes "i interact in english with friends. table 8. statement 9 questionnaire and data interview no statement central tendency interpretation 6 the teacher always corrects me when i am wrong in interacting with friends by using constructive sentences. 82% strongly agree 8 the english skills of the teachers motivated me to improve my english skills. 82% strongly agree http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 3, no. 1, january 2022 e-issn: 2723-4126 p-issn: 2776-8880 12 no statement central tendency interpretation 9 i understand easily when the teacher explains in english in a bilingual class. 71% agree 10 i am excited when the teacher uses english to give instructions. 69% agree the ninth statement shows the percentage of 71%, which means "agree" with the questionnaire statement. i quickly understood when the teacher explains using english in a bilingual class. then for the tenth questionnaire statement, the percentage was 69%, which means "agree" with the following statement i was excited when the teacher uses english to give instructions. interview answers supported this. transcript 7. teachers’ interview 1. the implementation of bilingual classes currently still focuses on additional english in collaboration with elti institutions. in the future, it is hoped that it can continue to develop, bilingual class students, can present english dramas and can communicate actively using english. 2. one of the main problems is the lack of self-confidence of students. if the school is busy with class hours so that additional english is done too late. 3. yes. often 4. yes 5. quite good, even at the time of graduation and graduation the bilingual class students are ranked in the top 10 parallel. 6. quite often 7. prepare students to face the global era. 8. through selection. multiple-choice questions were given and an interview was conducted in english. 9. very influential 10. since 2011 the interaction between teachers and students always occurs in bilingual classes using english. for student and student interaction, many students still use indonesian. in the teaching and learning process, bilingual education is not well implemented (purwanti et al., 2020). another evidence reveals that billingual class disproportionately serves middle and upper-income households when evaluating these some communities arguments (80 percent from these strata). many causes contribute to this predicament, including a variety of financial, social, and academic reasons, and the government must devote more attention to ensuring that low-income compliance criteria are followed (jayanti & sujarwo, 2019). from the results of the interviews, it is not surprising that students who enter the bilingual class are often included in the top 10 parallel winners during the distribution of report cards each semester and at graduation. there are still many hopes and aspirations for bilingual classes so that for now and in the future, the bilingual class at smp muhammadiyah 3 yogyakarta will make breakthroughs and ways to overcome some of the http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 3, no. 1, january 2022 e-issn: 2723-4126 p-issn: 2776-8880 13 obstacles that students experience in bilingual classes, such as collaborating with elti institutions and it is hoped that who entered. in the future, bilingual classes can constantly interact with anyone who uses english and can appreciate drama activities in english. moreover, each individual is expected to be able to prepare for the global era. conclusion based on data analysis and discussion, it can be concluded that interactions among students and teachers that occurred in the bilingual class of smp muhammadiyah 3 yogyakarta in the learning process were still ineffective and experienced difficulties. the difficulties were students still felt insecure if they had to use full english to interact with others, still felt afraid of mispronouncing english properly and correctly. in addition, they did not master vocabulary well and used english in bilingual classes with the teacher only in the learning process. the obstacles that students experienced in the teaching and learning process in a bilingual class were students still felt ashamed to use english to interact and still thought that using english was not a necessity in a bilingual class. bahasa indonesia was still a language to interact with friends because they were still afraid of using english is not by good and correct english in pronunciation. the teacher's strategies in dealing with the obstacles that occurred in the learning process in the bilingual class at muhammadiyah 3 junior high school in yogyakarta were the school collaborated with the elti institution which was expected to continue to develop. this strategy would hone its potential so that the bilingual class could present english drama, and actively interacted using english to face the global era. moreover, there were additional hours for english classes outside of active learning hours. references artini, l. p. (2011). persepsi guru dan siswa terhadap penggunaan bahasa inggris di kelas bilingual di sekolah menengah atas berstatus rsbi di bali. jurnal ilmu pendidikan, 17(4), 307– 312. brown, h. d. (2001). teaching by principles: an interactive approach to language pedagogy. new york: pearson education. chaudron, c. (1998). second language classrooms. cambridge: cambridge university press. creswell, j. (2012). educational research: planning, conducting and evaluating quantitative and qualitative research (fourth edi). boston: pearson education. retrieved from http://www.ghbook.ir/index.php?name= های رسانه و فرهنگ option=com_dbook&task=readonline&book_id=13650&page=73&chkhashk=ed9c949&نوین 1b4&itemid=218&lang=fa&tmpl=component danuri, & maisaroh, s. (2019). metodelogi penelitian pendidikan. yogyakarta: samudra biru (anggota ikapi). depdiknas. (2006). kurikulum tingkat satuan pendidikan. jakarta: departmen pendidikan nasional. istianti. (2009). implementasi pembelajaran bilingual sebagai wujud rintisan sekolah berstaraf internasioal. surakarta: universitas sebelas maret surakarta. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 3, no. 1, january 2022 e-issn: 2723-4126 p-issn: 2776-8880 14 jayanti, d., & sujarwo, a. (2019). bilingual education in indonesia: between idealism and the reality. script journal: journal of linguistic and english teaching, 4(1), 12. https://doi.org/10.24903/sj.v4i1.271 kasari, y. (2013). analisis penerapan bilingual class guna meningkatkan keterampilan bahasa inggris siswa. jakarta. maharani, a. a. p., & widhiasih, l. k. s. (2016). respon siswa terhadap umpan balik guru saat pelajaran bahasa inggris di sd saraswati 5 denpasar. jurnal bakti saraswati, 5(2). maharsi, i. (2016). the importance of input and interaction in second language acquisition. journal of english and education, 5(1), 45–53. https://doi.org/10.20885/jee.vol5.iss1.art4 miles, m., & huberman, a. m. (1994). qualitative data analysis. newbury: ca sage. purwanti, k. a., adiwijaya, p. a., & ... (2020). the implementation of bilingual education at bali bilingual school kindergarten (a case study). … language teaching …, 1–15. retrieved from http://e-journal.unmas.ac.id/index.php/joselt/article/view/704 santos, l. m. dos. (2019). bilingual english education: expectation of parents who enrol their children in bilingual primary schools. international journal of instruction, 12(4). sembiring, l. t. a. b. (2018). researching students’ interaction in collaborative learning class. jall (journal of applied linguistics and literacy), 2(2), 125. https://doi.org/10.25157/jall.v2i2.2197 sugiyono. (2009). metode penelitian kuantitatif, kualitatif dan r&d. bandung: alfabeta. surdyanto, a. (2018). a brief view on bilingual schools in the capital of indonesia. ijee (indonesian journal of english education), 5(1). https://doi.org/10.15408/ijee.v5i1.8018 yuliani, r. (2010). interaksi social dalam kelompok english public speaking club (eps) di smp-sma semesta bilingual boarding school gunungpati semarang. semarang: universitas negeri semarang. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 3, no. 1, january 2022 e-issn: 2723-4126 p-issn: 2776-8880 44 sq3r method in teaching reading: how it improves students’ comprehension of narrative texts at sman 2 trenggalek 1wawan prasetyo 1stkip pgri trenggalek, trenggalek, indonesia wawprasetyo23@gmail.com abstract many students think that reading skill is really difficult and complicated. students said that finding meaning is confusing. sometimes students misinterpret the text even if they have sufficient vocabulary. the problem in understanding the text is likely to trigger another problem in english, such as giving up easily and being lazy to continue studying their english activity. moreover, reading is the activity most frequently done by students. they read the lesson written by their teacher on the whiteboard and from the books. meanwhile, reading narrative text is of reading types that are mostly discussed in senior high school. in trying to solve this problem, the writer did classroom action research in his school. this research was done to improve students’ reading comprehension in the tenth-grade students of sman 2 trenggalek through the sq3r method. the data of this research was gained from the interview, observation, test, questionnaire and english score. this research was conducted in two cycles. the result of the first cycle and second cycle indicated that the number of students who passed the test is increasing significantly. based on the result of the study, it can be concluded that the sq3r method can improve reading comprehension skills. keywords: narrative text, reading comprehension, sq3r method introduction the first most probable thing that new enrolled student do is read and write activity. it is usually used by the teachers to measure the academic competence for new students. similarly, the new english student is usually considered fairly competent if they can read and write. it is not weird because read and write activity are one which is frequently done at school. however, reading is done a lot since the material given by teachers are usually delivered through media such as whiteboard or presentation on application or another printed media. at the first stages of learning, teacher will explain the material first. they also use books as reference and to give more explanation about the lesson. after giving lesson, exercise is also provided to measure the achievement of the students. and it is through reading will the students take the learning process. reading skill is really important for teaching and learning process. students can gain more information if they are good at reading. they can read and understand lots of information from every sources. reading can make us find unlimited information we want. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 mailto:wawprasetyo23@gmail.com copyright © the author(s) vol. 3, no. 1, january 2022 e-issn: 2723-4126 p-issn: 2776-8880 45 we can get many knowledge, information, even create new work or product (galuh & romadhon, 2020). we can find everything from everywhere when we are good at reading. nowadays, students can seek for whatever information they wish from the internet. they can gain what they cannot get from the classroom. in addition, the activity of reading is not only done for academic purpose only. students can read for pleasure and fun activity. they can read newspaper, magazine, article on the internet for his leisure time. reading fiction is also good for students. reading is usually undertaken for some purpose, in a social context, and that social context itself contributes to a reader’s notion what it means to read, or, as recent thinkers tend to put it, to be literate (alderson, 2005). so, reading comprehension skill can support students to grow themselves. however, many students think that reading is really difficult and confusing. many research showed that the indonesian’s reading ability is low (masruuroh, 2015). besides their vocabulary problem, many students said that finding meaning of text is complicated. they got confused to find the meaning resides on text and often misinterpret the meaning. this also happens when they read fictional works. it takes many times to understand works written in narrative text. narratives are read more quickly than expository text, and scores on recall and comprehension tests are generally higher for narrative text (hudson, 2011). one of many ways in teaching reading skill is using sq3r sequence (brown, 2007). the recent studies done by some writers showed that sq3r strategy could improve students’ reading comprehension. in addition, sq3r method is applicable to most reading text and reading assignments which can be done in a group or individually (dharma, ahmad surya. abdullah, 2013). research done by prasutiyo (prasutiyo, 2014) from state university of yogyakarta showed that this strategy could also improve reading comprehension of student of junior high school 1 jogonalan klaten, central java. he focused his research in recount text. he did his research using collaborative classroom action research since he was not teaching in the subject class. he collaborated with english teacher and his research partner. his finding was that sq3r method was successful in teaching english recount text. students became more confident to recite or tell their experience in front of the classroom because they already knew in detail what should be told to class. it made students more enthusiastic and more motivated. another study was done by yenisa from syarif hidayatullah islamic university jakarta (yenisa, 2017). he used quasi experimental to study the effectiveness of sq3r in student’s reading comprehension ability in hortatory exposition text. the subject of the research he used is eleventh science grade students of sma annajah bogor. he compared two group of students divided into experiment group and control group. he gave the treatment to experimental group by teaching them reading of hortatory text using sq3r strategy which would be compared with control group taught by conventional strategy. his analysis showed that there is significant difference result of using sq3r in teaching reading hortatory exposition text. in other words, he concluded that teaching reading of hortatory exposition text using sq3r strategy is more effective than teaching it using conventional ones. unlike the studies above, the writer focuses on reading comprehension using narrative text. the text given to the students comprises of orientation, complication, resolution and http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 3, no. 1, january 2022 e-issn: 2723-4126 p-issn: 2776-8880 46 reorientation as the generic structure. therefore, there are more points to recites structurally compared with the previous studies. at school, reading narrative is not taught separately as it is integrated in text together with another skills and exercises. however, as the writer has observed previously, the skill of reading must be possessed by students to make the learning process goes well. reading is not just the activity of transmitting symbol to a message or finding meaning inside the text only. we can translate text that we read too. moreover, comprehending reading can also be influenced by the reader’s previous knowledge too. this research focused on reading narrative text. narrative is an account of a series of events, facts, etc., given in order and with the establishing of connections between them. elliot said that narratives (stories) in the human sciences should be defined provisionally as discourses with a clear sequential order that connect events in a meaningful way for a definite audience and thus offer insights about the world and/or people’s experiences of it (elliott, 2005). furthermore, narratives deal with problematic events which lead to a crisis or turning point of some kind, which in turn finds a resolution (rohim, 2009). in narrative text, we can see the sequence starting from orientation, complication, resolution and reorientation (lubis, 2017) . from the observation made by the writer, it was found that there were some problems that was faced by the tenth-grade students of sman 2 trenggalek. first, the students were less motivated to study english and their enthusiasm in learning english text was really low. that is why students think english is really difficult. when students do not know the answer of a question, he/she is likely to give up easily. in fact, good achievement in reading can boost motivation as well (jannah, 2018). second, the students did not pay much attention in the classroom because they gave up earlier when they know that they have to understand the text. usually what happen in reading class is just answering question and find difficult word only. consequently, students mostly wait for teacher’s instruction only. in other words, the lesson became teacher centered. as the result it is difficult to comprehend reading the text. therefore, their reading achievement is low. to solve the problem, the writer applied a method in teaching reading. the method is called sq3r which stands for survey, question, read, recite and review.” it is one effective series of procedures for approaching a reading text which consists of five steps.”(brown, 2007). sq3r is also easy to use and applicable to another texts genres (risdianti, 2020). and as explained above, the writer here did the research to higher level students from social class. the writer here was curious enough to do inquiry to social class, not to science classes which have been studied by many writers. methods the research design used was classroom action research taken from kemmis and mc taggart (latief, 2015). it has four research stages, they are planning, implementing, observing and reflecting. the writer collaborated with the english teacher in doing the research. the population of the research is the tenth-grade students of sman 2 trenggalek in the academic year of 2020/2021. the writer used purposive sample because he has certain goal (arikunto. s, 2010). he wanted to know the progress of the class which already http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 3, no. 1, january 2022 e-issn: 2723-4126 p-issn: 2776-8880 47 got a problem in reading comprehension. and the sample of this research is x ips 4. the writer chose this class following the english teacher recommendation as this class have the lowest average english score. the class consisted of 32 students. the data were collected by using test and non-test instrument. to measure the reading comprehension achievement, pretest and posttest were used. the writer used multiple choice test, the most popular method of testing a reading knowledge of vocabulary and grammar (brown, 2004). while to record the activity of writer, students, learning process and to complete the data, the writer used observation sheet and interview sheet as the non-test instrument. the observation done in this research was participant observation since the writer was actually teaching this class, but different lesson. therefore, the writer could do structured observation as he already knew the variable to observe(sugiyono, 2012). meanwhile, the writer also used structured interview as he already knew information to get as well (sugiyono, 2012). the data analysis is conducted in different ways, there are qualitative and quantitative data. qualitative data is used to analyze data from interview, observation and fieldnote. then, the quantitative data is used in order to analyze data from the students’ reading comprehension achievement. results this part discusses the result of preliminary study and the inquiry. there are 2 cycles in this research, action cycle 1 and action cycle 2. preliminary study was conducted by interviewing the english teacher of sman 2 trenggalek. it was done to know about the problems and difficulties in teaching and learning of english especially reading comprehension. based on the interview, the writer found that there were some problems faced by the students in teaching and learning process in the classroom. in addition to gain the raw data, the writer also interviewed several students. after doing the interview, the writer identified some problems. first, the students were not really interested in reading english text since the activity usually done in the classroom was only answering question from the text. second, the students did not pay attention and were not enthusiastic when the teacher gave explanation. besides the monotonous routine itself, students think that english is complicated and difficult. as a result, they got difficulty to comprehend reading the text. after interviewing the english teacher, the writer gave pre-test to measure the students’ reading comprehension. by giving the test, the writer knew that the students’ reading comprehension was still low. it was exactly the same as the english teacher had informed to the writer beforehand. in the preliminary test done by the writer, it was found that among 32 students, only 8 students got score more than 68 and 24 students got score less than 68. the percentage of success is: 8 x 100% = 25% 32 from this calculation, the writer found that the students who passed the preliminary study of reading comprehension test were 25% or 8 students and there were 75% or 24 students could not reach the minimum criteria. the criteria of success that had been http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 3, no. 1, january 2022 e-issn: 2723-4126 p-issn: 2776-8880 48 determined were 70% of the students who should pass the test and the standard value were 68. it was based on the minimum standard score issued from school. the preliminary test showed that this test result could not achieve the criteria of success. based on the result of the preliminary study above, the writer and the english teacher worked together to plan the use of sq3r to improve the reading comprehension achievement. the first step was designing the lesson plan. it was used by the writer to guide the students to implement the strategy in teaching learning process. the lesson plan was consisted of identity of school, standard competence, basic competence, indicators, learning objectives, teaching material, teaching technique, teaching procedures, learning sources and assessment. the writer also made some instruments that were needed by the writer in implementing the strategy during the teaching learning that had been done and to get the data in cycle 1. the instruments used by the writer were interview guidance, observation sheet, reading test and questionnaire. the second step was acting. this section presented the description of activities during the writer in each meeting. there were two meetings conducted in cycle 1 including first meeting for teaching and learning process and second meeting for giving a test. then, the teacher discussed about sq3r method and its steps, that is: survey, question, read, recite and review. the students should understand about the sq3r method, what is the meaning, what is the purpose and also about its steps. after the students get the point and understand about sq3r method, the teacher asked students to practice it. at the first meeting, the first step is survey, the teacher asked students to skim the example of narrative text that had been given. the writer gave a text entitled “golden eggs.” the second step is question, the teacher asked students to make some question related to the text by themselves. then, the third step is read, here the students were asked to read whole text carefully and also to find the answer of the question that was made by the students. after the students find the answer, they discussed together, it has to know whether the answer is correct or incorrect. next, fourth step is recite. in this step, students were asked to recite the text to strengthen their memory about the content of the text. and the last step is review. in this step the teacher asked the students to summarize, make a note and write the main points of each paragraph in the text with their own words. afterwards, the second meeting was given and focused on giving a test to the students. in main activity, the teacher gave students worksheet contains of narrative text. then, asked the students to do the worksheet by using sq3r method. the teacher gave several times to finish the task. after the students finish doing the task, the teacher asked students to exchange their worksheet with their friends. then, asked the students to discuss the answer together and also correct their friend’s worksheet. after it has already done, the teacher asked the students to give score to their friend’s worksheet. then, asked the students to collect their worksheet. the third step was observing. the observation is done during the action. it was very important in order to monitor the activity concerning with the implementation of sq3r method in teaching reading. the writer was helped by the english teacher to be the observer in the classroom. the observer used observation sheet to observe the writer’s and the student’s activities in line with the plan or not. in this research, the observation sheets in the form of checklist are used to record the student and the research activity during the teaching http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 3, no. 1, january 2022 e-issn: 2723-4126 p-issn: 2776-8880 49 and learning process using sq3r method. the writer used the observation sheet in observing. based on the result of observation in meeting 1 and 2, the writer found some problems that was faced during teaching learning process. although, the teacher did all of activity based on lesson plan. in addition, the teaching procedures in the classroom were also suitable with lesson plan. but it was found the weaknesses in teaching strategy. the teacher did not give enough attention for the students thoroughly. he focused only on paying some students who were active in the class. besides that, the students did not pay attention when the teacher gave explanation and some students talked each other. the last step of the first cycle was reflecting. the writer conducted reading post-test 1. the test was done to measure the students’ comprehension in reading narrative text. it was also to know the effectiveness of implementing sq3r method in teaching reading narrative text. the writer gave 10 questions in multiple choices form (each of right answer has score 10 and the wrong answer has score 0) and gave the time to finish this test was 80 minutes. the result of the test on cycle 1 was compared with the criteria of success. from posttest done, 18 students got score more than 68 and 14 students got less than 68. the percentage of success is: 18 x 100% = 56.25% 32 based on the reading post-test 1, the students who could pass in this cycle were 18 or 56.25% students and 14 or 43.75% students were still failed. meanwhile, the criteria of success that had been determined were 70%. so, it means that the research was not successful yet. the writer also analyzed the observation sheet, it also found the weaknesses of implementation of sq3r method in reading teaching learning. the teacher did not give enough attention to the whole students. he focused only on those paying attention or who were active in the classroom. besides that, the students did not pay attention when the teacher gave explanation and even some students talked each other. considering the result of the post test that was given in the cycle 1, learning from the class criteria of success has not been achieved, therefore; cycle two had to be done. in cycle 2, the writer needed to make several improvements. it was needed to solve the problems that have been found in cycle 1. the action of the cycle 2 was based on the revision of the lesson plan in the cycle 1 by considering the students weaknesses in the action of teaching learning process. in cycle 2, before doing the action, the writer designed the lesson plan as the first start. the writer designed the lesson plan in cycle 2 with some differences. these changes were focused on the main activity in teaching learning process. in cycle 2, students were divided into group. each group consist of 4 students. so, students would do the assignment in groups. in addition, after doing the assignment students should present their work in front of the classroom. besides that, the writer made some instruments to record the process during the action done and got data on cycle 2. next step in cycle 2 is acting. the application of the acting was carried out based on the lesson plan made by the writer before. in main activity, the teacher explained again about the narrative text. then, based on the revised lesson plan, the teacher asked the students to make a group consist of 4 students. after that, the teacher gave students worksheet contains of narrative text entitled http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 3, no. 1, january 2022 e-issn: 2723-4126 p-issn: 2776-8880 50 cinderella. the teacher asked the students to do the worksheet with their groups by using sq3r method. the students did survey by skimming the whole text. they skimmed and put their more attention to points of generic structure of narrative text. they focused on the orientation of the text at the first phase of reading. afterwards they found the complication and the resolution of the text. after it had already done, the teacher asked the students to present their work in front of the class group by group. next, in group, they tried to find questions from the text. afterwards they read the whole text and recite it alternately. in the last stage students review the answer of the question together in group and present them in front of the classroom. when each group presented in front of the class, another group were paying attention. then, after all off the group had a presentation in front of the class, the teacher and the students discussed the answer of the questions together. next step is observing. the observation was done during the action. it was very important in order to monitor the activity concerning with the implementation of sq3r method in teaching reading. the writer was again helped by the english teacher to be the observer in the classroom. based on the result of observation, the teacher did all of activity based on lesson plan. the teaching procedures in the classroom were also suitable with lesson plan. the teacher not only focused with some students who active in the class, but also, he focused and supported other students to be active. besides that, it was found that understanding the text in group was easier than individually. they could share and help each other so it made the student more active entirely. the next step was giving test to the students. the test was done to measure the students’ comprehension in reading narrative text. it was also to know the effectiveness of implementing sq3r method in teaching reading narrative text. the result of the test on cycle 2 was compared with the criteria of success. the result of the test was that 30 students got score more 68 and only 2 students got less than 68. the percentage of success was: 30 x 100% = 93.75% 32 after the implementation the action and also giving post-test, the writer made reflection. the reflection was done after analyzing the results of the observation and the reading posttest in cycle 2. the reflection evaluated the teacher and the students’ activities in teaching learning process. based on the reading post-test 2, the students who could pass in this cycle were 30 or 93.75% students and only 2 or 6,25 % students were failed. meanwhile, the criteria of success that had been determined were 70%. so, it means that the research was successful. the writer also analyzed the observation sheet. based on the result of observation in meeting 1 and 2, the teaching procedures in the classroom were also suitable with lesson plan. the writer not only focused with some students who active in the class partially, but he focused on whole students to be active. besides, this activity is much easier done in group. they were able to share and completed each other so it made the student more active and enthusiastic. in conclusion, the action in this cycle ran successfully and the writer had stopped the cycle. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 3, no. 1, january 2022 e-issn: 2723-4126 p-issn: 2776-8880 51 discussion by observing the students’ reading comprehension from preliminary study, test of reading comprehension both on the first and the second cycle, there was significance increase of the success. the percentage of success in pretest was really low at the beginning. the percentage was only 25%. the post test of the cycle one showed little improvement on the percentage. after carrying out the first cycle, the success percentage goes up to 56.25 %. and the success percentage rose significantly on the post test of cycle two where it reached 93.75%. it is obvious that there is improvement of the students’ reading comprehension from preliminary study to post-test 1 and post-test 2. these percentages were compared with the criteria of success which had been set by the writer referring to the school curriculum. from the explanation in the previous chapter, the writer determined that the criteria of success in this research was 70%. on preliminary study, the students who could pass the cycle 1 were 8 or 25% students and the 24 or 75% students were failed. then on the post-test 1, the students who could pass in cycle 2 were 18 or 56.25% students and the 14 or 43.75% students were failed. although it had not reached the criteria of success, but there was increasing of the success. on the post-test 2, the students who could pass in this cycle were 30 or 93.75% students and the 2 or 6.25% students were failed. it had reached the criteria of success and it was increasing of the success. it means that the test was successful. because it was compared with the criteria of success and more than 70% students passed the test. in addition to the reading comprehension test, the data was taken from questionnaire sheet that was given to the students as the respondent after cycle 2 was accomplished. the writer gave some items in questionnaire to know the students’ response of sq3r method. the writer made closed question with 2 options; “yes” and “no” and allowing students to give their opinion. then he analyzed every item by using guttman scale. “yes” answer scored 1 and “no” answer scored 0 (riduwan, 2010). the percentage of each item is analyzed and compared to the criteria of interpretation score. the first question was if the students like reading book. 20 students or 62.5% students said that they like reading. most of them like reading fictional book. they like reading book which can amuse them. in other words, they like reading story book more than scientific book. in here the material could meet their expectation. the second question was if the students like narrative text. 25 students or 78.12% students said that they like reading narrative text. they like narrative text because there is story which can make them amused. elliot said that narratives (stories) in the human sciences should be defined provisionally as discourses with a clear sequential order that connect events in a meaningful way for a definite audience and thus offer insights about the world and/or people’s experiences of it (elliott, 2005). the story of the narrative text can give them experience and pleasure. then, the writer asked if the students like sq3r method. 31 students said that they can follow this method and can enjoy the stages. in other words, 96.87% students like this method. they also said that this method can give students more experience. they felt that there is a challenge in every step that they must accomplished. this method attracts the students to find clues in reading text. the clues can help students to understand the text because there is always key ideas in sentences (djuharie, 2008). once http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 3, no. 1, january 2022 e-issn: 2723-4126 p-issn: 2776-8880 52 we know key ideas on sentences, we will be able to comprehend the text easily. next, the writer asked if students feel easier in comprehending the text using this method. 30 students said that they felt easier to comprehend the text using this method. 93.75% students said that this method can give them direction to do the next instruction. this method facilitates students to prepare and anticipate the questions. it made them ready to answer the problem, therefore this method can also boost the confidence of the student. prasutiyo (2014) in his research said that sq3r method is successful in encouraging students to comprehend the text. when students know what to do they are likely to be confident enough to take the challenge in reading class. another question was if the students are more motivated in studying reading using this method. they said that this method can make them feel easier in comprehending text so the students feel more motivated. once the level of confident rose the students are more eager to do more instruction. and the last question was about if the students like doing assignment in groups. 32 students of 100% students said that they like accomplishing assignment in group. they said it is much easier and lighter because they do the instruction together with their friends in a group. they can complete one another and they can help one another anytime the found difficulties. they can finish the work even faster in group. therefore, they like studying in group more than done individually. group work can create a learning community. by studying in a group, every student will have more space to learn. they are likely to have opportunity to engage themselves into learning process. so, students will feel welcome and have more chances to contribute to the learning in the group or society. in fact, human have a basic need to be part of a social community (barkley, 2010). from the result above, it can be concluded that the students are interested and excited to follow this strategy. consequently, their reading comprehension can be improved and developed. conclusion the writer finds that after the implementation of the strategy, the students’ reading comprehension can be improved. so, it means that implementation of sq3r can improve the tenth-grade students’ reading comprehension at sman 2 trenggalek. it can be seen by the increase of the student’s reading test result from preliminary study, to cycle 1 and cycle 2. from the cycle 1, it is known that the number of the students who passed the reading comprehension test has increased. there were 56.25% or 18 out of 32 students who passed the reading comprehension test. but it has not met the criteria of success. so, the writer did the cycle 2. the writer found another increasing number of the students who passed the reading comprehension test on cycle 2. the result of the study on this cycle was 30 or 93.75% students passed the test. it was successful and it has met the criteria of success. it means that the students’ reading comprehension increased after the strategy had been implemented. based on the students’ responses, the writer concluded that the implementation of sq3r method makes easier for students to understand the material. the students also pay more attention on the teachers’ explanation. in other words, the successful learning using this method can increase the motivation in learning (jannah, 2018). and in this research, all of them were so attracted to have implementation of sq3r method. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 3, no. 1, january 2022 e-issn: 2723-4126 p-issn: 2776-8880 53 based on the conclusion above, some suggestions are offered to the students, the teachers and other writers in order to improve reading comprehension achievement. the students of sman 2 trenggalek are suggested to practice and carry out this strategy when they have reading class. while based on the result of the research, the implementation of sq3r method was successful as an alternative way that could improve the tenth-grade students’ reading comprehension at sman 2 trenggalek. so, the writer suggested that english teacher at sman 2 trenggalek should use sq3r method as alternative way in teaching reading to improve their students’ reading comprehension. besides that, the sq3r method could make the student easier to understand the material and also could improve the students’ ability to identify important points and better retention or the material. in addition, the writer hopes that this study will be useful for the future writer as the reference to make further research. it is also advisable for them to use other method in their study that can be used for improving the students’ reading comprehension. acknowledgment the writer would like to express his gratitude to his college, stkip pgri trenggalek for giving the writer facility to do the research. the gratitude also addressed upon the headmaster of sman 2 trenggalek for giving permission to the writer to do the research. last but not least, the writer expresses his greatest gratitude to the rector of state islamic institute palopo and foster team for giving opportunity to publish this article. references alderson, j. c. (2005). assesing reading. cambridge university press. arikunto. s. (2010). prosedur penelitian (14th ed.). rineka cipta. barkley, e. f. (2010). student engagement technique. jossey-bass. brown, h. d. (2004). language assesment: principles and classroom practices. pearson education, inc. brown, h. d. (2007). teaching by principles an interactive approach to language pedagogy. pearson education, inc. dharma, ahmad surya. abdullah, s. (2013). the implementation of sq3r strategy to teach reading news item text to tenth grade students of. universitas negeri surabaya, 4. djuharie, o. s. (2008). extensive reading top-down reading. yrama widya. elliott, j. (2005). [jane_elliott]_using_narrative_in_social_research. sage publication inc. galuh, m., & romadhon, e. (2020). the implementation of robinson ’ s strategy ( sq3r ) to enhance the reading ability in english class. december, 17–18. hudson, t. (2011). teaching second language reading. oxford university press. jannah, m. (2018). the effect of survey, question, read, recite, and review (sq3r): method and learning motivation of achievement in learning indonesian language. international research journal of engineering, it & scientific research, 4(1), 1–11. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 3, no. 1, january 2022 e-issn: 2723-4126 p-issn: 2776-8880 54 https://doi.org/10.21744/irjeis.v4i1.585 latief, m. a. (2015). research methods on language learning an introduction (2nd ed.). universitas negeri malang. lubis, r. f. (2017). narrative text. english education : english journal for teaching and learning, 5(2), 1. https://doi.org/10.24952/ee.v5i2.1176 masruuroh, m. s. (2015). sq3r implementation in teaching reading comprehension: a case study of eight grade students at one state mts in sumedang. journal of english and education, 3(1), 106–121. prasutiyo, a. r. (2014). improving the eight grade students reading skill through sq3r technique in smpn 1 jogonalan in the academic year of 2013/2014. universitas negeri yogyakarta. riduwan. (2010). metode dan teknik menyusun tesis (7th ed.). alfabeta. risdianti, r. (2020). the effect of sq3r technique on students’ reading comprehension of spoof texts. syarif hidayatullah islamic university of jakarta. rohim, f. (2009). teaching reading. ministry of national education. sugiyono. (2012). metode penelitian pendidikan (15th ed.). alfabeta. yenisa, m. r. (2017). the effectiveness of using sq3r technique in students’ reading comprehension of hortatory exposition text. state islamic university syarif hidayatullah. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 398 efl teachers’ evaluation on “skillful teaching writing and reading 02” le xuan mai1, nguyen thi tu quyen2, & le thanh thao3* 1,2,3 can tho university, can tho, viet nam 1lxmai.ctu.edu.vn abstract in case that many reforms in learning and teaching english in vietnam were implemented, exploring the effectiveness of different coursebooks was raised to be a sufficient need. this research is more qualitative than quantitative in its nature, aiming to investigate efl teachers’ evaluation of the coursebook skillful – reading & writing 02 in a specific educational institution in the mekong delta. thirteen teacher participants using the books were invited to participate in this study. quantitative and qualitative data were collected by using two instruments, questionnaires and semi-interviews. the study provided a new checklist for evaluating materials in teaching and learning reading and writing. the findings showed that (1) the merits of the coursebook skillful – reading & writing 02: e.g. colorful illustrations, numerous online learning resources accompanying online accounts, suggestive topics, updated contents, and impressive study skills component; and (2) demerits of the book in terms of writing section which does not match the general objectives of the program. likewise, (3) the cons are regarding quite small font size and long listening activities of the coursebook. additionally, some implications were suggested in this study to enhance the effectiveness of using sufficient materials for higher educational institutions. keywords: coursebook evaluation, coursebook evaluation criteria, coursebook evaluation checklist, teaching writing and reading, efl teachers’ evaluation introduction the current study was conducted in a preeminent university in higher education in the mekong delta, vietnam. imposed in no.1269/cp-kg, which commissioned these institutions the task of designing “advanced curricula” and using english as a medium of instruction, the university has become one of the first nine universities nationwide to pilot the curricula in the academic year 2006-2007. the institution has officially started the project “advanced training programs at some vietnamese universities in period 2008-2015”, approved by the prime minister in decision 1505/qd-ttg. from an urgent and practical need of using english as a medium of instruction, the english bridging program or the english foundation program has been implemented. selecting appropriate teaching materials is the very first stage. admittedly, teaching materials or coursebooks, contributing as a mediating means between educational inputs and expected outputs, have an essential role in language http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 399 teaching in the classroom (riazi, 2002). besides english coursebooks published by the vietnam ministry of education and training, there is also a wide range of other english reference books, communication books, and skill development books. in vietnam, higher education institutions are allowed to choose the coursebooks which they think are suitable for their students. coursebooks are freely opted based on students’ proficiency and communicative purposes, which create favorable conditions for students to develop their english skills, especially communication skills. in other words, any educational practices apart from the ones strictly governed by the education of ministry in terms of the selections of a specific material to teaching circumstances, which means these education practices are given a certain amount of autonomy, the choices on coursebooks used in particular contexts are mainly learner-driven. in the mekong delta, the majority of english coursebooks used in higher education institutions and english centers are written by authors in english-speaking countries, which seem reliable and effective in teaching english for communication. so does the current university, teaching materials are freely selected for the english foundation program, which requires a process of refinement and regularly changes to suit practical conditions. in reality, it will be objective to conclude that there is a book entirely fitting the requirements of a program, the needs and capabilities of learners, teachers’ objectives, etc. as an inevitable result, teachers, contributing as active stakeholders in the process of realizing assigned objectives, are critically required to make adaptations to the opted coursebook. it is assumed that the teacher plays an essential role in developing the quality of the coursebook used and making changes when possible. therefore, to figure out the pros and cons of a coursebook, teachers should be allowed to be involved in the coursebook evaluation process. from this view of point, the study was conducted to provide teachers an opportunity to raise their voices and increase their sense of empowerment in their teaching. “skillful reading and writing 02” was used as the materials for evaluation in this study. it was written by louis rogers and jennifer wilkin and published in london by macmillan publishers. this coursebook, which follows a skills-based approach, consists of 10 units. according to the publishers, the book supplies students “with practical guidance and support, touching on new life skills such as time management, organization, and preparation, while building confidence for independent learning throughout their university career.” this research proposed a new checklist for the evaluation regarding teaching reading and writing coursebooks, basically adapted from the checklists in preceding studies, such as abdelwahab (2013), mukundan et al. (2011), litz (2005), alamri (2008), and vietnamese moet (2015). the brand-new checklist was grouped under four basic domains: (1) physical and utilitarian attributes, (2) efficient layout of objectives and supplementary materials, (3) learning-teaching content, and (4) language types and skills. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 400 figure 1. checklist for evaluation on teaching reading and writing coursebooks relevant studies have been conducted to evaluate textbooks, such as daoud and celcemurcia’s (1979), williams (1983), hutchinson and waters’ (1987), sheldon (1988), mcdonough and shaw (1993), cunningsworth (1995), griffiths (1995), tomlinson (1998), mckay (2000), celce-murcia (2001), çakit (2006), jolly and bolitho (2011), grabe and stoller (2013), mukundan and nimehchisalem (2015), or england (2017). these studies have created proof of criteria for concluding whether a book is extraordinary or bad. based on them, many studies have been conducted to evaluate the strengths and weaknesses of various coursebooks for teaching and learning. in other words, many factors have been investigated to identify which book is successful or failed. specifically, the “american english http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 401 file” series, evaluated in the study of hashemi and borhani (2015), have many strong points, namely the appropriateness for teachers and language institutes’ objectives. besides that, chegeni et al. (2016) evaluated “four corners” as one of the most reliable book series. furthermore, according to riasati and zare (2011), the “new interchange” coursebook series are specifically suitable for the iranian context. moreover, it was highly appreciated for the reasonable price, good accessibility, the availability of a teacher’s guide, and audiotape. in addition, litz (2005) evaluated “english firsthand 2” whose strong points are its appeal, clear and logical organization, quality of multi-skills training, and communicative quality. besides the strengths, some of the weaknesses were pointed out. the “new interchange” series’ shortcomings are a shortage of supplementary teaching materials, the unsuitable level of language, and cultural issues (riasati and zare, 2011). the “english firsthand 2” book’s weaknesses are the lack of activity variation, insufficient meaningful practice, and the shortage of realistic discourse, etc. this study desires to investigate the teachers’ evaluation on the specific coursebook “skillful” level 02 for reading and writing skills based on the framework (see figure 1) so that the teachers could maximize the usefulness of the coursebook in their particular context as well as in some similar teaching and learning environment. methodology despite exploiting more qualitative than quantitative in its approach, this study is still descriptive, mixed-method research, using both quantitative and qualitative approaches (fraenkel et al., 2012). however, due to the nature of the limited number of available participants who have been using the coursebooks, the findings of this study will mainly depend on qualitative data. more specifically, questionnaires included in the quantitative method, and interviews included in the qualitative method were combined to answer the research question: what is efl teachers’ evaluation of the coursebook “skillful – reading & writing 02”? to investigate efl teachers’ evaluation of the book, a questionnaire adapted from the previous studies presented above was delivered. there are 44 closed-ended items, divided into four clusters with 12 sub-categories. the questionnaire items use the five-point likert scale ranging from (1) strongly disagree, (2) disagree, (3) neutral, (4) agree to (5) strongly agree. in terms of interviews, to gain further insights into participants’ perceptions of the aforementioned issues, the interviews were carried out with 9 teacher participants including three efl teachers of reading (teacher 1, 2, and 3) and three others for teaching writing (teacher 4, 5, and 6). names of the interviewees were presented under pennames for confidential purposes. the interviews were guided by a list of questions in accordance with the research question. the interview lasted from 15 to 20 minutes with each respondent. the research was conducted at a university in the mekong delta of vietnam. all 13 teacher participants who have been using skillful 02 in their english foundation program classes in the school year 2018-2019 were invited to participate in this study. the characteristics of participants are described deliberately in tables 1 and 2. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 402 table 1. summary of the personal information of participants for the questionnaire personal information number (n=13) percent (%) gender male 1 7.69 female 12 92.31 age 26-30 1 7.69 31-39 3 23.08 40-49 7 53.85 above 50 2 15.38 professional qualifications m.a degree 12 92.31 doctorate degree 1 7.69 years of experience from 6 to 10 years 2 15.38 from 11 to 20 years 4 30.77 more than 20 years 7 53.85 table 2. participants for the interviews variables teacher 1 teacher 2 teacher 3 teacher 4 teacher 5 teacher 6 gender female female male female female female age 26 30 31 39 40 49 40 49 >50 40 49 professional qualifications m.a m.a m.a m.a m.a doctorate teaching experience 6 10 11 20 >20 >20 >20 11 20 subjects reading reading reading writing writing writing first of all, the questionnaires were piloted with 30 teachers sharing some similar characteristics with the actual participants. the reliability coefficient cronbach’s alpha of piloting data was α =.81. it proved that it was acceptable to use the questionnaire in research with a large population. accordingly, the questionnaire was sent to 13 efl reading and writing teachers via google form. in terms of interviews, before the conduction of actual interviews, three teachers (out of 30 teachers participating in the pilot questionnaire) were invited to participate in pilot interviews. thanks to that, the questions was readjusted to make them more understandable. after that, the actual interviews were conducted face-to-face with 6 efl teachers to investigate their evaluation of the coursebook. to guarantee the reliability and the intelligibility of the questions, the interviews were conducted in vietnamese. the interviews were planned as informal chats and conducted face-to-face in quiet places. each interview lasted 15 – 20 minutes and was carefully recorded by the researcher. then, the researcher transcribed and reported the data. to assure reliability, english responses were confirmed by the interviewees to check whether they had the same meaning as their vietnamese answers. following thematic analysis was used to analyze the data. particularly, the researcher made a protocol to familiarize and coded the data in specific themes. similarities and differences among teachers’ responses were recognized. evidence for each http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 403 theme was provided by using direct citations of the interviewees’ answers which were double-checked by the supervisor and an experienced educator. results and discussions physical and utilitarian attributes table 3 analyzes 10 first items in the questionnaire, including general appearance and practical consideration (1-4) and layout and design (5-10). these items represent the teachers’ evaluation on the physical and utilitarian attributes of the coursebook. table 3. efl teachers’ evaluation of physical and utilitarian attributes items sd (%) d (%) neu (%) a (%) sa (%) 1. informative and eye-catching cover .00 .00 30.77 53.85 15.38 2. appropriate and legible font type and size .00 15.38 15.38 61.54 7.69 3. enough white space to achieve clarity .00 7.69 46.15 38.46 7.69 4. the reasonable price .00 7.69 61.54 30.77 .00 5. appropriate and clear ‘layout and design’ .00 .00 15.38 84.62 .00 6. a clear overview of content page .00 .00 .00 84.62 15.38 7. appropriate glossary .00 .00 30.77 69.23 .00 8. varied and attractive illustrations .00 .00 15.38 76.92 7.69 9. logical and effective organization .00 7.69 23.08 69.23 .00 10. free of mistakes .00 23.08 23.08 46.15 7.69 note: sd=strongly disagree, d=disagree, neu=neutral, a=agree, sa= strongly agree as shown in table 3, it was acceptable to state that the physical and utilitarian attributes of the book are fine. still, the illustrations are attractive and eye-catching, and the layout is clear and reasonable. one of the interviewees said, i’m pleased with the coursebook’s appearance. its cover, font type and size, etc., i like them all: its layout, design, illustrations... the books we use are authentic, so the illustrations are clear, beautiful and colorful, which is really helpful when you look at the pictures for writing ideas (teacher 4; female; m.a; writing) it is in line with griffiths’s (1995) criteria, who indicates that interesting, eye-catching, multicolor, well-illustrated coursebooks are more beneficial for learners. moreover, the finding is consistent with sheldon (1988), who indicated that illustrations could be regarded as the most significant feature in coursebook design. however, some negative comments were pointed out in the interviews, such as the font type and size. for example, one interviewee said: i feel the text and the font are a bit small while authors are ambitious to put so many things on one page. it makes the book a little difficult to read. i mean that it is not very reader-friendly. (teacher 6; female; doctorate; writing) it is converse with hutchinson and waters’ (1987) framework in which a successful coursebook should possess suitable layout, format, typography, and graphics, and daoud and http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 404 celce-murcia’s (1979) one in which typeface size should be consistent with the intended users. following up, the teachers did not highly evaluate the white space for achieving clarity. simultaneously, all the teachers also agreed that the white space of the coursebook is not enough for students to take notes. one stated: and the second one, for example, they have to fill in the blanks, the gap for them to fill in is too small if it is directly worked in the book. (teacher 2; female; m.a; reading) it is different from sheldon’s (1988) requirements for a good book, who recommended that there would be more convenient for students with enough white space to note throughout the lessons. however, one of them clarified that the white space is not a problem because students should write their notes in their textbooks. those who say that there is not enough space to take notes are wrong. it’s students’ duty to take notes in their notebooks. (teacher 4; female; m.a; writing) therefore, it depends on different teachers’ perspectives that they think students should do their exercises in the coursebook or their textbooks. efficient layout of objectives and supplementary materials table 4 continues to report the results of second cluster, efficient layout of objectives and supplementary materials. this cluster includes three sub-clusters, namely objectives (11-12), supporting resources (13-16), and teaching methods (17-19). table 4. efl teachers’ evaluation of efficient layout of objectives and supplementary materials items sd (%) d (%) neu (%) a (%) sa (%) 11. close connection with the general objectives of the curriculum .00 7.69 15.38 76.92 .00 12. compatibility with the level of the students .00 15.38 15.38 69.23 .00 13. assessable accompanying audio and visual materials .00 7.69 38.46 46.15 7.69 14. clear and detailed instructions. .00 7.69 38.46 53.85 .00 15. online accompanying supporting resources for teachers to develop positive and effective teaching .00 7.69 23.08 61.54 7.69 16. students’ online accounts to access the supplementary resource to practice, selfstudy and self-assess. .00 .00 30.77 61.54 7.69 17. the lastest teaching methods .00 15.38 46.15 38.46 .00 18. student-centered methods .00 .00 15.38 76.92 7.69 19. categorizing mix-ability students and classes of different sizes .00 23.08 23.08 46.15 7.69 http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 405 note: sd=strongly disagree, d=disagree, neu=neutral, a=agree, sa= strongly agree efl teachers’ evaluation of objectives as observed in table 4, the teachers highly agreed that the coursebook matches the curricula objectives and students’ levels. one stated that the coursebook virtually matches the general objectives of the curriculum and almost compatible with the level of the students. the actual words were: in my opinion, it is appropriate, the program’s objective will be b1, and for students, the majority of students have a relatively suitable input language, and if any of them need to develop vocabulary and structures, they can pick up a lot of useful vocabulary and structures from the reading. (teacher 1; female; m.a; reading) it satisfied the requirements of cunningsworth (1995) that coursebooks should compatible with students’ language proficiency and matches the objectives of the course. however, a mismatch was observed in the interview. two teachers admitted that the objectives of the coursebook suit the students’ proficiency but do not match the objectives of the curriculum. in other words, this coursebook is useful in terms of knowledge and the input language yet not appropriate for vstep exam orientation. in particular, one stated: honestly, it doesn’t suit the objectives because we have been trying to orient students to vstep, with the outcome is targeted at level b1. throughout this coursebook’s contents, from the first one till the last one, it provides various skills and topics, but it doesn’t match the b1 format of vstep. (teacher 4; female; m.a; writing) it was failed to meet the criteria of cunningsworth (1995) that neither does the coursebook suit the students’ level nor match the general objectives of the curriculum. to be more precise, the coursebook is not suitable to prepare for the vstep exam. these maybe bring troubles to writing teachers; hence, some adjustments should be considered to fit in specific teaching and learning circumstances. efl teachers’ evaluation of supporting resources next, table 4 also indicates that the teachers had a good source for developing their teaching. one interviewee stated, in terms of learning materials, firstly, there are online resources for the student’s book’s sections, the answer keys, various types of tests, videos. then, the book also provides good teaching resources for teachers to carry out the activities at ease. (teacher 1; female; m.a; reading) furthermore, it is believed that the students had online accounts to access the supplementary resource to practice, self-study and self-assess. one stated, in my opinion, it is useful because the trend of using digital books helps students have very good access. these online resources divided the exercises into 2 parts, one is to help students http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 406 review the exercises in the book, another one is extra practice for students to do those things with a different appearance, so it is useful. (teacher 5; female; m.a; writing) this book was successful in terms of providing supplements for both variables, the teachers and their students. sheldon (1988) also indicated that the supplementary are considered very useful and adequate. on the other hand, the comment below illustrates the reasons for teachers’ limited implementation of online resources: in fact, i teach writing, so its implementation couldn’t be much because writing consists of grammar, and giving feedback to students’ online work is time-consuming. that’s why i don’t apply it. (teacher 6; female; doctorate; writing) moreover, teacher 3 considered that although there are enough online accompanying supporting accounts for teachers and students in every coursebook, for some of the following reasons, its use is still inadequate: there is an account in the book, but when i asked for the teacher and student's online accounts before, the course organizers did not instruct it. so i think the online resources are supplementary and helpful, but there was no instruction on online learning and online learning evaluation. the fact that i did not track students, so i did not have a grasp of them. (teacher 3; male; m.a; reading) in stark contrast to the above reasons, teacher 1 confirmed that implementing these online accounts is quite easy and effective, and she has no difficulty in guiding students, in carrying out policy to assess the student’s passing course requirement, to in checking the student’s progress. teacher 1 stated: i seemed to be the first person who found out the online accounts and sent student accounts to do ... i have no problems and i still follow up right from the first week and urge students to do, so the students studied with me all completed those online work. (teacher 1; female; m.a; reading) there is a dissimilarity both amongst teachers and amongst students in applying these online resources, in particular using online accounts to access online supplementary of the coursebook. in other words, while some efl reading teachers were satisfied with these online resources, the efl writing teachers did not take advantage of these supporting sources because of time consumption and technique issues. it is somewhat consistent with the criteria of çakit (2006), who claimed that teachers did not make use of the supporting resources due to the time allocated for the course. it is extremely important to have an agreement on the use of accompanying supplementary of the coursebook to avoid wasting these great supporting resources and enhance additional practice. efl teachers’ evaluation of teaching methods table 4 highlights that the majority of teachers well evaluated the student-centered orientation of the book. furthermore, most of the interviewees agreed that the coursebook http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 407 could support them in teaching english using active methods the learner-centered approach. for example, one interviewee said: it gives students a topic, and a sample. then, it asks them to write about a similar topic. i would let the students read first, then elicit ideas and ask them to think of a possible topic that they could write about and design their own mind-map – it’s up to them. (teacher 6; female; doctorate; writing) to be more precise, the teachers had clearer explanations of the teaching methods they have used for this coursebook, such as questioning and answering, discussing, an d presenting. firstly, teacher 3 said: the teaching method i use is mainly asking answering, discussing, and presenting reports, because of the purpose of the book, the reading sections are for students to express their ideas so it focuses on discussing and reporting. (teacher 3; male; m.a; reading) besides that, teacher 1 added some more techniques and explained in details such as: depending on the lesson, i often use discussion and production rather than input. that means students will be led into vocabulary and elicit questions... then, after their curiosity is raised, students begin to read the text to answer those questions. after that, students read once and i will begin to teach students the skills for searching details, finding bridge questions, finding mind-map for ideas, advantages, disadvantages, or others… (teacher 1; female; m.a; reading) regarding teaching english using active methods, the teachers have their techniques when using this coursebook and can be generalized as below: i think it also supports quite well for positive teaching methods, but teachers need to dig deeper. for example, in my classes, students have to do a lot because all tasks revolve around what they have to do, so it can be considered student-centered. (teacher 2; female; m.a; reading) the findings revealed that there are various teaching methods as well as teaching techniques that have been flexibly applied by teachers to convey this book. the teachers are satisfied that learner-centered teaching methods can be used to apply in their classrooms. it has concurred with the requirements of williams (1983), who stated that the latest teaching procedures might not be inevitably the most suitable method for the target learning-teaching context. thus, for the coursebook, the efl teachers can apply positive and compatible teaching methods to different types of students, and student-centered learning is still a priority for teachers. learning-teaching content the results of cluster no.3 are presented in table 5. this cluster consists of 14 items representing three sub-clusters, namely subjects and contents (20-25), activities and tasks (26-30), and social and cultural contexts (31-33). http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 408 table 5. efl teachers’ evaluation of learning-teaching content items sd (%) d (%) neu (%) a (%) sa (%) 20. the complement of l/s coursebook through parallel topics and features .00 .00 15.38 69.23 15.38 21. the encouraging topics about the english language and the world around .00 .00 7.69 76.92 15.38 22. the encouraging topics for expressing students’ own views .00 .00 7.69 84.62 7.69 23. a variety of topics from different fields .00 .00 .00 84.62 15.38 24. interesting, challenging and motivating ‘subject and content’ of the coursebook .00 .00 23.08 61.54 15.38 25. provision of study skills helping students be confident for independent learning throughout their university career .00 .00 38.46 61.54 .00 26. provision of a variety of meaningful and mechanical tasks and activities to practice language items and skills .00 15.38 23.08 61.54 .00 27. provision of communicative tasks and activities that enable communicative in real life .00 7.69 7.69 76.92 7.69 28. provision of tasks for new life skills .00 .00 38.46 61.54 .00 29. appropriate amount of tasks and activities .00 15.38 46.15 38.46 .00 30. clear instructions of tasks .00 7.69 15.38 76.92 .00 31. comprehensible social and cultural contexts .00 .00 7.69 92.31 .00 32. content encouraging the interaction of students about new culture .00 .00 15.38 84.62 .00 33. positive views of ethnic origins, occupations, age groups, social groups and disability .00 .00 15.38 84.62 .00 note: sd=strongly disagree, d=disagree, neu=neutral, a=agree, sa= strongly agree efl teachers’ evaluation of subjects and contents table 5 indicates that a great percentage of teachers agreed on a great number of topics from different fields. however, the interviews provided data that were not similar to what table 5 has showed. most teachers said that the topics of the coursebook are rather abstract while the other teacher was satisfied with the diversity of them. in particular, one teacher said: the subject of the book is rich, well-illustrated, and has some provocative questions for students to discuss. (teacher 3; male; m.a; reading) in contrast, some others had common perceptions with relatively abstract topics, which is somewhat unclear but not something so unpleasant. to be more precise, teacher 2 http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 409 stated that the topics could achieve a catchy effect, but its messages are not very clear enough. teacher 2 said: actually, for a topic, it needs to be short so it is easy to remember, so i think it achieves effective goals... but maybe the topic that i said is abstract... there are some sections... maybe its message... is not very clear... but if we focus on the reading skills only... it is not influenced much. (teacher 2; female; m.a; reading) likewise, table 5 also shows that most of the teachers highly appreciated the contents of the book which can improve students’ critical thinking. specifically, teacher 3 supplemented that the contents of the coursebook encourage students to think more about the world around them as below: our usual topics are rarely about things like adventure, but they help students understand history or adventurer’s journey. so that is also interesting. (teacher 3; male; m.a; reading) next, most of the teachers highly evaluated that the coursebook complements each other through parallel topics and features. moreover, they also highly rated the interestingness of the contents presented in the book. specifically, teacher 1 expressed satisfaction with the useful content presented in this coursebook. one teacher valued the contents of the coursebook as comments below: the topics are interesting and close to readers. the input vocabulary is even closer to the practical setting of students because this is a fairly new coursebook. (teacher 6; female; doctorate; writing) furthermore, teacher 2 has both well rated the contents in terms of building up reading proficiency. however, this teacher also pointed out some of its small shortcomings, such as the duplication of contents of tasks in some units: i think the content of the lesson is pretty good because it builds up from each question type, which means it builds up each skill for the reading section, and this book will more focus on the reading of ielts. however, i think these sections overlap. (teacher 2; female; m.a; reading) the findings revealed that the majority of the teachers are highly satisfied with the updated and somewhat abstract topics and the rich contents of the book, which prompt students to think more about the world around them. it satisfied the requirements of tomlinson (1998) that the students’ curiosity, attentiveness, and notice should be triggered by the coursebook’s diversity, engaging presentation, and provocative content. efl teachers’ evaluation of activities and tasks what can be seen in table 5 show that the majority of teachers well evaluated of the coursebook provides communicative tasks and activities that enable communicative in real life. a common view amongst interviewees was that the tasks of the coursebook are meaningful and authentic in general. to be more precise, one interviewee said: some tasks have been adjusted to be suitable for students, so if we talk about the level of authentic... yes... but they are not actually 100% authentic. (teacher 3; male; m.a; reading) http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 410 it shares a similar feature in cunningsworth (1995) that authentic materials can convey greater practicality to enhance students’ motivation. and more than half of the efl teachers were satisfied with the variety of meaningful and mechanical tasks and activities to practice language items and skills from the book. one interviewee also added that there are various kinds of tasks in the coursebook, such as: the reading exercises are quite diverse, including true-false statements, matching to find the heading of the paragraph, and also multiple choice a b c. (teacher 3; male; m.a; reading) the accompanying study skills section of the book, considered an outstanding finding, is excellent. it equips students with many new backgrounds for life skills and global skills to make them easier to complete the essentials of global citizens. they have concurred with the criteria of cunningsworth (1995), who asserted that study skills train students in reference skills, advise students on study skills development, and reflect on various study techniques of students. nevertheless, the teachers indicated that the amount of tasks and activities is n ot distributed appropriately. in addition, the teachers also stated that hardly any books in the market can cater to different preferred learning styles, neither can this coursebook. for example, one teacher said: obviously, it is not diverse in learning style because the lesson units have the same format as well as the steps, such as global reading, then close reading, and then a discussion about the vocabulary before, so it is equal, it has no varies. (teacher 1; female; m.a; reading) moreover, the writing teachers also felt disappointed about the book’s contents. one said, the tasks in the book are not really appropriate. in general, they need to be adjusted. (teacher 5; female; m.a; writing) this finding is different from the requirements of çakit (2006), who implied that materials developers should design materials that can serve a variety of preferred learning styles so that all students can benefit from different learning approaches. besides that, many authors (mcdonough and shaw, 1993; tomlinson, 1998; celce-murcia, 2001) confirmed that activities and tasks should show regard to different learning styles so that the lessons can come up with students’ needs, interests and expectations. efl teachers’ evaluation of social and cultural contexts table 5 shows that the majority of teachers well evaluated the comprehensible social and cultural contexts in the coursebook. in the same vein, they also agreed that the coursebook content helps students be aware of how to interact using the language within a new culture that is often very different from their own and the coursebook expresses positive views of ethnic origins, occupations, age groups, social groups, and disability. these ideas were confirmed in the interviews. all interviewees agreed that the social and cultural http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 411 issues designed in the coursebook are diverse, understandable, and acceptable. the comment below illustrates the teachers’ evaluation of these cultural aspects: i think the social-cultural aspects are all right; i was relatively satisfied because it is quite understandable, helps the learners aware of different cultures. (teacher 1; female; m.a; reading) it is in line with one of the requirements in mckay (2000), who claimed that using social and cultural issues can encourage students to have a positive learning attitude and enhance students’ motivation. language type and skills the last cluster was presented in table 6. in the table, 11 items represent 2 subclusters, namely vocabulary and grammar (34-37) and reading and writing skills (38-44). table 6. efl teachers’ evaluation of language type and skills items sd (%) d (%) neu (%) a (%) sa (%) 34. appropriate amount of new vocabulary in each unit .00 .00 15.38 76.92 7.69 35. logical presence of new vocabulary .00 .00 23.08 69.23 7.69 36. contextualized grammar .00 7.69 23.08 61.54 7.69 37. logical presence of grammar .00 23.08 23.08 46.15 7.69 38. compatible skill tasks with students’ level .00 15.38 30.77 53.85 .00 39. logical presence of skill tasks .00 23.08 7.69 69.23 .00 40. appropriate sub-skills .00 .00 15.38 84.62 .00 41. authentic reading passages at an appropriate level .00 .00 7.69 69.23 23.08 42. appropriate length of the reading texts .00 .00 30.77 61.54 7.69 43. diverse writing tasks with different types and topics 7.69 15.38 38.46 38.46 .00 44. suitable writing activities for length, degree of accuracy, and amount of guidance 7.69 15.38 53.85 23.08 .00 note: sd=strongly disagree, d=disagree, neu=neutral, a=agree, sa= strongly agree efl teachers’ evaluation of vocabulary and grammar in table 6, a great percentage of teachers agreed on the appropriate amount of new vocabulary in each unit. next, more than half of teachers highly evaluated the presence of new vocabulary, which moves gradually from simple to more complex. whilst teacher 3 considered, “vocabulary is suitable for students’ level”, teacher 2 revealed that the vocabulary is quite academic; thus, it is more or less strange for some students. details are as follows: it seems that some students will feel quite disappointed. the reason is that they are non english majored and its vocabulary is too much and academic at the very beginning. however, http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 412 if we looked at the academic purpose, grammar or vocabulary, it would be ok. (teacher 2; female; m.a; reading) in addition, teacher 3 has suggested that there are several types of exam questions as well as grammar and vocabulary that students can take advantage of from this book for their later b1 examination. particularly, teacher 3 stated: actually, this book is for the ielts exam. and if you want to use it to take the b1 exam, you can apply its vocabulary, tthe structure of grammar. and, there are also some same kinds of questions, but you have to have a connection, such as questions related to vocabulary. (teacher 3; male; m.a; reading) additionally, more than half of teachers were satisfied with the contextualization of grammar. one example is, grammar is ok, in my opinion. it provides just some basic relevant grammatical rules. (teacher 6; female; doctorate; writing) however, not many efl teachers agreed with the logic and difficulty of grammar rules presented in the book. in general, all teachers evaluated the grammar of the coursebook as ordinary, understandable, and concise. for example, one teacher said: vocabulary is suitable for students’ level; grammar is presented in simple, understandable, concise multiple-choice questions. it’s fine. (teacher 3; male; m.a; reading) the findings above are consistent with the framework of mukundan and nimehchisalem (2015), who indicated that vocabulary, grammar, and pronunciation components should be contextualized, engaging, and easy to follow. efl teachers’ evaluation of reading and writing skills as shown in table 6, the majority of teachers highly evaluated the authentic (realworld) reading passages at an appropriate level. especially the teachers taking responsibility for teaching reading, they were relatively satisfied with reading strategies, compatibility with students’ level, and the use of authentic or real-world reading passages. it somewhat touched the requirements in grabe and stoller (2013) that students should be conscious of reading strategies to become strategic readers. moreover, the findings are somewhat consistent with the requirements of cunningsworth (1995) that reading passages should be authentic and meaningful at an appropriate level in order to facilitate students to improve their reading skills. moreover, most of the teachers were satisfied with the sub-skills (scanning, skimming, summarizing…) presented in the book. teacher 1 evaluated the complexity of reading which requires higher critical thinking skills. the teacher said: this book seems to have higher reading comprehension skills, which means it is more advanced with mapping ideas, organizing ideas, and so-called metacognitive strategies rather than usual strategies. (teacher 1; female; m.a; reading) http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 413 likewise, the orders of the difficulties related to tasks and the length of tasks were not highly evaluated. simultaneously, teachers 1 when asked whether the reading tasks move from simple to complex or not, said: it’s kind of theme following. it varies skills and does not move from easy to difficult level. i think it is organized by the level of thinking. (teacher 1; female; m.a; reading) furthermore, teacher 1 also supplemented the difficulties of mix-ability classes she faced in teaching reading, as below: i have only one problem that is the mix-ability class. it means that some students will find this book relatively easy and they complete the tasks here quite well, but some students with low level will spend more time on it and the difficulty is that they do not have enough vocabulary to express ideas at a deeper and higher level. (teacher 1; female; m.a; reading) similarly, teacher 2 also had difficulty in mixing-ability classes, and teacher 2 revealed that due to the heterogeneity of students’ level, teachers had to spend time adapting activities according to each class in a flexible way. more specifically, she said: depend on the classes and students’ attitude, there will be different tasks or activities for those classes in my lesson plans. then, the second one is the course syllabus. moreover, in specif ic cases, i spend time on various classes differently. the course syllabus for each of these classes has its own difficulties such as how to distribute so that it’s exactly the same among all the classes, it’s a bit difficult. (teacher 2; female; m.a; reading) nevertheless, efl teachers did not highly evaluate the diversity of different types and topics in writing tasks. generally, writing skills received a lot of negative feedback. the teachers stated that writing tasks did not meet the overall objectives of the program, were not too compatible with student competencies, and did not give clear instruction to students. as a result, the writing teachers have to revise the activities to suit their classes. when this book is first introduced, we used it to teach. after one semester, we find it not suitable for teaching writing, so we teachers prepare our own materials to teach writing for the english foundation program. for writing, in the 2nd semester, we stopped using it and switched to our own materials. (teacher 4; female; m.a; writing) the finding is different from the ideas of england (2017), who indicated that writing materials should provoke students to create high-quality productions and facilitate students in fostering higher-order thinking skills. moreover, this finding is also different from what jolly and bolitho (2011) believed. they stated that supplying clear instructions to the activities and tasks is one of the most significant duties of the authors so that the book can meet the need of learning and teaching. it is implied that poor instructions of activities may curb the natural development of the classroom. in general, the coursebook offers students numerous reading and writing strategies, but the teachers have not taken advantage as well as effectively used these available inputs yet. further findings from the teachers’ voice http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 414 it was stated that it is hard to reconcile in using the same coursebook to teach by two language skill teachers because their progress is not the same. for this context, this comment of the teacher is completely new and special. however, teacher 2 also indicated the satisfaction with the interrelation between the reading and writing part of this coursebook, she confirmed that this correlation benefits both teachers and students. teacher 2 commented: first, the reading skills are built step by step specifically. and, there is a section at the end of each unit that summarizes the vocabulary needed. so that is the one that i feel quite good about this coursebook. second, the writing and reading sections are interrelated. they also cover the contents of the reading section so that the students have more vocabulary and so do they in writing sections. (teacher 2; female; m.a; reading) on the contrary, teacher 3 expressed that there seems to be no trouble in using this coursebook to teach the reading skill, she explained: the reading is designed suitably. generally, i teach the contents of a passage each day, so time for both discussion and presentation is sufficient, appropriate. the topics are also meaningful, too. the syllabus is also suitable, and the preparation of lesson plans is generally not a problem because the book also has supplementary. (teacher 3; male; m.a; reading) in addition to the difficulties of students learning attitudes or the incompatibility of the coursebook with program objectives, a new finding of teaching issues is also mentioned, which is the difficulty of assigning teaching for reading and writing teachers. it is hard to reconcile in using the same coursebook to teach by two language skill teachers because their progress is not the same. for this context, this comment of the teacher is completely new and special. conclusion findings and limitations table 7 summarizes the findings of this study in terms of four different features of the evaluation, namely physical and utilitarian attributes, efficient layout of objectives and supplementary materials, learning-teaching content, and language type and skills. table 7. summary of the findings evaluation features strengths weaknesses physical and utilitarian attributes good cover attractive and eye-catching illustrations clear and reasonable layout well-organized content small font size lack of white space unreasonable price efficient layout of objectives and supplementary materials appropriateness in developing knowledge and providing input helpful and sufficient online supplements unsuitability for preparing for examination difficulty in accessing online supplements http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 415 learner-centered approach focus various suggestions in teaching methods or techniques learning-teaching content authentic and diverse topics various communicative tasks good integration of social and cultural issues unclear or unpleasant topics the duplication of tasks lack of activities for catering different learning styles big concern for teaching writing by the book language type and skills appropriate new vocabulary various types of exam questions authentic reading passages good source for developing subskills good correlation between reading and writing unchallenging grammar exercises unsuitability for teaching mixedlevel classes poor writing tasks besides the findings in table 7, the most concern could be some flexible adjustments and supplementary compiled materials in writing section. however, the study just conducted with efl teachers from a small population at the current university so it cannot be generalized to all cases. although the findings of this study provide a further understanding of the coursebook skillful 02, it left a need of further investigation. implications based on the findings of the current study, several pedagogical implications are proposed for stakeholders as course coordinators, teachers, and school administrators. first, the writing section of the book may not meet the objectives of the english foundation program. therefore, editorial materials for teaching writing should be reconsidered. although the coursebook follows the common european framework of reference for languages (cefr), it does not match the format of the 6-level language skill framework for vietnamese. in other words, it is not compatible with the vietnamese standard test of english proficiency (vstep) exam format. however, regarding reading skills, the coursebook skillful – reading and writing 02 is highly appreciated. it means this book is extraordinary in terms of teaching reading. in the specific contextual setting, the process of teaching reading and writing skills amongst teachers of reading and writing is not the same but reading provides necessary language input for writing activities, so it is possible to reconcile reassignment or can assign one teacher to take responsibility for both skills. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 416 references abdel wahab, m. m. (2013). developing an english language textbook evaluative checklist. iosr journal of research & method in education, 1(3), 55-70. alamri, a. a. m, (2008). an evaluation of the sixth grade english language textbook for saudi boys’ schools. unpublished ma thesis, king saud university, saudi arabia. çakit, i. (2006). evaluation of the efl textbook “new bridge to success 3” from the perspectives of students and teachers. unpublished ma thesis, middle east technical university, ankara, turkey. celce-murcia, m. (2001). language teaching approaches: an overview. teaching english as a second or foreign language, 2(1), 3-10. cunningsworth, a (1995). choosing your coursebook. london: heinemann. chegeni, n., kamali, b., noroozi, a., & chegeni, n. (2016). general english textbook evaluation: a closer look at “four corners”. theory and practice in language studies, 6(12), 2325-2330. daoud, a., & celce-murcia, m. (1979). selecting and evaluating a textbook. teaching english as a second or foreign language, 2(3), 302-307. england, s. (2017). skillful reading & writing 2. the language teacher, 41(3). retrieved from http://jalt-publications.org/node/16/articles/5856-skillful-reading-writing-2. fraenkel, j. r., wallen, n.e., & hyun, h. h. (2012). how to design and evaluate research education (8th ed.). boston, ma : mcgraw hill grabe, w. p., & stoller, f. l. (2013). teaching and researching: reading. routledge. griffiths, c. (1995, september). evaluating materials for teaching english to adult speakers of other languages. in elt forum (vol. 33, no. 3, pp. 153-168). hashemi, s. z., & borhani, a. (2015). textbook evaluation: an investigation into “american english file” series. international journal on studies in english language and literature, 3(5), 47-55. hutchinson, t., & waters, a. (1987). english for specific purposes. cambridge university press. jolly, d., and bolitho, r. (1998). a framework for materials writing. in b. tomlinson (ed.), materials development in language teaching (pp. 90–115). cambridge: cambridge university press. litz, d. r. (2005). textbook evaluation and elt management: a south korean case study. asian efl journal, 48(1), 1-53. mcdonough, j., & shaw, c. (1993). materials and methods in elt. oxford: brazil blackwell. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 3, july 2021 e-issn: 2723-4126 p-issn: 2776-8880 417 mckay, s. l. (2000). teaching english as an international language: implications for cultural materials in the classroom. tesol journal, 9(4), 7-11. moet (2015). quy định bộ tiêu chí đánh giá sách giáo khoa tiếng anh giáo dục phổ thông. retrieved from https://thuvienphapluat.vn/van-ban/giao-duc/thong-tu-312015-tt-bgddt-bo-tieu-chi-danh-gia-sach-giao-khoa-tieng-anh-giao-duc-phothong-299108.aspx mukundan, j., & nimehchisalem, v. (2015). refinement of the english language teaching textbook evaluation checklist. pertanika journal of social sciences & humanities, 23(4), 761-780. mukundan, j., hajimohammadi, r., & nimehchisalem, v. (2011). developing an english language textbook evaluation checklist. contemporary issues in education research, 4(6), 21-28. riasati, m. j., & zare, p. (2011). textbook evaluation: efl teachers’ perspectives on “new interchange”. studies in literature and language, 1(8), 54-60. riazi, a. m. (2003). what do textbook evaluation schemes tell us?: a study of the textbook evaluation schemes of three decades. in methodology and materials design in language teaching: current perceptions and practices and their implications (pp. 5269). seameo regional language centre. sheldon, l. e. (1988). evaluating elt textbooks and materials. elt journal, 42(4), 237-246. tomlinson, b. (1998). materials development in language teaching. cambridge: cambridge university press. williams, d. (1983). developing criteria for textbook evaluation. elt journal, 37(3), 251255. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 https://thuvienphapluat.vn/van-ban/giao-duc/thong-tu-31-2015-tt-bgddt-bo-tieu-chi-danh-gia-sach-giao-khoa-tieng-anh-giao-duc-pho-thong-299108.aspx https://thuvienphapluat.vn/van-ban/giao-duc/thong-tu-31-2015-tt-bgddt-bo-tieu-chi-danh-gia-sach-giao-khoa-tieng-anh-giao-duc-pho-thong-299108.aspx https://thuvienphapluat.vn/van-ban/giao-duc/thong-tu-31-2015-tt-bgddt-bo-tieu-chi-danh-gia-sach-giao-khoa-tieng-anh-giao-duc-pho-thong-299108.aspx copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 26 types of problematics that affect undergraduates’ competence in translating english collocations and phrasal verbs fahima mohamed bannur1*, dalya abdullah akkila2, & fawzia mohamed elwafi3 1,2,3university of tripoli, faculty of education, department of english, tripoli, libya. 1,3university of alhadera, department of english, tripoli, libya. *f_mohb@yahoo.com abstract this study aims at exploring the libyan undergraduates’ capability in comprehending english collocations and phrasal verbs and translating them into arabic. it also targets investigating the types of obstacles that these students encounter when they translate english collocational expressions. the methodology used in this study was based on quantitative and qualitative methods where a translation test consists of two main parts was given to sixty two (62) female undergrad uates from english department, faculty of education, university of tripoli. in-depth analysis of participants’ answers was performed and the results were reported. the study concluded that the participants faced difficulties in translating english collocations and phrasal verbs. in addition, the translation production reveals that grammatical, lexical, and cultural problems were the main problematic areas identified in students’ answers. these problems are related to the influence of li (arabic), lack of appropriate vocabulary, difficulty in understanding vocabulary use, lack of translation practice, the misuse of literal translation and translation teaching methods. however, though the cultural gap between l1 (arabic) and l2 (english) is huge, it could be minimized and bridged by using new techniques in teaching collocations and translation as well as frequent practice in translation. keywords: english collocations, english competence, phrasal verbs, problems, translation. introduction as collocations and phrasal verbs play a vital role in the translation domain, they need to be taken into serious consideration by trainee translators and students. they also need to be well-defined during translation courses as this will affect the quality of the translation production itself. therefore, this study purports to determine the extent to which english language major undergraduates can comprehend and translate english collocations and phrasal verbs appropriately and identifying the problems that they usually face in translating collocations and phrasal verbs. it is well known that translation has contributed in the spread and development of language cultures. it has also become a focus of recent research as it tries to bridge the gaps that exist across languages, particularly cultural and linguistic ones. in general, as stated by ghazala (1995), translation refers to all the procedures and methods adopted to transfer the meaning of the source language (sl) into the target language (tl). the process of translating texts from english into arabic involves the use of equivalent terms, new words for which http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 27 there is no arabic equivalent, foreign words written in arabic letters, and foreign words modified to fit arabic pronunciation, spelling, and grammar. in addition, ghazala (2008), states that the main focus in translation is meaning which is a set of linguistic elements that includes grammar, vocabulary, style, and phonology. according to him translation difficulty refers to any barriers encountered during translation that causes language users to halt and seek assistance. grammar, vocabulary, style, and sounds may be the core of the issue. for arab learners and libyans among them, the translation of collocations is problematic due to the differences between the two languages in terms of grammar, semantics and culture. these differences appear as a result of the different origins of the two languages: arabic as a semitic language and english as a western language. the word collocation is composed of sections that contain the words “col” (meaning “together, with”), “loc” (meaning “to place or put”), “ate” (a verb suffix), and “ion” (a noun suffix). collocations, in other words, are words that are grouped together (nation, 1990:32). hence, collocation is defined as a common combination of terms in the oxford advanced learner's dictionary (shammas, 2013:107). collocation is a type of word pairing that is characterized as a set of words that work well together. since the middle of the twentieth century, researchers have begun to focus their emphasis on teaching vocabulary, which is seen as more essential than grammatical structures (pawley and syder, 1983). wang and shaw (2008: 103) go on to say that “while learning another language, it is obvious that we must acquire both grammatical accuracy and idiomatic preference.” furthermore, teaching vocabulary using memorization and exercises in isolation is less effective than teaching words in chunks or context. collocation, according to mccarthy (1990:12), is “an organizing element in the lexicon of every language.” in other words, collocations must be taught, especially when the language to be taught is a foreign one. in this regard, lewis (2000:132) defines collocation as “the way in which words cooccur in natural text”. further, richard and schmidt (2002:.87) define collocation as “the way in which words are used together regularly”. hence, collocation refers to the words used frequently together. yet, pecina (2009) asserts that “there is no commonly accepted definition of collocation.” in reality, collocation is the combination of two words where elements are chosen on the basis of meaning. in terms of collocation types, different types were categorized. according to lewis (2000) and ghazala (2008), collocations can be lexical or grammatical. lexical collocations are collocations that combine two content words, such as nouns, verbs, adjectives, and adverbs. for example: verbnoun, e.g. (run accompany: شركة يدير ) adjective-noun, e.g. (warm reception: حار استقبال ), noun-noun e.g. (nerve cell: عصبية خلية ), adjective-adjective, e.g. (right and proper: حال أحسن في ), adverbadverb, e.g. (willy nilly: أبى أم شاء ), and noun-verb, e.g. (doors creak: واباالب صرير ). grammatical collocations are types derived from the combination of one open class word i.e. noun, verb, adjective and one closed class which is mainly a preposition. they can be: noun – preposition e.g. (a protest against: على احتجاج ), preposition noun, e.g. (in advance: ً سلفا ً أو مقدما ), adjectivepreposition, e.g. (fond of: ب مغرم ), verb preposition, e.g. (long for: إلى يشتاق ), and adverb adverb collocations, e.g. (wholly and heartedly: ( الكمال و بالتمام ). http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 28 collocations are crucial for fluency and the use of them can highlight the difference between native speakers and nonnative language learners since natives have already learnt and profited from such ready-made collocational units, whereas efl learners tend to convey their thoughts using long sentences (mccarthy, 1990). hence, learners' lack of understanding of collocations prevents them from using the collocational expressions properly. therefore, when teaching english as a foreign language, collocations must be emphasized since collocational input improves students' fluency and expands their mental vocabulary. unfortunately, both students and teachers place little attention to collocations, making them one of the most difficult areas of vocabulary to master and use (martynska, 2004). in both translation domain, teaching of vocabulary and use of collocations, it is obvious that efl learners encounter various problematic areas in dealing with collocations. collocational use has hindered learners' ability to express themselves in english. in their speaking and writing activities, they have significant difficulties with many sorts of collocational patterns. in a study conducted by sadeghi & panahifar (2013), they demonstrate that different forms of collocations pose difficulties for iranian efl students. the most problematic categories were prepositional collocations in general and verb preposition in particular. this indicates that collocations are hard to be used by efl learners and need specific attention to be taught and practiced in context. zarei (2002) highlights the significance of collocations in achieving native-like english proficiency. he observed that prepositional collocations are the most problematic patterns. boonyasaquan (2006) used a translation test to assess the collocational ability of 32 thai efl students from bangkok university. the adjective-noun pattern was found to be the most difficult to work with. in a comparative study, wang and shaw (2008) demonstrate that the most common collocational mistakes done by chinese and swedish english learners were verbnoun collocations with “have, do, take and make” because learners were unfamiliar with the real patterns. in general, when efl learners produce a foreign language, they make various mistakes. when dealing with collocations, the problem becomes more complicated and numerous collocational mistakes are done. research has shown that english learners use certain techniques to learn collocations. because l2 vocabulary development is usually impacted by their native language (l1), the most common approach is language transfer (swan, 1997). learners may also use the synonymy method, repetition, guessing and overgeneralization. based on this, doughty and williams (1998:26) state that learning a new language is impacted by the student’s previous linguistic knowledge in a principled, if not direct, contrastive way. when a learner's understanding of l1 improves his capability to comprehend l2, this impact can be positive. on the contrary, negative transfer indicates that the learner's ability to comprehend l2 is affected negatively by his knowledge of l1. many researchers believe that language transfer is a main cause of mistakes among foreign language learners. as a result, mistakes caused by transfer have an impact on phonological, syntactic, and semantic elements of language (corder, 1971). as a matter of fact, learners’ native language (l1) influences how they comprehend and utilize collocations (nisselhauf, 2003). however, transfer from the learner's l1 results in adequate production when http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 29 collocations in both languages are identical (ellis, 2008). in arabic and english, for example, the phrase "in reality" appears to be possible. as a consequence, arab students will be able to transfer this collocation from l1 to english easily, (mahmud, 2005). in other words, aberrant collocational structures arise when collocations in the native language and the target language do not match. huang (2001) found that l1 interference in the collocational output of efl taiwanese learners who were given a sentence completion test was apparent. there were collocational patterns created, such as “black horse” for “dark horse.” in reality, when it comes to collocational use, it is noticed that students depend heavily on their l1 knowledge (koya, 2003). similarly, fan (2009) examined the written products of esl students and native students. he concluded that the first group's essays were impacted by their use of l1, particularly for collocational patterns. in addition, sadeghi (2009) found that first language interference was also a noticeable factor of the disparity in collocational use between persian and english learners. furthermore, boonyasaquan (2006) requested a group of thai students to translate some of phrases from their first language to english. in this regard, ellis (1994: 300) claims that where the two collocations in sl and tl were identical, learning could take place easily through positive transfer of the native like form. on the contrary, if the two collocations were different, learning difficulty arose, and errors resulting from negative transfer were likely to occur. as a result, language transfer may lead to a performance gap in efl students’ collocations production. in other words, it is the main source of students’ collocation problems. regarding the misuse of collocations, many researchers reported that synonymy has seemed to be as a popular learning technique. research has shown that arab efl students usually depend on substituting a foreign word by its synonym which leads to ungrammatical collocation. another important element in translation is the translation of phrasal verbs. phrasal verb is usually known as a verb which consists of a verb and a particle. when they combined together, they create one meaning. phrasal verbs have the same properties of english language verbs. they are very common and many people use them spontaneously without even realizing their meaning. according to payne (2011), the main distinction between other kinds of verbs and phrasal verbs, is that phrasal verbs consist of two or three parts: the verb plus a particle or two. phrasal verbs can occur in different syntactic structures and represent various semantic situations. they are in different types; verb-adverb combination e.g. (take off, cut out), verb-preposition combination (go with, look after), and verb-adverbpreposition combination (come up with, put in for). besides, phrasal verbs can be classified in four different types; first, transitive phrasal verb such as (look after, carry on, switch on). this type of verbs requires an object to give a complete meaningful sentence. second, intransitive phrasal verb such as (break down, run away, grow up). this type of phrasal verbs does not require an object in the sentence to make it sound complete. third, separable phrasal verb; in this type, the verb and preposition can be separated. in other words, this phrasal verb can be used as an in-joined form as well as in the separated form, for example, (switch off the lights or switch the lights off). forth, non http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 30 separable phrasal verb; this type of phrasal verbs cannot be separated for using it in different places in the given sentence and the two parts remain together, for example, (stay away, give up). however, understanding the structure and meaning of phrasal verbs is an important part in learning english as a foreign language. according to ghazala (1995), phrasal verbs are difficult and challenging for arab learners to be translated from english into arabic because they are misleading and are usually confused with prepositional verbs. for him, what makes phrasal verb translation challenging for arab learners is that they are generally unpredicted and unfamiliar to them. as a result, arab learners and libyans among them struggle when they translate english phrasal verbs into arabic and they usually avoid using them and instead they prefer to use single-word verbs. in reality, many phrasal verbs users, both native and non-native, have no idea what they mean and they use them naturally. however, phrasal verbs may have negative impacts on language interpretation by combining the meanings of two or three words into a single unit with a totally different formula and semantic meaning. beneatha (2015) investigates the role of translation from english into arabic as a learning strategy that may assist efl students in appropriately understanding and using english phrasal verbs. the findings of the study demonstrated that students recognized the valuable role of phrasal verbs expressions in learning english. the study also revealed that translation had a negative impact on learning how to use english phrasal verbs. aldahesh (2008) investigates the challenges faced by arabic professional translators and arabic translation students while translating the idiomatic category of english phrasal verbs into arabic. in his study translating idiomatic english phrasal verbs into arabic, translation tests were used to determine the kinds of mistakes and translation difficulties encountered by the study participants. the findings of the study revealed that there are several challenges in translating english phrasal verbs into arabic, including literal translation, mistranslation, idiom reduction to meaning, and violation of the arabic language, along with various errors in translation. saleh (2011) examines the semantic and syntactic issues that prevent students from understanding phrasal verbs in english. to achieve this, a test is administered to fourth-year english language students at tikrit university to assess their understanding of phrasal verbs and identify any difficulties they may face in recognizing and comprehending their exact meaning. the study findings reveal that students encounter many challenges, the most common are idiomaticity, i.e. the unexpected nature of phrasal verbs, and transitivity, i.e. the word order of phrasal verbs can change depending on the object. thus, it can be concluded that efl students encounter different challenges in understanding, producing and translating collocational expressions and phrasal verbs. collocations and phrasal verbs can be regarded as one of the most complicated area in the foreign language learning and teaching domain. based on the previous literature, it can be said that mastering a foreign language (fl) needs more than learning a basic understanding of its grammatical and semantic principles. learners must obtain a deep understanding of how native speakers use language in everyday natural situations by using variety of prepared forms such as collocations and phrasal verbs. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 31 a native speakers’ understanding of their own language allows them to recognize when one collocation is logical and when another is not. unfortunately, libyan learners’ limited english knowledge may not be sufficient to produce the appropriate translation of the collocation. moreover, it is observed that libyan undergraduates have different difficulties in translation where the majority of them encounter challenges in translation especially when they are not allowed to use dictionaries during the translation exams. many libyan students deal with translation as a complicated task and depend heavily on the literal translation which is ineffective in translating collocations and phrasal verbs. as a result, mistakes in translating collocations and phrasal verbs frequently hinder the libyan learners’ speech and writing where collocational expressions need specific understanding and cultural background to be translated appropriately. therefore, the following hypothesis is put forward; libyan undergraduates at the english department, faculty of education, university of tripoli may come across various types of problems in translating english collocations and phrasal verbs due to different factors. hence, the study seeks to find answers to these two questions; firstly, what kind of problematic areas do libyan undergraduates encounter in translating english collocations and phrasal verbs? secondly, what are the factors that affect students’ collocation translation performance? and how students can be assisted to overcome these problems? accordingly, this research aims at exploring the libyan undergraduates’ capability in understanding english collocations and phrasal verbs and translating them into arabic. it also examines the types of problems that these students encounter when they translate collocational expressions into arabic. methods the study adopted quantitative and qualitative methods where the data obtained from test results were in quantitative and qualitative form. it was conducted at the department of english, faculty of education, university of tripoli. the following table summarizes the socio-demographic data of the study participants: table 1. socio-demographic data of the study participants (n=62) variable response frequency percentage faculty education 62 100% department english 62 100% gender female 62 100% male 0 0% age 20-25 years 62 100% semester 4th, 5th, 6th, & 7th 62 100% nationality libyan 62 100% first language (l1) arabic 62 100% as it is shown in table (1) above, all participants are libyan female students aged between 20-25 years. their native language is arabic. they study translation as a http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 32 compulsory subject in the english department, faculty of education, university of tripoli. students were from fourth, fifth, sixth and seventh semesters. to achieve the research objectives and find answers to the research questions, a translation test was designed and used as a main tool to collect data. the test was composed of two parts. in the first part, students were asked to translate seventeen (17) collocations and five (5) phrasal verbs from english into arabic, while in part two; students were asked three open-ended questions to probe their perceptions regarding english collocations and phrasal verbs. the test time was allocated and the test rubrics were reviewed carefully. it was direct, clear and used common collocations and phrasal verbs. it considered the test takers’ language abilities and individual differences. it was administrated to students who have studied the translation course and have background about translation. before the test administration, students were given clear instructions about the purpose of the test and how they should perform throughout the test items. students were asked to answer the test items without using dictionaries. the test papers were collected and corrected by the researchers. test results were used to answer the research questions and to report the final conclusions. data obtained from the test papers were examined, classified and organized manually in tables. each collocation and phrasal verb were organized in a separate table. students’ translation of each collocation and phrasal verb were grouped together to identify the type of problem they made about each expression. then, students’ answers were arranged again in tables to be analyzed systematically. to perform the analysis process, data collected from the translation test were finally organized in two main tables (see table, 2 &3 below). data obtained were analyzed quantitatively and qualitatively. comments are provided below each table. it is important to know that explanations provided about each collocation and phrasal verbs are supported by samples extracted from students’ incorrect answers in terms of grammatical, lexical and cultural problems with many arabic spelling mistakes. results analyzing students’ translation of english collocations this section presents data obtained from students’ answers based on their translation of seventeen (17) english collocations. the collocations were simple, common and they have equivalents in arabic. table (2) displays students’ responses in terms of correct, incorrect, and left answers. it also reflects the number and type of mistakes the participants committed. most importantly, comments below the table contains some example that have been taken from students’ incorrect answers about each collocation in terms of grammatical, lexical and cultural mistakes based on arabic language. these examples demonstrate the difficulties of comprehending and interpreting the collocational expressions. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 33 table 2. analyzing students’ answers in translating english collocations regarding the collocation “heavy rain”, it seems that this collocation wasn’t difficult for most of the participants because it has an equivalent in their l1. the number of correct answers was forty eight 48 (77.5%), incorrect answers were eleven (11) (17.7%) and three (3) answers were left (4.8%). there were four (4) answers classified as grammatically wrong in terms of arabic grammar where students translated “heavy rain” as (أن يجب تجرًي , من وابل and eight (8) lexical and cultural mistakes where students translated the collocation (االمطار literally as ( االمطار من وابًل , , خفيف مطر ثقيل مطًر ).this indicates that students couldn’t use the exact arabic equivalent of this collocation. for the collocation (snakes hiss), all students translated it incorrectly where fifty five (55) answers (88.7%) were incorrect and seven (7) answers (11.3%) were left. none of the answers was correct. as it is noticed from the table above students’ answers contained many mistakes. these mistakes were grammatical mistakes such as ( , تعابين, سم مثل يتلوء, أفعى صوت فتنه, األفعاء ) and lexical and cultural mistakes such as ( مثل يتلوء, أفعى صوت, سامة أفعى, الثعابين همسة األفعى حفيف, فتنه, األفعاء ). in checking students’ answers in translating the collocation (commit a mistake), it is found that twenty (20) students ( 33.3%) provided correct meaning of the collocation but p a rticip a n t s collocation correct arabic translation participants’ answers types of problems correc t incor rect left gramm atical lexical cultura l 62 heavy rain غزيرًةًأمطار 48 11 3 4 8 8 snakes hiss األفاعيًفحيح 0 55 7 20 24 32 commit a mistake خطًأًيرتكب 20 42 0 24 54 54 bread and butter ملحا ًًوًخبزا ً 10 48 4 8 44 44 pay a visit بزيارةًيقومً/يزور 8 47 7 12 30 45 have a heart رحيما ًًكن 17 42 3 17 38 39 know by heart قلًبًظهرًعنًيحفظ 5 49 8 21 28 47 in a heartbeat تردًدًدونًبسرعة 0 57 5 30 56 57 a big cheese ًًوًمسؤولًشخص مهًم 0 59 3 42 59 59 brain drain ًاألدمغةًهجرة العقول\ 1 53 8 43 48 54 bright victory باهرًانتصار 46 10 6 7 10 10 form and content المضموًنًوًالشكل 6 49 7 47 49 49 trees rustle الشجًرًحفيًف 5 48 9 35 48 48 means and ends الغاياتًوًالوسائل 0 55 7 16 55 55 pass a law قانونا ًًيسن 0 58 4 43 55 56 raging storm هوجاًءًعاصفة 14 38 10 4 38 36 draw a sward سيفا ًًيستل 6 45 11 29 40 43 http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 34 these answers contained grammatical mistakes where they translated this collocation as ( خطأ ارتكب ) in the past instead of ( خطأ يرتكب ) in present, forty two (42) students (70%) provided incorrect answers. the incorrect answers contained grammatical mistakes as for example, ( اخطاء, أخطاء يصحح, ذنب اقترف ), lexical and cultural mistakes as ( تراكم, الخطأ على علق الخطأ على علق, أخطاء يصحح, كثيرة أخطاء, األخطاء ). however, there was no left answer. as it is shown in table (2) above, concerning the collocation (bread and butter), only ten (10) students (16.1%) provided correct answers ( ملحا ً و خبزا ً and ملح و عيش ), forty eight (48) answers (77.4%) were incorrect and four (4) answers (6.5%) were left. moreover, in analyzing the type of students’ mistakes, it is found that eight answers (8) had grammatical mistakes such as ( ساهل, ملح العيش ) and forty four (44) lexical and cultural problems as ( و الخبز جدا ً سهل, سهل و صعب, الزبدة ). in investigating the answers related to the collocation (pay a visit), students’ answers showed that only eight (8) answers (12.9%) were correct though some of them were correct in meaning but they were ungrammatical where two students provided answers in the past بزيارة قام ) ), while forty seven (47) answers (75.8%) were incorrect where students committed compound mistakes; i.e. grammatical mistakes as ( الزيارة فرصة, بالصدفة زيارة ), lexical and cultural mistakes such as ( بسح ألة, زيارة ادفع, الزائر يدفع, طيبة زيارًة ) and seven (7)answers (11.3%) were left. for the collocation (have a heart), it is clear that students depended on literal translation. forty two (42) answers (67.7%) were incorrect, seventeen (17) answers (27.4%) were correct, and three (3) answers (4.8%) were left. students’ incorrect answers contained various types of mistakes. for example, in terms of grammatical mistakes students provided answers such as ( قلبا ً امتلك, ضمير يملك, ضمير لديه ), and lexical and cultural mistakes such as ( قلب وجع, االحساس عديم, القلب اتدق, عالي احساس ). regarding the collocation (know by heart), it seems that students found it hard to be translated. only five (5) answers (8.1%) were correct where the participant translated it as ( قلب ظهر عن ). on the other hand, forty nine (49) answers (79.0%) were incorrect and eight answers (12.9%) were left. it is obvious that this collocation was a challenge to all students. different mistakes were pointed; grammatical mistakes such as ( بالقلب تعرف ,قلب ظهر عن عرًف بعقله ليس و بقلبه يعلم ) as well as lexical and cultural mistakes such as ( يعرف, عالي احساس, دليلي قلبي بالفطرة يعرفه, القلب بواسطة ). for the collocation (in a heartbeat), it was translated incorrectly by all participants. the incorrect answers were fifty seven (57) (91.9%) and five (5) answers (8.1%) were left. the translated answers reflected students’ misunderstanding of this collocation where different types of mistakes were identified; grammatical such as ( قلبك اعماق من, حياته في, القلب دقات في ,) lexical and cultural such as ( القلب نوايا القلب دقات من ,الحساس الهدف, القلب نبضات فًي .) hence, all answers were far away from the real meaning of this collocation. it is observed that the collocation (a big cheese) was also hard for all participants. all students translated it incorrectly where they depended on literal translation. fifty nine (59) answers ( 95.2%) were incorrect, three (3) answers (4. 8%) were left. students provided answers with various types of mistakes. these mistakes were classified as grammatical such http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 35 as ( كبير جبن, األكبر راختيا ) and lexical and cultural mistakes such as ( ابتسامة, كبيرة حصة, عظيمة فرصة جميل نصيب, كبيرة ). the collocation (brain drain) was also hard to be translated for the participant. only one answer (1.6%) was correct where the participant translated it as ( األدمغة هجرة ). on the contrary, fifty three (53) answers (85.5%) were incorrect and eight (8) answers (12.9%) were left. the incorrect answers contained three types of mistakes which are grammatical, lexical and cultural. students provided incorrect translation as ( , العقل فقدان, المهجور العقل, جنون فارغ دماغ , بحكمة تصرف, جاف لعق .) it is observed that the collocation (bright victory) was not that hard for the majority of the participants. forty six (46) answers (74.2%) were correct, ten (10) answers (16.1%) were incorrect and six (6) answers (9.7%) were left. grammatical mistakes such as ( انتصار العظيم نصر, ساحق النصر, قاضية ), lexical mistakes such as ( , الصاحق النصر المع انتصار ) and cultural mistakes such as ( معال انتصار, العظيم نصر, قاضية انتصار ) were detected. regarding the collocation (form and content), six (6) answers (9.7%) were correct, forty nine (49) answers (79.0%) were incorrect and seven (7) answers (11.3%) were left. the majority of students understood and translated the word (content) as (محتوى), but as a collocation they couldn’t translate it correctly. grammatical mistakes such as ( و القاعدة المحتويات, المعنى صيغة, المحتويات ) were noticed, lexical and cultural mistakes such as ( قاعدة, الهيكل المعنى صيغة, االتصال و شكل, محتوى ) were also detected. for the collocation (trees rustle), only five (5) answers (8%) were translated correctly, forty eight (48) answers (77.4%) were translated incorrectly and nine (9) answers (14.5%) were left. this indicates that this item was hard to be translated by students. different types of mistakes were counted. these mistakes are grammatical mistakes such as ( , حفيف األشجار متفرعة الشجر ), lexical and cultural mistakes such as ( صوت, األشجار جذور, األشجار غبار, العائلة شجرة األشجار أوراق ). referring to the collocation (means and ends), it is found that all students were unable to translate it correctly. fifty five (55) answers (88.7%) were incorrect and seven (7) answers (11.3%) were left. the provided answers were far from the intended meaning and different mistakes were categorized. all the incorrect answers contained grammatical, lexical and cultural mistakes where students provided answers such as ( معاني, النهاية في العبرًة نهايات و معاني, نهايات و بدايات, نهاية و طريق ,النهايات ). for the collocation (pass a law), it is observed that all participants were incompetent to translate it. fifty eight (58) incorrect answers (93.5%) and four (4) answers (6.5%) were left. the mistakes were clear and reflected students’ poor understanding the target meaning. their answers contained grammatical mistakes such as ( قانون ذعوا, القانون مخالف, القانون تمرير ) as well as lexical and cultural mistakes such as ( يكسر, منخفض تمرير, القانون عن خارج, نونقاال اختراق القانون تمرير, القانون ). this indicates that students know the word (law) and they do not know the meaning of the collocation (pass a law) as one unit. the provided answers showed that students depended on guessing more than realizing the exact meaning of this collocation in arabic. in examining students’ answers for the collocation (raging storm), it is clear that this item wasn’t difficult to be understood by the majority of participants. it is noticed that two http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 36 (2) answers ( هوجاء عاصفة ) were correct (3.2%) and another thirty six (36) (58.1%) were acceptable because students gave nearer correct translation such as ( , عنيفة عاصفة, قوية عاصفة شديدة اصفةع ). on the other hand, fourteen (14) answers (22.6%) were incorrect and ten (10) answers (16.1%) were left. students provided answers that contained grammatical mistakes such as ( عاصفة تحتدم ) and lexical mistakes such as ( الشديد الغضب, وهجاء عاصفة ) and cultural mistakes as ( غضب ثورة, عنيفة عاصفة, الشديد الغضب ). regarding the final collocation given in the translation test (draw a sward), it is noticed that only six (6) answers (9.7%) were near the correct answer where students translated the item as السيف يسحب) ) and no one translated it as ( سيفا ً يستل ). this indicates that the participants have a cultural gap even in their first language (arabic) where they do not know the word (يستل) as well as the arabic collocation ( سيفا ً يستل ). it seems that even this item was difficult were forty five (45) answers (72.6%) were incorrect and eleven (11) answers (17.7%) were left. grammatical mistakes such as ( سيفا رسًم, خطة لرسًم ), lexical and cultural mistakes such as ( سيفا ً رسم, سيفا ً ارسم ,سيفا ً يسحب ) were observed. analyzing students’ translation of english phrasal verbs this section displays data obtained from students’ answers based on their translation of five (5) english phrasal verbs. these phrasal verbs were clear and common. table (3) displays students’ responses in terms of correct, incorrect, and left answers. it also shows the type and number of grammatical, lexical, and cultural, mistakes that were committed by the participant. however, students’ answers contained many arabic spelling mistakes as it is shown in the comments below. table 3. analyzing students’ answers in translating english phrasal verbs regarding the phrasal verb (slow down), it seems that it wasn’t hard for the majority of students though many of them used the word (يبطئ) in their translation which is not the exact meaning of the collocation. forty three (43) answers (69.4%) were correct, seventeen (17) answers (27.4%) were incorrect and only two (2) answers (3.2%) were left. though the majority of participants figured out the meaning but grammatical mistakes such as (بطء, اهدأ ببطء، لألسفل ) as well as lexical and cultural mistakes such as ( بتأني, ببطئ ينزل, أبطا ) were found. p a rticip a n ts phrasal verb correct arabic translation participants’ answers type of problem correc t incorre ct left gram matica l lexica l cultura l 6 2 slow down 17 16 8 2 17 43 تمهل /تأن /السرعة خفف think up 46 46 8 4 46 12 فكرًة كون اخترع figure out حل-قرر اكتشف يستنتًج -ستخرجا 7 50 5 9 46 48 go on 9 10 4 1 11 50 استمر / تابع come up with فكرة يقترًح ابتكر – أدرك حل او خطة او 6 48 8 8 45 48 http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 37 though the phrasal verb (think up) wasn’t difficult, many students translated it as an infinitive verb (يفكر).there were twelve (12) correct answers (19.3), forty six (46) incorrect answers (74.2%) and four (4) answers (6.5%) were left. students did some grammatical mistakes such as ( أعتقد,التفكير أرفع ), lexical and cultural mistakes such as ( التنبؤ, خمم, بفكرك ارتقي ). these mistakes indicated that students were able to translate the verb (think) but they were unable to translate the phrasal verb (think up) as one unit. in analyzing students’ answers of the phrasal verb (figure out), it is noticed that this phrasal verb was harder than other phrasal verbs included in the test. only seven (7) answers (11.3%) were correct, fifty (50) answers (80.6%) were incorrect and five (5) answers (8.1%) were left. grammatical mistakes such as ( اكتشاف, معرفة, يشير, بتعرف ), lexical and cultural mistakes such as ( يتعرف, فكر, مدة ) were detected. considering the phrasal verb (go on), it is observed that this item wasn’t difficult because it is a part from students’ language use in class where teachers and lecturers use this phrasal verb regularly. fifty (50) answers (80.7%) were correct, eleven (11) answers (17.7%) were incorrect and only one answer (1.6%) was left. however, grammatical mistakes such as ( ابتعد, بعيدا ً يذهب ), lexical and cultural mistakes such as ( ابتعد بعيدا ً يذهب, ينفذ, تجاوز ) were identified. as it can be clearly seen, the phrasal verb (come up with) was hard to be translated. only six (6) answers (9.7%) were correct. on the other hand, forty eight (48) answers (77.4%) were incorrect and eight (8) answers (12.9%) were left. grammatical mistakes such as ( شيء ابعاد, مرافقة, اتفقا ) which are far away from the exact meaning were noticed. further, lexical and cultural mistakes such as ( معه تعال, مع اتفق, مع تعال, مع أنجز ) were also observed. this phrasal verb reflected how students depend on the literal meaning and their lexical competence is poor. analyzing students’ openended questions based on the data extracted from students’ answers from the translation test part two which consists of three open-ended questions, data revealed that students have their views about english colocations and phrasal verbs. data obtained from the first question in part two: do you think that translation of english collocations and phrasal verbs is a difficult task? why? the majority of students, fifty nine (59) of them, answered with (yes) and only three students said (no). moreover, to justify their answers, students provided and reported different reasons such as, “...many english words have multi meanings and they can’t be translated easily and literally”, “english collocations and phrasal verbs are complex because they have different and difficult meaning”, “collocations are difficult because we don’t use them in class and we don’t know the real meaning of expressions” and “collocations need practice and experience because they are not easy”. the study participants also claimed that they didn’t study english collocations and their use in the vocabulary development subject and they don’t have sufficient knowledge and background about english collocations and phrasal verbs. students are aware of the fact that english collocations are related to english culture and need to be understood to be translated properly. they reported that collocational expressions need special knowledge and must have solid language and culture background. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 38 regarding the second question in part two of the test: what kind of problems do you usually face when you translate from english into arabic and translation of english collocations and phrasal verbs specifically? students reported many problems such as, “the english word may have a specific meaning but it has different meaning in the collocation expression and i cannot use the exact meaning efficiently”, “i face difficulty in finding the real meaning of the english words and understanding how native speakers use them in their life”, “i have a problem in recognizing and understanding compound words and phrases”. additionally, students also stated that they can’t find the intended meaning of collocations easily, they don’t use collocational expressions a lot in their daily life, collocations cannot be found in standard dictionaries, collocations and phrasal verbs are unpredictable, it is difficult to find the exact equivalent meaning for some collocations, they find difficulties in understanding the meaning of some collocations and phrasal verbs, and lack of background in terms of the real meaning of collocations in a foreign language and other’s culture. concerning the third question in part two: how can libyan efl learners overcome translation problems that related to collocations and phrasal verbs? students reported some ways to overcome the collocation and phrasal verbs problems for example, “...reading different english sources can help in understanding english expressions and culture.”, “focusing on using idioms, collocations and phrasal verbs regularly in class.”, “we need to practice how to use dictionaries that explain the meaning of collocations.” likewise, most of the participants insist on “practice” as a key to overcome the translation problems. they emphasized the fact that collocations need to be practiced as possible as they can. students reported other solutions as intensive reading, exposure to different types of texts, translating stories, magazines and legal contracts. in addition, some students said that collocations should be listed and learned by heart to memorize them. they also said that they are in need for specialized dictionaries which deal with collocations, phrasal verbs and idioms. students were aware of the importance of collocation use where they emphasized that they should use them in their daily life by communicating with foreigners to learn their culture. they also highlighted the importance of the role of teachers where they said “instructors should pay more attention and give more time for collocations and phrasal verbs use in teaching”. discussion based on the data analysis section, it is clear that libyan undergraduates who participated in this study encounter various problems in understanding the real meaning of english collocations and phrasal verbs. since the meaning is the target element of the translation process and students ignore the meaning and actual use of these collocations, they commit various mistakes in their translation outputs of the given collocations and phrasal verbs items. data obtained to answer the research question what kind of problematic areas do libyan undergraduates at the university of tripoli encounter in translating english collocations and phrasal verbs?, indicates that students encounter different serious problems where their answers contained many mistakes. moreover, many answers were left without any translation trials. this indicates that these expressions were hard for students who confronted challenges in translating the provided collocations and phrasal verbs. as indicated earlier, these mistakes were classified as grammatical, lexical and cultural which http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 39 caused incorrect translation production, (see figure 1). in addition, many answers contained arabic spelling mistakes which affected the quality of the translation output. figure 1. types of the participates’ translation problems data gained from the translation test has shown that the majority of students have poor competence in translating english collocations and phrasal verbs. hence, in inspecting the question what are the factors that affect students’ collocation translation performance? and how students can be assisted to overcome these problems? it can be stated that there are many reasons that affect students’ poor translation competence and performance. these factors are due to; first, the misunderstanding of collocational meanings which is mainly affected by the huge negative interference and transfer of students’ native language (l1) which is arabic on l2 (english). this matches the study that conducted by huang (2001), koya, (2003) and fan (2009), which indicated clearly the l1 interference in collocational production of efl students. accordingly, the major reason of libyan students’ erroneous production of language lies in their l1 knowledge and ignorance of collocation meaning and use. therefore, the majority of them translated the collocations literally and others ignored totally the equivalents. second, it is obvious that the main problem in translating collocations and phrasal verbs is due to the lack of practice and use of these expressions. many libyan undergraduates do not know the collocational use because they do not learn and use them in their both productive contexts (spoken and written) regularly. this results in deficiency in real use of language in general and the use of collocations in particular. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 40 hence, libyan learners cannot achieve the native like competence of language and their miss-collocational use still represents a constraint from expressing and using of these expressions. third, it is observed that participants’ instructors neglect teaching collocations neither in translation texts nor in vocabulary development courses. it has been noted that there was no methodology implemented to teach vocabulary regarding collocations to enrich students’ knowledge about word combinations and phrases. however, it is clear that translating phrasal verbs was easier than collocations due to two reasons; first, students studied phrasal verbs in grammar subject, second: phrasal verbs were easy to be guessed in meaning because students know the meaning of the first part (verb). for example they know that think means (يفكر) and think up as a phrasal verb can be inferred. hence, this lack of emphasis on teaching collocational use in vocabulary course leads learners to make unlimited mistakes in translation because they depend on guessing and literary translation to create the meaning instead of using the real target meaning of collocations. furthermore, it is obvious that students’ responses to the test items reflect the misuse of cultural expressions not only in english but also in arabic where students in many answers understood the meaning of collocational expressions and provided similar meanings but their production had many mistakes in terms of lexical and cultural mistakes due to their poor background not only in english but also in the formal arabic expressions. though many students guessed some words’ meaning but lexical and cultural choice of arabic words caused problems in translation. students’ answers contained compound mistakes where many answers contained grammatical and lexical mistakes or lexical and cultural ones. there is a correlation between lexical and cultural mistakes. in other words, students make mistakes because of lexical misunderstanding as well as poor cultural background in their mother tongue. collocations such as (snakes hiss and trees rustle) cannot be classified as hard collocations to be understood or translated but the problem is that students do not recognize the exact meaning of sound in arabic. this is a huge cultural problem which effects the translation production. conclusion it is apparent that libyan students encounter challenges in translating english collocations and phrasal verbs where they commit enormous language mistakes due to various factors and influences. lack of translation interest, misunderstanding and misuse of collocations can be regarded as a core cause of translation problems among libyan students’ which affects their translation competence and performance. the majority of libyan students depend on guessing and the use of literal translation which affects negatively their cognitive translation capability. additionally, there is a clear cultural gap in both english and arabic because even when students got the meaning of collocation they couldn’t provide the correct expression in their mother tongue. consequently, the problematic areas refer not only to their incapability in translation and understanding of english collocational expressions, but also to their poor performance in choosing the arabic words where many test answers contained mistakes in arabic grammar and spelling. there is an urgent need to find solutions that will assist students to improve their language use ability. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 41 it seems that when students got the meaning of the collocation, they can give the equivalent in their mother tongue which emphasizes the important role of culture in translation. when expressions are bounded to culture, this will facilitate the translation process. the majority of students' cultural background and experience in translation are poor and require more attention and follow-up. there is a huge gap in understanding and applying of the translation methods and techniques where many students used the literal translation method. some of them even left some collocations unanswered, and this indicates their incapability to translate these collocations. furthermore, translation teaching methodology affected students’ performance where they reported that they are still in need for using dictionaries in translation. many libyan efl instructors and teachers neglect teaching collocations as a part of translation and vocabulary courses and they allow their students to use dictionaries in the translation tasks. therefore, students find difficulties in translating collocational expressions since they have specific meaning and they cannot be found in standard dictionaries. thus, students are in need to know the meaning and how to use collocational expressions by recognition and memorization of them within a context. to conclude, libyan students find the translation of collocations and phrasal verbs a hard task and in fact, their ignorance of real meaning and use of collocational expressions hinders them from achieving the translation product competently. suggestions and recommendations collocations and phrasal verbs are important parts in vocabulary and translation subjects. learning how to use them efficiently helps in enhancing students’ language knowledge, cognitive ability and use. thus, some suggestions may be provided: libyan instructors, researchers and language curriculum designers in higher education need to pay more attention to collocations for the sake of diminishing collocational errors among libyan efl learners and enhancing collocational and vocabulary learning and use. due to the complexity of translating collocations and phrasal verbs, lecturers and teachers should facilitate the teaching of translating phrasal verbs and collocations. they need to come up with some new ideas and techniques to teach collocations, phrasal verbs and other idiomatic expressions properly. learners' awareness and cognitive ability should be developed and activated by practicing translation of word combination, idioms and phraseological units. thus, posters, videos, films, spoken dialogues novels, stories, advertisements, news, cards, drawings, transcriptions and peripheral learning drawings that are well designed need to be presented with an emphasis on new vocabularies, phrases, clauses and sentences that emphasize the language use (chunk or context) rather than words or forms or sentences in isolation. therefore, collocation expressions and phrasal verbs will become part from students’ vocabulary knowledge and use. cognitive ability and memory are important elements in the field of translation; hence, students should be encouraged to read different texts and literary works where they will meet different collocational expressions and phrasal verbs that are used in real written or spoken contexts by native speakers. more importantly, learners need to be taught at early stages how to be creative and teachers and instructors ought to search for different idiomatic http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 42 and collocational expressions to make them as a part of their students’ knowledge and culture. finally, translation and arabization should be emphasized among libyan learners because of their importance in enhancing language teaching and learning. when students practice translation and arabization, they will meet different texts and their competence in comparing between the source text (st) and the target text (tt) will be enriched and then the translation process will become easier and more enjoyable. thus, further research can be conducted to enhance areas of translation teaching and learning to enhance the use of cultural bound expressions and to help students to overcome the misuse of collocational and idiomatic expressions. references aldahesh, a. y. (2008). translating idiomatic english phrasal verbs into arabic. (phd dissertation). university of western sydney. bensaha, k. (2015). investigating teachers and students’ attitudes toward the role of translation from english into arabic on learning the use of phrasal verbs. (ma dissertation). larbi ben m’hidi university-oum el bouaghi. boonyasaquan, s. (2006). the lexical approach: an emphasis on collocations. journal of humanities, 28 (1): 98-108. corder, p. (1971). the significance of learners’ errors. international review of applied linguistics in language teaching.5 (4): 161172. doughty, c. & williams, j. (1998). focus on form in classroom second language acquisition. cambridge: cambridge university press. ellis, r. (2008). the study of foreign language acquisition. oxford: oxford university press. fan, m. (2009). an exploratory study of collocational use by esl students –a task based approach. system, 37.110-123. ghazala, h. (1995). translation as problems and solutions: a course book of university students and trainee translators. beirut: dar wa maktabet alhilal. ghazala, h. (2008). translation as problems and solutions: a textbook for university students and trainee translator. beirut: dar el-ilm lilmalayin. huang, l. s. (2001). knowledge of english collocations: an analysis of taiwanese efl learners. retrieved from: www.utexas. edu|students| fleas|tpfle|contents 7.doc. koya, t. (2003). a study of collocation in english and japanese noun-verb combinations. intercultural communication studies, 12(1), 125-141. lewis, m. (2000). teaching collocation: further development in the lexical approach. london: commercial color press plc. mahmoud, a. (2005). collocation errors made by arab learners of english. asian efl journal, 5(2), 117-126. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 http://www.utexas/ copyright © the author(s) vol.2, no. 4, october 2021 e-issn: 2723-4126 p-issn: 2776-8880 43 martynska, m. (2004). do english language learners know collocations? in investigations linguistical, vol.xi:1-12. mccarthy, m. (1990). vocabulary. oxford: oxford university press. nation, i.s.p (1990). teaching and learning vocabulary. boston: heinle & heinle publishers. nisselhauf, n. (2003). the use of collocations by advanced learners of english and some implications for teaching. applied linguistics, 24(2).223-242. pawley, a. & syder, f. (1983). two puzzles for linguistic theory: native-like selection and native-like fluency. in richards, j. and schmidt, r., editors, language and communication, london: longman, 191-226. payne, e. t. (2011). understanding english grammar. a linguistic introduction. cambridge university press. pecina, p. (2009). lexical association mesures collocation extraction. institute of formal and applied linguistics, series of studies in computational and theoretical linguistics 4(4). 137. richard, j. c & shmitt, r. (2002). longman dictionary of language teaching and applied linguistics. london: longman. sadeghi, k. (2009). collocational differences between l1 and l2: implications for efl learners and teachers. tesol canada journal, 26.100-124. sadeghi, k., & panahifar, f. (2013). a corpus-based analysis of collocational errors in the iranian efl learners' oral production. journal of teaching language skills, 31(4), 5378. saleh, m. y. m. (2011). semantic and syntactic problems in" comprehending english phrasal verbs. journal of tikrit university journal for humanities, 18(7), 427-451. shammas, n. a. (2013). collocation in english: comprehension and use by ma students at arab universities. international journal of humanities and social science, 3(9), 107122.. swan, m. (1997). the influence of the mother tongue on second language vocabulary acquisition and use. vocabulary: description, acquisition and pedagogy, 156-180. wang, y. & shaw, p. (2008). transfer and universality: collocation use in advanced chinese and swedish learner english. icame journal, 32, 201-232. zarei, a. (2002). what is wrong with collocations? an investigation of the iranian advanced learners' problems with english collocations. journal of humanities of university of sistan and balouchestan, 7(18), 240-280. http://u.lipi.go.id/1593190689 http://u.lipi.go.id/1593190689 copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 63 this work is licensed under a creative commons attribution 4.0 international license the use of snowball throwing in teaching reading at the second year students of smpn 8 palopo abstract this thesis uses snowball to improve student reading with the research question, "how to use snowball throwing in smpn's second-year students. this research employed classroom action research (car) with cycles: first cycle, second cycle. each cycle consists of four steps: planning. acting, observing, reflecting. four meetings during the research cycle. class viii, three samples of this study, consisted of 20 students. the study result revealed that cycle 2 was better than cycle one scores. during the lesson, the students showed great enthusiasm. cycle 2's mean score is 82,75, and the percentage of student activity observation the student reading mastery increases after cycle 2. the appropriate way to teach reading using snowball throwing is: (1) giving students more motivation to build confidence and spirit to study hard and be active in learning. (2) before starting the learning process, more explanation of the material and giving the game than allowing the students to say what they do not understand. (3) giving reward/gift for appreciation, (4) grouping students into a small group of 5 students. (5) narrative text glossaries (6) observers and writers were observing student activities. (7) testing students to know the students ' improvement in reading after using snowball throwing learning (focus on the narrative text) keywords: reading narrative text, snowball throwing, teaching reading skills introduction reading is one of the communication acts that consist of communicative activity and becomes the center for concept-building and comprehension-stimulating thinking. by having excellent reading skills, people can understand english written text well. therefore, students are supposed to have the reading skills; especially junior high school students will continue their studies in high school (iksan & dirham, 2018). to teach students to read, a teacher often finds problems, such as finding the meaning of words in the text, difficulty explaining the purpose of the text, and difficulty explaining the text. factors such as incapacity and low interest may account for some issues. many teachers believe the problem is the inability to use instructional strategies or learning techniques that help students improve their readability. students ' interest in learning a second language is influenced by the lessons and how the classroom teaches them. so if a teacher wants to improve student language mastery, they must be aware of the feelings of the students and create a supportive learning atmosphere in the classroom. in lecturing, they should give opportunities and motivate students to read actively. if students are interested, they are motivated to read. high motivation to practice reading will improve comprehension of reading. the problems in smpn 8 palopo were that the students rarely discussed and shared materials because the reading activity still depended on the teacher's explanation, e.g., wahidin state islamic institute of palopo (iain palopo), south sulawesi indonesia wahidin@iainpalopo.ac.id http://creativecommons.org/licenses/by/4.0/ mailto:amalia_yahya@iainpalopo.ac.id copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 64 this work is licensed under a creative commons attribution 4.0 international license the teacher explaining the materials in front of the class, and the students listened to her explanation. some students were active, but others were passive. that happened because some students dared to ask and share views with teachers, but the other students did not. the students were still afraid to answer the teacher's questions and still shy about their teacher's views. when students pay serious attention, most of the reading process comprehends the message. this situation also occurs in most second-year students at smpn 8 palopo, who still face difficulty reading skills on the narrative text and always get bored when reading the text because they repeatedly read the text to understand the next. just try to know the meaning of each word from the text to get the text's central idea. the students spent a long time understanding the next and do not have the same opportunity to understand the next. one difficulty students face is remembering what they have read. most students still can not read well and hard to understand (ilham, 2020). they are many techniques that can be used to teach an understanding of reading. however, the writer applies a snowball throwing to teach students reading comprehension as an alternative way to create an active teaching-learning process. snowball throwing technique is one kind of cooperative learning model in which students work in small groups, and each student is forced to be active in this teamwork format, and the students get the opportunity to interact. in this interaction, students enjoy learning. a narrative text is a text that focuses on specific participants. its social function is to tell stories about past events and to entertain our stories with readers / hears. the purpose of the narrative, other than entertainment, can make the reader think about an issue and teach them a lesson. the language features used in the narrative text, according to antonio wardman, are the use of adjectives that form noun phrases using time connectives, the use of adverbs, the use of past tense, the use of saying verbs, and the use of specific characters (iksan, n.d.). however, in this research, the writer focuses on using the past tense, using time-connective conjunctions, and using adverbs. it is a snowball throwing technique. cooperative learning techniques are useful for teaching reading, where cooperative learning involves learning from each other in groups (wadirman et al., 2008). the writer chose snowball throwing as smpn 8 palopo 's second-year snowball throwing students will exchange information and discuss the text in reading. snowball throwing makes students behave together towards the condition given by the teacher, and the students can go through any problem they face through working together awkward atmosphere. snowball throwing also helps to solve the problem of classes that are too large to offer many opportunities to apply their reading comprehension, and they are more active in discussing their teacher's reading material, offering many advantages, creating and encouraging the individual's insight into their comparative strengths and weaknesses to generate and share the idea. according to setiawan, the learning environment and management system of cooperative learning for snowball throwing offers opportunities for learning democracy, enhances students ' appreciation of academic learning, prepares students to learn about collaboration and social skills through the active participation of learners in small groups, offers learning opportunities. it builds a positive relationship between teacher, student, and student, and also creates a better chance to learn english more effectively (setiawan, 2019). numbers of studies were conducted on this topic, dwi melinda nebella studied (2018) youtube videos and snowball throwing technique to improve student speaking http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 65 this work is licensed under a creative commons attribution 4.0 international license skills and found that using the snowball throwing technique is effective in improving student speaking skills. nurbaya (2009) also studied the effect of using snowball throwing to improve student motivation. she concluded that improving student motivation in pai by using snowball throwing is a useful and exciting way that can be applied in any classroom. in 2009, dodi irawan also studied the effect of using snowball throwing to improve student achievement in sains in the 4th grade of elementary school 013 koto tuo.1 based on previous related studies above, the writer concluded that english teachers need an appropriate way of teaching to improve student reading comprehension. teachers should understand what the best strategy or technique can help students understand the reading. teachers should also know about good material that can make students interested and read quickly. it can also increase student knowledge after classroom study. in this study, the writer used a snowball throwing technique to improve student reading comprehension. the snowball throwing technique trains students to receive narrative text messages from other students and deliver the message to their group friends. a question paper contains questions made to the other students in a snowball paper. students receiving open paper ball answer the question. implementing this technique can be beneficial for all students to improve their class reading comprehension because they have the same opportunity to participate actively in english reading. methods research design this research applied research into classroom action. it aims to find out if using snowball throwing to improve student reading to smpn 8 palopo 's second year. in the second year of smpn 8 palopo, a student class collaborated with the class's english teacher. because the researcher is the teacher, the teacher will be the supervisor at the learning process while the writer will teach the researcher method to the students. implementing learning to improve reading; the research was conducted in from cycle: planning, acting, observing, and reflecting. the place and time of the research this research was conducted in the academic year 2019 at second-year students at smpn 8 palopo, which consists of 20 students research subject this research would apply classroom action research. it aims to find out the effectiveness of using snowball throwing in the second year students of smpn 8 palopo, in collaboration with the english teacher in charge, asrika achmad s.pd. because the researcher will be a teacher, the teacher was a supervisor at the learning process while the researcher taught the students the method and media of the researcher. technique and instruments of collecting data 1. techniques 1 dodi irawan, the effect of using snowball throwing to improve students achievement in sains at the forth grade of elementary school 013 koto tuo (university of sultan syarif kasim riau:2009) http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 66 this work is licensed under a creative commons attribution 4.0 international license the collecting data techniques in this classroom action are: a. test the test was used to determine the students ' narrative text scores. the text itself contains narrative text in which the narrative text questions each contain five questions that will be given to each student; then, the student answers the questions given (sura and baya, lion, and mouse). b. interview the interview was used to find out the level of success in implementing the use of snowball throwing in teaching reading. 2. instruments the instruments used in collecting data in this classroom action research were: a. observation list: observe student participation during the use of snowball throwing in teaching reading. also, as the primary instrument in the teacher-collaborator discussion part as a way to reflect in each cycle. b. questionnaire: to find out students whether this technique can be applied in teaching in using snowball techniques in reading c. camera: the researcher takes students' picture in the learning process procedures of collection data the researcher gave two meetings for each cycle cycle i 1. planning a. analyzing the curriculum, especially the basic competence after doing the need analysis of the second year of smpn 8 palopo. b. the researcher making a lesson plan about the use of snowball throwing in teaching reading comprehension on the narrative text. c. preparing the narrative text 2. acting a. the researcher introduced himself and collaborator to the students. b. the researcher explained the aims of the learning process. c. the researcher explained the definition and structure of a narrative text. d. the researcher gave examples of narrative text ("sura and baya"). e. the researcher divided the students into two big groups. f. each student was given a sheet of paperwork and wrote down questions about the matter which has been described by the teacher, and then squeezing the paper became a ball shape. g. the researcher made a conclusion 3. observation some important things had been observed, those were: a. the researcher identified and make a note about all the problems that the teacher gets when teaching and learning process. b. the researcher did the evaluations which use the result of the study to know how far the students have improved. c. the researcher gave the students the chance to give suggestions in action research. reflection this classroom action research was a success if some of the following requirements are fulfilled: http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 67 this work is licensed under a creative commons attribution 4.0 international license a. most of the students have good participation during acting (70%). b. most of the students have a good score in evaluation (75%). the technique of data analysis the data which were collected through observation in each cycle were analyzed descriptively by using percentage technique. 1. 𝑆𝑐𝑜𝑟𝑒 = 𝑇𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟 𝑠𝑐𝑜𝑟𝑒 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑥 100 classifying the students' scores based on the following classification: a. very good = 81 – 100 is classified as very good b. good = 61 – 80 is classified as good c. fair = 41 – 60 is classified as fairly d. poor = 21 – 40 is classified as poor e. very poor = 120 is classified as very poor calculating the mean score of the students' reading test by using the following formula: 𝑋 = ∑𝑥 𝑁 where: x = the mean score ∑x = the total raw score n = the number of students 2 2. activities of students during the learning process analyzed by considering the students' participation and classified into very active, active, less active, and not active classification. 3. implementation of learning by using snowball throwing in teaching reading could be categorized as; very good, good, fair, poor, and very poor classification. 4. the result of the interview from the interview with the english teacher, the researcher obtains information using this technique for reading comprehension in the classroom and is interested in this technique in reading class using this technique to arouse the ability of the students to read about the text. the big obstacle in teaching reading, depending on his point of view, was a lack of vocabulary. the teacher asked the students to read daily, make notes about the difficult words, and use the dictionary as often as possible. the trainer also clarified that when implementing the snowball throwing method, few restrictions were too little time to do those jobs for english subjects. whereas, the number of students in one class is too many (20 students) to be loud and crowded. the teacher also explained that most students like about this technique the learning process is interesting, fun and, on the other hand, they are happy to say that the narrative text has new words for students to make them confused about the meaning of words in the text and through this technique most students can share their knowledge and be more active when reading material table 1. reading assessment based on brown, h. douglas 2 mangkuatmodjo, pengantar statistik, (cet.1, jakarta: rineka cipta 2003), p. 58 http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 68 this work is licensed under a creative commons attribution 4.0 international license poor 0,5 pts fair 1 pts good 2 pts main idea fails to identify the main idea identifies the main idea but cannot identify supporting details identifies the main idea as well as supporting details content fails to identify the content of the story identifies the content but cannot identifying independently the content can identify the content when reading vocabulary decodes an unfamiliar word, but does not interpret the meaning independently decodes the unfamiliar word but is not always able to interpret the meaning from context interpret the meanings of unfamiliar words inference can not conclude the inferred message or suggest identifies or acknowledges, but misinterprets the inference can identify when massage is inferred and can conclude the accurate meaning expression cannot identify expression in the story identifies expression, but cannot independently identify the expression when reading the text results the findings of the research explained the cycles of the teaching and learning process of this current research. in this case, there were two cycles and two meetings for each cycle. cycle i the first cycle of this classroom action research consists of planning, acting, observing, and reflecting planning a. analyzing the curriculum, especially the basic competence after doing the need analysis of the second-year students of smpn 8 palopo. b. making a lesson plan about the use of snowball throwing in teaching reading on narrative text c. preparing the narrative text (reading material) d. divide the students into a group e. preparing the instrument which is used in the cycle of classroom action research acting cycle 1 action started on september 23 , 2019, 10:20 a.m. first lesson. that is the introduction and connection. the authors discussed and studied the introduction. in this case, first, the researcher gave instructions to prepare physically or psychologically by expressing greeting and introduced himself and her co-worker, then prayed together for the beginning lesson. calling the roll, refreshing their focus, such as checking students ' attendance and encouraging them to join the learning process, explaining the narrative http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 69 this work is licensed under a creative commons attribution 4.0 international license text, and throwing a snowball at the second meeting. the student then divided the students into two big groups and then decided each group's leader. the researcher gave questions for each group leader, then returned to their group and distributed the question to each group member. the grouping at this cycle one just randomly, like as; group a they were; r003, r005, r008, r009, r002, r013, r015, r018, r016, r020 group b they were; r001, r004, r006, r007, r010, r011, r012, r014, r017, r019. further, the researcher explained the purpose of the learning process and also the basic competence that would be achieved. third, the researcher delivered the scope of the learning material and gave a little bit explanation about the title of research that would be studied. the researcher asked the students, studied the narrative text by throwing snowball? some students replied they had ever learned the narrative text, but they did not use snowball throwing. the researcher then explained what snowball throwing was, and its steps in teaching and learning comprehension of reading, what they had to do during the class. the researcher then explained the narrative text, social function, characteristic, generic structure, and many more. after explaining, the researcher gave students the narrative text. the researcher gave all students "sura and baya" text. each student was given sheet paperwork, and each student wrote down questions based on the researcher's reading topic, then they squeezed the paper into a ball shape, and then the researcher gave the command to throw the question ball from one student to another. after the students got a ball or a question, they had the opportunity to answer the question written in the ball-shaped paper, group ' a' threw the ball question to group ' b' next; the students had to keep throwing the paper ball to another student when the student could not answer the question that was related to the reading topic and the paper ball would be out. if all students could not answer correctly, the researcher could give the right answer. last, the teacher gave morality suggestions to the students and gave appreciated, and the teacher said thanks to students who participated in her research. moreover, the last, the researcher closed the teaching-learning process by saying "hamdalah" and prayer together. observing during the implementation of the teaching-learning process, the researcher and collaborator made observations using snowball throwing in the first cycle. they found that some students had improved reading comprehension. students said the learning process was interesting, enjoyable, and happy. on the other hand, the researcher also found some others still below target or criteria. such as; the students did not know the learning by using snowball throwing the class was still noisy because the students were still busy with their activity. the narrative text had some new words to confuse the meaning of the words in the text. the learning process was not active. evaluation of student reading comprehension showed that student reading comprehension mastery was mostly in low scores. evaluation of students ' reading understanding test showed that some students had low scores and the mean score was 56 table 2. score of the students reading in cycle 1 no respondents score 1 r1 60 http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 70 this work is licensed under a creative commons attribution 4.0 international license 2 r2 60 3 r3 55 4 r4 45 5 r5 70 6 r6 45 7 r7 70 8 r8 55 9 r9 60 10 r10 55 11 r11 60 12 r12 35 13 r13 75 14 r14 50 15 r15 35 16 r16 80 17 r17 55 18 r18 40 19 r19 60 20 r20 55 total score 1120 calculating the mean of the students' reading test of cycle 1 𝑋 = σx 𝑁 = 1120 20 = 56 the table explains that a higher score is 80, and the lowest score is 35. there is one student who got a score of 80, there is one student who got a score of 75, there are two students who got a score of 70, there are five students who got a score of 60, there are five students who got a score of 55, there is one student who got a score of 50, there are two students who got score 45, there is one student who got a score of 40, and there are two students who got a score of 35. table 3. the rating percentage of students' in cycle 1 classification score frequency percentage very good 81-100 good 61-80 4 20% fair 41-60 11 55% poor 21-40 5 25% very poor 1-20 http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 71 this work is licensed under a creative commons attribution 4.0 international license the table above shows the students' score in the test of cycle 1, there was none student got 'very good,' 4 (20%) students got 'good,' 11 (55%) students got 'fair,' 5 (25%) students got 'poor,' and none student got 'very poor' classification figure 1. diagram result of the test in cycle 1 after that, the researcher made observations on class students ' activities. the researcher did it with the observer, and she got some data on the learning process's student activities. based on the observation result, she got some data, like two students were not active, six students were less active, nine students were active, and three students were very active. the table below shows it. table 4 the observation of the students' activity in cycle 1 no respondents not active less active active very active 1 r1 √ 2 r2 √ 3 r3 √ 4 r4 √ 5 r5 √ 6 r6 √ 7 r7 √ 8 r8 √ 9 r9 √ 10 r10 √ 11 r11 √ 12 r12 √ 13 r13 √ 14 r14 √ 15 r15 √ 16 r16 √ 17 r17 √ 18 r18 √ 19 r19 √ 20 r20 √ total 2 6 9 3 0 10 20 30 40 50 60 70 80 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 72 this work is licensed under a creative commons attribution 4.0 international license where: 1. very active: the students are responsive and participated fully in all activities in the learning and teaching process. 2. active: the students' response to the material and interacting with others, whether to the teacher or his/her friends. 3. less active: the students pay attention and give responses once in a while. 4. not active: the students do not give a response to the material; she/he looks confused, bored and sometimes leaves the class, sleepy, fiddling mobile, write or something beyond the material, and many more. table 5. the percentage of students' active participation in cycle 1 classification frequency percentage (%) not active 2 10% less active 6 30% active 9 45% very active 3 15% 𝑃 = 𝐹 𝑁 𝑥 100 where: p: percentage f: frequency n: total of students. (oktavianti, 2016) figure 2. diagram the students' participation based on the research data in cycle two shown by the above description that included 20 students, when the learning process was running, there were two students not active in reading class and percentage reached (10%). the less active students were 6, reaching a percentage (30%). the active students were nine and reached a percentage (45%), three very active students, and a percentage (15%). this section was not a success because the researcher and collaborator still found a weakness. reflecting at this stage, the researcher had significant weakness in teaching reading comprehension in implementing or using snowball throwing in cycle i and then continued cycling 2. the class was still noisy because the students were still busy with 0 2 4 6 8 10 not active less active active very active 2 6 9 3 http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 73 this work is licensed under a creative commons attribution 4.0 international license their activity and they were bothering each other. most of the students were still confused about narrative text through snowball throwing. they were still confused with the rules of this activity even though the researcher had explained. the narrative text had some new words for students, so that could make them confused about the meaning of the words in the text. it made the learning process was not active. based on the weaknesses above, it proved that this cycle 1 failed or far from the target. so, it would continue in the cycle 2. for solving the problem or weakness in cycle 1, the researcher was planned in cycle two as follows: a. the researcher who acts the teacher use glossaries in the narrative text to support the student in reading comprehension of the narrative text. it would make the learning process more effective, and the students focus more on reading narrative text. b. the teacher gave more motivation and game before beginning the learning process. c. the teacher was setting the classroom into four groups to create the learning process better. d. the teacher gave more explanation about the material. cycle ii after doing observation and reflecting in the first cycle, there was still a weakness in the first cycle. then there are two meetings in this cycle to decrease the weaknesses and create success in the second cycle, so the second cycle was done. based on the following preparation: planning the planning in the second cycle as follows: a. the researcher who acts the teacher made a lesson plan about the use of snowball throwing in teaching reading comprehension on the narrative text. b. before starting the learning process, the teacher encouraged the students by giving motivation and positive suggestions to the students in order to be more active in the learning process. c. the teacher has to give the game before beginning the learning process. d. the teacher gave more explanation about the material. e. the teacher gave glossaries in the narrative text to support the students in reading comprehension of the narrative text. f. the teacher was setting the classroom into four groups to create the learning process better. acting the second cycle continued on october 2 at 10:45 a.m. the first meeting started like a previous meeting. by greeting the students like saying hi or hello, the researcher opened the class and asked their condition by saying, "how are you?" and then prayed together for the lesson. after the researcher gave the game before the material began, the researcher reviewed the material given before. next, the researcher gave more explanation in understanding narrative text well and efficiently and gave more guidance to them on how to understand it well and smoothly. in the second meeting, the researcher explained the material about narrative text and snowballed throwing. after that, the researcher divided the students into four groups. each group consisted of five students. the researcher was grouping or combining the students base on the list of students' names. group 1, that was; r.001, r.002, r003, r004, r.005, group 2, they were: r.006, http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 74 this work is licensed under a creative commons attribution 4.0 international license r.007, r.008, r.009, r.010, group 3, they were: r.011, r.012, r.013, r.014, r.015, and last group, they were r.016, r.017, r.018, r.019, r. 020. after that, called each group leader came forward to explain the matter. then the researcher gave each group leader some questions and told the member about the teacher's explanation. the researcher gave a text about "the lion and the mouse" to all groups. each student was given a sheet of paperwork, and every student wrote down a question about the reading topic which described by the researcher, then they squeezing the paper become a ball shape, and then the researcher gave the command to throw the question ball from one student to another student group. at cycle two the group 1 threw to group 2, group 2 threw to group 3, group 3 threw to group 4, and group 4 threw to group 1. it showed until three times for +/15 minutes. after the students got one ball or one question, then they had the opportunity to answer questions related to the topic that is written in the ball-shaped paper taking turns. next, the students must continue to throw the paper ball to another group when the member could not answer the question related to the reading topic and the paper ball would be thrown continuously until the member could answer correctly if all the students could not answer correctly so that the researcher could give the correct answer in the last learning conclusion. the researcher asked the students to memorize some vocabulary in the next meeting. after that, the teacher gave some positive suggestions to the students again, such as encouraging, motivating, and giving them spirit more and more before ending the meeting. observing the condition of the class in the second cycle was different from the first cycle. in this case, most of the students got better and became more be exiting. the students looked enjoyed in learning narrative text through snowball throwing. they were more active in class during the group learning process, though some students were still crowded. the grouping of the students was just based on the list of students' names, and they were at the same level so that they just were bothering each other. the narrative text had some new words for students, so that could make them confused about the meaning of the words in the text. the narrative reading only was given one for each group. it made the learning process was less active. although they still could be focused on the learning process when they practiced within their group, they proof the scores of the students were increased. the students' participation in learning narrative text through snowball throwing was more enjoyable and better because most of the students had practiced in asking, answer, responding to some questions that the researcher given and the text had some glossaries. the evaluation of students' understanding in learning narrative text through snowball throwing showed that in this cycle. the students got a better score than in the first cycle. the resulting score of students' presented was increased than in the first cycle because the students more are active, more be accuracy, and fluency in presented their answer. therefore almost all of them followed the learning process enthusiastically so that the class seemed more active than before. evaluation of the student's reading comprehension showed that students' master in reading was high scores. the mean score was 82,75. table 6. score of the students' reading in cycle 2 no. respondents score http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 75 this work is licensed under a creative commons attribution 4.0 international license 1. r1 90 2. r2 90 3. r3 95 4. r4 80 5. r5 80 6. r6 80 7. r7 90 8. r8 80 9. r9 90 10. r10 80 11. r11 75 12. r12 75 13. r13 95 14. r14 80 15. r15 80 16. r16 90 17. r17 75 18. r18 75 19. r19 80 20. r20 75 total score 1655 the mean score of the students' reading test of the cycle: 𝑋 = σx 𝑁 = 1655 20 = 82, 75 the table explains that a higher score is 95, and the lowest is score is 75. 2 students got a score of 95, 5 students got a score of 90, eight students got to score 80, five students got a score of 75. table 7. the rating percentage of students' score in cycle 2 classification score frequency percentage very good 81-100 7 35 % good 61 – 80 13 65 % fair 41 – 60 poor 21-40 very poor 1-20 the table above shows that the students' score in the test of cycle 2, there was student got 'very good,' 7 (35%) students got 'good,' 13 (65%) none students got 'fair,' got 'poor' and none student got 'very poor' classification. figure 3. diagram result of the test in cycle 2 0 20 40 60 80 100 http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 76 this work is licensed under a creative commons attribution 4.0 international license after that, the researcher did observations about the activities of students in the class. the researcher did it with the observer, and she got some data about the activities of students in the learning process. based on the result of observation, she got some data, such as five students were less active none student was not active. table 8. the observation of the students' activity in cycle 2 no respondents not active less active active very active 1 r1 √ 2 r2 √ 3 r3 √ 4 r4 √ 5 r5 √ 6 r6 √ 7 r7 √ 8 r8 √ 9 r9 √ 10 r10 √ 11 r11 √ 12 r12 √ 13 r13 √ 14 r14 √ 15 r15 √ 16 r16 √ 17 r17 √ 18 r18 √ 19 r19 √ 20 r20 √ total 5 7 8 where: 1. very active: the students are responsive and participated fully in all activities in the learning and teaching process. 2. active: the students' response to the material and interacting with others, whether to the teacher or his/ her friends. 3. less active: the students pay attention and give responses once in a while. 4. not active: the students do not give the response to the material; she/he looks confused, bored and sometimes leaves the class, sleepy, fiddling mobile, write or something beyond of the material, and many more. figure 4. diagram the students' participation in cycle 2 http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 77 this work is licensed under a creative commons attribution 4.0 international license table 4.12 the percentage of students' active participation in cycle 2 classification frequency percentage very active 8 40% active 7 35% less active 5 25% not active 𝑃 = 𝐹 𝑁 𝑥 100 where: p: percentage f: frequency n: total of students.3 based on the data in cycle two shown in the above description, which included 20 students, there were 5 when the learning process was running, and the percentage was 25%. the active students were 7, and the percentage reached 35%. the very active students were 8, and the percentage reached 40%. reflection some strong point in cycle 2, as follows: a. most of the students were more active during the learning process, and they were real enthusiasm to read the text. it happened because all of the students took one narrative text and made the learning process more effective, and the students more focus on reading narrative text. b. most of the students were easier to comprehend the narrative text. it happened because in each narrative text there were glossaries and memorizing some vocabularies so that it could support the students in comprehension the narrative text c. most of the students, even very active in reading text when the learning process was running, 7 were active, and eight were very active, were active in learning processes such as, are responsive and fully involved in all activities in the learning and teaching process, and were active in answering questions, less active since they did not comment or respond to the questions 3 ibid. p.73 0 1 2 3 4 5 6 7 8 not active less active active very active 5 7 8 http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 78 this work is licensed under a creative commons attribution 4.0 international license d. the grouping of the students was based on the students' level. it would make them more active and focus on learning. they were not bothering each other, so the atmosphere of the class was conducive. e. the applying of snowball throwing is more attractive to students in improving reading comprehension f. it is giving students more chances to share their knowledge in the teaching and learning process. it could give students more confidence in the teaching and learning process. g. the ideal mean score has achieved, in the first cycle was 56, and then in the second cycle was become 82,75 discussion by considering the findings, the researcher presents the discussion of data given to the students, the section described on the efficacy of snowball throwing method in teaching reading comprehension, especially on the narrative text at smpn 8 palopo's second year students. the students ' score at smpn 8 palopo 's second-year students was ineffective in the first cycle, then in the second cycle. when using snowball throwing, learning can identify results cycles 1 and 2. to find out the effectiveness of the snowball throwing method on teaching reading comprehension on the narrative text on this case, the researcher discusses data analysis results according to the scope of the research. the discussion aims to know the effectiveness of the snowball throwing method in teaching second-year smpn8 palopo students reading narrative text. cycle 1 based on the student test analysis in cycle i, the mean first-period value is 56. the average score of the students in this research was 75. it showed that cycle still far from the goal. only three students, very active in the learning process, were responsive and participated fully in all learning process activities. only nine students active in the teaching process were material responses and interacting with the teacher or his friends. there were six less active students and two non-active students, because they were only once, even gave answers about the material they did not respond. it means that only 45% and 10% of students were not active in class. from data and observation, the researcher found that three students were very active and nine were active during the learning process, which caused them to like the way the researcher taught them by using snowball throwing that they could enjoy and have fun with their friends, and also the students felt happy to receive and understand the lesson. furthermore, the researcher also found class problems, why students were not active and less active because the students were not familiar with the learning by using snowball throwing, did not dare to be active during the learning process, the class was still noisy because the students were still busy with their activity. the narrative text had some new words for students, making them confused about the meaning of narrative text words. additionally, students have less language. it made students less active in reading narrative text. evaluation of the students reading comprehension showed that students' mastery of reading comprehension was mostly in low scores. the mean score was only 56, and this still far from the goal. the rating percentage of students' score in reading test of cycle 1, there was none student got 'very good,' 4 (20%) students got 'good,' 11(55%) students got 'fair,' 5 (25%) students got 'poor,' and none student got 'very poor' http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 79 this work is licensed under a creative commons attribution 4.0 international license classification. the researcher also realized that teaching had some weaknesses, as the researcher sat in the chair explaining the material to her unclear and weak. it means that in cycle one, the researcher was not successful in teaching reading comprehension on the narrative text by the snowball throwing method. before the researcher continued to the next cycle, she planned to repair some of the aspects that make the goal can be not achieved, like the weakness in teaching. therefore, the researcher had to continue to cycle 2. cycle 2 in the second cycle revised from the first cycle, we made a new plan in order to solve the problems in cycle 1. the researcher repaired the weakness in implementation— snowball throwing in teaching reading comprehension in cycle 1. the teacher planned some solutions for the next cycle to solve problems like before starting the learning process, and the researcher encouraged the students through motivation. before starting the learning process, the teacher gives games, giving more explanation about the material, giving glossaries in the narrative text to help students understand the narrative text and setting the classroom in groups to create learning process better. by doing the procedures above, the researcher found that students' participation was good; they did not look bored. the students looked enjoyed in learning narrative text through snowball throwing. there was a development from the students on reading narrative text, and the teaching material seemed more interesting for the students in cycle 2. the students' participation in learning narrative text through snowball throwing was more enjoyable and better because most of the students had practiced in asking, answer, responding to some questions that the researcher given and the text had some glossaries. meanwhile, the percentage of students' participation in cycle 2 was still varieties too. which five students were less active in reading class when learning, the process was running, and the percentage reached 5 (25%). the active students were 7, and the percentage reached (35%). very active students were 8, and percentage reached (40%). referred to the result of data analysis, the researcher found that the students' active participation was better than the result in cycle 1. the researcher found in cycle two had been improved as the accumulation from the percentage of very active was 40%, and active was 35%, and less active reached 25% however, the average score that students got in the first cycle had not reached the criteria of success in the working indicator. the problem in the first cycle motivated the teacher to students more intense. it made new plans such as rearrange the student's position in the group, giving more explanation about the material, giving the narrative reading to all students, encouraging the students to memorize vocabulary, besides, by giving more chances to the students to got the good score to share their knowledge in teaching and learning process. the researcher encouraged the students by giving motivation, gave the game before beginning the learning process, gave more explanation about the material, gave the narrative reading to all students. the grouping of the students was based on students' level randomly; it would make them more active and focus on learning, encouraging the students to memorize vocabulary, giving more chance to the students who got a good score to share their knowledge in teaching and learning process. it could give a chance for students to be more confident in the teaching and http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 80 this work is licensed under a creative commons attribution 4.0 international license learning process. the researcher gave a reward to the winner. it was stimulated their interest in learning. by doing the procedures above, the researcher found that students' participation was very good; they did not look bored. the teaching material seemed interesting for the students. there was a development from the students on reading narrative text in cycle 2, and the condition of the class can be controlled. the students easier comprehend the text and more active in the leaning process. they were enthusiastic about the learning process. meanwhile, the percentage of students' participation in cycle 2, there was none student not active, there were five students were less active in reading class when the learning process was running, and percentage reached 25%. the active students were 7, and the percentage reached 35%. the very active students were 8, and the percentage reached 40%. referred to the result of data analysis, the researcher found that the students' active participation was better than the result in cycle 1. the researcher also found that the success criteria in cycle two were achieved by accumulating the percentage of very active and active. the mean score of the students' test in cycle 1 was 56; after continued to cycle, the mean score of the students' test had improved 82,75, the rating percentage of students' score in reading test of cycle 2. it means that there were significant changes score from cycle 1, till cycle 2. in cycle 2, the students easier comprehend the text and more active in the teaching-learning process. also, the goal of the research can be achieved. the teacher gave more motivation to study. based on the observation activities, this cycle during the learning process by snowball throwing was very effective because most of the students' interest in the learning process. they are more enjoyable and more spirit in their activity, especially in their group, the class conditions were more conducive, and the students were friendly with friends. based on the result above, the teacher finished the dominant learning process, they had a level of achievement, and the researcher has known that teaching reading comprehension through the snowball throwing method was appropriate in teaching reading comprehension, especially for reading narrative text. they concluded that using the snowball throwing model is effective in teaching reading comprehension the research findings that the significant improvement of students' reading comprehension. through snowball throwing, the students showed great interest in being active in the teachinglearning process. in the classroom, they were eager to join all activities. through snowball throwing, the students did not only can learn the material but also could learn more cooperative to other students. by considering the condition in cycle 1, and cycle 2, this research proposed some procedures in using the snowball throwing method in teaching reading comprehension, as follows: a. the teacher was encouraging the students by giving motivation. b. the teacher was giving games before beginning the learning process, giving more explanation about the material. c. the teacher is giving glossaries in the narrative text to support the students in reading comprehension of the narrative text. d. the teacher is giving the narrative reading to all students. e. the grouping of the students was based on students' level randomly; it would make them more active and focus on learning. http://creativecommons.org/licenses/by/4.0/ copyright © the author(s) vol. 1, no. 1, august 2020 e-issn: 2723-4126 81 this work is licensed under a creative commons attribution 4.0 international license f. the teacher was encouraging the students to memorize vocabulary. g. the teacher is giving a chance to the students who got good scores to share their knowledge in the teaching and learning process. it could give a chance for students to be more confident in the teaching and learning process. conclusion after finishing the research, the researcher concludes that the snowball throwing in teaching reading comprehension to the second-year students of smpn 8 palopo snowball throwing could be conducted in cycle 2, as follows: a. forming the students into a small group that consisted of 5 students, the grouping of the students was based on students' level randomly, it made them more active and focused on learning b. giving narrative text to all students .it would make the learning process more effective, and the students focus more on reading narrative text. c. giving glossaries in each text.it helped the students easier to comprehend the narrative text d. giving reward/gift for appreciating the winner e. giving more motivation to the students that working to gather is easier to comprehend the reading text f. reading comprehension of the students can be seen from the result of the mean score has increased from cycle 1 (56) to cycle 2 (82,75). so, teaching reading comprehension through snowball 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